{"response":{"docs":[{"id":"bcas_bcmss0837_554","title":"Little Rock Schools: Garland Elementary","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":["1990/2001"],"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","Garland Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics","School improvement programs"],"dcterms_title":["Little Rock Schools: Garland Elementary"],"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/554"],"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\nLittle Rock School District G arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. \"Learning with dignity through technology is our motto. A caring, encouraging atmosphere is our specialty. ) Garland Multimedia Technology and Educational Research Elementary School First Class Schools For World Class KidsTheme-Focused, Multimedia Technology Adds Interest, Enhances Learning SPECIAL ATTRACTIONS  Gifted/Talented Program Students at Garland Multimedia Technology and Educational Research Elementary School learn reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as:  Literacy Through Technology  Early Literacy Through Technology  Researching America Through Technology  Telecomputing Technology  Media Productions  Exploring the World Through Technology We at Garland are preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil-to- staff ratio which helps increase interaction between students and staff.  Extended Day and Extended Week Activities - Activities Include: Individualized Academic Assistance, Clubs, Field Trips and a Homework Center  Before and After School Care Program  Parent Workshops - Training parents to Assist their Children with Homework, Computer Literacy, and Nutrition  Four-Year-Old Program  Special Skills Program - Chess, Spanish, Choir, Dance, Aerobics and Taekwondo  Multicultural Program - Intensive Study of Various Cultures  Achievement Recognition  Tutoring in the Classroom  Media Center - with an Electronic Encyclopedia  Parent Link - A Voice Mail Link For Parents and Teachers Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. *Garland Multimedia Technology and Educational Research Elementary School 3615 W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Garland Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. R s I 1^4 Garland 361SW. 25th Uttle Rock. AR 72204 Incentive Mr. Robert L. Brown. Jr.. Principal Phone: (501) 671-6275 A nxm^/brmational'* id \"fij ?i! iii'j it*' I BWSglSSI Ji  i' iliSchedule of Events 4:30 - 6:00 6:10-6:30 6:30 - 7:00 7:00 - 7:30 7:30 - 8:00 8:00 - Until POWER 92 Live Remote Broadcast Dr. Hank Williams, Incoming Superintendent of LRSD Mr. Jimmy Pritchett, Little Rock Fighting Back Program Mr. Robert Brown, Jr., Principal of Garland Incentive School Classroom Tours Dinner Served Come share in the excitement of a New and Progressive year at Garland Incentive School Open House Monday, September 20,1993 Pre-open house activities begin at 4:30. Door Prizes to be given away!! OB B BS\niCl ^'2! VfJ = \\\u0026lt;'l B'-y-s' jVxV w' Would Like Garland Incentive Schoo! :^l a OS kd invite WrfTfcU T aaj?^ tlnaniiB^^ InfH ST 3 ,TIME-9:00 A.M, - 2:30 P.M. ADDRESS-3615 West 25th Little Rock, Arkfinsas 72204 *'HAT - Multicultural Celebration feHEN - May 27 \u0026amp; 28, 1993 la-HERE-Garland Incentive School PARTICIPANTS-Pre-K - 6th ,W--/-W-Zft/rZrAt*fi.it it ttut/f  -  -J . i iS ^2? fe' sskS B. PS'S I i I VHY - To Celebrate Cultural Awareness Robert L. Brown Jr. Prinoipal ilK ACCOLADES Garland's Certified Staff Academic 4 #1 in Growth for 93 MPT Reading \u0026amp; Math 4 #1 in Growth for 93-Stanford 8 Overall #1 in Growth for 93Standford 8 2nd Grade 4 #1 in Growth for 93Standford 8 4th Grade A Top 10 in Growth for 93-Standford 8 6th Grade MULTIMEDIA TECHNOLOGY II Discipline F 7J% Reduction in Behavior Referrals (From 1045 to 285 in 93) 86% Reduction in Suspensions (From 65 to 9 in 93) AND A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students F Multicultrual Focus EDUCATIONAL RESEARCH 'V Fiesta Celebration \"I Cinco De Mayo 'V Three Kings Day KWANZAA Day V Chiness New Year 'I Russian Day 4 Japanese Celebration V Jewish Celebration V Korean Celebration V Jamaican Celebration 'V German Celebration V Native Amer PowWow Garland Incentive School 4 Learning with Dignity through technology!! CALL 671-6275 FOR MORE INFO. First Class School for World Class Kids. Little Rock School District Garland Incentive School  Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include:  Emergent Literacy Through Technology.  Early Literacy Through Technology.  Researching America Through Technology.  Telecomputing Technology.  Media Productions  Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere  Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology.  Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning. .  Before and After School Care Program Supervised activities from 7:00am to 5:30pm.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning.  Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school.  Multicultural Program Intensive study of various cultures that make up our world culminating with a school wide multicultural celebration.  Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year.  Tutoring in the Classroom Tutoring is provided through community volunteers and school peers.  Media Center Provides technologically advanced resources with exceptional research capabilities.  Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.ACCOLADEl Garland's Certified Staff Academic MULTIMEDIA Outstanding Growth! TECHNOLOGY Discipline  73% Reduction in Behavior Referrals (From 1045 to 285 in 93) 4 86% Reduction in Suspensions (From 65 to 9 in 93) A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students r Multi-Cultrual Focus 'I Fiesta Celebration 'i Cinco De Mayo 'I Three Kings Day KWANZAA Day 'I Chiness New Year 'I Russian Day 'I Japanese Celebration 'I Jewish Celebration V Korean Celebration Jamaican Celebration 'J German Celebration V Native Amer PowWow EDUCATIONAL RESEARCH Garland Incentive School 4 Learning with Dignity through technology!! Gariand Incentive School Multi-Cultural Celebration Moy 26 \u0026amp; 27. 1994 CALL 671-6275 FOR MORE B^FO. Little Rock School District OPEN HOUSE 10:00 AM to 2:00 PM Each Day Come Check Us Out!!! Garland Incentive School  Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include:  Emergent Literacy Through Technology.  Early Literacy Through Technology.  Researching America Through Technology.  Telecomputing Technology.  Media Productions  Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere  Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology.  Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning.  Before and After School Care Program Supervised activities from 7.00am to 5\n30pm.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning.  Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school.  Multi-Cultural Program Intensive study of various cultures that make up our world culminating with a school wide multi-cultural celebration.  Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year.  Tutoring in the Classroom Tutoring is provided through community volunteers and school peers.  Media Center Provides technologically advanced resources with exceptional research capabilities.  Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.GOALS a DEGREES \"Rites of Passage\" To be ceremoniously initiated into the \"Rites of Passage,\" these goals must be consistently practiced by the individual. * To give one's undivided attention and respect to elders * To observe and ponder the meaning of ail things * To recognize the one source greater than yourself * To seek knowledge, wisdom and understanding * To respect mother, father, authority, life and truth * To be responsible for one's own actions/consequences * To encourage self-love and self respect * To respect the humanity of all people * To practice personal grooming/cleanliness * To develop higher learning capacities by\nGARLAND INCENTIVE SCHOOL'S 6TH GRADE CLASS OF 93 PRELUDE a. developing better thinking and memory skills b. acquiring an interest in the dictionary * To practice correct methods of classroom participation * To adhere to rules and regulations and show respect for policies * To learn self-identity: a. Who am I? b. Where am I? c. Where did I come from. How did I get here. d. What do I want to be and how will I get there. * To demonstrate appreciation for one's culture and heritage * To actively participate in the organized development of one's community  To use and manage money properly within the community * To develop a spirit of self determination and cooperative economics etc.) research foods their * To develop survival skills (husbandry, crafts, farming, carpentry,  To develop a life-long love for learning through study and I * To develop the discipline needed to select and consume healthy * To teach others what you have mastered and serve as a guide for PASSAGE \"In America. Black la a country.\" \"RITES OF PASSAGE\" Garland Incentive School's 1993 6th Grade Graduates Rites of Passage Awards Program 0  Males Robert Allen Stephen Buford Richard Burton Marvin Collins Denaro Cook James Fields William Green Ronald Harris Jerome Hunter Michael Hunter James Ivey James Johnson Vernon Jones Kelvy Matthews Steve Preston Joel Rodriguez Jose Rodriguez Steven Smith Keith Tucker Gary Vanderbilt Clifton Watson 101 * 0 Females Latasha Butler Holly Carroll Valencia Coleman Ashley Hill Terri Jackson Eva King Alisha Lemons Tameka Lewis Simona Matthews Eryn Surratt Theme: Children Are the Reward of Life -African Proverb Processional Libations Salute Musical Selection Rites of Passage Overview Recognition of Guest Speakers Musical Selection Motivational Speech Presentation of Awards 6th grade students Pele Shonowa, Entrepreneur The Liberation Flag Mr. Rickey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks Mr. Robert L. Brown, Jr. Principal, Garland Incentive School * Passed MPT (Reading) * Passed MPT and Stanford-8 Mr. Robert L. Brown, )r. Principal, Garland Incentive School First Annual Overcomer's Award Mr. Terrence Hardin C.AA.P. 6th Grade Teachers for 1993: Ms. Yolanda Anderson Mr. Leroy Slater Remarks Closing Song \"Lift Every Voice and Sing\" Recessional 6th grade students Reception - Media Center Garland incentive School For Guest and Sth and 6th grade students only.The Liberation Flag was created by Marcus Garvey. Red stands for the blood and struggle. Black represents the people and their color. Green stands for land and the future. There can be no future without struggle, and there can be no struggle without people. It is your responsibility to know who you are (Black), know that your purpose is to struggle (Red), and know that your goal is liberation and a better tomorrow (Green). Every flag has meaning and Garvey was careful in selecting yours. Salute II This Flag Is Mine Here's to this flag of mine the Red, Black, and Green Hopes in its future bright Africa has seen Here's to the Red of it. Great Nations shall know of it In time to come. Red blood shall flow of it Great flag of mine. Here's to the Black of it Four hundred millions back of it Whose destiny depends on it The Red, Black, and Green of it Oh, flag of mine. Here's to the Green of it Young men shall dream of it. Face shot and shells of it. Maidens shall sing of it Waving so high Here's to the whole of it G\u0026gt;lors brought and pole of it Pleased is my soul with it Regardless of what is told of it. Thanks God for giving Great flag of mine. I LIFT EVERY VOICE AND SING Lift every voice and sing Till earth and heaven ring. Ring with the harmonies of Liberty\nLet our rejoicing rise High as the listening skies. Let it resound loud as the rolling sea. Sing a song full of the faith that the dark past has taught us. Sing a song full of the hope that the present has brought us. Facing the rising sun of our new day begun Let us march on till victory is won. Stony the road we trod, Bitter the chastening rod, Felt in the days when hope unborn had died\nYet with a steady beat, Have not our weary Feet Come to the place for which our fathers sighed? We have come over a way that with tears has been watered. We have come, treading our path through the blood of the slaughtered. Out from the gloomy past. Till now we stand at last Where the white gleam of our bright star is cast God of our weary years, God of our silent tears. Thou who hast brought us thus far on the way: Thou who hast by Thy might Led us into the light. Keep us forever in the path, we pray. Lest our feet stray from the places, our God, where we met Thee, Lest, dur hearts drunk with the wine of the world, we forget Thee\nShadowed beneath Thy hand. May we forever stand. True to our God, True to our native land. i James Weldon Johnson  This poem has been put to music and is now our Black National Anthem. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: GARLAND ELEMENTARY READING 1988 1989 1990 1991 MATHEMATICS 1988 1989 1990 1991 ALL STUDENTS No. Tested No. Passed Percent Passed BLACK HALES No. Passed Percent Passed GLACK FEMALES No. Passed Percent Passed 39 32 82 13 76. 11 79 51 35 69 16 55 16 89 44 29 66 15 65 13 65 26 18 69 57 80 39 32 82 12 71 12 86 51 34 67 17 59 15 83 44 24 55 15 65 40 26 15 58 50 70 8 8 8 7 7 WHITE MALES No. Passed 1 1 0 4 4 1 0 1 Percent Passed 100 100 100 100 100 100 WHITE FEMALES No. Passed 0 2 0 3 1 3 0 0 Percent Passed 100 100 100 50 OTHER MALES No. Passed 0 0 Percent Passed OTHER FEMALES No. Passed 7-1 1 1 1 0 1 0 0 Percent Passed 100 100 100 100 100 100 k Total of all students in the \"Other ___ - race category. These scores were not'reported by gender.SCHOOL: garland elementary READING 1988 1989 1990 j 1991 1988 ALL STUDENTS No. Tested Ho. Passed 31 25 81 PercenX Passed I__2. BLACK EALES No. Passed 8 Perc-.\nnt Passed 73 SLACK EEKALES No. Passed I 12 percent Passed 80 'fflITf. KALES l.'o. Passed i I 0 Percent Passed I___ WHITE FEMALES No. Passed 3 Percent Passed OTHER MALES No. Passed percent Passed OTHER EEK.a.LES No. Passed Percent Passed. 100 * 2 100 36 19 53 9 47 9 56 0 0  1 100 31 25 81 12 80 13 81 0 0 0 0 34 31 91 10 77 18 100 1 100 2 100 0 0 31 24 77 7 64 12 80 0 3 100 * 2 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 HATH EI-IAT ICS 1989 36 20 56 8 42 11 69 0 0 * 1 100 1990 31 29 94 14 93 15 94 0 0 0 0 1991 34 26 76 8 62 16 89 1 100 1 50 0 0 1988 31 20 65 5 45 11 73 0 3 100 LANGUAGE ARTS 1989 36 10 28 4 21 6 - 38 0 0 0 1990 31 22 71 10 67 12 75 0 0 0 1991 34 17 50 7 54 9 50 0 1 50 0 1988 31 17 55 5 45 8 53 0 2 67 SCIENCE 1989 36 6 17 4 21 2 13 0 0 0 1990 31 26 84 13 87 13 81 0 0 0 1991 34 20 59 7 54 10 56 1 100 2 100 0 1980 31 17 55 5 45 8 * 1 0 0 0 * 2 0 0 0 SOCIAL STUDIES 1989 36 6 17 3 16 3 1990 Tl -I 53 0 3 100 * 1 19 0 0 0 0 Total of a.ll students in the \"Other\" race category. 'ceres '..an not reported by gender. i 50 100 i 50 31 19 61 8 53 11 - 69 0 0 0 0 3A 18 53 6 46 9 50 1 100 UU J 2 100 ... 0 0 I j i I2 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 WHITE FEMALE 1 991 MAT-6 Di st ri but 1 on J6431 M6BYSC 10/07/91 PAGE 351 1! po r' I H' k.- Cl- Percentile Summary ._Z6 50  26 - 01-..: 75 49 -25 Number Tested TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N 0 0 1 0 1 Mean, NatL_NCE_______48.3 WHITE MALE Percentile Summary 76 50 26 99 75 49 __-_25 __ Number Tested Mean NmV L. NCE_. ALL WHITE Percentile Summary _____ 50 26 75 49 _ 01 -_-e5_____ Number Tested Mean -Nat_Lr_NCE_. _ ox ____ ox 1 oox ox TOTAL READING N X 1 i 1 33X 33X 33X __Q_____OX . 3 54.5 TOTAL READING N X .1____25X 1 2 0 asx SOX .._0X 4 .53.1 0. 1 0 0_ 1 1 OOX OX ox - Q_ 0 1 0 ox ox 1 oox ox 0 0 1 0 OX ox 1 OOX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 oox OX ox 1 1 1 1 1 -55.3______ TOTAL MATHEMATICS N X 1 0 -_O_. 3 65.9 .3 48.9 60.4 53.7 50.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N 33X OX OX _ 1 1 0 1 33X 33X OX 33X 1 1 1 0 33X 33X 33X OX 3 0 0 0 1 oox ox ox ox 1 0 2 0 33X OX 67X OX 2 0 1 0 67X OX 33X OX 3 52.0 3 56.8 3 78.1 3 56.5 3 60.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 2____BOX__ 2 0 0 SOX OX ___OX____ 4 ..63.2._ 1 1 1 1 e5x_.... 25X E5X 25X I____25X 1 2 0 25X SOX OX 3 1 0 0 75X 25X OX OX 1 1 2 0 25X 85X BOX OX 2 1 1 0 5 OX 25X 25X OX 4 - 49.4 ... 4 _____54,8 ... 4 73.7 4 55.8 4 57.9 I . r1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 35 I-' i=' I t*r 'I \u0026gt;'i SCHOOL: GRADE: OAKLAND INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary 50 26 01 75 49 25 Nuaber Tested N Z N Z N X N Z N N Z N Z 0_____ 9Z. 2 1 5 8 Mean NatJ_l_NCE_____ _35.9, . BLACK MALE Percentile Suaaary 76 50 26 ?9 75 49 01.-.25.- Nuabe Test ed Mean Nat'1 NCE ALL BLACK 25Z 13Z 63Z TOTAL READING N Z 0_____QJi___ __ 4 1 3 50Z 13Z 38Z 1 3 1 3 13X 38Z 1 3X 38Z 0 3 3 OZ S5Z 38Z 38Z 2 1 1 4 25 Z 13Z 13Z 50Z 1 2 0 5 13Z 25Z OZ 63Z 0  3 3 OZ 25Z 38Z 38Z 8 44.3 8 __41\u0026lt;5_ 6 39.4____ 8 42.3 8 39.2 8 37.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N Z N Z N X N Z 2 0 3 17Z OZ 25Z 2 3 3 . .. 7. -__.58Z 12 ___ 3?. e TOTAL READING Percent lie Suaaary N Z 76..^99_______ 50 S6 75 49 _ 2 2 4 .. lOX 1 OZ 20Z 01 t,25_.,. 12 . 60Z.. Nuaber Tested 20 __ Mean_NatJ_l .NCE_________38.1 17Z 25Z 25Z 2 2 4 4_.33X__________4 12 45 P 1 2 42.6 TOTAL MATHEMATICS N Z .2____lOX___ 74 35Z 20Z 1.___ 35X_____ SO ______ 44. J?_____ 17Z 17Z 33Z 33Z 2 0 5 17Z OZ 42Z 5__ 4 ex 12 42.0 TOTAL LANGUAGE BASIC BATTERY N Z N Z 35 57 15Z 25Z 25Z 35Z 2 28 8 10X 1 OZ 4 0Z 40Z so .___-42. SO 41 .0 2 4 3 3 17Z 33Z 25Z 25 Z 2 1 7 2 1 7Z 8Z 58Z 1 7Z 2 0 5 5 17Z OZ 42Z 42Z 1 2 45.2 12 47.7 1 2 41.4 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 4 54 7 SO 44.1 Z N Z N Z 20Z 25 Z 20Z 35Z 3 3 7 7 15Z 15Z 35Z 35Z 2 28 8 lOZ 1 OZ 40Z 40Z SO 44.3 20 39.8 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT6 Distribution J6481 M6BYSC 10/07/91 PACE 353 SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suaeary N Z N X N X N X N X N X N X 76 50 26 01 99 75 49 25 3 '3 6 12 13X 13X 25X SOX 4 9 4 1 17X 38X 17X 29X 4 6 6 6 17X 25X 25X 33X 3 3 1 0 6 13X 1 3% 42X 33X 7 6 4 1 29X 25X 17X 29X 4 4 9 7 17X 1 7X 38X 29X 4 3 9 8 17X 1 3X 38X 33X Nunber Tested Mean Nat'1 NCE 24 40.6 24 47.8 24 43.4 24 43.3 24 49.0 24 46.2 24 42.8 i\n! i I ..J\n^lI *1 -J i  I ( I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 white female TOTAL READING TOTAL MATHEMATICS TOTAL language 10/07/91 PAGE 354 Percentile SumBary BASIC battery N X N X N X SCIENCE SOCIAL STUDIES COMPLETE battery - - -76_-. a9_____________~ 50-75 \"o' 26-49 I ------QL - 0 75 49 25 _ . OX OX 1 oox . _ ox 0 1 0 __OX 1 OOX OX 0 N X N X N N Number Tested 1 Mean Nat.'l_NCE_______4q.i____ white male total reading _P____ 0 1 0 OX OX 1 OOX - ox X 1 -62.3____ 1 ..3T.7 total MATHEMATICS Percentile Sumnary TOTAL language N X N X N 0 0 1 0 1  OX OX 1 OOX OX 1 0 0 0 100X OX OX OX 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX ox OX 45.8_______ BASIC battery 1 84.6 SCIENCE 1 54.2 SOCIAL STUDIES 1 50.0 COMPLETE battery 76 50 26 01 99 75 49 25 , N X Number Tested Mean Nat'I NCE ALL WHITE 0 0 0 1 1 ..35.8 Percent He SuaiKary 76 =_aa____ so 26 01 75 49 25__ Number Tested --- Mean Natll_tiCE. QX ._______0 ox OX 1 OOX TOTAL reading N X N X N 1 0 0 1 52.1 ox 1 oox ox - ox 0 1 0 .0 1 -50.0 Z N TOTAL MATHEMATICS N X J----??-----------0-_____ox 1 1 _ OX SOX sox 2 0 lOOX OX - Q_____ox 2 38..-a____ 2 51.2 OX 1 OOX OX . OX 0 0 1 0 1 42.5 total language N Q ____OX 1 1 0 SOX SOX OX 2 43^J8_____ ox ox 1 oox ox 0 1 0 0 1 53.2 BASIC battery N 0 0 2 0 2 -..44.2 X - OX OX 1 OOX ox OX 1 OOX OX OX 0 1 0 0 1 54.2 SCIENCE N X OX 1 OOX OX OX 0 0 1 0 1 45.2 SOCIAL STUDIES N OX OX 1 OOX ox COMPLETE battery N X 1 1 0 0 50X SOX ox ox 0 2 0 0 OX 100X OX OX 0 1 1 0 OX SOX SOX OX 2 68.9 2 54.2 2 47.6I ( I I I I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 355 COMPLETE BATTERY Percentile Sunmary 76 _-_9i____ 50 26 01 75 49 25 Number Tested N 7. N X N X N X N X N X N __0 4 4 5 1 3 Mean Natfl NCE________41 .2 BLACK MALE Percentile Summary 76 - 99.._ 50 26 01 75 49 25___ Number Tested Mean Nat'l NCE ALL BLACK Percentile Summary ___76 99_. 50 26 01 75 49 25 Number Tested t_____ ---0X,_. 31X 31 X _ 38X _ TOTAL READING N X 1 6 3 3 8X________2 _ 46X 23X 23X 3 5 3 15X 23X 36X 23X .0 5 ft  OX 38X 46X 1 5X 0 1 8 4 OX 8X 62X 31 X 0 6 6 1 OX 46X 4 6X 8X 0 4 7 2 OX 31 X 54X 1 5X 13 48.3____ TOTAL MATHEMATICS N X 1 3 46.3.__ 1 3 ___44.2 1 3 39.8 13 48.5 1 3 43.7 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X 0 6 2 .8 1 0 26.6 OX OX 20X SOX TOTAL READING N X 0 4 6 0 2 0 S 1 0 25.5 ox_ 26x OX ____ TOTAL MATHEMATICS N X OX_________1_____4X__.. 17X 26X 8 3 -13.. . 57X_____ _ .1 1 .. 35X 1 3X 23 -Mean Nat il NCE_______34.8 23 38.4 . 1 0 2 7 1 OX OX 2OX 70X 0 1 1 8 OX 1 OX 1 OX SOX 1 0 1 8 1 OX OX 1 OX SOX 1 1 1 7 1 OX 1 OX 1 OX 7 OX 0 1 1 8 OX 1 OX 1 OX sox 1 0 24.0 1 0 23.5 1 0 30.7 1 0 33.2 1 0 22.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N N N ____3 . 3 7 ___10 23 ___36.6 .. 13X 13X 30X 43X 0 6 7 1 0 OX 26X 30X 43X 1 1 9 1 2 4X 4X 39X 52X 1 7 7 8 4X 30X 3 OX 35X 0 5 8 1 0 OX 22X 3SX 43X 23 ____35.2._,. 23 .,35.8 23 41 .8 23 34.4 I I .1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 356 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I j-------- Percentile Summary N N 7. N Z N Z N N Z N I I I f !  I 1 J i____ 76 50 26 01 99 75 49 25 0 4 7 1 4 OZ 1 6Z . 28Z 56Z 1 10 3 1 1 4Z 40Z 12Z 44Z 3 4 8 1 0 12Z 1 6Z 32Z 40Z 0 6 9 1 0 OZ 24X 36Z 40Z 2 2 9 1 2 8Z ez 36Z 48Z 1 9 7 8 4Z 36Z 28Z 32Z 0 6 9 1 0 OZ 24Z 36Z 40Z Number Tested Mean Nat * 1 NCE 25 35.1 25 39.9 25 37.2 25 35.9 25 38.5 25 42.8 25 35.5 I J 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 WHITE MALE TOTAL READING 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 357 Percentile Suanary N ____76 ._- 99___ 50 26 75 49 _____0 ____01 ^.25 1 1 P _ _.ox sox sox I Nuaber Tested 2 1 . Mean Nat It NCE.________47_.,5. ALL WHITE TOTAL READING Percentile Sunmary N X 76 -.59____ 50 26 75 49 0 1 1 01 25 _ OX SOX SOX .._.QX I .1 I ,1 Number Tested Mean Nat'1 NCE____ BLACK FEMALE Percentile Summary .76 - ,99 50 26 75 49 ____01 r,25_____ Nuaber Tested Meaa NatJ.!. NCE 2 47.5 TOTAL READING N X TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N P 2 0 0 2 _..60.8 X N N X N X N X N  .l . 0 4 _8X___ OX 33X 7 _ 58X 1 2 J6.3_ __PX 1 OOX OX px 0 1 1 0 OX SOX sox OX 0 1 1 0 _0X SOX SOX OX 1 0 1 0 SOX OX sox OX 0 1 1 0 OX BOX SOX OX 0 1 1 0 OX BOX SOX OX 2 52,____ 2 53.6 2 55.6 2 49.8 2 53.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 2 0 0 S 60.8 X N X N X N X N X N X OX 16 ox ox ox __ 0 1 1 ___0 2 52.9 TOTAL MATHEMATICS N X 1____8X_____ 1 3 1 12 5,1_.0, 58X 25X _ 8X___ OX SOX sox OX 0 1 1 OX SOX SOX 0____OX 2 53.6 TOTAL LANGUAGE BASIC BATTERY N N X 1 0 1 0 SOX OX SOX OX 0 1 1 0 OX SOX BOX OX 0 1 1 0 ox sox sox ox 2 55.6 2 49.8 2 53.7 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N . _ 1 2 6 3 8X 17X SOX 25X 1 1 5 5 OX Q7. 42X 4 EX 0 3 6 3 OX 25X SOX 25X 1 1 4 6 8% 8X 33X BOX 1 1 5 5 8X 8X 42 X 42X 12 46.0., 12  42,3 .. 1 2 41.7 12 39.5 12 40.9 i II 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 358 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentlie Sumnery N X N X N X N X N N N X 50 26 01 - 75 - 49 25___ 0._____OX , 1 1 1 Q 8X dX 83X 1____,8X_. 3 2 25X 17X .-.1, , _8X NuAber Tested 1 S Mean Nat/I NCE_______25.8 .. ALL BLACK TOTAL READING  ,fi! _ .50X 12 40.5 r Percentile SusBary N X ..I 76 50 26 99 75 49 1 1 5 4X 4X 21X 1  I 01 -_25.,_ _____1.7......71X Number Tested Mean Nat1 NCE  24 31 , Q 1 A 8 8% 33X SOX _.l.... 8X 1 1 9 8X 8X 75% 1 0 5 6 8X OX 42X SOX 0 2 5 5 OX 1 7X 42X 42X 1 0 2 9 8X OX 17X 75X 1 2 .35.^9 12 30,7.. 1 2 34.7 12 34.7 1 2 30.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X N 2 16 5 8X 42X 21X 2 3 1 0 ex 13X 42X .. ._.7.__29X._ 9___38X 2 2 b 14 8X 8X 25X 58X 1 3 1 1 9 4X 13X 46X 38X 1 3 9 1 1 4X 13X 38X 46X 2 1 7 1 4 8X 4X 29 X 58X 24 45.7 24 41.0 24 36.5 24 38.2 24 37.1 24 35.6 iH i i I .J LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 3S9 1 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Suaairy N X N X N X N N X N X N X i \u0026gt; I 4 -r ,I L_... 76 so 26 01 99 75 49 25 1 2 6 17 4X 8X 23X 65X 2 12 5 7 8X 4 6X 1 9X 27X 2 4' 1 1 9 8X 15X 4SX 35X 2 3 7 1 4 8X 1 ex 27X 54X 2 3 1 2 9 ex 12X 4SX 35X 1 4 1 0 1 1 4X 15X 38X 42X 2 2 8 1 4 8X 8X 31X 54X Number Tested Mean Nat'1 NCE 26 32.3 26 46.9 26 41 . 9 26 37.8 26 39.5 26 38.1 26 36.9  'I  I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 360 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N N X N N X 50 26  01 75 49 25 ___ 0 6 t 0 _ OX OX 1 OOX _ QX 0_____^OX _ 1 0 Q 1 OOX OX ox 0 i 0 0 OX i oox ox OX 0 i 0 0 OX 1 OOX OX OX 0 0 1 0 OX OX 1 OOX OX 0 0 1 0 OX OX 1 OOX OX 0 1 0 0 ox 1 oox ox ox Number Tested 1 1 1 Mean. Nat U NCE________4.9. 5 .58,_7 6 0,4 1 1 ALL WHITE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE _._55.9 41 .3 1 1 48.4 52.6 Percentile Sunnary N X N X N X 76 50 26 75 49 P____OX_____ 0 1 OX 1 oox 01 r-25 _ 0_____OX .. 0 1 0 p  OX 1 oox OX ___ox 0 1 0 0 OX 1 OOX OX OX Number Tested Mean Nat'1 NCE I 1 1 BLACK FEMALE Percentile Summary . 76 50 26 01 99 75 49 25 Numbe Tested Mean Nat f.l NCE_. 49-5 58.7 60.4 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N y. N TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE N X N X N X ___0_____OX______ 4 5 8 24X 29X 47X . 4___8,4_x___________2__ 5 5 3 29X 29X 18X 6 2 7 12X 35X 12X 41 X 1 7 .38., 5... 17 ____50.4 17 .45.3 0 1 0 0 1 55.9 OX 1 OOX OX ox 0 0 1 0 1 41.3 BASIC BATTERY N 3 3 6 5 17 42 X 18X 1 8X 35X 29X OX OX 1 OOX OX 0 0 1 0 1 48.4 SCIENCE N X 0 3 6 8 OX 1 8X 35X 47X 1 7 36.8 OX OX 1 OOX ox 0 1 0 0 1 52.6 SOCIAL STUDIES N 0 3 6 8 17 40,1 X OX 1 8X 35X 47X OX 1 OOX OX OX COMPLETE BATTERY N X 0 5 6 6 OX 29X 35X 35X 1 7 41 . 5 ^'11 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 1 0/07/91 PAGE 361 I i , t 'L_ SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 4 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N N X N X N X N X N N X 50 S6 - ^3 01 Nunbe 75 49 1 5 1 0 _4 . 5X 25 X SOX SOX ___5____25X . 7 4 4 35X BOX SOX 2 8 6 1 QX 40X 30X 4 _20X 3 5 7 5 15X S5X 35X S5X 5 4 6 5 S5X SOX 30X 25X 2 6 6 6 1 OX 3 OX 30X 3 OX 3 5 6 4 15X 25X 40X SOX Tested Mean Nat_'l NCE 20 ____45.4 _ SO 5S . e____ 20 ...47.4. SO 47.7___ 20 ._47.1 20 45.7 SO 47.4 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Summary 76 50 26 01 99 75 49 25____ Number Tested Mean Nat*1 NCE N X N X N N X N N X N 1 9 15 _ 12 37 42.2 S4X 41X 32X , 9 12 9 24X 3SX S4X 7__._19X 37 51.4 4 14 8 1 1 37 46  4 1 IX 38X 22X _30X 6 8 13 1 0 1 6X 22X 35X 27X 5 7 12 13 14X 1 37. 35X 2 9 12 14 5X S4X 3SX 38X 3 1 0 1 4 1 0 8X S7X 38X ^17. 37 45.5 37 42.4 37 43 . 1 37 44.7 I i II LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 368 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I r Percentile Suanary N X N N'  X N X N X N N X *1 '1 I L____ 76 5 0 26 01 39 75 49 25 1 9 1 6 1 2 3X 24X 42X 32X 9 13 9 7 24X 34X 24X 1 8X A 11X 15 39X 8 11 SIX S9X _6 9 13 1 0 1 6X 24X 34X Z67. 5 7 13 1 3 13X 18X 34 X 34X 2 9 13 1 4 5X 24X 34X 37X 3 1 1 1 4 1 0 8X 29X 37X 26 X Number Tested Mean Nat * 1 NCE 38 42.4 38 51 .6 38 46.8 38 45.8 38 42.4 38 43.3 38 44.9 r . 1 H1 LITTLE ROCK SCHOOL DISTRICT t 991 MAT-6 Distribution DJ6481 M6BYSC 1 0/07/91 PAGE 363 t SCHOOL : GRADE: GARLAND INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N X N X N N ______7k 50 26 01 75 49 25 g 14X 4 4 4 29X 29X 29X 4.___a?x__. 7 2 1 SOX 14X 7X _3 7 3 1 21^_ BOX 21X 7X __ 3 7 1 3 21X 5 OX 7X 21X 2 4 5 3 14X 29 X 36X 21 X 1 6 3 4 7X 43X 21X 29X 3 5 3 3 21 X 36X 21X 21 X Number Tested 14 - Mean Nat * I NCE________48..3__.. 14 ____58.1 1 4 ____56,0. 14 54.3 1 4 47.1 14 48.5 1 4 52.2 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N N X N N X N 76 50 26 99 75 49 01 -.25 0 3 5 _ ,17_ OX '12X 20X 68X 3 6 9 7 12X 24X 36X 28X 1 5 1 0 9 4X 2DX 40X 36X 0 6 7 12 OX 24X 28X 48X 1 1 1 1 12 4X 4X 44X 48X 0 5 1 1 9 OX SOX 44X 36X 0 5 9 1 1 OX 20X 44X Number Tested Mean Nat'1 NCE 25 33.8 25 44.3 25 40.2 25 38.0 25 35.9 25 41 .8 25 37.7 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N 'A N X N X N X N X N X . . 76 50 26 01 99... 75 49 25 -2.__5X.. 7 9 21 1 8X 23X 54X _ 7_ ____ 13 1 1 8 33X 2ex 21X 4 12 13 1 0 1 OX 3ix 33X 26X 3 13 8 15 8X 3rx 21 X 38X 3 5 1 6 15 ex 13X 41X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31X 36 X Number Tested __Mean Nat M NCE. 39 .39.\u0026lt;.fl____ 39 49..3___ 33 ____45,9 39 .43.9 39 39,9 39 44.2 39 42.9I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J64d1 M6BYSC 10/07/91 PAGE 364 i -.t \" I ^'1 .4 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 99_._. 50 26 01. 75 49 25 Nueber Tested N X N X N X N X N X N N X 2 5X 1 9 S1 39 18X e3X 54X .7____1 8X 13 1 1 8 33X 28X 21X 4 12 13 1 0 10X 31X 33X 26X 3  13 8 15 8X 33X 21X 38% 3 5 1 6 15 8X 1 3X 41 X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31 X 36X Mean Nat/,1_NCE_______39 \u0026lt;0 __ 39 .. -49 ,3 _ _ 39 ... 45.9 39 43.9 39 ___39.9 39 44.2 39 42.9 i . I .*T------------------ -1 I -^1 I J I J '1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 365 J- I t- I SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamary.... 76 50 6 01 99 75 49 25 Number Tested Mean Nat/1 NCE WHITE MALE Percentile Sumeary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N 0 1 1 0 2 46.2 X OX SOX SOX OX TOTAL READING N 0 0 1 0 1 41 .3 N X N X N X N X N X N X ox ' ox 1 oox ox TOTAL READING N 0 1 2 0 3 44.6 X OX 33X 67X OX ^0 ' 0 1 1 OX OX SOX 50X 0 0 2 0 OX * OX 1 OOX OX 0 0 a 0 OX OX 1 OOX ox 0 1 1 0 OX 50X SOX OX 1 0 1 0 SOX OX 50X OX 0 0 e 0 OX OX 1 OOX OX 2 39.9 2 44.6 2 43.3 2 so. 0 2 57.6 2 46.6 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 1 0 1 46.8 x' N N X N N X N OX OX 1 oox ox ___0 o'' 0 1 OX OX OX 1 OOX 0 0 1 0 ox OX 1 OOX OX 0 0 0 1 OX OX OX 1 OOX 0 1 0 0 OX 1 OOX ox OX 0 0 1 0 OX OX 1 OOX OX 1 1 1 1 ao.4 36.5 31 .5 51 . 1 1 37.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 2 1 3 42.2 X N X N X N X N X N X _0X OX 67X 33X 0 0 2 1 OX OX 67X 33X 0 6 3 0 _0X OX 1 OOX OX 0 1 1 1 OX 33X 33X 33X 1 1 1 0 33X 33X 33X OX 0 0 3 0 OX OX 1 oox ox 3 36.5 3 41 . 0 3 43.8 3 55.4 3 43.6 ' I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 366 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ! i Percentile Summary N % N X N N X N X N X N 50 26 75 49 P1 - es 1 3 1 0 ...4 17X 56X 22X 3____l.TX 1 1 4 0 61 X 22% OX 6 5 7 0 33X 26X 39X OX 4 3 1 0 1 22X 17X 56X 6X 4 3 3 8 22X 17X 17X 44X 4 4 5 5 22X S2X esx 28X 4 3 1 0 1 22X 1 7X 56X 6X I. Number Tested Mean Nat:1 NCE 18 . - 44.3 1 6 .. .57.2 18 . 57,.7^ _. 18 52,4 1 8 45.0 18 49.4 1 8 50.9 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X 76 50 26 99 75 49 __01 - 25 1 4 3 _5, 8X 31X 23X 38X 3 2 5 23X 15X 38X 3 _23X 2 5 2 -4 15X 38X 15X 31X 1 5 2 5 8X 38X 15X 38X 4 2 4 3 31X 15X 31 X 23 X 2 6 3 2 15X 46X 23X 1 5X 1 5 3 4 8X 38X 23X 31 X Number Tested Mean Nat * 1 NCE 13 41 . 6 13 47.8 1 3 46.8 13 44.6 1 3 48.8 13 52.9 13 46.5 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N X ____T6 -_99 50 26 01 75 43 25 _ 2 7 13 ^3 6X_ 23X 42X 97,,. .6____L9X__ 13 9 3 42X 29X .1 0?! 1 0 9 32X 29X t3X 5 6 12 6 _16X_. 26X 39X 1 9X 8 5 7 1 1 26X 1 6X 23X 35X 6 10 8 7 19X 32X 26X 23X 5 8 1 3 5 1 6X 26 X 42X 1 6X Number Tested Mean. Natll NCE. 31 43.2 .. 31 -__ .53 J5. 31 .._.53.1 31 49.1 31 46,6 31 50.9 31 49.0 I \u0026gt;I I t- !  i l- I '1 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Di st ribut ion TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 1 0/07/91 PAGE 367 COMPLETE BATTERY Percentile Suanary -76 -^99 ... 50 26 01 - 75 - 49 - 25 Nuaber Tested Mean Nat'1 NCE____ I________ N X N X N X N X N X N N X 2 8 15 _? ._6X 24X 44X -6- ...ISX____ 1 3 1 1 4 3ex 32X 12X . Q 1 0 t 1 5 S4X 29X 32X 15X 5 8 15 6 15X e4X 44X 1 8X 8 6 8 1 2 24 X 18X 24X 35X 7 1 1 9 7 21 X 3 EX 26X 21X 5 8 1 6 5 15X 24X 47X 15X 34 .43.3 34 52.3 34 _ .51..7 .- 34 48.4 34 46.4 34 51 .3 34 48.5 I I - I I1 GARLAND SCHOOL ENROLLMENT GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK WHITE OTHER M F M F M F TOTAL % BLACK 3 8 3 2 2 18 61% 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 15 2 285 94% 211 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%Q recewep\noct 2 8 '992 GARLAND INCENTIVE SCHOOL AND ARKANSAS HUMANITIES RESOURCE CENTER Office of Desegregation Moimoring PRESENTS .. PERSISTENCE OF THE SPIRIT PRESS RELEASE PHOTO EXHIBIT OFFERS NEW INSIGHTS INTO BLACK ARKANSANS EXPERIENCE IN ARKANSAS A traveling version of the photographic exhibit featuring 300 years of Arkansas black history, Persistence of the Spirit. wUl be on display at Garland Incentive School, 3615 West 25th Street, in Little Rock, from October 26 through November 1, 1992. This traveling exhibit was funded by a grant from the National Endowment for the Humanities with 'research funding from the Arkansas Humanities Council. A special cocnmunity presentation will be held on Sunday, November 1  ---------------- _____ .. ___ _ WMXivAwjr } vut Mvv A 1^92 from 2:30 p.m. to 4\n30 p.m..in honor of Dr. Ruth Polk Patterson, a former employee of the Little Rock School District. The exhibit and the accompanying video was done to honor Dr. Patterson In her efforts to include black studies as an integral component of the district's curriculum. The forty-eight exhibit panels, designed as a free-standing exhibit have been touring Arkansas since June, 1986. Again, Persistence will be on public view November 1, 1992, from 2:30 j).m. until 5:30 p.m. for area residents. This first-ever statewide research effort puts the experience of black Southerners west of the Mississippi into the lairger national context. It covers Arkansas history beginning In the sixteenth century with Desoto's famous expedition (that {passed through the Arkansas territory) up through contemporary times. 'Maps, diaries, engravings, letters, newspapers, and photographs reveal the extensive role blacks played lnj the making of Arkansas history and culture.0. I- Noted African-American historian, John Hope Franklin, commented: \"...Persistence of the Spirit is a landmarkan important achievement.\" The traveling version of this exhibit contains over 300 images of people and scenes, including the first recorded photo of a black Arkansasa Little Rock servant holding a small child in 1859. I i Viewers will discover many famous people who are native Arkansans. They are portrayed in a continuum of dedicated men and women who embody the spirit of their times. The exhibit is organized around five time periods: \"Black Pioneers\" (pre 1721 - 1803), \"No Share in the Harvest\" (1803 - 1860), \"First Freedom\" (1860 - 1900), \"tell em Were Rlsln'\" (1900 - 1954), and \"We Speak for Ourselves\" (1954 - 1986).. This first-time collection of photographs and essays reveals the breadth and depth of black life in the state of Arkansas. It demonstrates a legacy of struggle which persists in our time. The spirit of \"freedom and liberation\" continues to propel black Arkansans toward self-determination and justice in education. For more information, contact the Arkansas Humanities Resource Center, 10816 Executive Center'brive, Suite 310, Little Rock, AR 72211, (501) 221-0093 Mr. MalvinVdones President - Garland PTA  t. RECE5VSD TO: FROM Mrs. Janet Bernard, Associate Superintendent Mr. Robert L. Brown, Jr. DATE: May 16, 1993 MAY 1 3 1993 Oifica of Oessgregation Monitoring SUBJ: AMPT Test Summary/Six Years I am providing you with, the results of Garleind's sixth grade (Black male)student performance over a six year period. The results from 1988 -1991 reflect the progress of Black male students under the instructional leadership of another principal. Particular focus on Black males is being used because of the enormous gender disparity in performance between black students. Detailed results of the performance of Black male students from 1988 to 1993 can be obtained from the office of Planning, Research, and Evaluation. The results in reading are being provided for you because they are the single most important predictor of future success in educational attainment. The District Summary results are being used as a standard to normalize the results at Garland. READING 1988 1989 1990 1991 1992 1993 District Summary Percent Passed Garland School Percent Passed Difference 78 73 -5 79 84 88 86 84 47 -32 80 -4 77 -11 91 +5 95 +11 The major difference in the variables impacting the results for the last two year has been the emphasis placed on culturally specific content in the school's curriculum. The students at Garland School, in grades 4 through 6, responded to this statement \"African-African American History is taught in this school\", on the Incentive School Student Survey with 80% favorable response as \"ALWAYS\". When the outcomes of the MPT performance in Reading and Math were shared with the sixth grade students, they were asked to explain the cause of the difference. They responded by saying that school was about them. They learned a lot about Africa and Africein Americans. When you compare the District Summary with Garland's progress for the same period. you find a significant difference in gains for Black males, uncharacteristic of the performance level during the tenure of another principal. I would like to get on the agenda to share this with the Board of Directors. I am asking your assistance in making this happen. We can close the gap before the year 2000. cc Monitoring TeamsOffice 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 September 28, 1993 Ms. Aletha Cirila 6310 Asher Avenue, Apt. 524 Uttle Rock, AR 72204-7746 Dear Aletha: 1 enjoyed meeting you over the phone last week and talking with you about your experiences in the Uttle Rock School District. Im so glad youre pleased with whats happening for your child at Garland Incentive School. Enclosed is the information I promised you: excerpts from the Little Rock School District Desegregation Plan (incentive school section) and the Interdistrict Desegregation Plan (public relations section). 1 think these sections contain the most information about your concerns and questions regarding incentives schools and the districts relationship with the community. 1 have asked a member of my staff, Mr. Bob Morgan, to look into your questions about the money allotted to Garland. Bob is out of state this week, but has already begun looking at the numbers and should have some information to share with you next week. He will either call or write you about what he finds. In the meantime, 1 hope youve heard from Mr. Millhollen and gotten at least some of your questions answered. Im very impressed with your interest and involvement. Tfianks for being persistent the issues you raise are important and deserve to be addressed. Please dont hesitate to let me know if 1 can be of any further help. Hang in there! Sincere yours, Ann S. Brown Enc. 5'. LmiE Rock School District OFFICE OF THE SUPERINTENDENT i Novesiber 4, 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: This document Included in this document is the information requested relative to Garland Incentive School as well as the Romine Interdistrict School. represents the best thinking of those ^V(^ved at the school level as to what programs might be helpful to the _ recruitment and retention of students at each of the facilities. I,' a--n--d- -I  sur e that you would agree, UtLhLdaVt we TTmlTlugTst do all in our p__o-w---e-r-- --t-o--- --i--n--c--r--e--a--s--e-- --t-h--e-- ---v--i--a--b---i-l-i--t-y--- --a--n--d- --v---i-s-biobtihl itoyf othfese schools _ as we try to grow them in population and make them more S'ttractive to parents and students. whether or not the acquisition of lie technology equipment will meet their intended purpose, that achievement, the inclusion of this technology does signa- to parents and the community that we are serious about our commitment to toese spools and are willing to support them in this effort to meet the instructional these schools. needs of students enrolled at I would also like to assure you that it is not the intent to ignore the practice of submitting business expenditures are necessary. requested in your 10-19-93 letter, that business or desire cases when program In the case of those that you , we were under the impression cases for these three projects were not necessary because they wree*r*r4e:i approved a-kvnszd^ khra^dJ .e.__ a_ _-t-i . - . implementation in the previous year'sf ubnuddsg eat.llocated to t-hpm for However, be that as it may, I assure you that you will receive all future ^d required documents on a timely basis as they relate to tthhiiss aanndd no+t-hbiaei-r* f\u0026lt;inan4cial c_ _o__n__s_i__d__e__r_a__t_i_o__n__s_ .. . .. ^*^2 -i-xa.ue uu in the budget decision making process. so that they might be used In this regard Finally, in your letter you also requested that we append other business cases for new positions since 10-28-93- in th^s recrard I Zin di created only one new position, Zhich later in this letter, but we have adjusted people currently on staff to meet some of these instructional and support services that are required by the 810 West Maridiam Little Rock, Arfcansas 72201  \u0026lt;501)32^000 U M X I- A wUUUX VlbU 4^ UU0/ UU4 Mrs. Ann Brown November 4, 1993 Page 2 District eind the Superintendent to meet needs and to help us focus our day to day operational more clearly on meeting the goals of the Changes ttit haTeiS. oS^S that will follow will use existing funds that have been an ?????? ftued or XJtloS 4at 22 t. changes have allowed us to free un funds to yhat ever changes that are nade, as we Jeo^gaSS^ f2 maxiinum efficiency. as we reorganize for With regard to the position that I like to suggest to you that I, as  xx beginning to evaluate existing personnel require other.people in this organ!^tion, wno are capable of discharging specific i----- ..... . referred to earlier, I would as a new Superintendent who is and the needs of the _ +.\u0026lt;4. 1 , , . responsibilities and who staff have not been trained to perform, or be accountable for. Therefore, I will propose to the Board allowed to o^anize with the addition of filled immediately or I will continue to of Directors that i be reorganizing for majcimum efficiency, one new position to be as soon as the position can be advertised, review our organization with the mind-set of recommendations in the future. and perhaps make other The following programs did not have business provided are the reasons for such decisions. Truancy Pick-up Program cases developed\nproposed was presented to the Board of S LS regularly-scheduled X.... meeting. The Board susmended the rules a. ' ' * to implement this program. Funds were' available in thi^^vlXw: SSi implemented since we were unabl? to place police resource officers in all of our hm suspended and voted moved to suspend the rules, and it carried  in.all of our schools. Mrs. Pat Gee Hamilton seconded the motion, unanimously for suspension of the rules. ____ , -----:-------...wo, ai wie ri? i Ag St??? for implementation of the program, Dr.' Katherine chell seconded the motion, and it carried unanimously. Mr. John BPP^he Interdistrict School Commuaicatien Station project. after of ^tation ..s n^Sd ?o' a encouraged to enhance this Windows on Future,\" and that we had11/04/93 13: 33 301 324 2032 L R School Dlst ODM @ 004/004 . Ann Brown November 4, 1993 Page 3 led to believe ^at would allow that We only needed to ua to sell Si SSiS -arfcetins coman.^J 4-..-^?? Educational Management have^ finalized tool that will this ----------coinmuni tv purchase and  - We '^ill begin highly pi to develop publicize this communication Garland , ^loation technology. Research ' Multimedia Teehnnln, MuItlBifidi a a marketing ghueational been ul We did not believe IS  allocated to that a fdnd the first pr puroSS\"\"*'\"/ =u\u0026lt;:4-S. int??n^ needed to infuse into incentive school ----- case 5S-JSSS  V^?..E-=lact. into i It was our\"oDi7r^n and support the 2.tegret?on''\nrSSi: our reasonable are reguirerSyT^ tusSS =- --------- cost of nearly two min inn Robert Brown e requested a conference to diicSj I as funds could be fSmatter, we Of tSe'SX^J?.^ -i-ting cases, as we projected therefore, a cost of proposal could be Phase'  --lop his\" considered by the It was also Of some of the proposal. the expertise their Should you call. i^eguire further document Bos-/I zq  Proposal. ____ eoa^d during the _ recommended that otrriculum supervi 1994-95 Garland utilize isors as they develop explanation, please d co not hesitate to Sincerely Henry HPW:nr Encl. 'Williams superintendent SchoolsODM Visits to LRSD Schools, Opening Days 1994 Garland Incentive School We were pleased to note that:  The hallways were clean, bright, and decorated with posters and signs of welcome.  Classrooms were neat, attractive, and prepared for children.  All staff and students we encountered were welcoming, friendly, and polite.  Children were busily engaged in learning and play activities\nsome were quietly eating lunch in the cafeteria.  Many students were wearing the attractive school uniforms.  Bilingual signs were posted throughout the halls, showing sensitivity to the school's significant Hispanic population.  The staff is more racially balanced this year with the addition of five white teachers, two of whom are male,  Fresh St, Augustine sod recently had been installed near the building's entrance, and new stands of grass were evident on the playground. We also noted some areas needing attention:  The exterior doors on the north side of the building were badly faded, and had suffered considerable water damage which caused the wood to become separated and shredded.  The boys bathroom on the first floor smelled strongly of urine, and accumulated dust covered the eye-level tile border.  One sixth grade classroom had a ceiling leak.  Brackets for the televisions and VCR's had not been mounted on the walls, inhibiting progress toward theme implementation,  Hallways throughout the building were marred by numerous small patches of missing paint, apparently where tape had been removed.April 18, 1994 Jerri Jo Tackett 23 Rio Grande Forest Dr. Little Rock, AR .72212 Dear Board Member\nI received a copy of this letter and the attached program at a meeting of the Arkansas School Counselor Association that 1 attended on Saturday, April 16,1994. I am forv.arding each of you a copy thinking that you may not have received your own. As an elementary counselor in this school district I am embarrassed for the principal and sad for the students at Garland Incentive School who experienced this public display of their test scores. I hope that you have worked with Mr. Brown and can assure the Arkansas Counseling Association that this blatant disregard of students rights to privacy will not occur again. I appreciate you handling this matter in a professional manner. Sincerely, I  Jo Tackett Occ I F r Qi COUNSELING 0 JUSLii 1 F March 16, 1994 Little Rock School Board 810 West Markham Little Rock, AR 72203 J Dear Board: The attached copy of a graduation attention of the Arkansas program has come to the Counseling Association and we have page where it lists the XuSSt'S.r' some serious concerns. r U.U ixsts rne student that passed the Minimum Performance Tests and passed (sic) the Stanforts^ ^s^lea ieil as Buckley Amendment and FERPA, like vou to ^iso, would illegal and violates both the is clearly , ------------3 guidelines. like you to note that people do not as 'ass an achievement test. As a counseling association, of this  we would like to see the creators program provided education and guidance and sensitivity to multi-cultural issues. on legal issues We appreciate your attention and issue. allowing us to present this Sincerely\", Counseling Association R. Blair Olsen Executive Secretary Arkansas Counseling Association Sonya Howard Ethics Chairperson cc to: Little Rock School Board President ACA Board President ASCA ________A Branch of the American Counseling Association________ 1421 Wilson  Arkadelphia  Arkansas  71923  (501) 246-7222* Garland Incentive School's 1993 6th Grade Graduates Males Robert Alien * Saphen Buford ** Richard Burton Marvin CoHfos r I EsbuIs Latasha Buder * Holly Carroll * Rites of Passage Awards Program Theme Children are the Reward of Life - -African Proverb DenaroCook V * Jaipes Fields * Wn^m Green * Ronald Harris Jerome Hunter  Michael Hunter * James Ivey * James Johnson  Vernon Jones ** Kdvy Matthews ** Steve Preston JodRodtiguei Jose Rodriguez * Steven Smith * Keith Tucker Valencia Coleman Ashley Hill  Terri Jackson  Eva King Alisha Lemons * Tameka Lewb * Simona Matthews * Eryn Surratt Gary Vanderbih * Qifton Watson f I I '.J\"? Processional Libations Salute Musical Selection Wtes of Passage Overview Recognition of Guest Sp\u0026lt;akrt Musical Selection Motivational Speech Presentation of Awards 6th gPade students - Peie Shonowa, Entrepreneur  The Uberation Flat' Mr. Ridtey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks * Passed MPT (RK^ *  Passed MH* and Stanford-8 6ih Grade Teachers for Ms. Yolanda Andkrson Mr. Leroy Slater   Remarks Closing Sok \u0026lt;a-.' \\ S'- ' Recessional  Mr. Robert L Brown, Jr. Principal, Garland Incentive School  Mr. Robert L BTown, Jr. Principal, Garland Incentive School First Annual Overcomcr's Award Mr. Tetrence Hardin CAAJ. TJft Every Voice and Sing\" 6th grade students Recepdon-Media Cen ter Gland Incentive School Sth an/16th grade students only. i5-24-94 RECE5V HAY 2 6 1994 Office of Desegreg: idu ... \u0026lt;u Mrs. Ann Brown Office of Desegregation Monitoring Heritage West Building 201 E. Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: I must confess my enjoyment in reading one of your letters to a member of my staff. Their decision and response to the allegations shared with me by Dr. Henry Williams was accepted with much gratitude. The adversity has provided opportunities for this staff to grow closer together. We are hke a family, and all the children belong to us. Now it has fallen upon my shoulders to defend their honor and integrity. The enclosed letter from Ms. Elizabeth Boyter, Staff Attorney with the Arkansas Department of Education, reveals a serious allegation from within the Little Rock School District upper management. In response to the statement \"... because of past allegations of documents being altered,\" I have spoken with Dr. Bernd, Dr. Steele, Dr. Cannon and Mrs. Mary Guinn. None of them recall any problems with the testing program at Garland Incentive School. So the past allegations never reached the previous superintendents' level. Why has it come about at this time? I know what I think, but if a resolution is to be reached, my thoughts are insufficient to warrant a change in how matters are approached. If you can help us remove this illusion of dishonesty, we would appreciate your effort. Respectfully, tx Robert L. Brown, Jr.'IJJ iOS Il Aiiansas .4? DEPARTMENT of EDUCATION ----- 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-447.5 GENE WILHOIT, Director, General Education Division May 16, 1994 Mr. Henry Williams Little Rock School District 810 W. Markham Little Rock, AR 72201 Mr. Robert Brown Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Williams and Mr. Brown: I am forwarding you a copy of the Department's SAT 8 investigative report. If you need any additional Information, please let me know. Sincerely, Elizabeth Boyter STATE BOARD OF EDUCATION: Chainnan - EIAINESCOTT, Utile Rock - Vice Chairman - RICHARD C. SMITH, JR. Tillar Members CARLE. BAGGETT. Rogers  WILLIAM B. FISHER. Paragould  JAMES M. LLEWELLYN, JR.. Fort Smith .JAMES A. McLARTY III. Newport  RAE RICE PERRY. Arkadelphia  SHERRY WALKER. Utile Rock  NANCY M. WOOD, Lillie Rock An Equal Opportunity Employer ADMINISTRATIVE INVESTIGATION Requested By: Elizabeth Boyter, Staff Attorney Arkansas Department of Education District Investigation: Little Rock School District Investigative Team: Vicki Gray, Administrative Advisor Student Assessment Yvette Dillingham, Supervisor Teacher Education and Licensure ATTORNEY'S OFFICE Summary of Allegations: Dave Floyd, Supervisor School Plant Service On April 19, 1994, the Arkansas Department of Education (ADE) received a letter concerning possible irregularities or violations of the Stanford Achievement Test, Eighth Edition The letter was written by Mr. Robert L. Brown, Jr., Principal, Garland Incentive School. school. Mr. Brown expressed concern about test security for the Summary of Investigative Activities: 1. On April 27, 1994 , a letter was sent to Dr. Williams, Superintendent, Little Rock School District, scheduling the investigation. 2 . On May 4, 1994, Vicki Gray, Yvette Dillingham and Dave Floyd interviewed individuals in the Little Rock School District. These individuals included: Dr. Superintendent\nDr. Research and Evaluation, Robert Glowers, and Hr. Principal, Garland Incentive School. Findings of Fact: 1. Dr. 2 . 3 . Henry Williams, Director of Planning, Robert L. Brown, Jr. , williams stated that Stanford 8 answer documents were picked up early from Garland Incentive School because of past allegations of documents being altered. Dr. Glowers did adjust the document pick-up for fourth grade to adhere to state guidelines. Mr. Brown was frustrated that his staff did not have time to tl clean up I the documents (i.e. etc.) before being picked up. erase stray marks. erasures, Mr. Brown was also concerned at the lack of an explanation for the early pick up of materials. * Conclusions: 1. There is no evidence that the security of the Stanford Achievement Test, Eighth Edition, was violated.06/02/94 17:15 Q FRIDAY LAW FIRM  002 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 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 INTER' TNORS The attached PRE-HEARING SUBMISSION draft Stipulation and Agreement Regarding Stephens and Garland Schools\" is hereby submitted as a document which, if finally agreed upon by the parties, will be presenlied to the court at or before the scheduled June 7, 1994 hearing. 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 By Christopher HellerJ ---- Ra-r Mn m n Q T Bar No. 8108306/02/94 17:16  FRIDAY LAW_JFIRM_____ @003 CERTIFICATE OF SERVICE I certify that a of the foregoing Pre-Hearing Subnlssion \"\"\" followin^pVopiri^dirositing in the United States mail on this 2nd day of June, 199c4o\npy cf same 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 Roache11 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor -H---e--r-i-t--a-g-ae- 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 Heller/^ 06/02/94 17:16 FRIDAY LAW FIRM @004 DRAFT IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAI*ITIFF 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 STIPULATION AND AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct new school on the prtjsent a Stephens site. The parties have met to consider the issues re.'.ated to LRSD's motion and have reached the following stipulatior and agreement: 1. Stephens Incentive School will be closed at the er.d of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School will be assigned to Garland Incentive School but will have the option of attending ether Schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students06/02/94 17:17  FRIDAY LAW FIRM 0005 and will be constructed as soon as possible but shall be completed no later than July 31, 1996, 3. The new Stephens school will be a magnet school and the student body will consist primarily of black and white LRSD students and some majority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School but will not be required to provide a predeternined percentage of the student population of that school. 4. Garland Incentive School will be closed when Steohens Magnet School is opened. The former Garland students shaLl be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional res-jurce center and/or parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program which may be modified upon an educationally justifiablt and financially feasible recommendation of Dr. Henry Williams. This provision shall not apply to any other superintendent unless same has been negotiated with the Joshua Intervenors \u0026lt; use for the school has been jointly determined. and an appropriate Stephens Magnet School shall have a bi-racial faculty with at least forty percent black faculty members. The educational program and other programs shall be conducted from perspective of integration among a principals, faculty, other staff members. parents and students. 206/02/94 17:18 FRIDAY LAW FIRM 006 Q The school will promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. Stephens Magnet School benefits which will provide the following are found in LRSD incentive schools: a. Extended Day Program including extra compensation for b. c. d. e. g- h. staff where necessary and appropriate\nExtended Week Program including extra compensation for staff where necessary and appropriate\nExtended Year Program including extra compensation for staff where necessary and appropriate\nEarly Childhood Program\nCurriculum Specialist\nStudent Educational Plans\nComputer Loan Program\nParent Programs including parents as tutors, aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support work shops shall be provided at least once each quarter of the school year. Parents shall be employed as aides with the expectation that they nay, in accordance with the desegregation plans, complete college teaching dagree programs leading to teacher certification at L-^SD's expense and enjoy possible career district. opportunities in the f. Upon a final court determination that scholarships for incentive school students are required by the desegregation p..ans. 306/02/94 17:19 FRIDAY LAW FIRM @007 scholarships shall be extended to Stephens Magnet School stidents on the same basis as they are made available to incentive /school students. 7. The goal for the racial composition of the new Stdphens Magnet School shall be fifty-five percent black student enro\n.lment with a target racial composition sixty-five percent black. range of fifty percent bleick to 8. The Office of Desegregation Monitoring has identified potential sources of magnet school funding which could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. 9, In the event that disputes arise with respect to this stipulation and agreement, they will be resolved among the parties and by the court in a manner consistent with the principals and expectations of the original settlement plans in this case. This agreement and stipulation made this 2nd day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By:. M. Samuel Jones By:_________________ Christopher Heller 406/02/94 17:20 Q FRIDAY LAW FIRM  008 JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TOBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 By:^_________________ John W. Walker By:______________ Steve Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Richard Roachell 506/02/94 17:14  FRIDAY LAW FIRM  001 HERSCHEL M. RRIDAV, ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A, JAMES W. MOORE BYRON M. SISEMAN. JR., P.A, JOE D. 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. 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. WYCKUFF 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 ill DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON It. P.A. BARRY e. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT $. SHAFER. P.A. WILLIAM M. GRIFFIN 111, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL DIANE I. MACKEY. P.A. WALTS I M. EBEL III. P.A. KEVIN t. CRABS, P.A. WILLIA A A. WADDELL. JR.. P.A CLYDE TAB* TURNER. P.A. CALVIL J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY . MALONE. P.A. LITTLE ROCK, ARKANSAS 72201*3403 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 [ ] Copy and return with P.O.T. [ Return P.O.T. only TELECOPY TO FOLLOWING NO: THE FOLLOWING PAGES ARE FOR: TO: 4//A/ .zgAoVA/ FIRM NAME: FROM: MESSAGE: TOTAL NO. 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P.A VRITiH'a OlHiCr NO. 7 PAGES __AM/PM IF YOU DO NOT RECEIVE ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM: EXT. 215 TELECOPY OPERATOR: FOR OFFICE USE ONLY: AUTOMATIC FAX MIDA CANON -560 -770 RAPICOM-200 (CLIENT NUMBER) - 501/376-2147 (MATTER number: U /J: ar capy of traarmUtlhrRECEIVER IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mo, ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND SETTLEMENT REGARDING STEPHENS AND GARU The Little Rock School District (LRSI Close Stephens School\" and has notified tl to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD-At,.SQ J RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mu... ...ng 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 STIPULATION AND SETTLEMENT AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD.Atr.Sl2students and will be constructed as soon as possible but shall be completed no later than July 31, 1996. The new Stephens school shall be a magnet school and the student body shall consist primarily of black and white LRSD students and some ma jority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School for purposes of desegregation but will not be required to provide a predetermined percentage of the student population of that school. 4. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland students shall be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional resource center and as parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program with an appropriate theme which may be modified upon an educationally justifiable and financially feasible recommendation. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including 3 . administrators. The educational program and other programs and activities shall be conducted from a perspective which promotes racial integration, rather than simply racial desegregation, among principals, faculty, other staff members, parents and students. laiiv\\LRSD-Atr.Sl2 2The school will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. The double funding provisions for Stephens and Garland schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. In accordance with the standard established by the Eighth Circuit Court of Appeals, double funding will not be required if and when the racial composition of the student population is at or below eighty percent black. The provisions of paragraph 7 of this agreement shall remain in effect after the double funding requirement has ended. Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. 7. Stephens Magnet School shall provide the following benefits which are found in LRSD incentive schools: a. Extended Day Program including extra compensation for staff where necessary and appropriate\nb. Extended Week Program including extra compensation for staff where necessary and appropriate\nc. Extended Year Program including extra compensation for staff where necessary and appropriate\nd. Early Childhood Program\ne. Curriculum Specialist\nf. Student Educational Plans\ng- Computer Loan Program\nImtbyXLRSD-Agr.StZ 3h. Parent Programs including parents as tutors, instructional aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. Upon a final court determination that scholarships for incentive school students are required by the desegregation plans as contended by Joshua, scholarships shall be extended to Stephens Magnet School students on the same basis as they are made available to incentive school students. 8. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. 9. The Office of Desegregation Monitoring and LRSD are aware of potential sources of magnet school funding. The parties believe that this funding could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. lathy \\LRSD-Aif.Sl2 410. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. LRSD will cooperate with the parties to ensure that the new Stephens Magnet School is a properly utilized and efficiently operated educational facility from the onset and thereafter. 11, In the event that disputes arise with respect to this stipulation and agreement, they shall be resolved among the parties and. if necessary, by the court in a manner consistent with the principles, expectations, and goals of the original settlement plans in this case. 12, The parties believe that this stipulation and agreement is not only consistent with the settlement plans for Stephens and Garland schools, but that it provides a desegregation and education plan which IS superior to that contained in the settlement agreement. 13, The parties pledge their good faith cooperation in implementing this stipulation and agreement. 14, The parties agree to withdraw their appeal regarding Stephens school. 15, LRSD filed its Motion for Approval of Four-Year Old Program Sites on April 6, 1994 and filed a substituted Exhibit 1 to that motion on April 21, 1994, The parties agree that early childhood programs within LRSD should be located in accordance with LRSD's motion and substituted Exhibit 1, lutfay\\LRSD-A^,Si2 516. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution. to have the amount of same referred to the Court for disposition at the cost of the LRSD. 17. The parties agree that the combination of the operation of Washington Interdistrict Magnet School and the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and educational opportunities of Stephens Magnet School. This agreement and stipulation made this day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By: M. S el\\ Jones Christopher Hell kalhy\\LRSD-A,i.St2 6 \u0026lt; r JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 ^ohn W. Walker By: Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 By: Richard Roachell kBthyKLRSD-ART .SC 7 JUL-13-94 WED 9:34 SUSAN W WRIGHT FAX NO, 5013246576 P.Ol FILED U.S DISTRICT COURT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES w. MCCORMACK. CLERK _______ LITTLE ROCK SCHOOL DISTRICT OEP CLERK PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS M - 1 / / KATHERINE KNIGHT, ET AL INTERVENORS little ROCK SCHOOL DISTRICT RESPONSE TO JOSHUA PROPOSED. ORDER REGARDING STEPHENS AND GARLAND SCHOOLS For its response, the Little Rock School District (LRSD) states J 1. The Joshua Intervenors have provided the Court a proposed order concerning Stephens and Garland schools. a The proposed order follows stipulation and agreement among all the parties concerning the stephens and Garland issues and a June 7, hearing concerning those issues. 1994 2. LRSD is in agreement with the proposed order. WHEREFORE, for the reasons set out above, LRSD prays for the entry of an order approving the stipulation and agreement of the parties such as the order proposed by the Joshua Intervenors. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICTJUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol street Little Rock, AR 72201 (501) 376-2011 Christopher Heiier CERTIFICATE OF SERVICE I certify that a copy of the foregoing Little Rock School and Joshua Proposed Order Regarding Stephens and Garland Schools has been served on the following people by depositing copy of same in the United States mail on this 7th day of July, 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 kiky\\P-SkU3,,.ftD 2JUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 stopher Hell 3LITTLE ROCK SCHOOL DISTRICT QU1Z:SSPLST POSITION SUPPORT POSITIONS ______STAFF A! GARLAND BLACK M F CAFETERIA WORKER CUSTODIANS MEDIA CLERK SECRETARY NURSE SOCIAL WORKER INSTRUCTIONAL AIDES SUPERVISION AIDES OTHER SUBTOTAL SUPPORT POSITIONS 0 2 0 0 0 02 0 1 3 10 0 0 1 11 2 0 :l 5 18 SUBTOTAL PERCENT 16.67 60.00 nF 11/10/94 WHITE M F OTHER M F TOTAL % BLACK 0 00 0 0 00 00 0 0 1 1 1 0 2 00 0 0 000 0 0 0 0 0 00 0 0 0 1 1 0 3 3 1 11 1 16 31 100.00 100.00 00 00 00 100.00 81.25 66.67 . 100.00 b 5 0 2 30 76.67 00 16.67 00 6.67 30 76.67 MAP-3 1-95 FR I 01:16 PM UUkLBBBB G A R L A D 5016716295 P - 0 .2 LITTLE ROCK SCHOOL DISTR ICT Garland Incentive School Multimedia Technology and Educational Research 361$ West 2$th 1-27-93  Little Rock, Arkansas 72204 Dear Garland Parents, In an effort to provide our students. , '* wfll implement the program on Monday January 30 new policy to all ' \" environment 1995. for counselor. students on Monday mornlna 4-b.r% ______________.. behavior management The teachers will teach the Mrs. Jones, school reinforce the rul.: Sfth vouMihf.d,/\n' Pleeii that we are all working Woether a^^^^  =''\" ^'em the most important thing to happen at school e rules to all As our discipline plan suspension room and lunch detent! The in-school suspension will be used school suspensions part of behavior. to out of we will establish __ an ln-3chool on as a consequence for negative (please refer to your Responsibility Handbook), receive an expulsion Rock Police Department will also committing category three offenses. , - as an alternative for category one and two offenses of the Student's Rights copy uiiB oruaent's and in category three In-School will recomaiendatlon. be notified for The Little students Suspension will be Mnned by a certified teacher. Students will report as soon  \\ * certified teacher, until the close ^of school Reou\\a^r nd remain there the in-achool teacher their S^ve the assignments In-school and the tearh ' will complete back to the classroom teachi^ for students to maintain their  ^^i '*ill enable assigned to in-school will grades while on %uape\\on^ computer, G.T., or other clashes \"ft, will also be prohibited from utt Activities until they complete principal will Students P.E., music, assign students to In-school. _ J . ^cr.d a conference with the principal before the student call if the time required to^ attend except resource classes. attending assemblies and Extended Dav \u0026gt; their in-school days. * ' Students Only the child, Parents will be teacher, return to the classroom. scheduled is not convenient. and Please recess wrltt.n .nd ou_l and ,,.t.d K V '-------- ' remain quiet and Students who choose not to behave---------- assigned extra iyi. TeVcSJr \"\" detention may be hall. leacners will make assignments to detention IMAR-31-95 FR I 01:17 PM GARLAND 5016716295 P . 04 GARLAND INCENTIVE SCHOOL DISCIPLINE PLAN CLASSROOM RUT\u0026gt;ES\nSTUDENTS WILL: FOLLOW THE DIRECTIONS OF ALL STAFF MEMBERS. RESPECT THE RIGHTS, FEELINGS, AND PROPERTY OF OTHERS KEEP HANDS, PEET, AND OBJECTS TO MYSELF. WALK QUIETLY IN THE BUILDING AT ALL TIMES. CAFETERIA RULES\nSTUDENTS WILL: STAY IN ASSIGNED AREA UNTIL DISMISSED BY SUPERVISION AIDE. USE QUIET VOICES AND GOOD MANNERS. LEAVE EATING AREA CLEAN. NEGATIVE CONSEQUENCES: FIRST OFFENSE - WARNING SECOND OFFENSE - RECESS DETENTION THIRD OFFENSE - CALL PARENTS/BEHAVIOR DOCUMENT FOURTH OFFENSE - TIME OUT IN BUDDY TEACHERS RGOMZBEHAVIOR DOCUMENT POSITIVE CONSEQUENCES: EACH classroom TEACHER WILL DEVELOP AND POST CLASSROOM CONSEQUENCES POSITIVE A STUDENT RECEIVING THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE REFERRED TO THE PRINCIPAL'S OFFICE ATTACH THE THREE BEHAVIOR DOCUMENTS TO THE LONG FORM AND SEND TO THE OFFICE. UPON RECEIPT OF THE THIRD BEHAVIOR DOCUMENT A CONFERENCE WILL BE SET-UP BETWEEN THE STUDENT PARENT TEACHER, AND PRINCIPAL. UPON THE FOURTH BEHAVIOR DOCUMENT IN A FIVE DAY PERIOD, A STUDENT WILL BE ASSIGNED TO THREE DAYS INSCHOOL SUSPENSION. SEVERE BEHAVIOR SHOULD BE SENT TO THE OFFICE IMMEDIATELY! ONLY SEVERE BEHAVIOR OR THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE WRITTEN UP ON A LONG FORM. ALL CATEGORY THREE OFFENSES SHOULD BE BROUGHT TO PRINCIPAL'S ATTENTION IMMEDIATELY. THE MEiiMrii^R-3 1-95 FR I 0 1:16 PM GARLAND 5016T16295 P , 0.3 Students who continue to break the rules may receive a different deemed appropriate by the principal.' nDrICSDPLT AAYV ErYXrTnRDEPMiiPE BBEPtHrwAVr\u0026gt;Ii\u0026gt;OARn MAY _B_E_ _ _R__E__F__E_R\u0026lt; R.. E_ D TrO  STUDENTS THAT THE OFFICE IMMEDIATELY. Since we are serious about improving student achievement nt taught conflict resolution by Mrs. ---------- Ms. Webb, Social Worker, will work with them respect themselves and other Jones. people. students to help Thank you for your help in making importance of a good educatl on. your child aware of the Sincerely, Karen Buchanan, Principal Amm4cie* Wright, resi nt c% Cher nselor JiOnes, ------------------------- Catherine Webb, Social Worker Mic el' Green, Discipline o. ittee 7^ Di ipline Co ittee ^aylor, Discipline Committee Faye/ Norviopd, Discipline Committee Mary Smith Discipline jiommittee i. 1. m.-VtXzXGEMI-.N 1 QIJAKIi.rly KEIOIU Sctiodi Garland Beginning Period I rin\u0026lt;ipj|_tWard Ending Period _Aiigiist 21,199 5 October 17,1995 PART I. Please indicate number of suspensions by race and category. A. Out of School Suspensions - Category I Violations j Gtik. R:\u0026gt;.k F Total Black While F Total While Spanikh M F Ttiial Span Aaia/Pav M F Total Alia/ Pac ind/E\u0026gt;k M F Tula! Ind/ Elk Other F Total Other Tou J. i 1 1 1 1 r d h - ... ,tliL rv 3|fiCi CL twiiiwo a. T.-al.n Ciliii.m 2 'X H. l-ong-Term Suspension - Category 11 Violations Gradct Black Total Black While Tmil While Spanikh Total Span Aaia/Pac Total Alia/ Pac Ind/Eik Total Ind/ Elk Other Total tXher Tola: F M F M F M F M F M F L____ r Total! P='' column C. Expulsions - Category III Violations GiaJei Black Xi F T.il.l Slick White M F Total White Spaniah M F Total Span Aaia/Ptc M F Toiel Alta/ Pac Ind/Esk M F Total Ind/ Kak Other M F Total Other Totah I- L T.xah volutnn NOPE: Period. Quarterly Reports are due in the Hearing Office one (1) week following the end of each (Ir.ulir SEE RIAERSE FOR PARTS 11, III AND IV.Sewt Himut PART II, Please complete. NOTE: These llgiircs are to be included in Part I. NO! E. Students on Sent Homes M lolal Black Wbiu M F Ttal While 'xnrlMund \u0026gt;5lms(irn luk bun tab arc not included in Part I. Spanish M F TMI Span Aiia/p.u M F Tia| Asia/ Pac Ind/Esk M F Tt'ial InJZ F k (iihcf M F Toijl Oihcr T.t.. 1 1 1 1 I i! !l !i 1 II II J T It ll 'I PART in. Personal Data - Please indicate recommending the various suspensions. race, sex and experience of staff members- . ichinf 0-3 . 4 10 lt-I5 16-20 21-25 26-30 JO Over Total! Je I Black M * 1 F 2 PART IV. Black M F  JJ, 16 11 IB 15 19 15 -Lh lA 4 12 16 4 3 127 )tDU\u0026lt;'UCMr,CBB Total Black 2 U-hiitf M F Total Wliite Spanish M I- Total Span Aaia/Pac M F Total Asia/ Pac IntPEsk M F Total lod/ Fxk , Other F Txttal Other Toul* I 1 3 3 Enrollment Data - Please indicate and Race. your schools enrollment by Grade Level, Se: ex Total Black WJtiie M F Total White Spanish K1 F 1 la. 32. 32 23. 29 35 1 0 1 0_ 0 7 108 P).3S^ 1 A 1 1 2 1 13 Tout Span 5. 0 AtiaZPac M F Total Asia/ Pac InJ/Fsk F Total InJ/ Fsk Other F Total Other Tetais Per C.M.Ie 18 J 2. 0 A 1 2 1 1 6 3 3 2 29 38 30 35 29 32 38 -7 255c,! Garland loc.QnLlVfl - negiuhirtl PFrioii J^a\u0026lt;EiLria26-_______ fcy F E^FEL,-,___ tndinj 1i'j PART I. Ibrcli-ll, 1996 Pleave indicaic number of suspensions by race and category A. Out of -School -Suspensions - Caiegoi'y I Violalion s Black M F Bu\u0026lt;k M f Ts^ti WUiu Sfinith H T.iul Spn Aiii'F*\nM f LMtl Aau/ hkbFkX ~\nrr~ li\u0026gt;J/ Fkk V \u0026gt;ih\u0026lt;r Ki TiHii (Hh^e T,.. I T -n Crrinnrrt B-^SSfes-Term Suspension - Category il Violations (3-10 days) 6 Ka:k x\u0026lt; rm Kk Tom ww IL 0 Tdel AM/rr T(l Atia/ Ftk- IL -fi.- tr'4'f k Told IlKlf Other rm F.k M 1. JI,-  \u0026lt;'\u0026gt;she( ______IL... T.'Ul* -I 15 XU 0 _0_ F M r M M F F 2 8 0 X 1 0 7 0 0 lull r\" TC't\u0026gt;ar\u0026gt;\u0026gt;n 1 14 21 0 0 0 X-siL. C. Expulsions - Category III Violations G\u0026gt;a\u0026lt;il F Tout (wk M TMd WMU M r T,.l Jptu Ak/FH M M'Fik Fk crriiai M F Tsaul Fak OUtir KI F foul (Xhvf r-uu mr. A-ii.. .:rtbz NOTE: Quarterly Reports are due in the Hearing Office one (I) neck following ihe end of each tu.uiuip Pcno.t, SEE REVHKSK for r-ARTS II. Ill AND |V.PAH r ii. Pic.ivc coinpklc. NOTH: These hgurcs nrc (a be irwludod in Part I. **NOTF.: Siudenia on Sent Homes arc not included in Part 1. ni.A M 1iU4| I',lit I Wutt! T\u0026lt;4O M .tpAniifc rz: fl i n rti^ I wMzm^ \u0026lt; -1 n M r- T.ImI Spirt Aiii'Pmc H f T.rtl Ami/ r.- H F Ti'isl InJ' cn Other h( F l..nl llili.'r -A J PAR7' HJ. Personal |\u0026gt;aia - Plcatc indicate race, sex and experience of iiaff members rceomniending the varioxit tuspciisions. Tdivkinj Expefjcrx e Bilik Tu.il CliA u-hiiv' T.-.I VkStiK Srni-4i TvUI Srsrt Aaa/Pu Tixil AlIV F*v Ud'F'k Tout (k Other Kf T.Mll (KB.I \u0026lt; tn 1. .L 0 11 0 Ills isjo .2. IIJS !*.sn so fXtl 0 3 Tiu)* M I F M F M F F F 1 1 0 0 0 0 0 0 0 0 0 1 2 2 6 8 1 0 1 0 0 0 0 9 PART IV. Enrollincni Dau - Please indicate your school's enrollment by Grade Pevei, Sex and Race, .wjiTs. a' - nr 3. Grd MKk M f T.l tiuk WIhU til r Tout S*I11M ^..lA Pre-K J... T M F ToM **\u0026gt; AateiTM M F Tout A*u/ Fk M/Crt M F Tixt U4I ek Oi*\u0026lt;f r.Ki Fl F (kiKi hl CiMj K 12 17 29 JI 0 3 2 5 0 0 0 0 0 .0 0 18 29 lat IBIS 33 0 . 4 0 4  0 0 0 37 2nd 16 11 3rd 27 0 Q 1 1 0 2 1 3 0 0 ...._0_ 28 4 th a_lXL.27, 0 0 5 til 6th CBl 20 5 TOTAL 0 0 0 0 16 3 36 8 n^i. 128 111 239 ,tAA 1 1 0 0 _0____J59.. 0 ._27., 1 0 2, 1 i 1 2 2 0  \"o 0 0 0 0 o' 0 39 8 1 11 6 17 0 0 0 257S'-t'Qc' GAPLAW) TNCENTIVE-. lUftinrtine Pt'io'i A?.5_..... r\n' r '^l.U.QSEL- WA(W-.. Tridhg rei''!!.QECEMBEK, 19,12?5,_____ f'AKT I Plejie indicate nurnbei of suspensions by race and category A. ()iii 01 School Sijs|)ensinns  Category I Vlolaiiisns t Btr Ki T.riI 6i(k M F TsMd WfciM M F TcUl bj'sn Axft/Nc T'Atl I.U'bh M F j\n' ' Aua/ Fd Tuul ItvJ^ Fak K T..ii Oihv-f T,- .0. X!. 1 .-.S-ftO- T -I., f ' 1 1 0 0 0 0 2^ 1 B' JS^jjg-Term Suspension - Category 11 Violations (3-10 days) \u0026lt;jrJ A. 5 T.-iwft.n tick KI 1. 1 4 Teu) a^k 1 i. Wkiu ToiH Ta4l AaiAfftr\n9\u0026lt; I Tout Alia/ Fif E\u0026gt;k XL Oth4r *3 r\u0026gt;(tl -Q_. ______0_ -a Touh 1- _,L .(! F M F 0 0 M F UlJff.k H r r M F 6 0 A 0 0 0 0 A 0 1 C. Expulsions - Caiegory HI Violations n/a M F T*(l aw* HX M F WlHH M F Toui  IIMPHH A4WrM M F T^l Ama/ F\u0026gt;i M\u0026gt;Fk M F TsMkI Fkk OOitr K( Thul (HH.r T ol. r.\n=t\nNOI E: Quittcriy Reports are due in the Hearing office one (i) week lolloping the end of cadi (.i.uhng Pf not. \u0026lt;\ni E RE\\ I'RSB for parts II, HI ANb |V.WWW\" PAH r 11. Plc.isc coinpluic. NO! P: These figures are ie\u0026gt; be iiKludcd in Pari I. 'NOi r,.' Siudeiiis on Sent Homes arc nol included in Part I. D kt' ni.A niitk T.Jsl SVhIK $pahiak T.'Ul S|isn Ati*/P4s- Tl*l A'tl/ rue T..4SI inJI t*fc Oihdf Kt T.'OI I Still I T,v.'. M M r M F F PART Id. Personal Data - Plcatc indicate race, sex and experience of Jiaff membeu tcccmtnending the various suspensions. Tehin/ EjpcncfKc 0-5 10 II 15 lA-lO 11 isjo mo. Toul. f.^il Oil. I Whj\u0026lt; Tuul $r*n Tool Ati*/ am Jrtd-F'k Kf TmI I|i4/ Ilk ntMr Kt T.\u0026gt;il (Wi.r T.Ub 2 0., iL . JI 0. .n. M F 2L M F 0 H 0 0 0 0 M 0 F F F 1 9 1 3 4 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 5 PART IV. Lnrollincnt Oabi - Please indicate your schools enrollment by Grade Level. .Sex and Race. Cr4 Tnul f4\u0026lt;K SI ToU ~ WhtW TiM AU/Kh Tout AmZ Fk U4/C4 \u0026gt; Tmil l\u0026gt;4/ Elk CiMf \u0026gt;77 F T.aal 01X0 r,i OrkJ-- Ji M 16 Li. U. 12 Ai 28 33 28 18 16 34 15 12 27 (I 0 J3_,. J)_ U.,,. ,JA_ _____AL -..JJ_____LSL,  0 __3L 5 6 CM 17 18 5 fl2 17 .3 _0 1) 0 0 o' 0 BW TOTAL 125 110 2.55 12 5 1? 38 1 jj 253 lllxiww^rrwian (Sa M f Pre=K_ii\u0026amp;. 1 1 3 4 8 1 1 r 0 0 M r M a M 0 i 0 X 0 A 0 0 0 0 0 0 T 0 1 4 1 1 T 0 0 2 1 T 4 1 3 0 3 0 0 0 0 0 0 0 0 0 0 li__ ...2S-.. 0 0 0 0 IGARLAND INCENTIVE SCHOOL EXTENDED DAY SATURDAY SEX/RACE BREAKDOWN Date I fXctivity October 21, 1995 IMAX Theater November 18. 95 Mid-Amer Musewm - Hots Springs January 20, 1996 Franklin Tech February 24, 1996 Aoril 13, 1996 Extravaganza ___ AR Ans Center and Science Museum Pariv in the Park Sponsor Rightsell Rockefeller j Franklin I Garland Mitchell Total 97 92 72 67 I BM I BF I WM I WF 40 42 28 1 34 ll O.M OF 44 41 30 1 0 0 0 0 0 0 0 0 0 2 3 0 1 I 2 3 3 2 3TO: FROM: SUBJECT: Ms . kt Little Rock School District\nOctober 24, 1996 J'- 2 J997 0 Office of Desegregaiion Monloring Lionel Ward, Principal, Garland Incentive Carla Miranda, Aide, Garland Incentive Margaret Gremillion, Assistant Superintendent Frank Martin, \u0026lt;1 Executive Director, T.P 'Brady Gadberry, Director of Labor Relations Abuse Complaint Made By Carla Miranda Miranda in a workers' compensation claim made that she was physically and verbally abused by her r allegations Mr. Ward. Based on workers' compensation the claim. written icipal, Mr. report attache Mark Milhollen, to Manager the of Support Services, needed to review. informed me that there was a claim that I I interviewed Ms. Miranda in the presence or Dr. Director of Human Resources and her union representatives. Hurley, In the interview Ms. Miranda reiterated the claims that she had made in the attachmenr she put on the claim form. 1 asked Ms. Miranda a direct question. \"Do you believe that Mr. Ward intentionally shoved the door into you or struck you with the door?\" She answered. \"No. \" Ms. Miranda gave me the names confirm her allegations because of people of their she believed could incidents she alleged. proximity to the The review of the site where the door was allegedly slammed into Ms. Mr. Miranda showed that there was no possible way that Ward or anyone else could have known that Ms. Miranda was behind the door. The door is solid. without a window. and opens so that it is behind it. impossible to see anyone who might be 810 West Markham Street Little Rock. Arkansas 72201  (501)324-2000 I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. findings do not support any allegations Hurley stated, of any incident \"My of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening a door into her. it would have been for him to know she was standing behind the door. impossible If it occurred, it could not have been an intentional act. By copy of this memo and the attachments. I will also inrormi the LRSD workers' compensation carrier or these internal findings. cc: Mark Milhollen Workers' Compensation Carrier AttachmentsARKANSAS CENTER FORSURGERK OF TH.E HAND AND UPPER EXTRE3im Eduard R. Weber. M.D. Michael M, Moore. M.D, G. Thomas Frazier. M.D. Joseph E. Sheppard. M.D. Marcia L. Hixson. M.D. October 8, 1996 Members of the American Societs forSurcerv of the Hand Dioiomais of the .Amcncan Board of Orthopaedic .Surgeons with .Added CcntHcation in Hana Surgers Fefiows of the .American Academy oi Onhopaedic Surgeons Public Employee Claims Division 217 University Tower Building Little Rock, AR 72204 Attention Alan McClain JAN 2 W Office of Desegregation Monitoring Re\nCarla Miranda Claim #PE941608 WCC File #E410054 Dear Mr. McClain\nI re-examined Carla Miranda on 10/08/96. Her arm is much better following her injury at work. She has been off work since the accident on 08/30/96 until the present time. She is currently under the care of Dr. Sherman at DAMS and, at this time, she is off for psychological and emotional reasons. I will be happy to see Ms. Miranda back as needed. Please let me know if I can supply any additional information. PATIENT INFOR.MATION. SCHEDULING soil 66U-40SS 18001 SSn-4088 Sincerely yours, -z Marcia L. Hixson, M.D. E.MERGENCY HAND HOTLINE  S(X) 1 84-W.A.VD i5011 663-8400 MLH/ph/lO15 1008mira.c LITTLE ROCK Doctors Plaza Suite 200 VX) S. .'VlcKinley Little Rock. AR 72205 15011 664-4088 '8001 880-4088 Fa.x: (501) 664-7113 cc: Pamela S. Brown, M.D. 9501 Lite Drive, S-195 Little Rock. AR 72205 Zan Davis Attorney at Law 400 West Capitol, S-2422 Little Rock, AR 72201 PINE BLL'FF 1801 W. 40th 5-C Pine Bluff. AR 71603 '501)535-7231 Allen Sherman. M.D. UAMS, Slot 543 4301 W. Markham Little Rock, AR 72205 Carla Miranda 13006 El Rd Little Rock, AR 72206 HOPE 4()7 W. I6lh Hope. AR 71801 501)777-8110 Fax: (501 \u0026gt;722-2231 Municipal League of Workers' Compensation P.O, Box 37 North Little Rock. AR 72115 Attention Amy Boswell I I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were \u0026amp; done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. Hurley stated, \"My I 8 I I I findings do not striking or grabbing Ms. support any allegations of any incident of Miranda or of any profane or loud. abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening for him to occurred, a door into her. know she was it would have been standing behind the door. it could not have been an intentional By copy of this memo and the attachments. the LRSD workers' compensation carrier act. I will of impossible also these If it inform nternal findings. c Mark Milhollen Workers' Compensation Carrier Attachments I 4 IOctober 21, 1996 J RECEIVED To: Brady Gadberry, Director of Labor Relations 2 1995 Hurle' From: Dick Hurley, Director of Human Resources ^Office ot O339grega\ni\u0026amp;n Monitcriiig r Subject: Garland investigation Per your request, I went to Garland elementary school to investigate an alleged incident involving Mr. Lionel Ward and Ms. Carla Miranda. Ms. Miranda had alleged that Mr. Ward had hit her with a door and, later, had grabbed her arm forcefully. My initial involvement was to attend a meeting in your office with Ms. Miranda. My notes from that meeting are attached. Ms. Miranda provided the names of three people that she felt could corroborate her version of the incident. At least, she said, they were in the area and would have heard something. When I went to the school, Mr. Ward met me and asked me into his office and proceeded to provide me with background documentation regarding his relationship with Ms. Miranda. I informed him that my participation was narrow in scope and was only intended to follow up on Ms. Mirandas allegations. He insisted that even a narrow focus investigation would necessitate understanding the overall picture, so he provided several documents which I kept. I interviewed the school secretary (Ms. Pat Crosslin) and Mrs. Harshaw, an aide who also works in the office. These were two names provided to me by Ms. Miranda. The third person, Ms. Rogers was out of the building for staff development and I decided to interview her by phone later when she was available. Mr. Ward asked me to interview Ms. Thelma Coleman because she works in the library and would have been present during any incident occur in that area. .'hich may My interview notes are attached. My findings do not support any allegations of any incident of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.Interview of Ms. Thelma Coleman (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I did not observe anything at all. There was no problem in the library that I am aware of. I did not see or hear any incident. I did not hear any loud conversation.Interview of Ms. Harshaw (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) Mr. Ward and Ms. Norwood were in the office. Ms. Miranda was walking around out in the hallway and looked as if she was distressed. Like she didnt want to go into the office, but was going to go in anyway. It was a morning when I came over here (the office) to work. Mr. Ward had put me in the office a couple of hours each day before I go to my classroom as an Aide. I think the other Aides were jealous because Ms. Miranda would shun me....That is not the Christian thing to do. I quit speaking to Ms. Miranda, because she would not speak to me. My daughter said ms. Miranda was mean to her in her classroom. I went to Mr. Ward to get my child moved but he said no and he would speak to the teacher, Ms. Arnold. The teacher is nice to me and my daughter but Ms. Miranda is not. The teacher talked to Ms. Miranda and she started being better to my daughter. The social worker told me there were other problems with ms. Miranda but I only care about my daughter. I saw Ms. Miranda when I walked down the hallway. I was going to the busses when I saw her. I was in the main hallway, and she was outside Mr. Wards office in an agitated mood. Mr. Ward was in the office with Ms. Norwood. I didnt see or hear anything else.Interview with Ms. Pat Crosslin (School secretary) (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I know nothing about anything that might have happened in the library. I do know that Ms. Miranda came into the office and leaned on the counter with her arms full. She said \"I am waiting for Mr. Ward. She went in his office and the door was partially closed. She was there twice on the same day, about 10 or 15 minutes apart. I did not see or hear anything improper. If she was hurt, I dont know anything about it. I give out the workers comp forms and she did not ask for one. She didnt appear to be injured at all when she came into the office and leaned on the counter.Interview (by phone) of Ms. Rogers (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I saw and heard nothing myself. Mr. Ward.had made a schedule change, so me and her came in to ask him about it. He said he wasnt going to change it, so we left. I was going to get moved into the room she had and she wanted to keep it, so I didnt care and that is why we went. But, he is authority, so I knew it was no use. There is nothing I seen or heard. I am not a witness to anything. I heard stuff through the grapevine, but I did not see anything. We came from the library together and we left his office together.Meeting with Carla Miranda October 10, 1996 Brady Gadberrys Office B.G. I have talked to Mr. Ward. I did not talk to the others. C.M. Will you do it please? B.G. C.M. Do you still wish to transfer? I want my job back and for him to go home. I dont believe he hit me intentionally. I believe you are responsible for your actions. You dont blow up...You maintain control. If someone blows up because you called the Union, they are out of control. B.G. Do you want to transfer out of the building? Previously, you agreed to a transfer but when we made it possible, you backed out. Now I am asking you Do you want to transfer? C.M. If he is staying, yes, I want out! I dont think I should have to move out. B.G. I want this to be perfectly clear...Mr. Ward is the building administrator and, as such, has the authority to place you where he wants for the betterment of the school. What is done regarding Mr. Ward will be confidential. Any action, up to and including Board action, is private according to law. We will follow-up and take whatever action is deemed appropriate. If you want to transfer, we will make every attempt to move you. If nothing is found within two weeks, we will make a place until something can be found. C.M. Im under Doctors care just to get out of the house. My surgeon is Marcia Hickson. My Counselor is Allen Sherman at the Medical Center.C.M. I want you to ask the others about the things going on. B.G. Give me their names and I will ask Dr. Hurley to follow up and interview the people. Note: Ms. Miranda provided the names of Mrs. Rogers, the School secretary, and Mrs. Harshaw.Interview with Ms. Faye Norwood (School CTA Representative) (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I was not aware of any incident at all. I was called in as a witness because of my Union position. Nothing out of the way was said or done while I was present. Mr. Ward passed a letter to her to sign. She signed it and I signed it as a witness. I didnt even read the letter. There were no loud voices or profanities or anything. I had got called on the intercom to come to the office and I came. Mr. Ward had previously had a meeting with the Aides to tell them he was reassigning them. Some did not get changed. I did not and a pre-K Aide did not get changed. Ms. Miranda is a representative for the Aides, so she may have talked to Mr. Ward about the changes. I personally saw nothing at all out of the way.Mark Stodola Prosecuting Attorney Sixth Judicial District Pulaski \u0026amp; Perry Counties October 11, 1996 State of Arkansas OFFICE OF THE Prosecuting Attorney 122 S. Broadway Little Rock, Arkansas 72201 Phone 501 / 340-8000 Fax 501 / 340-8049 Lionel Ward 3912 Tudor Drive Little Rock, AR 72204 Dear Mr. Ward: This office has received a complaint concerning Ms. Carla Miranda. Ms. Miranda alleges that you have been harassing and have made several harassing calls to her home. If this complaint is verified and either of you persist in such behavior, this office may be under a duty to issue a criminal information charging you with a violation of .\\rk. Code ,4nri. 5-71-208 Harassment which could result in your arrest and appearance in Municipal Court. Be advised that you should limit any contact with Ms. Miranda to relevant matters only. If this complaint is untrue or you have an explanation for your actions, please bring it to my attention immediately. Sincerely, 1 Prosecuting Attorneys Office Sixth Judicial District Dan Turner Complaints Department LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 24, 1996 TO: Mark Milhollen, Manager of Support Services FROM:, Brady Gadberry, Director of Labor Relations SUBJECT: Carla Miranda, SSN: 431-23-4688 It has been confirmed with Lionel Ward, principal at Garland, that Carla Miranda did attend the workshop on the days of August 6, 7 and 8. Please pay her at the rate of pay the other instructional aides w'ere paid for that workshop. Thank you. J- /JAMES W. DANIEL CHAIRMAN PAT WEST HUMPHREY, COMMISSIONER ALICE L HOLCOMB. COMMISSIONER JOHN A. KENNEDY INTERIM CHIEF EXECUTIVE OFFICER DAVID GREENBAUM CHIEF ADMINISTRATIVE LAW JUDGE of FORT SMITH DIVISION 616 GARRISON - ROOM 207 FORT SMITH, AR 72901 TELEPHONE 501-783-7970 SPRINGDALE DIVISION 244 SOUTH 40TH SPRINGDALE, AR 72762-3845 TELEPHONE 501-751-2790 WORKERS' COMPENSATION COMMISSION 4TH \u0026amp; Spring Streets P.O. BOX 950 Little Rock, Arkansas 72203-0950 Telephone 501-682-3930! 1-800-622-4472 Arkansas Relay System TDD 1-800-285-1131 November 12, 1996 Ms. Carla Miranda 13003 El Road Little Rock, AR 72206 RE: Carla Miranda vs Little Rock School District WCC FILE: CARRIER: E612750 #541 24267 Dear Ms. Miranda: Ne enclose for your information a copy of the AR-2 form insurance company which indicates an intention to controvert, filed by the that is deny, the injury of August 30, 1996. You should review the controversion section of the AR-2 form for the carrier's position in this matter. You have two options under the Arkansas Worker's Compensation law if you wish to pursue your claim: 1. 2. You may request a conference of the parties with a Legal Advisor/ or You may request a formal hearing before an Administrative Law Judge. If you have any questions, you may call our toll free number 1-800-622- 4472 or (501-682-3930) and an Advisor will assist you. Yours very truly. FAYDEANE GRAY Director Operations/Compliance Enclosure FG/sn cc: Municipal League WCT P O Box 37 North Little Rock, AR 72215 Form AP-2 Authoruy ACA 11-9-803 ana ACA 11-9-810 Aevisec 3.15.93 ARKANSAS WORKERS' COMPENSATION COMMISSION 625 Marshall Street, 2nd Floor Justice Building Little Rock. Arkansas 72201-1073 EMPLOYER'S REPORT OF INITIAL PAYMENT OF COMPENSATION OR INTENTION TO CONTROVERT Initial Filing I I Amended Filing Awnr^ ciio Mrt r.^irripr (Tlaim No F AWCC File No. Carrier Claim No. '^*1\"_*c Employee Name (Last. First. Ml) \u0026gt; .' I* iQ.Z4J?~: Employee SS No. ^/Li, '73 Ao I Employer Nai Na^ Fed. Employer I.D. No.  State Zip Cope h Carrier Or Self-Insured Name NAlC or Seif-insureo Fed. Emotoyer t.D. No. Claims Office Location (City. State) COMPENSATION (if not applicable, skip to next section) I I Cate of Iniury City, State of Iniury Dates Covered by First Check a -I o-.-I-. I First Date inaemniiy Triggereo Body Part Iniured : Oisap.iitv Oaiei Date of First Comp. Check Average Weekly Wage Weekly Comp. Rate Check condition applicable: __.Medical Only Claim (no indemnity duel PPD Only Case CONTROVERSION SECTION DATE OF INJURY OR DEATH: REASONFOR CONTROVERTING CLAIM:__/ A J r^L_Q -Q' Tin SI t..:\nI-\n4 DEATH CASE DATA NOV -Jy\" List all Dependents below: Attach Death If no dependents, check here: N.AME OF DEPENDENT Certificates and Birth cei^icat^.Jofl^ependent Children 'lONSfiiP ^og^^i di DATE CF 3IRTH : RcLATi iEASED WEEKLY BENEFIT AMOUNT CERTIFICATION i i (If more space is needed, attach supp e^ental sheet) 1' I certify that the foregoing is a complete and accurate reoort according to the records of the insurer pertaining to first W\u0026lt;wl M f LI lU I LI Ik- I V-\u0026gt; I I y LA WW W . payment, controversion and beneficiary information. I further certify that a copy, of this report'br'equivalent ntrtrmntii'M'i r \u0026lt;-\u0026gt; if/i am l/*\\\\zOO /*ir hiC Hpnpf I f?l fl TIPP  nformation has been provided to the employee or his beneficiaries. Signature Printec or Typewritten Name 'He Date* iaUniqa MUNICIPAL LEAGUE w WORKERS COMPENSATION TRUST P.O. BOX 37 NORTH LITTLE ROCK, ARKANSAS 72115 PHONE (501) 374-3484 November 4, 1996 Ms. Carla Miranda 13003 El Road Little Rock, Ar. 72206 Re: Carla Miranda vs Little Rock School District Claim No: 541-24267 Dear Ms. Miranda: Thank you for your cooperation during the investigation into your claim for workers compensation benefits. As you know, your claim was initially accepted as a compensable medical claim. However, after further investigation it has been determined you did not sustain a compensable work-related injury. As I stated in our telephone conversation, if you plan to persue your claim the proper procedure is to retain an attorney and request a Hearing before an Administrative Law Judge at the Workers Compensation Commission. Attached is the only medical bill we have received that has not been paid. Respectfully Yours, Ms . Tommie Purdom Sr. Claims Representative Enclosure District No. 1 Trustee Mayor John Patrick Pocahontas District No. 3 Trustee \u0026amp; Group Manager City Clerk Sandra Fearman Rogers At-Large Trustee Mayor Emmitt J. Conley Cotton Plant District No, 2 Trustee Mayor Harold Maclntire Shannon Hills District No. 4 Trustee Mayor Gene Yarbrough Star City Assistant Director Sheryl! D. Lipscomb LR SCHOOL DISTRICT ' 810 W MARKHAM TQ! ATTN JUANITA DRIVER 7 n i'! IE ... . w tZ .  s XXKCA .c- LITTLE ROCK AR 72201 1 057736  MeJ-CSe Mec c3-o Ssc's:: s SSf'J C~AMP.A A.AP H S 3= cr C 2 PATIENTS NAMS .as: Na*-'? 's: Na-^e M'ac-c iniiia : eiT=\\Sg,= MIRANDA CARLA ! ' MM DO : =A-,ENT S a\n5: 13003 E L ROAD LR = CODE 72206 c q'L-cn- jyr / U HE^uTH INSURANCE CLAIM FORM J'y ' c f c 02 25 57 iEN RE-AO'.S- A ? t =i.-'E\\TS\"i AR TElP'O\\E A^ea Cose ( 501 888 2373 -as:\\a'-r -\"w'r M30F'''t3 ' 3P .P- SE** X X REAC SAC !E EoRr.i before COMF.ETiNG i SIGNING TH'E SIGNATURE ON FILE X - SE* ' X C-- X X 10 15 96 431-23-4683 4 .\\Sj=i! S NAMi .a'f't: M co - LR SCHOOL DISTRICT NSjP=2 5 Arr==?S S--er- 810 W MARKHAM LITTLE ROCK 72201 I C: I AR  501 671 bZlS  i LR SCHOOL DISTRICT I , AR WORKER'S COMP I X SIGNATURE ON FILE X 726 31 f -------------- X r 10 08 96 3 1 99213 1 I 56 00 1 10 08 96 3 1 WC103 1 25 00 1 I.UMEEF 710758074 X I I I -fSiClAN EES OP C.P: S MA-RC I A ^HIX'SCN, ' MO 710758074 10 15 96 c LC L C c ? 710758071 --------------- 71075807A c c t Of c 1223455 X 31 00 0 00 t  31 00 PEN ' MARCIA HIXSON, MO . 600 SO MCKINLEY, SUITE 200 ! LITTLE ROCK, AR 72205 L-,. 710 75 8074 Please\" indicate accountr when '^AViflG''p5\u0026gt;'vWf^T LITTLE ROCK SCHOOL DISTRICT Garland Incentive School Multimedia Technology and Educational Research 3615 West 25th Little Rock, Arkansas 72204 August 30, 1996 TO\nCarla Miranda, Instructional Aide FROM: Lionel Ward, Principal SUBJECT: Conference Follow-Up This communication is in response to our meeting after you received your schedule for this school year. Initially, you were invited and challenged to accept the decision for the strengths you have displayed in your assignments before. It would seem, tthheenn., that you would take the changes and begin thinking about how it can be done rather than what you could do to keep it from getting done. It is unfortunate cnat you chose the low road. I have a real problem with you making any trouble for the positive school climate desired. You were told earlier that changes in schedules were likely. Today, the changes happened following deliberations that consider your strengths and the strengths of' others.. More to the point. this decision was made in relevance to students' lives and implementation of Incentive School Programs. IS an administrative decision that provides Again, the decision support for the strategic plans outlined in the Little Rock School District. Mrs. Miranda, you have been a part of the lives of students and teachers of Garland for a long time. If you decide that you would prefer not continue your linkage to Garland, you are perfectly within your right to seek a transfer or tender your resignation. That choice, Mrs. Miranda, is yours. Should you choose to continue your tenure at Garland, be prepared to give each day your very bes t. All you have to do is enroll your immediate energies. If yoir me. / .ave questions. strongly encourage you to raise them with 1 a\nW ESSED BY: DATE/TIME: NCIP, ' S SIGNATURE ARKANSAS CANCER RESEARCH CENTER Behavioral Medicine Program 4301 West Markham. Slot 543  Littl\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_615","title":"Little Rock Schools: Gibbs Magnet Elementary","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":["1990/2003"],"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","Gibbs Magnet Elementary School (Little Rock, Ark.)","School management and organization","Students","School improvement programs"],"dcterms_title":["Little Rock Schools: Gibbs Magnet Elementary"],"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/615"],"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\nk B I M \\ I t ^y :\u0026gt;l ,4 ?'/ 1 \u0026lt;2. i b t I \\ 1 LArtists: Principal: Art Specialist: Clockwise from Mermaid Cassie Baldwin Katrina Finn John May Laura Sanders King Stratford Donna Davis Susan Turner Purvis Photographer: Dixie Knight RECHV\"' NOV JO 1996 Office ol Desegre^aiion h-iondOfHt^ f SibbS Kids All proceeds from these cards go to Gibbs Magnet School of International Studies and Foreign Languages, Little Rock, Arkansas Concept, printing and paper compliments of Fairfield Communities, Little Rock, Arkansas and the Printing Source, Knoxville, Tennessee. luGHM n^ JAM VGOiO 40 A4.q iu \u0026gt;iUO A(H LU Vljbt or U*?/ w !?/. UUZ JAnUT.IU7 T^5E PJ.A. OF 6188/ MAGNET /CHOOL iNViT\u0026amp;l YOH TO JOIN 11/ 608 OLIH NINTH ANNL^Ai, CULTURAL ART/ FLfnVAI 1TH\u0026gt;IJ Ji4^VIW i .AiOlr'i INDIzJu FSmVM OF LIGHT/ \u0026lt;C .VOX ,YAt\nrE4 00i\u0026lt;-GL\nn TB3RT1 HTd: .V/ ,\u0026lt;JOOT 1X3 I UTAn\u0026gt; tikU 3TWAU MONDAY. ins W, i6TH /TROY PEmSTittTG sNE^SAN ?^OOS\u0026gt;, AND CE^Fl/ -LSf JM7 ,V^OrAhtMOHAi JU*i\n^ b:*\nR\u0026gt;^ MOPiE INK^^MATION. CALL 324-?4^'\u0026gt;.Parents, too, are required to sign a contract with Gibbs Magnet to confirm their support of Gibbs Magnet A sample of the parent contract follows. PARENT CONTRACT As a parent I agree to provide positive support for the philosophy, program, and goals of Gibbs Magnet School. I will: - attend regularly-scheduled and specially-called teacher/parent conferences\n- cooperate with the school when disciplinary actions are necessary\n- support school rules and policies\n- ensure a proper study environment and require completion of homework as assigned\n- offer volunteer assistance to Gibbs as it is compatible with my personal schedule\n- ensure prompt and regular school attendance\n- be an active member of the Gibbs PTA. - ensure that my child gets adequate rest each night. I agree with the fundamental principles as stated above and will assist the staff with my support. Date Parent/Guardian'sName Student's Signature Parent/ Guardian's Signature Address (Home) Telephone Number (Work) SPECIAL ACTIVITIES Ambassadors General Assembly Just Say No Club Choir International Festival Honor List International Fair Math Olympiads Geography Bee Fire Marshals Flag Patrol Active PTA Field Day Flag Team Advocates for Language Learning (ALL) Media Center Student Assistants 1^* GIBBS STAFF 'The Gibbs staff is comprised of one principal, one vice-principal, fifteen regular classroom teachers, thirteen specialists. and thirteen support staff. Specialists support the intemabonal studies program through foreign language, global studies, physical education, music, art, media, and remediation, gifted/talented. 1115 West 16th Little Rock, AR 72206 \u0026lt; 'On AV \u0026lt;0 Donna Davis, Principal NEW NUMBER 324-2490 r ^IBBS MAGNET SCHOOL OF INTERNATIONAL STUDIES AND FOREIGN LANGUAGE PHILOSOPHVAND OBJECTIVES Uecause the complex world today is constantly changing and becoming increasingly interdependent, children need special skills to function as citizens of the world in the twenty-first century. Gibbs Magnet School of International Studies and Foreign Languages provides educational experiences that will enable each child to develop to his or her highest potential. Utilizing a global perspective, the Gibbs program expands and enhances the multi-ethnic core curriculum through the infusion of international studies and foreign languages. Learning activities, which promotes the social, emotional, and intellectual growth of each student, result in a child who appreciates commonalities and diversities among the peoples of the world. The intent of this program is to assist each child in acquiring the skills needed to function as a citizen of the world. ZNTERNATIONAL STUDIES PBOGBAM ^he Gibbs International Studies Program is designed to assist each child in developing an understanding of and appreciation for the similarities and differences among the peoples of the world. The International Studies Program is based on essentials common to all people (universals of culture). As students learn these universals of culture, they apply their knowledge of these basics to people around the world. A sixty (60) minute block of time is allocated daily for the study of international studies concepts, including the study of foreign languages. Resource speakers, field trips, correspondence with children of other countries, and exposure to peoples from other cultures are utilized to enrich and extend classroom instruction. Language specialty will begin at the kindergarten level. Conversational language instruction serves as the basis for the language program. However, some reading and writing of the specialized language is required to equip students with language skills essential for advanced placement in a junior high program. (Gibbs students will be required to pass a Level I language test for advanced placement at the junior Wgh level.) A French teacher, German teacher, and Spanish teacher are a part of the Gibbs staff. Each teacher works with students at all grade levels in direct foreign language instruction thirty (30) minutes daily. All Gibbs students sign a student contract with Gibbs Magnet when enrolling for the first time. Each year, the student will be asked to reaffirm his/her commitment to Gibbs Magnet by signing another contract. One copy will be kept at school and the student will keep his/her copy at home. A sample of the student contract follows. STUDENT CONTRACT I, (complete name) , am presently enrolled in the grade at Gibbs School of International Studies and Foreign Languages. As a student at Gibbs School I agree to the following: - I will be at school every day possible. - I will be at school on time every day. - I will bring my completed homework with me every day and give it to my teacher. - I will always try my best even when I think the work may be easy or when I think the work is difficult. - I will take care of the books and school equipment provided me to use in my schoolwork. - I will follow my classroom rules. - I will follow my cafeteria rules. - I will follow my playground rules. - I will use my new language at home whenever it is possible. I agree with those things I am asked to do as a student at Gibbs School. Date Parent/Guardian'sName Student's Signature Parent/Guardian's Signature Address (Home) Telephone Number (Work) Continued... Advocates for Language Learning Gibbs International Studies School 1115 West 16th School Little Rock, Arkansas 72202 February 22, 1990 Mr. James Jennings Associate Superintendent Little Rock School District UsS. 810 W. Markham Little Rock, AR 72201 Dear James: We sincerely appreciate you meeting with us regarding everyone's concerns and hopes for a superior school at the new Dunbar International Studies Magnet School. I have not been able to reach you directy by telephone, however, it is my understanding that next Thursday there will be a metting regarding the planning of this new school. ' group would again like to thank you for allowing us to The ALL participate and the persons that we discussed attending are Ms. Lucy Robinson and Ms. Diane Woodruff. As parent and community representatives, we would like Ms. Beverly Wittenberg to be considered as the foreign language teacher representative. If it will be possible for these volunteers to meet with the planning committee at its next session I would appreciate you leaving a message at my office regarding the date, time and location. My office numer is 371-0068. Please let me know if ALL or I can be of service to you during this project or to the Little Rock school district in any way. Very truly yours, Charles R. Hicks President V?6 16 CRH:j z cc: Mr. Eugene Reville iMetro. Superintendent 201 East Markham, Suite 510 Little Rock, AR 72201 Gibbs Magnet School PTA 1115 West 16th Street Little Rock, Arkansas 77906 324-2490 May 25, 1993 Working Together for a Better Future bsceived MAY 2 7 1993 Office of Cesegrec-aficn Moniloring Office of Desegregation Monitoring Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Director: The patrons of the Gibbs International Magnet School very concerned about the proposed elimination of the computer lab attendant position from our school. are Since our teachers do not have time to assume the responsibilities of the computer lab, this decision could result in an inferior program in which our children might not receive the full benefits of the lab. The computer lab attendant is the heart of our computer program. Therefore, we strongly urge you to reject the district's proposal to eliminate the computer lab attendant position. At a recent meeting, several of our patrons wanted to show their support by signing a petition urging the Little Rock School Board to reject the proposal, your information. A copy is attached for Thank you for your time and consideration in this matter. Sincerely, Annette Thomas-Jones Co-President Attachment Petition to the Little Rock School Board ^Q, the undersigned pavons of Gibbs Intemational Ma\u0026amp;net School urge the Little Rock School Board to reject the districts proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab IS a valuable asset to our students, and we fear that the program will greadv 3uffer without a computer lab attendant. ' '  7 S / c. Cuk, la. ( r I 3i^ \" TJ il.L t O- 7^ y / X I ^_V i ^(7yr^'^ya/^==^ I --^!r ' /X Ji_ 22x12313^ lUujiiiyy Cd i44Ul 1 ii ' / - V ' \"V y .r-r I Petition to the Little Rock School Board ^Ne, the undersigned patrons of Gibbs International Magnet JCgb***?!, urge the Little Rock School Board to reject the district's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab is a valuable asset to our students, and we fear that the program will greatly suffer without a computer lab attendant. fA^ w c -i2. d ,1 ~^:i^ji.dx7^A/A Ciaa-^^ (y S^fri'''-' P 0 C _______________ \\l\u0026lt;. a2. -T-' 2. WLr V Oi-hd [\\.Q,CL^JiL) \u0026lt; tte , Petition to the Little Rock School Board We, the undersigned pavons of Gibbs International Magnet School, urge the Little Rock School Board to reject the distnct's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab is a valuable asset to our students, and we fear that the program will greatly suffer without a computer lab attendant. iij-l ---- oca u V' rPetition to the Little Rock School Board SI We, the undersigned patrons of Gibbs International Magnet Sebool, urge the Little Rock School Board to reject the district's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab IS a valuable asset to our students, and we fear that the program will greatly suffer without-a computer lab attendant. Jt-compiler lai /! ti \\ . *- - - .J ' -ajYj\nT A/ Ojia02 25 'll I w\n24 2  2 C''!'': -b i'l'l OD'I iSnoi 002 M1 8iiJ \u0026gt;tarkhFi Si. JI . Ai I ,. b-.+z)! ' r i \u0026lt;km Hr t Lie Rock. Ar 5 : .'-S \u0026lt; - 22U1  (501)324-2000 04-07.as 09:31 O'.'l 32i 202.3 LRSP CCDraVXICATI ODM 002002 I i'ttle FLock School District News Release Apnl !99S For more infoimadon\n^Zeornee Herts, 324-2020 Eic... GiBhS TO HOST STUDENTS, TEACHERS FROM FH iNCE LIIILE ROCK - Gibbs Foreign I.acgtiages/lntemational .Studies Magnet aiy -wiii greec students and teachers from Lyon. France, at the Little Rock National . v-jporL today at 5\n44 p,m. a.5 the arri^'e for a Wo-and-a-half week Adsit to and at.\" Seventeen -tudents and two teachers will live with host families from Gibb i classes at th.e school dunng their visit. rite hrot-hand inlormaiion shaiing is a -wonderitil e.xperience for both Gibbs stLjeriU and Qe french visitors.' said Felecia Hobbs, principal ar Gibbs. This is the eighth year we .have hosted French students and teachers in rhe exchange program. We very excised. 3.bour the .lew friercT^h^p'^ The visitors will he involved in many Gibbs activities including the Earth. Dav Parade on f nday, April 17, and a field tnp with their host.s to the Museum of Discoveig/ end the Rw'ermarKet Tuesday, April 21. The gijests will also attend an Ark-an.sas Travelers basebili game or a rodeo while in Arkansas. nnbbs is planning a European hip for students for foe 1998-99 school year. 8J.0 West riarkham Street * Little Kock, Arkgjisas 72201  1501)324.2000 02/05/1999 10:06 02/04/1991 08:59 501-324-2023 50184719G5 LRSD COMMUNICATIONS GONTERMAN PAGE 01/01 PAGE 82 February 4, ATTENTION\nNews RELEASE 1999 GIBBS' STODEHTS ARE JUMPROPING FOR HEART (Little Rock Gibbs) O' Friday, February K-6 students at Gibbs Magnet School of International Studies \u0026amp; Foreign Languages are pariticpating in the American Heart Association's \"jump rope for heart\" campaign. Students have collected donations for certain number of minutes that they will spend jumping in the cafatorium from Boo a.m. to 2\n3Q p,m. Friday. This is an annual event for Gibbs' students through our physical education specialist. Nancy Hamilton. Students have been practicing their jump roping skills in P.E. classes this week. Students watched a video from the Heart Association. School nurse, Pam Jackson, visited classrooms with the heart and lungs of a hog to explain how healthy hearts and lungs should work in prepartion for their \"Jump Rope for Heart Day.\" For additional information, please contact Ms. Hamilton or Vicki Gonterman at Gibbs Magnet School turn a j umprope for us! at 324-2490. Come Submitted by Gibbs' PR Representative04/08/1993 16:31 Dc-16-OO O1:OAP 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 P.Ol April 8,1999 TO COMMUNICA TIONS DEPARTMENT: GIBBS CELEBRATES FERI A DE SEVILLA (Little Rock Gibbs) On Friday, April 9. 1999 beginning at 10:05 a-m., student.s al Gibbs Magnet School of Intcmationfll Studies and Foreign I.anguagcs will be celebrating the Spanish festival Feria de Sevilla. Spanish foreign language specialist, Senora Gianella Millsap, will conduct the festival in the Gibbs Foreign Language Building. Students, kindergarten thniugh sixth grade, will watch l lamcnco dances by local dancer, Mi.sty Leigh Williams. They will eat traditional Spanish foods prepared, donated, and served by Gibbs parents. Spanish olives and fresh fruit will be houniiful. For the past two weeks students have been .studying about Spain, especially the city of Seville. This April festival features horseback riding and Flamenco dancing in Spain. Gibbs students learned about Don Quixote and watched an animated version of the tales. TTicy learned about the land regions of Spain and the major cities. The festival will be the culminating event for this year's study of Spain. For additional information contact Senora Millsap or Vicki Gonlerman at Gibbs al 324-2490. Wc hope to see you there! Submiiied by Gibbs Public Relations Coordinator'WC. a 810 West Markham Little Rock, AR 72201 For Immediate Release May 14, 2002 For more information: Kayren Baker, 324-2490 The Barber of Juarez Performed by Gibbs Students On Sunday, May 19,2002, fourth and fifth grade students at Gibbs Mag-net School of International Studies and foreign Languages will enact their version of the opera, The Barber of Seville aptly named The Barber of Juarez. Through a grant provided by Wildwood Park for the Performing Arts, fourth and fifth grade students have created and choreographed a unique opera based on Mexico, the nation of focus for Gibbs this school year. The opera will be performed on stage at Wildwood Park on Sunday at 2\n00 p.m. and in the Gibbs Cafetorium on Monday at 1:00 p.m. Please contact Kayren Baker, Music Specialist at Gibbs Magnet School, 324-2490, for additional information. 00/ i/ zooz 14: zi ooi-jz4-:\nozj LK5D tUMMUNlUAIiUNO 01/01 8 i 0 '^'est Markham Little Rock, AR 72201 For Immediate Release May 14, 2002 For more information: Vicki Gonterman, 324-2490   Mid-East Meets West at Gibbs Magnet School On Thursday, May 16, the Arkansas International Center will bring a group of representatives from the judicial systems of nine nations of the Middle East and North Africa to visit with students at Gibbs Magnet School of International Studies and Foreign Languages. Morocco, Algeria, Tunisia, Jordan, Lebanon, Yemen, Oman, Kuwait, and the West Bank are the nations represented. These visitors are coming through the LF.S. Department of States Office of International Visitors Bureau of Educational and Cultural Affairs, Gibbs Magnet school will be the first stop on their Little Rock visit. This visit will help reduce a tendency to stereotype Arabs and Muslims, especially at this poignant time in our nations history. Students will be able to learn about the work and family lives of this diverse Middle Eastern group. Fifth graders will have an opportunity to have lunch with the group of attorneys, magistrates, and judges. The group is visiting Arkansas and the United States to study our judicial system at the national, state, and local levels. After their 8:30 a,m. amval, the group with their interpreters will tour our elementary international school. A question and answer session is planned for the fifth grade foreign language classes at 10:00 a.m. Classroom visits to lower grade levels will follow, and there will be an opportunity for questions to and from students. Though Arabic is not taught at Gibbs, starting in kindergarten students begin a six-year study of a second language. Please contact Vicki Stroud Gonterman at Gibbs at 324-2490 for additional information. Gibbs Magnet School is located at 1115 West Sixteenth Street, one block west of Chester Street. (J fi Ij Trfttf f GIBBS .^1 20 7(oi\u0026gt;em^e ifjs' i.QQ-lf.ZO Arkansas Democrat liy, (gazette D _ _ ..\u0026lt;\u0026gt;kinAV ecOTCKjIDCa 1QQO   MONDAY, SEPTEMBER 21, 1992 Children need more physical education time which is not sufficiGnt for kids to stay in During the last week of the school year for 92,1 had the opportunity to visit the Gibbs Magnet School. I had volunteered as a coach for the relay rBC6S The first thing I noticed as I walked in the gym was the high intensity of the noise level caused by the kids cheering for their respective teams. The level of enthusiasm generated by the competing physical activities was incredible. It was like having a 15- inch loudspeaker blast directly in your ear. The kids were clearly having a great time. . . . A handicapped student participated in the races, and with the help of his classmates, he was very active in the different events, some of which they won. I thought, why dont we allow kids more time for physical activities? It should not replace the learning of the three Rs, but can complement them. , , . , The elementary school curriculum should allow at least three hours a week for physical education. The benefits are tremendous. The kids will not only build on teamwork, but the physical workout is beneficial, particularly for our TV generation of kids. , , . Currently, only one hour a week is dedicated towards physical education. shape. , So parents, get involved now. These precious school years go by quickly! ED ORTIZ JacksonvilleASansa^^moc^^^(6azcUe FRIDAY, OCTOBER 8. 1993 , Japanese teacher learns new vision of U.S. BY CYNTHIA HOWELL Oemocrat'Gazette Education Writer Stereotypes have been shattered for Akihito Tamura, a first-grade teacher from Sapporo, Japan, who is in the United States and Little Rock for the first time in his life. Tamura is one of 22 people from Sapporo to visit Little Rock for two weeks to tour schools and become acquainted with American culture. The trip was organized by the Metropolitan Chamber of Commerce in Little Rock and a similar organization in Sapporo. The trip is part of a cultural exchange program begun in 1988. Eight Arkansas teachers visited Sapporo for 10 days in 1991. Tamura said Thursday that, in making his decision to come to the United States, he was fearful of the violence that has ! been described in worldwide ! news reports. Such reports included the random murders of tourists in Florida and the shooting death last year of a Japanese exchange student in Louisiana. The student was shot when he became lost and went to the wrong house while looking for a party. So far, Tamura said, he has not encountered any violence. He said that while violent acts occur in his home city in northern Japan, deaths are fewer because people dont own guns. Tamura said he also feared black Americans before he ar- ArKansas Democrai-Gazetle/Pick McFarland TEACHERS PAT  Gibbs Magnet School second-grader Starkisha Watkins gets a pat on the head Thursday from Yoko Fujine, one of 22 teachers from Sapporo, Japan, taking part in a teacher exchange program with teachers from public and private schools in Little Rock. rived in Arkansas, at least part- ' ly because of the depiction of blacks on television and in the movies. He said that in Japan virtually everyone is of the same race. While in Little Rock he has been a guest in the home of a black teacher at Gibbs International Studies Magnet Elementary School. He said his fears have been eliminated. He said his greatest surprises are that blacks and whites are friendly with each other and the general friendliness of people to him. Tamura and the other Japanese citizens are spending most of their time in Arkansas by visiting public and private schools, meeting children, and demonstrating Japanese arts such as origami, the ancient art of folding paper into cranes, stars and other objects. The group also has been shopping. Trips to a country western bar and to Hot Springs were among the events planned for the group. The differences in the Arkansas and Sapporo schools are many, Tamura said. In his school, he has more than 30 children in his class each year. The children are noisier than j their American counterparts at\nGibbs, he said. The Japanese children at- i tend school from 8:30 a.m. to 2:30 p.m. six days a week. However, beginning last year, one Saturday a month has been declared a school holiday. The children have four weeks of winter vacation and four of summer vacation and two weeks for spring break. The Japanese school does not have counselors or specialists to teach physical education or computer skills. Tamura stays with his pupils all day and teaches them all subjects. There are no computers for students in his school. A foreign language isnt taught until seventh grade, and the only one taught is English. Tamura said that as a teacher of six years he earns what he said was a small salary of about $40,000 a year. He pointed out that food and property are much more expensive in Japan than here. A more experienced teacher may earn almost $100,000, he said. A teacher in Little Rock with six years of experience earns about $24,000. [Arkansas Democrat ^(i^azcttcj THURSDAY, SEPTEMBER 7, 1995 Bowing to culture 8 7' k\\tl \"}^ \u0026amp; I Arkansas DemocraWSazetta/STATON BRBDENTHAL Rfth-graders bow to Japanese teacher Yoshikazu Iwakata as he leaves the classroom Wednesday at Gibbs Foreign Languages International Studies Magnet Elementary School in Little Rock. Iwakata, who teachM an English foreign language class to junior high students in Japan, is giving students a glimpse of his nations culture on his two-day visit to the school. .. -13-4Arkansas Democrat (gazette  WEDNESDAY, NOVEMBER 8, 1995 News wrap-up Gibbs seeks to name library for Clinton The staff at Gibbs International Studies Magnet Elementary School has asked the Little Rock School Board for permission to name the ! schools library/media center in honor of President Clinton. When he was governor of Arkansas, Clinton lived in the Gibbs area, faculty member Vicki Gonterman Gibbs said in a written nomination to the school board. He visited the school several times and donated cultiu-al artifacts to be displayed on the schools international wall. On the day Clinton was elected president, he visited Gibbs. A picture of his visit hangs in the West Wing of the White House, Gonterman said. Clintondonated a Japanese doll to the school, wrote a letter to the Gibbs students during Geography Awareness Week and gave a radio -\naddress about education last April from the Gibbs Media Center as 30 ' pupils, their parents and their teachers looked on. If the board approves the proposal and the president gives permission to use his name, the school will invite the Clinton family to attend the dedication ceremonies. Also, school officials plan to stock a Clinton Comer in the media center with books and mementos about the president and his family. IArkansas Demcxrrat '^azcttc  FRIDAY, SEPTEMBER 4, 1998 ' (I I-* i  J. - V !) { J if' f f Arkansas Democrat-Gazene/STEVE KEESEE Japanese visitors. Antomon Watklns (right), a fifth-grader at Gibbs Magnet Elementary School, learns a judo hold from two students from Ryukoku University in Japan. Yoshiyuki Ikawa (left) and Yasuhiro Kimura, along with five other Japanese students, visited the Little Rock school Thursday..  FRIDAY, MAY 14, 1999  Gibbs school aide loses job over scuffle ARKANSAS DEMOCRAT C.AZETTE A supenision aide at Gibbs Magnet Elementarj- School in Little Rock lost his job after apparently trying to break up a scuffle between two students. Little Rock I School District spokesman Suellen Vann said Thursday. When the 3o-year-old man tried to break up the fight, one of the students apparently was knocked down, Vann said. The encounter was reported to police, but no charges had been filed late Thursday. The man began working for the district at the start of the school year. Because teachers in the Little Rock School District are e.xempt from playground and cafeteria duty, the district hires aides to su- per\\ise students during recesses and lunoh. Vann said.F e b r u a r y 1 5, 2 0 0 1 August 2 3, 2 0 0 1 -a 0 c t o b e r 1 6, 200 3 Program links reading, helping worlds poor Gibbs, first lady get the challenge rolling 5  BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE chickens, llamas and rabbits to impoverished families as sources Two real goats, a Chinese for milk, food, labor and income. dragon and a larger-than-life This is going to provide a furry red dog converged at way for students here at Gibbs Gibbs International Studies and for students across Arkan- Magnet Elementary School in sas to help other families some- Little Rock on Wednesday to where else in the world, Janet kick off a national reading in- Huckabee, Arkansas first lady centive program that is designed and a spokesman for the read-to help feed hungry families ing initiative, told about 300 A worldwide. cheering pupils. Its going to Children who participate in provide an opportunity for your the new Arkansas Read to Feed teachers to get information Challenge will collect financial about global issues, and its pledges from their families and going to help [your schools] get friends for the books that they books. You will see and learn Arkansas Democrat-Gazette/STEVE KEESEE new things from these books. Kindergartners at Gibbs International Studies Magnet Elementary School --- ---- Scholastic Corp., the worlds jp Rock hug childrens book character Clifford, the Big Red Dog, donated to Heifer International, largest publisher and distribu- during a Wednesday ceremony at the school kicking off the Arkansas the Little Rock-based organiza- tor of childrens books  in- Read to Feed Challenge. Scholastic Corp., publisher and distributor of tion that provides life-sustaining eluding Norman Bridwells sto- children's books including those about Clifford, is working with Heifer In-read. The money they raise will be animals such as goats, cows, Reading  Continued from Page 1B ries about Clifford, the Big Red Dog  is a partner in the reading incentive program. The company will donate tens of thousands of books to public, private and parochial elementary schools that participate in the program, as well as make an unspecified financial contribution to Heifer International, said Brock Bridges, a company representative. Only 31 percent of Arkansas See READING, Page 5B ternalional to promote the reading incentive program. . children  think about philanthropy, Luck said. A former first-grade teacher in Texarkana, Luck said she hopes to establish the reading program in as many Arkansas schools as possible this year and expand it throughout the country in coming years. I think it will go national because so many people are concerned about the literacy issue, and if you can tie that in to helping others and also put books in the library  its the biggest win-winwin arrangement that Ive heard sixth-graders scored at a proficient Heather Smith (foreground) and Betsy Conner, both with Heifer Interna- Afkansas Democrai-Gazette/STEVE KEESEE of in a long, long time.  More information about the or better level on the state Bench- tional, relax Wednesday with two young goats before a ceremony at Lit- reading program is available by mark Exam in literacy last year. tie Rocks Gibbs International Studies Ma_g net Elementary, School kick- callinwg (877-) 275-7323 or by v_i_sit- By putting books into the hands ing off the Arkansas Read to Feed Challenge. Gibbs pupils are the first ing wwwjeadtofeed-oig/arkansas. of children at an earlier age, we participate in what organizers plan to make a national reading incen- ------------------------------------------------ firmly believe that can change those program. ^atistics and m^e an important land, Bolivia and Peru to see first- tional, they will want to get indifference in children s lives, hand the work that Heifer Inter- volved, Huckabee said. It wont Bridges said. Our goal is to instUl national has done in those coun- take a lot on their part. They dont a love of learnmg and reading in tries, will travel around the state have to go out and raise millions children that will last a lifetime. with the Clifford mascot to pro- of dollars. Tliey just have to lend Felicia Hobbs, principal of the mote the program. their names to it and promote it. school where French, Germ^ and and Gibbs pupils have al- Jo Luck, president and chief exSpanish are taught daily in kinder- ready starred in a public service ecutive officer for Heifer Inter-garten through fifth grades, said announcement about the initiative, national, said the program not on-she expects all pupils to pamcipate. she also intends to present the ly encourages children to read but Fifth-grader Trevor Wine con- reading program at the National offers them the opportunity to vis-firmed that he would be among diem Governors Association meeting in it the Heifer ranch to get a feel for I am going to try to read February and encourage spouses living conditions in the worlds around 50 books and raise $50, of the nations governors to initi- poorest communities and see how She and Gibbs pupils have al-the 10-year-old said after the kick- ate the program and serve as the animals can help. off program. I liked what [they] spokesmen for it in their states. I think it is important that in said about helping children around the world. I believe that when they see our country, where we are blessed the Scholastic name and see the to have a lot of opportunities, that Ashley Plummei\n10, also a fifth- partnership with Heifer Interna- our future leaders  who are these grader, said she knew a lot about ------------------------------------------------------------------------------ ------------- Heifer International even before the assembly Wednesday because her class visited the organizations Perry County ranch last year and raised money to donate a water buffalo to a foreign community. It helps people around the world to eat, Ashley said about Heifer International. And we love to help people. Janet Huckabee, who has traveled to Cambodia, Vietnam, Thai- j PAPER TRAILS LR magicians prized guillotine stars in surprise disappearing act Randall Eller is a master at i making things disappear, but hes not quite as proficient in making them reappear. Eller is a Little Rock magician who performs across the state with his traveling guillotine  his prize illusion. He travels in a van with the guillotine and several other illusions he uses in his act. Last week, Eller visited Gibbs Magnet Elementary School where he planned to attend a field trip with son Aaron and perform magic BY CARRIE RENGERS for two classes of second-grade students. When I airived at the school, both second-grade classes were already outside waiting to get on the bus, so I parked the van and left it running, and all I did was cross the street, Eller says. I wasnt 15 feet from the van. Eller commented briefly to a teacher that Aaron would ride with him. Aaron and I turned around to get in my van, and it was gone, Eller says. Whoever stole it slipped in right there, right under our noses. Eller wasnt impressed with the disappearing act. Devastated is more like it. He lost costumes, illusions and all sorts of items that just help make a show. Losing the guillotine hurt the most. Its not a guillotine like the French guillotine, Eller says. I call it a guillotine for lack of a better name. Its actually a more-than-3-foot sword that is bolted to two pieces of wood with a handle at the top. Theres also a stockade where a head can fit. When someone was in the contraption, Eller says, The sword plunged through their necksafely, I might add. Eller estimates the custom-made item to be worth as much as $8,000. He had liability insurance on the van but couldnt afford business insurance for the belongings. Eller isnt sure what hell do next See TRAILS on Page 3E Randall EHer (standing) won't be able to play tricks on anyone for a while, at least not with his CL^tom-made guillotine. Trails  Continued from Page 1E except visit a man who was found\nwith his van in El Dorado to just\nkind of plead with him, let him know the situation. The man told police he got it from someone in Little Rock. Ellers checkbook has been: found in Louisiana, so it may not look good for his equipment. He still has hope, thou^, especially for his guillotine. Its floating around, Eller says, maybe somewhere here in Little Rock if we could just find it.\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_1236","title":"Parent Committee: Incentive school committee","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":["1990"],"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 law and legislation","Educational planning","School improvement programs","Parents"],"dcterms_title":["Parent Committee: Incentive school committee"],"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/1236"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nApril 10, 1990 OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 PHONE: 501/376-6200 To: Parent Incentive School Committee Members From: Associate Metropolitan Supervisors Subject: Meeting to Review LRSD Incentive School Plan Revisions The Little Rock School District has submitted to us their revised desegregation plans for the Incentive Schools, as required by the March 5, 1990 order of the Court. Enclosed are copies of their submission. We are very interested in your reaction to these revised plans and any suggestions you may have for changes or additions. We will meet at 7:00 p.m. next Tuesday, April 17, 1990 in the conference room of our offices on the fifth floor of 201 E. Markham to discuss the revised Incentive Schools plans. Please let us know that we can expect you at the meeting by calling Polly at 376- 6200. Thank you so much for your continued interest and support. MA~- 8-90 TUE 10:~5 U.A.P.B.-FISCAL A FAIRS P.01 Facsimile ~ransmiss:cn Comments: Number of Pages, lnc:ud~ng cover sheet /Q Phone: 'S::) 54:-6523 F x: (501) 534-202:. MA\"t'- S-\"a10 TUE 10: - U. A. f-. B. -F l i..\nAL AFFAIRS P.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorri Robinson-Gardner, Ch irperson Mrs. Ann West, Co-Chairperson William Finn, nn West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, D velopment and Compensation nd Extended Day Programs Chairp rson of th Subcommitte on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentiv Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Member Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MA'-.-- G 90 TllE 10 :54 U. A. P. B. -FISCAL AFFAIRS P.03 lN'l'RODU\u0026lt;.'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting b nefits of ttending Inc ntive or Magnet Schools as other childr n. If a particular school does not addr th ir educational need, then, they should be permitted to tr nsfer from their current school to on that will address their needs when spac is availabl and if th chool remains within the guidelin s set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCNTIVE SCHOOL PARENT COMMITTEE Th tncentiv School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committe me tings were h ld April 17, 23, ~Sand My 3. The subcommittee me tings were held April 18, 19, 20, 2, and 26. 1 MAY- 8-90 TUE 10:54 U.A.P.B.-FI AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan a submitt d A ril 2, 1990 with the following recommendations: RECOMMEND TIONS - OBJECTIVES AND GO S Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive achool , In order to P. t.~hliRh r.l~rity, incentiv school hould be called \"Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, ho~ever, upplementing the core with speci lty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive chools should b periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for complianc with approved recommendation . The IRC will assess the performance of the principals, particularly, the outcomes of stud nts on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- 8-90 TUE 10:5~ U.A.P.B. -FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSO, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waiv rs should be availabl. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers hav a commitment to providing the best pos ible education during th regul r chool day, but hav no desire to work in the extended programs (day, week, year). Thi reluctanc should not be viewed as a failur to be fully committed but a a result of having to prioritize family respon ibilities, commun ty involv ment and dditional ducational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B. - FISCAL AFFAIRS P.06 Because kindergarten teachers will not h ve base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as n cessary. RECOMMENDATIONS - STAFFING Once again, select administr tors making peraonn 1 decisions have demon tr ted that thy are not riou in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents ppear to be the number one choice. The Oistrict should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description inst ad of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- r -90 TUE 10:56 U-A-P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservic developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation ot deficits. Ev ry staff member should be required to participate in staff development activities. Staff development activities should b conducted within the two weeks preceding the beginning of the regular school year and hould focus on activities and trategi s which the entir staff will be working on during that school year. A progre meeting should be held twice in a nine w ek period to ensure th t the program imple entation is orking. 5 MA~- B-90 TUE 10:57 U.A.P.B.-FISCHL AFFAIRS P.08 RECOMMF.ND TlONS - STAFF COMPENSATION Since the interview process i well underway and court ordered deadlines ar quickly approaching, the r commendations set forth by this committee should be r viewed and implement d as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applic nts. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefit {district-paid or optional staff-paid} and examples of extra pay on the final monthly t ke home pay. The salary of the incentive school principal should be commensurate with the responsibility of th job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25,00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAV- 8-90 TUE\" 10:57 U.A.P.B. -FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hour per day for four days per week. Th ame hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive chool teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee r commends that th scholarship program be funded with the lump-sum approach. The funds should be invested immediately. Th committee recornm nd that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommend that an xternal gent b contr ct d to AP.rv. A invP.stmPnt m~n~9er. The gent hould be ~elected from the lit submitt d to th LRSD 4/2/90. ddition 1 recommendation are listed in th subcommittee r port on pp. 2-7. The Committee strongly endo~s s the of member of the ISCP for the Scholarship Trustee Committ e. 7 t'1AY 90 TIJ['\" 10:58 U.A.P.B.-FISCAL A AIRS P. l 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in C ntral Little Rock. They should have the option of attending chools in their n ighborhoods, However, if lsh School is closed for the 1990-91 school year whil a replacement school is being built in the general proximity, w strongly recommend that the district provide transportation to student reassign d to ightsell. e support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year nd build a new school at the old King site. recommend that the District provid the Garland and Stephens students. Howev r, we strongly transportation to reas ign Once these buildings re vacated, we strongly recommend that the District find suitabl alternative educational/service uses immediately. The Black community should not b graced with another \"eyesore\" like Westside. 8 r-.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, ~Sand May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAX- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive GChoola, In order to P.Rt.~hliAh r.1~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- B-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STA.FF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coo~dinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 TriDistrict plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities, staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.08 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~R invP.~tmPnt m~n~~er. The ag~nt should be salacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 MA\"-,-\" 8 \"5'U TUE 10:58 U.A.P.B.-FISCAL AFFAIRS P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another ''eyesore\" like Westside. 8 OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 May 16, 1990 TO: Jfcentive School Committee Members FROM: ~~ma Hart, Associate Metropolitan Supervisor RE: Incentive School Committee Recommendations Through conversation with several committee members, we have discovered that committee members have not received a copy of the committee's final recommendations made to this office. Enclosed you will find a copy of those recommendations submitted to our office on May 8, 1990. enc. 1 l . . , ..  I I -I I I I II I II II I I I REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMITTEE Dr, Dorris Robinson-Gardner, Chairperson Mrs. Ann West, co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund, Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 IN'I'RODU\u0026lt;.\"'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools, In oraer to P.Rt.~hliRh r.l~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 .M.A.  ~- . 8-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- S-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 ~ ~u TUE 10:~, u.A.P.B. FISCAL AFFAIRS P.08 RECOMMl-:NDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional etaff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 M8~- -8-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~A invP.~tmPnt m~n~aer. The aoent should be 5alacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 , , \"  t1 f.l,. \", -  8 - 9 0 TUE 1 0 : 5 E: LI - A  F'. E:  - F I SC AL AF FA I Rs P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the 9eneral proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMI\"rl'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver I I I I 1, INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendation~. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate wit.h the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP,\n:b~ :!~ ,t~~OOtV~l, 7 I RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new .school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors ' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school year. (This year.) The only students during the 1989-90 school to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end 1998 as the Little Rock district suggests. Under the Little Rock proposal in January, in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. . .. .. . . Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue -credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on lhe report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with one representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal~ No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years: After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for . .. .. . -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a 4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator, but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the , . -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. ..... INCENTIVE SCHOOLS COMMITTEE Dr. Doris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Chairperson of the subcommittee on Staff concerns, Development and Compensation and Extended Day Programs Ann West, Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Ruth Ragsdale (CPA) and Kenyon Lowe, Sr., Co-Chairs of Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver Recommendations from the Incentive School Committee The Incentive School Committee held three full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, and 25. The subcommittee meetings were held April 18, 19, 20, 24, and 26. The Incentive School Committee submits the following general specific recommendations: OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the appropriate name. BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is strongly encouraged. EXTENDED DAY/EXTENDED WEEK PROGRAMS Recommendations are listed in the subcommittee report. (Appendix~) BUILDING PLAN All Incentive Schools should remain open. Closing any of the Incentive Schools, especially Ish and Stephens, would place an even greater burden on the Black children in central Little Rock. If it becomes necessary to close one of the Incentive Schools, then, match that closing with a school west of University avenue such as Jefferson or Fulbright Elementary. Additional recommendations are listed in the subcommittee report (Appendix~) SCHOLARSHIPS An agent to serve as investment manager should be selected by a joint decision involving the Parent Finance Committee, Parent Incentive School Committee and Joshua and Knight Intervenors. STAFFING Recommendations are listed in the subcommittee report (Appendix f) Once again, select administrators making personnel decisions, have demonstrated that they are not serious in selecting principals and coordinators who are sensitive to the needs of black children in incentive schools. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The Coordinator of Incentive Schools could have the responsibility for coordinating field trips added to her job description. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placing all teachers in a pool is not encouraged. The Associate Superintendent for Desegregation and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial and Trust Fund Committees to ensure compliance with recommendations 1,3, 4, and 5 of the Tri-District plan. Additional recommendations are listed in the subcommittee report (Appendix~) CONCLUSIONS The Parent Committee on Incentive Schools and parents of black children are still frustrated by the continued iniquity and the subtle racism that exist in the decision making process by LRSD administrators. SUB-COMMITTEE REPORT ON STAFF COMPENSATION STAFF DEVELOPMENT EXTENDED DAY STAFF CONCERNS FOR INCENTIVE SCHOOLS April 23, 1990 APF\" ...tL STAFF CONCERNS 1. All extended programs will rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 2. Because Kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations will be adjusted or modified as necessary. STAFF DEVELOPMENT This committee recommends that after school staffs have been identified, a needs assessment be conducted to identify the focus of individual and group staff development, by June 15, 1990. The principal and a committee of teachers will develop individual staff development plans for each staff member. This plan will be a deficiency removal plan with identified resources for the alleviations of these deficits. The same committee will make a recommendation to the entire staff for total staff development activities. Every staff member will be required to participate in total staff development activities. The time line for the total staff development activities will be the two weeks preceding the beginning of the regular school year and will focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting will be held twice in a nine week period to ensure that program implementation is working. STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. This information should be given to all applicants prior to the final selection process. 1. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. 2. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits [district-paid or optional staff-paid] and examples of extra pay on the final monthly take home pay. 3. While principals have willingly accepted, as part of their administrative duties, the final responsibility for all programming at their respective schools, the salary of the incentive school principal should be commensurate with the responsibility of the job. 4. Each incentive school principal will select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 5. Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. 6. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. .. '' EXTENDED DAY 1. The committee recommends that the extended day begin at 2:30 and end at 5:30, Monday through Thursday. 2. The committee accepts the timeline of the extended year program of 1 months. The extended year program should begin two weeks after the end of the regular school year. In view of the fact that the student education plan dictates the need for the extended year program, parents will have the final responsibility for ensuring their child's participation. Some educational plans may indicate the need for social skills training, interpersonal skills training and behavior modification. A program will be provided to address these areas. 3. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. FINDINGS: INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE SUMMARY OF FINDINGS AND RECOMMENDATIONS Proposed plan will not decrease burden of busing on central Little Rock children. The elementary student assignment plan encourages segregation and penalizes the incentive schools. The proposed building plan is geared to placating the court rather than meeting the needs of the children. Closing three of the schools would put an even greater burden on these children. RECOMMENDATIONS: Keep all incentive schools open. Improve the buildings, parking areas, and expand if necessary. Equalize the elementary student assignment plan. Assign enough children from segregated \"white\" areas to the incentive schools to racially balance them. Build a new Martin Luther King, Jr. school on its current site with a capacity of no more than 450. Consult with staff, parents, and neighborhood groups while developing building plans (and other plans that affect the school). LRSD Board and Administration must commit to seek and serve the best interests of the central Little Rock children, rather than shuffling them around to try and placate the Court. A multi-purpose gym/auditorium serving the smaller central Little Rock schools should be constructed at Stephens. The Board and Administration must communicate openly and honestly with staff, parents and the community. They should not consult with persons who have vested business interests. ,, INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE REPORT APRIL 21, 1990 Committee Members: Kenyon Lowe and Ruth Ragsdale GENERAL FINDINGS: We find that the proposed LRSD plan will not decrease the burden of busing on central Little Rock children\nit will simply add 280 (\"white\") slots which are necessary to barely desegregate the schools without displacing current students. If the incentive schools are enlarged/closed as proposed, it will actually increase the burden on central Little Rock children. Most of the affected children will be required to walk longer distances to school. It is our opinion that the elementary student assignment plan devised by the LRSD encourages re-segregation and relieves west Little Rock of their responsibility to help desegregate the Little Rock School system. This burden is unfairly passed to central Little Rock, North Little Rock, and Pulaski County students. Because of these deficiencies, it will be extremely difficult to desegregate the incentive schools. We do not think it is fair to close three neighborhood schools that are \"hard to desegregate\" when the District is making them hard to desegregate by not assigning the appropriate ratios of Little Rock students to them. The LRSD has treated these schools as if they are embarrassments to them\nthey impulsively change plans and renege on promises to improve and/or rebuild them. It is our opinion that the LRSD Building Plan proposal is more oriented toward placating the Court than in meeting the needs of the children in central Little Rock. RECOMMENDATIONS REGARDING BUILDING PLAN: First, the student assignment plan must be equalized. The proposed building plan is based more on desegregation requirements than on the needs of the children. Equalizing the student assignment plan would help to desegregate these schools without compromising the needs of the children. The current student assignment plan gives children in west Little Rock the option of attending their neighborhood school or voluntarily transferring to another\ncentral Little Rock children are either mandatorily assigned to an incentive school or mandatorily bused to desegregate west Little Rock schools. The plan can be equalized by either giving central Little Rock children the same options as west Little Rock children, or by mandatorily assigning west Little Rock children in the same manner as central Little Rock children. The LRSD must make a commitment to the incentive schools to fulfill the needs of the children (spirit of the law) instead of doing things designed to comply with the letter of the law. In this spirit, we believe it is in the best interest of these children to maintain and improve existing schools so as to minimize walking distance and maximize individual attention. This is better served by small-to-medium sized schools scattered throughout the neighborhoods. It is also in their best interest to integrate these schools with children of different socio-economic backgrounds. Any expansion should be done slowly. The school staff, parents, students, and nearby residents should be involved in planning for expansion, and the plans must be approved by these groups. A new Martin Luther King, Jr. school should be built on its current site. The capacity should be no more than 450. The capacity of the Pre-K program should be increased to the point that ALL central Little Rock children whose parents wish to enroll them will receive a slot. A well-equipped gym/auditorium with a stage should be constructed on the grounds of Stephens School. (Stephens is centrally located and has plenty of space.) This could be used by any of the incentive schools for activities such as PTA meetings, assemblies, plays, competitions, joint projects, etc. It could also be used by community groups who agree to be responsible and comply with any requirements set forth. There is also room on the Ish grounds for expansion, if necessary. Mr. Lowe has visited Garland and is of the opinion that it also has room for expansion. The LRSD should actively support efforts to revitalize the central part of Little Rock. It should initiate efforts to make the areas surrounding these schools more attractive by providing off-street parking for staff and asking for the removal of businesses/activities deemed harmful to the children. (How about getting the liquor store at Pine and 18th shut down? ~very day the children see adult males drinking and hanging around there: this is not exactly a positive role model for the boys to see!) ' . COMMITTEE COMMENTS: DISINFORMATION MUST STOP. Whenever a staff member or parent calls the LRSD for information, they should receive a factual, honest answer. No administrator should withhold information, even if instructed to do so by superiors (unless, of course, it is of a personal matter). The principal selection process is an example: people who wanted information about these proceedings were not given the information they requested nor allowed any input. Administrators avoided questions and/or kept referring to others. No one seemed to know anything. We object to the use of \"Real tors\" to help develop building plans. No one with special interests should be consulted by the LRSD or allowed to have influence in their decision-making. We request that the District get facts straight from objective sources and continually give all information to the school staff and interested parents. Communications must be opened in order to stop the confusion, and decision-making should always involve people who are associated with the school. We object to secret proceedings, meetings, and development of proposals or reports without notifying the community and giving them an opportunity to participate. The incentive schools should be allowed to keep their current identities and emphases. The staff, parents and students should be the decision-makers concerning the program, and no major changes should be implemented at any incentive school without a community hearing and a democratic vote. This would include attendance zone changes, change of principal, and major program changes. Any incentive school could change its current emphasis if a majority of those present at a community meeting agreed. If the student assignment plan is not equalized, all students in the satellite zones who have no options within Little Rock must have scholarship funds appropriated to them. They should also have transportation to their local incentive school for extended day and Saturday programs if they so desire. Special incentive programs, if implemented, should continue for at least five (5) years after a school becomes racially non-identifiable. The LRSD \"Parent Recruiters\" should be terminated and no one else re-hired. They are hindering rather than furthering the incentive school program (and their pay is money down the drain). Ineffective principals in the incentive schools should be transferred. Effective ones, such as Kay Loss, should be retained. ... t Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. REPORT OF THE INCENTIVE SCHOOLS COMMITTEE I I I II II II II II    II INCENTIVE SCHOOLS COMMITTEE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 II II The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5  RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP\n:/:ot::h-,, :J~ j'~~l,I 7 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 I I I I I 'I \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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_1410","title":"Report: Office of Metropolitan Supervisor","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":["Office of Metropolitan Supervisor (OMS)"],"dc_date":["1990"],"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--North Little Rock","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","School management and organization","School integration","School improvement programs","Student assistance programs"],"dcterms_title":["Report: Office of Metropolitan Supervisor"],"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/1410"],"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":["reports"],"dcterms_extent":["96 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_716","title":"Restructuring","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":["1990/1999"],"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 management and organization","Educational law and legislation","School improvement programs"],"dcterms_title":["Restructuring"],"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/716"],"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\nLittle Rock School District New Futures Restructured Schools CIJH FHJH PHJH SWJH Building Structures For Student Success Why Is Restructuring Occurring In LRSD? .The pu^ose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience of belonging and community, team leadership, and open communication conducive to innovative inteirventions which ensure a sense student success. A more effective transition in the school experience is needed between elementary and high schools. These needs will be flexible addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques, reduction of frontal teaching practices, student team projects, and class discussion. Teachers will be encouraged to engage students in the learning process. The intention of restructuring is that the education intervention component be owned and operated by teachers. Which schools will be'involved during the 1990-91 school year? During this year, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Junior High Schools will begin the first year of whole school restructuring. Pulaski process began in the Fall, 1989. Intense preparation for this Preparation has taken place in both the mechanical and philosophical areas as related to restructuring issues. It should be stressed that this restructuring initiative will involve the total school conununity.2 This includes both certified and non-certified staff, parents, and students. What structural and Organizational Technicrues will be evident this year?  A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents held on the evening of August 23, with transportation provided.  Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space, and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day.  Academic day consisting of seven blocks of instructional Students' time allowing for flexible scheduling techniques, schedule composed of five core subjects (English, math, science, social studies, and Learning Foundations), and two related arts courses.  Two planning periods daily (one team planning period and personal planning period) for all teachers. one _. Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations.  Consulting teacher model utilized to mainstream resource students onto interdisciplinary teams. . Heterogeneous grouping utilized in science, social studies, and Learning Foundations. Designated gifted and talented staff development training provided to all core teachers.  School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques.  Additional guidance counseling services provided through expanded staffing.  ' Each grade level served by a designated counselor who moves with class each year, in team meetings. Counselor participates  Guidance and counseling function of each staff member emphasized.3  On-going process of school based self-assessment continue at each school.  Extended day component operational three days each week. Component to enhance academic achievement, reduce disparities among subgroups, improve student attendance, and promote social development. homework and tutorial Activities to include: assistance, high career explorations, and health/fitness/nutrition programs. provided. Transportation will be  Development of organizational and management techniques involving an emphasis on student accountability and responsibility implemented for all 7th and Sth graders through the student progress monitoring component. Also designed to strength communication and cooperation between parents, teachers and students.  In-school suspension programs operational in all restructured schools.  Initiate planning toward development of an outcome-based process for assessment of student achievement. . Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming.  Frecpient monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. What are some Characteristics of a Restructured School? (1) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. (2) Utilized educational programming techniques that respond to the physical, intellectual, and social-emotional needs of the early adolescent learner. (3) Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. (4) Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process andiemphasize the development of students' higher order thinking4 (5) Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. (6) Recognizes the importance of effective education by providing for a home-base or teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. skills, and personal (7) Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. (8) Provides access to increased support services that are available for at-risk youth. (9) Functions in an organizational style that utilize school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustments and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. Is the Restructuring Process Completed in one year? No, the restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not a \"quick fix\" solution to the educational challenges that face our school district. It is, however, an effective and well substantiated process to be used creating school environments that insure student success. It is, What is the Learning Foundations Course? Specific areas of the The Learning Foundations Course is designed to help students increase their success as learners. Emphasis is on application of thinking, study, and learning skills. Specific areas of the curriculum include learning foundations and communication skills\nstudy and learning skills\nthinking and reasoning strategies\ntest-taking strategies\nspecial reading strategies such as\nskimming/scanning, improved reading rate, identifying individual reading and learning styles\nand technological applications in these broad areas. In order for students to achieve their full potential as learners, instruction in these skill areas is necessary. Opportunity to apply these skills in content area classes is also critical. Direct application in content area materials, then, is another important area of the Learning5 Foundation Course. The integration of skills, the reading/writing process, and team learning are stressed. Students are encouraged and supported as they apply these skills using regular content area material. Students at all levels of achievement must be taught to maximize successful learning in all areas of their lives--in school now and later as they enter college or pursue a career. The Learning Foundations Course directly addresses these goals and objectives. Individual learning plans will be developed for each student, will be reviewed with all parents. These plansi 1 Stale of Arkansas I. 3 4 5 6 I IJJ I As Engrossed: 2!22I9I 7Sth General Assembly Regular Session, 1991 By: Senators Russ, Malone and Hardin A Bill SENATE BILL 264 I I I f 7 8 1. i' . 9 10 11 For An Act To Be Entitled \"AN ACT TO AMEND ARKANSAS CODE:ANNOTATED TITLE 6, CHAPTER 11, BY ADDING A SOBCHAPTER TWO TO DIRECT THE STATE BOARD OF EDUCATION TO DETERMINE WHAT ARKANSAS SCHOOLS MUST DO TO MEET THE NATIONAL EDUCATION GOALS\n12 , AND FOR OTHER PURPOSES.\" 13 14 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: f. h- 15 16 SECTION 1. Arkansas Code of 1987 Annotated is hereby amended to 17 f1t iS 18 19 20 21 22 f 23 24 25 26 27 I 28 their minds well, further learning. 33 add the following: \"6-11-201. ]POPULAR NAME. the National Education Goals: This subchapter may be cited as Schools for Arkansas' Future'. 'Meeting 6-11-202. PREAMBLE. One year ago the President and the nations Governors (1) adopted the following national education goals: By the year 2000, all children in America will start school ready to learn. (2) By the yejir 2000, the high school graduation rate-will be increased to at least 90 percent. (3) By the year 2000, American students will leave grades four. eight and twelve having demonstrated competency over challenging subject matter Including English, mathematics, and every school in America will ensure science, history, and geography. that all students learn to use so they may be prepared for responsible citizenship, and productive employment in our modern economy. (4) By the year 2000, U.S. students will be first in the world In mathematics and science achievement. t S. (5) By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary co compete economy and exercise the rights and responsibilities in a global of citizenship. 49 I (6) By che year 2000, every school in America will be free f o r ) 3 drugs and violence and will offer conducive to learning. a. disciplined learning envlronmenc 4 These goals are ambitious, but they can and must be achieved. sc 264 They 5 6 set standards for student performance that Arkansas schools , those in every other state, are far from achieving. as well a s 1 Achieving these goals will require a serious reexamination of every 8 aspect of Arkansas' education -systemy and fundamental changes in our 9 schools . The State of Arkansas, through the State Board of Education, 10 and the General Education Division of the Department of Education, mus t 11 determine what students must know and ba able to do in order to meet che 12 goals . Thia will not simply require more students to learn what is 13 already taught. Instead, it will require 14' curriculum that places greater emphasis on teaching students to think. 15 are appropriate to ensure that all students will and to apply methods that master the more 16 challenging curriculum. 17 In order to achieve these new IS and limited levels of performance within existing resources, Arkansas must fundamentally restructure its 19 education system. This means providing educators in every school with 20 che flexibility and tools they need to determine the best 21 the goals with their students. way to achieve 22 they need to teach new materials in It means providing them with the training 23 ocher new ways, and with leadership and skills they need to work together in new ways and succeed in 24 education environment. a new 25 themselves to Institutions of higher education must commit effectively providing new teachers with the 26 knowledge and pedagogical content 27 the goals . skills required to help all students achieve Arkansas schools need new student performance 28 tools that are well matched to asses sment 0 29 schools Q 34 chat accurately measure what is taught. new standards for student performance, The results of these assessment tools must be incorporated into school parents and che general public will be informed expected co know and are and performance report cards so that as to what students are Co be able co do and how well Arkansas public performing. 6-11-203. DEFINITIOH OF LEARNER OUTCOMES. ^5 Education The State Board of 3 Arkansas students shall, by July 1, 1991, adopt learner outcomes that define vhac must know, and be able to do In order to be cn Q c 2 competitive 50 1 nat iona lly and internationally, in the context of the T Coals . The learner outcomes should also 3 4 in college . from higher 5 6 7 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 SU ZC4 Nacional Education link to expectations for success and should include the implementation of feedback mechanisms education institutions 6-11-204 . PREPARATION AND (a) Department to public schools . LINKING CURRICULUM, ASSESSMENT AND PROFESSIONAL DEVELOPMENT TO LEARNER OUTCOMES. By July 1, 1991, the General Education of Education vith the assiatance Restructuring Education, Education Division of the of the National Alliaxice Jor shall develop and..present to  proposed plan for working towa curriculum frameworks, student performance professional development programs to education system. The Director of the Education shall appoint a Division the State Board of rd integrating state-wide , assessment tools, and support restructuring the Arkansas General Education Division of the Department o 4 task force to advise the General Education in the development of this plan. force shall include curriculum experts experts, staff developers, restructuring schools, shall be faculty members plan has been developed. .The fifteen (15) member task , assessment experts, discipline nd teachers and administrators At least three (3) members from of the task force of institutions of higher education. Once a the advise the Director on its task force shall remain in existence to implementation on The State Board of Education proposed plan an ongoing basis. shall accept written comments from July 1, through August 1, 1991. on the The State Boarif of 25 Higher Education shall review the proposed plan during the comment 26 period and provide appropriate comments and recommendations regarding 27 those components of the plan which relate to the responsibilities of 28 institutions of higher education. (b)(1) Curriculum frameworks will define the broad themes and I 0 I J 29 topics 31 establish currently these new for Instruction that will prepare students to demonstrate the learner outcomes. (2) New learner outcomes and curriculum frameworks will S new and higher standards for student performance. Tests in use will not be adequate to Judge student learning against t tand ards. Therefore, new student performance assessment tools, not limited to standardited tests, will be used to judge student 3 5 1 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 As Engrossed 2/22/91 progress . sn : As more appropriate assessment tools become available, they will be phased in to replace teat currently in use. (3) Professional development programs will include, but no be limited to, providing teachers, principals and other adminlatrators , with content knowledge and pedagogical skills required to help all students achieve the learner outcomes. (c) By July 1, 1992, the State Board of Education shall submit a report to the Governor and the Legislature, that describes the -- implementation of the activities contained in the plan,* and identifies any legislation which may be needed in order to continue to link curriculum, assessment, and professional development to the learner outcomes, in order to achieve the national education goals. 6-11-205. TEACHER LICENSURE STANDARDS. The Director of the General Education Division of the Department of Education shall appoint a task force to recommend how to design and implement outcome-hased licensure of teachers and administrators. system of The task force shall be composed of not more than seventeen (17) persons and shall Include teachers, and administrators from restructuring schools, subjec matter experts, higher education faculty and administrators, and public and business representatives. At least three (3) members shall be high education faculty or administrators who shall be nominated by the Director of the Department of Higher Education. The Director of the Department of Higher Education shall also serve as an ex-officio member of the task force.' The task force shall:  25 (1) Define standards for what beginning teachers and 26 27 administrators must know and be able to do, with specific reference content knowledge and pedagogical skills, and the knowledge, skills to anc 29 30 31 32 3 34 28 capacity to assume beginning professional roles and responsibilities it restructured schools. (2) Determine the assessment systems and tools required assess the performance of candidates. tc Such tools shall not be limited pencil and paper tests\nthey must Include performance and demonstratio' of the ability to apply knowledge and skills to real or simulated educational settings. The task force shall submit its recommendations to the State Boat of Education by January 1, 1992. The State Board of Education shall 4 52 r ns Engrossed 2/22/91 1 T 3 sn 264 adopt the recommendations of the task force or make such modification in the recommendations as the Board deems appropriate consistent with this mandate that the licensure standards be outcome based. 4 (b) The licensure standards and assessment tools developed 5 6 through this process and adopted by the State Board of Education shall be applied in the same fashion to candidates for licensure who have 7 8 completed conventional teacher preparation programs have prepared themselves through altarnative routes- 9 well as those who 10 11 12 13 14 15 16 17 IS 6-11-206, SUPPORT FOR THE RESTRUCTURING SCHOOLS PROCESS. (a) The General Education Division of the Department of Education ahall, with the assistance of the Education Commission of the States and the Coalition of Essential Schools, make available to all schools and school districts involved in a restructuring process the training, technical assistance, networking and other support they require. shall designate not less The Director than ten (10) nor more than twenty-five (25) schools or school districts which have begun the restructuring to serve (b) proces s examples for other schools and school districts. The General Education Division of the Department of Education a s 19 20 shall provide workshops, seminars, visits to schools Involved in restructuring, summer programs, and other means of learning so that 21 schools not yet Involved in the restructuring process can cake informed 22 determinations about the requirements and expectations of involvement. 23 (c) The General Education Division of the Department of 24 Education, from funds appropriated for such purposes, may provide grants 25 ot up to $20,000 to schools and school districts involved in the 26 restructuring process. The grants shall be provided on a competitive 27 basis for the purposes of: 28 (1) Planning and/or professional development activitiea to 29 30 31 32 33 accelerate the restructuring process within a school or dlstrictj (2) restructuring. (d) or 34 35 Assisting other schools to learn about school Schools and school districts participating in the restructuring process shall be given priority by the General Education / J Division in the allocation of federal funds provided to the Division fory improvement of math and science education. V 6- 1 1 -207 . ACADEflY FOR LEADERSHIP TPjMNING AND SCHOOL BOARD 5 53 I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 sc 26-4 MAMACEKENT. There is hereby established the Academy for Leadership Training and School Based Management. The Academy will provide a variety of training programs and opportunities to develop the knowledg leadership skills of school principals, as well as teachers, e base and superintendents and other administrators, and school board members. Academy need not be located in may b e The Ingle institution or organization: it consortia of institutions of higher education, local school districts and other education institutions or organizations. By September 1, 1991, the General Education Division shall develop and publish a request for proposals for the Initial structure and operation of the Academy, its initial term shall be than January 1, 1992. IS o o CT cn A.n award for the operation, of the Academy for made by the State Board of Education not later The State Board of Education shall have the authority to issue subsequent requests for proposals if the Board should determine to change 6-11-208. the operator or the location of the Academy. REORIENTING THE GENERAL EDUCATION DIVISION OF THE ARKANSAS DEPARTMENT OF EDUCATION TO SUPPORT RESTRUCTURING. (a) The 18 leadership and support of the General Education Division of the 19 Department of Education is essential to facilitat 20 21 22 23 24 25 26 27 28 29 ?50 31 ^2 33 36 e the process of rueturing the Arkansas education system. function, the role, mission. In order to fulfill this operations and resources of the division need to be substantially reoriented and the staff need training and supports Education, With the assistance of the National Alliance for Restructuring the General Education Division of the Department of Education s hall develop a plan, by July 1, 1991, to accomplish this. This plan shall address support and assistance reallocation of the increased importance of providing to schools and districts, the allocation and resources, the establishment of comprehensive data for planning and monitoring, the need to shift from discreet programmatic efforts to supportive of the goals more integrated and cohesive strategies for education, staff roles organizational structure, needs, and other topics deemed implementing this bases and responsibilities. and training and professional development neces sary. In developing and plan, the General Education Division must model the types o.. changes required by schools in the restructuring proce s s . (b) Upon determination by the Director of the General Education 6 54 fSf. i I ! I i 17 t::- I / S' I 1- 8iI. *c sn 264 1 Division of che Department of Educacion ChaC a reallocation of che 2 resources of che Division is necessary co provide supporc and assisCance 3 Co schools and school discrlccs in rescruccuring and in meecing che goals 4' of Chis subchapcer, che Dlreccor, afcer receiving approval of che 5 6 Governor, shall request from the Chief Fiscal Officer of the State a transfer of positions, appropriations, and/or funds within or between 1 appropriacions or programs of Che General Educacion Diviaion. Prior Co 8 9 acting on Che requesced Cransfer, che Chief Fiscal Officer shall submic che Cransfer requesC wich his recommendaCion Co che Logislacive Council. 10 If Che Chief Fiacal Officer approval che requaaCed Cranafer, he 11 shall iniciace che neceaaary cranafer documeaCa co reflecc che Cranafer 12 on Che fiacal records of che SCaCe AudiCor, che Scace Treasurer, che 13 Chief Fiscal Officer, and che General Educacion Division of che 14 Deparcmenc of Educacion. 15 6-11-209. DEVELOPMENT OF A LONG TERM PLAN FOR RESTRDCTUKING 16 ARKANSAS' EDUCATION SYSTEM. The General-Educaclon Division of che 17 Deparcmenc of Educacion shall develop and submic co che Scace Board of 18 19 Educacion a proposed Cen (10) year plan for rescruccuring che Arkans educacion syscem in order Co achieve che nacional educacion goals. as The 20 proposed plan shall include provisions for managing che change process 21 and monlcoring progress cowards che goals. The definitions of learner  22 23 outcomes adopced pursuanc Co A.C.A. 6-11-203\nche plan for linking curriculum. 24 assessmenc and professional preparacion and develop learner ouccomes adopCed pursuanc co A.C.A. menc co 25 6~11-20Aj che ouccome-hased syscem of ceacher and adminisCracor licensure adopced 26 27 9 28 29 33 6-11-205\nand the plan for reallocation of the Education Division adopted pursuant to A.C.A. pursuanc Co A.C.A. resources of che General 6-11-208 shall be componencs of che long cerm plan. ' The proposed plan shall cake inco accounc needed policy and adminiscracive chang levels co provide e s ac discricc and fltace supporcive envlronmenc for schools co and be presenced co che ScaCe Board of Educacion rescruccure 1, 1992. shall adopt The Board, after soliciting and reviewing written noc laCer chan January comments, a 6-11-210. long term restructuring plan noc lacer chan April 1, ADVICE FROM EDUCATORS. advisory committee 1992 . The Director shall appoint an comprised of individuals from organizations rep.esencing teachers, administrators, school board members and ocher 7 55 sn 2C4 1 educators in Arkantas, to provide ongoing advice to the State Board of a'r , 2 Education and the Director, regarding the development and Implementation 3 of each of the plans required by the above aectlons.\" 4 5 1, SECTION 2. CODE. All provisions of this Act of general and 6 6\n1 8 permanent nature are amendatory to tha Arkaaaaa Code of 1987 Annotated and the Arkansas Code Kevialon Commission shall Incorporate the sama in the Code. K k 9 10 SECTION 3. SEVERABILITY. If any provision o thia Act or tha 11 application thereof to any person or circumstance is held invalid, such 12 invalidity shall not affect other provisions or applications of tha Act 13 14 which can be given effect without the Invalid provision or application, and to this end the provisions of this Act are declared to be severable. 15 I16 SECTION 4. GENERAL REPEALER. All lavs and parts of lavs in bS'i .v 17 conflict vith this Act are hereby repealed. 18 t.' hT 19 /s/Raes ec al 20 21 'H:- 22 23 24 25 26 27 28 29 IW 30 31 a w\\j Q.  3 32 approved governor 34 fD CO o CD Q 3 wB 5 V t s 55 . Update on LRSD/New Futures Restructuring Initiative L I The purpose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience a sense of belonging and community, team leadership, and open communication conducive to innovative interventions which ensure student success. A more effective transition in the school experience is needed between elementary and high schools. These needs are addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques. reduction of frontal teaching practices, student team projects and class discussion. the learning process. Teachers are encouraged to engage students in The intention of restructuring is that the education intervention component be owned and operated by teachers. Structural implemented are described below. and organizational techniques that have been A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents took place the evening of August 22. Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space. and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day. Academic day consisting of seven blocks of instructional time allowing for flexible scheduling techniques. Students' schedule composed of five core subjects, (English, math, science, social studies, and Learning Foundations) and two related arts courses at the 7th and Sth grade levels. Ninth grade students' schedule is composed of English, math, science, social studies and either health/PE or Computer technology, and two related arts courses. . Two planning periods daily (one team planning period and one personal planning period) for all teachers. The daily team planning period provides teachers the opportunity to plan together as a group, develop interdisciplinary units, plan incentive programs, discuss individual student needs, hold joint parent conferences, discuss instructional issues, establish cross curricular connections between subject areas, and provide collegial support opportunities. . Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations at the 7th and Sth grade levels. School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. Additional guidance counseling services provided through expanded staffing. Each grade level served by a designated counselor who moves with class each year. Counselor participates in team meetings. Guidance and counseling function of each staff member emphasized. On-going process of school based self-assessment continue at each school. Extended day component operational three days each week. Component to enhance academic achievement. reduce disparities among subgroups, improve student attendance, and promote social development. Activities to include: homework and tutorial assistance, high career explorations, and health/fitness/nutrition programs. and a nutritious snack provided. Transportation In-school suspension programs operational in all restructured schools. Initiate planning toward development of an outcomebased process for assessment of student achievement.. Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming. Frequent monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. Restructured schools have common characteristics. These characterics provide a focus for the restructuring initiative in the LRSD. (1) (2) (3) (4) (5) (6) (7) (8) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. Utilizes educational programming techniques that respond to the physical, intellectual, and social- emotional needs of the early adolescent learner. Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process and emphasize the development of students higher order thinking skills. Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. Recognizes the importance of affective education by providing for a home-base of teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. Provides access to increased support services that are available for at-risk youth.(9) Functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustment and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. The restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not \"quick fix\" educational challenges that face our school district. solution to the It is, however, an effective and well substantiated process to be used in creating school environments that insure student success. Recognizing that restructuring is a process that is ongoing, the most critical factor in the process is that everyone at every level must understand the direction that we are moving and be committed to the process. on the vision for This requires a constant sense of focus each individual school. Discussions and decisions must be based on the established vision of the school. Local schools must be empowered and supported as they proceed through this process. a To provide a guide for the restructuring initiative, these schools have \"bought into\" certain strategic imperatives that were developed by the Center for Leadership in School Reform. These imperatives provide a framework for schools to undertake the process of self-examination and self-direction. They help provide a sound philosophical base from which schools restructuring process. can begin the Attached is a description of these strategic imperatives.. The strategic imperatives are listed below with specific activities and programs that have been developed and implemented in these schools that address these imperatives. Shared Vision Participation in the CLSR self- assessment process Development of a shared vision at each school. Staff development activities have served tocreate a common understanding of the issues and practices for effective junior high instruction. Participatory Leadership Steering committees composed of team leaders and principals. This committee proyides the process for collaboratiye decision making at the local level. Leadership training for principals. . Assistant Principals' collegiality support group. Team leader training. Organizing teaching staff into teams. The teams provide the structure for collaborative decision making for student based teams. Management by Results Student-centered learning focus. Staff development to support development of teaching strategies that engage students in the learning process. Through team planning and discussions, individual student needs are identified and addressed by the team. Exploring and implementing alternative methods of discipline to prevent suspensions and expulsions (e.g. ISSP, lunch detention, student contracts, peer mediation.) Increased parental involyement through joint parent conferences often adjusting parent conference times to accommodate working parents. Specific staff development focused on increased teacher understanding of the student population. Incentive programs to reward student success. Staff development opportunities for teachers to listen to \"student perceptions\" of schools and teaching practices.Staff development opportunities for teachers to better understand the high-risk student population. Innovation and Improvement Through staff development activities teachers are provided information on new ideas and practices that have proven to bring about student success and are encouraged to try innovative techniques and strategies and evaluate them based on the results they produce for students. Case management service teams at each school. Enhanced health services at each school. Specific programming for at-risk youth: - Teacher Advisor Program - After school programming - Summer experiential program Development and training on authentic assessment strategies. Emphasis on increased parental involvement Truancy Review Committee Advisor/Advisee programming Staff development on cross-curricular instructional strategies. Continuity and Institutionalization Continue reassessment toward established goals. CTA/LRSD/NF Joint Committee on School Restructuring. Collaboration between LRSD Board of Directors and New Futures Board of Directors. Flexibility Stated commitment exists in these schools by building principals to permit changes in the rules, roles and relationships that govern the local schools to allow for growth, build capacity, and encourage innovation. Support . Local business support through mentoring programs. Through the New Futures grant, certain resources have been available to support innovative teaching. High quality staff development opportunities that are shaped in response to teacher requests. schools. The restructuring process has moved rapidly in these four The staff development has been intense but critical in order to provide a foundation of knowledge that is necessary to empower teachers and local administrators. Building a sense of trust that the system will support local decision making has been an on-going challenge. The leadership and courage demonstrated by all the principals has been the key factor in the achieved thus far. successes There also exists a large cadre of very committed teachers in each school that continue to go \"the extra mile\" to ensure the forward movement of the process. When these teachers speak of restructuring it is clear that the owner ship of the process belongs to them and others at the local school level. These teachers say \"we'll never go back to the old ways.\" They are fully committed to the premise that educators must keep moving forward, taking risks and continually challenging each other to develop new and innovative ways to conduct school business, schools are \"alive\" and \"growing.\" These However, if the work of these four schools is to be anything other than a pilot project affecting a limited population in the school district, then strategies in these areas must be developed system wide. The experience of these past three years has provided invaluable learning for this process. The task ahead is to use this learning to expand restructuring throughout the Little Rock School District.MEMORANDUM TO: Ira FROM: iam RE: Little Rock program activities DATE: January 8, 1992 This memo seeks to outline for you the current program activities sponsored by New Futures for Little Rock Youth. The emphasis here is on present interventions that directly affect youth, as distinct from the development and exercise of political will. I have kept the focus on current activity rather than overall strategy or historical development (except where there have been significant changes in program characteristics). One major change which is reflected in each of the major program areas is NFLRY's decision to extend their base grant through 1995. In order to realize this decision, existing program activities were assessed and restructured in order to concentrate most interventions on students attending four of the citys junior high schools. SCHOOL RESTRUCTURING Four junior high schools with a combined enrollment of 2900 students have restructured their school environment through the intervention of NFLRY. All students now are members of student clusters\" served by a team of teachers. This school-within-a-school concept allows for more cross-disciplinary teaching and a greater sense of belonging and engagement by students. Teachers know their students better and see themselves as better able to understand and marshal the resources to meet students needs. The environment fosters more creative and responsive approaches to teaching and learning. These changes have been accomplished through a comprehensive strategy which has several important program components, examples of which are highlighted below. Except where noted, the costs of these programs are covered by the Little Rock School District as part of the local match. Some of the funds the District uses to support these programs come from state desegregation program funding. Mini-Grants for Planning. A key element in the Little Rock restructuring effort is site-based management. In this approach, the principal and teachers in each school are encouraged to take greater responsibility for establishing an educational program that suits their students. To facilitate each schools ability to act on their decisions, a discretionary account of $1000 in AECF funds is provided to each one. In-School Suspension. At the inception of New Futures, one of the problems identified locally was the high number of at-risk students who were continually being suspended from school. NFLRY wanted to provide an alternative to this practice which seemed to exacerbate rather than help the academic and behavior difficulties of these students. Through New Futures, a new policy of in-school suspension has been established in all of the districts junior high schools. AECF funds supported the development of the space for these programs and initial staffing costs\non-going support is now provided by the school district. Truancy Program. A way to intervene more positively in the lives of students with excessive school absences was developed through a collaborative effort of the schools, the juvenile court, community service providers and New Futures. After twelve unexcused absences, students are referred to a review committee which seeks to identify why the student is truant. Depending on the needs identified, students are referred to resources both within and outside of the school. Previously, these students would have been expelled from school and/or brought into the juvenile justice system. This program also provides psychological assessment and counseling where appropriate. The program serves the four target junior high schools. Last year 58 students were served, increasing to 100 this year. The cost is approximately $50,000 per year, about half of which comes from the state Department of Human Services as part of the local match and half from AECF funds. After-School Program. Three of the four junior highs offer a structured afterschool program to a total of 200 students. Activities include a homework center, \"academic acceleration\" classes and activity clubs. Students typically attend several days per week, dividing their time between structured academic remediation or homework support and club activities such as computers, broadcasting or jazz. One teacher in each school coordinates the program and teachers in each building volunteer to sponsor a club or teach in a subject area. Each school determines what special subjects and activity clubs to offer. The cost of the program is $20,500 per school and includes salary stipends for the program coordinators and teachers, money for snacks and after hours student transportation. The program is supported primarily by the school district as part of the local match. AECF funds provide a small discretionary fund to each school to be used for special equipment or supplies not normally available through the district. Teacher Advisor Program. Two of the junior high schools have a mentoring program through which teachers serve as adjunct advisors to a group of 12-15 at-risk students. Mentors befriend students in order to assist them with adjustment to junior high school and to increase their sense of engagement in the school. Teachers who participate in the program receive stipends of $1000 and a discretionary fund of $500 for special student needs or recreational outings. Currently, 233 students are enrolled in the program at a total cost of $27,000 per year. Parent Leadership Training. This is a non-traditional approach to increasing the involvement of parents in the schools and increasing their peer support. A small group of parents is recruited for training in general leadership skills and in a specific approach to leading parent support groups. Under the supervision of a staff social worker, they then organize and lead support groups for parents in their neighborhoods. Peer Facilitation. Developed and currently being piloted by the team of teachers in one of the junior high school clusters, peer facilitation is being tested as a way to motivate at-risk students. In addition to contributing to their self-esteem and school engagement, it is effective at improving their skills. A group of low-achieving seventh-grade math students is paired with a group of third grade students from a neighboring school. The older students tutor the younger ones in basic math skills. Young Professionals Club. As teachers at one of the junior high schools began to see their role as extending beyond students purely academic skills, they reached out to the community and engaged employees of a local utility in a volunteer mentoring program. The program of group and individual activities is intended to increase positive self-concepts, academic performance and behavior among the students. Currently, 80 seventh graders participate in the program which is entirely funded through mentors' contributions and a small grant from their employer. CASE MANAGEMENT Currently, the second version of a case management system is being implemented in Little Rock. Previously, the case management program was a direct service provided by NFLRY and all youth specialists were employees. This system has been replaced by a partnership approach through which five community agencies are contracted to provide staff members to case management service teams\" (CMSTs). NFLRY employs a coordinator for each team and a manager who oversees the operation of the system. There now is a four-member CMST in each of the four target junior highs. Team members represent agencies with expertise in health, substance abuse, counseling, mental health and neighborhood services. During the first half of the current school year, 279 students were participating. During this period, case managers logged 5281 interactions with students and their families in the course of helping to arrange to meet such needs as clothing, food and utilities\nemployment preparation and job referrals\ntransportation\ntutoring\ncounseling, psychological evaluation or drug and alcohol treatment\nchild protection\nphysical health\nand mentorship. The cost of each team is approximately $150,000 per year. This includes direct and contracted personnel costs, discretionary funds for client services and training. Most of the program is supported by AECF funds but NFLRY also arranged for several of the contracted positions to be supported directly by the state social services (Title XX) program as part of the local match. DAY CARE To permit teen-age mothers to stay in school, NFLRY established a program which currently supports 65 mothers of 75 children. Vouchers are issued directly to students by New Futures personnel who also assist students in identifying and evaluating day care resources. The vouchers are presented directly to the state office of social services which covers the cost ($70,000 per year) through Title XX funds. The staff position is also provided by the Division of Children and Family Services as part of their New Futures match. The state is now implementing the new Child Care Block Grant and has used the experience with the New Futures voucher program to design a similar approach for statewide use. The new CCBG program will absorb the costs previously paid through Title XX. The previously allocated Title XX funds will remain available to New Futures as matching funds to be reprogrammed for other purposes. In addition, the experience with earmarking funds for teen mothers in Little Rock has convinced the state to make these clients high priority for vouchers across the state. YOUTH INITIATIVE PROGRAM Last Spring, New Futures provided crisis intervention with members of rival gangs that were involved in a local murder. That brief intervention has become permanent and now provides direct services to approximately 30 young black men. The program is intended to provide alternatives to gang affiliation and to demonstrate to the community how further gang development can be diminished. Activities include group counseling, group community service projects such as presenting Christmas gifts to younger children in a special school program, focus groups with members of the media and local community leaders, a parent support group and individual interventions. In addition, the students have their own regular TV show on a local public access cable channel. The experiences with this cohort of students provides the basis for extensive indirect work developing the capacity of other local resources. Recently, a second staff member was hired and a new school-based program working the 30 males at one of the junior high schools was initiated. The $70,000 annual cost of the program is paid by funds from the City of Little Rock as part of the local match. YOUTH EMPLOYABILITY Summer Youth Programs. There are two programs that offer summer jobs to at-risk youth. Through an agreement with the JTPA program, summer jobs are reserved for students aged 14 and older who participate in the New Futures case management program. New Futures recruits and places students in the available jobs. Last summer, 56 New Futures students were placed in JTPA jobs. The City of Little Rock, through JTPA, covers $45,000 in student salaries and administrative expenses. The State Summer Jobs Program provides jobs in state agencies to 45 students. Students are recruited and screened for the jobs through a collaborative effort of New Futures and school district staff. Student salaries of approximately $70,000 are paid by the employing agency as part of the local match. Youth Development Mini-Grants. This program, funded through a grant from the state Office of Alcohol and Drug Abuse Prevention and administered by New Futures, is intended to help community agencies provide youth enrichment programs, especially during the summer. Local churches and youth organizations apply for a share of the $14,000 available. Priority is given to programs serving black males in the citys most disadvantaged neighborhoods. TEEN HEALTH Family Life Education. As a part of New Futures, a new curriculum has been implemented for students in grades K-6 in 13 elementary schools and for all 7th graders. In sequenced units, students are exposed to age-appropriateinformation about drugs, sexuality, violence, self-responsibility, decision-making, etc. The courses are taught by specially-trained teachers who are supported by a professional social worker who provides individual contact to students and families when issues arise through the FLE. New Futures has provided training to the family life educators and school nurses who are responsible for teaching . the program\nall other costs are covered by the school district as part of the local match. School Health Clinics. Through New Futures, health clinics have been established in two secondary schools and planning has been completed for a third program. At the senior high school, a full range of health services is provided, including contraceptive health care and dispensing of contraceptives. Last year, the clinics five programs served from 12 to 257 students. At the junior high school, medical services are provided but family planning services are not. New Futures has provided the developmental funding and coordination for these programs (i.e. space renovation, equipment purchases, training)\noperational costs are covered by the state department of health and the school district. Coordination and consultation is provided by a staff member loaned to New Futures by a local mental health service provider. Mental Health Players. As a way to sensitize the public to the issues in teen life, and to give teens a way to develop life skills, a mental health counselor employed by one of the clinics organizes students into a performance group that presents skits to various audiences. After the skits, which illustrate various issues and dilemmas faced by teens, the students discuss questions and reactions with the audience. The third group of Players is now in rehearsals. EPSDT Screening. NFLRYs committee on health concerns has recommended to the school district that the number of school nurses be expanded and their roles enhanced. New Futures identified a way to fund this expansion through certifying the nurses as providers in the state-federal health screening program. This makes it possible for the school district to be paid by the state for assessments the nurses do of students who are enrolled in the state Medicaid program. These revenues are expected to be earmarked to support expansion of the school health program. New Futures arranged the training and provided the equipment required for certification.'Z C  Donna Grady Creer Executive Director Magnet Reviezu Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 (501} 756-0156 received April 28, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 MAY 3 1999 OfFICECF DESKRfaTOMOKlTQfiJ/fG Dear Judge Wright\nOver the course of the past two years, LRSD has entered into a grade level reorganization to change the grade configuratioriof LRSD from a K-6 elementary, 7-9 junior high, and 10-12 senior high to a K-5 elementary, 6-8 middle school, and 9-12 senior high. The LRSD, through its representatives to the MRC and middle school-related district personnel, conferred with the MRC regarding the inclusion of magnets in this grade configuration change. After examining the documentation, having representation in the Middle School Steering Committee and subcommittee meetings, and conferring with original magnet school principals, the MRC supported the movement to this grade configuration which is scheduled to begin with the 1999-2000 school year. This change impacts all six original magnet schools, particularly the four magnet elementaries and the magnet high school. The overall reconfiguration results in an increase of the total number of magnet seats available\nhowever, seats available at each of the magnet schools now varies from previous seats available. The MRC sought ways to better utilize the building space available in magnet schools to maximize educational opportunities and to provide more program participation in magnet schools. These changes will make programs available to a larger number of students while still retaining quality of programs and quality of instruction. In reaching its decision, the Magnet Review Committee looked at the need to maintain an overall prescribed number of students and to maximize opportunities to gain access to magnet programs. At its December 15,1998 meeting, by formal motion and unanimous vote, the MRC approved the addition/reconfiguration of magnet school seats.RECEIVED The Honorable Susan Webber Wright HAY 3 1999 Page 2 OFFICE OF OESEGREGAIlOHWQMlTQRttB The following chart reflects the decisions made by the MRC after receiving input from LRSD Central Office staff, magnet school principals, and curriculum specialists. SCHOOL CURRENT NUMBER OF SEATS VACATED Booker Arts Magnet Four 6th Grade Classes  25 = 100 seats NUMBER OF SEATS RECONFIGURED Kg -1 Class  20 1st Grade - 1 Class  23 2nd Grade - 1 Class  23 3rd Grade - 1 Class  23 Total = 89 seats Carver Basic Skills/Math- Science Magnet Four 6th Grade Classes  25 = 100 seats (Vacant classrooms will be used for parent and academic activities) Kg -1 Class  20 1st Grade -1 Class  23 Total = 43 seats Gibbs International Studies Magnet Two 6th Grade Classes  25 = 50 Kg - 1 Class  20 1st Grade -1 Class 23 Total = 43 seats Williams Basic Skills Magnet Three 6th Grade Classes  25 = 75 seats 3rd Grade -1 Class @ 23 4th Grade - 1 Class  25 Sth Grade - 1 Class  25 Total = 73 seats Mann Arts/Science Magnet No overall change in the number of seats Add Grade 6 Delete Grade 9 Parkview Arts and Science Magnet None 9th Grade Added Total = 209 seats In each instance, the MRC looked at the immediate and long-term impacts of grade level reconfiguration on the particular magnet school program. Under the proposed middle school structure, the budget for the six interdistrict magnet schools would be impacted as follows in order to continue instruction and delivery of services to magnet schools by the beginning of the 1999-2000 school year. MAGNET SCHOOL FUNDING State of Arkansas NLR5D PC5SD LRSD Total Current Funding S 9,079,698 1,193,239 2,206,042 5.680.226 $18,159,205 Proposed Funding Proposed Increase S 9,646,968 1,267,612 2,344,213 6.035.143 $19,293,936 567,270 74,373 138,171 354.917 $ 1,134,731 5The Honorable Susan Webber Wright Page 3 Using the 1998-99 magnet school budget per pupil expenditure amount of 54,654, the costs associated with changes in seating will create an increase of SI29 per student above the current funding level. This projected calculation reflects only the changes attendant to the reconfiguration of grades, and does not reflect any probable changes in salaries and basiC operating costs which may arise due to inflation, etc. The MRC acknowledges that there may be additional costs associated with what has been approved. Should those costs occur, they will be built into the 1999-2000 magnet school budget. LRSD, through its representatives to the MRC, has already indicated that many items necessary for start-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment and materials will be redistributed throughout the district, including the magnet schools. With the 1999-2000 school year rapidly approaching, and with all parties in agreement to grade level reconfiguration of the LRSD, the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, b  Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl tc Ann Brown, Federal Monitor - ODMMagnet Review Conwiittee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 721 N Donna Grady Greer Executive Director May 7, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED MAY 1 0 19SS OFFICEOF DESEGREGATION MONITORING At its December 15, 1998 meeting, the Magnet Review Committee ('MRC') approved a change in the grade structure and number of seats at the magnet schools for the 1999-2000 school year. This letter is a request for Court approval of this MRC action. The changes approved by the MRC result from the restructuring of schools in the Little Rock School District ('LRSD') to accommodate middle schools rather than the traditional grade arrangements in elementary, junior high, and senior high schools. The Mcanet School Stipulation, dated February 27,1987, and the March 1989 Settlement Agreem.ent, cs revised September 28, 1989, describe the magnet schools structure and establish the enrollment at each. Because the MRC's action alters the terms of those agreements and adds 132 seats to the K-12 magnet program, the Magnet Review Committee requests your approval of the changes described below. The LRSD Revised Desegregation and Education Plan calls for the reconfiguration of arade structure from the traditional elementary, junior high, and senior high to allow for mfddle schools to house grades 6, 7, and 8. If the magnet schools are to conform to the administrative structure of other LRSD schools, the four elementary magnets must serve grades K-5, the middle school magnet school must serve grades 6-8, and the high school rnagnet must serve grades 9-12. The results of moving the sixth grade to middle school and the ninth grade to high school in the magnet program as approved by the MRC are described below for each school. Booker Arts Magnet\nBooker Arts Magnet School had 660 allocated seats under the original plan, with 100 of them in the four sections of sixth grade. When those 100 seats are vacated by 6th grade students, they will be distributed over the lower grades by adding a classroom at each of grades 2,3,4, and 5. However, only 89 seats can be used because the class size regulation allows only 23 students in grades 2 and 3. The result will be a net loss of 11 available seats at Booker and a school capacity of 649. Carver Basic Skills/Math-Science Magnet: There are 100 seats allocated to the four sections of sixth grade at Carver Basic Skills/Math-Science Magnet under the original plan.The Honorable Susan Webber Wright -2- May7, 1999 Twenty of those seats will be used for one additional kindergarten classroom, and twenty- three will be allocated to one additional first grade classroom. The principal and the MRC agreed that two of the four rooms formerly used for sixth graders should be used for auxiliary purposes. The result will be a decrease of 57 available seats at Carver and a capacity of 556. The number of seats in the original plan for Carver was 613. Gibbs International Studies and Foreign Languages Magnet\nMoving the sixth grade from Gibbs means the equivalent of two sections of 6th graders, 50 seats, will be reallocated to the lower grades. The result is one additional kindergarten class and an additional first grade class using 43 of the 50 seats. Gibbs' capacity will be 344, a decrease of seven seats from the original seat allocation of 351. Williams Basic Skills Magnet\nThe original seat allocation at Williams was 515, of which 75 seats were used for the three sections of 6th graders. The principal and the MRC opted to redistribute those seats by creating an additional class at each of grades 3, 4, and 5. The result is a decrease of two seats because of doss size regulations. Williams' capacity will be 513 in the new Pion. Mann Arts and Science Magnet\nChanging Mann's grade configuration from grades 7, 8, and 9 to grades 6, 7 and 8 will not change building capacity. Mann's capacity will remain at 935. Parkview Arts and Science Magnet\nThe middle school initiative will reauire that Parkview be changed from grades 10-12 to grades 9-12, beginning with the 1999-2000 school year. The seat allocation for grades 10-12 has been 991 (330 average per grade) and will become 1,200 for grades 9-12 (300 average per grade level). The realignment of grades and enrollment will mean a reduction of allocated seats for grades 10, 11, and 12 at Parkview. However, no student will be forced to transfer out because of overall changes in seat allocation. The revised seat allocation results in an increase of 209 seats at Parkview. The chart below displays the proposed changes in the grade structure end number of seats in the six interdisfrict magnet schools. SCHOOL STIPULATED GRADES REVISED GRADES STIPULATED SEATS REVISED SEATS SEAT CHANGES  -i-OR - Booker Carver Gibbs Williams Mann Parkview Total K-6 K-6 K-6 K-6 7-9 10-12 N/A K-5 K-5 K-5 K-5 6-8 9-12 N/A 660 613 351 515 935 649 556 344 513 935 -11 -57 -7 -2 991 4,065 1,200 4,197 +209 + 132 0The Honorable Susan Webber Wright -3- May 7, 1999 MRC calculated the budget impacts of the revised plan by using the 1998-99 magnet schools budget per-pupil expenditure amount of $4,654 as a baseline. The costs associated with changes in seating will create an initial increase of $129 per student above the current funding level. Each party's share is calculated below. State of Arkansas NLRSD PCSSD LRSD Total Current Funding 5 9,079,698 1,193,239 2,206,042 5,680,226 $18,159,205 Proposed Funding $ 9,646,968 1,267,612 2,344,213 6,035,143 $19,293,936 Proposed Increase S 567,270 74,373 138,171 354,917 $1,134,731 This projected calculation does not take into account LRSD's 7.25 percent increase in salaries given in March 1999. These changeswill be added to the 1998-99 budget to be presented to the Court at the end of the school year. Neither does the calculation estimate possible changes in salaries and basic operating costs for the 1999-2000 school year. Should changes occur, they will be built into the 1999-2000 magnet school budget to be presented to the Court by June 1999. LRSD, through its representative to the MRC, has already indicated that many items necessary for starf-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment, and materials will be redistributed throughout the district, including the magnet schools. All MRC members agree to the described changes, and the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will moke findings and recommendations as may be necessary to the efficient operation and administration of the interdistrict magnet school program. Sincerely, Sadie Mitchell, Chairperson^ Magnet Review Committee CQ: ^AnriiBrowh,FedefarMonitof-ODMArkansas Democrat (gazette FRIDAY, APRIL 15,1994 Junior highs all on par despite tack School chief would go beyond restructuring BY CYNTHIA HOWELL Democrat-Gazette Education Writer student performance in Little Rocks four restructured junior high schools is not significantly different from that at other junior high schools, Superintendent Henry Williams said Thursday as he called for more dramatic changes in the way the district teaches younger teen-agers. Williams made the comments during a joint meeting Thursday of the Little Rock School Board and the board of New Futures for Little Rock Youth. New Futures is a collaboration of agencies working to fight teen-age pregnancy and dropping out of school. New Futures and the district have worked together the past three years to provide special academic and social support to students at Forest Heights, Cloverdale, Pulaski Heights and Southwest junior high schools. Williams said test scores, as well as attendance and suspension rates, at the four schools are not much different from those at the districts other junior high schools. Little Rock board member Linda Pondexter said the similarity in the factors might reflect students at the restructured schools starting out with greater academic and social needs than students at other schools. Williams suggested a middle school concept for pupils in grades six through eight that .would provide more nurturing, more adult contact and more ap-\npropriate instructional methods. If a school system has middle schools, elementary schools gen- erally consist of kindergarten through fifth grades. High schools would include the ninth through 12th grades.\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_1479","title":"\"School Emergency/Safety Plan Model,\" Department of Pupil Services","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":["Little Rock School District"],"dc_date":["1990-01"],"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","Education--Arkansas","Education--Evaluation","Educational planning","School improvement programs","School employees","School management and organization"],"dcterms_title":["\"School Emergency/Safety Plan Model,\" Department of Pupil Services"],"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/1479"],"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":["documents (object genre)"],"dcterms_extent":["431 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_696","title":"Status Report","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":["1990/2006"],"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 management and organization","School administrators","School improvement programs"],"dcterms_title":["Status Report"],"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/696"],"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\nTO\nFROM: THROUGH: SUBOECT: Little Rock School District February 26, 1990 Eugene Reville, Metropolitan Supervisor Tames Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Status Report On Thursday, February 22, Arma Hart informed me of your approval of the revised pre-registrati on. to publicize these dates. The district will begin immediately to use various methods Principals and building secretaries will receive inservice training on pre-registrati on and assignment procedures on February 26, 27, and 28. A press release will be issued before the end of the week. On February 27, 28, and March 1, information sessions will be provided for incentive school teachers. Current incentive school teachers will be given the opportunity to serve on curriculum development committees for the incentive school program, the near future. We will also vacate the incentive school teaching positions in The interview process for incentive school principals will begin on or before Friday, March 2. According to Mrs. Hart's instructions, the district will not refer to the incentive schools as magnets. scholarship program. Also, no reference will be made to the proposed However, it is our understanding that we may proceed with all other aspects of the incentive school program. In regard to another matter, Ann Brown has stated that she will be responsible for forming the Rockefeller Early Childhood Committee. for me to wait for further instructions concerning this matter. Mrs. Brown would like Please respond as soon as possible to the concerns listed in my February 13 memo: -- Settlement Days -- Contract lengths for incentive school teachers -- Interdistrict parents on districtwide bi racial committees cc: Arma Hart Ann Brown Estelle Matthis 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: 'Ji A' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 3, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of Schools 6^ SUBJECT: Status Reports - Tri-District Committees I have enclosed status reports from various tri-district committees for your information. cc: Dr. Herb Cleek Sterling Ingram t * /March 20, 1990 To: Estelle Matthis, Associate Superintendent From: Joe A. Murry, Athletic Director /, Subj.: Criteria For The Selection OftA Director of Extra Curricular Activities. Ref.: Your Memorandum of Feb. 23, 1990. In accordance with your memorandum, a committee of six employees in the district was appointed and met at Hall High School on Monday, March 19. Attached you will find a list of criteria for the selection of a Director of Extra-Curricular Activities as proposed by the Committee. The Committee also recommended a stipend and other considerations for the employement of a teacher to fill this position. cc: Members of the Committee Bill Barnhouse, Principal Roy Wade, Coach Ellen Linton, Assistant Principal Jill Riley, Cheerleader Sponsor O.C. Remley, Club Sponsor and Coach Colleen Ferguson, Cheerleader Sponsor Karen Keopple, Coach Claudia Rogers, Drill Team Sponsor THE CRITERIA FOR THE SELECTION OF A DIRECTOR OF EXTRA-CURRICULAR ACTIVITIES 1. Experience in a desegregated school situation, preferably in a school within the Tri-County Districts. 2. Previous leadership role in a secondary school extra-curricular activity. 3. Familiar with the rules and policies of the Arkansas Activities Association. 4. Familiar with the rules and policies of the Little Rock School District with regard to extra-curricular activities. 5. Have an appreciation for the role of extra-curricular activities in the educational development of the total child. 6. Understand the role of a School Director of Extra-Curricular Activities as outlined in the Desegregation Plan. 7. Have a sensitivity for the cultural and socio-economic differences found in a desegregated student body. 8. Be cormitted to providing equal opportunity to participate in extra-curricular activities. The Committee also recommended that the teacher selected be given an additional prep period and a stipend of $2,500 (Senior High) $1,500 (Junior High). The responsibilities would also require secretarial support from the school office. or March 26, 1990 To: Estelle Matthis, Associate Superintendent From: Joe A. Murry, Athletic Director '^ Subj.: Tri-County Conmittee On Conflicting Requirements In Extra-Curricula Activities. As directed by you, I served on the subject committee as the representative of the Little Rock School District. The minutes of the meeting are attached, is required on my part, please inform me. If further action / cc: Dr. Victor AndersonLittle Rock Public Schools March 22, 1990 To: From: Conmittee Members, Tri-County Extra-Curricular Activities Committee. Committee Recorder, Dr. Joe A. Murry, Little Rock School District. Subj.: Recommendations of the Tri-County Committee. The Tri-County Committee On Conflicting Requirements In Extra- Curricular A.ctivities met at the Pulaski County School District administration building on March 22, 1990. \"M em' bers present were: Eddie Collins - Asst. Superintendent, Pulaski County Bob Acklin - Asst. Superintendent, North Little Rock Bob Bowden - Athletic Director, Pulaski County Gary Goss - Athletic Director, North Little Rock Dr. Joe A. Murry, Athletic Director, Little Rock (Recorder) The Committee was directed to establish uniform policies and rules concerning extra-curricular activities in the three districts. The establishment of these common policies and rules will allow desegregation transfers (M-to-M, Magnet, etc.) to move from one district to another without conflicting rules and policies that would prohibit participation in extra-curricular activities. The Committee makes the following recommendations: 1) All districts use the Grade Point Requirements of the Arkansas Activities Association for eligibility in those activities under the supervision of the Association. 2) All organizations that operate under a national charter should use the eligibility policies of the national office. 3) Participation fees should not be charged for membership in any organization, team, club, etc. 4) All students participating in athletics or spirit groups should be covered by an athletic insurance program. 5) Uniforms (skirts and blouses) for spirit groups should be purchased by the districts. No student should be required to pay more than $100 for other items of apparel. 6) Districtswill accept elected cheerleaders and drill team members from other districts if it is a desegregation transfer. 7) Any costs incurred by a district in complying with these recommendations should be paid from desegregation funds. West Markham and Izard Streets  Little Rock. Arkansas 72201 (501) 374-3361 TO: FROMiVf'^ SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 March 27, 1990 Estelle Matthis, Associate Superintendent for Educational Programs arid Staff Development ari\u0026lt; Marie A. McNeal, Supervisor of Social Studies and Foreign Languages Status Report on Central High School International Studies Program The following identifies the activities held from February 21, 1990, to March 26, 1990, regarding the International Studies Program at Central High School:  February 21 - Letters were mailed to committee members to attend a planning  March 1 meeting. - A planning meeting of committee members was held at the LRSD Administration Building (agenda attached).  March 6 - At a committee meeting the members discussed and identified the Foreign Language Program Design for the International Studies Program. It was decided that all existing languages will continue to be offered at Central High, with Japanese being offered beginning with the 1990-91 term and Russian added in 1991-92. All students enrolled in the International Studies Program will be required to take a foreign 1anguage. Courses in other departments will be developed to give a global perspective to all grade levels. Input from the business representatives of the committee strongly suggested that a continuation and expansion of the ATLAS Program and the addition of Japanese as a foreign language course be included in the International Studies Program. Further, the committee recommends that a phase-in of additional International Studies courses be offered during the 1991-92 term.  March 9 - A survey was distributed to Central High teachers requesting that they identify their expertise, interest, and recommendations for the International Studies Program at Central (survey and responses attached).  March 13 - At this meeting the committee refined the conceptual framework of the International Studies Program. recruitment activities and fliers were developed. In addition,  March 19 - A meeting with the Central social studies teachers, other department teachers, and the Supervisor of Social Studies was held to discuss specific course offerings. The following courses have been identified for inclusion in the International Studies Program: Social Studies: Grade 10 - Global Insights - required Grade 11 - Comparative Government - elective Grade 11 - American History International Studies Regular or AP - requiredStatus Report on Central IS Program (3/27/90) - Page 2 Grade 11 - (ATLAS Team //I) International Studies International Relations (social studies, English, fine arts Intercultural Communica- tions, foreign language) - elective Grade 12 - Humanities Seminar (ATLAS Team //2) honors - This is proposed as a two-period block course which will include an AP English credit (required) and a social studies credit (elective).  March 22  March 26 Vocational Education\nScience: Grade 11 - Global Economics - elective Grades 11-12 - Physical and Environmental Geology - elective - Members of the planning committee met and plans for the Central High School Magnet Open House scheduled for March to finalize strategies International Studies 26th. - Open House was held at Central High School. The International Studies Magnet Program was outlined for parents and interested students. A handout outlining the International Studies Program was distributed to parents and students (attached).LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 March 27, 1990 TO: FROM: SUBOECT: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development ^^Marvin Zimmerman, Acting Director of Staff Development Status Report on Inter- and Intra- District Staff Development Committees I. Inter-District Staff Development Committee A. The staff development directors from the three districts have met on the following dates to discuss and identify cooperative efforts: February 8, 1990 February 14, 1990 March 14, 1990 B. The following cooperative areas have thus far been identified: - resources for conducting staff development activities. - publicizing identified activities in which employees of all three districts may participate. - implementation of a district-wide record keeping system. - investigation of and joint-participation in special funding sources. - needs assessment procedures. - general networking of staff development issues, concerns, etc. II. C. D. E. A tri-district resource bank has been established with approximately fifty (50) volunteer resources included as of today. The inter-district planning committee has been organized with each district selecting two (2) committee members. Mark Grobmyer and Mahlon Martin. The LRSD members are The staff development directors will meet with the inter-district planning committee April 27, 1990. Intra-District Staff Development Committee A. The intra-district planning committee has been formed\nmembers is attached. a list of the B. The intra-district planning committee met March 12, 1990. C. Attached is a copy of the committee's recommendations/concerns that the staff development department will address.LITTLE ROCK STAFF DEVELOPMENT ADVISORY COMMITTEE 1990-91 Facilitator: Marvin Zimmerman, Director of Staff Development School Board (1) Robin Armstrong Term 1989-91 Administration _.(8) Leon Adams Dennis Glasgow Patti Kohler Marie McNeal Mary Mosley Mary Runshang Dianne Wood Richard Wright 1989-91 1990-92 1989-91 1990-92 1989-91 1989-91 1989-91 1989-91 Principals (3) Sadie Mitchell (Cloverdale Elem.) 1990-S2 Charity Smith {Southvzest Jr. High) 1990-92 Al Niven (Fair High School) 1989-91 Teachers/Counselors (12) Elementary (6) Donna Hall (Watson) Shirley Harper (McDermott) Dorothy Howard (Baseline) Ada Keown (Washington) Patricia Killingsworth (Carver) Jeanne Whitesell (Gibbs) Junior High (3) Patty Dickinson (Mabelvale) Danny Fletcher (Mann) Stella Hayes (Mann) High School (3) Pat Bona (Hall) Phyllis Burton (McClellan) 1990-92 1990-92 1990-92 1990-92 1990-92 1990-92 1990-92 1989-91 1990-92 1990-92 1989-91 Katherine Wright-Knight (Par)cview) 1990-92 Support Areas (2) Food Services Jacltie Boykin (Director) Secretaries Nancy Wuneburger (Mabelvale J.H.) 1990-92 1990-92 .Parents_( 2) Mrs. Minnie Thompson 4323 W 17th, Little Rock 72204 (D) 666-0804/372-7714, (E)370-8739 1990-91 Mrs. Joyce M. Pattillo 20 Kings Arms, Little Roc)c 72207 (D) 372-5810, (E) 225-1262 1990-92LITTLE ROCK STAFF DEVELOPMENT ADVISORY COMMITTEE 1990-91 Cpnupunity/BusinfiSS...(2) Dr. Mal Lehman, Director Human Resource Development Blue Cross \u0026amp; Blue Shield of AR 601 Gaines Little Rock, AR 72201 (378-2528) 1990-91 Ms. Bea Worden, Director 1990-92 Human Resources \u0026amp; Development Savers Federal Savings \u0026amp; Loan Association Capitol at Spring Little Rock, AR 72201 (372-3311)* RECOMMENDATIONS/CONCERNS FROM STAFF DEVELOPMENT ADVISORY COMMITTEE 3/12/90 1. Consider using some of the AEA's \"Teacher to Teacher\" programs. 2. All staff development presenters must be prepared and do teaching, not just reading handouts and transparencies. 3. Use in-school teachers to train teachers at the local level. 4. TESA substitutes are often not dependable. 5. Use State Department resources, especially the Coordinator of the At-Risk Program, Margie Powell. 6. To address the problem of teachers not attending inservice for which they have signed up: a. b. have required inservice during school hours. when teachers sign-up, use a commitment letter to sign indicating that if they change their minds, they should let the Staff Development office know by a certain date\ncommunicate to them that people are on a waiting list. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. c. d. e. f. send reminders near the starting date. all tuition for minicourses must be paid in advance. offer  refunds for mini courses. send notes to principals when teachers are II no shows. Registration and sign-up for al 1 inservice should be through Staff Development office. Use release time for more inservices. Better publicity for all staff development activities - use one color for all staff development notices, memos, etc. Do quarterly updates on scheduled activities - possibly a newsletter. Preschool inservice must have better quality. Staff Development office must monitor all staff development activities. New teachers need classroom management and record keeping, etc., at first of school year. Use school-level mentors for new teachers. Training is needed in using audio visual equipment. In all workshops, allow time for teacher sharing. Always do evaluation forms. Conflict resolution training is needed (this is included in violence prevention). Multicultural Fair needs to be related more to specific content areas and especially to secondary courses.20. Use 61aser's Steps to Positive Discipline. 21. Not all teachers need the same inservice - especially during preschool. 22. More publicity is needed on IMPACT and SAP. 23. Send periodic print-outs to principals of teacher participation.TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent FROM: 'i^Victor Anderson, Assistant Superintendent SUBJECT: Status Report on the Alternative Satellite High School Commi ttee The Alternative Satellite High School Committee for the Little Rock School District was formed on March 12, 1990, consisting of the following persons: . Mr. Rudolph Howard, Principal, McClellan\nMs. Patsy Campbell, Counselor, Forest Heights Junior High\nMrs. Linda Jones, Teacher, Mann Junior High\nMrs. Ossie Shelton and Chinetta Ford, Parents\nMr. Sterling Ingram and Victor Anderson, Little Rock School District Administrators. Mr. Gene Jones, Director of the MESC. These names were provided to The first meeting of the committee was held on Monday, March 19. Mr. Howard, Mrs. Ford, Mrs. Shelton, Mrs. Jones, and Ms. Campbell attended for Little Rock School District. At the meeting, the Little Rock School District employees were advised that their participation on the committee would be The parents were advised that they were to advisory, with non-voting status. A plan for the alternative high school and some satellites be voting members. was proposed to the committee with a direction that their work was to be The group was divided into four committees to seek completed by April 1. information from interested persons and come to the next meeting with a report. As the attached revisions on an Alternative Learning Program specifies, the membership of the committee and the deadline for a product appear to be in conflict. In light of Mr. Jones' direction to the committee members I submitted, please advise how I should proceed. VA/laj Attachments cc: Estelle Matthis'TO\nFROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72204 March 27, 1990 Estelle Matthls, Associate Superintendent for Educational Programs and Staff Development Dianne Wood, Supervisor of Mathematics Update on Curriculum Planning for Washington Basic Skills/Math Science Interdistrict School of Choice The committee to assist with curriculum implementation at Washington has the following recommendations for the 1990-91 school year. Recommendations are based on an enrollment of 7 first grade classes and 5 classes at every other grade level. 1) Although the magnet theme is the same as the one at Carver, the staff and curriculum specialists should develop a somewhat different approach to the science/ math emphasis. Programs to be considered include FOSS (E.U11 Option Science System, developed at the Lawrence Hall of Science for students in grades 3 and 4), the Early Science set for students in grades K-2, AIMS (ilctivities that Integrate Hath and Science) and, GEMS (Sreat Explorations in Math and Science for grades K-8) 2) Although Washington is to be patterned after Carver, the additional enrollment projected for Washington requires that the staff and resources of Carver be proportionally increased to allow students the same degree of access to the programs. In addition, the program strengths currently existing at Washington need to be maintained and incorporated into an even stronger curriculum. This would include two regular PAL computer lab attendants and a certified computer specialist. The concept of a full-time certified computer specialist has played a significant role in the success of both Booker Magnet and Rockefeller schools. 3) Modify the \"Writing to Read\" approach to include more math and science for grades K-2. 4) Implement a writing lab with word processors to teach science report writing and creative writing.5) Select math and science specialists as soon as possible so that they may begin to work with the principal to plan and recruit. 6) Provide some release time for the new principal of Washington to recruit students and teachers. 7) Provide specialized \"training for math and science specialists. For example, the twentieth annual Festival of Mathematics (June 18-29 in Fresno, CA) and the 1990 Science Festival (July 9-20) stress a strong \"hands-on component. 8) Math and science supervisors will meet with new principal on March 29 to determine location and modification of math and science labs. cc: Karen Buchanan Washington Curriculum Committee: Dennis Glasgow Rene Carson Mary Mosley Marvin ZimmermanTO: FROM: SUBJECT: Little Rock School District March 27, 1990 Mrs. Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development \u0026amp; Rose Ivory, Reading Coordinator Tri-District Multicultural Committee I have previously communicated with Brenda Spriggs, Chairman of the Tri-District Multicultural Committee. Mrs. Spriggs was appointed by Mr. Reville. I will represent the Little Rock School District on this multicultural committee. Today I have tried to reach Brenda Spriggs by telephone. She is attending a meeting. As soon as I receive information about members on the committee and meeting dates, I will send you a follow-up memo. /Ij 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: SUBJECT: Little Rock School District March 27, 1990 Mrs. Estelle Matthis, Associate Superintendnet for Educational Programs and Staff Development Mary H. Mosley, Director of IRC and Reading Supervisor Early Childhood Task Force - Comprehensive Curriculum Training and Information The LRSD Early Childhood Task Force has met periodically during this school year to establish a comprehensive philosophy and curriculum for the Four-Year-Old Programs. Al so designed were a parent philosophy, goals, and objectives. The final documents of the committee were presented to Mr. James Jennings in early March, 1990. LRSD personnel serving on the Task Force were: -Rachel Myers-Chairman -Margaret Gremillion -Dr. Mary Mosley -Lonnie Dean -Anne Mangan -Marian Shead -Annie Abrams -Frenzella Dodson -Beth Foti -Bessie Fowler -Beverly Hines -Lou Ethel Nauden Also serving on the committee were: -Dr. Tish Henslee, UALR -Dr. Betty Caldwell, UALR -Michelle French, PCSSD -Ruth S. Herts, PCSSD The final curriculum documents presented by the committee included: -Characteristics of the Four-Year-Old Child -Developmentally Appropriate Experiences -Qual ity Standards/Recommendations -Four-Year-Old Skills (self-concept, socialization, self-help, problem-solving, gross motor, fine motor, language/1istening, role-playing, visual, math, music, art, block area) The parent involvement component provides background information on program goals and purposes, monitoring and evaluation, and a yearly calendar of events. A copy of the report is attached. /Ij 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Status Report-Central International Studies Magnet Program March 27, 1990 Page 2 approximately the same formula for seat allocation as is done in other interdistrict magnets, but without a shadow zone. to allow any zoned Central student to participate in the International Studies Curriculum as he desires, but without having to enroll in the program formally. In this instance, plans are He simply selects courses from the curriculum which meet his needs and Therefore, no shawdow zone is necessary, and the seat allocation i nterests. would approximate the following: 175 seats available 70 LRSD students not zoned to Central 79 PCSSD students through M-to-M 26 NLR students through M-to-M Little Rock students would enter through the Optional Enrollment Form. If all seats are not filled through that vehicle. Desegregation Transfers would be used to fill the remaining seats. PCSSD and NLR students would enter through major!ty-to-minority transfers. I recommend that the majority of the 175 seats be reserved for incoming tenth grade students, with some flexibility to allow for some upper classmen '  \" I expect that most of the entering in the 1990-91 school year as well, interest will be with incoming sophomores, allocation is what will be followed. Please advise if this seat Issues to be discussed in the future meetings will be recruitment from PCSSD and NLR. The committee will need the assistance of the Desegregation Office and the MRC in securing mailing lists and labels for prospective students and with planning for media announcements. The curriculum will be finalized and plans made for the development of curriculum, staffing, and selection of equipment and materials. A budget will need to be developed also. VA/laj Attachments cc: Estelle MatthisTO: FROM LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent : Victor Anderson, Assistant Superintendent SUBJECT: Central International Studies Magnet Program Status Report The Central International Studies Magnet Program Planning Committee met for the first time on March 1, 1990. Members of the committe consist of the Charlie Brown and Jerome Mui drew. Central teachers\nMrs. Irma following: ___ . .. Hunter-Brown and Carolyn Newbern, parents\nMarie McNeal and Victor Anderson, LRSD administrators. Also attending meetings from the Central faculty have been Rosemary Brewer, Matilda Buchanan, Suzanne Caldwell, Jennie Cole, Susie Mrs. Newbern was selected chairman of May, Dorothy McDonald, and Doris Nash, the committee in the March 6 meeting. At the March 6 and 13 meetings, the committee determined the mission of the program, began to define the program, and selected the courses to be taught. At the meetings discussion and planning also centered on how to recruit for the program within the District and in PCSSD and NLR. Representatives from the business community were present at the meetings March 1, 6, and 13. Present have been Wayne Wheat of Omega Tube and Conduit, Jack London of Orbit Valve, Joe O'Brian of TCBY, Maralyn Chambers of Riceland Foods, and Ray Fizer of Maybelline. These individuals have expressed support A special meeting for business for the program as it is developing. _ _ representatives will be held in April when the program design is completed to determine the degree to which they can support the program and how they can do so. An informational meeting with Pulaski Heights Junior High parents was held on March 18, 1990 to discuss the program. In a committee meeting on Thursday, March 22, more definition was given to the curriculum structure, and plans were made for the Open House at Central on March 26. The Open House was attended by approximately fifty parents and students, and about twenty faculty and committee members. An informational flyer was sent out inviting all ninth grade students in Little Rock junior high schools to the Open House. Many were in attendance Monday night. The attached bulletin describes the program as it is currently developed. The program will continue to be refined and developed in the coming weeks. My answers Some issues have arisen regarding the allocation of seats. have reflected a discussion held earlier in which you and I discussed followingCOME TOUR THE WORLD AT THE mAL mm emi International Studies Magnet Program Tlio international Studies Program at Central High School is designed to prepare students to function effectively our global communi t y. * develop awareness International Studies students will nd knowledge so that they may reicite to p.\u0026gt;ople of other cultures and countries, * learn to communicate prof ic i ent 1\u0026gt; i n at least one foreign J anguage,  develop skills for analyzing complex global issues, have solid body of knowledge of history and geography. ucients t.he international Studies Program must take an intern\u0026lt;jti onai t y oriented curriculurn. lan^-'.uage ecich year. choosi ng from F rench, They will take one toreign Spanish, Uei'man, I,tit 1 n , Si assical Greek, el nd Japanese\nit recommended that they take cit least three years of one foreign language and begin second. Whenever possible, other requirements and electives will be selected from a body of internationally oriented courses which meet state requirements and the academic guiue1L nes of courses will studfe\u0026gt;nts. ) competitive college admissions standards. (These o be available for other interested Central ilK strong foreign language department at Central High will rovide French, cornerstone fo German, Spanish, AevG?ls I - V, with level Japanese will be offered 1990-91, the International Studies Program. Latin and Classical Greek are taught at VI and up offered as demand develops. with Russian added 1891-9?. Courses i n other departments (Social Studies, English, Science, Voc.\u0026lt;at i onal Educat ion, Fine Arts) will be developed or refocused to give a global perspective\nboth elective and required. courses will be at several levels. with team teaching. will be? developed. interdisciplinary courses. some enriching the basic c u 1 r i c u 1 u m v? i 111 ATLAS program,  I international conce coordinating Global : ns. (Cc^nt rai Studies, now has an English, F1 ne Arts, and Foreign Language.) Foreign exchange students (12 now at CHS) V'ill Join inter academic curriculum. national visitors in supplementing the Strong links with the business communi t \u0026gt; arc being developed to enhance the International Studies Program. The recommended students ' 10th wi11 be gr-ade\nas course of f c?l 1 ows : study fo International Studies 1 It h 12th English. Studies (historical and conceptua .1 f  r* a njE? wo r k for a 11 global studies cou \u0026gt; , 1 . Math, Foreign Language, offer i ngs uat ion, grade: o other courses 1 Elective from the? required for grad including possibly a second foreign language. English, American History (A. P. regular), Math and/or Science, 2 Electives from the 1. rrjquired for graduation, foreign language. grade\nEnglish, Language, courses a or 1. S. Foreign Language, offer!ngs otlier courses including possibly a Math and/or Science, 9 electives reciuired for from I. S. graduat i on, second foreign language 1 nternat i onal Studies courses will i nclude i ntorcui turaj Communicat ions, Physical and secono Foreigri offerings or other including possibly Global Insights, Envi ronmental Geology, Comparative Government, Human!t ies Semi nar (senior A. P. ) , in addition to the current World Histor*y, Guropean History, I re I at ions World Geography, G1obal studies (inter nat i onal and contemporary issues). and the ATLAS program. Ot he r courses will be developjd as the prorgram matures. To bt.'comt\na part of the International Studies Mcxgnet fro^'ram at Central High School, a st-udent may select the 1nternational Studies courses if he or she is already assigned to the school or may choose one of the following procodures Little Rock School District students outside Centrals attendance zone apply for the International Studies Magnet prog ort the \"opti onal form. returned to the current am school by March 30\nassignments will be mailed hlpri J 13\n* apply for a desegregation transfer. appli cat i ons accepted May 7-10\nNorth Little Rock or Pulaski County students: * apply for a majority-to-mi nority transfer. in April a nd Ma y, through the home district. pref erabJ y flbout 17b students from other Little Rock attendance zones. from North Little Rock and Pulaski County will be admitted t o this program to follow tlio required course of study. at Centr al may take courses in the International according to i nterests, prerequisites, and space Other students Studies Program avallabi1it y. T nter nat i onal Studios helF\u0026gt; prepare students of career opr-'C'rt.uni t ies and provide an excellent for a variety basis for c(.Lllege study in many different disciplines, iric.lude tfio following: Career options i nternat i onal f i nance, marketing and trade, law. communications and media coverage, sports, religi OUS organizations, cultural mult i-nat i onal exchanges, science and environmental projects, corporat i ons t ransportat ion tourism diplomat ic teachi ng services }'ecice Corps private world help organizations language translati on (commercial, 1i terary, i nterpretat ion) EN isTiNi\nciiRkiiuii.ini: 1 3*1 cotJif.fjsT, incJudiDR 3 modern nnd 2 clnnsicn) IniiRungeo (tn th thn onl\\ oroiRii I Innees I'Vlvanetjd Il ai:iii6?nt. i n firknnsas )\ncoui'n\u0026gt;s 1 aiiRiiRORee, Honors (bourses h i e t o I /nd j un i (\u0026gt; n\ni r I'HjrI i nh, .SI.ronR speech, Excellent t rn i nI hr high school clnssical Greek in Eiir 1 i sh, . hioJ ORy, cal cul uf, math, anti physics\nCoroiRn and science for soptiomores drama and debate clasaes\nin art a nd mun i c\nflThClS (hilvancinR Toachi hr and hearnluR i nterd i -SC i pl i nary proRr am. in flrkanoas Schools) I ntcrnal i ona I (Center at UAI.R\npro.iect of' the nrk\u0026gt;r\u0026gt;sas National Governors in nrkansae: flssocintion nodel School, nWCikOS: f kmt ra I Inadn ntfto ConiraI Semi i nnl ic tn\nof the Stephens suninir one of two in numbnr of Naticmnl Merit Iea\u0026lt;1f5 si.Jito in tnimiver fn\nh I nv\u0026lt;iiiont Stuilentfj\nui tmern i n Nat i onal Scholarship ProRrani for (lutstandiiiR NeRro ()(}nti-\u0026lt;il students t\nonn i si--nt I y win awards I -inRii/iRn r ompe t i t i one (I ronf:li (\u0026lt;1 n.o i nt-cnt I y have winnnrn\n,t pr- OR I', lino on i Gone i stent Iy have rsRi ona1 , in forelRi^ sc i eneo compel, i t i ons ind f. t\u0026lt;it\u0026lt;i, and nat innaI winners in the National Council Inachers of EnRlish uritinR competition\nTlio Tiger, .\u0026lt;=*1 udent Wc11 rounded nports\nLabyrinth. anti Pl,x, j\u0026gt;ubl i cat i ons , sports program. are J eve Is\naward - winning advancing to finals (7um l.aude Society lias oldest (Ivnr half the l-'aculty I Vive f nisj I I. y h\u0026lt;i ve I'lw.ii'd for on i y t. wo I N.it. i barter west of the received many awards. a'ivnnced dsRrfjfis\ni nc 1 ud i PR Teachi ng (ten. m.ii i\u0026lt;nd()WiiieiU. ach i evement test Rrants front the i nc 1 ud i ng t h\u0026lt;j I the Huniuni t i es\nintern with Senator Pryor\nI'll kannoB Governor ' b School The Neo Gothic building (192?) in writing at Princeton\nro\u0026lt;tier for the two on facult is listed on the National Regifiter of Hietor-ic Placce and i c* National HifAt.oric Landmark\nRecent graduates of Central wore cf\u0026gt;l legos throuRhout tlie United States, accepted by 110 selective seven accepted last i ncludi ng year at Stanford University\nPTSfi won LRSD award for greatest membership growth for necoiiHary schools. 19B9 UO. TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent '1^Victor Anderson, Assistant Superintendent SUBJECT: Status Report on Dunbar International Studies Gifted and Talented Magnet Planning Committee The Dunbar Planning Committee held its first meeting on March 1, 1990. Membership of the committee consists of the following: Dunbar teachers Pam Boyd, Martha Daniel, and Elouise Hudson\nGibbs faculty members Faith Donovan and Vicki Gonterman\nLRSD administrators Mabel Donaldson, Marie McNeal, and Victor Anderson\nparents Deborah Busbea, Elizabeth Dowell, Mrs. H. Otis Tyler, Pam Plant, and Linda Sterling\nLeticia Martin, NLR Schools\nTommie Sue Anthony, PCSSD\nSusan Grier, Arkansas Department of Education. Representatives of the business community have attended some committee meetings also. Also attending have been Lucy Robinson, Beverly Whittenberg, and Diane Woodruff, representing Advocates for Language Learning. Mrs. Daniel was selected chairman of the committee, and Mrs. Busbea was selected as recorder during the March 6, 1990 meeting. The committee has spent its time refining the program of studies which was submitted in November 1989. Except for the addition of Swahili as a foreign language to be offerred in 1990-91, the curriculum remains the same as submitted in the November plan. The committee has designed an informational package of seven pages which is being used as a recruitment tool in meetings with interested groups, meeting was held at Gibbs on March 19, 1990 to explain the program to A prospective parents, commi ttee. It was attended by six parents, three of whom are on the The sixth grade class at Gibbs visited the campus at Dunbar for a tour and informational program on March 23, 1990. Open House at Dunbar was held on March 26, 1990. It was attended by approximately thirty parents and students and twenty to thirty Dunbar staff and committee members. Plans are being made to refine the implementation of the gifted component of the program. That topic will be the focus of the meeting on March 28. There are plans for representatives of the committee to meet with the gifted teachers in PCSSD in April to discuss recruitment of PCSSD students into the Dunbar program.Status Report-Dunbar International Studies Gifted and Talented Magnet Planning Committee March 27, 1990 Page 2 Plans are also being developed to do recruitment in the PCSSD and NLR District in April and May. The committee will need the assistance of the Desegregation Office and the MRC as it finalizes plans for these activities. Target mailings are being discussed which will require mailing lists from those di stri cts. Media announcements will also be developed. provide some assistance there. Perhaps the MRC can Dunbar plans an assembly for its current seventh and eighth graders on Tuesday, April 10 to encourage those students to come to Dunbar. Following that program, it will be appropriate for the Student Assignment Office to mail forms to Dunbar students asking if students wish to be reassigned from Dunbar. Mailings to zoned sixth grade students within the District need also to occur in early April to encourage those students to remain at Dunbar. Mailing packets for those students will need to be provided immediately. VA/laj cc: Estelle Matthisfr Little Rock School District March 27, 1990 \" . TO: Downtown Early Childhood Center Comnittee FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development SUBJECT: Minutes - March 20 Meeting Members Present: Regina Jasper - Educational Cooperative Michelle French - PCSSD Rachel Myers - LRSD Jack Turner - Downtown Partnership Fatimah Akbar - Parent ^ip Jones - LRSD Barnes Jennings - LRSD The committee continued discussion from the first meeting on the following areas: site identification, publicity, licensing requirements, staffing and assignments, and support services. Mr. Turner agreed to head the site identification process and begin a search for available space in the downtown area. At the first meeting, the committee agreed to limit the enrollment to 60 four-year old children for the first year, will give a report on his findings at the April 17 meeting, important task at this point is to identify a site. Mr. Tdmer The most The committee also discussed whether or not the children of parents wlio work in the downtown area should be given preference for assignments. It was agreed that the purpose of the downtown center is to accommodate employees in the downtown area. As a result, preference will be given to the children of downtown employees. Ms. Jasper gave a report on her work with the Educational Cooperative to open an early childhood center in 1990-91 for handicapped and non-handicapped students. The committee also talked about addressing the needs of handicapped children in the downtown center. Hie committee agreed to appoint Glenda Bean as chairperson of the publicity subcommittee. Mr. Turner noted that Ms. Bean has a list of persons to contact in downtown offices. Rachel Myers, Michelle French, and Regina Jasper will serve on the staffing and program subcommittee. All subcommittees are expected to give a preliminary report at the , next meeting, Tuesday, April 17, at 3:00 p.m. The meeting will be held in the Little Rock School District Administration Building. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 22, 1990 Mr. Dames Dennings, Associate Superintendent - Desegregation P^\\achel Myers, Assistant Superintendent for Educational Programs and Staff Development THROUGH?/'Mr Mrs. Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development RE: Early Childhood Task Force Committee - Parents The listed parents will represent Garland and Franklin Schools on the Early Childhood Task Force Committee. Garland: Georgia Rucker 5113 W. 29th St. Little Rock, AR 664-2856 (Home) Bl ack Frankl in: Denise Northcutt 4320 Irwin Road Little Rock, AR 455-3110 (Work) 821-3310 (Home) - White 72210 P. S. Darlene Dones 9601 Nathan Hale Little Rock, AR 666-4665 (Home) 686-9103 (Work) Black 72209 Garland was unable to furnish a white parent.Little Rock School District Communications Department 810 W. Markham Little Rock, AR 72211 (501)370-1611 To: From: Re: James Jennings, Associate Superintendent Becky Rather, Communications Director Design an interdistrict public relations campaign for implementation by August 1990. The Communications Directors from the three Districts have met to discuss the public relations campaign in the TriDistrict The three Directors are: District Desegregation Plan. Scharmel Bolling, NLRSD Susie Roberts, PCSSD Becky Rather, LRSD Our first meeting included Ann Brown from the Office of Metropolitan Supervisor , who will serve as our liaison from that office. We also met with Deborah Heritage of Southwestern Bell who is chairman of the Education Committee of the Greater Little Rock Chamber of Commerce. Ms. Heritage and the Chamber have been working on a tri-district plan for public relations. They have a sub-committee that has as one of its goal to: \"Promote confidence in the quality and stability of the public schools in Pulaski County. A. Work with the three districts to develop a comprehensive public relations campaign designed to promote a positive image of our public schools.\" The Chamber is working to get some of the top public relations specialists in Arkansas to work on this plan without compensation. Details are being developed and more information should be available soon. Three Chamber members have already volunteered to serve along with Ms. Heritage. They are: Keith Riggs Courtney Swindler Jerry Peters I recommend that we work with the Chamber of Commerce, rather than going off in different directions. If we can get as many professionals in the business community working together on this project, there will be more of a buy-in ownership for these business people who will benefit as muchas the school district. They not only can provide the \"brain power\" but also some of the manpower and possible financial resources as well. There is also a good working relationship already established between the Communications Departments in the three Districts.' 0'3.-03/93 15:00 301 324 2032 L R School Dlst ODM  001 AGENDA STATUS REPORT - OEHCE OF DESEGREGATION MONITORING August 6, 1993 - 3 p.m. 1. aosing of Ish School  Staff  Closing Procedures 2. Desegregation Plan - Overview Work Sessions (LRSD Principals) Date Time Level 8/5/93 8/6/93 8/6/93 8/6/93 8/10/93 9 auTL 8 a,ni. 10 aun. 11:30 8:30 Jr. High Cluster Elem. Cluster (Gremillion) Sr. High Cluster Elem. Cluster (Robertson) Incentive Schools 3. Financial Status - Hearing (August, 1993)  Mark Milhollea 4. LRSD StafSng 5. Length of School Day - Revised ADE Standards 6. Desegregation Audit 7. Opening of School Activities 8. Other t Case 4:82-cv-00866-WRW Document 4023 Filed 06/28/20Cpgg^J^gQ JUN 2 9 2006 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF CASE NO. 4:82CV866WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE WRIGHT KNIGHT, ET AL INTERVENORS LITTLE ROCK SCHOOL DISTRICTS STATUS REPORT For its Status Report, the Little Rock School District states\nLRSDs agreement with Dr. Ross and Dr. Catterall for the submission of four final Step 2 evaluations no later than October 1, 2006 was predicated on the belief that LRSD would receive electronic benchmark examination results from the State of Arkansas by July 1, 2006. It now appears that LRSD will receive such data no earlier than July 10,2006, and that LRSD will have to spend approximately two weeks reformatting the data as requested by Dr. Nunnery. Drs. Ross and Catterall continue to believe that they can produce draft reports within about six weeks after receiving properly formatted electronic data. This means that preliminary evaluations would be filed with the Court before the October 1, 2006, deadline. LRSDs program evaluation process, however, requires that the evaluation teams meet and provide feedback to the evaluators which would then be incorporated into a final report. It appears now that this process would result in final reports being submitted after the October 1, 2006, deadline. The final step in the LRSD program evaluation process is board approval. That would occur at the board meeting immediately following the submission of final reports.Case 4:82-cv-00866-WRW Document 4023 Filed 06/28/2006 Page 2 of 3 LRSD fully expects that the final pre-kindergarten evaluation will be submitted to the Court before the October 1,2006, deadline since this evaluation can be completed using data from the Iowa Test of Basic Skills, which is already available. LRSDs current best estimate concerning the development of the other three evaluations is that draft evaluations will be submitted to the Court and the parties on September 11,2006, that final evaluations will be submitted to the Court and the parties on October 11, 2006, and that the Board will approve the final evaluations at its regular meeting in October of 2006. The only step in the evaluation process which is beyond the control of LRSD and its evaluators at this point is the receipt of electronic benchmark data from the State of Arkansas. LRSD will file a status report with the Court as soon as it receives that data and, if necessary, a request for an extension of time to allow for the appropriate use of that data in the evaluation process. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 Regions Center 400 West Capitol Little Rock, AR 72201 By\n/s/ Christopher Heller Christopher Heller #81083 Attorneys for Little Rock School DistrictCase 4:82-cv-00866-WRW Document 4023 Filed 06/28/2006 Page 3 of 3 CERTIFICATE OF SERVICE I certify that on June 28,2006, I have electronically filed the foregoing with the Clerk of the Court using the CM/ECF system, which shall send notification of such filing to the following: mark.hagemeier@ag.state.ar.us sj ones@mwsgw .com sjones@jlj.com johnwalkeratty@aol.com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 /s/ Christopher Heller\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_949","title":"Desegregation: ''North Little Rock School District Revised Desegregation 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":["1989-12-01"],"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 planning","Educational law and legislation","School enrollment","School facilities","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Desegregation: ''North Little Rock School District Revised Desegregation 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/949"],"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\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.\nNorth Little Rock Public Schools 12/1/89 NORTHL ITTLE ROCKS CHOOLD ISTRICT REVISED DESEGREGATIOPNL AN IN THE UNITED STATES DISTRICT COURT EASTER.N DISTRJCT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINTIFF DEFENDANTS IN'l'ER\\il~HORS INTERVENORS Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: Section 10: Section 11: TABLE OF CONTENTS Student Assignment Plan Staff Recruitment Plan. Special Education Plan Introduction. Compensatory Education and Elimination of Achievement Disparity Page i 1 15 21 31 Compensatory Programs Aimed at. . . . 50 Dropout Prevention Extracurricular Activities. 58 Discipline, Expulsions and. 62 and Suspensions Gifted and Talented Education. . . . 64 School Construction and Inadequate. 88 Facilities Desegregation Monitoring 91 Community Relations . . . 92 Referral Evaluation Placement and Programming. . 95 Procedures for Handicapped Students INTRODUCTION In its decision of April 13, 1984, the Court found 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. Id. at 348, Paragraph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id. at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) and ( 1) ( g) . ii 6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 and Paragraph 103(l)(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 did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c). 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 positions\n(b) concentrated whites in schools north of Interstate 40 and blacks in schools south 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. n-012 iii The Court of Appeals for the Eighth Circuit affirmed these findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required \"to comply fully with the prior orders of the district court and this Court.\" LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The NLRSD's remedial plan, originally submitted as NLRX H-i, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did not address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Plan and Supplement addressed all violations found by Lhe Dislrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D. Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on July 21, 1987 and approved by Order of July 27, 1987. n-012 iv 2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, 1988 and approved by Order of September 1, 1988. 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989. PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan and all amendments thereto into a single document. Second, t.he District committed in its original Plan to implement certain compensatory education programs if adequate funding was provided by the State. The Settlement Agreement does provide additional funding tot.he District for compensatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 1989, the Stipulat.ed Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies was filed which details the programs that will be implemented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education programs, the District n-012 V proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan. n-012 vi SECTION 1: STUDENT ASSIGNMENT PLAN~ HISTORY OF STORM PLAN 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 composition represents the racial composition of the District. This plan is based on two primary premises: first that it accomplishes total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS The North Little Rock School District desegregation plan, approved by the court of appeals, see Davis v. Board of-~~-:_, 449 F.2d 500, 501 (8th Cir. 1971) and revised with the 1 approval of the district court, see Davis v. Board of Ed., Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion of black and nonblack students in District as a whole. 2. To assure that each elementary school will have a balanced student population. Schools are placed in groups so that 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, p. 8. 3. Children entering the first grade after May 1, 1978, enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F.Supp. 730 (E.D. Ark. 1973). 5. Black students living in predominately white areas and white students living in predominately black areas are not bused or transferred. The questions and answers concerning the District's student assignment plan {Addendum lB, p. 9) are published each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the NLRSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard. JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School\nall other students are assigned to Rose City Junior High School. Each junior 3 high school reflects the racial composition of the District in grades 8 - 9. These zones will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District. In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum lD. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% ~ 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum lD, p. 14. LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A letter was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be done on a first come first served basis. There were about 35 students to transfer. Another letter was mailed to all white students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first come 4 first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school racially balanced. The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0% + 9.5%. The senior high schools in the North Little Rock School District satisfy this requirement. SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is. The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12\nthree schools housing grades 8 and 9\nand one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12\none school 5 housing grades 9 and 10\nand three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will no longer be in operation. The attendance zones will be.revised and reestablished as necessary to assure proper racial balance in each 7th and 8th grade school. Transportation will be provided in the 1990-91 school year to - all students who reside two miles or more from school. This will be a part of the restructured secondary schools program. Parents are encouraged to make recommendations and express concerns to the District's Transportation Department. Concerns and recommendations made to the Transportation Department will be investigated and corrected as the need arises. The North Little Rock School District will continue to provide safe transportation by (1) well trained drives, (2) good discipline on buses, (3) proper bus maintenance, and (4) bus routes as short as possible. STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 The following schools are located south of Interstate 40: ELEMENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine SECONDARY Ole Main High Rose City Junior High Central Junior High 6 Redwood Rose City Seventh Street The following schools are located north of Interstate 40: ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC. The racial composition of elementary students in the District as a, whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area must be between 35.6% and 59.4% black, i.e., 47.5% + 11.9%. A review of the data in Addenda lA and lD discloses that the racial composition of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black. - The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all well within the+ 25% standard set by the Court of Appeals. 7 NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTEMBER 20, 1989 EXCLUDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B \u0026amp;PIKE VIEW ELEMENTARY w,ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUPE PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F -MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS* ELEMENTARY TOTALS: NON-BLACK 138 (57.5) 117 (56.5) 79 (53.4) 103 (53.1) 437 (55.4) 226 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48.7) 112 (56.6) 241 (52 .1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46.9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 132 (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (50.6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43 .4) 222 (47.9) 11 (52.4) 2,271 (46.2) TOTAL 240 207 148 194 789 424 220 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 198 463 21 4,915 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 8 QUESTIONS AND ANSWERS CONCERNING THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the District on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in 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 students from having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered 9 time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attends a private school during the 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 assignment presently in effect in the attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools. 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. No stops will be made to receive or discharge pupils at 10 any other point. It is the parent's responsibility to deliver children to the neighborhood school\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. 9. Q. How were the groupings of schools determined? - A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 11 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such that their race is in the minority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the District to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special 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. 12 NORTHL ITTLE R1.,~t{P UBLIC SCHOOLS t l.NM'Nlt) .... ,w ... 1, \\ml1t.,_ ,. .,. .. ,.. .. ......... J ~ II, 1..,L ' . \" ............  t.8-.-n.,. ,.._ 1  I\" _\".'h'\"..', .,\".11\"1.'J ... I ,11,h ll,1\u0026lt; Ill ~,,  H .. !\"' P.a1l II N.iuh '\"itlih I? l'L 11,H ll ~a.~..\" ,. . ., l'u-. ltt..'\\Ju,-.1  1t,.,.-l1 ll S..,,,Nh Sun1 J111ol, lllsli ........... 1. l \u0026lt;1N1~I llf I JL\\- .. ,ul\n!II IC1tl1,u,\u0026amp;\u0026lt;1 !I llu-\u0026lt; l d) lllali \"'\"'\"\" !? Nu.,1.._. , \\\u0026amp; !) Ilk MJIII !.a II-. ,~ ..... lHt\\\\ ( ~IUCI 2S II\"' SLilh hct .- ----- \\ \\ '   Ridgeroad Junior High-black students' Rose City Junior High-white students ' ..... i: - ---\n.\n, \"c t luh kJ ( tHIUlt) ( luh ..... ' 1 SCHOOL CENTRAL LAKEWOOD RIDGE ROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56 .5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. (%) 686 ( 69. 3) 528 ( 54. 5) 1,214 (62. 0) BARING CROSS* BLACK No. (%) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 (30.7) 440 (45.5) 744 ( 38. 0) (School for multiple handicapped) SCHOOL NON-BLACK BLACK No. (%) No. (%) BARING CROSS (Secondary) 9 (34.6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) TOTAL 701 488 626 415 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped eind this school is excluded from the student assignment plan. 14 SECTION 2: STAFF RECRUITMENT PLAN The primary goal of the Worth Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored. All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In furtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persons in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15 ANALYSIS OF STAFF Computer software specifically designed to provide a profile of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs. ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff representation in all five secondary schools. - PROMOTION District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16 the Central Administrative Office Building and in each of the \"District's schools. In addition, this information will be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minority personnel currently employed in administration or areas with under-representation to provide support and guidance for those with similar aspirations. The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17 Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District proposes the following components of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all components of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer.\" 3. All individuals participating in the recruitment process will be made aware of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of minority educators. 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18 employee benefits, an Equal Opportunity Employer's statement, and a packet containing other pertinent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee benefits - a District brochure (with minorities prominently shown throughout) - an application for employment - specific informational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions. Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, \"letters of intent to employ\" will be offered to applicants who present verifiable credentials and recommendations. 14. The District will request identified teacher training institutionsto provide the names and directory information o~ minority students enrolled in upper level courses. Periodic communication will then be mailed to these students. 15. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. 16. A 10-minute slide show describing the District 19 and occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the personnel office staffs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants. COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that could provide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District. When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting minority educators. 20 Section 3: SPECIAL EDUCATION PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of 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 or 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 21 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 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, (Arkansas Department of Education 1985} (Hereinafter referred to as\"Referral Procedures\"} and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as \"Program Standards\"). STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS REQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981} and \"Program Standards\" (1981} (provided to the Court in NLRX R-1 and NLRX 28). 22 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. ---DUE PROCESS PROTECTIONS 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 has complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3A. 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 Addendum 3B. 4. No child can be placed in a special education program without either parental consent or court order. 23 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum JC). While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonethel~ss 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 Pl.B p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. ---SAFEGUARDS AGAINST IMPROPER USE OF TEST INSTRUMENTS In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. 24 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 certified 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 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 25 in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATION OF MINORITY STUDENTS IN EMR PROGRAMS 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. Individual schools found to have overrepresentation problems must suJmit a school action plan which addresses the disparity in their special education population. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not 26 necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with 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 Districts actions have been consisten1: with the intent of the Cantalician Report. Therefore, the parties agreed that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit 3D attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School District made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The parties have agreed that the 27 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. The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) The alternative referral and assessment practices listed 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. ---INCREASED REVIEW BY INDEPENDENT PARTIES State regulations provide that the Department of Education will conduct a review of each school district's special education program annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 28 1989. See \"Compliance Letter\" attached as Addendum 3E. All suggested improvements were implemented by October 1, 1989. See \"Followup Letter\" attached as Addendum 3F. In addition to this regularly scheduled compliance review, the District has invited the following organizations to conduct in-service training and/or periodic review of the District's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's need are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock Public School District will appoint a Special Education Advisory Committee with the responsibility to conduct compliance reviews every 18 months. This committee will be established with the following additional requirements: 1. Chaired by a member of the North Little Rock Public School Board. 29 2. No fewer than seven (7) members. 3. Minimum of two (2) members to have expertise in special education or related field. 4. No employee of the North Little Rock School District may.serve as a member. RECORD KEEPING The District will 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. This data will 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. 30 SECTION 4: COMPENSATORY EDUCATION AND ELIMINATION OF ACHIEVEMENT DISPARITY 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 middle school program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular and social. At the middle school level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, middle school students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music and band. 31 Introduction to competitive athletics, student government, spirit clubs and special interest organizations encourage self-development and preparation for high school. The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes that the regular curriculum is often insufficient in aiding disadvantaged students to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculum, 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. The District also recognizes that achievement disparity does exist between the black and nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. The summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 32 * * components of programs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM Pre-Kindergarten Program. To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Gleview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students in a component of the program. One school will be added each year beginning in 1989-90 and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Note: Program descriptions preceded by\"*\" are dependent on the monies to be paid to the NLRSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 33 approved by the Court, the District will not be able to implement these programs. The Boehm Test of Basic Concepts is administered to all kindergarten children at the first of each school year. The Boehm Test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 34 deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are correlated with the instructional lessons provided by the teachers. BASIC SKILLS INSTRUCTION The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily. 35 * Basic Skills Computer Laboratories The first priority of the Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year - of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Basic Skills Computer Laboratories have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School. The basic skills computer laboratories provide supplementary 36 * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software and other course software materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive tests and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. - These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990. A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 37 * * * 2-10\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 health screentng. Test data is used in planning appropriate compensatory programs and services for students. Again, particular emphasis is placed on the needs of minority and disadvantaged students. Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. REMEDIAL READING AND MATHEMATICS SUPPLEMENTARY INSTRUCTION AT THE ELEMENTARY LEVEL Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. 38 An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth - percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. * Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed instruction by a reading 39 specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed\nstudents' progress is measured\nstudents' needs are identified\nand programs, practices, and resources are adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary s Jdents are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 40 difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans State Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for - all students who do not pass the Minimum Performance Tests. Each individual student plan includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL SERVICES AND PROGRAM MONITORING In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. Beginning in the 1990-91 school year, basic classes will be eliminated in phases. Seventh and eighth grade basic classes will be eliminated in 1990-91 and the following year basic classes will be eliminated in grades 9-12. Students will be taught in regular or honors classes. Teachers and counselors 41 will make a concerted effort to identify minority students who can be successful in honors classes. Guidance Services. A guidance program will be provided in each school to aid students in educational, personal, social and vocational development. All students will have access to a guidance counselor. The ratio for secondary and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home and community and will assist students in overcoming academic, social and behavior problems. Homebound Services. Students with medical conditions which require them to be - absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES Library/Media Program The library/media program is a key component of the instructional program. The District Instructional Materials 42 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, performance levels, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is charged with the responsibility of reviewing the literature on multicultural education and studying the needs of the district. This committee has written a developmental guide for multicultural education in the North Little Rock School District, and that guide is in the implementation process. The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic and cultural groups will have an equal chance to achieve academically in school. In accordance with recommendations from our parents' advisory group, parents and students will be more actively involved in the implementation of the District's multicultural plan. Computer Assisted Instruction 43 For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language and mathematics, computer assisted instruction is erovided. Computer activities are integrated into the instructional program so that classroom instruction is reinforced by concentrated on-task learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. A committee of secondary teachers in the content areas of English, social studies, and science is developing a list of software for each area. A catalog of software will be developed at the district level. Items will be purchased from this list as funds permit. SUMMER LEARNING EXPERIENCES Summer School for Elementary and Junior High School Students 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 t~e data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer 44 * 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 for the second year of the implementation plan. Summer School for Secondary Students 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. VOCATIONAL SERVICES Compensatory services in the area of vocational education are provided through a Carl Perkins Project which is specifically targeted for students identified for inclusion in this program. Services 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 in the most appropriate vocational courses. 45 STAFF DEVELOPMENT The North Little Rock School District Staff Development Program is designed to assist each staff member in performing to optimwn 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) Classroom Management Training and Teacher Expectation and Student Achievement (TESA). 1. 2. Program for Effective Training. The Program for Effective Teaching (PET) teaches the 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 observer 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. 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. 46 3. All elementary teachers have completed this training. New elementary teachers will receive Classroom Management Training. Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers iearn to manage classrooms more efficiently and effectively. Teacher Expectations Student and Achievement (TESA). Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. Inservice training programs are provided to staff based upon identified need. Staff needs assessments for inservice training activities are conducted each year. Standardized test data are analyzed to determine areas of greatest need. These data are analyzed and inservice programs are provided to support those identified needs. ACHIEVEMENT DISPARITY 47 The District recognizes the existence of achievement disparity between the black and nonblack student population. Addressing the disparity issue will start with the development of disparity plans at each campus unit. Disparity plans are linked to pedagogy techniques and programs designed for specific service delivery such as: Early Childhood Programs, Basic Skills Inatruction, Chapter 1 Computer Labs, Remedial Reading and Mathematics Programs, PACIR, Multicultural Education, Staff - Development and other programs previously identified. All of these programs deal with issues of disparity. Standardized test data are first analyzed by race, grade and content area for the development of disparity plans at the campus unit level. After these data are analyzed, school improvement plans are developed. The locally developed objective based curriculum in mathematics and language arts, Practical Approach to Curriculum Renewal (PACIR), provides the cornerstone for identification and direction for student mastery in these content areas. Each child may be diagnosed to the objective level of mastery and provided direction for future teaching and study. These processes may be teacher directed, computer assisted, tutorials, independent study, etc. or any combination. As technology progresses, the District goal is to provide individual educational plans to teachers and parents as a guide to enhance the student's achievement level. 48 Staff development activities, standardized achievement testing and specialized instructional programs must be used with objective based diagnostic curriculum to eliminate the achievement disparity of students. 49 SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION In North Little Rock, as in any urban school district today, at least 25 percent of t~e 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 communication. 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 PROGRAM The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being implemented in our 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. ---IMPACT TRAINING In addition to the WIN program, school-based teams (IMPACT) were formed to deal with substance abuse issues and concerns. 50 IMPACT teams are currently operational in each secondary school. VOCATIONAL SERVICES 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 in the most appropriate vocational courses. STUDENT ATTENDANCE 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. STUDENT ASSIGNMENT CLASSES Student Assignment Classes (SAC) will be established for on-campus suspension of secondary school students. Students involved in this program will continue academic work under 51 the supervision of the SAC teacher during the time of suspension. ALTERNATIVE EDUCATION In an attempt to meet the diverse educational needs of students in a metropolitan desegregated environment, numerous methods of alternative educational approaches are used to serve those children with special needs. Programs such as Alternative Classroom Elementary, Alternative Classroom Secondary, Joseph Pfeifer Alternative Program, and the Tri District Learning Center are some examples of this approach to service. ALTERNATIVE CLASSROOM (ELEMENTARY) The alternative classroom which is housed at the North Little Rock Boys' Club, is staffed with a full-time teacher and aide. The alternative classroom, conducted in a self-contained setting, is designed to provide structure and maximum supervision for the student whose behavior directly and significantly interferes with classroom performance. A student who might be considered for placement in the alternative classroom would exhibit persistent behaviors that can cause serious injury to self and others or behaviors of such magnitude and duration that the student is unmanageable in the regular classroom setting. After appropriate behavior has been demonstrated and maintained in the alternative classroom, a student will be mainstreamed into a regular classroom setting at Argenta. 52 After the student is mainstreamed successfully for the full school day for a minimum of two weeks, consideration would be given to returning the student to the homebase school. ALTERNATIVE SCHOOL (SECONDARY) Suspension to the North Little Rock Boys Club is an alternative to our-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 JOSEPH PFEIFER KIWANIS CAMP ALTERNATIVE CLASSROOM EXPERIENCE A pilot Alternative Classroom Experience has been designed for students between the ages of 9 and 13 or who are in the fourth, fifth, or sixth grades in North Little Rock or Pulaski County School Districts. The four main goals of the program are: 1. To improve student behavior in an institutional classroom setting. 2. To improve academics in an institutional classroom setting. 3. To improve community and home relationships. 4. To improve classroom attendance. In addition, the program works to build self-esteem and motivation within the student and to improve basic academic skills. 53 ---PARENTING COMPONENT During the course of the program, parents will be required to attend at least three (3) parenting workshops. ---PROGRAM DESIGN Each student who participates in the program will live at Pfeifer Camp for six (6) weeks, excluding weekends and holidays. During the first four (4) weeks, Phase I, the student will attend the alternative classroom at the camp. Phase II consists of the last two (2) weeks, when the students will attend his/her regular school and return to the camp in the afternoon. In all, each student is required to live at the camp for thirty (30) days. No child will stay at the camp during the weekends, unless a special event, such as a campout or retreat has been scheduled. This program is operated by Mr. Sanford Tollette, under the supervision of the Little Rock Kiwanis Club with sponsorship from the Arkansas Department of Education and the Metropolitan Education Service Center. TRI DISTRICT ALTERNATIVE LEARNING CENTER The Metropolitan Education Services Center in cooperation with the Little Rock, North Little Rock, and Pulaski County Special School Districts has developed and is implementing a program for educating students at-risk of dropping out of school. This school is an alternative program with new choices for the potential dropout candidate. 54 The target population will be 7th, 8th, and 9th graders who. are experiencing difficulty or have been unsuccessful in the traditional school setting. These students will receive alternative instruction at the old Carver Elementary School at 800 Apperson, Little Rock. The courses will include the State-adopted curriculum standards along with supplemental instruction in self-esteem and drug education. ---GOALS 1. Help students attend school regularly. 2. Help students accept responsibility for their own education and conduct in order that they can be successful. 3. Set goals that include graduation. 4. Instill a sense of self-worth and a belief in themselves and to give them an opportunity to learn in a non-threatening adult environment where they can experience a feeling of belonging and a taste of success. 5. Achieve academic success. ---CRITERIA FOR REFERRAL The teachers, counselors, school administrators, or parents may refer students to the Tri-District Alternative Learning Center (TDALC). The following criteria have been established as appropriate reasons for referrals: 1. Students with repetitive discipline problems in the classroom or with peers. 2. Students will excessive absences. 3. Students with children. 4. Students who are 2 or more years over age for their current grade placement. 55 5. Students whose academic difficulties may be attributed to problems with parents or the lack of basic needs. Students who have been diagnosed as needing support from a special education service will not be considered. ---ADMISSIONS Students eligible to attend the Tri-District Alternative Learning Center (TDALC) meet in a traditional school. Referrals to TDALC will be made to a designated person in each district or the TDALC supervisor. These referrals will be screened and final selection of candidates will be the decision of the selection committee. Each district will be allotted the following number of students: Little Rock Pulaski County North Little Rock 7th 14 11 5 30 8th 14 11 5 30 9th 14 11 5 30 Black 26 9 6 41 White 16 24 9 49 Total 42 33 15 90 The admissions committee will evaluate student eligibility based on these indicators: Poor Attendance Poor Academic Performance Negative School Behavior Need for Social Services Documented Recommendation from the School Students guilty of illegal or violent behavior may be selected to attend classes in other setting. If expelled from school because of illegal or violent behavior, students may enter other components of the alternative program after 56 being out of school one semester. Target date for accepting students in TDALC is set for October 2, pending preparation of the facility. EXITING Students may be withdrawn from Project TDALC and put on a regular campus at any time, but this usually takes place at the end of the school year. An Exit Committee composed of a representative from the receiving school, two TDALC teachers, the TDALC supervisor and the student's parents will determine if a student is to be exited. The students' placement will depend upon attendance, academic, and social progress, as well as the students' age and achievement test scores. 57 SECTION 6: EXTRACURRICULAR ACTIVITIES 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 interest 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 teacher will inform and encourage minority students to become more active in all extracurricular activities. 58 2. Schools will publicize and inform minority students and 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. 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. 5. The District will annually review try-out procedures and eligibility requirements to identify and eliminate and practices that discourage or adversely affect minority participation. 6. Each school will prepare a summary report for ali clubs, 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, 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. 59 Mr. Horace R. Smith, Program Advisor from the Division of Planning and Development from the State Department of Education came into the secondary schools in Spring Semester, 1989, and did an assessment of the North Little Rock extracurricular activities. Mr. Smith provided technical assistance in the form of an inservice program for secondary school administrator and activity advisors on strategies to increase minority participation in extracurricular activities. Student feedback was compiled and one-hour inservice sessions designed and scheduled for each of the secondary schools. The primary participants were the school administrators and the activity advisors. The objective of the inservice sessions was to raise staff awareness and focus attention on the broader issues such as academic expectations and social alienation which directly impact the degree of minority extracurricular participation. These inservice sessions were held between March 15, 1989, and May 22, 1989. Since the inservice sessions were held, we have been working closely with the Equity Center from the State Department of Education to finalize plans for on going inservice. Meetings were held with the Equity Center in September of 1989 and also October of 1989. The North Little Rock School District welcomes parental involvement regarding participation and identified concerns in the extra curricular program. The District is presently 60 studying possible actions to reduce cost barriers that may restrict participation in identified activities. Possible actions being considered are (1) including an activity period in the regular school da, (2) providing transportation for student activities, and (3) providing cheerleader and pep squad uniforms. 61 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE Disciplinary policies are periodically reviewed to ensure fundamental fairness and 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. SUSPENSIONS To ensure fairness and the absence of bias in suspension decisions, the District has revised its disciplinary policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. Second, each 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 62 suspended in each school is compiled by the Assistant Superintendent for Student Affairs annually and 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 suspension. In the 1989-90 school year the North Little Rock School District developed a plan to monitor the discipline referrals from each school. At anytime the District Desegregation Team believes there may be disparity, a conference is held with the building principal. The bases for disciplinary action will be studied and an effort will be made to check the consistency from one student to another, and the problem will be corrected. EXPULSIONS The North Little Rock School District has expelled only twenty students during the last three years. 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. 63 SECTION 8: GIFTED AND TALENTED EDUCATION 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 \u0026amp; PCSSD, 584 F. Supp. 328,349 (E.D. Ark. 1984). 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 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. CALLAHAN/TREFFINGERSTUDY During the 19\u0026amp;2-83 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 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 64 case-study method provides information from a variety of sources and also summarizes 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 YOUTH During the same year, the District adopted the use of the ''Creative Positives of Disadvantaged Youth and Children.\" by E. Paul Torrance. See Add. 8A. The District has also adopted the Torrance 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 are used in the creativity test for purposes of screening and identification of culturally disadvantaged students. 65 MULTIPLE REFERRAL SOURCES 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 assures 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. Where there is unevenness of referrals for culturally disadvantaged students, the supervisor for gifted and talented, resource teacher for gifted and talented and the school principal carefully examine the permanent folders for additional nominations. MULTIPLE PLACEMENT CRITERIA Student placement decisions are based on multiple criteria. See Add. 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 Torrance is used to assist in identification of the culturally different. GROUP DECISION-MAKING 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 66 case-study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two 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 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, Add. BC, 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 Gifted and Talented Program then review all identification instruments, Add. BB, and meet with the parents to review all 67 placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION 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. One of the goals of the North Little Rock School District Gifted and Talented Program is to help the student develop self-understanding. Many activities are conducted in the resource room at the elementary level and the cluster classes at the secondary level to encourage the gifted student to recognize and use his/her abilities. Emphasis is placed on the nature and nurture of needs of the gifted student through the following areas: inservice training by resource teachers/facititators, training during 68 pre-school inservice, dissemination of articles on behavioral characteristics, handbook for gifted education and two newsletters per year. The District is making specific efforts to seek minority teachers as stated on pp 18, 19, and 20 of the North Little Rock School District Revised Desegregation Plan. 69 NORTH LITTLE ROCK PUBLIC SCHOOLS GIFTED/TALENTED PROGRAM Creative Positive Among The Culturally Different 1. Ability to Express Feelings and Emotions. 2. Discovery: I suggest that giftedness in expressing feelings and emotions may be discovered by: ----Observations of facial expression and body gestures. ----Analysis of samples of creative writing, especially poetry. ----Observations of behavior in discussions, classroom meetings, role playing, sociodrama, creative dramatics, dance, creative movement, music, and rhythm. ----Study of visual art products and the processes used in their production. ----Observations of response in creative reading. Ability to Improve with Commonplace Materials Discovery: The following observation checklist is suggested for identifying giftedness for improvisation with common materials: ----Makes toys from commonplace materials. ----Uses common materials to modify toys. ----Makes games from common materials. ----Uses common materials for unintended uses at home. ----Uses common materials for unintended uses in school. ----Uses common materials in inventions. ----Uses common materials in creative dramatics, art, and so forth. 3. Articulateness in ~ole Playing and St~ry Telling Discovery: Giftedness in role playing and story telling may be observed among culturally different students in learning activities involving role playing, sociodrama, and related techniques. Such talent becomes evident when the role playing becomes very absorbing and lifelike. Fresh ideas arise in the sociodramatic processes, and students respond to one another at a deeply empathic level. In story telling, the interest of the group is aroused and sustained. The students become quite absorbed as one event inspires another and the problem solving processes become complex. 70 Role playing and improvisation tests have been devised by Moreno (1946, 1969) and others, but a sensitive and alert teacher, school psychologist, or sociodramatic director can discover this kind of talent in the regular course of instruction when this methodology is used. It requires a bit more alertne$S to become aware of the real life role playing used by many culturally different students as a survival or adaptation technique. However, this may be the \"real test.\" Importance: Since role playing (especially as used in sociodrama) and story telling fundamentally are creative problem solving processes, this kind of talent is important in achievement, just as creative problem solving skills are important. There are numerous careers that specifically require this kind of talent for success. 4. Enjoyment of and Ability in Visual Arts Discovery: Although there are tests to discover giftedness in the visual arts, research literature does not reveal much of great value. Visual art products are so easy to obtain that most searchers for talent in the visual arts have been willing to rely upon judgements of products such as drawings, painting, and sculptures. As an observational screening device for surveying and talent in the visual arts, the following checklist is suggested: ----Experiences real joy in drawing. ----Experiences real joy in painting. ----Experiences real joy in sculpture. ----Becomes deeply absorbed in drawing, painting, sculpture, or other visual art activity. ----Understands subject matter by \"drawing it\" (e.g. illustrates stories, illustrates history, draws biological objects, makes maps.) ----Communicates skillfully through drawings, paintings, sculptures, and other visual arts. ----Captures the essence of whatever is photographed. ----Makes photographs tell a story. 5. Enjoyment of and Ability in Creative Movement and Dance. Discovery: Although some excellent work has been done on the development of tests to assess creativity in movement (Alston, 1971\nClover, 71 1974\nWyrick, 1966), these tests have not yet been fully standardized and made widely available. While these tests would doubtless be useful in becoming aware of talent in creative movement and dance that might otherwise be missed, most workers will probably depend on observations and judgements of performance. For this purpose, the following checklist is suggested: ----Experiences deep enjoyment in creative movement/dance. ----Becomes intensely absorbed in creative movement/dance. ----Can interpret songs, poems, stories, and so forth through creative movement/dance. ----Can elaborate ideas through creative movement/dance. ----Movement facilitates learning and understanding of events, ideas, concepts, and reading/literary materials. ----Spends unusual amount of time in perfecting creative movement/dance. 6. Enjoyment of and Ability in Music and Rhythm Discovery: Although there are a number of useful tests of musical ability such as the Seashore Measures of Musical Talents (Seashore, 1980), Aliferis Music Achievement Tests (Aliferis, 1954), Drake Musical Aptitude Tests (Drake, 1957), and the Musical Aptitude Profile (Gordon, 1965), and although there are measures such as Sounds and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974) and Vaughn's (1971) Test of Musical Creativity that seem to predict certain kinds of creative behavior in the realm of music, actual performance in musical activities will probably continue to be the best route for discovering giftedness in music and rhythm. For this purpose, the following checklist, which can be used by teachers and other observers, is suggested: 72 7. ----Writes, draws, works, walks, moves with rhythm. ----Rhythm facilitates learning of skills. ----Rhythm facilitates learning and understanding of ideas, events, concepts and so forth. ----Creates songs. ----Creates music. ----Interprets ideas, events, concepts, feelings, and so forth through rhythm. ----Interprets ideas, events, feelings, and so forth through music. ----Becomes highly absorbed in music and rhythmic activities. ----Works perseveringly at music and rhythmic activities. ----Is exceptionally responsive to sound stimuli. Use of Expressive Speech Discovery: Since the social situation is a powerful determiner of speech (Labov, 1972, 1973), the discovery of giftedness in expressive speech among the culturally different requires that the would-be discoverer enter into the right social relationship with the young person. Many teachers, school psychologists, and counselors are unable to do this. Whether one is searching for giftedness in expressive speech through standardized test situations or in nontest situations, it is important that the culturally different student feel free to use the expressive system that is most comfortable. The importance of this is illustrated by Foster's (1974) study of the influence of non-Standard English dialect and lexicon upon Black 10th grade students' ability to comprehend, recall, and be fluent and flexible in providing titles for verbal materials. These students scored higher in response to non-Standard English stories than they did to Standard English stories. It was apparent that these students thought better in their language when they were cued in some semblance of their language, were not limited to preset written responses, and were allowed to respond verbally and freely and to interpret as they proceeded. Foster's test also indicated that in an uninhibiting situation Black students can be more verbal and intellectually creative in their own language than they can in Standard English. 73 The following checklist is suggested for use in screening students who might be gifted in the expressiveness of their speech: ----Speech is colorful. ----Speech is picturesque (e.g., suggests a picture). ----Speech iocludes powerful analogies, metaphors, and so forth. ----Speech is vivid (e.g., lively, intense, penetrating, exciting). ----Invents words to express concepts and feelings for which existing words are inadequate. ----Combines speech with movement and sound. 8. Figural Fluency and Flexibility Discovery: Both the Guilford (1967) and Torrance (1966/74) batteries of creativity tests contain measures of figural fluency and flexibility that seem capable of identifying giftedness in this area among culturally different groups. Little or no language ability is required by this type of test, and language handicaps seem not to interfere with performance. One need not be dependent upon tests for discovering this kind of giftedness, however. The following checklist is suggested in screening for this kind of talent: ----Produces many different ideas through drawings. ----Produces many ideas with common objects. ----Arranges blocks and other play materials in many combinations. ----Assembles and reassembles complex machines with ease. ----Produces images in response to music, sounds, or movement. ----Sketches maps from memory with ease. ----Organizes objects and materials in space. 9. Enjoyment of and Skill in Group Problem Solving Discovery: While there has been considerable work by social psychologists and educators (Lake, Miles, \u0026amp; Earle, 1973) in the development of tests of group performance, such tests have not been widely used either to discover talent or to evaluate the effectiveness of educational programs. Few such tests have been standardized and made available commercially. Perhaps the most carefully developed and standardized of these tests for use in school settings is the Russel Sage Social Relations Test (Darnarin, 1959, 74 10. available from Educational Testing Service, Princeton, New Jersey 08540). Perhaps the best methods for discovering such talent are those that provide students with opportunities for solving problems in groups and for getting important tasks done. The following checklist is suggested as a guide for discovering this kind of talent: ----Influences other students to engage in projects he or she initiates. ----Organizes and structures the group and the group task with skill. ----Work in small groups facilitates learning and problem solving. ----Tries harder in small groups than otherwise. ----Produces original and useful ideas in small groups. ----Becomes more alive in small groups. ----Is highly aware of feelings and skills of others in small groups. ----Supports other members of group, displays high group loyalty and involvement. ----Initiates activities in small groups. ----Is effective in teaching others in small groups. Responsiveness to the Concrete Discovery: Frequently, educators derogate concrete thinking as being inferior to abstract thinking. However, responsiveness to the concrete as a creative positive goes beyond what is implied by concrete thinking or concrete operations. The person gifted in responsiveness to the concrete is stimulated by the concrete\nthinking and problem solving are facilitated if the problem can be conceptualized in physical terms. This person obtains enjoyment from doing things with his or her hands, from manipulating objects physically, and from using hand tools. Perhaps the best way of discovering this kind of giftedness is through involving culturally different students in meaningful tasks and problems permitting physical manipulation. There are also a number of tests, games, and puzzles that involve this kind of physical manipulation of objects. The following checklist is suggested for discovering this type of giftedness. ----Produces a flow of ideas and alternative solutions when concrete objects and materials are involved. ----Tries to conceptualize problems in terms of concrete objects and systems. 75 ----Uses concrete objects and systems to generate ideas and solutions. ----Works in an absorbed manner for lengthy periods of time on concrete puzzles, mechanical problems, and so forth. 11. Responsiveness to the Kinesthetic Discovery: There is a danger that responsiveness to the kinesthetic among the culturally different may be equated with a physical or motoric learning style. Responsiveness to the kinesthetic, as I have conceptualized this creative positive, goes far beyond the old concept of a physical style of learning, which is usually thought of as a deficit among the culturally different. Giftedness in responsiveness to the taxonomies of the psychomotor domain (Harrow, 1972). It includes not only manipulative movements but also kinesthetic discrimination, psychomotor coordination, endurance, strength, flexibility, adaptive motor skills, expressive movement and interpretive movement. Out of the growing field of movement education and work on assessing skills in the psychomotor domain, assessment procedures will doubtless be developed for discovering giftedness in this creative positive. Those interested in developing psychometric procedures for assessing this kind of giftedness can build on the earlier work of the Gesell Institute (Ames, 1966) and the California group (Hayley, 1969) and will find many cluec in Harrow's (1972) work on a taxonomy of the psychomotor domain and in Birdwhistell's (1970) work on Kinesics. The following checklist is suggested to guide teachers in screening for responsiveness to the kinesthetic: ----Skillfully communicates ideas through movement. ----Skillfully interprets meaning of movement. ----Movement is effective as warm-up for creative thinking. ----Displays skillful manipulative movement in crayon work, typing, piano playing, and so forth. ----Makes quick, precise movements in mime, creative dramatics, role playing, and so forth. ----Shows movement in drawings and other visual art products. ----Makes fine discriminations of kinesthetic information. 76 12. ----Has excellent memory for kinesthetic information. ----Works at movement activities for extended periods of time. ----Displays total bodily involvement in interpreting a poem, story, or song, and in creative reading, dramatics, and so forth. Expressiveness of Gestures and Body Language Discovery: Expressiveness of gestures and body language as a creative positive of the culturally different overlaps somewhat with the creative positives dealing with creative movement and responsiveness to the kinesthetic. However, in view of the present state of knowledge concerning these types of giftedness, it seems desirable to treat expressiveness of gestures and body language as a separate set of abilities. Its focus is on communicating through gestures and body language and interpreting this kind of communication. Certain aspects of this type of giftedness may be tapped by some of O'Sullivan and Guilford's (1966) tests of social intelligence, especially their measure labeled Expression Grouping, which involves the interpretation of pictured facial expressions. It is my feeling, however, that tests of this kind miss the essence of the kind of giftedness I have in mind. Thus, I am suggesting the following checklist of behaviors that may help in the discovery of this kind of giftedness: ----Expresses ideas powerfully and accurately through gestures and body language. ----Combines speech with gestures and body language to communicate nuances that cannot be expressed by word. ----Is skilled in recognizing the needs of other children from their gestures and body language. ----Is skilled in recognizing faces. ----Is skilled in mimicry, imitations and impres~ions. ----Is accurate in \"reading\" the body language of the teacher. ----Uses gestures and body language to tell a story. ----Is skilled in charades that rely on the use of gestures and body language. 77 13. Humor Discovery: There have been many attempts to develop tests of humor, but at the present time I am unable to identify any well developed, standardized tests of humor that could be used in discovering giftedness in humor. There are a great variety of theories of humor (Goldstein \u0026amp; McGhee, 1972), and in each, one may find clues for identifying humor in everyday life and in various creative products such as writing, drawing, and acting. Superiority theories of humor maintain that the roots of humor are in triumph over other people. Humor and enjoyment, according to these theories, occur when people compare themselves favorably to others as being less stupid, less ugly, less unfortunate, or less weak. However, this type of humor may be combined with sympathy, congeniality, empathy, and geniality. The incongruity theories of humor insist that humor arises from disjointed, ill suited pairings of ideas or situations or from presentations of ideas or situations that are divergent from usual customs. According to surprise theories of humor, the elements of surprise, shock, suddenness, or unexpectedness are necessary conditions of humor. Ambivalent theories of humor content that the basis of humor is the simultaneous occurrence of incompatible emotions or feelings. Release or relief theories of humor maintain that the basis of humor is relief from strain or constraint, or release of excess tension. According to configurational theories, humor is experienced when elements initially perceived as unrelated suddenly fall into place. Psychoanalytic theories of humor hold that in humor there is an economy in the expenditure of feeling\nhumor turns an event that would ordinarily cause suffering into less significance. One can draw from all of these theories of humor to obtain clues for discovering giftedness in humor in the culturally different. I have tried to find such clues in the creative writings and drawings of children. Some workers might find the following checklist helpful: ----Portrays the comical, funny, amusing in role playing. ----Portrays the comical, funny, amusing in drawings. ----Makes humorous, original comic strips. 78 ----Portrays the comical, funny, amusing in dramatics. ----Makes people laugh a lot in games. ----Makes up humorous jokes or stories. ----Makes people laugh (not \"makes fun of\") in discussion. ----Describes personal experiences with humor. ----Plays jokes on others. The problem in using these observations is finding appropriate criteria of what makes something humorous, funny, comical, or amusing. Other than \"It makes me laugh,\" the best criteria I have found are those inherent in the above theories of humor, such as: - ----Superior or clever adaptation in triumph or victory. ----Joining together of incongruous disjointed elements. ----Element of surprise, breaking up of a routine course of thought or action. ----Simultaneous experiencing of two or more incompatible emotions or feelings. ----Experience of release from tension or relief from strain. ----Joining together of incongruous elements that fall into place. ----Making something important unimportant and something unimportant important. 14. Richness of Imagery Discovery: Richness of imagery has generally been viewed as a characteristic of creative products (such as poems, essays, stories, etc.) rather than as an aspect of giftedness. Although my associates and I (Torrance, 1965c, 1976) have obtained crude measures of richness of imagery in the writings and drawings of children, I know of no really satisfactory measure of this type of giftedness. Since images may be visual, auditory or kinesthetic, indications of the ability to procure rich imagery may be sought in all three of these modalities and in the processes through which images are produced. The following checklist is suggested as one approach to discovering this type of giftedness among the culturally different using criteria of clarity, intensity, vividness, and liveliness for various types of imagery: ----Imagery in writings. ----Imagery in dance, movement, and other kinetic activity. 79 15. ----Imagery in singing or instrumental music performance. ----Imagery used in relating personal experiences. ----Imagery that emerges from oral reading. ----Imagery in role playing and dramatics. ----Imagery in drawings and other art work. Originality and Inventiveness Discovery: There are a variety of tests that can be used in discovering giftedness in originality and inventiveness among the culturally different~ One of the oldest such tests is the Rorschach Ink Blot Test (Klopfer \u0026amp; Davidson, 1962), which uses uncommon responses of good form and humor movement as the primary indicators. Current tests which provide measure of originality include the Barron-Welsh Art Scale (Barron, 1969), the Structure of Intellect tests (Guilford, 1967), the Torrance Tests of Creative Thinking (Torrance, 1966/1974), Sounds and Images and Onomatopo and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974), and Welsh's Origence measure based on the Welsh Figure Preference Test (Welsh, 1959, 1975). The following checklist is suggested for purposes of crude screening: ----Produces solutions that others do not think of. ----Produces solutions when no one else can. ----Solutions are unusual, unconventional. ----Stories have unusual, surprising endings. ----Stories have unusual, surprising plots. ----Comes up with inventions to solve problems. ----Innovates with common materials to produce new solutions. ----Comes up with solutions to problems that others say cannot be solved. 16. Problem Centeredness Discovery: Problem centeredness is such a behaviorally oriented phenomenon that it would be difficult to devise a well balanced test to assess this type of giftedness. However, psychometric procedures have been devised to assess certain aspects of it. Most such attempts have involved the length of time a person is willing or able to continue working on a puzzle or difficult problem. Frequently, teachers and parents are annoyed by the problem centeredness of children and tend not to recognize this type of behavior as a potential strength to be used in facilitating learning and in developing careers. 80 The following checklist of problem centered behaviors is suggested as a guide in discovering this kind of giftedness: ----Does not give up easily\nkeeps trying to solve a problem. ----Persists in asking questions about a problem or topic. ----Shows concern and tries to solve or help solve problems of others. ----Is stimulated by difficult problems. ----Is hard to distract when concerned about a problem. ----Keeps seeing relevance of new information to problems of the group. ----Comes back to a problem or unfinished task time after time. ----Follows up outside of class with problems generated in reading or class discussion by reading, interviewing, experimenting, and so forth. 17. Emotional Responsiveness Discovery: Since emotional responsiveness is not associated with level of intelligence, this characteristic is not usually thought of as an aspect of giftedness. While there are tests of empathy and emotionality (Lake, Miles, \u0026amp; Earle, 1973), little or no work has been done to apply such measures to problems of discovering giftedness among the culturally different. While such work needs to be done, the following checklist may be useful in discovering this type of giftedness and culturally different: ----Listens intently and understandingly. ----Feels strong empathy with others and is highly aware of the feelings, distresses, and the needs of others. ----Actively responds to meet the needs of others. ----Responds emotionally to stories, events, needs of group members, and so forth. ----Is responsive to sincere interest and concern of others. ----Seems almost psychic in ability to interpret and anticipate the actions of others. 18. Quickness of Warm-Up Discovery: There are vast individual differences in the quickness with which people warm up or \"get ready to go\" in coping with problems for which they have no learned or habitual responses. 81 Some warm up very slowly, and in responding to tests of creative thinking they may go ahead and produce a large number of obvious and commonplace alternatives before they are able to do the \"mind stretching\" that results in new or original responses. Or, they may sit or stand apparently inert and inactive for a considerable length of time and then seem suddenly to spring into action and produce brilliant solutions. In track competition, there are brilliant dash runners who perform poorly in the distance events, while others perform poorly in the short distance races and excel in the distance races. In open ended tests of creative thinking such as the Torrance Tests of Creative Thinking, certain aspects of quickness of warm-up may be discovered. Currently, we are obtaining one such measure by determining how many of the early responses to tasks (first three responses in the verbal tests and in the repeated figures task of the figural test) are original (uncommon) responses. The following checklist may be helpful in discovering youngsters gifted in quick warm-up: ----Begins productive work immediately when given a new assignment. ----Becomes tired of waiting and loses interest when there are delays in getting a class or activity started. ----Goes \"all out\" on a task immediately. ----Responds immediately to emergencies, quick changes, and so forth. ----Adapts immediately to changes in the situation or assignment. ----Produces original ideas early in a brainstorming session. 82 NORTH LITTLE ROCK SCHOOL DISTRICT INSTRUMENTS OF IDENTIFICATION Ideally, identification should include all of the information which can be gathered about each student. By using multiple criteria, the pitfall thus avoided is that of exclusive attention to an insufficient number or variety of criteria. The case study/placement committee will be less likely to exclude students who could benefit and are in need of special services. 1. Individual Intelligence Test - Wechsler Intelligence Scale fqr Children-Revised (WISC-R), Wechsler Intelligence Scale for Adults, Stanford-Binet Intelligence Scale. These tests are administered by the District's licensed examiners. The WISC-R will be the primary test used. The Stanford-Binet will be an alternative. The Otis Lennon School Abilities Test will be used for prescreening. These tests give an estimate of potential, but must not be used to exclude students from the gifted and talented program. 2. Creativiey Test - Thinking Creatively,with Pictures Figural Booklet A by E. Paul Torrance. This test will be administered and graded by the resource teacher/facilitator for gifted and talented. 3. Achievement Tests and Grades - Metropolitan Achievement Test - (MAT-6). Scores and grades should be used to indicate students' performance. Either low test scores or grades should not be used to exclude students from the gifted and talented program. 4. Scales for Rating the Behavioral Characteristics of Superior Students. Renzulli Scales for Learning Motivational, Creativity, and Leadership Characteristics will be used for grades K-6. Grades 7-12 will use Renzulli's Scales for Learning, Motivation, Creativity, and Leadership Characteristics. The Purdue Secondary Checklist for English, math, social studies and science. The Scales will be completed by the classroom teacher(s). 83 5. Parent Questionnaire - The parent questionnaire will be completed by the parent. Parents can provide information on advanced abilities which are often not observable in the school setting. 6. Product Evaluation - Products such as poetry, slide/tapes,.photo essays, and/or science projects may be used to document ability, creativity, and motivation. 7. Interviews - An interview will be conducted by the resource teacher/facilitator for gifted and talented. 8. Interest Inventory - An interest inventory will be administered by the resource teacher/facilitator. The inventory will help determine areas of interest. 9. Creative Positive Among the Culturally Different (A list of indicators of potential.) The resource teacher/facilitator will assist the classroom teachers in applying these criteria to the students' characteristics. 10. Characteristics of Giftedness - A list of indicators of gifted responses for possible referrals at the elementary levels. 84 Student's Full Name Parent/Guardian NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT QUESTIONNAIRE GIFTED/TALENTED PROGRAM (Date) All information on this form will be strictly confidential and will be used only by the referral and placement committee. 1. Child resides with: (Check) Father ( Mother Other If other, please specify Occupation of: Father: Mothe\n:-: Other adults in the home: 2. Brothers and sisters: Names Ages 3. Hobbies of: Father Mother 4. Child has own room ( )\nShares with others inumber). 5. Private lessons taken by child: Kind How long taken Frequency 85 6. Trips child has taken: Place Age 7. Things the family does together 8. Child's recreational choices 9. Choice of friends (ages, sex, numbers, etc.) 10. How does he/she get along with his/her friends? 11. What does the child like to do when he/she is alone? 12. Child's membership in out-of-school clubs or groups 13. Child's reading interests (favorite books -types, titles, authors) 14. Amount of child's reading per week (estimate) 86 - 15. Child's hobbies and collections 16. Child's special talents or skills 17. Child's special problems or needs at home 18. How does the child get along with others in ths home? 19. Child's home responsibility 20. Does the child have an allowance? Yes ( )No( )Amount per week( 21. Discuss the attitude of the child toward school 22. Child's school needs as you see them 23. Describe the child as you see him/her (personality, attitudes toward home, work, friends) 24. Please feel free to attach any additional information that you feel is pertinent. Prior to the referral conference, the resource teacher for the Gifted and Talented will administer an appropriate interest inventory and creativity test to your child. 87 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES The North Little Rock Sc~ool 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 all-time high of 14,000. Since the 1969-70 school year, 88 student population has consistently declined. The October, 1986, enrollment was 9\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_394","title":"Little Rock School District (LRSD) Preliminary Desegregation 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":["1989-12-01"],"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","Little Rock School District","Education--Arkansas","Educational planning","School integration","School improvement programs"],"dcterms_title":["Little Rock School District (LRSD) Preliminary Desegregation 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/394"],"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\nLRSD PRELIMINARY DESEGREGATION PLAN December 1, 1989 ,'5'' _ .   V. IThe Desegregation of the Little Rock School District -7 Preliminary Plans (Revised) December 1, 1989 TABLE OF CONTENTS I. Demographics II. Schools III. Instruction IV. School Climate V. Staffing VI. Student Assignment Plan VII. Staff Development VIII. Parent and Community Support IX. Monitoring and Evaluation X. Funding XI. Critical Events Calendar Appendices A. Long-Range District Goals B. Administrative Organization of the Little Rock School District 1 A Message to Our Community: V. Three days after the Supreme Court's decision in Brown ^ard of Education, the Little Rock School Board issued , a formal statement of its intent to comply with the requirements of the Constitution, follows: The statement read as It is our responsibility to comply with Federal Constitutional requirements, we intend to do so when the Supreme Court of the United States outlines the and method to be followed. Three and a half decades later the issue of school desegregation remains unresolved in our city. No matter what strategies have been attempted, no matter how many plans have been proposed, the desegregation of the Little Rock School District has remained a goal which we have not yet achieved. Even more disquieting is the fact that despite hundreds even thousands of hours of remedial education for students and technical assistance for teachers, the academic schievement of black and white students continues to reflect wide disparities. On standardized achievement tests last year, a difference of over 25 percentile points separated the average achievement of black and white students in our schools. It is painfully clear that not only has the District been unable to achieve racial balance, it has also been unsuccessful in educating many of its black students. i When one pauses to consider the reason why \"separate but egual Itschools were declared unconstitutional in the first place, the gravity of this failure becomes even more appalling. desegregation plan that does not succeed in reducing the disparity in educational achievement between minority and non-minority students cannot be successful. One must ask why a community that has struggled with this issue for so long has not yet been able to accomplish the desegregation of its schools. One reason is the loss of white students from the District, a loss which has occurred over the years because of enrollment in private schools, movement of middle class families to surrounding districts. and a decline in the birth rate of white children. At the same time that the District has dealt with the effects dwindling numbers of white students, it has also had to of educate an increasing number of minority students, who, as we know, are disproportionately represented among the poor and disadvantaged. at A Whatever the reasons for the District's inability to desegregate its schools, it is clear that until our community realizes the importance of attaining this goal and commits to making it happen, school desegregation will never become a reality. The Federal Court can, and will. issue orders which protect the constitutional rights of school children\nhowever, the Court cannot change the hearts and minds of people, and that, in the end, will determine the degree and quality of any community's its schools. efforts to desegregate i iOnce again we have an opportunityperhaps our lastto achieve quality desegregated education in Little Rock. What we accomplish, or fail to accomplish, during the next few months will determine whether we enter the 21st century with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. We must not leave, as our legacy to our children, inferior, mediocre schools in a system worse off than it was when this litigation began, only unthinkable but also unconscionable. To do so is not In the weeks ahead our patrons, staff, and students will have opportunities to discuss the ideas contained in these preliminary plans. Many of the proposals have come from you. Others seem like good ideas to us, but you may find reasons why things should be done differently. Also, you may think of other ideas. We invite your comments and opinions\nwe want and need your support. We will be working hard to write a constitutional plan to desegregate schools and stabilize our community. In the end we want to be proud of what we have our accomplished and confident that we have done our very best for all of our children. We believe we can do that if together we commit ourselves to the task and support each iiiother in our efforts to attain once-and-for-all the goal stated so eloquently by the Little Rock School Board over thirty-five years ago. Ruth Steele Superintendent of Schools November 1, 1989 ivI. DEMOGRAPHICS A. Enrollment Trends in the Little Rock School District B. Population Trends in Little Rock C. Population Trends in Pulaski County D. Implications I. DEMOGRAPHICS The purpose of this section is to review the demographics of the Little Rock School District. As a result of the focus on interdistrict transfers in Pulaski County, some attention will also be given to the demographics of the North Little Rock and Pulaski County School Districts. The Little Rock School District covers ninety-one square miles. Until the recent Chenal Valley annexation, the boundaries of the Little Rock School District were coterminous with the boundaries of the city of Little Rock. Although the population of the city of Little Rock is approximately two-thirds white, the District's enrollment (25,972 students) is 64 percent black. The North Little Rock School District is on the northern boundary of the Little Rock School District. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the city of North Little Rock. The North Little Rock School District has approximately 9,500 students and is 44 percent black. Both districts are surrounded by the Pulaski County School District which covers 729 square miles and approximately 22,000 students. The Pulaski County Special School District is approximately 25 percent black. This section will review three areas related to the demographics of the Little Rock School District: 1. Enrollment trends in the Little Rock School District 2 . Population trends in Little Rock -2- 3. Population trends in Pulaski County A. Enrollment Trends in the Little Rock School District For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. The racial composition of the school district has shifted slowly in the past several years as a result of a gradual increase in the number of black students attending Little Rock schools and in their proportion of the total enrollment. In 1980-81, black enrollment totaled approximately 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year, the number of black students had grown to almost 13,800 or 71.3 percent of the total enrollment of 19,300 students. During the period from 1980 to 1987, the District's black enrollment experienced a 6 percent increase. During the same period, however, the total enrollment experienced a 6 percent decrease in students. The District's black enrollment has continued to grow since annexation in 1987. During the period from October 1987 to October 1988, the black enrollment increased from 16,268 to 16,684 students. This represents a 2.5 percent increase in black students. The black enrollment increased by five students from October 1988 to October 1989. During the period from October 1987 to October 1989, the total enrollment experienced a 3 percent decrease in students. The steady decrease in total enrollment during a period of growth for the black enrollment can be attributed to a -3- steady decrease in the District's white enrollment. The white enrollment decreased by 7 percent (655 students - excluding 1987-88 twelfth graders) from October 1987 to October 1988. The white enrollment decreased by 5 percent (416 students - excluding 1988-89 twelfth graders) from October 1988 to October 1989. It is apparent that the District will have to reverse this trend in order to effectively desegregate its schools. The October 1989 kindergarten enrollment appears to be the first sign of change in the pattern of declining white enrollment. The white kindergarten enrollment experienced a 10 percent decline from October 1987 (634 white students) to October 1988 (570 white students). However, the white kindergarten enrollment increased by 10 percent (59 students) from October 1988 (570 students) to October 1989 (629 students). This growth can be attributed to the use of A attendance zc^es and, kindergarten attendance law, a law which still gives parents to some degree, the new mandatory the option to waive kindergarten attendance or attend private/parochial kindergarten. It should also be noted that the District's four-year-old program is approximately 32 percent white. The new attendance zones, the mandatory kindergarten attendance law, and the success of the four-year- old program are good indicators of an upswing in white enrollment. -4- B. Population Trends in Little Rock During the last three decades, Little Rock has experienced a 1.5 to 2.0 percent annual average population increase. However, most of the increase has been caused by annexation rather than new residents. Approximately 0.5 percent of the average annual population increase was related to new residents. The 1.5 to 2.0 percent growth rate is expected to continue through 2010. According to the City of Little Rock, the northwest sector of the city has experienced the largest population growth since 1980. This section includes the area around Pleasant Valley, Rock Creek, Highway 10, and 1-430. The growth in northwest Little Rock can be traced to new residents in this area. The secondary growth area of the city is in southwest Little Rock. In both northwest and southwest Little Rock, some of the growth can be attributed to movement from central and east Little Rock. However, southwest Little Rock has received most of the movement from central and east Little Rock. Unlike northwest Little Rock, annexa 'l ion has not been a significant factor in the growth of southwest Little Rock. The downtown area (central and east Little Rock) has experienced a decline in population since 1980. As indicated above, relocation continues to occur from central and east Little Rock in northwest and southwest Little Rock. The density of the downtown area is too high for new developments, unless existing structures are removed. As a result, central and east Little Rock are expected to experience decline in the future. Some of the residents in central and east Little Rock are relocating in west central Little Rock near 1-630. The black percentage is gradually increasing in neighborhoods in the area of Kanis, Barrow Road, and 36th Street. Also, neighborhoods around 12th Street, Fair Park Boulevard, and UALR have changed from predominantly white to predominantly black populations in the last two decades. Unlike central and east Little Rock, growth in west central Little Rock has been aided by the availability and construction of apartment complexes and homes for first-time homeowners. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. Most of the homes sold recently in the annexed territory are in Mabelvale. Also, substantial growth is expected to occur on the city's western borders. There are still several large tracts of undeveloped land now prime for development. A number of major residential, commercial. or institutional construction projects are currently being completed or were recently completed. It is apparent that the city has three distinct demographic areas: northwest Little Rock, southwest Little Rock, and the central, east, and west central area of Little Rock (also referred to as the 1-630 Corridor). In terms of -6- racial populations, northwest Little Rock is predominantly white\nsouthwest Little Rock is majority white but has more integrated neighborhoods than the other sectors of the city\nand the 1-630 Corridor is predominantly black in the east and experiencing considerable black migration in the west. It is also apparent that more growth is expected in northwest Little Rock and southwest Little Rock. The downtown Little Rock area is expected to continue to experience a decline in population. C. Population Trends in Pulaski County Pulaski County is expected to experience substantial growth during the next two decades. UALR projects the population of Pulaski County to reach more than 441,000 by the year 2000, an increase of more than 100,500 or 29.6 percent over the 1980 population of 340,600. Metroplan has a somewhat higher projection. The County is expected to reach more than 474,000 persons by 2000 (an increase of 39.3 percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just thirty years. In regard to areas of growth, the population growth rate is slightly higher for areas north of the Arkansas River. In 1970, the population north of the River accounted for 38.4 percent of the County's population. By 1980, the population north of the River was 40 percent of the County. Areas of large gain north of the River include portions of Sherwood and Jacksonville. -/- Another area of growth in Pulaski County is the area immediately west of the Little Rock School District's western border. Some of the growth in northwest Little Rock referred to earlier will actually occur in areas outside of the Little Rock School District. For instance, the Chenal Valley development is expected to be a major community in the next 10-20 years. The westward expansion of Pulaski County is also evident in the Crystal Hill and Maumelle areas. The Pulaski County Special School District feels that the school population in Crystal Hill and Maumelle is large enough to justify another school building to serve these areas. At present, the black population constitutes approximately 24 percent of the population in Pulaski County. By the year 2000, blacks are expected to constitute 33.7 percent, or one-third, of the Pulaski County population. The steady in-migration of blacks from rural areas in Arkansas will have a direct impact on the growth rate of blacks in Pulaski County. Most of these persons are expected to reside in the Little Rock School District. As stated earlier, the black enrollment in the Little Rock School District has experienced a steady increase over the past decade. The growth trends in Pulaski County merely reaffirm the need for more interdistrict transfers in Pulaski County. -8- D. Implications The three demographic areas in Little Rock make it easy to understand the strategies that the Little Rock School District must employ to comply with desegregation requirements. First, the District must reverse the trend of declining white enrollment in order to effectively desegregate all of its schools. Recruitment efforts directed toward private and parochial students will be futile if the District cannot maintain its present white population. A continuation of the recent increase in white kindergarten and four-year-old enrollments will not result in an overall net growth if the white population is not maintained at the upper grades. Second, although the downtown Little Rock population is expected to decline, the high density in this area will continue to be a problem for school assignments. The building capacity in the downtown area must be increased to reduce the burden of busing on black students. Third, the heavily-populated white areas in northwest and southwest Little Rock must be targeted for possible assignments to schools in the 1-630 Corridor. Both of these areas are expected to grow in the future. Fourth, the total number of white students enrolled in the Little Rock School District must increase if all of the schools in the 1-630 Corridor are going to comply with desegregation requirements. This means that the Little Rock School District must succeed in attracting private and -9- parochial students. These students must be recruited to attend area schools as well as schools in the 1-630 Corridor. Finally, the Little Rock School District cannot expect to meet desegregation requirements by relying solely on white students living in District boundaries. Pulaski County is expected to grow considerably during the next ten years. Interdistrict assignment procedures such as magnet assignment, majority-minority transfers, and Act 609 transfers are already in place for further development. Act 609 (the new choice law) will allow students outside of Pulaski County to attend the Little Rock School District. The Little Rock School District long-term desegregation plan must use every opportunity available to benefit from the demographic trends in Little Rock, Pulaski County, and central Arkansas. -10- r II. SCHOOLS A. School Organization B. Types of Schools Interdistrict Schools of Choice Intradistrict Magnets Incentive Schools Area Schools Specialty Schools C. Publicity and Information -11- II. SCHOOLS A. School Organization The present organizational configuration of schools in the Little Rock School District is as follows: K-6 elementary schools 7-9 junior high schools 10-12 senior high schools Also, there are four-year-old programs in operation in five elementary schools: Franklin, Ish, Rockefeller, Stephens, 1 and Washington. Additionally, all five high schools have kindergarten programs in conjunction with their Child Development classes. The Little Rock School District Early Childhood Task Force will be asked to recommend whether or not the high school kindergarten classes should be phased out in order to provide more continuity in the educational experience for young children. Initially, much thought was given to the elimination of the junior high school and the creation of K-8 schools or 6- 8 middle schools. For several reasons such a substantive organizational change is (noynow proposed: first, another change of this magnitude would not only be very expensive but it would also create additional instability for the community at a time when the perception of stability and continuity in our schools should be increased. Second, there will be a worsening capacity problem at the junior and senior high level for at least the next two or three years. especially when Disbar becomes an interdistrict school. -12- Instead, an internal reorganization of the junior high schools is proposed, beginning in 1990-91, using grades seven and eight for block scheduling, teaming, and other features of the H school within a school\" concept which has functioned so successfully in the middle school. Grade nine will be a pre-high school program which thoroughly prepares students for their high school experiences. A seven-period day at the junior high schools will also be instituted, beginning in 1990-91. In 1992-93 the junior high school program will be 1#^ evaluated, space needs identified, and the usefulness and the effectiveness of the junior high school structure reconsidered. By that time the benefit of studies and evaluations done by the New Futures Initiative will help make a more thorough assessment of the junior high school program. Except for these internal changes, the creation of a pre-K through 9 university laboratory school, and an expansion of early childhood programs in some schools (discussed below), the organizational structure will remain the same, at least through the 1992-93 school year. B. Types of Schools Several types of schools are proposed in this plan. They include the following: Interdistrict schools of choice Intradistrict magnets Incentive schools -13-Area schools Specialty schools Detailed descriptions for these types of schools are in the following sections. -14- Interdistrict Schools of Choice There will be three interdistrict schools of choice, with proposed student ratios of 60 percent black and 40 percent white and one. Central High School, as a limited school of choice. They are described below: Washington Basic Skills/Math-Science (Pre K-6): This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by competition which is fostered in academic, physical, and social behavior\nand who are interested in math and science. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, disciplined classroom management, and standard basal textbooks, A computer lab, a math lab, a science lab, field trips, guest speakers, and specific math/science projects (math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core programs. The goals of the Washington School will be: -to develop the highest possible competence in academic skills and concepts\n-to nurture the student's mental processes\n-to foster self-discipline\n-to develop task commitment and self-motivation\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas\n-to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow. Washington Basic Skills/Math-Science School will be characterized as a school which will highlight the best of the past, present, and future educational values. These values will be included as concepts in developing positive learning. This school will also emphasize traditional American values in education, such as patriotism. Classroom teachers (K-6) will use the Young Astronaut Program to encourage further study in math and science, channel student interest into the pursuit of the studies To required for the exploration and settlement of other worlds, to make school work less forbidding by dramatizing that it is the key to the universe beyond, to attract students to the disciplines that are prerequisite to tackling the challenge of the starsthese are the objectives of the Young Astronaut Program. Students will be regularly scheduled to go to the computer lab, math lab, and the science lab which will be -15- staffed by certified specialists. Instructional assistants will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. A major component of the philosophy of the Washington Basic Skills/Math-Science School will be that the education of a child is the responsibility of both the school and the parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). Dunbar International Studies/Talented and Gifted (7-9) : Dunbar Junior High School will open in the fall of 1990 as an Interdistrict Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to recruit the incoming seventh grade class. The balance of the seventh grade class will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to Dunbar. If recruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 school year will not be required to attend Dunbar if they have no interest in the speciality program. If over -16-capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who~wish to partTcipate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for talented/gifted classes at Dunbar. Z At Dunbar,, Spanish, French, Russian, Japanese, German, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the courses to be provided. new Additionally, other courses, c.~ social studies, science, physical education, and English^ will be internationalized through emphasis on the e.g. commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature will be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A comprehensive competitive sports program will be provided with soccer as the dominant sport. A seven-period day will be provided at Dunbar in order to allow studi studies art s totake full benefit of the international 'T^GjrograniS'. Also students could take ' advantage of the A.M. and P.M. Options. The P.M. Option'/ would be a supervised study hall held in the media center, thus allowing students to- use l-i-b-r-a-ryy aan^dd computer The A.M. Option could be a (Supervised study halA or a regular class. resources. Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. -A y a 7 7 CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be required to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. seven. Foreign Language - Full-year foreign language study will be available beginning in grade seven. The following courses will be available: French I, ll, ill German I, II, m Japanese I, II, ill Latin I, II, iii Russian I, II, ill Spanish I, II, ill -17- In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full-year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies - Beginning with grade eight, the international studies reguirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. , The International Studies Choices Curriculum will consist of the following courses: Grades 7 and 8 Physical Geography This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues. It will utilize current media information sources including Cable News Network's Discovery. II II and presentations. Newsroom\" and the Discovery Channel's \"Assignment The course will include individualized projects Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18-Grade 9 United Nations This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Gandhi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills community. This course includes practical skills designed to help students become responsible participants in the adult Components include driver's education culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the required courses and the electives available for students at Dunbar. -19-7th Grade Program of Studies 7 Period Day Required Courses 1. 2. 3, 4 . 5. 6. English , Mathematics World Geography Life Science (Exploratory Studies - 1 semester) Music/Art (Practical Arts - 1 semester) Home Economics or Industrial Arts Introduction to Languages or Foreign Language I {French I, German I, Japanese I, 7. Latin I, Russian I, Spanish I) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in special programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Physical Education Band Orchestra -20- Sth Grade Program of Studies 7 Period day Required courses 1. 2. 3. 4. 5. 6. 7. English Mathematics American History Earth Science Health/PE (9 weeks each) Career Orientation (1 semester) Introduction to Languages or Foreign Language I or II (French I, II\nGerman I, li\nJapanese I, II\nLatin I, II\nRussian I, II\nSpanish I, II) or International Choices Curriculum (Physical Geography, World Issues, Arkansas's World Connections) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in Special Programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Band Orchestra Physical Education -21- 9th Grade Program of Studies 7 Period Day Required Courses 1. 2 . 3 . 4 . 5. 6. English Mathematics Civics Physical Science Computer Science (1 year) or Computer Literacy (1 semester) and Any Semester Elective (1 semester) Introduction to Languages or Foreign Language I, II, III {French I, II, III\nGerman I, II, III\nJapanese I, II, III\nLatin I, II, III\nRussian I, II, III\nSpanish I, II, III) or International Choices Curriculum (United Nations - 1 semester. Leaders of the Twentieth Century - 1 semester, International Skills 1 semester, 7. International Sports - 1 semester) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab. Students not required to enroll in Special Programs may select an elective from the following: Elective Courses United Nations (1 semester) Leaders of the Twentieth Century (1 semester) International Skills (1 semester) International Sports (1 semester) Exploratory Business Physical Education (1 year) Health (1 semester) Home Economics Industrial Technology II Art Choral Music Band Orchestra -22- . 1 University Laboratory School (Pre-K-9): Interest has been expressed in a university laboratory school which would demonstrate state of the art techniques in teaching and school leadership. ' ' ' \"  It would be located on or near the campus of the University of Arkansas at Little Rock. Students from Pulaski County and North Little Rock would be invited to enroll according to M-M regulati Act 609. and Bale Elementary and Southwest Junior High may/be considered as a site for the University Lab School. The Little Rock School District proposes to open such school in the 1991-92 school year. *  The remainder of this a year and the 1990-91 school year would be planning years in which District and University staff would plan the curriculum and theme for the school. Little Rock Central High School (10-12): Approximately 200 spaces are presently unfilled at Little Rock Central High School. These seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. The flagship program of choice at Central will be its extensive foreign language program. ___ _ - . - , Other specialty areas around an international studies theme will be planned and developed according to a five-year schedule by Central High staff members and administrators and curriculum specialists from the three school districts in Pulaski County. -23-Intradistrict Magnets While the LRSD will continue to invite students from neighboring districts to enroll in intradistrict magnets, ' the pur^se of these schools will be primarily to attract students who reside in Little Rock. U 7 Four intradistrict magnets are proposed with ratios of 60 percent black and 40 percent white. Aviation and Transportation/Math-Science Magnet (7-9) : ?-/2 The Aviation and Transportation/Math-Science Magnet will be constructed at or near the airport in cooperation with the planned Arkansas Aviation Museum and will open in 1991-92. In 1992-93 grade 9 will be added. Also during the 1991-92 school year, students will be surveyed to determine their interest in pursuing a high school program as part of the aviation and transporation magnet.  ' If sufficient interest is shown, a specialized high school program will be implemented. In the Aviation and Transportation Magnet Junior High School a competitive comprehensive activities program will probably not be provided since high school enrollment in the Aviation and Transportation Magnet will be small and the program highly specialized. It will integrate science, mathematics, technology, engineering, and social studies around an aviation and transportation theme. The study of aviation and transportation will cross many disciplines, including history, geography, communications, physics, engineering, design, mechanics, computers, and navigation. Various human-oriented services will also be included. The instructional program at this magnet school will make students aware of the available careers in the major industrial fields of aviation, shipping, and transportation. 7 Courses at the Aviation and Transportation/Math-Science Magnet will include such titles as: Avionics Communications Navigation History of Transportation Geographic, Social, Economic, and Cultural Developments Due to Transportation Physics of Flight Modern Transportation Transportation Engineering Human Services Aspects of Transportation Field experiences will be provided with the following local transportation authorities: Adams Field Falcon Jet Arkansas Highway Department Little Rock Port Authority McClellan-Kerr Navigation System -24-Union Pacific Railroad Local trucking companies Local aviation companies The core disciplines for the Aviation and Transportation Magnet School will be science and mathematics. Each student will take science lab minicourses that focus on the scientific method and explore a variety of topics in science. Students will be expected to display their mastery of the scientific method by completion of a project that shows application of scientific processes and principles of mathematics. will have available courses in algebra I, algebra II, and geometry. Thematic courses in the area of aviation and transportation will utilize science and mathematics skills. The Vocational Education modules, \"Exploring Industrial Technology Education,\" will form the basis for one or more thematic magnet courses. several ways to meet program needs. The modules can be combined in Flight simulators, hydraulics, construction technology, electronics, and other modules will support the program quite well. State vocational funding can be obtained for these courses. In addition, a social science course and a physics/engineering course will complete the curriculum. CCooccuurrrriiccuullaarr activities will include field trips to Adams Field, Murray Lock and Dam, and other appropriate sites. Professionals from the transportation industry will be invited to participate as guest lecturers at the school site. The school will have a seven-period day to create time for the addition of specialty courses. A small number of specialists will be hired and trained/retrained in the specialty subject they will teach. These employees will need to take course work or attend staff development sessions during the summer of 1990. Students will meet District and State program requirements and will take a small number of required courses in the specialty area. Other specialty courses will be electives. Environmental Sciences and Basic Skills Magnet (Pre-K-6): Much interest has been expressed in the concept of an environmental sciences magnet (popularly referred to as the \"Zoo\" magnet). If property can be purchased or used near the Little Rock Zoo, an environmental sciences magnet for students in grades pre K-6 will be built, to be opened in 7 1991-92. If property cannot be purchased,. FFrraannkklliinn ,7 Elementary School will become the environmental science magnet. To expand the environmental sciences theme into the junior high school, the science curriculum will be reviewed and new courses proposed for Forest Heights Junior High School students who may be interested in pursuing studies in environmental sciences. ~  -- - - 1992-93 school year. Such courses will be added by the -25- is The theme of the school, environmental education, ideal for developing a magnet program that will not only be a powerful drawing card for students but will also focus on a current topic that involves science and technology, addresses ethical concerns, has a sense of global urgency, and requires interdisciplinary approaches to solving problems. A recent national report funded by the National Science Foundation stated about K-6 science, \"An integrated, hands-on approach is needed, which focuses on the relationship between humans and the total environment.\" This and other reports focus on the need to integrate science and technology with societal issues. Learning should start with things that students are familiar with, such as their environment, and proceed to use that experience base to introduce other, more abstract, concepts. The Environmental Sciences and/Basic Skillsl ict Magnet Elementary School will address needs currently being communicated at the national level. At the same time, the school can combine available community resources with an inherently interesting topic to create program that attracts a diversity of students. a -A A. The Environmental Sciences and Basic Skills Magnet Elementary School has the following goals: Students will learn in a multicultural setting that includes representation from all three Pulaski County school districts and neighboring districts. B. Community environmental resources (such as the Zoo, Museum, Game and Fish Department, etc.) will enhance educational experiences for children. C. Environmental education will be an interdisciplinary theme around which much of the instructional program will be delivered. Student learning outcomes for the instructional D. jyuuciiL xeariirng ror me program will include major environmental education concepts from all three learning domains: 1. Knowledge of basic environmental concepts and facts Understanding the relationship between humans and the natural world E. 3. 4 . 5. Acquire a II caretaker\" attitude toward earth Understand and appreciate all forms of life Apply nurturing skills to care for plants and animals The School Plant will include facilities needed for environmental studies such as a greenhouse and science laboratory. Staff specialists will be employed to operate the greenhouse/science laboratory. Staff specialists and regular classroom teachers will work to develop an interdisciplinary curriculum with environmental education as the organizing theme. and State content guides and objectives will be used to make District -26- 2.National sure that all skills are included in the program. National curricula such as Project WILD, Project Learning Tree, Project Zoo, and other programs that might become available will be utilized. students and In addition to normal classroom activities, st will spend time weekly in the science laboratory and greenhouse conducting experiments, culturing plants, caring for animals. Frequent excursions to the Zoo will _students an additional living laboratory to study. Curricular activities will include such things as wildlife clubs, garden clubs, and Zoo docent training. A contract with the Zoo and other community resources will be developed to detail the working relationship between the parties. Montessori Magnet (Pre-K-6): s Garland Elementary School, one of the District' current incentive schools, will eventually become a Montessori Magnet School. The plan is to provide a program for youngsters ages 3-6 by the 1992-93 school year and to i T L it for youngsters ages 7-12 in 1993-94 I Yyy'rwr __________  1 as an -------\n--------------------- -- -----L. This will provide Garland with two years in which to function as an incentive school and to begin to recruit white families to the school for the Montessori program. Roinin\u0026lt; Gifted-Talented/Cooperative Learning School (Pre-K-6) \" The goals of Romine School will be: to develop the highest possible competence in academic skills and concepts to develop task commitment and self motivation to foster self-discipline and to discuss/foster special interests, talents, and abilities of students and provide opportunities to develop areas of interest to nurture the students' mental processes to foster student participation, effective cooperative learning, and the development of strong interpersonal skills to enable students to learn to work together in a world in which they will live together Romine Gifted-Talented/Cooperative Learning School's curriculum will increase effective participation in lifelong learning. The wider the range of intellectual stimulation to which students are exposed, the greater the chances are that all of the diverse potentialitiesboth within a group of students and within a single studentwill be brought to fruition. The gifted/talented component will provide a very broad and challenging curriculum for the diverse student body. This school will utilize the cooperative theme in teaching basic skills as well as enr^hed courses -27-Incentive School Plan 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 will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. 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 the 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. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. as Also, all students will have equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. 7 Students will be encouraged to pursue post secondary schooling. Era-c-h Little Rock School.. .D.i.s.t.r.i.c.t.. (.L.R.S.D) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -28- The following schools will provide the Incentive Schools Program: - Garland - Ish - Mitchell - Rightsell - Rockefeller - Stephens Program Goals: 1. 2. 3. 4 . 5. 6. 7. 8. To provide the most rigorous, demanding, and challenging curricular and instructional opportunities within the Little Rock School District (LRSD). To focus on the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas. To promote the concept that school desegregation/ integration and quality education are inseparable. To promote the concept of learning, personal and human growth and development, positive self-esteem, and concern for other people and property. To promote improved human and civil rights for all people through the development of human relations skills within the schools. To incorporate in the incentive school core curriculum a systematic approach for exploring the history, culture, and diversity of all ethnic groups of the school population. To promote language development and computation skills through varying experiences. To deliver curricular content in a manner that minimizes the need to label students as special learners. To create and maintain a learning environment which is substantially free from overt manifestation of socioeconomic disparity among students. To provide an opportunity for the schools to become learning and community centers for parents and 11. community organizations. To facilitate strategies for students to establish personal goals for achievement and success. -29- Curriculum Areas: Emphasis/Expansion in Curriculum Areas: Though the K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis, modification of existing instructional techniques, and the introduction of new educational delivery systems will be required. In addition changes or modifications in the core curriculum will be indicated. In recent years in the Little Rock School District, students in kindergarten through grade 3 have not been exposed to any kind of comprehensive or detailed science curriculum. Some children who will be serviced in the incentive schools have had no concentrated science instruction. The design of an expanded science curriculum will approach the teaching of elementary science from two different perspectives: (1) the inclusion of comprehensive science instruction at all levels, and (2) the utilization of innovative instructional techniques which are not in common use in most of the District's elementary schools. The curriculum for physical education will be directed toward achieving individual competencies in health-related fitness, skill-related fitness, fundamental movements and body management, psychosocial foundations (attitudes associated with well-being), and visual/motor manipulatives. Instructional Delivery: area The instructional approach to teaching each subject in the incentive schools will place a greater emphasis on active student involvement in the instructional process. This will be accomplished by the utilization of the following instructional strategies: 1. Student Team Learning - Utilization of the Slavin model, which places strong emphasis on cooperative learning and individual achievement through group interaction, will be used to facilitate this approach. Specifically, the District will use a model developed by Robert Slavin and associates at the Johns Hopkins University titled \"Student Team Learning\" to help teachers implement successful group work within the II classroom setting. The success of Student Team Learning for achieving increases in student achievement has been carefully researched by Slavin and others the past 10 years and offers documentation for its success with high and low achievers of all ethnic over groups. LRSD has several trainers (administrative and teacher) already prepared to conduct staff development for teachers in the incentive schools on the Slavin model of Student Team Learning. -30- 2. Whole-group Instruction - Experiences will be developed to meet program objectives through whole-group instruction. Opportunities will be provided for 3. students to interact in skills related activities. Higher Order Thinking Skills - Higher Order Thinking Skills can be utilized at almost any level of instruction. Teachers in the incentive schools will be trained in developing lessons and questioning techniques that solicit objective student responses and encourage imaginative problem solving. Teachers will 4. use this process as an integral part of their instructional approach to teaching the core curriculum. One-to-One Instruction Since research has 5. conclusively shown that direct one-to-one instruction is the most effective learning model, the adult-to-student tutoring approach utilizing direct instruction will be employed whenever possible. Learning Styles Inventory - All incentive school students will undergo a learning styles inventory to assist teachers in diversifying their teaching styles to match the learning styles of the students. Any 6. 7. teacher who has not undergone a reliable learning styles inventory over the past three years will also participate in an identified learning styles inventory. Student Education Plans  The incentive schools will make use of Student Education Plans for all students. Homework - All homework in the incentive schools will be used to reinforce instruction, to aid retention, and to assist students in transferring and relating concepts to the learning process. given in isolation. Homework will not be I 0^? Content Area Modifications: SCIENCE Extended Opportunities - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students as well as encouraging a better understanding of science and its related components. Field trips will be designed so that children in the incentive schools are not deprived of field experience opportunities because of socioeconomic status.In addition, field trips will involve teachers in preparation and transfer activities for the extended learning opportunities both before and after the trip. All field trips must be related to and/or interwoven into class instruction and follow-up. Additional Resources - Other approaches for enhanced learning opportunities in the science curriculum will involve the use of realistic and modern visuals, one-to-one instruction (may be peer to peer, retired personnel to -31- student, aide or student teacher to student, teacher to student, specialist to student), intermittent student conferences, varied instructional approaches to the effective deliverance of higher order thinking skills, and the use of peers and retired personnel as tutors for students in incentive schools. Curriculum Changes - The present LRSD science curriculum will be used along with the complementary objectives in the March 23, 1989, Little Rock School District Proposed Desegregation Plan, Volume II, which include the following: - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3). - Classroom and textbook work will be supplemented with practical demonstration and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of the sciences.  Emphasis in the upper grades will be on life sciences and physical sciences (4-6). - Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom. The curriculum discussed above, aligned with the additional components listed below, will encourage student success through the Incentive School Program. 1) 2) 3) Instructional Technology - All incentive schools should have available the most modern instructional technology for use in specialized laboratories and/or in individual classrooms. The computer laboratory in each incentive school will also be used for science.., t Study and Test Taking Skills - The incentive schools will integrate the teaching of the study skills, taking skills, and reinforcement of scientific test vocabulary with the teaching of science in both the laboratory setting and the regular science instructional time block. Students will be provided with opportunities to practice test taking skills using content and formats similar to standardized tests for their age/grade level. SOCIAL STUDIES Though the current core curriculum should remain in place, a number of important modifications are necessary to the success of the social studies program. -32-1) 2) Realistic Visuals - The use of professional, updated models, materials, bulletin boards, textbooks, etc., are critical to giving children a sense of place in an ever-changing world. 3) /'Cultural Diversity - The Little Rock School District' current instructional material does not accurately I reflect the cultural or racial diversity evident in the student population of the incentive schools. It is critical to make every effort, including the use of supplemental materials in addition to regular textbooks, to ensure that the incentive school social studies program corresponds with the goals and objectives of the Incentive School Program relative to ethnicity. s 4) Values Clarification and Related Approaches - The proactive techniques once utilized by the Little Rock School District, including but not limited to I'm OK, You're OK (transactional analysis), Values Clarification, Project Aware, and the Green Circle Program, should play a vital role in actively involving students in instruction that allows them to grapple with ideas, concepts, and values critical to an understanding of how society works. Verbal Skills - The utilization of activities designed to encourage oral expression has not received enough emphasis at the elementary level. it is critical that students be taught the skills that will allow them to clearly articulate their thoughts and provide them the self-confidence so critical to a positive self-image. The following activities will place a renewed emphasis on this all important skill: a) b) c) Debate - By reintroducing this standard of the traditional curriculum, the incentive schools can increase the speaking and writing skills of students while building their confidence. Even more important, students can learn effective ways to deal with disagreements and can be taught conflict resolution and cause and effect on a practical and academic level. Show-N-Tell - This important aspect of the traditional curriculum will be utilized on a regular and systematic basis to facilitate self-concept, verbal skills, and selfconfidence . Current Events - A greater emphasis should be placed on the integration of current events into the curriculum for all grade levels at the incentive schools. This is imperative if students are to become active citizens in 5) their community and the world around them. Field Experiences - A creative and more systematic utilization of field trips of greater length and -33-6) variety will be one of the unique aspects of the social studies program at incentive schools. Though traditional sites such as the zoo and museums will certainly be visited, the focus should be expanded to include government agencies, factories, colleges, historical sites, places of business, etc. Every effort will be made to organize the trip in conjunction with the current program of studies. study Skills Laboratory - Critical o success in any subject, particularly social studies, is the establishment of a skills laboratory which places emphasis on the \"how-to's\" of research, test taking, and book analysis. This area has been long neglected to the detriment of student performance on MAT-6 and the Minimum Performance Test. A comprehensive approach to these and other basic skills is required. MATHEMATICS Though the current core curriculum should remain in place, a number of important modifications are necessary for the success of the mathematics program. r 1) Mathematics Laboratory - The study of mathematics in laboratory setting will be an integral part of the curriculum for the incentive schools. Laboratory instruction will place emphasis on concreteness 2) 3) (kinesthetic and tactile activities), manipulatives (hands-on activities), problem solving, realistic pictures, materials, and resources. By providing students with opportunities for hands-on experiences and positive attitudes, laboratory opportunities will contribute to an improved academic self-concept. Instructional Technology - Instructional technology will be incorporated in the mathematics program for all grade levels to develop skills in problem solving, reasoning, and communication. Various technological equipment/materials will include up-to-date computers, calculators, video cassette recorders, supplemental textbooks, films, manipulatives, and realistic visuals. Parent/Child Learning Kits - Essential skills in mathematics should be reviewed and strengthened at each grade level to individualize the learning process for grade levi ren. -4) _ Prepared parent/child learning kits will be provided to foster home involvement of parents with These kits will include basic mathematics child. information, manipulatives, and problem solving. Problem Solving - Problem solving activities will be integral part of the mathematics program. Emphasis will be placed on building confidence, developing strategies for understanding, and fostering logical Mathematics manipulatives used will include thinking. an Emphasis Versa-Tiles, cuisenaire rods, attribute blocks, base 10 a -34-blocks, geoboards, tangrams, pattern tiles, unifix cubes and pattern blocks. PHYSICAL EDUCATION/HEALTH The physical education program will provide for the needs of all students in achieving individual competencies in motor skills, knowledge, and attitudes. 1) Curriculum Guide - Educational skills related to the physical education program will be outlined in a course content guide, K-6. Systematic utilization of the 2) guide will be emphasized in the incentive schools. Intramural Program - Intramural programs will be established at each of the incentive schools. The 3) 4) fundamental purpose of the program will be to develop enjoyment of team sports and lifelong leisure skills. This program will provide competitive physical education games and activities in addition to class activities. Specialized Equipment - Specialized equipment will be needed to implement the essential physical education skills. The equipment will include items such as trampolines, balance beams, balls, hoops, ropes, and other psychomotor materials. Health Related Fitness - Fundamental and developmental skills in health related fitness will be an integral component of the physical education program. Opportunities and experiences will be provided to include family life education, human development, fitness exercises, and understanding of and respect for the handicapped. FINE ARTS (MUSIC/ART) The current core curriculum will remain in place with a number of important modifications which are necessary for the success of the fine arts program. 1) 2) Realistic Visuals - The use of professional activities, models, materials, bulletin boards, and textbooks should reflect mankind's heritage in music and art. Cultural Diversity - Emphasis will be placed on cultural diversity in basic, developmental, and extension skills in music and art. Each fine arts 3) experience should provide conditions for students to recognize, understand, and appreciate differences in people, traditional beliefs, and uniqueness of cultural styles. Field Type Experience - More systematic utilization of field trips of greater length and variety will be one of the unique aspects of the fine arts program. Students will be provided opportunities for active participation in group and individual performances. -35-4) Exhibits and field type experiences will be used to reinforce the learning of concepts in music and art. The focus of field experiences should be expanded to include museums, art galleries, commercial advertisement offices, concerts, plays, recitals, and ballets. Creative Expression - Enjoyment of music and art should be emphasized in the earlier grades (K-3) through the creation of music, painting, and crafts. Creative expression should be expanded at the intermediate level to include an understanding of cultural and historical differences. Opportunities should be provided for 5) students to share, display, and demonstrate their abilities through performances, plays, exhibits, programs, and fairs. Clubs/Events - Special interest clubs in music and art should provide opportunities for students to enhance learning, to broaden cultural experiences, and to receive special training in addition to the regular class. Students should be encouraged to participate in vocal and instrumental ensembles and appropriate art 6) exhibits. Fine Arts Resource Center An area should be designated within each incentive school for storing materials, activities, and equipment for music and art. These resources related to fine arts skills and concepts development should be available for students to use at home, following\nThese resources should include the a) b) Music - musical instruments, records, tapes, books, sheet music, videos, and pictures. Art - drawing paper, construction paper, crayons, markers, paint brushes, modeling clay, pictures, books, paints, lettering sets, and various craft items. READING The developmental approach to teaching reading will be applied in the incentive schools. Neither age nor class designation will be a factor in determining the cognitive developmental needs of a child at any given time. This approach will require frequent and on-going formative assessment to determine the child's immediate instructional needs. More time on task to include teaching and reteaching, utilizing alternative instructional techniques. will characterize the reading program. Teaching of reading will not be confined to the reading block of time, but will be meaningfully incorporated in all areas of the curriculum. The \"whole-group\" instructional approach will be applied in the reading program, reinforced by reteaching, identified small group instruction, and individual tutoring. This approach will be facilitated by limiting the teacher- -36- pupil ratio to 20:1 in the primary grades (K-3) and 25:1 in the intermediate grades (4-6). An instructional aide will be provided for each forty (40) students, constituting a .50 aide per classroom. To utilize teacher strengths/skills and maximally meet the individual student needs, team teaching at grade levels will be employed in the incentive schools. Peer tutoring, involving students from grades 5 and 6 as well as students from nearby secondary high schools, will serve to further extend learning time for primary children (K-3). Field trips designed to extend classroom objectives and to broaden student experiences will be incorporated as a major component of the reading program. To maximize the field trip experience, the teacher will develop and teach pre and post field trip lessons. Instructional technology, to include the use of the computer, will be employed as a teaching tool, focusing on teacher interaction with students, and providing immediate feedback and reinforcement to the student. This procedure utilizes the computer as a visual vehicle for instruction and is not intended to replace laboratory computer instruction. Homework will provide opportunities for further mastery of skills/concepts taught in the classroom. Students will be permitted to take the basal reader and other library resources home for specifically designed homework assignments. Under no circumstances will homework be required of a child who has not demonstrated mastery of the homework content at the comprehension level. To facilitate the use of background experiences in the development of vocabulary and comprehension, story mapping will be a common practice. Critical thinking skills will be taught at all grade levels, including among others, drawing conclusions, predicting, inferences, analysis, and evalua-tion. Social development as well as cognitive reading skills will be enhanced by the inclusion of multicultural literature, audio-visual materials, and resource persons from various cultural groups. Focus on oral language development will be a high priority in the incentive school. Opportunities to develop oral fluency will include speaking, storytelling, chanting, imitating, debating, dramatics, and choral reading and reciting. LANGUAGE ARTS The Little Rock School District believes that all students can become proficient users of language by learning strategies of reading, writing, speaking, and listening. The language arts programs of the District reflect these goals in a multicultural curriculum designed to nurture and -37- expand the developing literacy, speaking, and writing abilities of all students. The following guides will be used for the language arts program in the incentive schools: - Curriculum Objectives (K-6) and Core Curriculum Charts - Multicultural Materials (Selection and Use) - Core Literature List (K-6) - Multicultural Vocabulary (Teacher and Student Lists) - Curriculum Materials/Activities/Resources Effective oral and written communication skills are fundamental to an individual's success in academic activities, social development, professional performance. and personal fulfillment. The incentive schools will develop and infuse multicultural education in all grade levels of English language arts. are to enable each student to develop: The goals of this program - Clarity, fluency, and precision in standard oral and written communication\n- The ability to give structure to thoughts\n- The ability to analyze and discuss\n- A consciousness of linguistic patterns and structure\n- A pride in, appreciation for, and sensitivity for standard language and an awareness of nonstandard language\nand - Creative thought and expression. The core curriculum, concept, skills, and behavioral objectives have been clearly defined in the Little Rock School District curriculum guides, which form the foundation for the language arts programs in the incentive schools. context. English usage will be taught in spoken and written The teaching of English usage will be made relevant and meaningful to the student by utilizing the student's spoken and written language as an instructional vehicle to clarify new concepts/skills. Oral language will be facilitated by providing varied opportunities for the child to practice speaking in meaningful settings such as dramatic play, giving directions, making plans for activities, talking about experiences in school, community, etc., making announcements, debating, orations, telling riddles, dramatizing stories, traveling experiences, telephone conversations, making introductions, conducting club meetings, etc. ^uency will be acquired through practice. The concept of writing to read will be incorporated in the language arts program. Written language is concerned with the child's efforts to express his/her ideas in -38- writing. Ideas are in abstract form until they \"flow through a pencil or pen\" to the paper. the incentiv_e_-Schools, the child will be provided many techniques and skills necessary for fluency. C__ '__L.,1 To create this flow, ques to be utilized are: Some techni- Journal writing - Poetry - Reports - Letters - business and friendly - Plays - Riddles - Biographies - Stories - Newspaper articles - Books Language arts, speaking, reading, writing, and spelling are all interdependent disciplines and will be taught as such. It is essential that the child understands the relationship of these disciplines. The student's valuing of each discipline will be enhanced as he/she becomes aware of the relationship between writing and spelling, speaking and reading, and reading and writing. The functional importance of nonverbal communication cannot be minimized. Consequently, this area of communication will be a part of the language arts curriculum in the incentive schools. Recent research identifies nonverbal communication as a valuable means of communication. The development of telecommunication technology and the elimination of communication barriers have created a need for greater understanding of all forms of communication. COMPUTER LITERACY The Little Rock School District does not have a comprehensive computer literacy program in operation at the present time for elementary school children. The elementary schools in Little Rock are equipped with computer laboratories which are used for remediation and enrichment. The incentive schools will continue to use the computer laboratories with their present design and scope. In addition, the Little Rock School District incentive schools will offer computer-supported, individual, and group-based instruction for elementary school reading, mathematics. social studies, science, art, etc. Participation, instruction, practice, feedback, and monitoring will be the keys to unraveling the computer for elementary students in the incentive schools according to the following objectives: -39-1) 2) The computer will be used to enhance student participation, feedback, and performance as well as monitoring in classroom and laboratory settings. The computer program experience for students in the incentive schools will involve the students from an orientation stage to a mastery stage. (Inextricably 3) 4) interwoven in the mastery will be the advent of elementary instruction in keyboarding and/or typing). The computer will involve students in active instructional tasks, active learning, and opportunities for providing and receiving explanations. The computer literacy program will help to encourage teachers in actively involving students in an ongoing program that: a) b) c) d) e) f) begins in kindergarten, follows a scope and sequence similar to other subjects, pursues grade level mastery annually, masters the keyboarding skills needed for efficiency, utilizes intermediate level programming skills necessary for proficiency, and produces a computer literate student by 6th grade who: 1) 2) recognizes and appreciates the ability of a computer and understands and is able to demonstrate command of the computer before entering the 7th grade. Keyboarding will be offered from 4th grade through 6th grade, utilizing the following format: Beginning in the 4th grade, the incentive program will offer an entire nine weeks/grading period for students to learn practical standard keyboarding practices while still allowing them access to computers in other settings during the first grading period. The remaining three grading periods will offer support and reinforcement for the keyboarding as well as an introduction to basic programming. For students who may have advanced skills, advanced programming will be offered. In order to qualify for advanced instruction, students must have demonstrated mastery of basic programming before being placed in an advanced programming class. In instances where the computer will be used to provide students with higher levels of participation, feedback, and performance monitoring, instructional software directed toward immediate ability for student response will be used. (Example: The software used should allow for immediate reliable feedback from the teacher and the software. -40-The use of the computer will allow the teacher more time for direct instruction because: 1) 2) 3) The teacher will not be free or released during computer instruction. The teacher will be involved with the students during training, practice, and follow-up. The regular classroom teacher may or may not be the computer teacher (May vary depending on teacher skills, willingness to acquire skills, specialists available, etc.) Personnel directly involved in computer instruction will require prior training or extensive training in the operation and care of the computer. The computer-teacher programmer will be a professional who has also been trained to teach. The computer teacher and/or computer-teacher programmer will require training on specific software packages to be used at the different grade levels. These individuals will also be trained in discipline and classroom management, in group process, and in Student Team Learning. Support Programs: The focus, function, and guiding process of the incentive schools will be to provide excellence in an environment of academic support. Research indicates that parent and community involvement are critical to academic achievement. In particular, support programs are capable of enhancing both compensatory and enrichment activities, addition to the various support strategies used by the In Little Rock School District, the following support programs will be available in each incentive school: HOMEWORK CENTERS - Each incentive school will offer an after school homework center for students who are in need of specific help with class material. one teacher and aide will operate the center. At least The teacher will also be responsible for conferring with regular classroom teachers concerning individual student needs. PEER TUTORING - Peer tutoring will be selected from among a group of self-nominated and teacher-nominated students. The role of peer tutors will not be limited only to those students with outstanding academic grade point averages but will also be open to other students who have mastered the subject matter and can verbalize an understanding of the subject matter to be covered. RETIRED TEACHER PROGRAM - Retired teachers will be recruited to come into the incentive schools and work with individual students as tutors. Retired teachers will be involved in different types of .41. a. individual and small group activities that address the academic, social, and developmental needs of the students. PARENT PROGRAMS - The Incentive School Program will focus on the use of extended family members as tutors. aides, etc. In particular, parents/guardians and grandparents will be used on a regular basis in classrooms and other school activities (advisors, evaluators of programs, activity sponsors, etc.). All incentive school activities will reflect the philosophy that parents/guardians are the first teachers of children. Parents will be regarded as learning Cartners in the educational process of their childreji. II n someA cases, a 1n1u mVsb e%r of pas rents/gus ardi4 anss w.il*l ,be employed as aides with the expectation that they will complete college teaching degree programs leading to certification and possible career opportunities in the ^District. needs of parents. The incentive schools will also support the These schools will become learning and community centers accessible to parents and community organizations after regular school hours. Parent support workshops will be provided on a periodic basis throughout the school year (at least one workshop each guarter). These workshops will be directly related to the instructional activities in the classroom and will address topics such as: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Reading skills Adult literacy (i.e. GED program, etc.) Math instruction skills Parent/child advocacy skills Use of community agencies and resources Counseling services Career opportunities Use of standardized tests Computer literacy Higher education oppportunities In addition to the parent support workshops, the incentive schools will use various strategies to increase the accessibility of the schools to parents and community members. COMMUNITY PARTICIPATION - Community participation in the incentive schools shall be encouraged by the involvement of community organizations, employers, civic and social organizations, and public agencies. Each school will participate in the Partner'Shi^ in Education Program and will maintain at least one business partnership. These organizations will be engaged in programs which extend learning experiences beyond the classroom. For instance, field trips, site career awareness opportunities, Saturday on- [-42- enrichment activities, and role model programs will be supported by business partners and/or various community organizations. The use of support programs is critical to the success of the Incentive School Program. In addition to the use of external monitoring sources, the building principal will be directly responsible for monitoring the effectiveness of all support programs. The effectiveness and progress of these programs will be prepared by the building principal and submitted to the Superintendent's office (including the Associate Superintendents) on a guarterly basis. Monitoring instruments used by external monitors will also address the effectiveness of support programs. Staff Selection Criteria: The principal will demonstrate: - knowledge of elementary curriculum. - a commitment to being a leader in staff development by initiating, participating in, monitoring, and maintaining inservice activities. - competency in interpersonal relations with faculty, students, parents, administration, community, and support staff. - a knowledge of and commitment to the differences and similarities among various socioeconomic, social, gender, and cultural groups. - the ability to apply the principles of child growth and development with faculty, students, parents, administrators, community, and support staff. - the ability to apply the concepts inherent in the principles of learning with faculty, students, parents, administrators, community, and support staff. - a knowledge of current educational theory/practices and the ability to make appropriate application in the development of the school population. The certified staff will demonstrate: - competency in the total teaching act. - commitment to the philosophy of the incentive school. - a commitment to participate in staff development activities and apply skills in the classroom. - the ability to teach to differences as evidenced by daily planning and delivery of instruction. - sensitivity to cultural differences as evidenced by the physical features of the classroom which should reflect the society (population) that it serves. Lead teachers will demonstrate the same competencies other certified teachers in addition to the following: as -43-- the ability to work with diverse cultural groups of students and parents. - the ability to accept change and adapt readily to new learning situations. - the ability and willingness to share successful teaching strategies with other teachers and students. - the ability to accept constructive criticism from fellow educators. - a strong interest in research. Lead teachers are those who model effective teaching strategies and are selected to serve as coaches for preprofessionals, student teachers, and peers. In addition to certified teachers and lead teachers, each incentive ( school will also have a permanent substitute teacher, the Little Rock School District will cox^jjd^r hiring Also, an administrator to coordinate and/or supervise the implementation of all programs at the incentive schools. /\\schools of choice, and intradistrict magnet schools. \\ The administrations Schools will be vacate-faculties in all incentive The process for reconstituting the administrations and faculties will include parents, students, teachers, and administrators. Staff Development: Although LRSD expects to assign to the incentive schools exceptionally qualified personnel, specific inservice will be necessary to implement the unique instructional program, following: Basic inservice will include the Mission and purpose of the incentive schools (1 day) Curriculum refinement (10 days) -Identification of desired learning outcomes -Identification of concepts and skills to be taught at each grade level -Delineation of the sequence of teaching topics for each grading period Overview of Program for Effective Teaching (PET)(1 day) Expectation Theory (Accepting Differences) (1 day) Student Team Learning (3 days) Developing Higher Order Thinking (1 day) Classroom/Discipline Management (2 days) Planning for Achievement Difference within the Whole Group Theory of Lesson Planning (1 day) Computer Training (1 day) Instructional Aide Inservice (1 day) Clerical Aide Inservice (1 day) Developing Parents as Partners Implementing the Homework Center Program for Accelerated Learning During the 1990-91 school year, maintenance activities for summer 1990 staff development activities will be conducted. Additional Staff Development Activities will include the following: PET (1 cycle) Developing Peer Tutors (2 days) Developing Adult Tutors (2 days) Teacher Expectations and Student Achievement (TESA) An annual assessment of staff development needs will be Program. conducted. Inservice activities will be scheduled based needs related to implementation of the Incentive School on The staff development department will coordinate inservice activiries------------- Recruitment\nAggressive 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 campaign for the Incentive School Program will focus on two major strategies. First, all parents in the three school districts will be informed about programs available in the incentive schools. Second, in order to desegregate the incentive schools, various neighborhoods throughout Pulaski County will be targeted. the marketing strategies will emphasize the vmj, oppof^uni^ies available at the incentive schoo\" Iri_ech case^, igy Ts. l^arni^g All of the schools designated as incentive schools beginning in the 1990-91 school year currently have (as of October, 1989) racial percentages ranging from 84 to 99 percent black. The black percentage at Rockefeller is 84 percent black and the black percentage at Stephens is 99 percent black. The acceptable range, or desegregation requirement, for all elementary schools in the Little Rock School District is plus one-eighth and minus one-fourth the total black percentage at the elementary level, This formula, which is within the guidelines established by the Eighth Circuit Court of Appeals, results in a range of 51 to 76.5 percent black. The purpose of the recruitment program is to comply with the desegregation requirements in each incentive school. 7 The recruitment program will encourage voluntary assignments that will not have an adverse effect on the desegregation requirement at each incentive school. Of course, the use of voluntary measures will necessitate long-range goals for full compliance with the desegregation requirement by the beginning of the 1996-97 school year. The annual goals for the number of white students needed to meet the desegregation requirements at each incentive school -45- are listed on the attachment. Desegregation Requirements.\" \"Annual Goals To Meet The incentive school recruitment program will focus on three objectives: 1) 2) To provide information to the community about the incentive school program. To use specific recruitment strategies for predominantly white neighborhoods throughout Pulaski 3) County. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. As stated earlier, the various recruitment strategies will emphasize the unique learning opportunities at the incentive schools, on the following: In particular, emphasis will be placed 1) 2) 3) 4) 5) 6) 7) '8) 9) 10) 11) 12) Extended day learning opportunities Scholarships for post high school educational opportunities Foreign language instruction An individual education plan for each student Academic competition Homework Centers Computer literacy instruction Attractive facilities Low teacher/pupil ratios Emphasis on higher level thinking skills Permanent substitute teachers Saturday enrichment opportunities Each school-based Biracial Advisory Committee will be primarily responsible for implementing recruitment strategies. The school-based Biracial Advisory Committee consists of the building principal, teachers, parents, and students. The parent recruiters in the Little Rock School District Student Assignment Office will assist each schoolbased committee in developing and implementing specific recruitment activities. Although the parent recruiters will provide central office support for certain recruitment activities, it is believed that the most effective recruiting comes from the parents, students, and building staff. In addition to the specific recruitment activities implemented at the school level, the parent recruiters will conduct the following activities to meet the objectives of the incentive school recruitment program: -46- A. To provide information to the community about the Incentive School Program. 1) 2) Information booths at prominent shopping centers and malls throughout Pulaski County. Develop highlight sheets and distribute to all elementary students in Pulaski County. Highlight B. 3) 4) 5) 6) 7) 8) sheets will also be displayed in local businesses. Insert highlight sheets in bills of utility companies. Conduct information sessions with special audiences (i.e. PTA Council, PAC Council, Junior League, League of Women Voters, Chamber of Commerce Education Committee, Realtors Association, etc.) Develop and distribute generic public service announcements (PSA's) to all media. Public service announcements will be a part of an ongoing media blitz to heighten public awareness regarding incentive schools. Billboards, bus benches, etc., will also be used to advertise generic information about incentive schools. Produce short videocassette recordings to be used in public presentations (i.e. PTA meetings, realtors, etc.) Seek incentive school endorsements from local celebrities. Conduct individual and small group recruitment meetings with potential parents. In addition to the above. The Little Rock School District Offices of Desegregation and Communication will be responsible for the following: a) b) c) Hire a marketing expert to develop and implement a multi-year marketing campaign. Conduct an ongoing media blitz that focuses on the positive aspects of the incentive school program. Highlight incentive schools in all district publications. To use specific recruitment strategies for targeted neighborhooods throughout Pulaski County. 1) 2) Assist school-based committees in targeting geographic areas/neighborhoods for informational blitz regarding specific incentive schools. Information will also stress group preference as an assignment option. A^ist schools in developing small group Information\" tours to acquaint parents. \"For Your grandparents, businessmen, realtors, etc., with the incentive schools. 3) 4) 5) Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. Work closely with student assignment offices in NLRSD and PCSSD and the Magnet Fducat i nna-i Team (MET) to target specific neighborhoods for \" recruitment activities. Assist each incentive school in establishing and 7 6 ..y ' C. scheduling a speaker's bureau. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, students, etc. 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 will be responsible for compiling bi-monthly reports on the implementation and effectiveness of various recruitment strategies. These reports will be shared with the Little Rock School District Board of Directors, Joshua and Knight Intervenors, and the Metropolitan Supervisor. The bi-monthly reports will be developed by each school-based Biracial Advisory Committee. The Districtwide 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 will also appoint two ex-officio members with expertise in marketing/ advertising to ac^ise the committee on recruitment strategies. Thei^jstrictwid^ Biracial Advisory Committee will visit the incentive schools once each quarter. Among other things, the committee will evaluate the recruitment program in each building. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report for each incentive school. Post High School Scholarships: The incentive school program is intended to provide both short-term and long-term opportunities for educational excellence. As incentive school students experience the short term benefits of high quality learning experiences in grades K-6, it is imperative that they have the resources needed to extend their educational careers to post high school learning experiences. To this end, a scholarship program will be provided for all LRSD incentive school students. A trust fund will be established for each student who completes at least one full school year at an incentive school. Each student will earn $400 for each full year of enrollment in an incentive school. Each student will receive the amount deposited plus interest as the earned scholarship amount. Upon graduation or withdrawal from an incentive school, the total amount awarded for each full year of enrollment will be placed in a trust fund. The trust fund will be administered by a committee made up of two representatives from the Little Rock School District and one representative from the Arkansas Department of Education, Joshua Intervenors, and the Knight Intervenors. A student must enroll in a post high school institution within two years of graduation from high school in order to receive incentive school scholarship funds. Scholarship payments will be made directly to the post high school institution. -49- SUGGESTED TIME ALLOTMENT SCHEDULE FOR THE INCENTIVE SCHOOLS TIME: Regular Day 8:00-3:00 7 hours Extended Day 3:00-5:00 -'2 1/2 hours Extended Saturday 8:00-12:00 *4 hours hours(instruction) *2 hours(instruction) *3 1/2 hrs(instruction) 1 hour(lunch/break) 30 min.(snack/break) 30 min (snack/break) GRADES: Kindergarten - One - Two - Ihree/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) * Reading 90 min. Apx. 450 min. -'Language Arts - Spelling - Handwriting - Conmunication (Oral/Written) - Literature - Library Mathematics ^Social Living - Science (Health-Safety) - Social Studies (History-Economics- Geography) Fine Arts/P.E. - Art * - Music - P.E. TOTAL 90 min. Apx. 450 min. 45 min. Apx. 225 min. 60 min. 45 min. 330 min. Apx. 300 min. Apx. 225 min. Apx. 1650 min. C'/f '-'REGULAR DAY 8:00 - 3:00 7 hours 6 hours (Instruction) 1 hour (Lunch/Recess) -'Exercises in Foreign Languages can be integrate^d with any of these areas. /I -50- EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [2 hours - Instruction [30 min. - Snack/Break Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. Apx. 150 min. Creativity: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [3 hours - Instruction] [30 min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences 70 min. Creative Expression: - Read ing/Wr i t ing - Listening/Speaking Clubs/Events: - Computer - Art - Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 210 min. -51- TIME: Regular Day 8:00-3:00 *7 hours Extended Day 3:00-5:30 * 2 1/2 hours Extended Saturday 8:00-12:00 *4 hours \u0026gt;'\u0026lt;6 hours (instruction) * 2 hours (instruction) *3 1/2 hrs (ins true tion) 1 hour(Lunch/Recess) 30 min(snack/break) 30 min(snack/break) GRADES: Fourth - Fifth - Sixth/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) 'Language Arts: - Reading - Spelling - Handwriting - Conmunication(oral/written) - Literature - Library 150 min. Apx. 750 min. Mathematics 60 min. Apx. 300 min. Social Studies: - Geography - History - Economics 45 min. Apx. 225 min. Science: - Health - Safety 30 min. Apx. 150 min. Fine Arts/P.E.: - Art - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. 1650 min. -'Exercises in Foreign Languages can be integrated with any of these areas. -52- EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [120 Min. - Instruction] [ 30 Min. - Snack/Break] Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. Study Center: - Reinforcement of Basic Skills - Enhancement of Research Skills - Homework Creativity - Dance/Drama - Arts/Crafts TOTAL 30 min. 30 min 120 min. Apx. 150 min. Apx. 150 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [210 Min. - Instruction Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences (field trips, etc.) Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer-Art-Dance/Drama - Intramural Sports TOTAL [ 30 Min. - Snack/Break, 70 min. 70 min. 70 min. 210 min. -53- ATTACHMENT I ANNUAL GOALS TO MEET DESEGREGATION REQUIREMENTS (Number of White Students) Garland Ish Mitchel 1 Rightsei 1 Rockefeller Stephens Total 1989-90 14 7 19 17 35 1 93 1990-91 18 14 24 23 40 10 129 1991-92 28 20 33 29 45 19 174 1992-93 38 26 42 35 51 28 220 1993-94 48 32 51 41 57 37 266 1994-95 58 38 60 48 63 46 313 1995-96 68 44 69 56 73 58 368 1996-97 78 50 78 64 83 71 424 Capacity 310 200 310 255 330 285 1,690 -53a- Area Schools Schools where students attend based entirely on attendance zone identification and which are not designated as incentive schools are called area schools, the following: These include Area Schools Senior High Schools: J.A. Fair Hall McClellan Junior High Schools\nCloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest Elementary Schools\nBadgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin - Fulbright Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Romine Terry Wakefield Watson Western Hills Wilson Woodruff The academic program in elementary area schools will concentrate on language arts, reading, mathematics, science, and social studies to help ensure that students master basic skills. Instruction will also be provided in health, physical education, practical arts, and the fine arts. All -54- elementary schools will be equipped with a 28-station computer laboratory for remedial and enrichment opportunities. In the junior high schools, students will take required courses as well as electives from among choral, instrumental music, art, physical education, Spanish, French, and business courses. Regular and enriched classes in math, English, social studies, and science are offered to meet individual needs. The senior high schools will offer all courses required for high school graduation. Students may choose from various courses in the areas of foreign languages, mathematics, social studies, science, speech, journalism. fine arts, business education, and home economics. honors, and advanced placement courses are offered in various subject areas. Regular, In addition to the core curriculum, all of the area schools will offer the following special programs: Gifted and Talented Education Special Education Program for Accelerated Learning CARE Program (elementary only) DARE (Drug Alcohol Resistance Education) sixth grade classes Extracurricular activities all The area schools will receive the following as a result of the District's desegregation plan: All English, math, science, social studies, special education, foreign language, and music teachers will participate in cooperative learning, PET (Program for Effective Teaching), TESA (Teacher Expectations and Student Achievement), and classroom management training. Supplementary language arts, math, science, social studies, reading, and foreign language materials and supplies for multiethnic infusion will be provided at all area schools. --All junior high area schools will offer journalism (newspaper and yearbook). Manipulatives will be provided for math instruction in all area schools. All area schools will be provided inservice training on the use of multiethnic curriculum guided Concrete \"hands-on\" science materials will be purchased for elementary science instruction. Library/media services will provide for an extension and enrichment of basic skills and will also accommodate the varied learning styles of students in different instructional groups.\nhe District will continue to have at least one library clerk to implement the new library/media program.^ A 7-10 A-V equipment purchase plan will be used to support ear this program. Inservices for teachers and support staff on relevant, practical issues involving the education of handicapped students. District-wide parent support programs and access to the Learning Cent-er that will provide parent training and assistance. Handicapped students utilize computers in the learning process in resource rooms at the elementary and junior high levels. A Community Based Instruction Program (CBI) is available for moderately/severely handicapped students. Academic Progress Incentive Grants: 4 the Academic success for all students is a primary goal of desegregationyiijit.egratiqnprpcess. ol District has developed and adop The Little Rock School deveTbped adopted several programs designed to increase student achievement. District-wide achievement data indicate the need for additional strategies to reduce the number of low achievers. Therefore, the Academic Progress Incentive Grants Program will be established, follows: The program goals are as 1. 2. To improve the education for all students To reduce the disproportion in academic achievement that is evident between groups formed on the basis of race, gender, and economic status. Local schools will develop non-competitive proposals to increase overall achievement and decrease academic disparity. The proposals should include strategies based on promising practices to enhance student achievement. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. A grant writing inservice will be provided by the District. A request for proposals will be announced. The non-competitive grant will be fo option for two additional annual awards, annual grant shall not exceed $25,000^/ 7 ^one year with an The amount of the Magnet schgols and incentive schools will not be eligible for the Academic Progress Incentive Grants. Additionally, area schools will be given before magnet schools or incentive schools to r iportunities^ additional assistance to establish \"islands of excellence\" or model classrooms in their schools. For example a school might wish to develop a model classroom in social studies. Additional resources and assistance from the central administration will be provided and a model classroom will be established. Teachers and administrators from other schools will be encouraged to visit the classroom to gain new ideas and insights into effective teaching techniques which they can then use in their schools and classrooms. Community Support Grants: The availability of extra resources in magnet and incentive schools continues to be an area of concern for many parents in the area schools. Although special funds have been earmarked for magnet and incentive schools, enhancement opportunities must be available in all schools. All schools must have the resources needed to offer quality desegregated learning experiences. In order for quality 7 desegregated learning experiences to occur, all schools must have access to extra resources needed for program enhancement. Non-competitive Community Support Grants will be provided to address the recruitment needs of area schools. Community Support Grants will be used to support local efforts to improve desegregation. Emphasis will be placed on awarding grant proposals that have a positive effect on desegregation efforts. 1. 2. 3. 4 . 5. 6. Grant-writing teams will consist of at least the building principal, two teachers, one noncertified staff member, and four parents. A Grant Writing inservice will be provided by the District. A central office committee made up of the Associate Superintendent for Desegregation Monitoring and Program Development and others appointed by the Superintendent will evaluate grant proposals. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. k Local businesses will be asked to help finance the Community support Grant program. This will give II..',1'\",Hl 7 . local businesses the opportunity to become actively involved in the District's desegregation efforts. Magnet schools, incentive schools, and schools of choice will not be eligible for Community Support Grants. J' I I ',1 I Schools cannot fulfill desegregation reguirements without the involvement of the communities which they serve. The use of Community Support Grants will encourage entrepreneurship, ownership, and commitment to local desegregation efforts. The three-year grant awards (Academic Progress Grants and Community Support Grants) should provide sufficient time for the new strategies to become a part of the school culture. schools. Certain changes are proposed for some of the area These are outlined below. 1. wi Woodruff Elementary Expand the school by adding approximately tA^ hundred students. Some of these classrooms program. be usedfor an early childhood education Also, an Extended Day Program will be offered to attract children of parents who work in the state government offices. A percentage of seats will be reserved in order to meet desegregation reguirements. 2 . Western Hills Elementary 7 Expand the school's capacity, and eliminate the use of portables. Approximately one hundred children attend classes in portable buildings at Western Hills. This plan would expand the capacity of the school by two hundred students. available by 1991-92. Additional spaces will be 3. Cloverdale Elementary and Junior High School Expand each school's capacity by approximately one hundred students. 4 . Portable Buildincfs Eliminate portable buildings in a five-year period beginning in 1990-91. The schools having the largest concentration of portable buildings will be the first priority. Specialty Schools Some of the District's area schools already have special themes, and nothing in this plan precludes their continuing to develop them. However, one specialty school, Badgett Elementary, is described in detail because it relates closely to the theme of the aviation/transportation magnet school to be located near the airport. Aviation/Transportation Specialty School: Badgett's instructional program will be structured around a transportation theme. interdisciplinary concept. Transportation is an It includes science, technology. history, geography, mathematics, international studies, and human services. A transportation theme would be ideal for the development and implementation of an interdisciplinary curriculum. The central Arkansas region has a wealth of transportation industries. Air, rail, trucking, and boat/barge transportation are all located in central Arkansas. These industries should serve as a resource for the Aviation/Transportation Specialty School. The Aviation/Transportation Specialty School has the following goals: A. B. C. D. Students will learn the District's basic curriculum through the theme of transportation. The instructional program will be enriched by field trips, guest speakers, and special events related to transportation. Concepts and skills about transportation will be mastered so that students will be prepared for the Aviation/Transportation Junior High School should they choose to apply. The thematic approach to the delivery of instruction will increase student learning through increased motivation and greater transfer of prior learning. The Aviation/Transportation Specialty Elementary School will utilize an interdisciplinary curriculum that emanates from the theme of transportation. Social studies will focus on the effect of transportation on the location of cities and communities. routes will be examined. Geographic influences on transportation History will be taught in the context of transportation's influence on human endeavors. Science will deal with the physics involved in transportation (e.g., mechanics of flight) as well as the inventions that had a major impact on society at the time (e.g., steam engine, airplane). Many basic science skills can be taught from a transportation reference point. Simple machines, sound, energy, and natural resources, for example, all relate to transportation. -59- To enhance the climate of the school, the transportation theme will be obvious to those who visit the school. Bulletin boards, hall displays, assembly programs. and other instructional activities will emphasize transportation. Guest speakers and field trips will frequently incorporate transportation ideas. One or more specialists will help deliver the school's instructional The specialists will coordinate efforts to develop an interdisciplinary curriculum with a transportation theme. program. They will head-up the curriculum development process and will assist in inservice for other staff members. Students will take field trips to local transportation industries such as Little Rock Municipal Airport, Falcon Jet, Central Flying Service, Arkansas Highway Department, Union Pacific Railroad, Terry or Murray Lock and Dam, and the Little Rock Port Authority. Speakers from the transportation industries will present programs in the classroom. J. Cl III J.11 L.XIC? Due to the proximity of Badgett and the Junior High Aviation and Transportation Intradistrict Magnet School, cooperative projects between the schools will be common. Junior high students can present lessons to the elementary students. Elementary students can do assembly programs (song, dance, skits) for the junior high students. Tutoring, mentorships, and other projects can also be worked out between the schools. Other specialty schools will be considered in the long range plan. For example, if it appears necessary to close an existing elementary building, other uses for the building will be sought including the creation of an alternative school for students in grades 10-12 or an early childhood and infant care center. Also, to extend the aviation and transportation theme, administrators in vocational education will begin working with the Arkansas Department of Education to establish programs at the Metropolitan Vocational Education Center to prepare students for careers in aviation mechanics and other transportation related areas, place by 1992-93. These programs will be in 60 C. Publicity and Information Often the success or failure of a school depends on the extent to which accurate, timely, and clear information is provided to parents and students about its programs and unique features. As the programs for schools of choice. intradistrict magnets, incentive schools, area schools, and specialty schools are planned and developed, parents will be encouraged to participate fully in the process by contributing their ideas and suggestions. The District will explain and publicize the programs available at each school to parents, students, and the general community through the use of the District's television channel, through printed brochures describing each school, and through ongoing contact with the education reporters for the local newspapers and television stations. Information coordinators (described in Chapter 8) for each school will assist in developing information brochures and obtaining publicity for their schools. III. INSTRUCTION A. Equity in Academic Achievement B. Early Childhood Education C. Multicultural Education D. Special Education E. Gifted and Talented Education F. Guidance and Counseling G. Extracurricular Activities -62- III. INSTRUCTION A. Equity in Academic Achievement If the desegregation of a school district does not result in a superior education experience for all students, then it is not successful no matter how \"balanced\" schools may be. It is not acceptable to bring children to the doors of the school house only to resegregate them again in their classes and programs throughout the school day. This section of the plan identifies problems related to equity in the academic achievement of our students and proposes ways to address their problems. Problem One: Disparity in educational achievement between black and white students (as evidenced by grades and standardized tests) continues despite several years of awareness of the issue and efforts to deal with it. It is clear that the disparity in educational achievement between black and white students worsens as students move from grade to grade. It is necessary, therefore, that this desegregation plan address this very serious problem. The following solutions are proposed: 1. Conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a prearranged schedule to determine their educational effectiveness for all youngsters. Programs to be audited include, but are not limited to: -63- Art Chapter I Reading and Math Drug Education Foreign Languages Four-Year-Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library-Media Mathematics Music Physical Education, Health, and Nutrition Education Program for Accelerated Learning (PAL) Reading Science Social Studies Special Education Vocational Education The first programs to be audited will include Chapter I Reading and Math, Guidance and Counseling, PAL, Learning Lab, and Foreign Languages. The purpose of the review will be to -64- determine whether modifications in programs need to be made in order to increase their educational value to students. In some cases programs may need to be eliminated or drastically changed. Seek assistance in establishing an Instructional Management System for every student. Technology now exists which can help us analyze a student's learning styles and achievement levels, predict success or failure in school based on a number of factors, and prescribe the necessary interventions in a timely manner. The District will immediately seek to work with experts in instructional technology to devise such a system. It should be noted that this approach is intended to benefit the successful as well as the unsuccessful student. The District will attempt to have this program in place by 1991-92. Begin immediately to develop a five-year schedule for the review of all courses and programs including incentive schools and magnet programs to determine whether their content is sufficiently challenging, relevant, and enriching to students. Require that curriculum supervisors review the use of the multiethnic curriculum guides and propose necessary revisions and modifications. This will 2. 3. 4. -65- be done yearly so that problems which become apparent can be quickly solved. Problem Two: The District continues to have disproportionate representation of students by race in certain classes, programs, and activities. This is not a problem to be addressed by simplistic solutions such as quotas or percentages which are humiliating and frustrating to students. All students, both the gifted and the low-achieving, must be given every opportunity to excel, be challenged. contribute, and produce in school. This problem must be addressed first by being certain that a strong basic education is provided to all students beginning with kindergarten or before and that provision is made to concentrate on youngsters who need the enrichment experience and activities to enable them to compete with more advantaged students and not lose ground as they move from grade to grade. These include additional or extended homework centers, summer learning programs, Saturday classes. Extended Day program, academic incentive programs, and tutorial services. In schools which lack these programs, the District will allocate funds to establish at least one such program in each school. To a large extent principals, teachers, and guidance counselors can positively impact this problem. However, they must be supported by a Board and an -66-administration which insist on optimum learning opportunities for all students. The extent to which staff development can assist teachers and administrators in dealing with this problem will be discussed in another section of this plan. Problem Three\nIn too many instances different expectations for the level of learning are expected from different students. Most students can learn most of what they should know. The research on this issue is irrefutable. The question is why students do not learn, and the answer has to do with what is expected from them. The District has already recognized the problem of different expectations and is attempting to provide training for all teachers in a program called Teacher Expectations and Student Achievement (TESA). As part of the long-term plan, TESA will be required and provided for all teachers, administrators, library media specialists, and guidance counselors. Additionally, Cooperative Learning, and the Program for Effective Teaching will be included. These programs and others will be discussed in the section on staff development (Chapter 7). Also, in instances where teachers have had success in teaching low-achieving students, the District will provide opportunities for other teachers to visit -67-B. \"model classrooms\" where successful teachingand learningfor all students are occurring. Early Childhood Education Someone recently stated that the answer to the drug problem in society was not to build more prisons but to establish early childhood education programs in the schools. The Little Rock School District has experienced success with the HIPPY Program and its four-year-old programs at Washington, Ish, Franklin, Stephens, and Rockefeller. However, it is clear that such programs must be expanded. Their development (including the expansion of the three- year-old program) and implementation should occur following the District's review of final recommendations made by the Early Childhood Education Task Force. The District will add an additional program at Woodruff in 1990-91 and will initiate a Montessori program at Garland in 1991-92. In 1991-92 the Early Childhood Programs will be evaluated and plans to expand them to other schools will be submitted to the Board. The District will also establish Parent Centers at Washington and Franklin to provide assistance to the parents of children enrolled in the programs there. A major goal of the Little Rock School District's Parent Center component is to combine the special knowledge which parents have about their children with the expertise of the staff to improve services to children. -68-The Parent Center will be developed and implemented by local school staff, social workers, counselors, media center staff, and other related personnel to reinforce and maintain a strong linkage between home and school. Parents will be invited to attend the Center to share information. express concerns, make plans, and develop skills to assist in the education of their children. The Center will provide parent discussion groups, individual problem-solving sessions, and other topics of interest identified by the parents such as creative use of family time. A range of evening programs will be offered throughout the year on such topics as parenting, community resources, behavior management, study skills, and recreation and special seminars such as helping working and single parents to become more involved in spending quality time with their child. The District will include the Arkansas Parents: Partners in Learning Experience (APPLE) parent training material developed by the Arkansas Department of Education and other research-based programs. The Parent Centers will be evaluated by the District in 1991-92. The goal is to have early childhood programs and Parent Centers in at least half of the elementary schools by 1994-95 and in all elementary schools by 1998-99. The recommendations of the Little Rock School District Early Childhood Education Parent Committee are comprehensive and thorough and will provide the basis for an expansion of -69-the District's Early Childhood Education Program as a part of the District's desegregation plan. The District will work with the Early Childhood Education Task Force in analyzing these proposals, both in terms of the District's capacity to implement them and the costs of the programs. A detailed cost estimate, with final recommendations for early childhood education, will be provided to the Metropolitan Supervisor prior to December 31 C. Multicultural Education In its commitment to provide equal educational access for all students, the Little Rock School District included in its 1988-89 court mandated desegregation plan the development and implementation of a multicultural education program for grades K-12. Multicultural education seeks to ensure that male and female students, exceptional students, and students who are members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. In essence, multicultural education includes (1) the infusion of multicultural content when appropriate into the core subject matter areas\n(2) the use of various instructional/learning strategies to address diverse learning styles of students\nand (3) the demonstration of the attitude and belief that all students, regardless of cultural diversity, can learn. 70Multicultural education has several goals: 1. The development of decision-making and social action skills. 2. The viewing of historical and contemporary events from diverse ethnic perspectives, clarifying students' own ethnic identities and helping them to function effectively within their own ethnic communities. 3. The development of cross-cultural competency\nthe ability to function within a range of cultures. 4. Providing students with cultural and ethnic alternatives to problems. 5. Greater self-understanding by viewing one's self from the perspectives of others' cultures. 6. The reduction of ethnic, racial, and cultural conflict and discrimination through the expanding of students' conceptions of what it means to be human and the development of an appreciation for and sensitivity to the diversity of lifestyles. 7. Mastery of essential reading, writing, and computational skills. To achieve these goals the District is currently involved in the following six-year plan: Note: This plan modifies the multicultural program approved by the court in the 1989-90 Desegregation Plan Volume 1, January 31, 1989. Phase I (1987-88) - Awareness for district staff -71-members and input from cultural groups within the community. Phase II (1988-89) - Development of curriculum guides by committees of teachers of grades K-6 in the following content areas: English, fine arts, math, reading, science. and social studies. (1989-90) - Implementation of the above grades K-6 curriculum guides. Phase III (1989-90) - Development of curriculum guides by committees of teachers of grades 7-12 for art, music. English, reading, math, science, library-media, social studies (grade 7), and American History/Arkansas History (grade 8). Phase IV (1990-91) - Implementation of the curriculum guides for grades 7-12 for art, music, English, reading. math, science, and library-media. Phase V (1991-92) - Development of curriculum guides as follows: a) Civics (grade 9) b) American Government (grades 10-12) c) American History (regular - grades 10-12) d) American History (AP - Grade 11) e) Contemporary American History and Arkansas Studies (grades 11 and 12) Phase VI (1992-93) - Continued development of curriculum guides as follows: a) Sociology and Psychology (Grades 11-12) b) Any courses added to the social studies -72- curriculum (Grades 11-12) c) Refinement of existing course guides (if needed) (Grades 11-12) The Little Rock School District is on schedule according to the above six-year plan. Periodic review of the content of the guides and their use by teachers will assist in making modifications or in providing staff development to assist teachers in using the guides. D. Special Education Much work has been done to lower the over- representation of black students in special education classes. Efforts have focused on helping special education teachers, principals, and regular teachers do a better job of analyzing the needs of youngsters. Extensive training and follow-up are provided by the special education staff and these efforts will continue. Special inservice training has been provided to help teachers understand and cope with the vulnerability of black male children in society. Disproportion is a continuous issue, and tremendous progress has been made in addressing it in the District. Targeted goals for the Special Education Department include: 1, The development and implementation of a comprehensive sex education program for handicapped students, (1991-92) -73-2. The expansion of the Learning Cerf concept to include a center at the junior high level. (1991- 5. E. 92) Expansion of the use of the Consulting Teacher Model to provide indirect services to mildly handicapped student\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_402","title":"The Desegregation of the Little Rock School District, Preliminary Plans","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":["1989-11-01"],"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","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation","School integration","School improvement programs"],"dcterms_title":["The Desegregation of the Little Rock School District, Preliminary Plans"],"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/402"],"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\nIP The Desegregation of the Little Rock School District Preliminary Plans November 1, 1989 w in III TABLE OF CONTENTS 1 I. Demographics II. Schools I III. Instruction IV. School Climate w V. staffing I VI. Student Assignment Plan VII. staff Development I VIII. Parent and Community Support IX. Monitoring and Evaluation I X. Budget 5 Iit I XI. Critical Events Calendar Appendices I A. Long-Range District Goals B. I Administrative Organization of the Little Rock School District I I nvn n I 1 I A Message to Our Community: V. Three days after the Supreme Court's decision in Brown Board of Education, the Little Rock School Board issued a formal statement of its intent to comply with the requirements of the Constitution. The statement read as follows: B It is our responsibility to comply with Federal Constitutional requirements, and we intend to do so when the Supreme Court of the United States outlines the method to be followed. i i -c B Three and a half decades later the issue of school desegregation remains unresolved in our city. i No matter what strategies have been attempted, no matter how many $ I 5 I plans have been proposed, the desegregation of the Little Rock School District has remained a goal which we have not B yet achieved. II Even more disquieting is the fact that despite hundreds even thousandsof hours of remedial education for 1 II I students and technical assistance for teachers, the academic achievement of black and white students continues to reflect II wide disparities. On standardized achievement tests last II year, a difference of over 25 percentile points separated the average achievement of black and white students in our I schools. It is painfully clear that not only has the District 1 n been unable to achieve racial balance, it has also been unsuccessful in educating many of its black students. When  j! one pauses to consider the reason why II separate but equal\" B ] I schools were declared unconstitutional in the first place, the gravity of this failure becomes even more appalling, desegregation plan that does not succeed in reducing the disparity in educational achievement between minority and non-minority students cannot be successful. A One must ask why a community that has struggled with this issue for so long has not yet been able to accomplish I I the desegregation of its schools. One reason is the loss of white students from the District, a loss which has occurred I over the years because of enrollment in private schools, movement of middle class families to surrounding districts. I and a decline in the birth rate of white children. At the J I 1 I same time that the District has dealt with the effects of dwindling numbers of white students, it has also had to I educate an increasing number of minority students, who. as II we know, are disproportionately represented among the poor and disadvantaged. n Whatever the reasons for the District's inability to desegregate its schools, it is clear that until our 1 n community realizes the importance of attaining this goal and commits to making it happen, school desegregation will never II II II become a reality. The Federal Court can, and will, issue orders which protect the constitutional rights of school children\nhowever, the Court cannot change the hearts and minds of people, and that, in the end, will determine the degree and quality of any community's efforts to desegregate R its schools. i i E F i j cI H II BI Once again we have an opportunityperhaps our lastto achieve quality desegregated education in Little Rock. What II we accomplish, or fail to accomplish, during the next few months will determine whether we enter the 21st century with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. We must not leave, as our legacy to II our children, inferior, mediocre schools in a system worse off than it was when this litigation began. To do so is not 11 only unthinkable but also unconscionable. In the weeks ahead our patrons, staff, and students n Bl 14 will have opportunities to discuss the ideas contained in Bl these preliminary plans. Many of the proposals have come from you. Others seem like good ideas to us, but you may II find reasons why things should be done differently. Also, you may think of other ideas. We invite your comments and 13 II n opinions\nwe want and need your support. We will be working n hard to write a constitutional plan to desegregate our schools and stabilize our community. n In the end we want to be proud of what we have 5 accomplished and confident that we have done our very best II for all of our children. We believe we can do that if I n together we commit ourselves to the task and support each R i i i I 11 II 11 other in our efforts to attain once-and-for-all the goal stated so eloquently by the Little Rock School Board over Bl thirty-five years ago. II n Ruth Steele Superintendent of Schools November 1, 1989 n II 4 II 11 13 II 11 n 1 1 11 11 n B iv I11 II Bl I, DEMOGRAPHICS 11 A. I! B. Enrollment Trends in the Little Rock School District Population Trends in Little Rock 11 C. Population Trends in Pulaski County D. Implications II nn II nnn nn 11  I 4 I I-1 bI II II 3. II A. Population trends in Pulaski County Enrollment Trends in the Little Rock School District II For several years the Little Rock School District has mA been under federal court order to maintain racial balance 10^ II within its schools. The racial composition of the school H district has shifted slowly in the past several years as a result of a gradual increase in the number of black students ^5 1 5 attending Little Rock schools and in their proportion of the total enrollment. In 1980-81, black enrollment totalled a a approximately 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year, the number of black students had grown to almost 13,800 or 71.3 percent of the total enrollment of 19,300 students. During the period from 1980 to 1987, the District's black enrollment II experienced a six percent increase. During the same period. however, the total enrollment experienced a 6 percent I11 1 n decrease in students. II The District's black enrollment has continued to grow since annexation in 1987. During the period from October 1987 to October 1988, the black enrollment increased from 16,268 to 16,684 students. This represents a 2.5 percent increase in black students. The black enrollment increased by five students from October 1988 to October 1989. During the period from October 1987 to October 1989, the total enrollment experienced a 3 percent decrease in students. The steady decrease in total enrollment during a period of growth for the black enrollment can be attributed to a -3- I steady decrease in the District's white enrollment. The white enrollment decreased by 7 percent (702 students) from October 1987 to October 1988. The white enrollment decreased by 6 percent (588 students) from October 1988 to IHI I I I In II II II KI I October 1989. It is apparent that the District will have to reverse this trend in order to effectively desegregate its schools. The October 1989 kindergarten enrollment appears to be the first sign of change in the pattern of declining white enrollment. The white kindergarten enrollment experienced a 10 percent decline from October 1987 (634 white students) to October 1988 (570 white students). However, the white kindergarten enrollment increased by 10 percent (59 students) from October 1988 (570 students) to October 1989 (629 students). This growth can be attributed to the use of attendance zones and, to some degree, the new mandatory kindergarten attendance law, a law which still gives parents the option to waive kindergarten attendance or attend private/parochial kindergarten. It should also be noted that the District's four-year-old program is approximately 32 percent white. The new attendance zones, the mandatory kindergarten attendance law, and the success of the four-program are good indicators of an upswing in white enrollment. B. Population Trends in Little Rock During the last three decades. Little Rock has experienced a 1.5 to 2.0 percent annual average population -4- iJ1 5 '5 Ic f El n I increase. However, most of the increase has been caused by annexation rather than new residents. Approximately 0.5 I percent of the average annual population increase was related to new residents. The 1.5 to 2.0 percent growth I rate is expected to continue through 2010. Lill According to the City of Little Rock, the northwest sector of the city has experienced the largest population J* I growth since 1980. This section includes the area around Pleasant Valley, Rock Creek, Highway 10, and 1-430. The growth in northwest Little Rock can be traced to new ! 1 residents in this area. The secondary growth area of the city is in southwest I Little Rock. In both northwest and southwest Little Rock, some of the growth can be attributed to movement from J central and east Little Rock. However, southwest Little Rock has received most of the movement from central and east ! n Little Rock. Unlike northwest Little Rock, annexation has n not been a significant factor in the growth of southwest Little Rock. 5 n The downtown area (central and east Little Rock) has ) experienced a decline in population since 1980. As indicated above, relocation continues to occur from central and east Little Rock in northwest and southwest Little Rock. The density of the downtown area is too high for new developments, unless existing structures are removed. result, central and east Little Rock experience decline in the future. -5- As a are expected to B I II s is 2 i I Some of the residents in central and east Little Rock are relocating in west central Little Rock near 1-630. The black percentage is gradually increasing in neighborhoods in the area of Kanis, Barrow Road, and 36th Street. Also, neighborhoods around 12th Street, Fair Park Boulevard, and UALR have changed to predominantly white to predominantly black populations in the last two decades. Unlike central 5(. [isi I and east Little Rock, growth in west central Little Rock has been aided by the availability and construction of apartment .31. complexes and homes for first-time homeowners. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. Most of the homes sold recently in the annexed territory are in Mabelvale. Also, substantial growth is i I I i 1 I Bl I \u0026lt; 1 1 expected to occur on the city's western borders. There are\n1 still several large tracts of undeveloped land now prime for I development. A number of major residential, commercial, or institutional construction projects are currently being completed or were recently completed. It is apparent that the city has three distinct demographic areas: northwest Little Rock, southwest Little Rock, and the central, east, and west central area of Little Rock (also referred to as the 1-630 Corridor). In teirms of racial populations, northwest Little Rock is predominantly white\nsouthwest Little Rock is majority white but has more integrated neighborhoods than the other sectors of the city\n-6- 5 I I I Bl and the 1-630 Corridor is predominantly black in the east and experiencing considerable black migration in the west. Bl It is also apparent that more growth is expected in northwest Little Rock and southwest Little Rock. The Bl downtown Little Rock area is expected to continue to Bl experience a decline in population. C. Population Trends in Pulaski County Bl Pulaski County is expected to experience substantial growth during the next two decades. UALR projects the Bl population of Pulaski County to reach more than 441,000 by -s 5P E the year 2000, an increase of more than 100,500 or 29.6 Bl percent over the 1980 population of 340,600. Metroplan has Bl a somewhat higher projection. The County is expected to reach more than 474,000 persons by 2000 (an increase of 39.3 Bl percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just 30 years. Bl In regard to areas of growth, the population growth Bl rate is slightly higher for areas north of the Arkansas River. In 1970, the population north of the River accounted Bl for 38.4 percent of the County's population. By 1980, the population north of the River was 40 percent of the County. El Areas of large gain north of the River include portions of Sherwood and Jacksonville. Another area of growth in Pulaski County is the area immediately west of the Little Rock School District's western border. Some of the growth in northwest Little Rock referred to earlier will actually occur in areas outside of -7- I 1 5 I II I Bi the Little Rock School District. For instance, the Chenal Valley development is expected to be a major community in I the next 10-20 years. The westward expansion of Pulaski County is also evident in the Crystal Hill and Maumelle Bl areas. The Pulaski County Special School District feels Bl that the school population in Crystal Hill and Maumelle is large enough to justify another school building to serve Bl these areas. At present, the black population constitutes Bl approximately 24 percent of the population in Pulaski \"S Bl County. By the year 2000, blacks are expected to constitute 33.7 percent, or one-third, of the Pulaski County Bl population. The growth rate of blacks in Pulaski County is directly related to the in-migration of blacks from rural Bl areas in Arkansas. Most of these persons are expected to Bl reside in the Little Rock School District. As stated earlier, the black enrollment in the Little Rock School District has experienced a steady increase over the past decade. The growth trends in Pulaski County merely reaffirm Bl the need for more interdistrict transfers in Pulaski County. D. Implications 1  1 5 Bl The three demographic areas in Little Rock make it easy to understand the strategies that the Little Rock School I District must employ to comply with desegregation ..ai requirements. First, the District must reverse the trend I of declining white enrollment in order to effectively desegregate all of its schools. -8- Recruitment efforts 6I 5I directed toward private and parochial students will be I futile if the District cannot maintain its present white 5 population. A continuation of the recent increase in white kindergarten and four-year-old enrollments will not result I e in an overall net growth if the white population is not maintained at the upper grades. Second, although the downtown Little Rock population is expected to decline, the high density in this area will r. continue to be a problem for school assignments. The I building capacity in the downtown area must be increased to 1 reduce the burden of busing on black students. Third, the heavily-populated white areas in northwest and southwest Little Rock must be targeted for possible assignments to schools in the 1-630 Corridor. areas are expected to grow in the future. Both of these Fourth, the total number of white students enrolled in the Little Rock School District must increase if all of the schools in the 1-630 Corridor are going to comply with desegregation requirements. This means that the Little Rock School District must succeed in attracting private and parochial students. These students must be recruited to attend area schools as well as schools in the 1-630 Corridor. 1 J 1 iK a I Finally, the Little Rock School District cannot expect to meet desegregation requirements by relying solely on white students living in District boundaries. Pulaski County is expected to grow considerably during the next ten -9- I I years. Interdistrict assignment procedures such as magnet assignment, majority-minority transfers, and Act 609 5^ transfers are already in place for further development. Act 609 (the new choice law) will allow students outside of I Pulaski County to attend the Little Rock School District. The Little Rock School District long-term desegregation plan must use every opportunity available to benefit from the f \u0026lt; demographic trends in Little Rock, Pulaski County and central Arkansas. I 5 I 1 I 3 5 I I I -10- A. School Organization B. Types of Schools II. SCHOOLS UI fl Interdistrict Schools of Choice Intradistrict Magnets fl Incentive Schools I Area Schools Specialty schools -s C. Publicity and Information 1 I3 1 1 I 11- A. II. SCHOOLS School Organization I The present organizational configuration of schools in the Little Rock School District is as follows: K-6 elementary schools 7-9 junior high schools 10-12 senior high schools I Also, there are four-year-old programs in operation in five elementary schools: Franklin, Ish, Rockefeller, Stephens, 1 and Washington. Additionally, all five high schools have 5 I kindergarten programs in conjunction with their Child Development classes. The phase-out of the kindergarten classes in the high schools by 1993-94 is proposed in order 1 to provide more continuity in the educational experience for young children. Initially, much thought was given to the elimination of the junior high school and the creation of K-8 schools or 6- 8 middle schools. For several reasons such a substantive organizational change is not now proposed: first, another change of this magnitude would not only be very expensive but it would also create additional instability for the community at a time when the perception of stability and continuity in our schools should be increased not decreased. Second, there will be a worsening capacity problem at the junior and senior high level for at least the next two or three years, especially when Dunbar becomes an interdistrict school. Instead, an internal reorganization of the junior -12- 1 5 I I I high schools is proposed, beginning in 1990-91, using grades seven and eight for block scheduling, teaming, and other features of the \"school within a school\" concept which has functioned so successfully in the middle school. Grade nine will be a prehigh school program which thoroughly prepares students for their high school experiences. A seven-period day at the junior high schools will also be instituted, beginning in 1990-91. In 1992-93 the junior high school program will be evaluated, space needs identified, and the usefulness and the effectiveness of the junior high school structure reconsidered. By that time the benefit of studies and evaluations done by the New Futures Initiative will help make a more thorough assessment of the junior high school program. Except for these internal changes, the creation of a K- 9 university laboratory school, and an expansion of early childhood programs in some schools (discussed below), the organizational structure will remain the same, at least through the 1992-93 school year. B. Types of Schools Several types of schools are proposed in this plan. They include the following: Interdistrict schools of choice Intradistrict magnets Incentive schools Area schools -13- 5 1 I ^5 I I '\u0026gt; 4 ^5^ J) Specialty schools Detailed descriptions for these types of schools are in i I bn i Bi B1 Bl ] H I I the following sections. -c 5 1 3 I -14- I 4 Interdistrict Schools of choice 4 I There will be three interdistrict schools of choice, and one. Central High School, as a limited school of choice. They are described below: Washington Basic Skills/Math-Science (Pre K-6): This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by competition which is fostered in academic, physical, and social behavior\nand who are interested in math and science. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, disciplined classroom management, and standard basal J textbooks. 1 ( A computer lab, a math lab, a science lab, field trips, guest speakers, and specific math/science projects (math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core programs. The goals of the Washington School will be: -to develop the highest possible competence in academic skills and concepts\n1 -to nurture the student's mental processes\n-to foster self-discipline\n-to develop task commitment and self-motivation\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas\n-to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow. Washington Basic Skills/Math-Science School will be characterized as a school which will highlight the best of the past, present, and future educational values. These I 1 values will be included as concepts in developing positive This school will also emphasize traditional American values in education, such as patriotism. learning. Classroom teachers (K-6) will use the Young Astronaut Program to encourage further study in math and science. To Ir I channel student interest into the pursuit of the studies required for the exploration and settlement of other worlds, to make school work less forbidding by dramatizing that it is the key to the universe beyond, to attract students to the disciplines that are prerequisite to tackling the challenge of the starsthese are the objectives of the Young Astronaut Program. Students will be regularly scheduled to go to the computer lab, math lab, and the science lab which will be staffed by certified specialists. Instructional assistants -15- J5 J I 1 5 h r I i S' will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion and/or for continuation at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. I Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. Once a student is selected to attend Washington Basic Skills/Math-Science School, he/she may remain until he/she completes the sixth grade or until he/she fails to abide by the standards, regulations, and policies of the school. A major component of the philosophy of the Washington Magnet School will be that the education of a child is the responsibility of both the school and the parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). I I 1 Dunbar International Studies/Talented and Gifted (7-9): Dunbar Junior High School will open in the fall of 1990 as an International Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to recruit the incoming seventh grade class. The balance of the seventh grade class will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to Dunbar. If recruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. 1I 5 -16-  New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 1 school year will not be required to attend Dunbar if they have no interest in the speciality program. If over capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who wish to participate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for Talented/Gifted classes at Dunbar. At Dunbar Spanish, French, Russian, Japanese, German, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, International Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the new courses to be provided. Additionally, other courses, e.g. social studies, science, physical education, and English, will be internationalized through emphasis on the commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature would be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A seven-period day will be provided at Dunbar in order to allow students to take full benefit of the international studies and TAG programs. Also students could take advantage of the A.M.and P.M.Options. The P.M. Option would be a supervised study hall held in the media center, thus allowing students to use library and computer resources. The A.M. Option could be a supervised study hall or a regular class. Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be reguired to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. Foreign Language - Full year foreign language study will be available beginning in grade seven, will be available: French I, II, III German I, II, III Japanese I, II, III The following courses -17- 1 I I I- 2 I J 9-JU, J Latin I, II, III Russian I, II, III Spanish I, II, III t t In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full- year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies -_Beginning with grade eight, the international studies requirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. The International Studies Choices Curriculum will consist of the following courses: Physical Geography Grades 7 and 8 This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues. It will utilize current media information sources including Cable News Network's \"Newsroom\" and the Discovery Channel's \"Assignment Discovery.\" and presentations. The course will include individualized projects Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18- 5 1 1 '5 IH   Grade 9 United Nations  This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. ... ! hi Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Ghandi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal -fl and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills This course includes practical skills designed to help students become responsible participants in the adult community. Components include driver's education 3 culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the required courses and the electives available for students at Dunbar. -19- J I I 3 17th Grade Program of Studies 7 Period Day Recfuired Courses 1. 2. 3. 4. 5. English Mathematics World Geography Life Science (Exploratory Studies - 1 semester) music/art (Practical Arts - 1 semester) Home Economics or Industrial Arts 6. Introduction to Languages or Foreign Language I 7. {French I, German I, Japanese I Latin I, Russian I, Spanish I) Special Programs (Required for students needing assistance in Reading, Math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in special programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas' World Connections Art Choral Music Physical Education Band Orchestra -20- I I I I 11 1 sth Grade Program of Studies 7 Period day Required courses 1. 2. 3. 4. 5. 6. 7. English Mathematics American History Earth Science Health/PE (9 weeks each) Career Orientation (1 semester) Introduction to Languages or Foreign Language I or II (French 1, II\nGerman 1, II\n. Japanese I, II\nLatin I, II\nRussian I, II\nII) Spanish I, or International Choices Curriculum (Physical Geography, World Issues, Arkansas' World Connections) Special Programs (Required for students needing assistance in Reading, Math or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in Special Programs may select an elective from the following\nElective Courses Physical Geography World Issues Arkansas' World Connections Art Choral Music Band Orchestra Physical Education J I I I -21- 9th Grade Program of Studies 7 Period Day Recfuired Courses 1. 2. 3. 4. 5. 6. English Mathematics Civics Physical Science Computer Science (1 year) or Computer Literacy (1 semester) and Any Semester Elective (1 semester) Introduction to Languages or Foreign Language I, II, III (French I, II, III German I, II, III, Japanese I, II, III, Latin I, II, III, Russian I, II, III, Spanish I, II, III) or International Choices Curriculum (United Nations - 1 semester. Leaders of the Twentieth Century - 1 semester, International Skills 1 semester, 7. International Sports - 1 semester) Special Programs (Required for students needing assistance in Reading, Math, or English) PAL English, PAL Math, PAL Combination or Learning Lab. J Jj 5 I1 I Students not required to enroll in Special Programs may select an elective from the following: Elective Courses United Nations (1 semester) Leaders of the Twentieth Century (1 semester) International Skills (1 semester) International Sports (1 semester) Exploratory Business Physical Education (1 year) Health (1 semester) Home Economics Industrial Technology II Art Choral Music Band Orchestra I 1 I 5I -22- l University Laboratory School (Pre-K-9): Interest has been expressed in a university laboratory school which would demonstrate state of the art technigues in teaching and school leadership. It would be located on or near the campus of the University of Arkansas at Little Rock. Students from Pulaski County and North Little Rock would be invited to enroll according to M-M regulations and Act 609. I 1 The Little Rock School District proposes to open such a school in the 1991-92 school year. The remainder of this year and the 1990-91 school year would be planning years in which District and University staff would plan the curriculum and theme for the school. Little Rock Central High School (10-12)\nApproximately 200 spaces are presently unfilled at Little Rock Central High School. These seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. The flagship program of choice at Central would be its extensive foreign language program. Other specialty areas will be planned and developed according to a five-year schedule by Central High staff members and administrators and curriculum specialists from the three school districts in Pulaski County. -23- J 1 I 5 1 I f I IIntradistrict Magnets While the LRSD will continue to invite students from neighboring districts to enroll in intradistrict magnets, the purpose of these schools will be primarily to attract students who reside in Little Rock. Three intradistrict magnets are proposed with ratios of 60 percent black and 40 percent white. I? Aviation and Transportation Magnet (7-9): The Aviation and Transportation Magnet will be constructed at or near the airport in cooperation with the planned Arkansas Aviation Museum and will open in 1991-92.- It will integrate the studies of science, technology, engineering, and social studies around the magnet theme. The study of aviation and transportation will cross many disciplines, including history, geography, communications, physics, engineering, design, mechanics, computers, and navigation. Various human-oriented services will also be included. The instructional program at this magnet school will make students aware of the available careers in the I 1 major industrial fields of aviation, shipping, and transportation. Courses at the Aviation and Transportation Magnet will include such titles as: Avionics Communications Navigation History of Transportation Geographic, Social, Economic and Cultural Developments Due to Transportation Physics of Flight Modern Transportation Engineering Human Services Aspects of Transportation Field experiences will be provided with the following local transportation authorities: Adams Field Falcon Jet Arkansas Highway Department Little Rock Port Authority McClellan-Kerr Navigation System Missouri Pacific Railroad Local trucking companies Local aviation companies I 3 The Vocational Education modules, \"Exploring Industrial Technology Education,\" will form the basis for one or more magnet courses. The modules can be combined in several ways to meet program needs. Flight simulators, hydraulics, construction technology, electronics and other modules will support the program guite well. can be obtained for these courses. State vocational funding In addition a social 2 I -24-science course and a physics/engineering type course will complete the curriculum. iH Cocurricular activities will include field trips to Adams Field, Murray Lock and Dam, and other appropriate sites. Professionals from the transportation industry will be invited to participate as guest lecturers at the school site. ..4  I The school will have a seven-period day to create time for the addition of specialty courses. A small number of specialists will be hired and trained/retrained in the specialty subject they will teach. These employees will need to take course work or attend staff development sessions during the summer of 1990. Students will meet District and State program requirements and will take I small number of required courses in the specialty Other specialty courses will be electives. a area.  Environmental Sciences Magnet (Pre-K-6): Much interest has been expressed in the concept of an environmental sciences magnet (popularly referred to as the \"Zoo\" magnet). if property can be purchased or used near the Little Rock Zoo, we propose to build an environmental sciences magnet for students in grades pre K - 6, to be opened in 1991-92. If property cannot be purchased, an existing elementary school near the zoo would become the  I i J environmental science magnet. I 1 \u0026gt;1 H The theme of the school, environmental education, is ideal for developing a magnet program that will not only be a powerful drawing card for students but will also focus on a current topic that involves science and technology, addresses ethical concerns, has a sense of global urgency, and requires interdisciplinary approaches to solving problems. A recent national report funded by the National Science Foundation stated about K-6 science, \"An integrated, hands-on approach is needed, which focuses on the relationship between humans and the total environment.\" This and other reports focus on the need to integrate science and technology with societal issues. Learning should start with things that students are familiar with, such as their environment, and proceed to use that experience base to introduce other, more abstract, concepts. The Environmental Sciences Intradistrict Magnet Elementary School will address needs currently being communicated at the national level. At the same time, the school can combine available community resources with an inherently interesting topic to create a program that attracts a diversity of students. 1 1 I The Environmental Sciences Magnet Elementary School has the following goals: -25- H A. Students will learn in a multicultural setting that includes representation from all three Pulaski County school districts and neighboring districts. B. Community environmental resources (such as the Zoo, Museum, Game and Fish Department, etc.) will enhance educational experiences for children. C. Environmental education will be an interdisciplinary theme around which much of the instructional program will be delivered. D. Student learning outcomes for the instructional program will include major environmental education concepts from all three learning domains\n1. 2. 3. 4. 5. Knowledge of basic environmental concepts and facts Understanding the relationship between humans and the natural world Acquire a \"caretaker\" attitude toward earth Understand and appreciate all forms of life Apply nurturing skills to care for plants and animals I SJ 0 a 0 If E. The School Plant will include facilities needed for environmental studies such as a greenhouse and science laboratory. Staff specialists will be employed to operate the greenhouse/science laboratory. Staff specialists and regular classroom teachers will work to develop an interdisciplinary curriculum with environmental education as the organizing theme. District and State content guides and objectives will be used to make sure that all skills are included in the program. National curricula such as Project WILD, Project Learning Tree, Project Zoo, and other programs that might become available will be utilized. In addition to normal classroom activities, students will spend time weekly in the science laboratory and greenhouse conducting experiments, culturing plants, and caring for animals. Frequent excursions to the Zoo will give students an additional living laboratory to study. Curricular activities will include such things as wildlife clubs, garden clubs, and Zoo docent training. A contract with the Zoo and other community resources will be developed to detail the working relationship between the parties. Montessori Magnet (Pre K-6)\nGarland Elementary School, one of the District's current incentive schools, will -eventually become a Montessori Magnet School. Our plan is to provide a program for youngsters ages 3-6 by the 1992-93 school year and to expand it for youngsters ages 7-12 in 1993-94. This will provide Garland with two years in which to function as an incentive school and to begin to recruit white families to the school for the Montessori program. -26- JJ 1 1 I\"5 I1 Incentive School Plan 'a 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 District. 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 the proper resources and expectations, the Incentive School Program will seirve 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. Opportunities for academic achievement are enhanced by I I i -5  1 commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly J the belief of the District that all of these ideals will be evident in each incentive school. il In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that J enhances positive self-concept for all students, but especially for those students who have been identified as special-needs students. Also, all students will have equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. I1 Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. J -27- I J The following schools will provide the Incentive Schools Program: I 'i - Garland - Ish - Mitchell - Rightsell - Rockefeller - Stephens Program Goals: 1. To provide the most rigorous, demanding, and challenging educational curricular and instructional and J 2. opportunities within the Little Rock School District (LRSD). To focus on the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas. 3 . To establish educational standards, delivery, outcomes and expectations that exceed those of other schools in outcomes ]-1 4. 5. 6. 7. 8. 9. 10. 11. 12. LRSD. To promote the concept that school desegregation/ integration and quality education are inseparable. To promote the concept of learning, personal and human growth and development, positive self-esteem, and concern for other people and property. To promote improved human and civil rights for all people through the development of human relations skills within the schools. To incorporate in the incentive school core curriculum a systematic approach for exploring the history, culture, and diversity of all ethnic groups of the school population. To promote language development and computation skills through varying experiences. To deliver curricular content in a manner that minimizes the need to label students as special learners. To create and maintain a learning environment which is substantially free from overt manifestation of socioeconomic disparity among students. To provide an opportunity for the schools to become learning and community centers for parents and community organizations. To facilitate strategies for students to establish I 1I I 3 personal goals for achievement of success. I fi 2I t -28- Curriculum Areas: MATHEMATICS - Areas for Emphasis/Expansion Though the K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis, modification of existing instructional techniques, and the introduction of new educational delivery systems will be required. In addition, changes or modification in the core curriculum will be indicated. SCIENCE - Areas for Emphasis/Expansion a The core curriculum for kindergarten through 6th grade currently in use in the Little Rock School District will remain the basis for the incentive school curriculum with significant emphasis/expansion, modification of existing instructional techniques, and the introduction of additional It I i I, 'I and innovative instructional delivery systems. tionally, changes or modification in the core curriculum will be necessary. Addi- -1 The design of a science curriculum for kindergarten through 6th grade does not necessarily mandate that the information presented to the children be different, but offers as an opportunity different teaching strategies and approaches. In recent years in the Little Rock School District, students in kindergarten through grade 3 have not been exposed to any kind of comprehensive or detailed science curriculum. Some children who will be serviced in the incentive schools have had no concentrated science instruction. The design of the expanded science curriculum will approach the teaching of elementary science from two (different perspectives: (1) the inclusion of comprehensive science instruction at all levels and, (2) the utilization of innovative instructional techniques which are not in common use in most of the District's elementary schools. SOCIAL STUDIES - Areas for Emphasis/Expansion Though the core (kindergarten through 6th grade) curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis/expansion, modification of existing instructional techniques, and the introduction of new educational deliveiry systems will be required. addition, changes or modification in the core curriculum will be necessary. In FINE ARTS (MUSIC/ART) - Areas for Emphasis/Expansion The K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum with significant emphasis/expansion, modification of existing instructional techniques, and the -29- 1 I . 5 I 3 k 2 Iintroduction of new educational delivery systems. In addition, changes or modifications in the core curriculum will be indicated. PHYSICAL EDUCATION/HEALTH - Areas for Emphasis/Expansion A curriculum guide for grades K-6 will be developed and used in the incentive schools. The curriculum for physical education will be directed toward achieving individual competencies in health-related fitness, skill-related fitness, fundamental movements and body management, psychosocial foundations (attitudes associated with wellbeing) , and visual/motor manipulatives. Instructional Delivery\narea The instructional approach to teaching each subject in the incentive schools will place a greater emphasis on active student involvement in the instructional process. This will be accomplished by the utilization of the following instructional strategies:  J 1. Student Team Learning - Utilization of the Slavin model, which places strong emphasis on cooperative learning and individual achievement through group interaction, will be used to facilitate this approach. Specifically, the District will use a model developed by Robert Slavin and associates at the Johns Hopkins University titled \"Student Team Learning\" ' \\ teachers implement successful group work within the 11 to help classroom setting. The success of Student Team Learning for achieving increases in student achievement has been carefully researched by Slavin and others the past 10 years and offers documentation for its success with high and low achievers of all ethnic over groups. LRSD has several trainers (administrative and teacher) already prepared to conduct staff development for teachers in the incentive schools on the Slavin model of Student Team Learning. Whole-group Instruction - Experiences will be developed to meet program objectives through whole-group instruction. OOppppoorrttuunniittiieess wwiillll bbee oprroovviiddeedd ffoorr students to interact in skills related activities. Higher Order Thinking Skills - Higher Order Thinking Skills can be utilized at almost any level of instruction. Teachers in the incentive schools will be trained in developing lessons and questioning techniques that solicit objective student responses and encourage imaginative problem solving.  :___ ..111 use this process as an integral part of their instructional approach to teaching the core curriculum. Teachers will One to One Instruction - Since research has conclusively shown that direct one-to-one instruction is the most effective learning model, the adult-to-j 1 5 a 1 2 . 3. 4. I 1 2 I J -30- I 1 a 5. 6. 7. student tutoring approach utilizing direct instruction will be employed whenever possible. Learning Styles Inventory - All incentive school students will undergo a learning styles inventory to assist teachers in diversifying their teaching styles to match the learning styles of the students. Any teacher who has not undergone a reliable learning styles inventory over the past three years will also participate in an identified learning styles inventory. Individual Education Plans - The incentive school will make use of Individualized Education Plans for all students. Homework - All homework in the incentive schools will be used to reinforce instruction, to aid retention, and to assist students in transferring and relating concepts to the learning process, given in isolation. Content Area Modifications\nSCIENCE Homework will not be Extended Opportunities - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students as well as encouraging a better understanding of science and its related components. Field trips may be of local, state, national, or international dimension/level and will be designed so that children in the incentive schools are not deprived of field experience opportunities because of socioeconomic status. In addition, field trips will involve teachers in preparation and transfer activities for the extended learning opportunities both before and after the trip. All field trips must be related to and/or interwoven into class instruction and follow-up. Additional Resources - Other approaches for enhanced learning opportunities in the science curriculum will involve the use of realistic and modern visuals, one-to-one instruction (may be peer to peer, retired personnel to student, aide or student teacher to student, teacher to student, specialist to student), intermittent student conferences, varied instructional approaches to the effective deliverance of higher order thinking skills, and the use of peers and retired personnel as tutors for students in incentive schools. Curriculum Changes - The present LRSD science curriculum will be used along with the complementary objectives in the March 23, 1989, Little Rock School District Proposed Desegregation Plan, Volume II, which include the following: -31- i 5] I 1  I 1 3 2II - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3). - Classroom and textbook work will be supplemented with practical demonstration and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of the sciences. - Emphasis in the upper grades will be on life sciences and physical sciences (4-6). - Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom. 1f The curriculum discussed above, aligned with the additional components listed below, will encourage student success through the Incentive School Program. 1) Instructional Technology - All incentive schools should have available the most modern instructional technology for use in specialized laboratories and in individual classrooms. Science laboratories in all of the incentive schools will be equipped with adequate equipment and materials/supplies (available for grades 3-6) . Adjustments for the kindergarten - grade 2 group 2) 3) will be made. Computers - In addition to the computer stations available for each student in each classroom, the incentive schools will have computer laboratory/ laboratories. Study and Test Taking Skills - The incentive schools will integrate the teaching of the study skills, test taking skills, and reinforcement of scientific vocabulary with the teaching of science in both the laboratory setting and the regular science instructional time block. Students will be provided with opportunities to practice test taking skills using content and formats similar to standardized tests for their age/grade level. SOCIAL STUDIES Though the current core curriculum should remain in place, a number of important modifications are necessary to the success of the social studies program. 1) 2} Realistic Visuals - The use of professional, updated models, materials, bulletin boards, textbooks, etc., are critical to giving children a sense of place in an ever-changing world. Cultural Diversity - The Little Rock School District's current instructional material does not accurately -32- I 1 \\ ] 1 A I i n I s H 1 3) I 4) 5) reflect the cultural or racial diversity evident in the student population of the incentive schools. It is critical to make every effort, including the use of supplemental materials in addition to regular textbooks, to ensure that the incentive school social studies program corresponds with the goals and objectives of the Incentive School Program relative to ethnicity. Values Clarification and Related Approaches - The proactive techniques once utilized by the Little Rock School District, including but not limited to I^m OK, Youre OK (transactional analysis), Values Clarification, Project Aware, and the Green Circle Program, should play a vital role in actively involving students in instruction that allows them to grapple with ideas, concepts, and values critical to an understanding of how society works. Verbal Skills - The utilization of activities designed to encourage oral expression has not received enough emphasis at the elementary level. It is critical that It is critical that students be taught the skills that will allow them to clearly articulate their thoughts and provide them the self-confidence so critical to a positive self-image. The following activities will place a renewed emphasis on this all important skill: Debate - By reintroducing this standard of the traditional curriculum, the incentive schools can increase the speaking and writing skills of students while building their confidence. Even more important, students can learn effective ways to deal with disagreements and can be taught conflict resolution and cause and effect on a practical and academic level. Show-N-Tell - This important aspect of the traditional curriculum will be utilized on a regular and systematic basis to facilitate selfconcept, verbal skills, and self-confidence. Current Events - A greater emphasis should be placed on the integration of current events into the curriculum for all grade levels at the incentive schools. This is imperative if students are to become active citizens in their community and the world around them. Field Experiences - A creative and more systematic utilization of field trips of greater length and variety will be one of the unique aspects of the social studies program at incentive schools. Though traditional sites such as the zoo and museums will certainly be visited, the focus should be expanded to include government agencies, factories, colleges, historical sites, places of business, etc. Every effort will be made to organize the trip in conjunction with the current program of studies. Every J J I. r I I 11 I ni I 1 I -33-6) Study Skills Laboratory - Critical to success in any subject, particularly social studies, is the establishment of a skills laboratory which places emphasis on the \"how-to's of research, test taking. and book analysis. This area has been long neglected to the detriment of student performance on MAT-6 and the Minimum Performance Test. A comprehensive approach .-.lU to these and other basic skills is required. MATHEMATICS Though the current core curriculum should remain in place, a number of important modifications are necessary for the success of the mathematics program. 15 J .fi 1) 2) 3) 4) Mathematics Laboratory - The mathematics laboratory will be an integral part of the curriculum for the incentive schools. The establishment of a mathematics laboratory will place emphasis on concreteness (kinesthetic and tactile activities), manipulatives (hands-on activities), problem solving, realistic pictures, materials, and resources. By providing students with opportunities for hands-on experiences and positive attitudes, laboratory opportunities will contribute to an improved academic seif-concept. Instructional Technology - Instructional technology will be incorporated in the mathematics program for all grade levels to develop skills in problem solving. reasoning, and communication. Various technological equipment/materials will include up-to-date computers, calculators, video cassette recorders, supplemental textbooks, films, manipulatives, and realistic visuals. Parent/child Learning Kits - Essential skills in mathematics should be reviewed and strengthened at each grade level to individualize the learning process for children. Prepared parent/child learning kits will be provided to foster home involvement of parents with child. These kits will include basic mathematics information, manipulatives, and problem solving. Problem Solving - Problem solving activities will be an integral part of the mathematics program. Emphasis will be placed on building confidence, developing strategies for understanding, and fostering logical thinking. Mathematics manipulatives used will include Versa-Tiles, cuisenaire rods, attribute blocks, base 10 blocks, geoboards, tangrams, pattern tiles, unifix cubes and pattern blocks. PHYSICAL EDUCATION/HEALTH The physical education program will provide for the needs of all students in achieving individual competencies in motor skills, knowledge, and attitudes. t -34- J J I 11 i_I3I 1 I I 1) Curriculum Guide - Educational skills related to the physical education program will be outlined in a course content guide, K-6. Systematic utilization of the 2) guide will be emphasized in the incentive schools. Intramural Program - Intramural programs will be established at each of the incentive schools. The 3) fundamental purpose of the program will be to develop enjoyment of team sports and lifelong leisure skills. This program will provide competitive physical education games and activities in addition to class activities. Specialized Equipment - Specialized equipment will be needed to implement the essential physical education It I skills. The equipment will include items such as 4) trampolines, balance beams, balls, hoops, ropes, and other psychomotor materials. Health Related Fitness - Fundamental and developmental skills in health related fitness will be an integral component of the physical education program. Opportunities and experiences will be provided to include family life education, human development, fitness exercises, and understanding of and respect for the handicapped. 1 FINE ARTS (MUSIC/ART) I J The current core curriculum will remain in place with number of important modifications which are necessary for the success of the fine arts program. a 1) 2} Realistic Visuals - The use of professional activities, models, materials, bulletin boards, and textbooks should reflect mankind's heritage in music and art. Cultural Diversity - Emphasis will be placed on cultural diversity in basic, developmental, and 1 3) 4) extension skills in music and art. Each fine arts experience should provide conditions for students to recognize, understand, and appreciate differences in people, traditional beliefs, and uniqueness of cultural styles. Field Type Experience - More systematic utilization of field trips of greater length and variety will be one of the unique aspects of the fine arts program. Students will be provided opportunities for active participation in group and individual performances. Exhibits and field type experiences will be used to reinforce the learning of concepts in music and art. The focus of field experiences should be expanded to include museums, art galleries, commercial advertisement offices, concerts, plays, recitals, and ballets. Creative Expression - Enjoyment of music and art should I L ( be emphasized in the earlier grades (K-3) through the creation of music, painting, and crafts.\ni 5 -35- Creative Jexpression should be expanded at the intermediate level to include an understanding of cultural and historical differences. Opportunities should be provided for students to share, display, and demonstrate their abilities through performances, plays, exhibits, programs, and fairs. 5) Clubs/Events - Special interest clubs in music and art should provide opportunities for students to enhance learning, to broaden cultural experiences, and to receive special training in addition to the regular IS class. Students should be encouraged to participate in 6) vocal and instrumental ensembles and appropriate art exhibits. Fine Arts Resource Center - An area should be designated within each incentive school for storing materials, activities, and equipment for music and art. These resources related to fine arts skills and concepts development should be available for students 1 to use at home, following: These resources should include the J a) b) Music - musical instruments, records, tapes, books, sheet music, videos, and pictures. Art - drawing paper, construction paper, crayons, markers, paint brushes, modeling clay, pictures, books, paints, lettering sets, and various craft items. READING The developmental approach to teaching reading will be applied in the incentive schools. Neither age nor class designation will be a factor in determining the cognitive developmental needs of a child at any given time. This approach will require frequent and on-going formative assessment to determine the child's immediate instructional needs. More time on task to include teaching and reteaching, utilizing alternative instructional techniques, will characterize the reading program. Teaching of reading will not be confined to the reading block of time, but will be meaningfully incorporated in all areas of the curriculum. I 5 The \"whole-group\" instructional approach will be applied in the reading program, reinforced by re-teaching, identified small group instruction, and individual tutoring. This approach will be facilitated by limiting the teacherpupil ratio to 20:1 in the primary grades (K-3) and 25:1 in the intermediate grades (4-6). An instructional aide will j be provided for each forty (40) students, constituting a .50 aide per classroom. To utilize teacher strengths/skills and maximally meet the individual student needs, team teaching at grade levels will be employed in the incentive schools. Peer tutoring, involving students from grades 5 and 6 as well as students from nearby secondary high schools, will I 4 I -36- serve to further extend learning time for primary children (K-3) . Field trips designed to extend classroom objectives and to broaden student experiences will be incorporated as a major component of the reading program. To maximize the field trip experience, the teacher will develop and teach pre and post field trip lessons. Instructional technology, to include the use of the computer, will be employed as a teaching tool, focusing on teacher interaction with students, and providing immediate feedback and reinforcement to the student. This procedure utilizes the computer as a visual vehicle for instruction and is not intended to replace laboratory computer instruction. Homework will provide opportunities for further mastery of skills/concepts taught in the classroom. Students will be permitted to take the basal reader and other library resources home for specifically designed homework assignments. J  Under no circumstances will homework be I required of a child who has not demonstrated mastery of the homework content at the comprehension level. To facilitate the use of background experiences in the development of vocabulary and comprehension, story mapping will be a common practice. C Critical thinking skills will be taught at all grade levels, including among others, drawing conclusions, predicting, inferences, analysis and evaluation. Social development as well as cognitive reading skills will be enhanced by the inclusion of multi-cultural literature, audio-visual materials, and resource persons from various cultural groups. Focus on oral language development will be a high priority in the incentive school. Opportunities to develop oral fluency will include speaking, storytelling, chanting, imitating, debating, dramatics, and choral reading and reciting. 1 I I LANGUAGE ARTS 5 The Little Rock School District believes that all students can become proficient users of language by learning strategies of reading, writing, speaking, and listening. The language arts programs of the District reflect these goals in a multicultural curriculum designed to nurture and expand the developing literacy, speaking, and writing abilities of all students. I IS Jl The following guides will be used for the language arts program in the incentive schools: F - Curriculum Objectives (K-6) and Core Curriculum Charts - Multicultural Materials (selection and use) I 4 -37- I- Core Literature List (K-6) - Multicultural Vocabulary (Teacher and Student Lists) - Curriculum Materials/Activities/Resources I  Effective oral and written communication skills are fundamental to an individual's success in academic activities, social development, professional performance, and personal fulfillment. The incentive schools will develop and infuse multicultural education in all grade levels of English language arts. are to enable each student to develop: The goals of this program - Clarity, fluency, and precision in standard oral and written communication\n- The ability to give structure to thoughts\n- The ability to analyze and discuss\n- A consciousness of linguistic patterns and structure\n- A pride in, appreciation for, and sensitivity for standard language and an awareness of nonstandard language\nand - Creative thought and expression. The core curriculum, concept, skills, and behavioral objectives have been clearly defined in the Little Rock School District curriculum guides, which form the foundation for the language arts programs in the incentive schools. context. English usage will be taught in spoken and written The teaching of English usage will be made relevant and meaningful to the student by utilizing the student's spoken and written language as an instructional vehicle to clarify new concepts/skills. Oral language will be facilitated by providing varied opportunities for the child to practice speaking in meaningful settings such as dramatic play, giving directions, making plans for activities, talking about experiences in school, community, etc., making announcements, debating, orations, telling riddles, dramatizing stories, traveling experiences, telephone conversations, making introductions, conducting club meetings, etc. Fluency will be acquired through practice. The concept of writing to read will be incorporated in the language arts program. Written language is concerned with the child's efforts to express his/ her ideas in writing. Ideas are in abstract form until they \"flow through a pencil or pen\" to the paper. 1 1 in the incentive schools, the child will be provided many techniques and skills necessary for fluency. ques to be utilized are: To create this flow, Some techniJ - Journal writing - Poetry -38- 15 5 1 1 IIi I I 1 ..-1 I - Reports - Letters - business and friendly - Plays - Riddles - Biographies - Stories - Newspaper articles - Books Language arts, speaking, reading, writing, and spelling are all interdependent disciplines and will be taught as such. It is essential that the child understands the relationship of these disciplines. The student's valuing of each discipline will be enhanced as he/she becomes aware of the relationship between writing and spelling, speaking and reading, and reading and writing. The functional importance of nonverbal communication cannot be minimized. Consequently, this area of communication will be a part of the language arts curriculum in the incentive schools. Recent research identifies nonverbal communication as a valuable means of communication. The development of telecommunication technology and the elimination of communication barriers have created a need for greater understanding of all forms of communication. COMPUTER LITERACY I .Al I The Little Rock School District does not have a comprehensive computer literacy program in operation at the present time for elementary school children. The elementary 1I schools in Little Rock are equipped with computer laboratories which are used for remediation and enrichment. The incentive schools will continue to use the computer laboratories with their present design and scope. In addition, the Little Rock School District incentive schools will offer computer-supported, individual, and group-based instruction for elementary school reading, mathematics. social studies, science, art, etc. Participation, instruction, practice, feedback and monitoring will be the keys to unraveling the computer for elementary students in the incentive schools according to the following objectives: 1) 2) The computer will be used to enhance student participation, feedback, and performance as well as monitoring in classroom and laboratory settings. The computer program experience for students in the incentive schools will involve the students from an orientation stage to a mastery stage. (Inextricably interwoven in the mastery will be the advent of elementary instruction in keyboarding and/or typing). -39- J J I I 51 !hi  B J 3) 4) The computer will involve students in active instructional tasks, active learning, and opportunities for providing and receiving explanations. The computer literacy program will help to encourage teachers in actively involving students in an ongoing program that: a) b) c) d) e) f) begins in kindergarten, follows a scope and sequence similar to other subjects, pursues grade, level mastery annually, masters the keyboarding skills needed for efficiency, utilizes intermediate level programming skills necessary for proficiency, and produces a computer literate student by 6th grade who: It -5 1) 2) recognizes and appreciates the ability of a computer and understands and is able to demonstrate command of the computer before entering the 7th grade. Each school will have a computer loan program. Students will be able to take portable computers home on a short-term basis for special projects. Keyboarding will be offered from 4th grade through 6th grade, utilizing the following format: 1 Beginning in the 4th grade, the incentive program will offer an entire nine weeks/grading period for students to learn practical standard keyboarding practices while still allowing them access to computers in other settings during the first grading period. The remaining three grading periods will offer support and reinforcement for the keyboarding as well as an introduction to basic programming. 5 For students who may have advanced skills, advanced programming will be offered. In order to qualify for advanced instruction, students must have demonstrated mastery of basic programming before being placed in an advanced programming class. In instances where the computer will be used to provide students with higher levels of participation, feedback and performance monitoring, instructional software directed toward immediate ability for student response will be used. I (Example: The software used should allow for immediate reliable feedback from the teacher and the software. The use of the computer will allow the teacher time for direct instruction because: more I 1) The teacher will not be free or released during computer instruction. I t -40- Ji g  2) The teacher will be involved with the students during training, practice, and follow-up. 3) The regular classroom teacher may or may not be the computer teacher (May vary depending on teacher skills, willingness to acquire skills, specialists available, etc.) Personnel directly involved in computer instruction will require prior training or extensive training in the operation and care of the computer. The computer-teacher programmer will be a professional who has also been trained to teach. The computer teacher and/or computer-teacher programmer will require training on specific software packages to be used at the different grade levels. These individuals will also be trained in discipline and classroom management, in group process, and in Student Team Learning. Support Programs\nThe focus, function and guiding process of the incentive schools will be to provide excellence in an environment of academic support. Research indicates that parent and community involvement are critical to academic achievement. In particular, support programs are capable of enhancing both compensatory and enrichment activities, addition to the various support strategies used by the In Little Rock School District, the following support programs will be available in each incentive school: HOMEWORK CENTERS Each Incentive School will offer an . after school homework center for students who are in need of specific help with class material. At least one teacher and aide will operate the center. The teacher will also be responsible for conferring with regular classroom teachers concerning individual student needs. PEER TUTORING - Peer tutoring will be selected from among a group of self-nominated and teacher-nominated students. The role of peer tutors will not be limited only to those students with outstanding academic grade point averages but will also be open to other students who have mastered the subject matter and can verbalize an understanding of the subject matter to be covered. RETIRED TEACHER PROGRAM - Retired teachers will be recruited to come into the'incentive schools and work with individual students as tutors. Retired teachers will be involved in different types of individual and small group activities that address the academic, social, and developmental needs of the students. -41- IS 1 1\n3 I 3 2I * I aides, etc. PARENT PROGRAMS - The Incentive School Program will focus on the use of extended family members as tutors, . In particular, parents/guardians and grandparents will be used on a regular basis in All classrooms and other school activities (advisors, evaluators of programs, activity sponsors, etc.), incentive school activities will reflect the philosophy that parents/guardians are the first teachers of children. Parents will be regarded as learning partners in the educational process of their children. In some cases, a number of parents/guardians will be employed as aides with the expectation that they will complete college teaching degree programs leading to certification and possible career opportunities in the District. The incentive schools will also support the needs of parents. These schools will become learning and community centers accessible to parents and community organizations after regular school hours. Parent support workshops will be provided on a periodic basis throughout the school year (at least one workshop each quarter). These workshops will be directly related to the instructional activities in the classroom and will address topics such as: 15 1 -1 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Reading skills Adult literacy (i.e. GED program, etc.) Math instruction skills Parent/child advocacy skills Use of community agencies and resources Counseling services Career opportunities Use of standardized tests Computer literacy Higher education oppportunities I 1 I In addition to the parent support workshops, the incentive schools will use various strategies to increase the accessibility of the schools to parents and community members. r I 5 I COMMUNITY PARTICIPATION - Community participation in the incentive schools shall be encouraged by the involvement of community organizations, employers, civic and social organizations, and public agencies. Each school will participate in the Partnerships in Education Program and will maintain at least one business partnership. These organizations will be engaged in programs which extend learning experiences beyond the classroom. For instance, field trips, onsite career awareness opportunities, Saturday enrichment activities, and role model programs will be supported by business partners and/or various community organizations. For instance, field trips. k s- z I -42-The use of support programs is critical to the success of the Incentive School Program. In addition to the use of external monitoring sources, the building principal will be directly responsible for monitoring the effectiveness of all support programs. The effectiveness and progress of these programs will be prepared by the building principal and submitted to the Superintendent's office (including the Associate Superintendents) on a quarterly basis. IZ 1__1_, instiruments used by external monitors will also address the Monitoring effectiveness of support programs. i Staff Selection Criteria\n. IM J The principal will demonstrate: lil - knowledge of elementary curriculum. - a commitment to being a leader in staff development by initiating, participating, monitoring, and maintaining inservice activities. - competency in interpersonal relations with faculty, students, parents, administration, community and support staff. - a knowledge of and commitment to the differences and similarities among various socioeconomic, social, gender, and cultural groups. the ability to apply the principles of child growth and development with faculty, students, parents, administrators, community, and support staff. - the ability to apply the concepts inherent in the principles of learning with faculty, students, parents, administrators, community, and support staff. - a knowledge of current educational theory/practices and the ability to make appropriate application in the development of the school population. The certified staff will demonstrate: J J I ) - competency in the total teaching act. - commitment to the philosophy of the incentive school. - a commitment to participate in staff development activities and apply skills in the classroom. - the ability to teach to differences as evidenced by daily planning and delivery of instruction. - sensitivity to cultural differences as evidenced by the physical features of the classroom which should reflect I 3 1 the society (population) that it serves. a other certified teachers Lead teachers will demonstrate the same competencies as teeehers in addition to the following: - the ability to work with diverse cultural groups of students and parents. - the ability to accept change and adapt readily to learning situations. new I -43- 1 - the ability and willingness to share successful teaching strategies with other teachers and students. - the ability to accept constructive criticism from fellow educators. - a strong interest in research. Lead teachers are those who model effective teaching strategies and are selected to serve as coaches for preprofessionals, student teachers, and peers. t staff Development\nAlthough LRSD expects to assign to the incentive schools exceptionally qualified personnel, specific inseirvice will be necessasry to implement the unique instructional program, following: Basic inservice will include the Mission and purpose of the incentive schools (1 day) Curriculum refinement (10 days) -Identification of desired learning outcomes -Identification of concepts and skills to be taught at each grade level -Delineation of the sequence of teaching topics for each grading period Overview of Program for Effective Teaching (PET)(1 day) Expectation Theory (Accepting Differences) (1 day) Student Team Learning (3 days) Developing Higher Order Thinking (1 day) Classroom/Discipline Management (2 days) Planning for Achievement Difference within the Whole Group Theory of Lesson Planning (1 day) Computer Training (1 day) Instructional Aide Inservice (1 day) Clerical Aide Inservice (1 day) Developing Parents as Partners Implementing the Homework Center Program for Accelerated Learning During the 1990-91 school year, maintenance activities for summer 1990 staff development activities will be conducted. Additional Staff Development Activities will include the following: PET (1 cycle) Developing Peer Tutors (2 days) Developing Adult Tutors (2 days) Teacher Expectations and Student Achievement (TESA) An annual assessment of staff development needs will be conducted. Inservice activities will be scheduled based on needs related to implementation of the Incentive School Program. The staff development department will coordinate inservice activities. -44- J1 1 I : 3 IaI 1 2 1 Recruitment\nAggressive 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. marketing campaign for the Incentive School Program will The focus on two major strategies. First, all parents in the 15 three school districts will be informed about programs available in the incentive Second, in order to schools. desegregate the incentive schools, various neighborhoods throughout Pulaski County will be targeted. In each case, the marketing strategies will emphasize the unique learning opportunities available at the incentive schools. I All of the schools designated as incentive schools beginning in the 1990-91 school year currently have (as of October, 1989) racial percentages ranging from 84 to 99% 1 I black. The black percentage at Rockefeller is 84% black and the black percentage at Stephens is 99% black. The acceptable range, or desegregation requirement, for all elementary schools in the Little Rock School District is plus one-eighth and minus one-fourth the total black percentage at the elementary level. This foirmula, which is within the guidelines established by the Eighth Circuit Court of Appeals, results in a range of 51 to 76.5% black. The purpose of the recruitment program is to comply with the desegregation requirements in each incentive school. 1 The recruitment program will encourage voluntary assignments that will not have an adverse effect on the desegregation requirement at each incentive school. Of course, the use of voluntary measures will necessitate I long-range goals for full compliance with the desegregation -y- . Each incentive school is expected to be in requirements. full compliance with the desegregation requirement by the beginning of the 1994-95 school year. I In order to ensure that recruitment is regarded as a major priority in the incentive schools, the number of white students at each school will increase no less than the annual goals listed 3 on the attachment, \"Yearly Goals To Meet Desegregation Requirements.\" These goals will remain in effect during the five-year period from 1990/91-1994/95 or until the school meets the desegregation requirement, whichever comes first. I f!  The incentive school recruitment program will focus three objectives: on 1) 2) To provide information to the community about the incentive school program. To use specific recruitment strategies for predominately white neighborhoods throughout Pulaski County. 2 -45-... f ___I 3) To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. As stated earlier, the various recruitment strategies will emphasize the unique learning opportunities at the incentive schools, on the following: 1) 2) In particular, emphasis will be placed I i t'-fi 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) Extended day learning opportunities Scholarships for post high school educational opportunities Foreign language instruction An individual education plan for each student Academic competition Homework Centers Computer literacy instruction Attractive facilities Low teacher/pupil ratios Emphasis on higher level thinking skills Permanent substitute teachers Saturday enrichment opportunities Each school-based Biracial Advisory Committee will be primarily responsible for implementing recruitment strategies. The school-based Biracial Advisory Committee consists of the building principal, teachers, parents, and students. The parent recruiters in the Little Rock School District Student Assignment Office will assist each schoolbased committee in developing and implementing specific recruitment activities. Although the parent recruiters will provide central office support for certain recruitment activities, it is believed that the most effective recruiting comes from the parents, students, and building staff. In addition to the specific recruitment activities implemented at the school level, the parent recruiters will conduct the following activities to meet the objectives of the incentive school recruitment program: A. To provide information to the community about the incentive school program. IP 5 II I 3 1 1) 2) Information booths at prominent shopping centers and malls throughout Pulaski County. Develop highlight sheets and distribute to all elementary students in Pulaski County. Highlight I 3) sheets will also be displayed in local businesses. Insert highlight sheets in bills of utility companies. Conduct information sessions with special audiences (i.e., PTA Council, PAC Council, Junior I -46- 4) League, League of Women Voters, Chamber of Commerce Education Committee, Realtors Association, etc.) Develop and distribute generic public service announcements (PSA's) to all media. Public B. 5) 6) 7) 8) service announcements will be a part of an ongoing media blitz to heighten public awareness regarding incentive schools. Billboards, bus benches, etc.. will also be used to advertise generic information about incentive schools. Produce short videocassette recordings to be used in public presentations (i.e., PTA meetings, realtors, etc.) Seek incentive school endorsements from local celebrities. Conduct individual and small group recruitment meetings with potential parents. In addition to the above. The Little Rock School District Offices of Desegregation and Communication will be responsible for the following: a) b) c) Hire a marketing expert to develop and implement a multi-year marketing campaign. Conduct an ongoing media blitz that focuses on the positive aspects of the incentive school program. Highlight incentive schools in all district publications. To use specific recruitment strategies for targeted neighborhooods throughout Pulaski County. 1) 2) 3) 4) 5) Assist school-based committees in targeting geographic areas/neighborhoods for informational blitz regarding specific incentive schools. Information will also stress group preference as an assignment option. Assist schools in developing small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. Work closely with student assignment offices in NLRSD and PCSSD and the Magnet Educational Team (MET) to target specific neighborhoods for recruitment activities. Assist each incentive school in establishing and scheduling a speaker's bureau. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, students, etc. -47- 10 5 J J I(5 1 3 I3 I 11 J c. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. t: I 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 will be responsible for compiling bi-monthly reports on the implementation and effectiveness of various recmitment strategies. These reports will be shared with the Little Rock School District Board of Directors, Joshua and Knight Intervenors, and the Metropolitan Supervisor. The bi-monthly reports will be developed by each school-based Biracial Advisory Committee. The Districtwide 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 will also appoint two ex-officio members with expertise in marketing/ advertising to advise the committee on recruitment strategies. The Districtwide Biracial Advisory Committee will visit the incentive schools once each quarter. Among other things, the committee will evaluate the recruitment program in each building. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report for each incentive school. Post High School Scholarships\nThe incentive school program is intended to provide both short-term and long-term opportunities for educational excellence. As incentive school students experience the short term benefits of high quality learning experiences in grades K-6, it is imperative that they have the resources needed to extend their educational careers to post high school learning experiences. To this end, a scholarship program will be provided for all LRSD incentive school students. A trust fund will be established for each student who completes at least one full school year at an incentive school. One-seventh of the full scholarship amount will be awarded for each full year of enrollment in an incentive school. S Upon graduation or withdrawal from an incentive school, the total amount awarded for each full year of enrollment will be placed in a trust fund. ' The trust fund will be administered by a committee made up of two representatives from the Little Rock School District and one representative from the Arkansas Department of Education, Joshua Intervenors, and the Knight Intervenors. A student must -48- ! I -1 J I I 3 I \"S r k zenroll in a post high school institution within two years of graduation from high school in order to receive incentive school scholarship funds. Scholarship payments will be made directly to the post high school institution. I*' -49- IS -5 I I 1  J 1 r .At  SUGGESTED TIME ALLOTMEOT SCHEDULE FOR THE INCENTIVE SCHOOLS TIME: Regular Day 8:00-3:00 \"7 hours \"-6 hours (instruct ion) *1 hour(lunch/break) Extended Day 3:00-5:00 -'2 1/2 hours '2 hours (instruct ion) 30 min.(snack/break) Extended Saturday 8:00-12:00 4 hours *3 y./'i. hours -\u0026gt;30 min(snack/break) GRADES: Kindergarten - One - TWo - Three/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) * Reading 90 min. Apx. 450 min. -'Language Arts - Spelling - Handwriting - Communication (Oral/Written) - Literature - Library 90 min. Apx. 450 min. 1 1 Mathematics 45 min. Apx. 225 min. \"Social Living - Science (Health-Safety) - Social Studies (History-Economics- geography) 60 min. Apx. 300 min. Fine Arts/P.E. - Art - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. Apx. 1650 min. 1 3 *REGULAR DAY 8:00 - 3:00 1 hours 6 hours (Instruction) 1 hour (Lunch/Recess) I ^(Exercises in Foreign Language can be integrated with any of these areas.) A k 1 -50- IEXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [120 Min. - Instructional] [ 30 Min Snack/Break] n Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. a Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. Apx. 150 min. n Creative: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. -5 J J TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [210 Min. - Instructional] [ 30 Min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences (field trips, etc.) 70 min. 1I7 Creative Expression: - Reading/TVriting - Listening/Speaking Clubs/Events: - Computer-Art-Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 210 min. -51- I3 IJ. I s I J 5i i  il TIME: GRADES: Regular Day 8:00-3:00 *7 hours '6 hours (Instruction) *1 hour(Lunch/Recess) Extended Day 3:00-5:30 * 2 1/2 hours * 2 hours(Instruction) 30 min(snack/break) Fourth - Fifth - Sixth/Regular Day BLOCKS (Daily) Extended Saturday 8:00-12:00 '4 hours *3 1/2 hours 30 min(snack/ break) 8:00 - 3:00 TIME (Weekly) -'Language Arts: - Reading - Spelling - Handwriting - CoiTinunication(oral/written) - Literature - Library Mathematics Social Studies: - Geography - History - Economics Science: - Health - Safety Fine Arts/P.E.: - Art - Music - P.E. TOTAL 150 min. 60 min. 45 min. 30 min. 45 min. 330 min. Apx. 750 min. Apx. 300 min. Apx. 225 min. Apx. 150 min. Apx. 225 min. J I I '1 I Apx. 1650 min. (Exercises in Foreign Language can be integrated with any of these areas.) n I It D i -52-EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [2 hours - Instructional] [30 min. - Snack/Break] Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. 4 Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. t k Apx. 150 min. Creative: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [3 hours - Instructional] [30 min Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer - Art - Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 70 min. 210 min. -53- lit I J J I f I i 1 h J IATTACHMENT yearly goals to meet desegregation requirements (Number of White Students) lit GARLAND ISH MITCHELL RIGHTSELL ROCKEH*.! T ER STEPHENS IJ I 'a 1989-90 14 1 19 17 35 1 1990-91 27 14 29 25 42 13 J 1991-92 40 21 39 33 49 25 1992-93 53 28 49 41 56 37 1993-94 66 35 59 49 63 49 'I 1994-95 79 43 69 58 72 62 CAPACITY 320 180 280 240 300 260 -54- 1 J 1 I I TI Area Schools Schools where students attend based entirely on attendance zone identification and which are not designated 0\nas incentive schools are called area schools, the following\nThese include I Jr- Senior High Schools\nJ.A. Fair Hall McClellan J 1r Junior High Schools\nCloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest 51 1 II Elementary Schools\nBadgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Romine Terry Wakefield Watson Western Hills Wilson Woodruff ItI1I 5: I1  Academic Progress Incentive Grants\nAcademic success for all students is a primary goal of the desegregation/integration process. The Little Rock  School District has developed and adopted several programs designed to increase student achievement. District-wide -55- achievement data indicate the need for additional strategies to reduce the number of low achievers. Therefore, the Academic Progress Incentive Grants Program will be established, follows: The program goals are as 1. 2. To improve the education for all students To reduce the disproportion in academic achievement that is evident between groups formed on the basis of race, gender, and economic status. I Local schools will develop proposals to increase overall achievement and decrease academic disparity. ' proposals should include strategies based on promising practices to enhance student achievement. Teachers, The building administrators, and patrons shall participate in the development of the local school proposal, proposals will be announced. A request for The grant will be for one year with an option for two additional annual awards, shall not exceed $25,000. The amount of the annual grant Magnet schools and incentive schools will not be eligible for the Academic Progress Incentive Grants. Additionally, area schools will be given opportunities before magnet schools or incentive schools to receive additional assistance to establish \"islands of excellence\" or model classrooms in their schools. For example a school might wish to develop a model classroom in social studies. Additional resources and assistance from the central administration will be provided and a model classroom will be established. Teachers and administrators from other schools will be encouraged to visit the classroom to gain new ideas and insights into effective teaching techniques which they can then use in their schools and classrooms. Community Support Grants\nThe availability of extra resources in magnet and incentive schools continues to be an area of concern for many parents in the area schools. Although special funds have been earmarked for magnet and incentive schools, enhancement opportunities must be available in all schools. All schools must have the resources needed to offer quality desegregated learning experiences. In order for quality desegregated learning experiences to occur, all schools must have access to extra resources needed for program enhancement. Community Support Grants will be provided to address the recruitment needs of area schools. Community Support Grants will be used to reward local efforts to improve desegregation. Emphasis will be placed on awarding grant -56- J1 J1IIs I 1 c I 11 s 1 proposals that have a positive effect on desegregation efforts. 1. 2. 3. 4. 5. 6. 1. 8. The district will be divided into clusters, and schools will only compete for funds with other schools in a given cluster. No more than two schools in a cluster may receive a Community Support Grant. Grant-writing teams must consist of at least the building principal, two teachers, one noncertified staff member, and four parents. A central office committee made up of the Associate Superintendent for Desegregation Monitoring and Program Development and others appointed by the Superintendent will evaluate grant proposals. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Local businesses will be asked to help finance the Community Support Grant program. This will give local businesses the opportunity to become actively involved in the District's desegregation efforts. Magnet schools, incentive schools, and schools of choice will not be eligible for Community Support Grants. Schools cannot fulfill desegregation requirements without the involvement of the communities which they serve. The use of Community Support Grants will encourage entrepreneurship, ownership, and commitment to local desegregation efforts. The three-year grant awards (Academic Progress Grants and Community Support Grants) should provide sufficient time for the new strategies to become a part of the school culture. schools. Certain changes are proposed for some of the area These are outlined below and will be considered in more depth as we finalize the plan during the next two months. 1. Woodruff Elementary Expand the school by adding ten classrooms. Some of these classrooms will be used for an early childhood education program. Also, an Extended Day Program will be offered to attract children of parents who work in the state government offices. A percentage of seats will be reserved in order to meet desegregation requirements, would be complete by 1990-91. The expansion -57- . H  J 1 I j 5 i I I I j2 . Western Hills Elementary si Expand the school's capacity and eliminate the use of portables. Approximately one hundred children attend classes in portable buildings at Western Hills. This plan would expand the capacity of the school by two hundred students. available by 1991-92. Additional spaces will be 3. Cloverdale Elementary and Junior High School Expand the schools' capacity by approximately two hundred students. -58- J *5 J 1 5 I Ill Specialty Schools I Some of the District's area schools already have special themes, and nothing in this plan precludes their continuing to develop them. However, one specialty school, Badgett Elementary, is described in detail because it J^elates closely to the theme of the aviation/transportation magnet school to be located near the airport. Aviation/Transportation Specialty School: Badgett's instructional program will be structured around a transportation theme. interdisciplinary concept. Transportation is a It includes science, technology, history, geography, mathematics, international studies, and human services. \"A transportation theme would be ideal for the development and implementation of an interdisciplinary curriculum. The central Arkansas region has a wealth of transportation industries. Air, rail, trucking, and boat/barge transportation are all located in central Arkansas. These industries should serve as a resource for the Aviation/Transportation Specialty School. The Aviation/Transportation Specialty School has the following goals: A. B. C. D. Students will learn the District's basic curriculum through the theme of transportation. The instructional program will be enriched by field trips, guest speakers, and special events related to transportation. Concepts and skills about transportation will be mastered so that students will be prepared for the Aviation/Transportation Junior High School should they choose to apply. The thematic approach to the delivery of instruction will increase student learning through increased motivation and greater transfer of prior learning. The Aviation/Transportation Specialty Elementary School will utilize an interdisciplinary curriculum that emanates from the theme of transportation. Social studies will focus on the effect of transportation on the location of cities and communities. Geographic influences on transportation routes will be examined. History will be taught in the context of transportation's influence on human endeavors. Science will deal with the physics involved in transportation (e.g., mechanics of flight) as well as the inventions that had a major impact on society at the time (e.g., steam engine, airplane). Many basic science skills can be taught from a transportation reference point. machines, sound, energy, and natural resources, for example, all relate to transportation. Simple 1 1 II I I J 1I 1 IS-ur -59- I tl To enhance the climate of the school, the transportation theme will be obvious to those who visit the school. Bulletin boards, hall displays, assembly programs. and other instructional activities will emphasize transportation. Guest speakers and field trips will frequently incorporate transportation ideas. One or more specialists will help deliver the school's instructional program. The specialists will coordinate efforts to develop an interdisciplinary curriculum with a transportation theme. They will head-up the curriculum development process and will assist in inservice for other staff members. lI Students will take field trips to local transportation industries such as Little Rock Municipal Airport, Falcon Jet, Central Flying Service, Arkansas Highway Department, Missouri Pacific Railroad, Terry or Murray Lock and Dam, and the Little Rock Port Authority. Speakers from the transportation industries will present programs in the classroom. Due to the proximity of Badgett and the Junior High Aviation and Transportation Intradistrict Magnet School, cooperative projects between the schools will be common. Junior high students can present lessons to the elementary students. - Elementary students can do assembly programs J (song, dance, skits) for the junior high students. Tutoring, mentorships, and the likes can also be worked out between the schools. 1 other specialty schools will be considered in the long range plan. I For example, if it appears necessary to close an existing elementary building, other uses for the building will be sought including the creation of an alternative 1 school for students in grades 10-12 or an early childhood and infant care center. I Also, to extend the aviation and transportation theme, administrators in vocational education will begin working with the Arkansas Department of Education to establish programs at the Metropolitan Vocational Education Center to prepare students for careers in aviation mechanics and other 3 transportation related areas, place by 1992-93. These programs will be in -60- b I IC. Publicity and Information Often the success or failure of a school depends on the extent to which accurate, timely, and clear information is provided to parents and students about its programs and unique features. As the programs for schools of choice. intradistrict magnets, incentive schools, area schools, and k specialty schools are planned and developed, parents will be encouraged to participate fully in the process through contributing their ideas and suggestions. I i  The District will explain and publicize the programs 5 available at each school to parents, students, and the .1 general community through the use of the District's television channel, through printed brochures describing each school, and through ongoing contact with the education reporters for the local newspapers and television stations. Information coordinators (described in Chapter 8) for each I I 5 school will assist in developing information brochures and obtaining publicity for their schools. I I 1 I 5 k I  I -61-III. INSTRUCTION A. Equity in Academic Achievement B. Early Childhood Education C. Multicultural Education D. Special Education E. Gifted and Talented Education F. G. Guidance and Counseling Extracurricular Activities 1 I tIII -62- a- J A. III. INSTRUCTION Equity in Academic Achievement i If the desegregation of a school district does not result in a superior education experience for all students, then it is not successful no matter how \"balanced\" schools may be. It is not acceptable to bring children to the doors of the school house only to resegregate them again in their classes and programs throughout the school day. This section of the plan identifies problems related to equity in the academic achievement of our students and proposes ways to address their problems. Problem One: Disparity in educational achievement between black and white students (as evidenced by grades and standardized tests) continues despite several years of awareness of the issue and efforts to deal with it. It is clear that the disparity in educational achievement between black and white students worsens as students move from grade to grade. It is necessary 5 ^h^efore that this desegregation plan address this very serious problem. The following solutions are proposed: 1. Conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a prearranged schedule to determine I their educational effectiveness for all I youngsters. Programs to be audited include: 1 Art t -63- JChapter I Reading and Math Drug Education Foreign Language Four Year Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library Media Mathematics Music Physical Education, Health, and Nutrition Education 1 I Program for Accelerated Learning (PAL) Reading Science Social Studies I Special Education 3 Vocational Education The first programs to be audited will include Chapter I Reading and Math, Guidance and Counseling, PAL, Learning Lab, and Foreign Languages. The purpose of the review will I- be to determine whether modifications in programs need to be made in order to increase their educational value to -64- 2 I Istudents. In some cases programs may need to be eliminated or drastically changed. 2. Seek assistance in establishing an Instructional Management System for every student. Technology now exists which can help us analyze a student's learning styles and achievement levels, predict success or failure in school based on a number of factors, and prescribe the necessary interventions in a timely manner. The District will immediately seek to work with experts in instructional technology to devise such a system. -5 4. It should be noted that this approach is intended to benefit both the successful as well as the unsuccessful student. The District will attempt to have this program in place by 1991-92. Begin immediately to develop a five-year schedule for the review of all courses to determine whether their content is sufficiently challenging. relevant, and enriching to students. Require that curriculum supervisors review the use 3. 1 I of the multiethnic curriculum guides and propose necessary revisions and modifications. This will be done yearly so that problems which become apparent can be quickly solved. Problem Two: We continue to have disproportionate I- representation of students by race in certain classes. f programs, and activities. -65- 2 I Ia This is not a problem to be addressed by simplistic solutions such as quotas or percentages which are humiliating and frustrating to students. Every student, both the gifted and the low-achieving, must be given every opportunity to excel, be challenged, contribute, and produce in school. This problem must be addressed first by being certain that a strong basic education is provided to all students beginning with kindergarten or before and that provision is made to concentrate on youngsters who need I -s the enrichment experiences and activities to enable them to compete with more advantaged students and not lose ground as they move from grade to grade. These include additional or extended homework centers, summer learning programs, Saturday classes, Extended Day program, academic incentive programs, and tutorial 5 services. In schools which lack these programs, the District will allocate funds to establish at least one sub program in each school. To a large extent principals, teachers, and guidance counselors can positively impact this problem. However, they must be supported by a Board and an administration which insist on optimum learning opportunities for all students. The extent to which t- 1 I I 1 staff development can assist teachers and administrators in dealing with this problem will be discussed in another section of this plan. I -66- L 1Problem Three: In too many instances different expectations for the level of learning are expected from different students. Most students can learn most of what they should know. The research on this plan is irrefutable. The question is why students do not learn, and the answer has to do with what is expected from them. The District has already recognized the problem of different expectations and is attempting to provide training for all teachers in a program called Teacher Expectations and Student Achievement (TESA). As part of the long-term plan, TESA will be required and provided for all teachers, administrators. library media specialists, and guidance counselors. Additionally, Cooperative Learning and the Program for I I I Effective Teaching will be included. These programs 5 and others will be discussed in the section on staff development (Chapter 7). Also, in instances where teachers have had success in teaching low-achieving students, the District will provide opportunities for other teachers to visit \"model classrooms\" where successful teachingand I I learningfor all students is occurring. B. Early Childhood Education I- Someone recently stated that the answer to the drug problem in society was not to build more prisons but to establish early childhood education programs in the schools. -67- 2 IThe Little Rock School District has experienced success with the HIPPY Program and its four-year-old programs at Washington, Ish, Franklin, Stephens, and Rockefeller. .s: However, it is clear that such programs must be expanded. The District will add an additional program at Woodruff in 1990-91 and will initiate a Montessori program at Garland in 1991-92. In 1991-92 the Early Childhood Program will be evaluated and plans to expand them to other schools will be submitted to the Board. The District will also establish Parent Centers at Washington and Franklin to provide assistance to the parents of children enrolled in the programs there. The Parent Centers will be evaluated by the District in 1991-92. The goal is to have early childhood programs and Parent Centers in at least half of the elementary schools by 1994-95, and in all elementary schools by 1998-99. C. Multicultural Education I 1I 5 In its commitment to provide equal educational access I for all students, the Little Rock School District included in its 1988-89 court mandated desegregation plan the development and implementation of a multicultural education program for grades K-12. 5I Multicultural education seeks to ensure that male and female students, exceptional students, and students who are I-members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. In essence, multicultural education includes (1) the infusion -68- 5II I of multicultural content when appropriate into the core subject matter areas\n(2) the use of various instructional/learning strategies to address diverse learning styles of students\nand (3) the demonstration of the attitude and belief that all students, regardless of cultural diversity, can learn. Multicultural Education has several goals: 1. The development of decision-making and social action skills. 2. The viewing of historical and contemporary events 3. 4. 5. 6. 7. from diverse ethnic perspectives, clarifying students' own ethnic identities and helping them to function effectively within their own ethnic communities. 1 The development of cross-cultural competency\nthe ability to function within a range of cultures. Providing students with cultural and ethnic alternatives to problems. Greater self-understanding by viewing one's self from the perspectives of others' cultures. The reduction of ethnic, racial, and cultural conflict and discrimination through the expanding of students' conceptions of what it means to be human and the development of an appreciation for and sensitivity to the diversity of lifestyles. Mastery of essential reading, writing, and 5 I I computational skills. -69- JTo achieve these goals the District is currently involved in the following six-year plan\nNote\nThis plan modifies the multicultural program approved by the court in the 1989-90 Desegregation Plan - Volume 1, January 31, 1989 Phase I (1987-88) - Awareness for district staff members and input from cultural groups within the community Phase II (1988-89) - Development by committees of teachers of grades K-6 curriculum guides in the following content areas\nEnglish, fine arts, math, reading, science. -5 and social studies (1989-90) - Implementation of the above grades K-6 curriculum guides Phase III ,1 1 (1989-90) - Development of grades 7 and 8 curriculum guides in social studies, American history, and Arkansas history Phase IV (1990-91) - Development of curriculum guides for\nI 1 a) Ninth grade Civics b) C) d) e) American Government (10-12) American History (regular - (10-12) American History (AP - Grade 11) Contemporary American History and Arkansas Studies (Grades 11-12) I- Phase V (1991-92) - Development of curriculum guides for\na) World History, World Geography, and World Cultures (Grades 10-12) -70- 2 I 1b. AP European History (Grades 11-12) Phase VI (1992-93) - a) b) Sociology and Psychology (Grades 11-12) Any additional courses added to the c) social studies curriculum (Grades 11-12) Refinement of existing course guides (if needed) Grades (11-12) The Little Rock School District is on schedule according to the above six-year plan. Periodic review of the content of the guides and their use by teachers will assist us in making modifications or in providing staff development to assist teachers in using the guides. D. Special Education Much work has been done to lower the over- representation of black students in special education classes. Efforts have focused on helping special education ! ii teachers, principals, and regular teachers do a better job of analyzing the needs of youngsters. Extensive training and follow-up are provided by the special education staff and these efforts will continue. Special inservice training I 1 has been provided to help teachers understand and cope with the vulnerability of black male children in society. Disproportion is a continuous issue, and tremendous studies have been made in addressing it in the District. Targeted goals for the Special Education Department include: I -71- If- 1. The development and implementation of a comprehensive sex education program for handicapped students (1991- 92) 2. The expansion of the Learning Center concept to include a center at the junior high level (1991-92) 3. Expansion of the use of the Consulting Teacher Model to provide indirect services to mildly handicapped students (1990-ongoing) 4. Expansion of vocational training for handicapped students that will enable them to meet current and future job market demands (1991-1994) 5. Expansion of research activities to determine the effectiveness of special education programs for different handicapped populations. (1991-1994) E. Gifted and Talented Education The Little Rock School District's Gifted and Talented Program offers services to its students through a design that consists of observation and enrichment for all students in grades K-2, a resource room for students in grades 3-6, and special classes for students in grades 7-12. The program operates under the auspices of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986. The Standards provide the -5 ? t 1 framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and -72- 2 I it II I facilitators) who have completed or who are in pursuit of graduate credits in gifted education. In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Education, gifted and talented children and youth are defined as ... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services.\" The criteria for f pupil placement into gifted and talented programs shall be above average intellectual and creative ability and also task commitment and/or motivation. 1 j -5 No criterion shall be used if the result has a disparate impact upon any racial group within the District. Moreover, special attention shall be denoted to 1 identification and placement of pupils from low and middle socio-economic levels. The goal is to decrease the disparity between the number of black and white students placed in the program and the total number of black and white students in the district. This can be accomplished through nurturing the 1 gifted potential of students in the K-2 Enrichment Program and by increasing the number of students at the nomination level of the identification process. A second major goal is to design a curriculum that is (- appropriate for gifted students. Our plan is to have the curriculum completed by the 1991-92 school year. -73- I IF. Guidance and Counseling All too often, the traditional guidance and counseling program fails to address the needs of poor and minority students. 1. Of particular concern are the following factors: In many instances, regardless of curricular offerings, low-income and minority students tend to take fewer courses than are needed in s 1 2. 3. preparation for college. The problem is particularly evident in the areas of math and science. Most black students take fewer years of coursework in math, science, and social studies than do white students. Despite an overall increase in the number of minority students graduating from high school. college enrollment of black students appears to be declining. Even more troubling is the problem of minority retention rates in four-year colleges. These two areas could be positively impacted if early educational preparation and achievement of minority students became a priority. The perceived reduction in the availability of financial aid within the last decade has affected the college retention rates of low-income and minority students who are nearly twice as likely to be dependent upon financial aid to enroll and stay in college. Sufficient financial aid f i 1 I 1 I 3 5 assistance to enable minority and low-income -74- I 1i 1 4. 5. students to pursue post secondary education is a critical need. The high school dropout rate for minority students is increasing. This is a particularly troublesome concern for black males who appear to be dropping out of school at alarming rates. Early intervention and encouragement are factors that have been shown to have a significantly positive impact on the number of low-income and minority students who successfully complete high school and a four-year college program. Learning failures among students frequently are caused by lack of support and encouragement from school and family rather than lack of ability. For many students this source of assistance and encouragement comes from a variety of sources, most often the family. However, with increasing \u0026lt;1 1 1 familial pressures and changing family patterns. I more of the burden for these kinds of support for many minority and economically disadvantaged 1 students is placed on the school and community agencies. When planned and implemented properly, guidance and counseling programs can assist low-income and minority students to improve their academic performance and attitude I toward education\nto enhance self-esteem\nto decrease incidences of academic failure, poor attendance, and I -75- Jdiscipline problems\nand to reduce the dropout rates. A comprehensive, systematically delivered program can also enhance access to post-secondary education and employment opportunities for minority students who often find such 131' access limited for them. To address thes\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_951","title":"Desegregation: ''Preliminary Draft of North Little Rock School District, Revised Desegregation 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":["1989-11-01"],"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","School employees","School enrollment","School facilities","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Desegregation: ''Preliminary Draft of North Little Rock School District, Revised Desegregation 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/951"],"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\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.\n          North Little Rock Public Schools PRELIMINADRRYA FT OF NORTLHI TTLER OCKSC HOODLI STRICT REVISED DESEGREGATPILOANN           IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKT COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINTIFF DEFENDANTS IN'l'ERVCNORS INTERVENORS           Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: TABLE OF CONTENTS Student Assignment Plan. Staff Recruitment Plan. Special Education Plan Introduction Compensatory Education .. Compensatory Programs Aimed at. Dropout Prevention Extracurricular A~tivities. Discipline, Expulsions and. and Suspensions Gifted and Talented Education. School Construction and Inaaequate. Facilities Section 10: Desegregation Monitoring Section 11: Parental/Community Involvements Referral Evaluation Placement and Programming. Procedures for Handicapped Students Page i 1 15 21 32 49 57 60 62 85 88 89 91            INTRODUCTION In its decision of April 13, 1984, the 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 unuerrepresented on the administrative staff and teaching faculties of the NLRSD schools. Id. at 348, Paragraph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93 . 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id. at 349, Paragraph 94 and 99 . Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) and ( 1) ( g). ii            6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 and Paragraph 103(l)(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 did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c) . 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 positions\n(b) concentrated whites in schools north of Interstate 40 and blacks in schools south 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 . n-012 iii            The Court of Appeals for the Eighth Circuit affirmed these findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required \"to comply fully with the prior orders of the district court and this Court.\" LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985) . The NLRSD's remedial plan, originally submitted as NLRX R-1, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did not address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Plan and Supplement addressed all violations found by Lhe DisLrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D . Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on July 21, 1987 and approved by Order of July 27, 1987 . n-012 iv            2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, 1988 and approved by Order of September 1, 1988 . 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989 . PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan an\u0026lt;..! all amendments thereto into a single document. Second, t.he District committed in its origiBal Plan to implement certain compensatory education programs if adequa~e funding was provided by the State. The Settlement Agreement does provide additional funding tot.he District for compensatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 1989, the Stipulat.ed Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies was filed which details the programs that will be implemented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education programs, the District n-012 V            proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan . n-012 vi            SECTION 1: STUDENT ASSIGNMENT PLAN HISTORY OF STORM PLAN 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 composition represents the racial composition of the District . This plan is based on two primary premises: first that it accomplishes total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically . ELEMENTARY SCHOOLS The North Little Rock School District desegregation plan, approved by the court of appeals, see Davis v. Board of ~' 449 F.2d 500, 501 (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed.,    Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion  of black and nonblack students in District as a whole.   2. To assure that each elementary school will have a balanced student population. Schools are placed in groups so that 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, p. 8. 3. Children entering the first grade after May 1, 1978, e enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is     entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F.Supp. 730 (E.D. Ark. 1973) . 2            5. Black students living in predominately white areas and white students living in predominately black areas are not bused or transferred . The questions and answers concerning the District's student assignment plan (Addendum lB, p. 9) 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. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the N~RSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard . JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School\nall other students are assigned to Rose City Junior 3            High School. Each junior high school reflects the racial composition of the District in grades 8 - 9. These zones will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District . In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum lD. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% + 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum 10, p. 14 . LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A letter was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be done on a first come first served basis. There were about 35 students to transfer . Another letter was mailed to all white students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first 4           come first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school racially balanced . The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0% + 9.5%. The senior high schools in the North Little Rock School District satisfy this requirement . SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is . The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12\nthree schools housing grades 8 and 9\nand one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12\none school 5            housing grades 9 and 10\nand three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will no longer be in operation. The attendance zones will be revised and reestablished as necessary to assure proper racial balance in each 7th and 8th grade school . In the 1990-91 school year when the restructuring is implemented, transportation will also be provided for the first time to all students living two miles from school . STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 40: 40: The following schools are located south of Interstate ELEHENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine Redwood Rose City Seventh Street SECONDARY Ole Main High Rose City Junior High Central Junior High The following schools are located north of Interstate ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View 6 SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High            A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC . The racial composition of elementary students in the District as a whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area must be between 35.6% and 59.4% black, i.e., 47.5% ~ 11.9%. A review of the data in Addenda lA and 1D discloses that the racial composition of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black . The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all well within the+ 25% standard set by the Court of Appeals . 7           NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTEMBER 20, 1989 EXCLUDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B PIKE VIEW ELEMENTARY ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUP E PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS* ELEMENTARY TOTALS: NON-BLACK 138 (57 .5) 117 (56.5) 79 (53.4) 103 (53.1) 437 (55.4) 226 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48. 7) 112 (56.6) 241 (52.1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46 .9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 132 (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (SO .6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43.4) 222 (47.9) 11 (52.4) 2,271 (46.2) TOTAL 240 207 148 194 789 424 220 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 198 463 21 4,915 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan . .pa 8          QUESTIONS AND ANSWERS CONCERNING THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the District on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate . Special consideration cannot be given to families whose members have different last names . 2. Q. After the number of assignments have been made in 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 students from having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered time schedule causes only slight differences in school schedules . 9  4. Q. Can a student avoid being transported if he/she attends a private school during the year(s) he was e assigned to a school outside his neighborhood?     A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools . 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to  transport children supervised?     A. Yes, principals and teachers supervise the loading and unloading of each bus . 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. No stops will be made to receive or discharge pupils at any other point. It is the parent's responsibility 10            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 . 9. Q. How were the groupings of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? 11  A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such  -that their race is in the minority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of          the District to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special 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 . 12        HORTH LITTLE R1.,vi{ PliDLIC SCHOOLS I lr11..-NIOI) !\u0026gt;\u0026lt;lo\"' 1, \\m~~ .\\tf\\'UI-' J. ......... J ~ llo\" l'.o1l ' , .\" .,\".. \". .-.J. ... 1 .... , ..... 11.a-  1 .. h\"\"\"\"'  . I 111,h 11111\u0026lt; Ill .. k.HI.!\" ~L II N,uth ll,1ih1\u0026gt; I? l'Jtl 11,H II l'il~ \\'-.~ ,.~, .... ..... ..11 ,-.J. , .... 11.,. .. , ...) 11 S.,,e,11h S111 '.\"\". '. . .....,... .. ),o,~ ..... 1 I Jl,\"'\"\"' :!II llkl1'\u0026lt;1tuJ ?I II,\"\"-\"\u0026gt; lllall )o\u0026amp; \"'\"\"' !!. Nu11I\"-.,\" ?J Ok ~lttt !~ lh, IIJ1i111t u\"' ( c111n U. II\"' Slilh tn11tt --- --- \\ \\ '  Ridgeroad Junior High-black students' Rose City Junior High-white students  ..... ii: 0 e 4 . ~ ~ w. 0 e - - - -                SCHOOL CENTRAL LAKEWOOD RIDGEROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS SCHOOL NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56.5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. ( %) 686 ( 69. 3) 528 ( 54. 5) 1,:::14 ( 62. 0) BARING CROSS* BLACK No. ( % ) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 (30.7) 440 (45.5) 744 (38. 0) (School for multiple handicapped) NON-BLACK No. (%) B!.,ACK No. (%) BARING CROSS (Secondary) 9 ( 34. 6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) TOTAL 701 488 626 415 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan . 14            SECTION 2: STAFF RECRUITMENT PLAN The primary goal of the North Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored . All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In furtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persons in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15            ANALYSIS OF STAFF Computer software specifically designed to provide a profile of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs . ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff representation in all five secondary schools. PROMOTION District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16            the Central Administrative Office Building and in each of the District's schools. In addition, this information will be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minority personnel currently employed in administration or areas with under-representation to provide support and guidance for those with similar aspirations . The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17            Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District proposes the following components of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all components of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer.\" 3. All individuals participating in the recruitment process will be made aware of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of minority educators . 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18            employee benefits, an Equal Opportunity Employer's statement, and a packet containing other pertinent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee benefits - a District brochure (with minorities prominently shown throughout) - an application for employment - specific informational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions . Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, \"letters of intent to employ\" will be offered to applicants who present verifiable credentials and recommendations . 14. The District will request identified teacher training institutions to provide the names and directory information of minority students enrolled in upper level courses. Periodic communication will then be mailed to these students . 15. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts . 16. A 10-minute slide show describing the District 19            and occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the personnel office staffs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants . COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that could provide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District . When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting minority educators . 20            Section 3: SPECIAL EDUCATION PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mero. 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 or 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 21            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 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, (Arkansas Department of Education 1985) (Hereinafter referred to as\"Referral Procedures\") and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as \"Program Standards\") . STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS PEQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" (1981) (provided to the Court in NLRX R-1 and NLRX 28) . 22            These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement . ---DUE PROCESS PROTECTIONS 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 has complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3A. 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 Addendum 3B. 4. No child can be placed in a special education program without either parental consent or court order . 23            5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum 3C). 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 Pl .B p. 24 (1985) . 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. ---SAFEGUARDS AGAINST IMPROPER USE OF TEST INSTRUMENTS In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer .. 24          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 certified educationai 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 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 25            in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice . 26            ADOPTION OF ALTERNATIVE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATION OF MINORITY STUDENTS IN EMR PROGRAMS 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 . CANTALIC~AN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD cornrnittecl to implement the six alternative instructional practices recommended by the Cantalician Foundation in its repor~ 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 27            implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the Districts actions have been consistent with the intent of the Cantalician Report. Therefore, the parties agreed that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit 3D attached) . The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching ~-handicapped students. The North Little Rock School District made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The parties have agreed that the 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. 28           The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) The alternative referral and assessment practices listed 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 . ---INCREASED REVIEW BY INDEPENDENT PARTIES State regulations provide that the Department of Education will conduct a review of each school district's special education program annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 1989. See \"Compliance Letter\" attached as Addendum 3E. All suggested improvements were implemented by October 1, 1989 . See \"Followup Letter\" attached as Addendum 3F. In addition to this regularly scheduled compliance review, the District has invited the following organizations to 29    conduct in-service training and/or periodic review of the District's policies, practices and procedures related to special education . 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of  Education        As a further effort to open the District's assessment process to outside review and constructive criticism, chilc advocates will be invited to attend conferences where children's need are being discussed, subject to parental approval where necessary . The Superintendent of the North Little Rock 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 . 30           RECORD KEEPING The District will 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. This data will 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 . 31            SECTION 4: COMPENSATORY EDUCATION 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 middle school program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular and social. At the middle school level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, middle school students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music and band . Introduction to competitive athletics, student government, 32            spirit clubs and special interest organizations encourage self-development and prepara~ion for high school . The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes that the regular curriculum is often insufficient in aiding disadvantaged students to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculum, 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. The District also recognizes that achievement disparity does exist between the black and nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. The summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 33            * components of programs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Gleview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students in a component of the program . One school will be added each year beginning in 1989-90 and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students . Note: * Program descriptions preceded by\"*\" are dependent on the monies to be paid to the NLRSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 34            approved by the Court, the District will not be able to implement these programs . The Boehm Test of Basic Concepts is administered to all kindergarten children at the first of each school year. The Boehm Test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 35            deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are correlated with the instructional lessons provided by the teachers . BASIC SKILLS INSTRUCTION The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily . 36            * Basic Skills Computer Laboratories The first priority of the Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories . The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Basic Skills Computer Laboratories have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School . The basic skills computer laboratories provide supplementary 37            * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software and other course software materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive tests and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990 . A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 38    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 health screening. Test data is used in planning appropriate compensatory programs and services for students. Again, particular emphasis is placed on the needs of minority and disadvantaged students. * Standardized achievement testing will be extended to grade 1 8 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery .        * * Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. * REMEDIAL READING AND MATHEMATICS SUPPLEMENTARY INSTRUCTION AT THE ELEMENTARY LEVEL Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative. instrument for grades 2 and 3 . 39         *    An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available . The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs . The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed instruction by a reading 40           specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills . These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed\nstudents' progress is measured\nstudents' needs are identified\nand programs, practices, and resources are adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary students are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 41          difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans State Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests . Each individual student plan includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL SERVICES AND PROGRAM MONITORING 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 incividual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. All basic classes will be eliminated for the 1990-91 school year. Students will be taught in regular or honors classes. Teachers and counselors will make a concerted effort to identify minority students who can be successful in honors classes. 42            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 and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students . Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home and community and will assist students in overcoming academic, social and behavior problems . Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES Library/Media Program The library/media program is a key component of the instructional program. The District Instructional Materials 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 43            enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance levels, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is charged with the responsibility of reviewing the literature on multicultural education and studying the needs of the district. This committee has written a develcpmental guide for multicultural educa~ion in the North Little Rock School District, and that guide is in the implementation process . The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. 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 is provided. Computer activities are integrated into the instructional program so that classroom instruction is reinforced by concentrated on-task learning on 44            the computer. All schools will use computers and computer assisted instruction and computer managed instruction software . A corrrrnittee of secondary teachers in the content areas of English, social studies, and science is developing a list of software for each area. A catalog of software will be developed at the district level. Items will be purchased from this list as funds permit . SUMMER LEARNING EXPERIENCES Summer School for Elementary and Junior High School Students Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Hinimum 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 for the second year of the implementation plan. 45  *          Summer School for Secondary Students 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. VOCAT~ONAL SERVICES Compensatory services in the area of vocational education are provided through a Carl Perkins Project which is specifically targeted for students identified for inclusion in this program. Services 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 in the most appropriate vocational courses . STAFF DEVELOPMENT The North Little Rock School District Staff Development Program is designed to assist each staff member in performing to optimum level in every area of the total teaching act . 46            The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) Classroom Management Training and Teacher Expectation and Student Achievement (TESA). 1. 2. Program for Effective Training. The Program for Effective Teaching (PET) teaches the 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 observer 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. 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 will receive Classroom Management Training. 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. 47            3. Teacher Expectations Student and Achievement (TESA) . Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteer interactions are presented in the program. The ining 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 . Inservice training programs are provided to staff based upon identified need. Staff needs assessments for inservice training activities are conducted each year. Standardized test data are analyzed to determine areas of greatest need. These data are analyzed and inservice programs are provided to support those identified needs . 48            SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION 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 communication . 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 PROGRAM The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being implemented in our 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. ---IMPACT TRAINING In addition to the WIN program, school-based teams (IMPACT) were formed to deal with substance abuse issues and concerns. 49            IMPACT teams are currently operational in each secondary school. VOCATIONAL SERVICES 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 in the most appropriate vocational courses. STUDENT ATTENDANCE 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. STUDENT ASSIGNMENT CLASSES Student Assignment Classes (SAC) will be established for on-campus suspension of secondary school students. Students involved in this program will continue academic work under 50            the supervision of the SAC teacher during the time of suspension. ALTERNATIVE EDUCATION In an attempt to meet the diverse educational needs of students in a metropolitan desegregated environment, numerous methods of alternative educational approaches are used to serve those children with special needs. Programs such as Alternative Classroom Elementary, Alternative Classroom Secondary, Joseph Pfeifer Alternative Program, and the Tri District Learning Center are some examples of this approach to service . ALTERNATIVE CLASSROOM (ELEMENTARY) The alternative classroom which is housed at the North Little Rock Boys' Club, is stilffed with a full-time teacher and aide. The alternative classroom, conducted in a self-contained setting, is designed to provide structure and maximum supervision for the student whose behavior directly and significantly interferes with classroom performance. A student who might be considered for placement in the alternative classroom would exhibit persistent behaviors that can cause serious injury to self and others or behaviors of such magnitude and duration that the student is unmanageable in the regular classroom setting. After appropriate behavior has been demonstrated and maintained in the alternative classroom, a student will be mainstreamed into a regular classroom setting at Argenta. 51            After the student is mainstreamed successfully for the full school day for a minimum of two weeks, consideration would be given to returning the student to the homebase school . ALTERNATIVE SCHOOL (SECONDARY) Suspension to the North Little Rock Boys Club is an alternative to our-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 JOSEPH PFEIFER KIWANIS CAMP ALTERNATIVE CLASSROOM EXPERIENCE A pilot Alternative Classroom Experience has been designed for students between the ages of 9 and 13 or who are in the fourth, fifth, or sixth grades in North Little Rock or Pulaski County School Districts. The four main goals of the program are: 1. To improve student behavior in an institutional classroom setting. 2. To improve academics in an institutional classroom setting. 3. To improve community and home relationships. 4. To improve classroom attendance . In addition, the program works to build self-esteem and motivation within the student and to improve basic academic skills . 52            ---PARENTING COMPONENT During the course of the program, parents will be required to attend at least three (3) parenting workshops . ---PROGRAM DESIGN Each student who participates in the program will live at Pfeifer Camp for six (6) weeks, excluding weekends and holidays. During the first four (4) weeks, Phase I, the student will attend the alternative classroom at the camp. Phase II consists of the last two (2) weeks, when the students will attend his/her regular school and return to the camp in the afternoon. In all, each student is required to live at the camp for thirty (30) days. No child will stay ut the camp during the weekends, unless a special event, such as a campout or retreat has been scheduled . This program is operated by Mr. Sanford Tollette, under the supervision of the Little Rock Kiwanis Club with sponsorship from the Arkansas Department of Education and the Metropolitan Education Service Center. TRI DISTRICT ALTERNATIVE LEARNING CENTER The Metropolitan Education Services Center in cooperation with the Little Rock, North Little Rock, and Pulaski County Special School Districts has developed and is implementing a program for educating students at-risk of dropping out of school. This school is an alternative program with new choices for the potential dropout candidate . 53            The target population will be 7th, 8th, and 9th graders who are experiencing difficulty or have been unsuccessful in the traditional school setting. These students will receive alternative instruction at the old Carver Elementary School at 800 Apperson, Little Rock. The courses will include the State-adopted curriculum standards along with supplemental instruction in self-esteem and drug education. ---GOALS 1. Help students attend school regularly . 2. Help students accept responsibility for their own education and conduct in order that they can be successful. 3. Set goals that include graduation . 4. Instill a sense of self-worth and a belief in themselves and to give them an opportunity to learn in a non-threatening adult environment where they can experience a feeling of belonging and a taste of success . 5. Achieve academic success. ---CRITERIA FOR REFERRAL The teachers, counselors, school administrators, or parents may refer students to the Tri-District Alternative Learning Center (TDALC). The following criteria have been established as appropriate reasons for referrals: 1. Students with repetitive discipline problems in the classroom or with peers. 2. Students will excessive absences . 3. Students with children. 4. Students who are 2 or more years over age for their current grade placement . 54            5. Students whose academic difficulties may be attributed to problems with parents or the lack of basic needs. Students who have been diagnosed as needing support from a special education service will not be considered. ---ADMISSIONS Students eligible to attend the Tri-District Alternative Learning Center (TDALC) meet in a traditional school. Referrals to TDALC will be made to a designated person in each district or the TDALC supervisor. These referrals will be screened and final selection of candidates will be the decision of the selection committee. Each district will be allotted the following number of students: 7th 8th 9th Black White Total Little Rock 14 14 14 26 16 42 Pulaski County 1::. 11 11 9 24 33 North Little Rock 5 5 5 6 9 15 30 30 30 41 49 90 The admissions committee will evaluate student eligibility based on these indicators: Poor Attendance Poor Academic Performance Negative School Behavior Need for Social Services Documented Recommendation from the School Students guilty of illegal or violent behavior may be selected to attend classes in other setting. If expelled from school because of illegal or violent behavior, students may enter other components of the alternative program after 55            being out of school one semester. Target date for accepting students in TDALC is set for October 2, pending preparation of the facility . EXITING Students may be withdrawn from Project TDALC and put on a regular campus at any time, but this usually takes place at the end of the school year. An Exit Committee composed of a representative from the receiving school, two TDALC teachers, the TDALC supervisor and the student's parents will determine if a student is to be exited. The students' placement will depend upon attendance, academic_, and social progress, as well as the students' age and achievement test scores . 56            SECTION 6: EXTRACURRICULAR ACTIVITIES 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 ~pecial interest 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 teacher will inform and encourage minority stuqents to become more active in all extracurricular activities . 57           2. 3. 4. Schools will publicize and inform minority students and their parents well in advance of the selection process so that they will know what to expect and when to apply . All selection committees will be biracial in make-up. 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 . 5. The District will annually review try-out procedures and eligibility requirements to identify and eliminate and practices that discourage or adversely affect minority participation. 6. Each school will prepare a summary report for all clubs, organizations and other extracurricular activities reflecting the racial composition of tb.e officers in each activity, the total membership, and all those who tried out or sought mernbe=ship, 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 . 58            Mr. Horace R. Smith, Program Advisor from the Division of Planning and Development from the State Department of Education came into the secondary schools in Spring Semester, 1989, and did an assessment of the North Little Rock extracurricular activities. Mr. Smith provided technical assistance in the form of an inservice program for secondary school administrator and activity advisors on strategies to increase minority participation in extracurricular activities. Student feedback was compiled and on-hour inservice sessions designed and scheduled for each of the secondary schools . The primary participants were the school administrators and the activity advisors. The objective of the inservice sessions was to raise staff awareness and focus attention on the broader issues such as academic expectations and social alien\u0026amp;tion which directly impact the degree of minority extracurricular participation. These inservice sessions were held between March 15, 1989, and May 22, 1989. Since the ,inservice sessions were held, we have been working closely with the Equity Center from the State Department of Education to finalize plans for on going inservice. Meetings were held with the Equity Center in September of 1989 and also October of 1989 . 59        SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE Disciplinary policies are periodically reviewed to ensure fundamental fairness and 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 acknowledgirg 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. SUSPENSIONS To ensure fairness and the absence of bias in suspension decisions, the District has revised its disciplinary policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. Second, each 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 60            suspended in each school is compiled by the Assistant Superintendent for Student Affairs annually and 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 suspension. In the 1989-90 school year the North Little Rock School District developed a plan to monitor the discipline referrals from each school. At anytime the District Desegregation Team believes there may be disparity, a conference is held with the building principal. The bases for disciplinary action will be studied and an effort will be made to check the consistency from one student to another, and the problem will be corrected. EXPULSIONS The North Little Rock School District has expelled only twenty students during the last three years. 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. 61            SECTION 8: GIFTED AND TALENTED EDUCATION 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 \u0026amp; PCSSD, 584 F. Supp. 328,349 (E.D. Ark. 1984). 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 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. CALLAHAN/TREFFINGER STUDY 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 Title IV-C Grant the District was afforded the opportunity to hire two consultants in the field of gifted education, Dr. Ronald 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 62            case-study method provides information from a variety of sources and also summarizes 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 YOUTH During the same year, the District adopted the use of the \"Creative Positives of Disadvantaged Youth and Children.'' by E. Paul Torrance. See Add. 8A . The District has also adopted the Torrance 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 are used in the creativity test for purposes of screening and identification of culturally disadvantaged students . 63            MULTIPLE REFERRAL SOURCES 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 assures 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. Where there is unevenness of referrals for culturally disadvantaged students, the supervisor for gifted and talented, resource teacher for gifted and talented and the school principal carefully examine the permanent folders for additional nominations. MULTIPLE PLACEMENT CRITERIA Student placement decisions are based on multiple criteria. See Add. 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 Torrance is used to assist in identification of the culturally different. GROUP DECISION-MAKING 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 64           case-study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two 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 Parents are involved throughout the referral and placement process. They are invited to refer their hildren for placement. They are required to complete ~he Parent Questionnaire, Add. 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 Gifted and Talented Program then review all identification instruments, Add. SB, and meet with the parents to review all 65           placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION 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 . 66            NORTH LITTLE ROCK PUBLIC SCHOOLS GIFTED/TALENTED PROGRAM Creative Positive Among The Culturally Different 1. Ability to Express Feelings and Emotions. Discovery: I suggest that giftedness in expressing feelings and emotions may be discovered by: ----Observations of facial expression and body gestures. ----Analysis of samples of creative writing, especially poetry. ----Observations of behavior in discussions, classroom meetings, role playing, sociodrama, creative dramatics, dance, creative movement, music, and rhythm. ----Study of visual art products and the processes used in their production. ----Observations of response in creative reading . 2. Ability to Improve with Commonplace Materials Discovery: The following observation checklist is suggested for identifying giftedness for improvisation with common materials: ----Makes toys from commonplace materials. ----Uses common naterials to modify toys. ----Makes games from common materials. ----Uses common materials for unintended uses at home. ----Uses common materials for unintended uses in school. ----Uses common materials in inventions. ----Uses common materials in creative dramatics, art, and so forth. 3. Articulateness in Role Playing and Story Telling Discovery: Giftedness in role playing and story telling may be observed among culturally different students in learning activities involving role playing, sociodrama, and related techniques. Such talent becomes evident when the role playing becomes very absorbing and lifelike. Fresh ideas arise in the sociodramatic processes, and students respond to one another at a deeply empathic level. In story telling, the interest of the group is aroused and sustained. The students become quite absorbed as one event 67            inspires another and the problem solving processes become complex. Role playing and improvisation tests have been devised by Moreno (1946, 1969) and others, but a sensitive and alert teacher, school psychologist, or sociodramatic director can discover this kind of talent in the regular course of instruction when this methodology is used. It requires a bit more alertness to become aware of the real life role playing used by many culturally different students as a survival or adaptation technique . However, this may be the \"real test.\" Importance: Since role playing (especially as used in sociodrama) and story telling fundamentally are creative problem solving processes, this kind of talent is important in achievement, just as creative problem solving skills are important. There are numerous careers that specifically require this kind of talent for success. 4. Enjoyment of and Ability in Visual Arts 5. Discovery: Although there are tests to discover giftedness in the visual arts, research literature does not reveal much of great value. Visual art products are so easy to obtain that most searchers for talent in the visual arts have been willing to rely upon judgements of products such as dra.,ings, painting, and sculptures. As an observational screening device for surveying and talent in the visual arts, the following checklist is suggested: ----Experiences real joy in drawing. ----Experiences real joy in painting. ----Experiences real joy in sculpture. ----Becomes deeply absorbed in drawing, painting, sculpture, or other visual art activity. ----Understands subject matter by \"drawing it\" (e.g. illustrates stories, illustrates history, draws biological objects, makes maps.) ----Communicates skillfully through drawings, paintings, sculptures, and other visual arts. ----Captures the essence of whatever is photographed. ----Makes photographs tell a story. Enjoyment of and Ability in Creative Movement and Dance . 68    Discovery: Although some excellent work has been done on the development of tests to assess creativity in movement (Alston, 1971\nClover, 1974\nWyrick, 1966), these tests have not yet been fully standardized and made widely available. While these tests would doubtless be useful in becoming aware of talent in creative movement and dance that might otherwise be missed, most workers will probably depend on observations and judgements of performance. For this purpose, the following checklist is suggested: ----Experiences deep enjoyment in creative movement/dance. ----Becomes intensely absorbed in creative movement/dance. ----Can interpret songs, poems, stories, and so  forth through creative movement/dance. ----Can elaborate ideas through creative movement/dance. ----Movement facilitates learning and understanding of events, ideas, concepts, and reading/literary materials.  ----Spends unusual amount of time in perfecting creative movement/dance. 6. Enjoyment of and Ability in Music and Rhythm Discovery: Although there are a number of useful  tests of musical ability such as the Seashore Measures of Musical Talents (Seashore, 1980), Aliferis Music Achievement Tests (Aliferis, 1954), Drake Musical Aptitude Tests (Drake, 1957), and the Musical Aptitude Profile (Gordon, 1965), and although there are measures such as  Sounds and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974) and Vaughn's (1971) Test of Musical Creativity that seem to predict certain kinds of creative behavior in the realm of music, actual performance in musical activities will probably continue to be the best route for e discovering giftedness in music and rhythm. For this purpose, the following checklist, which can be used by teachers and other observers, is suggested:   69      7.       ----Writes, draws, works, walks, moves with rhythm. ----Rhythm facilitates learning of skills . ----Rhythm facilitates learning and understanding of ideas, events, concepts and so forth. ----Creates songs. ----Creates music. ----Interprets ideas, events, concepts, feelings, and so forth through rhythm . ----Interprets ideas, ev~nts, feelings, and so forth through music. ----Becomes highly absorbed in music and rhythmic activities. ----Works perseveringly at music and rhythmic activities . ----Is exceptionally responsive to sound stimuli. Use of Expressive Speech Discovery: Since the social situation is a powerful determiner of speech (Labov, 1972, 1973), the discovery of giftedness in expressive speech among the culturally different requires that the would-be discoverer enter into the right social relationship with the young person. Many teachers, school psychologists, and counselors are unable to do this. Whether one is searching for giftedness in expressive speech through standardized test situations or in nontest situations, it is important that the culturally different student feel free to use the expressive system that is most comfortable. The importance of this is illustrated by Foster's (1974) study of the influence of non-Standard English dialect and lexicon upon Black 10th grade students' ability to comprehend, recall, and be fluent and flexible in providing titles for verbal materials. These students scored higher in response to non-Standard English stories than they did to Standard English stories. It was apparent that these students thought better in their language when they were cued in some semblance of their language, were not limited to preset written responses, and were allowed to respond verbally and freely and to interpret as they proceeded. Foster's test also indicated that in an uninhibiting situation Black students can be more verbal and intellectually creative in their own language than they can in Standard English . 70  The following checklist is suggested for use in screening students who might be gifted in the expressiveness of their speech: ----Speech is colorful. ----Speech is picturesque (e.g., suggests a  picture). ----Speech includes powerful analogies, metaphors, and so forth. ----Speech is vivid (e.g., lively, intense, penetrating, exciting). ----Invents words to express concepts and e feelings for which existing words are inadequate. ----Combines speech with movement and sound. 8. Figural Fluency and Flexibility  Discovery: Both the Guilford (1967) and Torrance (1966/74) batteries of creativity tests contain measures of figural fluency and flexibility that seem capable of identifying giftedness in this area among culturally different groups. Little or no language ability is required by this type  of test, and language handicaps seem not to interfere with performance. One need not be dependent upon tests for discovering this kind of giftedness, however. The following checklist is suggested in screening for this kind of talent:  ----Produces many different ideas through drawings. ----Produces many ideas with cor.Jnon objects. ----Arranges blocks and other play materials in many combinations. ----Assembles and reassembles complex machines  with ease.     ----Produces images in response to music, sounds, or movement. ----Sketches maps from memory with ease. ----Organizes objects and materials in space . 9. Enjoyment of and Skill in Group Problem Solving Discovery: While there has been considerable work by social psychologists and educators (Lake, Miles, \u0026amp; Earle, 1973) in the development of tests of group performance, such tests have not been widely used either to discover talent or to evaluate the effectiveness of educational programs. Few such tests have been standardized and made available commercially. Perhaps the most carefully developed and standardized of these tests for use in school settings is the Russel Sage Social Relations Test (Damarin, 1959, 71      10.       available from Educational Testing Service, Princeton, New Jersey 08540). Perhaps the best methods for discovering such talent are those that provide students with opportunities for solving problems in groups and for getting important tasks done. The following checklist is suggested as a guide for discovering this kind of talent: ----Influences other students to engage in projects he or she initiates. ----Organizes and structures the group and the group task with skill. ----Work in small groups facilitates learning and problem solving. ----Tries harder in small groups than otherwise. ----Produces original and useful ideas in small groups . ----Becomes more alive in small groups. ----Is highly aware of feelings and skills of others in small groups. ----Supports other members of group, displays high group loyalty and involvement. ----Initiates activities in small groups . ----Is effective in teaching others in small groups. Responsiveness to the Concrete Discovery: Frequent~y, educators derogate concrete thinking as being inferior to abstract thinking. ilowever, responsiveness to the concrete as a creative positive goes beyond what is implied by concrete thinking or concrete operations. The person gifted in responsiveness to the concrete is stimulated by the concrete\nthinking and problem solving are facilitated if the problem can be conceptualized in physical terms. This person obtains enjoyment from doing things with his or her hands, from manipulating objects physically, and from using hand tools. Perhaps the best way of discovering this kind of giftedness is through involving culturally different students in meaningful tasks and problems permitting physical manipulation. There are also a number of tests, games, and puzzles that involve this kind of physical manipulation of objects. The following checklist is suggested for discovering this type of giftedness. ----Produces a flow of ideas and alternative solutions when concrete objects and materials are involved. ----Tries to conceptualize problems in terms of concrete objects and systems. 72            ----Uses concrete objects and systems to generate ideas and solutions. ----Works in an absorbed manner for lengthy periods of time on concrete puzzles, mechanical problems, and so forth . 11. Responsiveness to the Kinesthetic Discovery: There is a danger that responsiveness to the kinesthetic among the culturally different may be equated with a physical or motoric learning style. Responsiveness to the kinesthetic, as I have conceptualized this creative positive, goes far beyond the old concept of a physical style of learning, which is usually thought of as a deficit among the culturally different. Giftedness in responsiveness to the taxonomies of the psychomotor domain (Harrow, 1972). It includes not only manipulative movements but also kinesthetic discrimination, psychomotor coordination, endurance, strength, flexibility, adaptive motor skills, expressive movement and interpretive movement . Out of the growing field of movement education and work on assessing skills in the psychomotor domain, assessment procedures will doubtless be developed for discovering giftedness in this creative positive. Those interested in developing psychometric procedures for assessing this kind of giftedness can build on the earlier work of the Gesell Institute (Ames, 1966) and the California group (Hayley, 1969) and will find many clues in Harrow's (1972) work on a taxonomy of the psychomotor domain and in Birdwhistell's (1970) work on Kinesics. The following checklist is suggested to guide teachers in screening for responsiveness to the kinesthetic: ----Skillfully communicates ideas through movement . ----Skillfully interprets meaning of movement. ----Movement is effective as warm-up for creative thinking. ----Displays skillful manipulative movement in crayon work, typing, piano playing, and so forth . ----Makes quick, precise movements in mime, creative dramatics, role playing, and so forth. ----Shows movement in drawings and other visual art products. ----Makes fine discriminations of kinesthetic information. 73 e ----Has excellent memory for kinesthetic information. ----Works at movement activities for extended periods of time. ----Displays total bodily involvement in interpreting a poem, story, or song, and in e creative reading, dramatics, and so forth. 12. Expressiveness of Gestures and Body Language Discovery: Expressiveness of gestures and body language as a creative positive of the culturally e different overlaps somewhat with the creative positives dealing with creative movement and responsiveness to the kinesthetic. However, in view of the present state of knowledge concerning these types of giftedness, it seems desirable to treat expressiveness of gestures and body e language as a separate set of abilities. Its focus is on communicating through gestures and body language and intPrpreting this kind of communication. Certain aspects of this type of giftedness may be  tapped by some of O'Sullivan and Guilford's (1966) tests of social intelligence, especially their measure labeled Expression Grouping, which involves the interpretation of pictured facial expressions. It is my feeling, however, that tests of this kind miss the essence of the kind e of giftedness I have in mind. Thus, I am suggesting the following checklist of behaviors that may help in the discovery of this kind of giftedness: ----Expresses ideas powerfully and accurately e through gestures and body language. ----Combines speech with gestures and body language to communicate nuances that cannot be expressed by word. ----Is skilled in recognizing the needs of other children from their gestures and body e language.    ----Is skilled in recognizing faces. ----Is skilled in mimicry, imitations and impressions. ----Is accurate in \"reading\" the body language of the teacher. ----Uses gestures and body language to tell a story. ----Is skilled in charades that rely on the use of gestures and body language . 74  13.           Humor Discovery: There have been many attempts to develop tests of humor, but at the present time I am unable to identify any well developed, standardized tests of humor that could be used in discovering giftedness in humor. There are a great variety of theories of humor (Goldstein \u0026amp; McGhee, 1972), and in each, one may find clues for identifying humor in everyday life and in various creative products such as writing, drawing, and acting. Superiority theories of humor maintain that the roots of humor are in triumph over other people. Humor and enjoyment, according to these theories, occur when people compare themselves favorably to others as being less stupid, less ugly, less unfortunate, or less weak. However, this type of humor may be combined with sympathy, congeniality, empathy, and geniality. The incongruity theories of humor insist that hurnor arises from disjointed, ill suited pairings of ideas or situations or from presentations of ideas or situations that are divergent from usual customs. According to surprise theories of humor, the elements of surprise, shock, suddenness, or unexpectedness are necessary conditions of humor. Ambivalent theories of humor content that the basis of humor is the simultaneous occurrence of incompatible emotions or feelings. Release or relief theories of humor maintain that the basis of humor is relief from strain or constraint, or release of excess tension. According to configurational theories, humor is experienced when elements initially perceived as unrelated suddenly fall into place. Psychoanalytic theories of humor hold that in humor there is an economy in the expenditure of feeling\nhumor turns an event that would ordinarily cause suffering into less significance . One can draw from all of these theories of humor to obtain clues for discovering giftedness in humor in the culturally different. I have tried to find such clues in the creative writings and drawings of children. Some workers might find the following checklist helpful: ----Portrays the comical, funny, amusing in role playing. ----Portrays the comical, funny, amusing in drawings . ----Makes humorous, original comic strips. 75       14.      ----Portrays the comical, funny, amusing in dramatics. ----Makes people laugh a lot in games. ----Makes up humorous jokes or stories. ----Makes people laugh (not \"makes fun of\"} in discussion . ----Describes personal experiences with humor. ----Plays jokes on others. The problem in using these observations is finding appropriate criteria of what makes something humorous, funny, comical, or amusing . Other than \"It makes me laugh,\" the best criteria I have found are those inherent in the above theories of humor, such as: ----Superior or clever adaptation in triumph or victory . ----Joining together of incongruous disjointed elements. ----Element of surprise, breaking up of a routine course of thought or action. ----Simultaneous experiencing of two or more incompatible emotions or feelings . ----Experience of release from tension or relief from strain. ----Joining together of incongruous elements that fall into place. ----Making something important unimportant and something unimportant important . Richness of Imagery Discovery: Richness of imagery has generally been viewed as a characteristic of creative products (such as poems, essays, stories, etc.} rather than as an aspect of giftedness. Although my associates and I (Torrance, 1965c, 1976) have obtained crude measures of richness of imagery in the writings and drawings of children, I know of no really satisfactory measure of this type of giftedness. Since images may be visual, auditory or kinesthetic, indications of the ability to procure rich imagery may be sought in all three of these modalities and in the processes through which images are produced. The following checklist is suggested as one approach to discovering this type of giftedness among the culturally different using criteria of clarity, intensity, vividness, and liveliness for various types of imagery: ----Imagery in writings. ----Imagery in da~ce, movement, and other kinetic activity. 76   15.      16 .    ----Imagery in singing or instrumental music performance. ----Imagery used in relating personal experiences. ----Imagery that emerges from oral reading. ----Imagery in role playing and dramatics . ----Imagery in drawings and other art work. Originality and Inventiveness Discovery: There are a variety of tests that can be used in discovering giftedness in originality and inventiveness among the culturally different. One of the oldest such tests is the Rorschach Ink Blot Test (Klopfer \u0026amp; Davidson, 1962), which uses uncommon responses of good form and humor movement as the primary indicators. Current tests which provide measure of originality include the Barron-Welsh Art Scale (Barron, 1969), the Structure of Intellect tests (Guilford, 1967), the Torrance Tests of Creative Thinking (Torrance, 1966/1974), Sounds and Images and Onomatopo and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974), and Welsh's Origence measure based on the Welsh Figure Preference Test (Welsh, 1959, 1975). The following checklist is suggested for purposes of crude screening: ----Produces solutions that others do not think of . ----Produces solutions when no one else can. ----Solutions are unusual, unconventional. ----Stories have unusual, surprising endings. ----Stories have unusual, surprising plots. ----Cornes up with inventions to solve problems. ----Innovates with common materials to produce new solutions. ----Comes up with solutions to problems that others say cannot be solved. Problem Centeredness Discovery: Problem centeredness is such a behaviorally oriented phenomenon that it would be difficult to devise a well balanced test to assess this type of giftedness. However, psychometric procedures have been devised to assess certain aspects of it. Most such attempts have involved the length of time a person is willing or able to continue working on a puzzle or difficult problem~ Frequently, teachers and parents are annoyed by the problem centeredness of children and tend not to recognize this type of behavior as a potential strength to be used in facilitating learning and in developing careers. 77     17 .     18.   The following checklist of problem centered behaviors is suggested as a guide in discovering this kind of giftedness: ----Does not give up easily\nkeeps trying to solve a problem . ----Persists in asking questions about a problem or topic. ----Shows concern and tries to solve or help solve problems of others. ----Is stimulated by difficult problems. ----Is hard to distract when concerned about a problem. ----Keeps seeing relevance of new information to problems of the group. ----Comes back to a problem or unfinished task time after time. ----Follows up outside of class with problems generated in reading or class discussion by reading, interviewing, experimenting, and so forth. Emotional Responsiveness Discovery: Since emotional responsiveness is not associated with level of intelligence, this characteristic is not usually thought of as an aspect of giftedness. While there are tests of empathy and emotionality (Lake, Miles, \u0026amp; Earle, 1973), little or no work has been done to apply such measures to problems of discovering giftedness among the culturally different. While such work needs to be done, the following checklist may be useful in discovering this type of giftedness and culturally different: ----Listens intently and understandingly. ----Feels strong empathy with others and is highly aware of the feelings, distresses, and the needs of others. ----Actively responds to meet the needs of others . ----Responds emotionally to stories, events, needs of group members, and so forth. ----Is responsive to sincere interest and concern of others. ----Seems almost psychic in ability to interpret and anticipate the actions of others. Quickness of Warm-Up Discovery: There are vast individual differences in the quickness with which people warm up or \"get ready to go\" in coping with problems for which they have no learned or habitual responses. 78            Some warm up very slowly, and in responding to tests of creative thinking they may go ahead and produce a large number of obvious and commonplace alternatives before they are able to do the \"mind stretching\" that results in new or original responses. Or, they may sit or stand apparently inert and inactive for a considerable length of time and then seem suddenly to spring into action and produce brilliant solutions. In track competition, there are brilliant dash runners who perform poorly in the distance events, while others perform poorly in the short distance races and excel in the distance races. In open ended tests of creative thinking such as the Torrance Tests of Creative Thinking, certain aspects of quickness of warm-up may be discovered. Currently, we are obtaining one such measure by determining how many of the early responses to tasks (first three responses in the verbal tests and in the repeated figures task of the figural test) are original (uncommon) responses. The following checklist may be helpful in discovering youngsters gifted in quick warm-up: ----Begins productive work immediately when given a new assignment. ----Becomes tired of waiting and loses interest when there are delays in getting a class or activity started. ----Goes \"all out\" on a task immediately. ----Responds immediately to emergencies, quick changes, and so forth. ----Adapts immediately to changes in the situation or assignment . ----Produces original ideas early in a brainstorming session . 79            NORTH LITTLE ROCK SCHOOL DISTRICT INSTRUMENTS OF IDENTIFICATION Ideally, identification should include all of the information which can be gathered about each student. By using multiple criteria, the pitfall thus avoided is that of exclusive attention to an insufficient number or variety of criteria . The case study/placement committee will be less likely to exclude students who could benefit and are in need of special services . 1. Individual Intelligence Test - Wechsler ~ntelligence Scale for Children-Revised (WISC-R), Wechsler Intelligence Scale for Adults, Stanford-Binet Intelligence Scale. These tests are administered by the District's licensed examiners. The WISC-R will be the primary test used. The StaLford-Binet will be an alternative. The Otis Lennon School Abilities Test will be used for prescreening. These tests give an estimate of potential, but must not be used to exclude students from the gifted and talented program. 2. Creativiey Test - Thinking Creatively with Pictures Figural Booklet A by E. Paul Torrance. This test will be administered and graded by the resource teacher/facilitator for gifted and talented. 3. Achievement Tests and Grades - Metropolitan Achievement Test - (MAT-6). Scores and grades should be used to indicate students' performance. Either low test scores or grades should not be used to exclude students from the gifted and talented program. 4. Scales for Rating the Behavioral Characteristics of Superior Students. Renzulli Scales for Learning Motivational, Creativity, and Leadership Characteristics will be used for grades K-6. Grades 7-12 will use Renzulli's Scales for Learning, Motivation, Creativity, and Leadership Characteristics. The Purdue Secondary Checklist for English, math, social studies and science. The Scales will be completed by the classroom teacher(s). 80            5. Parent Questionnaire - The parent questionnaire will be completed by the parent. Parents can provide information on advanced abilities which are often not observable in the school setting . 6. Product Evaluation - Products such as poetry, slide/tapes, photo essays, and/or science projects may be used to document ability, creativity, and motivation. 7. Interviews - An interview will be conducted by the resource teacher/facilitator for gifted and talented. 8. Interest Inventory - An interest inventory will be administered by the resource teacher/facilitator. The inventory will help determine areas of interest. 9. Creative Positive Among the Culturally Different (A list of indicators of potential.) The resource teacher/facilitator will assist the classroom teachers in applying these criteria to the students' characteristics. 10. Characteristics of Giftedness - A list of indicators of gifted responses for possible referrals at the elementary levels . 81           Student's Full Name Parent/Guardian NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT QUESTIONNAIRE GIFTED/TALENTED PROGRAM (Date) All information on this form will be strictly confidential and will be used only by the referral and placement committee. 1. Child resides with: (Check) Father ( Mother Other If other, please specify Occupation of: Father: Mother: Other adults in the home: .., Brothers and sisters: Names Ages 3. Hobbies of: Father Mother 4. Child has own room ( )\nShares with others (number) . S. Private lessons taken by child: Kind How long taken Frequency 82  6. Trips child has taken: Place Age  7. Things the family does together  8. Child's recreational choices 9. Choice of friends (ages, sex, numbers, etc.)  10. How does he/she get along with his/her friends?  11. What does the child like to do when he/she is alone?  12. Child's membership in out-of-school clubs or groups  13. Child's reading interests (favorite books -types, titles, authors)  14. Amount of child's reading per week (estimate)  83   15. Child's hobbies and collections          16. Child's special talents or skills 17. Child's special problems or needs at home 18. How does the child get along with others in ths home? 19. Child's home responsibility 20. Does the child have an allowance? Yes ( )No( )Amount per week( 21. Discuss the attitude cf the child toward school 22. Child's school needs as you see them 23. Describe the child as you see him/her (personality, attitudes toward home, work, friends) 24. Please feel free to attach any additional information that you feel is pertinent . Prior to the referral conference, the resource teacher for the Gifted and Talented will administer an appropriate interest inventory and creativity test to your child . 84            SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 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\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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