{"response":{"docs":[{"id":"bcas_bcmss0837_933","title":"Report: ''Disparity Plans,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1990"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Report: ''Disparity Plans,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/933"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_698","title":"Settlement 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":["1989/1995"],"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","Student assistance programs","Educational law and legislation"],"dcterms_title":["Settlement 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/698"],"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\nService Master Management Services, an Illinois company hired to supervise Little Rock School District's maintenance and custodial staff.\nLITTLE ROCK SCHOOL DISTRICT 1989 SETTLEMENT PLAN \u0026amp; MAY SUBMISSION BRIEF summaryLITTLE ROCK SCHOOL DISTRICT SETTLEMENT PLAN EARLY CHILDHOOD EDUCATION (Pages 5-26) BACKGROUND \u0026amp; PHILOSOPHY Statistics show that children who are provided with early childhood education have greater opportunities which enable them to succeed in the future. While the enrollment for early education programs continues to increase, there are many families who do not have access to affordable and accessible early childhood education. In order to combat this problem the LRSD proposes to expand existing and develop new early childhood education programs. The LRSD's plan is comprised of the following programs: HIPPY  I  ) ' .r . J - Aids train mothers to teach their four and five year old children through home-based curriculum /\u0026gt; - LRSD \u0026amp; PCSSD will collaborate and coordinate implementation II ,A' - HIPPY \u0026amp; Four Year Old Program will collaborate with regard to parental involvement and teacher training i r EVALUATION - Early Prevention School Failure Model conducted on participants at Kindergarten (pre and post tests) - Standardized achievement test at the end of the 3rd grade MAY SUBMISSION - Addition of \"similar model\" for evaluation at kindergarten - Deletion of \"pre and post tests\" and replaces with \"as they enter and exit kindergarten\" TIMELINES - HIPPY is a year round program - The following should be in place: - 14 Aids Selected and Trained - Families Recruited and TrainedHIPPY MAY SUBMISSION - Addition \"the LRSD's HIPPY Program depends on external funding. ... cannot be continued at present levels without continued receipt of JTPA and Chapter 2 funds.\" CONTACT: Miarian Shead at 324-2266 FOUR YEAR OLD PROGRAM - High Scope Curriculum which emphasizes active learning - High Scope Curriculum complements HIPPY Curriculum MAY SUBMISSION - Addition to curriculum of \"or similar curriculum.\" - LRSD \u0026amp; PCSSD will collaborate on parental involvement, inservice and training for teachers EVALUATION - Inservice evaluation will be summarized - Test data will be analyzed MAY SUBMISSION - Deletes \"test data\" and replaces with \"student assignment data\" TIMELINES - Program implemented in 3 incentive schools in 1988-89 school year - Program implemented in other incentive schools in 1989-90 school year - Program to be implemented in all elementary schools by 1993-94 school year NOTE WORDING IN PLAN BUT DELETED IN MAY SUBMISSION: \"Scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan.\"MAY SUBMISSION - Deleted program to be implemented in other incentive schools by by the 1989-90 school year and replaced with \"By the 1991-92 school year the program will be implemented in the schools listed below: Badgett Frankl in Garland * Ish Mitchell * Rightsell * Rockefeller * Romine Stephens * Washington Woodruff\" * Incentive Schools - Deleted \"all schools in the district will implement the four year old Program by 1993-94 school year and replaced with \"A long range implementation plan will be developed for additional four year old program...as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. The long range plan will address demographic, instructional, structural needs.\" \u0026lt; ! NOTE: Stay Order requires plan to be submitted by September 30, 1991 CONTACT: Pat Price at 324-2015 CITY WIDE EARLY CHILDHOOD EDUCATION The purposes of the city wide early education is to provide: - Parenting education to mothers and fathers, family health care and nutritional guidance - Quality child-care arrangements for poor parents stressing social development and school readiness - Quality preschool program for disadvantaged three to five year old chiIdren The plan then goes onto discuss components of quality programing, including MAY SUBMISSION Deletes this entire section of the plan and rewrites this section in its enti rety. Of particular concern is the deletion of the components of quality programing and the insertion of a description of the Head Start, Model Cities and LRSD programs. The stipulation dated.7/2/91 rationalizes the deletion of same staffing patterns, teacher qualifications, and the same comprehensive services because \"the plan is in conflict with some of the practices and policies of the Headstart and Model Cities programs.\" The May Plan inserts areas for cooperation between the three programs including parent involvement, staff development, student referrals, and information on student assignment process for kindergarten. In addition, the program purposes are kept in tact, except the May Plan deletes \"family health care and nutritional guidance.\" Finally, the May Plan deleted all the timelines for implementation of city wide comprehensive early childhood program for LR and did not insert any new timelines. TIMELINES - By September 1990 the initial phase of program should be implemented. - By September 1993 LRSD \u0026amp; other agencies should have implemented a comprehensive and consistent early childhood education program for children in LR. - By October 1993 80% of disadvantaged eligible students should be enrolled in early childhood education programs. - By September 1994 pre-screening data at the beginning of the school year will indicate a 75% reduction in the number of children identified as moderate to high risk. ROCKEFELLER EARLY CHILDHOOD MAGNET (MAY SUBMISSION ONLY) - Early childhood education for children ages six weeks to four years old / - Early Childhood Education Demonstration Magnet between LRSD and area colleges to: - train college students in early education - pilot innovative educational approaches for young children - provide assistance in planning and implementation - Three year old student may continue into the four year old program - Siblings of children in program receive preference for Rockefeller assignmentROCKEFELLER EARLY CHILDHOOD MAGNET - Explore year-round program for children from infancy to sixth grade NOTE: Did Not Find Any Timeline Sheets For Early Childhood Magnet! SPECIAL PROGRAMS (Pages 27-39) JTPA SUMMER YOUTH EMPLOYMENT PROGRAM -Six week program JTPA eligible students who work either part or full time Students are tested to determine if remediation is needed in math and/or reading, if needed remediation is provided - Increase the number of student participants NO CONTROL OVER THIS - FEDS! - Allow \"any student\" (non-eligible JTPA students) to participate in remediation who needs assistance ! MAY SUBMISSION - Deletes \"any student\" and provides remediation only for JTPA certified/eligible students - Counseling Staff increased by two (1 male \u0026amp; 1 female) and psychologist contracted to help students with serious problems - College students or college bound seniors who shall be hired as as instructional aids - Clerical aids to be added to the program I EVALUATION - Pre \u0026amp; Post Test of Adult Basic Education MAY SUBMISSION - Deleted evaluation mechanism and did not replace TIMELINES - By 1993-94 school year \"increase to 350 students who will show significant grow gains as a result of their participation.\" NOTE: PROGRAM CURRENTLY SERVING 300-350 STUDENTS LRSD NO CONTROL OVER INCREASE -FEDS CONTROL! HOW MEASURE?? - NO SPECIFIC TIMELINES! JTPA ASSET PROGRAM - Peer tutoring by JTPA certified students who work under the supervision of certified teachers n NOTE: ,+z p LRSD IS NOT DOING THIS PROGRAM WITH JTPA \u0026amp; WAS NOT DOING THIS PROGRAM IN DECEMBER OF 1990 WHEN THEY REPRESENTED TO THE EIGHTH CIRCUIT THAT THEY WERE!!! EVALUATION - Compare students receiving tutoring assistance with other students in areas of standardized test results, academic performance based on nine week grade reports, absentee records, drop-outs, follow-up reports and parental reinforcement activities NOTE: NO TIMELINE FOR EVALUATION - WHO? WHEN? TIMELINES - By 1988-89 school year program to be implemented in 4 junior high schools and revise program to include non-certified JTPA student tutors - By 1993-94 school year program available to all \"at risk junior high populations and high school students at accessible sites, students will show improvement, tutors will increase their opportunities for future employment MAY SUBMISSION Inserts \"Programs and individual components will be continued only if JTPA funding is available.\" - Deletes all timeline sheets but leaves the narrative NEW FUTURES HOMEWORK CENTERS \u0026amp; HOMEWORK TELEPHONE HOTLINE - Homework Centers in selected junior high schools - Homework Hotline in areas of English, math, science and social studies MAY SUBMISSION - Deleted Homework Hotline TIMELINE - Begin implementation 1988-89 school year (funded by business community)SCHOOL OPERATIONS (Pages 39-63) - Division of Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregation plan: - Organizational structure - Discipline - Guidance/Counseling - Internal integration - Extracurricular activities - Evaluation/Testing - Staffing - Planning/Implementation - Specific goals and timelines follow MAY SUBMISSION - Deletes Division of schools and the above aspects of the deseg plan Inserts \"LRSD Office of Desegregation\" will be responsible for moni tori ng - Revision of goals and timelines PROGRAM FOR ACCELERATED LEARNING/PALS (Pages 64-77) - Remediation for students grades K-12, with emphasis in reading and math at the elementary level \u0026amp; English, reading, science, social studies and math at the secondary level - Technology assisted instruction (computers, VCR's etc...) - Goal for student to attend computer lab for at least 70 minutes a week (35 minutes in reading and math) with assistance from a non-certified instructional aid - Develop a profile on elementary students that identifies their strengths and weaknesses \u0026amp; develop an improvement plan with parents which provides timelines for performance/achievement to be assessed - Provide a transitional program for secondary students who need assistance to function effectively in the regular classroom \u0026amp; develop a profile, etc., (see above) - Utilize multi-cultural, interdisciplinary, language-based, individualized instruction MAY SUBMISSION - Deletes PAL program and inserts remediation programs - Merges plan goals for elementary and secondary students \u0026amp; inserts that schools will remediate in areas in which the student has failed - Deletes remediation for reading, social studies and science!!EVALUATION - Improvement Plan, parents are provided with written information on their child's progress in meeting the performance goals of their plan - Evaluation Design and Checklist already developed TIMELINES - Implementation to begin in Fall 1988 - Cannot read timetables!! GIFTED EDUCATION (Pages 78-83) - Subject based instruction for grades K-12 based on ADE's standards - Collaboration with district in areas of curriculum, staff development and research and administration - Placement based on superior intellectual and creative ability ... \"neither criterion shall be used if the result is disparate impact upon either racial group within the district.\" - Special attention to identify and place students from low and middle socio-economic levels MAY SUBMISSION - Deletes subject based \u0026amp; inserts services - Adds attention to identify and place \"minority children I ' (A TIMELINES - Research administration of program to begin November 1988 - Investigate tri-district model for socio-economically deprived students to begin November 1990 - Cannot read other timelines! MULTI-ETHNIC CURRICULUM (Pages 84-99) - Integrate in subject areas, materials, libraries, bulletin boards, assemblies, etc...AN EVENT OR A THING NOT A PROCESS! - Collaboration for three districts in developing and implementing curriculum, studies fai rs, in-service training and access to higher educational TIMELINES FOR MULTI-ETHNIC CURRICULUM - By September 1989 ready for pre-school - grade 6 - By September 1990 ready for grades 7-12 - By September 1991 Review/Revision cycle for pre-school serve as a model for all three districts 12 to EVALUATION - Each building principal responsible - Section on multi-ethnic curriculum added to monitoring checklist MAY SUBMISSION - Deletion \"ethnic\" replaced with \"cultural\" - Added Speaker's Bureau to develop and promoted a better understanding of multi-cultural education in schools and community - Deleted timeline for curriculum to be ready for pre-school - grade 6 - Revised timeline for curriculum to be ready for grades 7-12 from 1990 to 1993 - Deleted monitoring checklist CONTENT AREA PROGRAMS (Pages 101 -108) - Ensure equality and excellence in curriculum \u0026amp; programs in the following: - Instructional methodology - Teacher/student interaction - Muiti-cultural materials - Textbooks w/ no race or gender bias - Organization instruction - Special activities Inservice - Staffing - Objective non-discriminatory criteria for student placement in advanced classed TIMELINES - Implement and incorporate organizational equity practices by Fall 89 \u0026amp; 90 MAY SUBMISSION - This section is revised and merged with multi-cultural curriculumFOCUSED ACTIVITIES K-6 (Pages 108-115) - Elementary schools to have a sound \u0026amp; strong education program with developed focused activities utilizing parent and community involvement - Elementary Academies (non-incentive \u0026amp; non-interdistrict) will receive an annual allocation for implementing focused activity for year which should focus on: 1) Promoting the school as a \"community of learning\" among parents, staff and students 2) Provide enrichment opportunities at the building level 3) Ensure equitable opportunities for participation - Collaboration with PCSSD in implementation of focused activities, curriculum and achieving greater racial balance \u0026amp; agreement that only magnets and incentive schools will have themes TIMELINES - By 1994 academy elementary schools will all have focused activities which will be integrated into the core curriculum, parental, staff and student involvement, academic performance at or above grade level for each student EVALUATION - Principals will appoint an activities coordinator and steering committee to develop and implement and evaluate planned activities - End of school year coordinator will include focused activities in a district wide report MAY SUBMISSION - Deletion of \"academies\" and insert \"area schools\" \u0026amp; deleted \"K-6\" - Deletion of themes for \"incentive\" and insert \"interdistrict\" schools - Addition of Academic Progress Incentive Grant Program whereby each area school will be able to apply for $75k over a 3 yr period to improve academic achievement of all students by reducing academic achievement di sparity - Deleted all timeline sheet and target date of 1994 in narrative - Deleted that academic performance of every student will be at or above grade levelPARKVIEWMAGNET SCHOOL (Pages 116-125) - Fine Arts Magnet and propose to phase in over a 3 yr period a science and math magnet for students graduating from Mann - Contains specific course offerings and new courses - Staff development (curriculum and inservice) - Parental involvement (sign contract) - Space needed for a research writing lab MAY SUBMISSION - Deleted specifics of the 3 year phase in of the science and math magnet - Deleted Russian language course (FAMOUS KNOWN BY ALL LOCAL PAPERS!) - Deleted staff development and lab facilities McClellan community school (may submission only) - Develop as a center to meet the needs of the community - During 1990-91 school year a bi racial planning committee began to worked with consultants to determine how to best utilize the school - Committee will report their progress and recommendations to the LRSD \u0026amp; ODM RECRUITMENT OF PRIVATE SCHOOL STUDENTS (Pages 125-126) - PTA's and parent recruiters will form strategies to recruit private school students back to the public schools - Efforts to be coordinated with Magnet Review Committee MAY SUBMISSION - Deleted coordination with Magnet Committee and inserted that the district will assess the effectiveness of recruitment on an annual basis and discuss with parties before seeking court approved alternative strategies FEDERAL PROGRAMS (Page 127) - LRSD will work with SDE to seek federal funding MAY SUBMISSION - Deletion of working with SDE, LRSD will identify and applyFecruary 22, 1991 RICIIVID FEB 25 1991 Judge Susan Webber Wright 600 West Capitol Avenue Little Rock, Arkansas 72201 'J. S. DISTRICT JUDGE Dear Judge Wright\nIn reading the opinion of the Eight.h Circuit Court of Appeals regarding the LRSD Case, I noticed that on page 28 it states that \"Moreover, the state agreed to lend LRSD up to 520,000,000 over the next ten years, the loans to be forgiven if by December 21, 2000, the existing gap in achievement between black and white pupila in LRSD has been reduced to 10 per cent. \u0026gt;1 Prevision Six on page 25 of the Pulaski County School Desegregation Casa Settlement Agreement of March 1989, stipulates that \"if at any time between the date of this agreement and December 31, 2000 the composite scores of LRSD black students (excluding special education students) on a standardized test agreed upon by the State and the LRSD are 90% or greater of the composite scores of LRSD white students (excluding special education students), the escrowed funds will be paid to LRSD and any outstanding loans will be forgiven. II There is a difference between these two statements. As an example, if the composite score of white students is at the 70th Percentile, according to the Eighth circuit statement, black students would have to score at the 60th Percentile in order the loan to be forgiven. According to the Settlement Agreement, sy would have to score at the 63rd Percentile because ^0% of iS 62. Did rhe ighth Circuit change the stated requirement of the Settlement Agreement? LRSD senior administrators are using the 1C figure instead of the \"90% of\" it is. of course, to their advantage. Settlement requirement because Which is correct? Since the State of Arkansas and the other school districts in this state have a stake in the 520,000,000, I think it would be equitable if 8 Settlement Agreement provisions are strictly enforced by the Court. Your cooperation in making a public statement regarding this ts'\ne will be greatly appreciated. .are. A Axton co: Dr. - con Elliot Arka.-.eas Department of Education1 9 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AJl-. KATHERINE KNIGHT, ET AL. f\nle9 U.S. DiSTrfcr ccvnT I I\nkaxsas 91 JUL25 PM Us 33 CAaL E, i' 1 CLERK ipSTiEE. vir. LLtr I DEFENDANTS INTERVENORS INTERVENORS STIPULATION REGARDING LITTLE ROCK SCHOOL DISTRICT AND INTERDISTRICT PLAN MODIFICATIONS The undersigned parties agree and stipulate as follows: The Little Rock School District Proposed Desegregation Plan (May 1991 Plan) was filed in the District Court on May 1, 1991, with the agreement of all of the parties. except on a few specific points, the Knight Intervenors. 1 The May 1991 Plan contains certain changes from the Little Rock School District Proposed Desegregation Plan which was submitted to the District Court in January and March of 1989 (1989 Plans or settlement plans). Some of those proposed changes are described in the Memorandum and Order of the District Court filed June 21, 1991. An explanation of the changes noted by the District Court in that Order was provided in a Stipulation of Facts filed July 2, 1991. See LRCTA Objections filed 5/1/91 and Amended 5/3/91. be noted that the LRCTA Objections are directed toward LRSD's implementation of the 1989 settlement plana and not to differences It must between the settlement plans and the May 1991 plan. *5^ G BiI 2. 9 In a Memorandum and Order filed July 15, 1991, the District Court noted other differences between the settlement plans and the plan agreed to by the parties and submitted to the District Court on May 1, 1991, and refused to reconsider its Order of June I 21 rejecting the May 1991 Plan, The District Court said, however. that \"the merits of transitional revisions will be considered more fully at a hearing subsequent to the parties' compliance with the terms of the June 21 Order\". Memorandum and Order filed July 15, 1991, The purpose of this Stipulation is to provide in advance of that hearing an explanation of the differences between the settlement plans and the May 1991 Plan and to show the basis of the parties' agreement to those changes. The differences which were expanded in the July 2, 1991 Stipulation of Facts will not be repeated here. The parties agreed in the May 1991 Plan to use the term \"norm-referenced tests\" rather than \"standardized tests\" to clarify the difference among norm-referenced. criterion-referenced and minimum performance tests. since all of these tests are standardized. (p.l) .- 3 . 13 . 4. The parties added to the settlement plans a requirement for a management information system to be developed by LRSD which will have the capability to compare in later years students who participated in the four-year-old program to those who did not (p.l4) for the purpose of evaluating the effectiveness of the four- ^Page references are to the May 1991 Plan unless otherwise noted. LUSO/liMi^iMnd 2old-program. 5. The Rockefeller Early Childhood Magnet Program was incorporated in the May 1991 Plan from the Tri-District Plan (pp.25-27) because the parties believe that:(1) the high quality early childhood program will attract white students to Rockefeller who will elect to continue their education at Rockefeller and thereby enhance the desegregation effort there\n(2) its location near an interstate highway makes Rockefeller an ideal magnet site because of its accessibility to students throughout the county\nand (3) the early childhood program can help children from the Rockefeller attendance zone by enhancing their educational program in a desegregated setting. 6. The parties added a requirement to use the information generated by LRSD's monitoring of the four-year-old program nc less frequently than annually to improve that program (p.34). 7. The parties agreed to minor changes in the Summer Learning Program (pp.39-41) to reflect that fact that the Sxxmmer Learning Program was at the time the settlement plans were written and is now fully funded by the Job Training Partnership Act (JTPA) . The. enrollment requirements are governed by federal regulations. I The JTPA program cannot admit or serve non-certified participants\". The settlement plans were therefore amended to eliminate the word \"non-certified\" (p.4O). All participants must meet JTPA eligibility requirements. 8. The Test of Adult Basic Education (TABE) (p.41) is no longer used for the Summer Learning Program. The TABE provides 3information related to student growth in terms of grade equivalent and is designed to assess adult education. A more appropriate measure of student growth was needed. Therefore, with JTPA approval, the Metropolitan Achievement Tests - Sixth Edition (MAT- 6) was substituted for the TABE. The May 1991 Plan eunends the settlement plans accordingly. Use of the MAT-6 enables the LRSD to ( use the same procedure for identifying students who need remediation during the summer as is used during the regular school year. 9. The parties added a requirement that the LRSD Student Hearing Officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions (p.50-51). This requirement strengthens the settlement plans with respect to the issue of disparate discipline and places a responsibility for reducing the disparity of disciplinary actions with the person most involved with student discipline and in the best position to\"reduce the disparity. 10. The parties added a requirement {p.63) that LRSD remove any barriers to equitable participation of all students in all classes. 11. The parties strengthened the provisions of the settlement plans which protect against excessive pullouts and possible resegregation in academic support programs (p.75-76) by requiring written approval of the parent or guardian before students may be placed in academic support programs and specifically requiring that \"pullouts' will be a last resort and will be kept at \"a minimal 4level\". 12. The parties added a specific process by which improvement plans will be developed for students participating in academic support programs (p.78-79). 13 . The parties broadened the scope of students who will be eligible to participate in LRSD's Gifted Education Program (p.88) by requiring \"above average intellectual ability and creative ability\" rather than \"superior intellectual and creative ability\". 14 , The parties also revised the language describing the LRSD Gifted Program to reflect changes in the delivery of services to identified students which were approved by the LRSD Board of Directors and the Arkansas Department of Education in 1989. (p.87) ( These changes resulted from LRSD's desegregation efforts during the 1983-89 school year to develop an equitable selection process for the Gifted and Talented Program. 15. The parties added a specific requirement (p.ll3) for the purchase of science and math materials to facilitate a \"hands-on approach to those subjects and a requirement to provide in-service training to staff regarding the use of those materials. 16. The settlement plans were changed to incorporate from the Tri-District Plan the requirement that LRSD establish an Academic Progress Incentive Grant Program (pp. 127-30). 17. The notation in the settlement plans that \"in 1989-90 an additional science teacher and a part-time Technical Writing teacher will be needed\" was deleted because of LRSD's present ability to provide the courses described in the May 1991 Plan 5( 9 9 (including Technical Writing/Applied Statistics) with existing staff. 18 . The parties changed the listed prerequisites for physics at Parkview Science/Mathematics Magnet School {p.l46) to conform to LRSD's current prerequisites. The prerequisites listed in the settlement plans served to unnecessarily exclude a number of ( tudents from participation in this magnet school program. 19 . The McClellan Community School Program (p.148-49) was taken from the Tri-District Plan and included in the May 1991 Plan because of the success of that program. 20. The parties added a number of specific requirements to strengthen the LRSD Library/Media Program (p.167-63), including requirements for a school-wide reading motivation activity each year, the correlation of library instruction to classroom instruction, the requirement that library media specialists provide training for building staff in the use of materials and equipment. and the requirement that library media specialists perform an annual evaluation of the adequacy of multicultural materials in the library collection. 21. Because funding is now provided in LRSD for indirect special education services. the erstwhile problem \"funding for indirect services\" was deleted from the list of \"areas of need\" (p.l72) in the LRSD special education section of the settlement plans. 22 . The parties agreed to strengthen the LRSD Staff Development Program (p.191-92) to include a list of specific staff 6 1auhy'iSU:p LXSO/befdtftria( ( development requirements, including the participation in staff development planning of community resource persons and all district personnel responsible for delivering training, and a requirement that LRSD deal decisively with the issue of racism and involve all staff, students and parents in a comprehensive prejudice reduction program. The settlement plans required the LRSD Data Processing Division to support school based and central office based functions by providing dropout statistics, test scores. attendance data. disciplinary data and student assignment data (p.204-05). In the May 1991 Plan the parties provided the additional requirement that the data processing office provide \"Student Achievement Data (to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and district wide)\" (p.2O5). The settlement plans established secondary attendance zones for each incentive school (p.220-21). Students in the secondary attendance zone of an incentive school had the option to fill vacancies in that incentive school after grandfathered and primary attendance zone students were assigned (p. 221). This provision was eliminated by the parties in the May 19 91 Plan because it would reduce the pool of white students eligible to transfer to each incentive school. The elimination of the 23 . 24 . secondary attendance zone allows any white student in Little Rock School District to enroll in any incentive school. The secondary attendance zones would also have allowed West Little Rock black 7( ' 9 students to transfer to incentive schools to the detriment of primary attendance zone black students who might attempt to enroll at a later date and find no space available. 25 . The parties agreed in the settlement plans to reserve in .each incentive school a certain number of seats in each prekindergarten and kindergarten class for black and white students (c. 221) . In order to avoid having pre-kindergarten and kindergarten seats go unused while eligible neighborhood black students are bused to more distant schools, the parties have included in the May 1991 Plan language which will allow such students to fill the seats reserved for white students which, even after recruitment, would otherwise remain vacant. r 26. In order to maximize desegregation at all grade levels. the parties added to the settlement plans specific authorization for desegregation transfers by LRSD students to elementary area schools that are difficult to desegregate (p. 222). 27. In order to help harmonize procedxires among the three Pulaski County school districts and to benefit LRSD employees and their children, the parties agreed to add to the settlement plans a provision to allow enrollment of the children of LRSD employees at the schools where the employees work (p. 223-24). This provision does not apply to magnet schools and is subject to desegregation requirements and the capacity limits of the particular school. 28. The LRSD Student Assignment Handbook which would have I been used for the 1989-90 school year was included in the 8( ' settlsment plans (p. 226, 233-48). That handbook includes a timeline and procedures which are now obsolete. For that reason, and because the student assignment handbook is a procedural document which is subject to change each year, the parties did not include that document in the May 1991 Plan. 29. The parties described Dunbar Junior High School in the settlement plans as a computer science/music school and set forth the specific programs and course offerings which would be available at Dunbar (p. 226-23, 230-36). By force of a 1989 district court ( order, which the parties did not seek to stay pending appeal. Dunbar has operated for the past two years as an international studies/gifted and talented magnet. The parties have expressed in the May 1991 Plan (p. 228-29) their agreement that Dunbar should continue to operate as an international studies/gifted and talented magnet because the benefits of implementing the program described in the settlement plans are outweighed by the detriments of the disruption which would be required to return to that program. 30. An international studies magnet program was established at Central High School by the terms of the Tri-District Plan. The parties agreed in the May 1991 Plan (p. 228) to continue this program. 31. Washington Elementary School was a racially identifiable black school during the 1989-90 school year and is described in the settlement plans as an interdistrict school. Under the terms of the Tri-District Plan, Washington was opened for the 1990-91 school year as a racially balanced (57% black) magnet school. The parties 9( 9 have agreed that the magnet program at Washington has been successful and therefore included Washington as a magnet school in the May 1991 Plan (p. 229). 32. LRSD agreed in the settlement plans to build two new interdistrict elementary schools (p. 258) . The first school was to have the capacity of 600 students. No capacity requirement for the second school was included in the plans. The parties have agreed in the May 1991 Plan to increase the capacity of the first LRSD interdistrict school, which the parties now agree will be nampH Martin Luther King Interdistrict School, to 696 students (p. 258). The language of the settlement plans expressing the possibility that Rockefeller may become an interdistrict school (p. ( 260) was deleted in accordance with the agreement described above that Rockefeller will remain an early childhood magnet and an incentive school. 34. The language of the settlement plans regarding computer laboratories in incentive schools, which required a minimum of 24 stations in each classroom (p. 267), was changed to reflect the fact that the minimum required number of stations is 25 and to clarify the intention of the parties that there will be one computer laboratory at each incentive school, not in each classroom. 35. The settlement plans restricted participation in the incentive school mentoring program to intermediate age students in grades four through six. The parties agreed in the May 1991 Plan to expand the mentoring program to include all students (p. 271). 10I 36. 9 The parties agreed in the May 1991 Plan to improve the incentive school component of the settlement plans by requiring an annual review of the incentive school curriculum and an annual inservice for incentive school staff members regarding any revisions in the incentive school curriculum (p. 288). 37. Thc parties agreed in the May 1991 Plan to strengthen the provision for Homework Centers in the incentive schools by saying that Homework Centers \"will\", rather than \"should\", be in place at each incentive school and by expanding the Homework Center program from a minimum of two days per week to a minimum of three days per week (p. 296). 38. The parties deleted the superfluous modifier \"certified . before \"instructional aides\" (P- 296) because there 13 no certification program for instructional aides and the parties do not intend to limit employment as an instructional aide to those who are certified as teachers. 39. The settlement plans did not contain a program to provide financial assistance to instructional aides so that they may pursue education degrees and provide a pool of potential teachers for LRSD. Such a program was added in the May 1991 Plan (p. 297-98) . 40. The requirement that \"Explorer Post Access/Membership\" be available to incentive school students (p. 300) was deleted in the May 1991 Plan because elementary students do not meet the age requirements for Explorer Post membership. 41. Washington school, as noted above, was an incentive I school in the settlement plans, was changed to a magnet school in 11( the Tri-District Plan, and was proposed for continuation as magnet school in the May 1991 Flan. To ensure that students in the a Washington attendance zone will retain some of the benefits to which they would have been entitled had Washington become an interdistrict school, the parties agreed in the May 1991 Plan that ( such students \"will have access to extended day activities, extended year activities and the scholarship program.\" (p. 303). 42. The settlement plans required that student evaluators in the incentive school assess the educational climate at each school twice a year (p. 306). The parties have determined in the May 1991 Plan that such evaluations need be performed only once each year. but that the group of evaluators should be expanded to include teachers and parents as well as students. 43. The parties have agreed in the May 1991 Plan to expand the Saturday program.^ at incentive schools to include physical education activities (p. 308) . 44. The parties have agreed to add representatives of the Joshua Intervenors to the incentive school staffing committee (p. 322) . 45. The requirement that an instructional specialist be hired to provide assistance to new teachers and others with special instructional needs (p. 328) was changed to reflect the fact that the LRSD Instructional Resource Center staff is of sufficient size to provide such assistance and that such assistance will also be provided by curriculum supervisors and the incentive schools coordinator. LIlSQ/liMMdMrkl 1246. In order to clarify and strengthen the provisions of the incentive schools staffing section of the settlement plans, the parties have included language in he May 1991 Plan which establishes committee composed of teachers, principals, administrators and parents to review the incentive school program and recommend change: for the 1991-92 school year, to pay teachers a stipend for their work on the committee, to share the coTn-mi-h-t-PP'g report with the parties. to require incentive school teachers to report to work five days early (except for Franklin school teachers) for in-service, to pay stipends to those teachers for this work, and to require Franklin school teachers to'report to work ten days early for in-service and to pay stipends to Franklin -teacher for this work (p. 329} . The 1991-92 school year is the (' firs year in which Franklin will operate as an incentive school. 47. The parties have-agreed to add to the setrlement plans a requirement that LRSD collect and review data on the needs and interests of its student population, particularly targeting at-risk students, including such information as \"number per grade level. race/gender makeup, academic achievement needs/interests. disciplinary needs, health needs. social interaction- needs. and attendance and tardiness records (p. 335). 48. The parties have agreed to broaden the scope of any parenting education classes by eliminating the language that such classes are only \"for mothers\" (p. 344) . 49. The parties have agreed to expand the scope of math and science workshops to include parents as well as students (p. 353). 13I 9 9 50. The  parties have agreed that coiamittee of administrators, parents and teachers should work o develop a a school improvement plan at each incentive school rather than simply establish school policies and procedures (p. 356). 51. The parties have agreed to expand the scope of parent recruitment for the incentive school program by requiring information sessions at churches throughout the entire community, rather than just the black community (p. 35S) . 52. The May 1991 Plan does not contain the requirement of the settlement plans that LRSD hire two parent recruiters (p. 360) because those two parent recruiters were hired in 1989, 53 . The parties have agreed to strengthen the monitoring provision of the settlement plans by including in the May 1991 Plan .resent for educational equity monitoring in all schools in LRSD by the Planning, Research and Evaluation staff with assistance from local bi-racial committees and including a requirement for quarterly evaluations of the incentive schools by the districtwide bi-racial committee and a requirement for semi-annual reports to the superintendent concerning such issues as separation of races in chool programs, achievement disparity, curriculum. staff development, extracurricular activities and student discipline (p. 371-72) . 54. The May 1991 Plan reflects the parties' agreement to strengthen the settlement plans with respect to the consultant/monitor by requiring quarterly visits to schools in PCSSD and NLRSD as well as LRSD (p. 374) . LUSO/lBMidMU-A 14r  55. The May 1991 Flan does not contain the description of the LRSD's computerized transportation system found in the settlement plans because the settlement plans described only what had been done in 1983-89 and what would be done in 1989-90. Everything described in the settlement plans has been completed (p. 376-77). 56. The settlement plans contained an LRSD data processing schedule for the 1989-90 school year (p. 379-80). This data processing schedule was not included in the May 1991 Plan because it is obsolete, it adds nothing of substance to the desegregation plan, and the data processing schedule will change from year to year. 57. The interdistrict school component of the settlement ( plans restricted participation in interdistrict schools to LRSD black students and PCSSD white students. The parties have agreed in the May 1991 Plan to expand the interdistrict school program to authorize NLRSD black students to transfer to Crystal Hill Interdistrict school if space is available after the transfer of LRSD black students to that school (p. 255). 58. The parties agreed in the May 1991 Plan to strengthen the summer school component of the interdistrict plan by requiring the cooperative summer school planning among the three districts \"will\" be conducted \"each year\" rather than \"should\" be \"scheduled for early 1989\" (p. 416). The parties also agreed to expand plans for tuition-free summer programs to those students \"in danger of\" grade retention rather than just those students already \"recommended\" for grade retention (p. 417). 15I 59. e e In the May 1991 Plan, the parties agreed to add to the settlement plans as an objective the establishment of a uniform records transfer policy and the requirement to appoint a committee to develop procedure and time lines for records transfer (p. 437) . The parties also agreed to add as an objective uniformity among the districts in reporting test results and analyzing disparities (p. 440) . 60. The settlement plans said that the directors or coordinators of counseling services for the three districts should meet monthly to share concerns and to plan for joint activities (p. 469) . xn he May 1991 Plan, that language is strengthened to require that those people \"will\" meet monthly. 61. In the May 1991 Plan, the parties agreed to add to the settlement plans an entire section on public relations (p. 476-39) which is taken from the Tri-District Plan. 62. The settlement plans contained a requirement that Russian be taught at Parkview Science Magnet School (p. 138). Following the rejection of the settlement plans by the district court. Russian courses were established at both the Central High School nternational Studies Magnet and the Dunbar Junior High School International Studies/Gifted and Talented Magnet. The parties have therefore expressed their agreement in the May 1991 Plan that there is no benefit to be gained by establishing a competing program at Parkview. 63 . The settlement plans were drafted during the Fall of 1988 and plans for each of the three school districts were submitted to 16( 9 9 the district court in January, 1989, Minor revisions to the LRSD Plan dealing primarily with the issue of grandfathering of student assignments required a resuhmission of Volume II of the LRSD Plan to the district court on March 23, 1989. The Interdistrict Plan was submitted to the district court in February of 1989. Two and cne-half years have passed since the settlement plans were drafted. Many of the dates by which the parties were supposed to implement various aspects of the plan have already passed\nother deadlines are new impossible to meet. The parties have therefore agreed in the May 1991 Plan to change many of the dates in the settlement plans so that implementation can proceed on a reasonable schedule as it would have done had the plans been approved in 1989. JOHN W. WALKER, P.A. 1723 Breadway Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 . BY\n^ohn Walker Christopher Hei*\nr WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Little Rock, AR 72201 Said Jone^ BY:_________ Ste'^ Jones C\\ 6/ MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 BY\n_________________ Richard Roachell (. 17 ( f 9 9 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Stipulation has been served on the following by depositing copy of same in the United States mail on this 19th day of July 1991: Ms. Ann Brown Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 ( Christopher Hei bthyVSUp UtSO/lstM^iMna 18 OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 October 28, 1991 Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth: As you are aware, the District Court is obligated to monitor the use of settlement monies and does so through the Office of Desegregation Monitoring. ODM must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obhgations. For the past several weeks, my associate. Bob Morgan, has been working closely with your Manager of Support Services, Jim Ivey, and also with our financial consultants, the Arkansas Financial Group, to develop a system for adequately and fairly monitoring desegregation finances. During the course of this process it has become apparent that the settlement monies are being spent at a rate which wiU exhaust them long before the plan commitments and their scheduled fulfillment have been reahzed. Budgeting and fiscal management to ensure full implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. 2. 3. What are the district guidelines for identifying expenditures as desegregation costs? What process is used to project the desegregation budget? How do these costs conespond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives?Page Two October 28, 1991 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in Code 13? 6. Who makes the decisions about which costs are actually debited to Code 13? 7. What criteria determine how budgeting and debiting decisions are made? 8. What checks are buUt into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are the districts spending priorities and how have they been determined? 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its fuU extent? Within the next ten days. Bob and I want to meet with you to discuss the answers to these . questions. We are aware of the enormity of the districts planning, budgeting, and accounting tasks\nif we can be of any assistance as the above information is gathered, please dont hesitate to let me know. Very truly yours, Ann S. Brown Federal Monitor cc: Judge Susan Weber WrightOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 October 28, 1991 Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth: As you are aware, the District Court is obhgated to monitor the use of settlement monies and does so through the Office of Desegregation Monitorin\ng- ODM must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. For the past several weeks, my associate. Bob Morgan, has been working closely with your Manager of Support Services, Jim Ivey, and also with our financial consultants, the Arkansas Financial Group, to develop a system for adequately and fairly monitoring desegregation finances. During the course of this process it has become apparent that the settlement monies are being spent at a rate which will exhaust them long before the plan commitments and their scheduled fulfillment have been realized. Budgeting and fiscal management to ensure full implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. What are the district guidelines for identifying expenditures as desegregation costs? 2. What process is used to project the desegregation budget? 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives?Page Two October 28, 1991 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in Code 13? 6. Who makes the decisions about which costs are actually debited to Code 13? 7. What criteria determine how budgeting and debiting decisions are made? 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are the districts spending priorities and how have they been determined? 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its fuU extent? Within the next ten days, Bob and I want to meet with you to discuss the answers to these questions. We are aware of the enormity of the districts planning, budgeting, and accounting tasks\nif we can be of any assistance as the above information is gathered, please dont hesitate to let me know. Very truly yours. Ann S. Brown Federal Monitor cc: Judge Susan Weber Wright\"n 4 3 Little Rock School District December 12, 1991 T J? DEC 1 3 1991 Mr. Bob Morgan Office of Desegregation Monitoring Heritage West Building, Suite 510 Ciiics o! Os\nic*i Hioring 201 East Markham Little Rock, AR 72201 4 W Dear Bob: Attached are our responses to the questions posed in Ann Brown's letter to Dr. Steele on October 28. I believe you will find them to be essentially the same as our previous verbal responses. , Please call if you have questions. Sincerely, T: Tony Wood Deputy Superintendent TW/ch 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361LRSD ANSWERS TO ODM QUESTIONS (Reference 10/28/91 Ann Brown letter to Dr. Steele) Question 1. What are the district guidelines for identifying expenditures as desegregation costs? Answer: Desegregation is one of the basic objectives of the District. Almost everything we do is directed to some degree to this goal. It is not possible therefore, and we have not attempted to identify all the cost associated with it. Our approach has been to identify personnel and materials that are required for the specific programs mandated by the Desegregation Plan, to set up budget accounts for those expenses, and charge to them as the programs are implemented. This approach may result in our charging less than possible to desegregation, but it should allow us to account for the settlement funds. It has never been the view of the LRSD that the settlement funds would cover the total cost of desegregation. Using the funds for court-mandated programs will allow us to use the money and to be able to show that it was used for proper purposes. For the purposes of showing that settlement funds are properly spent, budget/expense accounts are established for the specific programs in the Desegregation Plan. Expenses associated with those programs are charged to those accounts. Question 2. What process is used to project the desegregation budget? Answer: Building principals, department directors, and others responsible for various functions in the LRSD are designated as budget managers. Each spring the budget managers submit requests for each of the budget account codes assigned to them. If an individual has responsibility for a program mandated by the Desegregation Plan, he or she will have account codes for that. These budgets are approved by the Deputy Superintendent, Associate Superintendents, Assistant Superintendents (where appropriate). Manager of Support Services, and the Controller. All of these codes will show a fund code of 13. If a Desegregation Plan program requires office supplies, for example, there will be an amount coded in the budget for expenses of that description that are related to the desegregation program.QDM Response Page 2 Question 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives? Answer: The costs can be tied to programs that are specified in the Desegregation Plan. This will not be obvious from accounting reports but can be done through discussion with budget managers and the Associate Superintendent for Desegregation. Question 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? Answer: If, at budget time, it is determined that an individual will divide time between Desegregation Plan mandated programs and other activities, appropriate portions of that persons cost will be budgeted to the fund source codes. That persons cost will be automatically charged as budgeted through the year. For non-personnel costs, most of the expenses that can be charged to desegregation programs are easily identified, such as PAL computers and four-year- old program equipment. We have the capability to apportion costs, if needed. Question 5. Who makes the decisions about which cost items are budgeted in Code 13? Answer: The budget managers make this decision with review by the Deputy Superintendent, Associate Superintendents, the Manager of Support Services, and the Controller.QDM Response Page 3 Question 6. Who makes the decisions about which costs are actually debited to Code 13? Answer: The budget managers either make this decision or review monthly expense listings to make sure it is properly done. The Associate Superintendent for Desegregation also reviews all Fund 13 expenses monthly. Since many Desegregation Plan projects are the responsibility of the Associate Superintendent for Educational Programs, she also closely reviews these expenses on a monthly basis. Further, our computer system will not allow a budget account to be overdrawn. To transfer additional money into an account from another account requires approval of the Manager of Support Services. These processes are the same as those used to control all LRSD expenses including those that must meet certain state regulations. practices are sound. Independent audits show that LRSD accounting Question 7. What criteria determine how budgeting and debiting decisions are made? Answer: The accounts are clearly named so there is little confusion. The budget managers code the expenses. Question 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? Answer: The procedures described above with the monthly reviews described are intended to catch any improper coding. If an expense is improperly coded to a valid account that has sufficient funds, manual reviews like those described above are the only possible ways to detect it. As stated above, these are the same procedures used throughout our system, and independent audits have consistently found our procedures to be sound.ODM Response Page 4 Question 9. What are the district's spending priorities and how have they been determined? Answer: The district must implement the programs mandated by the Desegregation Plan, must meet state education standards, must meet debt service commitments, and must make the capital improvements committed to voters in millage elections. All salary expenses are under contracts. There is little to prioritize. As Desegregation Plan programs are implemented and their effectiveness is determined, we can petition the court and the other parties to allow us to discontinue or modify those that are not effective. Until we reach that point, we can do little to prioritize our costs. Question 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? Answer: The LRSD will implement the plan called \"No More Excuses: A Plan to Increase Learning for All Students in the Little Rock School District.\" This plan, which was adopted by the Board of Directors on March 28, 1991, provides the framework for attaining the 90% achievement goal for black students (see attachment). Question 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Answer: As stated in response #9 above, LRSD will measure effectiveness and attempt to remove ineffective programs in the plan. We will address overall funding problems through reducing programs that we can reduce, better management practices and, if necessary, a request for increased millages. F:odminto2.wpdNO MORE EXCUSES: A PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND import te ichc cur co: What students are learning in our schools is the most it issue School Board members, administrators, and must ccnsi C  omunity. as decisions are made about education in The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, the use of school assignments, ibraries, homework minimum grade point requirements for graduation, the number and quality of reading assignments, multi-cultural education. \"tracking,\" higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to subm consideration by Decemiber. : a re: The a rt to t. inistra' ncc subm ua\ntec rcr ts report December 3 and recommended that the 2.0 req-uirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. Tn January, 1991, the Little Rock School District received riculum Audit conducted in September 1990 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curricui im objectives do not exist, grading practices are 1 ent, promotion criteria are unclear. assessment is not ted to the curriculum, and curriculum guides lack internal ency. In short, even though the Little Rock School  isurict is performing \"reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p.a. requirement. The results showed support for the 2.0 but mos thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement: A Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1. \"Most of the data in this report show th our present education performance is low and not improving. II 2. \"Research shows that student academic perforaance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening.\" 3. \"Time devoted to some subject areas is limited... It 4 . Homework is often minimal or non-exisment. II 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective. It 6. II Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. If 7. II Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments. II 3 . \"Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively. II 9. \"Students' grasp of the four basic a thmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. \"Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. It 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events.\" 12. II In recent assessments, more students appear to be gaining basic skills, yet fewer are demonstrating a erase of higher-level application of these skills II 13 . \"Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably large.\" 14. \"La enr sci e proportions of students....are not lied \"ce c challengine mathematics and urseworx. II 315. II Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets.\" Other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from all. textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarelv borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what they read\nonly 45 percent said they talked in pairs or groups abou' their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week or les\n15 minutes per cav. At grade 12, half the students assessed in 1988 reported that they had written two or fewer papers as part of any school assignment in the six weeks before the assessment. Only 14 percent of the Sth graders and 9 percen' of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one quarter of the assessed were no enrolled eleventh graders in a math course and ley. Mat: anorher one quarter were taking lower 1 math courses such as General emetics, ?re-algebra. or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. presented. These findings are by no means all that the NAEP Report Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. for several reasons: This appears to be the case (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are no atypical of what we find locally and should give us cause for e concern. In fact, the grade distribution. level of expectations, a large amount of test scores. \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1938 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. District has experienced significant changes in The boundaries. Board governance. and adm ti its geocraph As was DO ted out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction. expertise. provided in the educational programs of the Li and interventi n are srrict.\" le Rock School In fulfill (p.l4)\ny opinion. two things are necessary before we can he responsibilities we have as a school district toward 5our patrons and students. reviewed, revised. First, Board policies must be and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) must be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre or teac. ers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-12. reorganization of the central office admi It most certainly will require istration and an allocation of sufficient resources in order to accomplish this major goal. Not until these things are done can we move forward as a district to address in a meaningful way the evaluation of effective teaching and building management, assessment of student learning, overall school success, and the effectiveness of central office leadership. In_my opinion, it would be unfair to place the full burden of improvement in student learning on the students and the parents. It is our responsibility to take appropriate and immediate action to remove all barriers to improved performance and at the same time raise expectations for student achievement. RECOMMENDED PLAN OF ACTION TO ACCOMPLISH THE GOALS OF INCREASED LEARNING FOR ALL STUDENTS I am recommending the following: 1. A review and adoption of revised Board policies in Curriculum and Instruction by the Little Rock School Board at a work session to be held before the end of the current school year, preferably during the month of April. All other Board policies will be reviewed. revised as necessary, and adopted by September, 1991. A decision by the Board at this work session as to the educational outcomes we want our students to have whe.n they leave our schools. 63 . A decision at the work session regarding the priority the Board wishes to assign to the thirteen recommendations of the Curriculum Audit. 4 . An acknowledgement by the Board that the proper way for the schools to address dispar ies in academic achievement is first to have a written curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. 5. Authorization by the Board to design and develop a curriculum specifically for Little Rock School District students which incorporates the characteristics in recommendation number four. 6. Authorization by the Board to develop a comprehensive grade level assessment program to determine the extent to which our students are mastering the curriculum. 7. A revision of the District's grading policies to make them more consistent from school to school and from classroom to classroom. It should be clear that grades are to be assigned on the basis of mastery of specific curriculum content. 8. Periodic reports to the Board, preferably each semester, showing the distribution of student grades at the secondary level. These reports will indicate courses in which students have the greatest difficulty and will track the progress of individual students on a random basis from grade to grade. An ongoing review of the District's remedial a compensatory programs by the Biracial Advisory .d Committee with recommendations for changes presented to the Board yearly for the next three years. 10. The implementation of an Instructional Management System by the 1992-93 school year that will enable us to track the progress of individual students and provide corrective prescriptions to improve learning. 11. The immediate reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent will devote her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors will be redefined to include 7more programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13 . 14 . 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in the delivery of key components ro our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. 15 . Development of school-based parent training programs in every school em.phasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the \"Plan to Increase Learning for All Students.'    * * August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing s to the Board an community regarding grade oisr bution and test scores for the Little Rock stude * * * * * July 1991 February 1992 July 1992 February 1993 July 1993 and ongoing Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992 * * * 2 . 3 . * * * January 1993 June 1993 and ongoing twice yearly. 4. Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August, 1993 MONITORING AND EVALUATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. graduation requirement. It is recommended that this year's as a seventh graders be used as the base population from which to crack an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 10INTERDISTRICT DESEGREGATION PLAN This plan was formulated by committees composed of representatives for the parties. The committees were: Student Assignments Programs/Academics Community and Board Relations School Operations The Student Assignment committee had oversight responsibilities for all others. LRSD, PCSSD, NLRSD, and Joshua all worked on this plan. The plan states, \"Tlie NLRSD, however has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of the NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences or paragraphs. Terms such as multidistrict the districts, etc. do not include the NLRSD unless the NLRSD so chooses.\" This plans stated objectives are to develop and implement a comprehensive desegregation plan for school districts in Pulaski County, with all schools (students and faculty) racially balanced as outlined in \"previous applicable court orders\", except as otherwise noted in this plan. INTERDISTRICT SCHOOLS There will be Interdistrict Schools with ratios of 60-40% of either race with the \"ideal goal\" to be 50-50. The responsibility for managing each Interdistrict School lies primarily with the host district. Six Interdistrict Schools will be established in the near term: Baker Harris Romine Stephens Crystal Hill Area King 1989-90 1989-90 1989-90 1990-91 1990-91 1992-93 Facilities considered for construction or establishment in the ftiture may include schools in or near Chenal Valley and the Scipio A. Jones site. The Interdistrict Schools shall be populated primarily by black students from the LRSD and by white students from PCSSD OR beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools.\"2 INCENTIVE SCHOOLS These schools are to be established for at least six years to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools of 55% black and 45% white (with a variance of 5%). Recruitment may increase the percentage of white students to 60% (page 4). The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Stephens, and Washington*. Desegregation of the Incentive Schools is to take place in phases. One phase is recruitment of white students. The other portion is to reserve seats in each incoming kindergarten class for the enrollment of white students. \"Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrated experience in developing and successfully implementing such programs in a majority black educational setting.\" MAGNET SCHOOLS , The parties pledge to continue to operate the six present Magnet Schools with a balance of 50- 55% black. Magnets are open to students in all three districts. It further states that each districts black/white ratio goal shall conform to its plan. FURTHER SCHOOL CONSTRUCTION All construction shall be subject to the courts prior approval and shall support desegregation. TRANSPORTATION Children shall be provided transportation to schools (including its programs and activities). Transportation is provided to children who live two or more miles from school. Bus rides shall not exceed 45 minutes unless a student has voluntarily chosen an assignment with the longer bus ride. OTHER AREAS - Aim to have equal facilities. Funds for schools in lower SOCIOECONOMIC areas shall be \"at least\" equal to those in more affluent areas. - Students from outside Pulaski County may select a Pulaski County school if such selection benefits desegregation. - Racial ratios of each districts faculty shall be consistent with applicable law.. * Washington was a magnet in the Tri-District Plan. A new school was constructed and it still serves as Basic Skills/Math and Science Magnet.3 ACHIEVEMENT DISPARITIES Parties set as a high priority the elimination of achievement disparities between black and white students. The degree of disparity shall be judged by student performance on standardized tests. The ADE with the district shall evaluate all programs and personnel for effectiveness in this area. If racial disparities exist in programs and activities at any school, \"they shall be identified, analyzed for cause, and shared with the appropriate monitoring authorities\". Special attention shall be given to racial disparities in: special education, honors, GT, advanced placement, extracurricular activities, expulsions and suspensions, reward and punishment systems. A year-end determination of each districts effectiveness in implementing desegregation shall be conducted by the parties subject to the courts review. \"The parties monitors shall be provided reasonable access to records and facilities, provided the requests for access are not disruptive, unreasonable, or intrusive.\" This plan takes \"positive steps\" to ensure that community \"involvement is substantive and ongoing. The parties also establish a joint committee to review curriculum and programs.\" (page 10). INTERDISTRICT DESEGREGATION PLAN (page 11) Magnet schools and M to M transfers are seen as \"building blocks\" of student assignment and transfer plans. Great mention is made of themes for Interdistrict Schools, and it is stressed that their selection involves parents/patrons. Interdistrict Schools to be established are: Baker Baker is to have an extended day program. This program does exist. It has not become an Interdistrict School yet and in the current appeal, efforts are made to prevent it from ever becoming one. PCSSD attorneys state that it has become balanced by M to M transfers. They suggest that the 200 seats that were to be at Baker for black LRSD students move to Crystal Hill when it is built. Harris Despite the fact that this plan states that Harris has the immediate capacity for 2(M) LRSD black students, Harris has not become an Interdistrict School. Again, appeals are being made to remove it as an interdistrict school, and to assign the proposed 200 LRSD seats to an unspecified \"new school\".4 Romine Romine is an Interdistrict School, and James Jennings states in his report of 8/22/91 to the LRSD Board of Directors that recruitment of white students from western PCSSD is underway. He also states that Pulaski County is informing their students on magnet waiting lists about open seats at Romine. A recruitment committee \"will be formed\" of staff members and parents to recruit throughout the year. Evidently the school year will begin before the committee forms. Romine added a 4-year-old class in 1991-92. Such a program is required, under this plan, as is a theme which was to be selected as of February 24, 1989. Stephens A new Interdistrict Stephens was to be constructed by the 1990-19 school year or, \"as soon as reasonably practical\". It is to be located near the 1-630 corridor. Current plans announced in the Gazette call for an opening date in Fall 1992 with the school to be constructed at 14th and Marshall on the site of old West Side Junior High, after it is razed. Stephens Interdistrict School will have an early childhood program. Black students will be assigned from the old Stephens attendance area (near 18th and Pine/Cedar). Plans are to attract white students from PCSSD and the children of state government workers. Crystal Hill An Interdistrict School is to be located near 1-430 and Maumelle Blvd. Some PCSSD whites may receive mandatory assignments to this school from the Oak Grove and Pine Forest attendance areas. Black students are to be recruited from the Romine area and/or attendance zones. King This is a new school to be constructed as a \"downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practical\". A Montessori (modified?) theme is to be explored by a committee with representatives from each party. A report/recommendation regarding this will go to the Court by February 1990. OTHER STUFF - Interdistrict magnets are open to children from outside Pulaski County. - Consider a cooperatively-operated alternative school in North Little Rock. - By the end of 1990-91, it will be determined if an interdisciplinary school can be constructed in the Chenal Valley area and remain in compliance with desegregation requirements. - M to M transfers occur only when they enhance desegregation programs.5 PETITION TO MODIFY NLR DESEGREGATION PLAN Racial Composition of NLR Secondary Schools On 9/1/88 the Court approved a request to reorganize secondary schools. Ole Main will house grades 11 and 12. Northeast will have grades 9 and 10. Lakewood, Ridge Road, and Rose City will house grades 7 and 8. The North Little Rock magnet review committee has targeted white students at Lakewood for recruitment to Mann Magnet and LRSD black students to Lakewood as M to M transfers. The parties agree to make no mandatory reassignment of students to alter racial composition of secondary schools before 1990-91 provided no school is more than 5 points outside permissible levels (on page 20, the plan states that racial composition of each school is within 25% of the school district as a whole). To aid desegregation, black students from Ridge Road, Rose City, and Central Junior High (which no longer operates as a junior high) will be recruited for Oak Grove in PCSSD. Other transfers between NLR and Oak Grove may be allowed (page 23). SOMPA SOMPA (System of MultiPluralistic Assessment) has been dropped as an instrument for student evaluation for GT. The Torrence test for creative positives has been adopted instead. The NLRSD has implemented DISTAR peer tutoring and computer-assisted instruction as recommended in the Cantalician(?) Study. Other elements recommended in the study - Adaptive Learning Environment Model (ALEM) and Exemplary Center for Reading Instruction (ECRI)  have been adapted and combined with other programs (see page 24). Early Prevention of School Failure (EPSF) has been substituted for the Dallas Preschool Screening Test. All kindergarten children participate in the EPSF screening upon kindergarten entry. SUMMER SCHOOL Summer school programs are for both remediation and enrichment. LRSD will have a free summer program for \"a select\" number of students with achievement deficiencies in reading and math. The total number served is estimated to be 500 students grade 1-12. Summer Learning Program (Sth grade remediation) This is for students who fail the MPT. It operates six weeks during the summer in the areas of: reading, English/language arts, math, science and social studies. Students work only in areas of \"identified need\". The may work in one area for six weeks, or in two areas with three weeks spent on each area.6 JTPA Literacy Students (ages 14-21) in Summer Youth Employment Program must be assessed in reading and math, and provided remediation. Extended Year Services There are also provisions for year-round services for some handicapped children if it seems that too much skills regression can occur in the summer. Collaboration All three districts are supposed to collaborate on summer school offerings to provide information and options for students (page 32). A tuition-free summer program for primary children \"is being formulated\" as an early intervention strategy. Expected outcomes By the summer of 1993, it is anticipated that a comprehensive, equitable, county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area, and race. Progress/failure will be monitored according to grade level, gender, subject area, and race. Clinical supervision will be provided for teachers. 1 Summer school staff members will complete a questionnaire at the end of each summer.78 SPECIAL EDUCATION (p. 58) The plan states that action should be taken to reduce the number of minority children in special education classes. The percentage of children assigned to such classes should be reflective of the percentage in the school population, and should be comparable to appropriate statistics of handicapped students. There are currently some collaborative efforts between the parties. Based on these successes, it is recommended in this plan that the parties work together on: I. Programs for the low-incidence handicapping conditions a. Visually impaired b. Hearing impaired c. Multi-handicapped d. Seriously emotionally disturbed 2. Staff development A. Central office staff b. Prlncipals/other school staff c. Teachers 3. Multi-district assessment committee a. establish consistent screening process b. establish evaluation instruments to be used c. establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multi-district system (forms and formats) for documenting due process procedures. Guidance and Counseling Program Cooperative Efforts (p. 83) In order to better serve minority students, the directors or coordinators of counseling for all three school districts should meet monthly to plan for areas of cooperation. To facilitate identification of all children requiring remediation, a joint testing program based on the MAT-6 will be considered. Joint test purchasing, scoring, and reporting are possibilities. A biracial multidistrict monitoring team of parents, teachers, administrators, etc., will monitor test preparation and testing conditions. Teachers will receive training in test interpretation to identify at-risk and gifted children. A system of timely transfers of records between the three districts will be developed. PARENT/COMMUNITY (See attached)well as developing new additional programs designed to facilitate substantive Involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.\n3. Parents and staff work cooperatively to develop 4. strategies to encourage positive home learning\nEach school will establish a teacher/parent committee to design and implement school-based ties\nactivi- 5. Promote multi-ethnic in-school parent/teacher mittees\ncom- 6. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\n86 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3 . Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organiza- tions to encourage positive media coverage\nI C. b. c. Designate a contact person at each local school to report to an established information center\nProduce video presentations of area schools for use by real estate offices, utility panies euid day care centers\ncom- Encourage community-wide multi-ethnic citizen/parent/ teacher/student committees for input into planning and decis ion-making: Establish building, district and multi-district 1. level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\n87 01804  D. Work, with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. 2. 3 . Expand the school/business partnerships\nHave a multi-district event to honor business part- ners in public schools\nEncourage the Chamber to continue existing such as the teacher programs appreciation rally and the Excellence in Education Awards for educators and students. Special needs will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD 8S 0180509Z.T0 Ct *  MH C ! Ml -x t  n. yiu  2 s  c hPah s s nt f\u0026lt; I 8 5 2 t r  c Ui{ IK H I ? t J kr I t i ih! iin n f ! ? I 8 ,1 11 3 u 3 RX = c s t? I ii 8 1 i t s I 3 s 3 {I ? ! t o 0  t 0 XT I ' u u u b b b I L L L L L L L. r r s ( * e t r s sWWW CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS AiraiNEYS AT LAW 2000 FIRST COMMERCIAL BLTLDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 Telephone (501) 376-2011 Fix No. (501) 376-2147 Dinxt No. 370-1506 MEMORANDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR. MAC BERND, SUPERINTENDENT DATE: EEBRUARY 22, 1993 I am writing to provide you a report about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that\" [i]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances.\" Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1394 (8th Cir. 1990). All three school districts proposed modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plans presently in effect (one for each of the three school districts and the interdistrict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation obligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)2. 3. 4. 5. The orders Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order filed on June 1, 1992 which corrects four typographical errors found in the bound volume) Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Court since the publication of the desegregation plans have been mailed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation plan. The most pressing issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan. In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which: \"(1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation allegations, It On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1, 1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 -- 1996/97\". The Little Rock School District revised its budget projections based upon then current information and supplied the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. Following an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elimination of a seventh period at McClellan Community High School. The 2Court also notified the Little Rock School District that it would require that music teacher positions in the seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregation efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Court and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". At that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. , The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed. The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared, all previous hearings if anyone would like to review them). 3 (I have transcripts of almost a -9 e There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review the effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continuing concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive them for immediate distribution to the Board. I will also provide periodic written reports to the Board concerning the legal proceedings in this case. 4CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A PARINEMHI? OF nrorVIDUAIJ AND FROFcSSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL 3LTLDING 400 WEST CAPITOL little ROCC, ARKANSAS 72201-3493 Telephone (501) 376-2011 Fk No. (501) 376-2147 Dirset No. 370-1506 MEMORANDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR. MAC BERND, SUPERINTENDENT DATE: FEBRUARY 22, 1993 I am writing to provide you a repon about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that\" [i]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1394 (Sth Cir. 1990). All three school districts proposed modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plans presently in effect (one for each of the three school districts and the interdistrict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation obligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)1. 3. 4. 5. The orders Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order filed on June 1, 1992 which corrects four typographical errors found in the bound volume) Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Coun since the publication of the desegregation plans have been mailed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation plan. The most pressing issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan. In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which\n\"(1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation allegations. II On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1, 1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 - 1996/97\". The Little Rock School District revised its budget projections based upon then current information and supplied the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. Following an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elimination of a seventh period at McClellan Community High School. The 2Court als^otified the Little Rock School District that it would require that music teacher positionsf^he seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregation efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Court and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". At that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed, The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared, all previous hearings if anyone would like to review em). (I have transcripts of almost 3There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review the effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continuing concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive them for immeriiare distribution to the Board. I will also provide periodic written reports to the Board concerning e legal proceedings in this case. 4S5 a-' A, Little Rock School District issa u VED June 1, 1993 JUN 2 1993 CKics of Cesegre^ :icn Wouiionng Mr. Donald M. Stewart, Ed.D. Assistant Superintendent of Business Affairs Pulaski County Special School District 1500 Dixon Road P. 0. Box 8601 Little Rock, AR 72216 Dear Mr. Stewart: This letter is to inform you that a meeting should be scheduled to discuss the implementation of the pooling of Majority-to-Minority funds as required by the Desegregation Settlement Agreement. I would suggest that we meet sometime during the week of June 7. Please call Carol Hughett at 324-2009 to schedule an appointment. Sincerely, Ga: Ma: E ones hager of Resources and School Support cc: Bobby G. Lester Billy Bowles Mac Bernd Ann Brown Sam Jones Chris Heller Bob Morgan 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361TJ i i o ? (S B o 3 s o 3 a 3 Q. ?   a -4 I?? a* B (Ji i o S O It G3  3 a\n1 8 1 o s 8 V il yt O g c Q. co CQ 9 9 sr \" fii vt \u0026lt; o 3 % o to a. tt 9 3 9 I s 3 3* 9  3 9 9 9 3 a - 3 3 3  s. 9 B S s 3 51 2 S 3 a ? 3 O S a -n  \u0026amp; 5- 2 3 O 3 B  ii. S. 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O CD A S \u0026amp; C a (I 2 St 3 o 2 3 3 c 3 a cn I cn  2 3 B SL 00 s N3 8  N3 UI O K3 -* 0) O) K) O M 00 S?!*2 *Q 'a O '-tJ b '-M Q U M N O S O A A 9 O A O O) yi o w a p p UI M N3 00 co \u0026lt;9 UI Ki UI cn Q cn c\u0026lt;i O Ci Gi \"si 'oo 'tn tn 5 00 O Ki Ki 4K -* -\u0026gt;4 O 03 'cn 'tn 'jK '\u0026lt;D 6 00 Ki o cn o cn 8 y i 8 o Oi cn A Gi CD 00 00  N M -k N N3 -k O OO K3 o 2 'ui b) ui - 0\u0026gt; 2 UI O\u0026gt; M a bo UI 2 co (O tn 4k 00 t\u0026gt;3 *ui '.u *oo Cj3 cn co 'o '-\"J 'co $ Oi -u *4 -k Ki CJI co 8 03 Q) S s 9 n \u0026lt;n ti le CO n 0 3- (D Q. C (D O oo 2 '6 Ki oo 'co K3 03 1 00 s M 03 o N3 UI CO C*) *00 Ki \u0026lt;O 'co M M S M S M W CD p CO Ki S S UI Ui cn o\u0026gt; UI co M CO 'oo 00 O 03 O CO co UI C^ Ci o UI co Ki co 'oo UI cn Ki K\u0026gt; 't3 *03 _ 00 00 o M lU C*i si co *4 S'cn Ki .U 00 cn ci b 2 ss Ki K .K 'Oi s UI N3 K3 03 'co 'q 00 UI cn *\u0026gt;4 w s 00 co lU 00 lU UI b 03 K3 00 St o UI M 00 N3 s g':i \u0026gt;4 O UI N3 g co 2 O 3 m 3 co \u0026lt; 2 0 fi) 3 (D 3 (O hJ  \u0026lt;O S CO  to co!' A) 8 2  6 \u0026lt; O 2 8 co w $ 9 tt 5 o 9 tt IO fo 2 2 \u0026lt; 00 9 B $ 9 -n c 3 a 0 O :o co o 2\u0026gt; CO 1*3PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT June 9, 1993 JUN 1 1 1993 Office o( Deseycijaficn bicniiofirto Mr. Gary Jones Manager of Resources and School Support Little Rock School District 810 West Markham 1500 Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216 (501) 490-2000 Little Rock, AR 72201 Dear Mr. Jones: As per our conversation this morning, attached is a work sheet which shows the the 1992-93 school year of implementing the language in the Settlement Agreement regarding pooling of M-to-M funds received for students attending interdistrict schools. effect during The work sheet does not include pre-kindergarten students attending those schools. II\"f it -i-s ultimately decided that funds are to be received for those students, this calculation needs to be revisited and any necessary adjustment made at that time. The attached work sheet indicates that a check from you in the amount of $167,220 will tentatively settle this matter for 1992-93 until a decision students. is made on the funding of pre-kindergarten Please let me know if I can supply additional information. Sincerely, . Donald M. Stewart, Ed.D. Assistant Superintendent - Business Affairs bay Enc. 1 cc: Bobby G. Lester Mac Bernd Billy Bowles Ann Brown i/ Chris Heller Sam Jones Bob Morgan \u0026lt;*\u0026gt; s o \u0026lt;o o cn _i co o o 03 O\u0026gt; gctc Ss I O 55  LU S H t O I Q S (73 5 UL o OS O Q -Z. CO O o o 0. Q_ co 05 CO cm' c Lli oi  cn oi CM m Q cn co o z I z Q \u0026lt; 0. cn Q Z  LL cn cn O O (jy cn O \u0026lt; 0. LL 2 Q Ul _i O o 0. \u0026lt; H o LU I E^ 01 Z' Qi z\n I LU I 2 Q \u0026lt; I d co CM O cm' 05 co I co CO 051 tn _ /\\ I co co co o o co CM in co CO ee^ o o co co CM O CM cm' 05 CM CM (n cn O o cn cn O \u0026lt; a. LX. 2 CM in co CM in co CO co O CM CM co o CM CO o o o_ o o CM fA- co o CO o o m co  CE I z o G CM CO W- o 05 o' CM CO CO O o' GO e)* cn z LU 2 LU Q LU o O CL \u0026lt; 1- o LU I- \u0026lt; c o z Q Z D LL 2 Q \u0026lt; I d m CO CM CM_ oo' CO CM co co co 05 CO CM O CM m co\" in CL (n \u0026lt; t- O 1- o 05 o GO CM (A LU \u0026lt; a: LU 0 \u0026lt; CC LU \u0026gt; \u0026lt; CO 05 CM to (A co o s o o co co \u0026lt;z\u0026gt; G CO o o in co 05 CO ee\u0026gt; LO LO co' LO co o (A O z o 5  z Q cn c o H (2 LU I o\" co cn O X LU 13 tn z LU 2 \u0026amp; cn O Z O Q Q Z Q tn a: o (3 LU 5 o q' cn cn CJ 0. Cu 3 a I-  O I 2 I o T 2 Z 1 2 I o T 2 LU I- Z \u0026lt; Q tn tn tn 0 \u0026lt; H o Q W (n o 0. Q \u0026lt; CL W Q Z  LL. z o I 2 I o T 2 z I 2 I o T 2 \u0026lt; H o I- Q CO QC Q LU -I o o \u0026lt; o Q LU LU o LU Z I- Z LU Q D W * \u0026gt; z CL CO 2 Q \u0026lt; I d co CM I ijC 0 LU Q \u0026lt; q: ci o o co co co co co CO o in co cn _j O O z o (73 O cc H- W Q CC LU H Z 2 Q \u0026lt; I d m O 5 05 CM co CO co cn _i o o z o cz) H O Z 00 Q cn o CL Q tn tz -1 O) \u0026lt; t- O Q W (f) a (L CM r- 1 ic: cn LU Q \u0026lt; 0 0 co 2 UJ i d 2 LU _l LU CE LU it\n\u0026lt; m \u0026lt; O t- Q w cn o 0. Q cr LU z Q (/) E 2 LU _1 LU LU Z 2 O X \u0026lt; o Q W 0^^803 ri JSSSf' /I'-- e-,-/ Little Rock School District n June 1, 1993 JUN 2 1993 Cfiics of Cesegregsycn Woi oring Mr. Donald M. Stewart, Ed.D. Assistant Superintendent of Business Affairs Pulaski County Special School District 1500 Dixon Road P. O. Box 8601 Little Rock, AR 72216 Dear Mr. Stewart: This letter is to inform you that a meeting should be scheduled to discuss the implementation of the pooling of Majority-to-Minority funds as required by the Desegregation Settlement Agreement. I would suggest that we meet sometime during the week of June 7. Please call Carol Hughett'at 324-2009 to schedule an appointment. Sincerely, Ga: Ma: ones hager of Resources and School Support cc: Bobby G. Lester Billy Bowles Mac Bernd Ann Brown Sam Jones Chris Heller Bob Morgan 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 EIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. IjR-C-32-865 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS, LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS IN..SUPPORT OF MOTION FOR ORDER OF DISMISSAL l.ntroduction The settlement agreement in this case requires that the case smissed with prejudice with respect to LRSD, PCSSD and NLRSD. settlement agreement was approved by the Eighth Circuit Court of Appeals and by this court, but the required order of dismissal was overlooked and has not been entered. In accordance with the I-'' terms of the settlement agreement, LRSD, PCSSD and NLRSD are entitled to an order of dismissal. The \"RELEASE OF ALL CLAIMS AGAINST THE LRSD,\" which was appi^oved by this court and the court of appeals as Attachment B to the settlement agreement, contains the following requirement\n It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, PqoX Schgoj District -  ______ ASllftQi_Distrigt Np.Le et al. No. LR-C-82-866 and cases Western Division, entitled Xj_gulaski County Special consolidated therein and their predecessors {includincr. but not limited to. Cooper v. Aaron. Norwood Tucker v iJOOlgl P,i?trict) (the \"Litigation\") is to be dismissed Kail vi AVdiad with 3. so  11 \u0026lt;=. Ot ' 1 iprejudice as to the LRSD and the former and current members of board education named in the Litigation. This dismissal is final for all purposes except that the court may retain jurisdiction to address issues regarding the implementation of the Plans.\" its of in Pulaski County Desegregation Case Settlement Agreement, Attachment B, p. 2. The settlement agreement also requires that this case be dismissed with respect to PCSSD and NLRSD. Settlement Agreement, Attachment C, p. 2 and Attachment D, p. 2. The settlement agreement contains the following \"Agreement Regarding Litigation Among Joshua And The Districts\": \"Joshua releases the Districts of all liability for issues which have been raised, or could have been raised, in this Litigation and commits that there will be no further litigation among or between Joshua, Knight and any of the districts, other than proceedings to enforce the terms of this settlement or the terms of the Plans.\" Settlement Agreement, p. 19. This litigation ended with the approval of the settlement agreement except that this court has retained jurisdiction. in 900 accordance with the agreement. to resolve issues related to implementation of the desegregation plans and enforcement of the settlement agreement. been entered. Arqrumant An order cf dismissal, however, has not yet The Eighth Circuit Court of Appeals approved the parties' settlement agreement on December 12, 1990. LRSD V. PCSSD. 921 F.2d 1371 (Sth Cir. 1990) . The court of appeals directed the district court, on remand, \"to approve the parties' settlement agreement as written by them.\" I^. at 1394. Kl.d hV) AVGIMJ On January 18, 1991, this court 01 :il 96 OS/I I 2 \u0026amp;ordered that \"[tjhe parties' settlement agreement is hereby approved as written by them.\" According to the terms of the settlement agreement set forth above, LRSD, PCSSD and NLRSD were entitled to an order of dismissal with prejudice upon this court's approval of the settlement agreement. The order required by the settlement agreement will not affect this court's authority, as described in the settlement agreement, to retain jurisdiction to address issues regarding implementation of the desegregation plans and to conduct proceedings to enforce the terms of the settlement agreement or the desegregation plans. The question of whether a certain component of the settlement agreement should be implemented ha arisen once before. In LRSD V. PCSSD. 971 F.2d 160 (Sth Cir. 1992) , the court of appeals confronted the issue of whether the district court was required to extend certain millages in accordance with Item M of the settlement agreement. The district court had \"thought it 'unwise to infer from the court of appeals' approval of the settlement agreement that [the district court was] required to extend the omitted millages,\" Id. at 164. The Eighth Circuit said: \" (\"What the district court failed to recognize is that we directed it to 'approve the parties' settlement agreement ag.__written by them.\" \"[A]s written by them,\" the settlement agreement included Item M, which corrected the problem of the omitted millages The extension of the omitted millages is therefore settled as the law of the case.\" Li. at 165 (citations omitted, emphasis in original). 3  iOO haiH vj Avaiaa S6 Ot 11 11 : i IOne of the reasons the district court had given for declining o implement Item M was that even though the court of appeals had approved the settlement agreement in its entirety, it had not specifically mentioned Item M in its opinion. Xd. at 164. The court of appeals made it clear that the parties were entitled\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_1514","title":"\"The Second Crisis of Little Rock: A Report on Desegregation within the Little Rock Public Schools\"","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Brown, Jr., Robert L.","Winthrop Rockefeller Foundation"],"dc_date":["1988-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["156 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_898","title":"Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 1 of 3","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":["1986"],"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 integration","Educational statistics","Student assistance programs"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 1 of 3"],"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/898"],"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\nSubmitted October 14, 1986\napproved February 27, 1987\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nl APPENDIX 67-69 2 APPENDIX 81-364 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 1 of 3 NLRSD Proposed Desegregation Plan Part 1 submitted on 3/17/86 was supplemented and became the Plan submitted on 10/14/86 Parts 1 and 2 SEE APPENDIX PAGES 000''6/ - 005-:35 00067 a'\\ ...J I a'\\ 10 N :r,, \"d \"d l:,j z 0 H \u0026gt;\u0026lt; c:c ~ I w a'\\ V, STUDENT ASSIGNMEI 2 APPENDIX 81-365 UITMENT PLAN SPECIAL EDUCATION PLAN ro t.O ~-~... / ~ I g {) if) 0 ~ ~ 0 Q) _q ' u t: Cl) -~ ~ .u.. .. ...c:: pwe 4 ...,..o 111114 ~ 0~ z !N THE UNI~ED STATE:S DIST~:c~ COUR~ EASTERN DISTRICT OF ARKA~SAS w'ESTERN D!VISION LITTLE ROCK SC~OOL DISTRICT vs. NO. LR-C-d 2-aoo PULASKI COUNTY S?EC!AL SCHOOL DISTRICT NO. l, et al. MRS. LORE~E JOSHUA, et al. DE:ENDANTS INTERVE:,lORS ?LAN FOR IMPLEMENTING ?HE REMEJ_AL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS !'I' A?P~IES TO rHE ,'..O~L'\"i :,Ir\"!'LE ROCK SCHOOL D!S:'R.:CT 00069 \u0026gt; '\"d '\"d t,j z t:, 1-1 \u0026gt;\u0026lt; CX) I-' I w O'I V, NORTH LITTLE ROCK SCHOOL DISTRICT SUPPLEMENT TO DESEGREGATION PLAN APPROVED FEBRUARY 27, 1987 STUDENT ASSIGNMENT PLAN STAFF RECRUITMENT PLAN SPECIAL EDUCATION PLAN -------- ------- ~~ V Cl) f , Ii 0 . t 0 ~ 0 Q)~ - u .::.:. ..\u0026lt;.. I) ~ .u,.. . -d Fas 4 .,... ,..o ~ ~~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT Of A~KANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l, et al. MRS. LORE~E JOSHUA, et al. ?LAN FOR IMPLEMENTING ~HE REMEDI~L ORDER PLAINTIE'E' DEFENDANTS INTER VE NO RS Of THE COURT OF APPEALS FOR rHE EIGHTH CIRCUIT AS !T A?PSIES TO rHE NO~r~ .rrTLE ROCK SCHOOL DISTRICT 00082 C/l 8 c:: 0 l:lj z 8 :i:C/ l C/l H Ci) z z~ 8 \"d ti :zi: C/ l 8 !l:\" \"'l l':j ~ l:lj n ~ c:: H 8 ~z 8 \"d ~z Iti':'RODUC':I'O N In 1c.s decision of Novemoec 7, 1985 in this matt~r, tne Court of Appeals speci.f1cal1y addcessed tne 1nterdistrict vtolac.ions i.e. :ound nad oeen committed by t~e Nortn Little ~ock scnool J1scricc and ordeced tne NLaSD to ta~e S?ecifi.c C-=meJ1a_ action: It [:ne NLRSD] will tnus oe reauired to\nnake tne necessacy modificac.ions to its.studenc assignment plan, tie employment of olack adminisccatocs and princi?als, and the ado9tion of a rac1ally neutral plan evaluating and placing students requicing special education. It will also oe cequiced to cooperate in t~e ~ntecdisccict aspeccs of c.ne cemedy outlined herein. Little .:tock Sen. L\u0026gt;l:5t. v. ?ulasKi Cty. Sceci.al Sch. Dist., Memocandum Opinion at 61 (Nov. 7, 1985), 778 E'.2d 404, 435 (3tn Cir. 1985). As d r\n:SUL':, tne tlLRSD cecogn1z~::1 that Lt :13.S a li\nnit-=d role, and t~us a li~1ted interest, in furt,!r re~~dlal proceeding:\noe:0ce tn1s Cour':. ':'he sco9e cc i:s ?lan is S?@c1tically de:\nigned witn cnese l1m1tacions in :nind and is l1mited ~o\nna~ing tne cnanges in tne N:JSD's scuden: assi\nnment plan, L':S rec:::.ii.c.::ient and assignment of olack tedc:i,~r:\n, govecning the evaluacion and placement of scudents requiring spe~ial education nec~ssctCJ to comply Jtch tne mandate of th~ E:igntn Ci CCUl ':.. and :\ncope oi cne Di:\ntcict':\npact1cipation 1n any other interdistcict celief ordered oy the court cecause it would be pcematuce to address tnis 1ssue at this time. Before any 00083 meaningful consideration canoe given to an/ interdistcict cooperative programs, tne more pressing Lssu:=s oE .)011nrldry c:ianges, excnanges of propectJ, assignment oE ces?onsio1litJ for oonded indeotedness, reassignment of teac~ecs oetween districts, and che adoption of student ~ssignnent ~nd transportation plans for the districts as wod1Eied nust oe resolved. At tnis time tne Nortn Little ~ock School Jistrict does not perceive how these issues affect its interests and, therefore, has nothing to offer to the resol tic,n of tnese questions. Once these issues ace reso ved and tne District court deems lt appropriate tne NLRSD will make proposals regacaing its participation in magnet scnool and otnec cooperative programs. Should tne other parties propose sucn programs oefora these issues ace resolved ~~i~n involve th~ tnis time, t:.e :~:RSD -..,ill provide sucn ::,efoce t:ie .:une 16, 1936 nedrings. 3cwevec, as stated aoove, gi~~n :~a fact tnat all ~LRSD suomi:s tndt Lt is pre~ature to deal ..,i:n tne aoove descci::,ed ?rogr3ms at tnis time. NLRS0 suomits that tne Eollow1ng pl3n will, iE ~EEec:ivelJ implemented and monitorad, remedy tne vtol!tions Eound the tne circuit Court. of tn1s plan. Tne District pl~dges :o =amply ~itn tne teems 00084 Cl) 8 c:::: t:, t:%j z 8 ::r,, Cl) en H G') z 3: t:%j z 8 'C t-\u0026lt; ::r,, z Cl) 8 ::r,, l\"lj ~ :::0 t:%j n :::0 c:::: H 8 ~ z 8 'C t-\u0026lt; ::r,, z '\"o t-\u0026lt; ::r,, z STUDENT ASSIGNMENT PLAN HISTORY OF STOR~ PLAN Elementary students witn1n tne Distric: ace assigned accocding to tne St~,~ ?lan in gcades 1-6. The stoc~ ?lan pairs a scnool in a 9redominately olacK acea with one or moce schools in a predominately white area. These scnools are gcouped so that eacn gcoup's racial make-up represents the racial maKe-up of the Distcict. This plan is based on two pcimary premises: first tnat it accomplishs tocal integration and, second, that it is the least discriminatory met:'lod possible 1n that no area of the District can be considered to be favored in any way. In ceder to oe as faic as possiole students we,e initially selected at cancan for transportation. ~tie following 9coceuuce ~a~ used: a:l l~ctecs of tne alpnaoet wece placed in a container and an a:pnaoet was drawn from tne containP.r. aeginning wi=n tnat lettec of tne alpnaoet tne stadent oorly in each scnool .. .a s di1iced into gcou9s of at)pcopciat: .\n.1,~. .rno::n the end of tne al9naoet is reached, the 9rocess 3tar:s ovec and tne Di.strict continues to regcoup alpnabeti.calty. ELEMENTARY SC2OOLS The Noctn Little ~ocK Scnool Di.stcict desegregation plan, approved by the couct of appeals, see Davis v. 3oacri of Ed., 449 F.2d 500, 501 (8\n::i Cir. L97L) ,rnd c-:vi.sed wi.tn the approval of the district court, see Javis v. 3oacd of Ed., Oeder (E.D. ArK., May 12, 1978), incorpocates tne following features: 00085 1. Since the total student population of the elementary scnools in the North Little RocK School District is approximately 42 percent blacK and 58 percent nonoldck students, eacn elementary scnool in the district ~ust have a ~tudent population wnich approximates as nearlJ as is feasiole these percentages. 2. ro assure tnat eacn school ~ill have a student population which is composed of approximately 42 percent black students and 58 percent nonblacK ~tudents, schools ace placed in groups so that students within eacn group can be assigned to sc~ools in such numbers as is necessary to achieve tne desired racial composition in eacn school. see Addendum lA. 3. Children entering tne first grade after May l, 1978, as well as all cnildcen ent-=ring tne district from anutnec scnoo1 district afte, May i, 1978, will enter the District pupil assign~ent plan dccording to tne last nane of tne cnild shown on nis official b1rt:h certificate (or n1s previous scnool record if he is -:ntectng Ecom anotner sc:1001 -:i..\ntn..:::t) -,nd will continue in the r:otation cycle und-:r tnat: n.l:ne. 4. Kindergar:ten students ar:e assigned to their neighborhood scnools and ar:e not transported foe purposes of racial oalance. 7nis Nas approved by the court in Davis v. 3oar:d of Ed., 362 f.Supp. 730 (E.D. Ack. 1973) -2- 00086 5. alacK students living in predominately white aceas and white students living in predominately clack aceas ace not oused oc tcansfecced. Tne questions and answers concerning tne District's student assignment plan (Addendum 18) ace puolisned in August of each year dnd mailed to all patrons of tne Nortn Little Rock Scnool 01stcict. The decision of the Court of Appeals directs tnat the student population in the District n~ve ~ cacial composition within 25% of tne racial composition of the District as a wnole. Mem. Op. at 62\n778 E'.2d at 435. The NLRSD has 4,620 elementary students of #nom 2,467 (57.9%) ace nonolack and 1,793 (42.1%) a,~ olacK. Tt1us, in order to meet the +25% standard, eac:1 school must nave a nonolack population betwe~n 42.4% and 73.4%, i.~., 57.9% ~ 15.5%. All tne elemdntacy scnools in the Distc1ct ace pcesent1y in compliance wit~ tnis .\ntandard. JJNIOR HIGH SC~OOLS Junior nigh sc~ools, grades eight and nine, ace also assigned cy zones. :ne only exc~ption to tnis is an acea bounded on the east oy Intecstatd 30, on cne sout, and wouthwest by tne Ac1\u0026lt;ansas Riv~,, and on ti1~ ,10,tn oy Twenty-s~cond Street. See Addendum lC. alack students in this area ace assigned to Ridgecoad Junior Hign Scnool\nall other students ace assigned to Rose City Junior Hign School. ~a.en junior nigh ~~hool reflects the racial make-up of the -3- 00087 oistcict. ':'hese zones will be changed if and when necessacy to maintain the racial oalance within the District. One school, central Junior Hign, serves ali seventn graders in tne Distcict. T~e j nice nigh schools in tne Distcict have a student population tnat is 63.8% nonolacK and 36.2% black. See Addendum lD. The nonblack population in each scnool must oe between 47.8% and 79.8% nonblack, ~' 63.8% + 16.0%. All junior high scnoois in the North Little RocK School oistcict satisfy tnis standard. See Addendum 1D. SENIOR HIGH SCHOOLS The s~nioc hign school ooundacies wee~ dcawn in 1970 so tnat each high scnool's racial ~ake-up ceflected tne rac1al make-up of the District. These ooundaries nave not been cnanged. They ~ill oe cnanged if and when necessary in ocdec to keep eacn scnool racially oalanced. The Ccial com~osition of the District's senioc nign schools i3 67.2% nonblack and 32.8% olacK. Tnus, ~~en sc:1OO1 must nave a nonolacK population oec,1een 50. H and 64. 0%, ~' ,0. 7.2% + 16.8%. -:-ne senioc nign scnools in ':ne Uoc::1 L.i.ttle ~oci\u0026lt; s.::1OO.L Distcict satisfy tnis r~4uic~!nent. STUDE~T orsrRI3UT[ON NORTH AND sou-HOF [-40 The following scnools aca locat~rl soutn of Int~c~cate 40: ELEMENTARY Argenta Boone ?arK Glenvie.., Lyncn Drive Meadow ParK J?ine -4- SC:CONDArtY Ole Mai:1 Hign School Rose City Junior Hign Scnool Centcal Junior Hign Scnool 00088 Red .. ood Ros~ City seventh Stceet Bacing Ccoss Centec Skills Centec 7he follow1ng schools ace located nocth of Intecstat~ 40: Amooy aelwood cr:est .. ood Indian Hills Lai\u0026lt;ewood tl or t :1 Hoi: g ht s ?ac1\u0026lt; :UU P11\u0026lt;e View SECONDAaY Northeast Hign Scnool LaKewood Junior: Hign School Ridgeroad Junior High Scnool A ma9 snowing tne appcoximate location of all Nor:th Little Rock Schools is attacned as Addendum lC. The cacial composition of tne Distcict as a whole is 61.8% nonolacl\u0026lt; and 38.2\\ olacl\u0026lt;. 7nus eacn acea must oe oetween 46.3\\ and 77.3% nonolac1\u0026lt;, i.e., 61. 8% data in ~ddenda 1~ and lJ discloses tnac tne cacial composition of all scnools nor:tn of I-40 is 65.0% nono1ac1\u0026lt; and 35.0% alack and of tnose scnools soutn oc I-40 the composit1on Ls 58.2% none Lac!\u0026lt; and 41. 3~ oldci\u0026lt;. :'nis is .. itnin tne st\nndard set O'J tne Couct oc ~991:als. -5- 00089 SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOT.A.LS GROUP 8 PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVEN7H STREET BOONE PARK 'i:'OTALS GROUPE PARK HILL NORTH HEIGHTS REDWOOD 7OTA.LS GROUP F MEADOWPA RK ROSE CITY ':'OTALS BARING CROSS* DISTRICT TOTALS NORTHL ITTLE ROCK ELEMENTARYSC HOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDINGK INDERGARTENS TUDENTS NONBLACK No. ( % ) 143 (63.6) 100 (57.1) 61 (55.0) 93 (53.l) 397 (57.9) 234 (60.6) 97 (53.9) TIT (58.5l 104 (58.8) 123 (51.0) TIT (54.3) 172 (58.l) 209 (63.5) 169 (57.ll 239 (54.8) 789 (58.l) 116 (61.7) 238 (63.2) 133 (54.1) 487 (61.0) 117 (56.5) 116 (53.5) 233 (55.0) 3 ( 30. 0) 2,467 (57.9) B~ACK No. ( % ) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.l) 152 (39.4) 83 (46.1) 11'\"5(' 41. 5) 73 (41.2) 118 (49.0) TIT (45.7l 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 560 (41.9) 72 (38.3) 127 (34.:3) l13 (45.9) 312 (39.0) 90 (43.5) 101 (46.5) 191 (45.0) 7 (70.0) 1,793 (42.ll TOTALS 225 175 111 175 686 38 6 180 )66 177 241 418 29 6 3 29 296 436 1357 188 365 246 799 207 21 7 424 10 4, 260 *Bacing Ccoss was cceated as an altecnative to placing sevec~ly nandicapped cnildcen in state institutions. Tne only stuJents assigned to tnis scnool ace tnose who ac~ pcofoundly and multiply nandicapped. 00090 I 1. Q. CONcn.'fING THE ll:VIS!Z\u0026gt; ~ARY SCSOOL DESEC?-ECA'l'!ONP U.\"f /~c(j_t. o FOR THE NOl!H Lim.E ROCK SCHOOL DISTRICT -~_if What about children ia:'\"the same family vho have different names? A. A child who enters tba School District after ~ay 1, 1978, as a first grader or aa a newcomer to the district on any grade level vill be placed in the pupil uaignment rotation according to his/her last nace as it appears 011 the official birth certificate. Special consideration cannot be given to families vhose members have different lat names. 2. Q. After the number of uaignments have been made in the spring to achieve the proper racial balance, vhat provisions vill be made to protect that balance from losses resulting from moving during the su=er? A. An additional 10 percent vill 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 p:-e:ent s:\n.\n:ie:.:z fro:: ha\ning t,j ... it at school longer than is desirable. It should be noted that no child .n.!.l be t=a~sported more than 7.5 miles one vay\ntherefore, the s:aggerec tice schedule causes only slight dif:erences in school schedules. 4. Q. Can a student avoid being transported if he/she attend~~ private school during the year(s) he vas assign~J to a school outside his neighborhood? A. Any movement vithin the District will place the student i~ the rotation plan or assignment present!.} i:1 effect in the attenda:-:ce zone where he will be residing. If a student attencs a private sc~cc~ ~e rec~~~~ to the ~orth Little ~ock Pu~lic Scheets. 00091 5 .. Q, Where do stuaents attend school vho enroll after the school year begins? A. Students will b usigned according to their place in the alphabetical rotation system. 6, Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q, Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. 'No stops will be made to receive or discharge pupils at any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in cwo schools. The zones were revised so that some students who would have attended Crest~ood Elementary will now attend Indian Hills, Soree students who would have attended Crestwood will now attend Lakewood, and scree students who would have attended Saventh Scree~ will no~ attend Redvoo~. 00092 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 enroll~ent of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial CO!lll)osition 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 educ3tion 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 enroll=ent in special education classes be sc3ll enough to allow for as much individual atte~ticn as is needed for each child. Exceptions rnay also ~e made for children with a medical disability if the situation ~arrants. These must be considered on an individual basis. 00093 STAFF RECRUITMENT PLAN NORTII LITTLE HOCK runL lC SCIH)OL\n, 1,--------------------- ,. ...,...,,.~ .,. ..... ,, ,,111 ... , 1 .,. ... ,. .., a .I. .......... , ~ fl,.,.,.. l'\nnL , . \"''\"'\"'\" \" ti\"-:mit: 1, ,  ,,:111 '''\"\"'  '\"lt.._, .. tJ ...I )n,h lhh~ Ill. ~k.-,t.,. 1.a,L II. N,,.,h 11.-irtw, I! l'L 11,11 IJ l'il..- \\'k u. l'iu\u0026lt; \" th',1...-.,J '\"M ,,..,(.'.i t\u0026gt; 11. '.'M.hnth su~1 \"'\"'\"' 1111h S.l,,,.,h IM C.totul ('I I aL.,.,.,J ~ kiolrcu,,J 21. ku-.c l i11 lll11t S. ..... .._ .? ? Nut1ltla,1 11 Ilk M\noin 2-1 I, .. ,. IJ.nioa (. '\"'' ( cmn lJ. I'\"' 'ilifh t \"\"'\"' --- \" Ridgeroad Junior High-black students' Rose City Junior Jllgh-white students 0 e .. ,.( . ... ,( C\n---- 0 I lul, kJ \\ UIIII) l lnt'I \"'\"'\" ..\" ,.., ,. ' ' .., Ol 0 0 0 SCHOOLS CENTRAL LAKEWOOD RIDGEROAD ROSE TOTALS SCHOOLS NORTHEAST OLD MAIN TOTALS SCROOLS Baring cross NORTH LITTLE ROCK PUBLIC SECONDARYS CHOOLS RACIAL COUNT AS 0~ OCTOBER 1, 1985 JUNIOR HIGH SCHOOLS NONBLACK BLACK TOTALS No. ( % ) No. ( % ) 423 ( 61. 0) 270 ( 39. 0) 693 348 ( 69. 0) 156 ( 31.0) 504 413 ( 6 4. 0) 23 2 (36.0) 645 274 ( 61. 6) l 71 ( 38. 4) 445 1,458 ( 6 3. 8) ~ ( 3 6. 2) 2,287 SEtlIOR HIGH SCHOOLS NONBLACK BLACK TOTALS No. ( % ) No. ( % ) 769 ( 7 3. 5 J 2 27 ( 26. 5) 1,046 665 ( 61. 1) 424 ( 38. 9) 1,089 1,434 ( 67. 2) 70i ( 3 2. 8) 2,135 aARING CROSS* ( Scnool foe multiple handicapped) NONBLACK BLACK TOTALS No. ( % ) .l O. ( % ) 7 ( 22. 3 l 23 ( 7 6. 7) 30 *Baring Cross was cceat~d as an alternative to placing sev~cely nandicapped cnildcen in state institutions. The only students assigned to this scnool ace tnose wno ace ?Cofoundly and multiplf nandicapped. 00095 C/'t-3 :i:,i \"rj 1-:,?\nl::t?j n ?\nl::c::: H \u0026gt;-3 z~ \u0026gt;-3 STAFf RECRUIT~ENT ?LAN ~he Eighth Circuit directed tne Noren Little RocK Scnool District to develop a plan to comply with earlier decrees regarding inc:easing the representation of alacks as principals and administrators in tne North Little Rock scnool District. To ensure that a greater numoer of olack applicants ace attracted to teacning positions wnich would improve the pool of qualified applicants for administrative positions, and in order to meet the scandards set oy applicaole law, the North Little Rock scnool Discrict proposes the following components of a comprenensive recrui=ment plan. INTERNAL ACT!VI~IES 1. The District ,\nill develop a oudget that anticipates activities related to all components of the plan and provides the necessary funding for these activi:ies. 2. North Lit=le 2oc1\u0026lt; Scnool District personnel wil_ oe notified of ~~canc~-=s in ddministtative and principal positions and ~iLl oe ~ncouraged to apply. 3. ?eriodica1.:.:r, tne :iocth Little Roel\u0026lt; Scnool District will conduct an in:ec~sc survey among its teacners and admini~tratocs wit~ the purpo~e uf ~ien=i~ying tnose individuals ',\nno ,,01llr.i os: inter~sted in advancs:ment to administrative or ~rincipal position~. 00096 COLLEGE A~D UNIV?RSITY CONTAc:s colleges and universities are perhaps tne oest 5ource oE qualified applicants Eoc teacning positions. ~~erefoce, tne District will contact these institutions foe the purpose oE recruiting qualified black applicants. 1. The District will identifJ regional colleges and universities wnic~ nave strong teacner education programs witn significant black enrollment. 2. The District will identiEy regional universities having post graduate education programs witn significant black enrollment for tne purpose of soliciting olacK applicants for administcat1ve positions. 3. Tne uistrict will contact tnose instit~tions identified in paragrapos land 2, as well as otners, using a letter of introduction (~ddendum 2A) and will provide tnem ~ith a ococnuce containing ori~f infcc:na::.ion aoout tne 9istrict, occupational o~por~uni~ies ~nd ~  pioyee bene~its\nan Equal Opportuni~J 2wployer statement\nand a~~: con:a~n~ng otnec pertinent information. 4. District personnel will visit tnose teacnec ::raL~1ng institutions expressing int~cest, witn special e~pnas1s on estaolisned career Jays or special ~vents ~ponsoreJ OJ :ne institutions and witn special attention given to institutions ::.nat nave nistoricaliJ ?reduced greater numoers of clack educators. -2- 00097 5. Disccict pecsonnel will attend visitation seminars at interested institutions at ti~es agreed upon oy the institution and tne District. Pceaccangements and announcements would be made thcough t~e appcopciate officials at the instit tions. 6. The Jistrict will deve op appccpciate ~atecials Eoc distribution to institutions and their interested students, including an intcoduccory letter (Addendum 28)\na description of employee oenefits (Addendum 2C)\na District orocnuce (Addendum 2D)\nan application\nspecific informational items on teacning, coacning, and administrative positions\nnotices on c~rr=nt joo vac~ncies\na scnedule of vis1tations and seminars\nand the brocnure descrioed in paragraph 3 dbove. COMMUNITYA C7IVITIES Anotn~r excellP.nt sourc-: ,or recc\nit.:ie\"l:: can be Eound in communit/ f)Cog:a,:is anr.i dCtivities. :o t:1is end, tne Ji5trLct ~ill ensue~ cnac its paccicipation in =ommuni~y pccgc3~s and ac:ivities is consistent wit~ its commit~en:: as an ~qudl o~f)ort~nity dra~loyer. L. alack community leaders will be 1nvic~~ co tal~ ~Lt~ the North Little Rock Scnooi D1stcict concer~ing c:1e e~ploy~~nt of alack administ:3tocs. 2. The Jistrict will also contact community organizations, such as tne Uroan League of Greater Li:tle RocK, ~hicn ~covLde employment cececrals for olack professionals. -3- 00098 - PROFESS:ONAL ASSOCIATIONS Placement services provided by proEessional associations :or their members is an additional method of rc~r~i.t~ent. 1. The 0istric: will identiEy tnose educational organizations wnicn could serve as a source of olack appl:cants for administrative positions. 2. T~e ~iscri.c~ ~ill contact those organizations which provide employrnenc information and will provide them with relevant materials regarding employment with the ~LRSD. 3. Where appropriate Discrict personnel w:11 actend regional or national confecences sponsoce\u0026lt;l oy ?roEessional associations Eoc tne purpose oE recruiting administcati'le personnel. OTHER OU1SIDE AC~!VI~I~S 1. Recru1:ment activities will ce administered oy tnose ~ully aware of tne Jistci~ts non-disccimina~ion and equal ernp:oymenc oppoccunity policies. 2. ~ecruit::io::nt ~:\u0026gt;rograrns rnay oe neid in nocel/:.iotel conf?cence cooins 1n cii:io::s considered a :,:,cur.11.,\ni.ns.\nourcc 0f. .\n19pli.-:ant3 - Eor e:\u0026lt;ampie, Mem~nis, Ttl\nJackson, :1S\nJacon ::tuuge, i:..A. Suen programs would oe preceded oy extdnsive local !\n)Ublicity. 3. It ,1ill oe cne pollcy oE tne ~locth Little ,:\\CC'\u0026lt; scncol Disi:cict to nocify in ~citing all recruitment suuccas and to state i.n ill recruiting materials, includin1 news9dpec advertisements, that it is an \"Equal Opportunity Emplot~c. -4- 00099 PROFESS:ONAL ASSOC:ATIONS Placement secvices provided by proEessional associations :or their members is an additional method of re~c~i::.~ent. 1. The Jistric: will identiEy tnose educational organizations wnicn could serve as a soucce of clack applicants for administcative positions. 2. T~e Jistri.ct ~ill contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the ~LRSD. 3. Where appropriate District personnel will attend regional or national confecences sponsored oy professional associations foe tne purpose oE recruiting administrati~e personnel. OTHER OU1SIOE AC~!VI~I2S l. Recru1::.ment activitLes will oe adminis::.eceJ oy tnose ~ully awace of tne Jistri~ts non-discrimination and equal employment opportunity policies. 2. ~ecruit::ient programs may be neld in noc:el/:.iote.!. conf:!cence cooi.ls u1 ci::i1:s consider.:ed a pc0m1si.ns source vi:. 19pli-:ant.\n- Eoc e:\u0026lt;ampie, Mem9nis, Ttl\nJackson,\n1S\nJaton ~ouge, C,A. Suen programs would oe preceded oy ex::.~nsive local publicity. 3. It  .. i 11 oe the policy of tt1e tloc:::.h Little ~eek Scncol Dis:c:ict to notify in ~citing all recruitment suucc2s dnd to state i.n ill recruiting materials, includinJ newspd~ec advertisements, tnat it is an \"C:qual Op~,ortunity Emplof~r. -4- 00099 4. ~he Distcict will pccduce a 10-minute slide snow oc videotape pcesentation desccioing the Distcic: and occupational oppoct nities 1n the District foe ,1se at ceccuitment sites. 5. When appcopciate, the Distcict will advectise teacning and administcacive vacancies in newspapecs and othec wedia in communities that have colleges and univecsities tacget2d foe ceccuitment efforts. -5- 00100 ! I AddendumA Add.JA uIMI~1 trr@mu!llLiIi luu!L~m @~~ ~@IID!Lr~r~~ IMI@@!L~ ADMINISTRATIVE OFFICES 2700 POPLAR Sii=lEET January 14, 1986 ME1'T0 O: Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk wi:n groups of prospects if it appears this would be mutually beneficial. NORTLHI TTLER OCKS CHOODLI STRICTIS ANE QUAOLP PORTUNIETMYP LOYER P.O. SOX 687. NORTH LITTLE ROCK. AA 72115/CE87 5011758-1760 00101 AddendumB Al~(. J /J u'.I=J~~ ~ulliJ rL,JrJuib~~ @~~ ~l::IDrr,,~rr~~n =J@/1~ ADMINISTRATIVE OFFICES 27C0 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials tJ acquaint you with the advantages and desirability of employment with the North Little Rock School District. If beccming associated with this District appeals to you, we encourage you co complete and return th~ application form. P.O. 8OX687. NORTH LITTLE 9CCK. AA 72115/C687 501/758-1760 00102 Adcendum C iiorth Little Rock, Ar~ansas Benefits of Teaching in North Little Rock School District Sal arv Teachers are paid on an indexed sa ary scale that rec:gnizes training and experience. Increments are provided for each 12 hours of graduate st dy beyord the Bachelor's Degree, and for each 15 hours beyond the ~as~er's, and for each year's experience up to eight years at the Sachelor's Degree level, and up to 15 years at the Specialist's Degree level.  For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment '\"'ith a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611. Fringe Senefi ts Each teacher is provided a fully paid Blue Cross-o ue Shield 11ajor\n-ledical Coverage, a dental insurance coverage, and a hospital iridernnity plan, 'Nith the option of having f~nily members included through payroll deduction. ~e provide $21,000 life insurance coverage on each ~eacher. Each teacher is provided an amount of S15.83 per month ',ihich may be applied to the :::ost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. Al 1 teachers must be members of the Arkansas Teacher Rei::~rement Syste,n. Beginning on July 1, 1986, they '.iill have t~e oo:ion of joining the co1tributory plan (63 of salary) or non-contribucory ~lan (Q~ of salary). Those choosing the contributory system .~ill qualify for a greater ari:iui:y uoon retire1,1ent. Deferred tax opticns are also available for rer:irement planning. Teachers also participate in the Social Security retire,.1erit system. Si ck ~eave Teachers in the tlorth Little Rock system receive 1i:1e days per year sick leave for- the first four years in the Distric:. These days per year then increase for each of next six years until 20 days oer year are awarded for the terich year and thereafter. Unused sick days c.re ac:::u111ulated up co 100 days. Perso,al Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accu1,1ulation provisio:1 for :nese ddyS if tl1ey are unused. 00103 Page 2 (Benefits of Teaching in North Little Rock School Oistric~) Inservice Training The North Little Rock School District maintains an ongoing, indepch program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Profess iona 1 Le~ve Upon approval of request, teachers are granted professional leave for a wide variety of activities. 00104  Addend1JTD1 NORTH LITTLE ROCK PUBLIC SCHOOLS-- jf - - ... -~- --=--- -- .~ ,,____ :.::-:.-\n-~ iii:.~.. ~~\n~~-~{\n-:.--,~,,--~._~ _\n_ moving in the right direction, helping every child achie\\'e Cl) \"'d l:rj n H\ni:,, t'1 tJj c:, c:::: n\ni:,, t-3 H az From the Superintendent ~.:.:\"':'-S_ - .--- a\n:.\n.\nWe are pleased chat you wane co icnow about public schools in Sorth Lmle Rocle.T his brochure ,,.,II~ ve you some basic fac-...asb out our schools. students. teach~ and educmonal programs. We hope you will also \\1Sit our schools to see for yourself why we have one of the state's best school systems. Quality education has been a standard in the :'-forth Little Rock School D1stnct since the first school door opened in 1901. Since then. the Discncr has grown to approximately 30 square miles W'lth 15 schools serving nearly 9.500 students, the founh largest in Arlcansa.s. Along with growth in siz.e and enroUment. the District has also grown in educational stature to become a recognized leader in learning opportunities and student performance. To ensure individual student growth, school cumc-.ilum 1s broad in scope while empha.sizmg basic slcills in re:iding, commurucanon and computation. ,\\II schools have earned accredJCat1ons tatus by the ~Orth Central Acc:-editauon Assoaat1on, and all are rated A\" by the State of Arlcansas. Public support for our schools is reflected through Parent Teacher Assoc1at1ons (PTA). the Dmr:ct PT A Council. advisor\ncommitt~ and ocher groups. The District enJoys the help of patrons through the Volunteers in Public Schools program. Through these :ind other eiforu. community members are involved in the educatton of our children. The School Board and ,he staif agree with the public th.it schools are rlaces for karn1ng. and the~ belie\\e in strong, fair dbc1piine m the ~ch1A.b. The result 1s the !aclc of senous disciplinary problem~ that disrupt the educational process. We like co thinlc of our ciscnct as responsive to community needs. Please fee! free to cill upon me. our ~nncipals or any of our staff for 1nfor.nat1on or to e:~press vour concerns. I believe that when schools and homes work together, life imprO\\e5 for everyone wtthin sc:iool distr:ct bcundar.es. I urge you co ccamme our s.:nocis and join us in support oi our public school SYStem and our commumt\\. Joe -\\u~11n, Ed. D. Sup,=rinrendenr bf S.::iool,  Addendun D NORTH LITTLE ROCK PUBLIC SCHOOLS-- =~ - ----\ni-:P: .. .f--.-- -~-- ~-:=~--\n~-s, i_~__:_ ~.. ~ ==-.' ~-, ---~~-.-\u0026lt; \\. ..~. - moving in the right direction, helping every child achie\\e en \"'d trj n H :i=t- 1 t:r:I t, c::: n :i=- 1-3 H 0 z \"'d t-1 :i=z Twelve ways we help children achieve ...  a comprehensive. coordinaled cumculum that stresses basic skills in reading, ~ommunication and computation  an expcnen~. highly trained and dedicaled st.1ff, nearly half oi whom hold masler's deye:s  a regular program of curnculum n:newal and textbook evaluation  guidance and counseling services al all elementar)' and =onda.ry schools  a gifted and talented program for e!emencary and junior high children  computer assisted instruction projects with more than 300 microcomputers available to students  a range of high school course offerings for vocational. coll~e-bound and handicapped students  a range c,f \u0026lt;peciai educanon\n~:\", 11:es wah Ll!d1v1d~: 1! education pl:l~s  advance plact:ment classes for\ne,:ondary students  :ict1ve parent involvement through PT A's. PT A Council. ad,isory commmees and booster clubs  an eifec{lve disciplinary program wnh i:,aremal input  low studenu teacher ratios ana high\n,er-pupil e:\u0026lt;~ nditures for effec:1ve dassroom learning moving zn the right direction, helping every child achieve 00108 Educational Programs North Linle Rocle teachers believe that all chtldren may learn - the vocauonaJ student. the coUegebound srudent. the student Wlth spe-=:al gifts and the handicapped student. They re:ogmze :hat each chlld has an individual learning pattern. and they encourage each to progress according to his or hc=r best ab1liucs. Careful appraisal. frequent evaluation and nexible grouping ensure that each chlid W'IU receive instrucuon according to idem1iied srrengths and needs. The curriculum at seventeen elementary schools places primary emphasis on the basics of reading. spdling, English. mathemano. '4nting, social studies. science and health. Children also pamcipate in music. an and physical education acuvmes. Mastery of learning skills in each subJect is stressed. :ind career awareness is a component in many of the basic subject.S. The Junior high provdes a period of transition from the elementary si:hool to senior high schoob. Tne tranmion covers aJl areas or s.:hool life: academic. CO-c'Jrricular and soc:al. All seventh-grade students attend Central Junior High. Three other junior high schools se:-.e students in gr:\n::::\neight and nine. At the junior high level, connnued emphasis 1s placed on the indi\\1duaJ and on basic skills instruction. while a wider scope of insr.rucr:onal programs and co-curricular aci:1vities is introduced. In additton to basic disciplines. junior high ~rudents may selet:r electives in modern foreign languages, 1ndustnal am. home economi.:s. expl0ratory busine,s, :in. commumc: irions. choral music and band. lntrodu~1ions to competitive athletics. stude:,~gove-:nment, sp1nr clubs and special interest organiutions encourage self-Je_ velopment an9 pre\n:,aranon for high school. Two high schools sene students in grades ten through twei,e '4'ith a comprehensi\\e course of srud~ based on the distncr's commnment to prov,d1ng J c!assical colkge preparatory cumculum :ind career preparation programs. A strong basic academic program and J \\\\tde range of decti\\es in tine arts. fure1gn languag~. forensics. business and \\O.:at1onaltecnn1cal skills offer :i :nultnude of options to hq\nh school\ntude~r~. . .\\ te:i\u0026lt;:hin! ,tJ!T oi more than 550 d\nis\nroom in\u0026lt; rru,:ors prc,,1des for :in erie::t1ve a,erage 1eac~cr,1.. 1J.:m rauo of vnc: w ,\u0026lt;!,cnt.:en. movmg in the right direction, helping every child achieve Gifted Education More than 500 students pamciparc in spec,al programs for gifted and talented children in kindergarten through grade nine. Placement is based on case studies of students who demonstrate outstanding intelligence. ability, c:-e:iovHy and task commitment. Placement is documented by test data. teacher input and parent input. Gifted dementary students are assigned :o regular classrooms tor basic mstrucuon and receive additional instrucoon from a gifted.' talented resource teacher. Junior h1~h\ncudems arc placed in duster classes usuall~ in :he areas of E:1glish. mathematics. science and social studies. Addicional mstrucnon is also a\\ailablc from resource teachers. and a separate gifted math program provides au:~iliary opponuni.' ties for elementary and junior h:gh students two evenm. sessic:,s pe~ '-': ::le sc:-.:ondary scuden,~ a, ,he ju.-:ior and ~c:r.ior high leveb may tx placed in honors classes based on grades. ta.\nhe:- rec0mml!n.i\n,rion~ and ~tandardized test scores. The total gifted program ensures the mastery of basic skills while offenng t1e:(ibilicy, independent inquiry. ennchment. ,11.:.:dc:rationa nd ht~her :e,el :earn::, g a\n::t\\'t!:~. :. Special Education Special education ser.1ces enable approxuna:ely 1,500 handicaoped stude:,ts to receive maximum educat1onal be.-:eiits chrough individual programs. Learnmq n~..s are dete!inlned by a crained staff of special ~ucac1on ccach~ and school psvchologists. They work closely w1th students and parents to develop mdhidual cducauon plans. The 'ionh Lmle Rod .. schools are dedicated to the ::,roposmon rhar rhe -ruder.: ,,.,rh s~:i! :-:ee--s..hsc :.:!:i noc be 1solate-J from pee:-s. HandicipfX(i scuJent, ar~\n,lac~ in spcc::ll .:lasses or regular classes, de~ndtn!! er. the :e::\n: ::i::~e5: cf :he students. Plac:mem 1s based on hancicappmg conditions and accompanytnll educauor.ai deficits. E,e:-y effon 1s made :o ::.-:su~ e\nrucenrs :~! a par. vf :he scnool e:1,1ror.~e::t. A, \\4 1Ji! ral\n!,C ~i~r V~i::ii7'i' l:i-:!l.des:~ J.SSc!S r~: :,:..:. de:11 w11:, l~r:img ji~actliues. beha\\tOr ad1us,meru ..:las,c:s . .:!asses tor .-:ie~:111~ handicapped scuce~:s. s~rv1~es tor ortho~d1.:a lv handicapped srude:1ts a:::.: s~!'l :he~:i.c, .:ia~,c:~. H::indi,appcd students ma, acce:1d the s:..11~ C ~nee~. :i ,e\n:,arate facdn, ,,.,th 'o:: rnc::al\n::o~:l.:7:S,e :\"- :::\u0026gt;?, c:-:onJary ,cudencs in na,. cta, ,ess1on\u0026lt; c,i1c~e'.\"'. 1ges 5 10 :1 \"'l!h muiur:1e handicap\u0026lt; \":io -.::i.nnL,r: :.rnrnon 1n rhe regular ..:!aS\u0026gt; rovm are\n.\n:-.d ac :~~ 3\ninng Cross c~ni:::. -..h:: fun,lll'llal J ::demi, ,r.,,~\n.i,t1on inC:ude, a rcx:\n.i, 0n , l'~J11un~I ::r~:::-ar:::uc~. Student~ \"n,\"c: mc:.J,, . : ... ,rhilf1\\,r~ ..:.:.:::-_ i1 .. ~-\n-_. ..: :en Jt h,)r:-:~.l ~~ \\c:!~\\:.:J =-'' .. t lh':~:.\"\" \"I' - : . ..! ... 7\n::- Computer Education Recognizing the tremendous impact oi computer technology on learning styles. teaching techniques. occupational skills and car~r choices, the d1stnct 1s committed to a comprehensi,e program of computer educ.'.ltion. :'viore than .300 microcomputers are available to students distnctw1de. Computer literacy in grades kindergarten throu2h twelve incroduc::-\nscudencs to the fundamental skills ne-.\n:ss:ir:\n:o li.-c and -... nr~ in a high-!~h sv..:ic:::. C-Jmputer i1tc:rat:y 1s de,eioped throu2h seconda\n..,. Lour~~ in co1:1pu_tesrc ience. as well as ~omputeras\n!~! ed ?nstr!.!:t:on:~ :!~::id::-:-:::i:r e:s a: all grade level.\n. Compl!ter science courses include insm.iction in computer languages and programming skills. Thev rre\n:,are stuaerm tor\n:,ost-se-:ondary e.,penenc:s in .om\n:,1.\n:::r-\neiaccd,\nel-:l\nihruu~h ..:ollege c:t.lu1.:auun, ,ocat1onal edu.:auon or on-1he-J0b tra1mn2. Computer ass1s,ed and computer ma~a2ed instruc: 1on are ,1e\"'ed as ,iul assets in manv cu~cular areas. \\.1i..:ro.:ompucers ~sis1 students in.masterv oi basic skills in mathematics. i-eading and lan2~a2e arts. Cumput~r :i:\n,ist~.! instruction supplement\nre~ular .:!a~sroom ac:1\\ ll1es but does not replace bas~.: 1n,truct1on. .:la,,room te-st1o r home,...ork. .\\s a result of :he distnct\"s .::ommnment tu ..:omputer 1nstrut:11ona. Nor:.th Little R0t:k juni,ir h12h .,.a. s \u0026lt;cks.:tc:Jt~! a \\ite ior a t\"'0-' ear pilnt pro~rJm throuizh the \\fi,rP,0rr.r.utc~ Pt,,e:: it,r \\r\\.\nJn\u0026lt;J\u0026lt; l\n.1,,\n,,,,\n1, tl\\fl \\l~L , 1\n\"1::\"\"\n,:.. Jii,.\n... r i1r.d11 .. :..1I :::~:11 .. Vocational Education Voc:rnonal education is another way Nonh Little Rock ~hools prepare students for life after graduation. Educat0rs believe that those studentS who s-eek e:noloyment after high school should have encry-leve! Job skills to accompany their basic academic kno\"' ledge. The combination be:ter prepares them for producuve cmzenship. Studem.s may e!~t ro attend vocational edu.:auon courses 1n business education. home econom1cs. markeung and industnal ans. Pract1c.'.lal .n.s courses inc!ude computer onented ao:ounting, intem1,e office laboratory, shonhand. typewming, marketing. merchandising, child care, home economics. auto mechanics. construcuon. electronics, graphic arts and power mechanics. E ~ploratory courses ~n at the juruor high school level. Cooixrati\\e programs. invo!v1r.g on-th:-jot: training:. ar~ lature:i Jl tne high school !~,cl. The.e indude cooc\u0026lt;:rat1,e orfice edu.:auon. markeuniz. distnbutive ec~cat1on. occ11r\ni1i0nal home ~on~m1\u0026lt;.:s ar.d 1ndustr.al cooperau\"e training. Athletics .\\thieuc, for t,n,, J:,c~, and g:r!s Jie ~ :m::o:-:::-,: pan oi school life in .'ionh Lmle Rock. Secondar\\ studc!nt\nmav par,1,:pate in iootball. basJ..e::-ai!. track and rield. golf. vollevball and :enms :e:ims. H,gn schools ..:orr.pe:e in :~e 4A .::omoeuuon di\\!s10n. :he d1,111on 01 school, \"1th the scares :arsest c!nrollmc!:m. E!ig:1ctl1:f\\ ur par:i 1rat1un in athletic JCtl\\ 1t:e-si, ~0, .:rnc:ub ~ the .l..ri...1r.s:.1. is.. cti\\lues. .\\ssoc1au0n. In gen.:rJI. ,t1 .. .:::n1, mu\u0026lt;t ra,\u0026lt; ,hr~ JCademK ,ut-_1::--.::, 1r0111 :h.: ,:-r~-~~uin-~.: :-nesterf or clt\"g1btl1t\\. 00111 Excellent Performance North Little Rocle students consmemly score at or above the state and nauonaJ norms on standardized tests: and in general. scores improve each :,-ear. The .\\.letropolitan Achievement Test is administe:-ed annually to students in grades t,,.,o t.hrough ten. In accordance wnh state regulauons. m1rumum\n:\u0026gt;e!'formance tests are admmmered to students in ades three. sue and eighc. Compome scores on college entrance e.'taminat1ons re\\ea] that North Linle Rock students are more than adequately prepared for academic success aiter high school graduation. Also. as a result oi high scores on the :~auonaJ Ment Scholarship Qualifying r~r. ~rndenrs r~e:ve r~o!,:niuon e:ich year. \\/onh Little Rod high school~ are consistently among :he state leaders in numbers of students rcce1, mg cc:!ege ~cholar\nh1p\u0026lt;t hrough the :--.:ationa\\JJ te:,t Scnoi:i:sn1p e.~aminat1ons. High periorrnance is the result of program de,d- 0r,menr. curriculum renewal Jnd qualiry teJ.::.ing. nrher honors uid a,,Jrds re-:ogr.:ze studenrs for 0utilanding achievement 1n many academic areas ~ach ~ear. s1gnsf:,ing the dismct's commnment to ~.:cat1onal e.\"eUence. Guidance Services Gu1dJnce program\u0026lt; in a:!e:-r.enrarayn d\necondary schools are conmtc:nt \"'irh ,tJte and North Central A~s0\\.1ationr egulations. The progr~s proV1dec oun~ eling for student~. parents and school per~onnd rdat1,e 10 students progress! beha, 1or and per\\on:iJ '.TlJttcr~.P arents and ~rudc,m Jre en,0ur Ji(c:J to \\c:~k !\nUldJncc \u0026lt;er-ic~. Health Services Stude:1r he:ilth\nervi.:es a.re pro,ided by prot'c:ss1onaJ nurses \"'ho ,tar'f the dimes at ach school. The -chool nurse\nror.iores health educarion. provides e'.Tlergen.:,: :.~: :o r suc.lde:,i llness or injurv and prc,1de~ ,1~100 Jnc ~e:mng sc~eensngs. The nur,e \"L'r~~ \"1th paren!\u0026lt; Jnd the s,h\u0026lt;..'01s taff in ident1r\\- 1nt.:q uJcn, hc:.dth\n-r. ..c !c:~ .. .!~t .\ne~~ing s.:u:\\:J..::\\,:-. mov11H! 1n rhc righr direcrion, helping erery child achiere  Staff 5upcrior teachen and a strong suppon staff are the most valuable assets in the Nonh Little Rock ,chools. The professional staff renects the high standards of the people who live in the communny and who\n,i.ac: .:ducauon as a top pnoncy for their ctuldren. With an approximate S21.CXXavl ~age. Nonh Little Rocle teacher salanes rank in the top five percent in the state. Nearly half of the staff hold advanced degr~ and cerufo:ation. All principals. supervisors 211d te:iche:-s rec~ve training in improving 1nstruc- 11onatle chniques and classroom management. Media specialists. special educauon teachers and elementary tc:ache:-so i gifted students complete specially developed management sessions. ~1any tcai:hers participate in proies.s1onal organizations such as the Arkansas Assoc,auon of Professional Educators (AAPE). :he :\\m~c:in Feeention of Teai:h,m (AF1) or ihc National Education _.~ssociauon (NEA). Finane1al grants. recognmon grants and honors awan.Jc:-tJu ta.:hcri iet1.:c, ,he -=~=:cateds\n,int of al! proressional staff members. In 1981-82 and in 198-4- SS. a \"'onh Lmle Rock teai:her was named Arkansas T ea..:her oi the Y e:ir. and the state runner-up m 1983- ~ ,..as anotr.er :--,ionh Lml.: Ro..:k tea..:her. Discipline The Soard of EJucacion and administration ha~e imple:-ne~ted m.::isures to ensure acceptable benav1or at all sc:iools: Handbooks-based on student, teacher anJ pa,e:it input outline student nghts and re\u0026lt;p0n\u0026lt;1- bdit1~. a~ ,..ell a.~ ,1mer school-relat.:d information. 01,..:1rlinarv ,\nanc:1on, an: .1Jrn111i-1c:r\u0026lt;p'Jru mptl\\ \\\\ :: 1- ..!i :: ,\"~l\"W,_~:. , Administration The adm.mistration of the :--lonh Little Rocle School D1stnct operates under the policies established by a six-member Board oi Educ:rnon. eleced at large. Policies are administered by the supenntendent and four div1s1onaJa ssistant supenntendents for admmistrauon. instrucnon, business affairs and student affau,. D1~tn::\nx:,l!1:1easr e !mplemented and eniorc:d 1n each\nd10vl by the ca.~p:is pnncipal. The Board meets the four:h Tuesday or each month at adm1rumat1\\e offices. :-co Poplar Street . .',,1eetmgs begin ac S\n,.:n. The public 1s encouraged to attend. Curriculum Renewal A ,.\numcc1lumr er:e\"'aJ proJe-::- :.:illedP racucal .. \\p preach to Cumcuium and lnstruct1ona.J Rene,..al (P .. \\CIRJ ensur~ that .:!assroorn IC3!TUnmg ee\"!st he c,pe-.\n:auons vi\"\n:-arencsa na se:ve-,\nt udems. In P.\\ClR. learner goals based on a commun1tv survey ana\nro~ram goai, b~,cJ on a\nur.ey ut edu.:.: itors ~1\\e 111re-:t1otno cur.icuiar ar=. ObJc:-~tt\\e, arc: Jc,duc:-.:1: ,,udent progress 1s measured: student nd, :i.re 1Jc:lllcied: :ind r~ograms. prarn..:es :ind ~esource, are ad_1uste\u0026lt;lT. hus :i.dm1mstrattved ec:s1ons arc b\ni,_.J ,n s:uder.c\n:-err0rmancc data . .:0mrnum1, .Enrolling Your Child Rc:gistration for !le\\1,- srudem.s beg\nr.s in :nid-Au~t\n,.each year. Pupils who are age five before October I rare eligible for kinderganen,enrvllment in neighbor-  hood schools\nKindergarten studems may request to transfer to a school \"'here their race is in the minority. :-.ew students en.roiling in the rirst grade must be six years old by October l. All students new to the district must ,ubmir a complete he:ilth record certified by a licensed physician. No child will be admitted without proof of immunization against poliom~elitis. diphtheria. tetanus. pertu, sis. red measles (rubeola) and German measles (rubella). This information should be presented with a birth cemficate upon registraticn. For additional enrollmenr informarion, parents should contact the principal at the assigned school. Parenc.~ with a.~signmem questions\nhould c:ill the Oifke of Student Affairs. iil-6109. r. Racial Balance Approximately J9 percent of the :'-Jorth Little Rock students are black. and 61 percent are white. :\\t the elementary level. the ratio is J3 percent black to 57 percent white. The district follows a U.S. Federal Court ordered desegregation plan which governs the assignment or students to schools. To ensure that each school building's student population approximately ref1ects the racial makeup of the district, schools are placed in groups for purposes of busing co achieve raciJ.1 balance. Students within e:ich group are assigned to schools in numbers necessary to achieve the desired racial composition. Transrer of students w1thin e:i.::i group is determined by the random selection or a letter of the aiphabet. The initial selection was mad_e in I 9i:!, and a student assignment rotation based on that selection remains in effect. New students enter the assignment plan according co the last name on the students bir:h :::nifiote. Education Expenses in 19~-85, ::ie dismct spent nearly 52.500 for each -:hiid', \u0026lt;!d:1.::ition. With a 1985-86 budget 0f S:6.J 16. l l ::. that figure dimbs to more than 5:.WJ. one or the :o~ ,Jnl.:ings 1n the ~tate in e.xixna1ture, per child. Appru.,imatci, ,.3 per(~nt or\" all revenues are t\"~om lcxal sour.:es ( reJI property Jnd personal propci\nv ta,es1. State sour-:es pro, 1de for J8 percent. Fcdc~JI ,our::::s\n:ro, 1c:~: :inlv ti, e pe~~~rn.J nd four percent ,, t'rom other sour~c~. __ ,._ppr0,1m:ite!v: 3 percent 0r' rhe di,ffict', ~uJ\n~: i\u0026lt; ,rent t'or ,:ilan~. ,l!ld nine pers:ent :,!\u0026lt;X\u0026lt; ,0\" JrJ cmpio, e-e bcneiits. Othc:r c,r,:nJitures are for , ... ,,. rlie\u0026lt; :ind maren:ih. five ~~~~nt: ut1l1t1c~.\n\"our r\u0026lt;:r ,cnt\ndci:lr ,~r, ices. four rcrcent: :ind ti, c per.:~n1 :ur 0th~r c:-.rcn,cs. 00114 (/) rd t\nrj n H ::i:,, t:-1 t,j t:, cn: : ::i:,, 8 H 0 z E.lemtnW'Y Schoob I. Amboy 2. Argent. 3. Belwood 4. Boone Parle 5. Crestwood 6. Glenview 7. Indian Hills 8. Lakewood 9. Lynch Drive I 0. Meadow Park 11. North Heights 11. Parle Hill 13. Pike View 14. Pine 15. Redwood 16. Rose City I 7. Seventh Street JuniOf' Hi1fl Schoob 18. C.:ntral 19. Lakewood 20. Ridgeroad 21. Rose City High Schools 22. Northeast 23. Ole ~1ain ::'.4. The Baring Cross C.:nter Z5. The Skills C.:nter a,-::-.::-~-=~.-:-. _.._ .-. ~ --.:i. . =-=:_~-\n~~~~-:~ :- - ~:.: ~ --  --r--~:_  i: - .~ ..,._ ... ._ -  Information The district publishes a quarterly newsl.:uer to keep parents and other residents iniormc:\u0026lt;l oi progr: ims, activities .md issues. The district welcome-\nquestions and concerns. P:itrons m:iy re:ich th.: lnfor. n:rnL,n ()r'ii.:~ a1 -7 I -Ii I :s :,~:\u0026lt;\"\" e:1~ a.m. an.:! '--- ...0. Club Rd. Counrry Club Wildwood Hwv. ~o ,_ii.,-.r'.:  -.,.. ... --:-..,,:, - ... ,- .. - .. 00116 .....,._:._ .\". I I I     SPECIAL EDUCATION PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a ttracially 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 94-1~2 and Arkansas Act 102 of 1973. Recognizing the te~sion between these important public policies, the District conside:s that the emphasis of its special education plan must be an ensuring the accuracy of its evaluation programs and the elimination of any ~asking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court oE Appeals' pr~macy concern is with the classification of black students as educably mentally retarded (EMR) and has, therecoce, tJcused ~pecifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. 00117 Since 1980, however, significant changes have been implemented in the State and federal regulacions governing evaluation and placement in special education programs, many of which were spec::ically aimed at safeguarding against the misc.assification of students as needing special education. See generally, Referral, P~acernent \u0026amp; Aooeal ?rccedures: For Soec~al Education and Re at~d Services (Ark. Dept. of Educ. 1985) (Addendum 3A\nhereinafter referred to as \"Referral Procedures\") and Program Standards and SLigibility Criteria Ear Soecial Education (Ark. Dept. of Educ. L985). (Addendum 3B\nhereinafter referred to as \"Program Standards\"). With these factors in ~ind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. STRICT ADHERENCE TO ?ROCEDURAL S~FEGUARDS RSQUI~EJ BY S7ATE GUIDELINES The Arkansas Depart~ent of Education, as :r.e requlat~ry agency responsible for the enforce~ent of t~e Eudcati0n 0f ~he Handicapped Act of 1975, P.L. 94-142, 20 rJ.S.C. 1401 et ~-, has issued detailed regulations governing the cperat:on of special education programs in Arkansas public schools. These detailed guidelines were Eirst issued in L931 and wee~ upda:~d and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" (198L) contained in NLRX 28 and Addendum 3A and 3B hereto. -2- 00118 These guidelines incorporate provisions which specifically act as safeguards against i~proper evaluation and placement. ---DUE PROCESS ?RO~~CTIONS In \"ReEer:al Procedures (1981 \u0026amp; 1985), the ~epartment oE Education adopted detailed requirements Eor due process designed to safeguard against the misevaluation oE a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. for a comple:e understanding of all the details of these procedures, ~ne ~s reEerred to the proce~~res themselves. A surrmary of sc~e Jf the ~ore important :eat~rcs follows: ?arents must be not~:~ed oE every s:ep in the referral, evaluat~Jn and placerr.ent process and given t~e opportunity to attend and participate Ln aLl meet1ngs and conferences. 2. Parents must gi'le their consent teEore any formal evaluation or testing af the child may be done. 3. The parent has the right to be represented by the person of theLr choice at all proceedings. While not required by State or federal regulations, the ~L~S~ provi~es the parents of children being evaluated with a list of indeoendent agencies who provide assistance to parents in this process. See Addendum JD. -3- 00119 I I I I I I I I I I I I I I 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. Addendum 3E. While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is Eound 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. :n any appeal, the bucjen GE proof as :o any place~ent is upon the school district. See \"Referral ?rocedures a: ,1.B, 9. 24 (t935). a. The ~Laso advises ?arents 0f these rights in writing at the beginning of the referral and evaluation process. ---SAfEGUARDS AGAINST IMPROPER USE Of TEST [~STRUMENTS 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 cequlati0ns firsc adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: -4- 00120 I I I I r ' I' r I I I I I 1. Tests and other evaluation materials: 2. 3. 4. C: .J. a. b. Have been validated Eor the speciEic purpose for which they are used\nand Are administered by trained personnel in conformace with the instructions provided by their producer. c. Include materials tailored to assess speciEic areas oE educational need and not merely those which are designed to provide a single general intelligence quotient. No single ?rocedure is used as the sole crite:ion for determining an appropriate educational program foe a child. The e~aluation is made by a .multidisciplinary team oc group of persons, including at leas: oJne teacher or other specialist with ~~cwledge in the a:ea of suspected iisajility. The chi:d is assessed :n all areas related to the suspec:ed disability, incL.i.ding, ,1hece a9pr0~c~a-:e, health, 'lision, hearing, social and e~otional status, general intelligence, academic pecfor~ance, communicaci'le scatus, and motor abilities. Intellectual ability mus: je ~easured by an individual intelligence test appropriate to the student and such testing may only be done by a certificated educational examiner, licensed psychologist JC Licensed psychological examiner. See \"Referral i?coceduces at 3-4 ( 1985). -5- 00121 I STATE REGULATIONS SPECIFY WHICH TESTS ~~y SE US2D IN MENTAL RETARDATION ASSESSMENT In furtherance of the requirement that tests ~ust have been validated for the purpose for which they are used, the Arkans?s Department of Education, in its program Standards specifies by name which tests may be validly used for what purpose. 7his 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 Hith these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVE ASSESSME~T ?ROCEDURES AND !NSTRUCT:ONAL PRACTICES S~ECI~ICALLY DESIGNED AVOIJ OVERREPRES2NTATION Cf MINORI~Y S7UDE~TS IN E.1R l?ROGR.!J1S In addition to ~aintaining its comp~iance Hi:h all State and fede~al regulations governing special education, particularly those provisions designed as saE~guards 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 3ddress the problem of overrepresentation of minority children in EMR programs. -6- 00122 ---~ The System of Multipluralistic Assessment (SOMPA) is a recently developed test Ear intellectual ability specifically designed to eliminate the cultural or socioeconomic bias octen associated with other tests oE intellectual ability. The District does not currently use this test because it is not one of those tests presently approved by the Arkansas Depart~ent oE Education for measuring intellectual ability. See \"Program Standards\" at 13-2 to 13-3 (1985). The NLRSD has Eor~ally requested that the Department oE Education approve the use of SOMPA as a test oE intellectual ability in performing ~ental retardation assessments and evaluations. As soon as the State grants its approval, the District will use SOMPA when appropriate in assesstng ~inority students. ---C~NTALICCAN STUDY [n 1984 the Cantalician foundation, ~~blished a booklet entitled \"Technical Assistance on Alterna~i?e ?~ictices ~etated to the ?roblem oE the Overrepresentation oc Blac~ and Other Minority Students in Classes Ear the Educably ~entally Retarded\" (Cantalician foundation, rnc.: 19d4). (.l.ddendum 3f\nhereinaEter referred to as \"Cantalician Study ac \"). This publication ,,.as commissioned by the Ot:Eice or Ci.vil Rights, United States Department of Education in an eEEort to provide technical assistance to state and local educational agencies in the reduction oE the overrepresentation oE minority students in EMR programs. -7- 00123 As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assess~ent practices which appeared to be effecti'le in reducing minority placement in E~R classes. The alter~ative instructional practices were endorsed by the Foundation because, ic implemented successfully, they would enable some students at risk of EMR placement to improve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct rnstruction with DISTAR (Cantalician Study at 10) 2. Exemplary Center for Reading rnstruction (rd. at 13) 3. ?::ecis:.an Teaching ( :d. 3': L5) 4. ?eer Tutoring (rd. at 20) .:..-.:!apti,e Learning En1i::on::-.en:. :-!odeL ([j. a: 23) 5. (:)mpui:er Assisted [ns':r.ic':ion (:i. at 2 :j) l The No:::h Little Rock School Distr~=: ~as ~~plemented or is in the process of implementing all six Jf these alternati'le instructional practices. The Cantalician Foundation also rec:mrr.ended :our alternative recer::al and assess~ent practices: 1A detailed description of these practices is contained in the Cantalician Study attached heret:) as Addendum 3F and will not be repeated here. -8- 00124 1. Pupil Appraisal Assess~ent Program (1.. at 30) 2. Rapid Exam Eoc Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) 4. Interactive Model Eoc PcoEessional Action and Change Eoc Teac~ecs (Id. at 4 6) . The alternative cefeccal and assessment practices listed above will ce closely studied by the NLRSD. rf ':here ace critical at:ributes within the above referenced practices that ace not cuc:ently in use in the North Little Rock School District and :he addit:on of these attributes will lower cefeccal and ~lacement rates in the District without compromising educational quality, these 3ttributes will be added cc used to ce~lace current practices. ---OTHER AL~EiNA![VE PRACTICES endorsed by :he Cantalician foundation, the ~LRSD has also implemented a Chapter I Project Eoc Elemen~ary Sc~ooLs designed to identify children in grades K - 2 who lack the basic learning skills necessary Eor successcul per~orrnance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids -9- 00125 the need to place a student in a special education program and permits advancement through the normal curriculum. A more detailed description of this program is contained in Addendum JG, entitled MNorth Little Rock Public Schools: A Cha9ter r Project for Elementary Schools. ---rNCREASED REVIEW SY I~DEPENDENT PARTIES State regulations provide that the Departxent oE Education will conduct a review oE each school district's special education program at least once every three years to determine compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 ~Monitoring Checklist and Compliance Letter attached as Addendum 3H. All 3u~1ested improvements were i~plemented by January 31, 1985. See Let~er t0 Ark. Dept. oE Education jated L/31/85 attached as Addendu~ JI. In addition to this regularly scheduled c=~pliance rev:ew, the District will invite the following organizations ta conduct in-service training and/or periodic review oE ~he District'3 policies, practices and procedures related to 3pecific education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. federal Office of Special Education -10- 00126 5. Arkansas Department oE Education 6. OEEice oE Civil Rights, U.S. Depart~ent oE Education As a Eurther eEEort to open the Distric=s assessment process to outside review and constructi~e criticism, child advocates will be invited to attend conferences where children's needs are being discussed, subject to ~arental approval where necessary. The Superintendent of the North Little Rock School Dist:ict will also appoint a committee whose ~embers will include, but will not be limited to, parents, patrons, scudents, teachers, licensed examiners, counselors, princi?als, speech therapists and special education administrators which committ:e will be charged with r:viewing student records a~d special education procedures and whose me~bers will be asked :0 attend student conEerences. Additionally, this cJmmi:::e ~ill ~e 3sked to ~onitor all phases 0f =he Districc's 3~ecial educacio~ ?roqcam 3nd its compliance with State and cederal reguLatiJns a: lease every 18 months. -11- 00121 REFERRAL PLACEMENT \u0026amp; APPEAL PROCEDURES: FOR SPECIAL EDUCATION Mct/:JJ.t t AND RELATED SERVICES ARKANSAS DEPARTMENTO F EDUCATION ----- TOMMY R. VENTERS DIRECTOR GENERAL EDUCATION 198S 00128 ( ~.\n_ ~:c:~~~~, ~~=~c~c~ ?-8~ec: f_~cs .::.:vi..:es _,c=~ ':CL1.:. . 17:Ci-1 -'F P.~RT 3, Fu~l~c ~2~ ?4.~~2 -- ...,. - ' !.\n-=- 00129 TABLE OF CONTENT~ PART I. CHILD LOCATICN ANO qffERRAL . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .        l PART II. EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .          3 PART III. PROGRAMMING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . .         9 PART IV. INDIVIDUAL PROTE::TIONSA NO PROCEDURASL AFEGUARDS.. ....... 12 A. PRICR NOTICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .       12 8. INOE.~Et~OEN2T/A LUATIONS .................................. 13 C. CCNF!OENTIALITY .......................................... 14 0. CONSENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .               16 E. ENFORCE~NT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . .              17 F. NONO!SCRIMI~ATCRYT ESTII-G ...................... 17 G. LEAST RESiRICT:VE SETTING ................................... 17 H. SURRCGTAE PARENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .      .  18 I . HEARINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .              24 PART V. FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . .            36 A. SA1\"PLE FORMS FCR LOCATION, IOENT!rICATICN, ANO E1/ALUAT:ON . 37 8. SAMPLEF QRMSF GR PROGRAMMING... .................. 63 C. SA1\"PLEF ORMSF CR SURROGATEP ARE~TS .............  69 0. SAM'LE FORMS FOR HEARINGS ................................... 76 \\ 00130  S'E:'.NING CHILD FI1'0 AWARENESS C~PAIGNS FLOWC !-lAAT FOR PLACEriENTF ROCEOLRES SL'RVEYS Oir,ER AGENCY RE=cRTS ~GE:'liS, TEAC:-8S, OTl-8S AUTC~ATIC AI\\NUAL REVi:E'i'I .=i:RST PARENT 'lOTIFiCA ION ( 60) ,, (30) ::'/.OLuAT :CN/ROGRM-1MIN G :SNFBENCE I ::\u0026gt;QRENCTC 1'6ENT I / / I ~ ( 7) C(60T i~FCR~RY SETT~NG J ::::.oRENT'IO TIF ICAT ICN OF :'.'ltll 1JA TION 'JUTCCMEA W OEC:!S:C N 7 ?~RENT NOTIFIC.~i:GN lJF CUTc:J~E r----------1 :::i.aRENTC '.:NSENT :.JRJN rRE-EVALUATION TO BE 1- - I CONSIO ERED AN1'1UALYL- I RECUIREEDV ERYT HIRD L - - YEAR - - - - - J (15) ~NNUAL REVIEW INITIAL =t.ACE~ENT :\u0026gt;ARENTN OTIFICATION OF CONFERENCE ?ARENT, TI ICATION F !lNNUAL REVIE'i'I DEC IS ION (~ERS H-OICATE MAXIMl.MN t.J,48E~O F CAL::NJAA QAYS CN 'ol/H!Q-i EVENTS SHJULO OCM.) 00131 t r I r 9CIAL ~01...CAfICAlN-0 RE'...AfExJ. ~VICES I NrRCOLHCO N 7hese :e\nulaticns are ::-e ::rccecures :a 1:rolement ::-e\nJol!.:!.es ::\u0026gt;f :~e State \".an for Soec!.al ~::t.cat!.:n, orovislcns of .let :02 of 1973, as ~encea, 3/'lC \"l.:::!.c Law ?u-:.:.2. :acn :ocal ecucation agency 3f'C eacn ::.ubllc agercy ::\u0026gt;rovic!.ng eo.\ncat!.cr.al servi:es ror arc!.:accea st:.\ncents snall acopt ano !.:nole~ent ~~e ~ollc!.es out:lnea tn tnis :ccunent. The .:cci_i-:'len:t: =nsists ct' f.i,e\nar:s. :lar:s ! , ire ::: c1..:::::\"'e ::cc~OJr~s :'er ~oc3t!.rg, refer:!.~g, evaluat!.r.g, ano c::igramming 'or s:-cents .no :ece: ,e scec!.a ecucat!.::n lnO :elateo services. ?art rv is a statement cf\nJol!.cies and ::::ecu:es or :::visicn Jf !.nolvicual protec:!.~ns ano :::-ccecural safe~uaros as :ecui:eo :y ?._. ,i.-~.:.2 ano ~c-,\u0026lt;ar.sas Act lC2, as Amer.Ceo. ?art 1 c::ntai,,s samole fo:\nns 31'10 :et:e:s ro: ~se !.n ::-e :::-ocess\nf :erer:al, evaluat!.cn, placemer-t, ano ci::-:iivs icn of scecial ecucat!.::n ano :elate() se:, !.:es.\niefererce snoulo ':le 'l\\3Ce to these ror:ns as tne nar:at:.,e 'er ?arts ! :nr:iugn :v !.s :eao. 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' t: I N ' \u0026lt;') \u0026lt;') .-1 0 0 Oct.!.cns for :ne qerer:al Conference i:.ec!s1on include: l. evaluat.!.on (Ein:: iua:act:ioorno)a nce 1th =,o ram Standarcs 3nd E.: .!. !bU!tv :::teria 'or Sce:!al (a) speci1lized evaluation (b) comcrehensive evaluation 2. no evaluat.!.on ( remain in :egu!ar ecucat!:in program *ith -:ir -itnout otner tyces of program modification). If tl\"le :ecisi:n is to Jt:.!.!.ze the refer:al -:iut::ome !nvolving evaluat.!.on, a temporary sett.!.ng for ::.~e st cent 11ay ::e agreed con oy oarent/gwar::.an 3r.o the clst::.!.ct. Temporary\n:ilacement is U::iited to a ce:!od of sixty (6C) ca_encar oays ::ur:..-1g hi:::, :ne evaluation '!lust t:e co110leteo. ~ temoorary setting should Jnly oe ut.!.lizeo 'or Jne of\n:ne 'oilowing reasons: (l) ooserveo e:ucaticnal neeos constitute necessity ro: 11'YT!ed1ate inte:vention anc/or (2) diagnostic data gather.!.ng is reouireo. The :eason(s) 'or ~emporary placement 11\\Jst oe stateo on a '\u0026lt;eferral C.::nference Jecision Fon,. ~n .!.nteri ~ =~sh ould be ceveloped for tne cnila, hicl'1 sets out tne scec.!.fic conoit.!.ons anc t.!.mel.!.nes 'or the temporary setting. F'rior to comcrerensi-,e Jr soec.!.alizeo evaluation, ca:ents 1\\JSt ::e fully !nformed about the ~inds or tests t  .,at ill oe seo. -\u0026lt;n !rformed Consent Statement ::'A.ist t:ien :e obtaineo from the ,::arents/guar::ian. The I:,for:neo Consent Statement 1lso :::ntains ,::er:nission to ,elease personal:y !:ent.!.fiaole .!.nfor:nat.!.on to tnlrd oart.!.es as :eter:nined oy tl'1e scnool off.!.:.!.als and acoopnrsoecnrt.e!o.a te tor or 'Jym eet.t\".!i.en go ta:rieisn tsr. eouireFm\"oern,,ts. similar to Samele Form e: and Sarrole Form ::-1 are F'arer.ts ::iust :ece!ve -r.:.t::~n ,ot..!.'.!.c:.t.!.::, Jf ::-e :ec:s:.:n :eac!\"'eO at :::-:e '\u0026lt;eferr:.l C::n'::ence. rr ::,-,e ::,arent is ,,oc Present, noti.f.!.cat :in :.s ,ace *i::i:.:i seven (7) :alencar cays after :he Referral CJnference :y (:) :egistereo -:,ail, C:2) ce::.!.r..!.eo ,11ail, ,r (3) rirst class mail. Sa110le ,or\nn 0-l is aoproo.:.ate for not.!.f .cat.!.on. ~ ,:nor.e :ontact and/or home visit sroJld be 11ace #hen t ., ere :.s any reason to :i l!eve :-,at ::-e\n:a:ents ,ay :equire assistance in understanding e~e not:.f.!.cat..!.on Jf ::.~e :., .er:al :cnferer:e Sec.!.sion. ~11\n:arent :eq1,.\nests for furt.\"ier lnfor:naticn snoul: :ece.ive 3 :es1 :nse at t:'e ~ar!..!.est\n:iossi::ile Cate. PARTU . EVAlUATI ON The purpose or evaluat.!.on is to determir.e ~\"le\n::esence or 1 -arc:.:aopi\n-g c:rd.:.t..!.on -ni:~ :esults in an eeucational Cef!c!t and the :cr:esoond.!.r.g .-:eea 'or\ncec.!.ally :esi\nr.eo ..!.r.s::-.\nc:icn. Evaluation :ata :.s :.:ilized .!.n program\n:ilanning, incli..\nOl!\"'g :.-e :eter.111.,atlcn :~ a .-:eeo 'or :elated services. :valuat.!.on\n:irocecures ,l)Jst :e :::mc!etea *ie.,.!.n\n..!.::\u0026lt;, ( SCl :aleridar\nays or :!\"e '\u0026lt;ef er.al Conference =ec.!.sion noti:\"..!.cation to ::iarents. Consent for ~v\"'--a:.!.::n uti!.!.z!ng 1n !nfcr:::ec :onsent cFo\"morp:nlse ltmedi:.a r :o Samele Fon :: 1nd ::-1\n:iust :e ()O:ai.-~ea :ef::e 31'v '::-:ial ev\"!l1\nat.!.::n\n:ir::cecures ue A. Assessment Saf~guards rn orcer to acnieve as tnorour\nn an unce:standi.-:g Jf ::-e -ee:s ::J :ne :ni:o 3s\n:ass.:.: e, :ne assessment snould .!.ncluce inf Jr.nat.!.on f:om tne sc!\"'oo:, ::-e nome, 1nd :elevant ::::rm,1,.\nni:1 vsoaruirecteys . or Its ettiisn g!sm coarntaa nt. !.ntchivati cu1a1lse.a sures of the c:ii_j's :e!\"'av:.:: 1nc/or ~e:f:ir:nance :c~e '::m 1 As reouired liy F'. L. 94-142. the roll owing c:noi t.!.ons ,use :e .net :e\nar::ing evall.a t:.on Jr a stuoent ::ir.!.or to placement in a soec..!.al educat..!.on program: (l) rests and other evaluation materials: (a) ~re proviceo and 3dministerea in the c.,i!c's native language or other moce of cotl'fflunicaticn unless it is clearly not ~easible to oo so\n(b) Have been validatea for t~e specific pur\n:,ose 'or whicn tney are used\n1nd (c) oArroev iOacemd lnbiys tetrheedi r pbryo outrcaeirn. ed personnel .!.n conformance -.!th the instruction\n\" L. 94-142, Section l2la.532 -J- 00134 areas of idueat!onal need and not merely tnose wnicr. are oesii\n-ieo to provioe a si~gle gereraJ. intelligence cuotient. (3) Tests are selected and administered so as best to 1!1'1sure t.,at hen a test is acministered to a child with ill'Oaired sensory, manu\n1l, or speaking skills, the test results accurately reflect t e child's aotitU\u0026lt;1e or acn:.eve.,ent level or whatever other factors the test purports to measure. rather than reflecting the cnilo' s i~aired sensory, manual, or speaking skills (except where those skills are the factors wtiich the test purports to measure). (4) No single procedure is used as the sole criterion for determining an appropriate ecucat:.onal program for a cnild. ( 5) The evaluation is made !Jy a :nultld!.sc!.plinary ::eam or\n:ouo of ,:\ne:scns, including at least one teacner or ot:-:er specialist with l\u0026lt;nowleoge in tr.e area of suspected oisaoillty. (6) The cnild is assesseo :.n all areas reldted to tne susoected disaci_:ty, ir~luding, ,.nere acorcpriate, heal::h, vision, hearing, social anc e!l'Ot.!.cnal status, general intel:i~ence, academic perfc::nance, ccmnunicative status, and moto: aoilities. (7) Testing and evaluation materials ano procedures used for t:-:e ~u:poses of evaluation ano placement of handicapced chilcren must ::ie selecteo and aoninistered so as not to be racially or culturally discriminatory. (8) An evaluat.:.cn of the c!iil.d, ::iased on\nirocecures nic., .,eet ':he :ecui:ements under Sect.:.:n 2la.532, is conducteo every three years or ~o:e frecuently if conditions war:ant or :f tne cnilc's oa:ent or teacher requests an eva.:uat.:.cn. a. c:more.,ensbe :'.valuat.:.on C:mconents T,e components of a co~:ehensive evaluation snculo include all ~eas~res r.ecessary for :eter::iin:ng, as\ni:ec:sely as possiole, :~e barriers to learning ::resen::eo :y ~,e hand!.caooing c::ndition. ~inimum components: 3.1. Academic ?erfon,ance rr..:.s :.ncll..des tests 3nC: measures ni:n evaluate t!\"le level Jf ac\n:e'lli: 3-\u0026lt;::l attainment ::r ecucat:cnal achievement of ~he stucent. s~cn ,ieasures shoulo resu:: :.\ni a s\n::ec:f:.:Jc:.cn cf ::ie 3:wdent's academic st:engths 3nd ea,\u0026lt;r.esses, snould indicate scec:':.: s~:.1: :e::.:.:.: 1reas, 3nd snculo\ni:ovice :.nfc:mat.:.on .:in .. nic:, ::: :ase recc1TVr.encat.!.ons. ~:: :es:'...\":\nn:,.:J :e :cne ':Jy :ert.:.f:catea sc:-:col\n::ersonnel anc/c: ot:i~r aoprocr.:.ate\nr::fess.:.::-e: ,:e:~cnne: ,:e::ificated ano/or :i:enseo ::iy :ne State or ~r-\u0026lt;ansas. !naiv icual acnievement :est3 ire :.\n-c_1..cec .:.n tnis area. 3.2. Intel!ec:wa. Sk:lls :\nitellectual aoil:.:y of tne stucen~ -nus: be measurea 'Jy 3n :_-,c:.1:.:l..a: :.:-:e:::.-\ne\"ce :est acoroori3te co :hf stuoert. Suen testing ~,ust be done oy a cer:::.:':.:a:ec ::c...:Jt:.~:-a: examiner, licensee\nsycnolcg1st, or-licensed\n::sycnol:\nical examiner. 3.3. Acaotive 3el\"avior and Soc:al ~l..rc::.::~ Aoaptive benavior :efers to tl\"e effectlveness it:i ni::\"I ::i: s:,,c .r,:\n::es .,it:i the natural and social oemanos of :,:,s or ner envi:onment. ~as~:es :.:-:c:-~e ,n :v~iuJt.:.on of the degree of tne stucent 's .:.ndecendent funct.:.oni..,c\n, :\n::.:.:. :. ::rnl..nicate, perceptual-11otor aevelopment, anc socialization and se:f'-:~e:.o ~\u0026lt;:.~:s. 3enavioral ooservation tecnniques, interviews ,.ith the stuoent ano ::t:ie:-s, 3nc ac:ioc:.ve '.:lenavior scales are employee. Data snoulo come from several sources. a .. :i Co11VT1ur,icativAeb ilities Assessment :ir Language !lbillties Cnl, The aetermination of the level of assessment (e.g. cc=unic:n:.,e a:::::.::.es o: language only) ana appropriate appraisal\niersonnel is maae oy tne ~efer:al Ccmni:tee. A ~eneral language abilities assessment may ::ie concucted by certif~e J schOol i:\nersonnel and/or other appropriate professional\niersonnel certificated and/or ::.censec \u0026gt;:Jy i\nne State of' Arkansas. If oisaoilities are suspected or inaicatea, ~\n.\n:-:ner Jssessmer.t( s) for specific dlsorders in the area of COnYnunicative aoilit~es ~st ::e .:onauc:ed by a licensed and/or certificated sceecn-language patnologist. Suen te'.\n:5 :etc!r:nine levels of fuictioning in r?gard to soeecn (fluency, voice, articulatl.:n), '..mguage, ana he~ring processes. This includes aonormal c:mprene,sion ano/or exp:ession of spcl\u0026lt;en vr -ritten language. -4- 00135 11 r I I 8.5. Soc!.al History ihe history shr.iuld 1r.c!uce existing ,ert!.r.ent Cata, sucn :1s the student's ::iecical recoros, report\nof orevious evaluat!.ons, :.-eoor:s f:om .\ntr.e:.- ::::v!.ce:.- ac\nenc!.es, the cunulative scnocl :ec::ircs, ar:O tr.e ramily infor:nat.:.:n. Contact ith sne\nJarents snould t:e mace to gain aaca on the stuoent' s cevelopment:il histcry aiid\n,cme cehavior. Such cata snould ce\natnered t:y the\n:ir:ifessional ces!.g,ated :es\n::cnsit:le :.n the i'\u0026lt;eferral Conference. 8.6. Additional Co1TOonents Additional components ::ir t:-e c:l!'Orenensive evaluat!.cn\nnou d ::e :.r.c!.uCed as cete::11ined necessary oy the :earn. 3ome acoitional :cll'pcnents 11ay je: 1. cur:ent ,eai:n stacus\n:ir:iviced :ya _icersec\n:nys!.::!.an 2. ophthalmologi:al eva!.uat!.::n 3. audiological evall1ation 4. neurological evaluation 5. psycniatric evaluation C. Soec.:.allzed :'.,aluat!.on .ifhen it has Jeen cete:\"l!.\n1ea :y ::--e ~ei:e::al -::mnit:ee :, ac :-:e _r.i::.\ne -:ef:c.:.ts of ':.~e 3::.\ncent do :io: necess!.:ate 3 :::no:er-er\"si.v~ ~v\nl~uat!.~ri, .3 3pec.:.~~.:.z~aa sses3::-:e!:!s: nould :e ::ec:..:es~e~ ana c::itai,,eo :.n :r.e a:ea :.r.c:.::J:~: :y :-e 3va:.:ao:e :efe:.-::11 :.nf::::iar::!.::n. ~ny s::ec:. ':.c or :.~a:.,:.::ua! cc:r.pcnenr:: Jf :~e ::,::er-eris:.,e e,a::.:at.:.:r cay ::e exc:3c:eo 35 a s\n:e::.alized evaluation. a. '::-'!e ::--:i~j s ::ec\nu:ar teacrt!!r, or if ':.:-e ::ii!: Cces ,at \"\"lave a :egular :eacr!::. 2 =~~:..\n.\n.3::2 .2ss::::cm ~.?ac~e: ~~a .. :f:.ec :::J :aac.., .3 =~ila .Jf nis or l\":er ac\ne\n:,. 3t :eas: ::-:e\n:e:s:n ~:.:al: '!.e,j -~ ::::nct..c~ inc::,i:i.:al aiac\nnost.:.: ~:\u0026lt;a.1'li.:iat:~rs :f ::i.:.:.:::en, s:_c:, 1s an ~!:l..cac~:~al axa:nir~e:-,\n::sycno~:gi:::al axam!~e:, ~s1c~:::Jgist, ~tc.\n2. T\nie ::eam -nay ceter::iire ::-:at a ,:n:.:o \"las a s\n::e:~f.:.: :ea::ii:-:c\n:!.saoility if: a. t:ie c:-,ild -:c~s iO~ ac:iieve .:crr:nen.s.. :.3 t? .,:~:i i!S :1r r.er age ana 3oi:::1 :evels Ln c:-:e Jr .11ore of tne :::i1~:w1:-:c\n.3re3s .nen\nir:vicea i,\n, :e:u:ii:-:g e~oe,:.::!:-:ces 3o\nircpri3,e ~o: ::-:e ::-::..:.:\n1c\ne .:\nr 3oili!:y le' els: (.:.) oral ~xp:essicn (2) ~!.s~:ning comp:enensicn U) :eac :.ng c:mp rehens :.on (,) -nat:-eciat~cs calc~lat.:.cn ( :) .-nat~ematic3 reasoning The team :TIUst oetermire\ni severe 1iscre\niancy :eteen icnievement and intellectual aoil.:.ty in one or more\nf t:Me above-named areas. Sum-nar!.zefa: om ?. L. ]4-142, 3ect.:.cn :~:a.5-.0-543 ucoa.S.:.C-543 as ..,e..,11: !es.:.gnated) 00136 -5- - J. Ooservac.:.on: At least one evaluation team lllel!'bero ther than the d'U.ld' s regulu teacher snall ooserve the child's acadelllic performance in the regular classroan setting, 4. Written report: The team snall prepare a written report of the results of the evaluation. The r~ort must include a statement of: a. whether the child has a specific learning disability, b. the basis for making the determination, c. the relevant behavior noted during the ~bserv~tion of the ct,ild, d. the relationship of that benavior to the child's academic functioning, e. the educationally relevant medical findings, :r any, f. hether there is a severe disc:epancy bet,teen achievement and ability which is not correctaole without special eO'JCation ano related services, and g. the determination of the evaluation team concerning the effects of envirorvnental, cultural, or economic disadvan~age. Eaci team memoer shall certify in writing whether ':he report reflects his or her c:::nclusion. rr it does not, the team merroer rust suomit a separate statement presenting his or her conclusions. E. Evaluation Confer~e Within thirty (30) calencar days following the c:::~let!on of 3:.,: f:::rmal evaluation activity, the Evaluation/Prograrrrning Conference rust be held. Notificat!on of t.'\"le parents should precede this conference by a mini!IUII of fourteen (14) calenoar days. If the parents do not respond to the first notice 'llithin seven (7) calendar oays, a second notice lll.lst be sent. Sa,rple Forms F and F-l are appropriate for the required notificati~. Every effort rust be made to inform the parents of the scheculec ::inference and its purpose. If the parents fail to respond at all, or indicate that they ::o ~ot wisn to participate, the conference lllJst prcce~ ithin the thirty (30) calendar cay ti11e f:3111e. The Evaluation/Progranmi~g Conference is called and chai:ed :y the pr:::fessional who as cesignated at trie Refer:-al Conference to assune :esoonsioili:y #:: ~aving ~~e cecision carried out. It is c~:.-!.seo of 3 11in!!T'I.Jomf three (3) 11emoers ar: 11ust incluce at least one professional ccmpetent to review and !.nter\n::i:et ~~e eval\"..Jat.:.:n :esults. Aoditional members shal.!. include persons such as the follow:.ng: l) the stucen~s :Jarent or\nuardian, 2) the student's present teacner, 3) other professionals or soec!.al ec\"...cation oersomel who may be involved in providing services. The stuoent may be !.ncluoeo .:.n al: or part of the Conference, when appropriate. After reviewing all the oata, the person! attending trie Sva!_ac!.:::n/ ?rograimiing Conference will: (1) Oe~e:mine wnether the stuoenc is nancicacpec.\n5ee ?rcg:am Standards and E..'..cibilitv Cr!.teria For Scecial E:::lucation. ::-:e cnilc coes not meet ttle el.:.gioility cnteria, tne oecislon of cne .::cmm.:.::ee ,,ill be \"hat no special eoucacion services are neeceo.) (2) Sp~!fy the primary hanoicapping condition if the stucent is determined to be hanoicapped. (3) Design an Individual Educational Plan (IE.OJ. (See i:!I. ?RCG~AMMit-CA. lso see Sa11-pleF orm J for developing the I.S.P.) (4) determine appropriate placement for i~lementacion ,r the Individual Educational Plan. Decisions must be based on careful analysi\nof the evaluation caca. Severity of handicapping condition, behavioral cnaracteristics, and emotional needs of c:ie student 111.Jsbt e considered in making plac=t and service decisions. -6- 00137 ] 1 I I 1 1 A cent '.r.uvm 'J f ecucat'.cnal services ror nandlcacced stucents ls :ecui:eo. Serv lee set t!ngs vary ac:c:olng to ::ie severity or tl-e stucent' s nanclcao. The\n:,lacement decision ':imulateo at the :'.vakat1cn1Prcgramming C.:::nference :nust aaoress th!.s ccnt'.r.uum of services to assure that ':.he stucent' s !nc'.vlcual ::01.icaticn ?~an can :::e !.\nnc\n.ementeo .'..n the least :estr.!.c~lve settir.g. The continUI.Jffl of services ls as follows: l. Regular Class - Indirect 3erv1ce (resource consultant or 1:lnerant instructor) 2. Regular Class - Some Dire:t Inst:uction (itinerant inst:uctor) 3. Regular Class/Resource Room (up to 50% of tne instructional cay in a qesour:e Rocm) .:i. Self-Ccntained Class with/it:-:out 'l.egular C~ass (miniirum of 50% of instr:.Jctional cay in self-c:::ntained) 5. No Instruction in Regular :lass (special Oay Service facility) 6. Residential School 7. Hospital Program 8. i-'omeoound Inst:uction All cecisicr,s :nade at t.:ie :'.'lal-..iat:.cn/P\n:,\n:arrmi:ig '.:.:::nference are :ec:r::eo on an :'.valuaticn C.:::nfere!\"1CCe ecision ,or~ simi:l: tJ ~2\"'0:e ,o:~ G arc si\nrec :iy ::iose 3::enoir,g the c:infe:enc~. ~t il'IJSt 3lso :e si\nr.~~ Jy ':..~e :~civicual ~c::ti:-:i3:.:a~:,\"!l/ :esocnsi:~e fur scecial\nervices in :he Oist:ict. At .'..eas~\nne ::i::fessional is ces:.\nna:ec as :esoons:.::e fer ensuring ::nt ::ecisions :eacneo at ~:,e .::-,alyatiJn/?::g:arrming :::nfe:e!\"1ce\nre ca:::.eo out. ?arents/guar-:lians ~st :e\n,rovi:ea\n#rit:en scacemenc :f :~e i::2c:s::n :Js:.r.g :an 300:cp:-iate ?are.it Notification ,arm ~xpla.:.ning ::,e :easons leacing :o ::r.e cec:.sion. Sairple F\"o:~ rl is an exarrpie :if an appropriate ~er~. Not.:.f:.caticn or :ne :ecision -:iust ::ie -:iaoe ~i::nin sev~., ( 7J :alencar .:ays of the :'.va.'.Jation1P::::\n:=ir.c\nC.:r,ference :f\n:a\ne!\"1tS are :iot\n::-ese~:. A ,cme contac: ,1nc/o: '1ome v:$iC -~st:! \":1aC#en en :~er! ~s any :eas:r. ~o ~eli~ve :~a::-!\na:en:s ~ay :ec_::~ assistance :.n ..r.cers~anc!r.g :~e nc::~!.cat!.\nn J: :~a :'.valuat::r.,~:::\n:\n-~i~c\n:\nr.fe:ence :ec:sion. All ~:J:-en:: e~ ...e.s ::s ~c: ~Jr'::\"er: nf':r-:at!:n s~cu:: Je :esccr:cec :.: 3S -:t.J::i\u0026lt;:/\ns\ncssi:Jle. ~ny\ner:!nenc !~f~:~ac!\nn :e~a:~!rg sce:!31 !C~cac~~n s~:,::es. 1ssc:.:..3:e~ ~ea!~al 3nc icc:al 3er,ices, :,are!\"': :r\nani.:a,:i.~ns, and :areri: :r:grJms sr.cu.:.: =~\n::::vi:e~ :: :are!\"ts. ?3:-erical ass.:..s:ance .:...,. . ~:icer\n:recac.:..cnof ~13.:.\"Jat:.v:ea c.1 :Jr oc.~er -:-:a~:-!:S:e ::J.:..~~r.t\n: ~ ::--e :cucJ:.:..:r.al sta:us of ~-e\n,~cent m.Jst Je\n:,rovi.:ed. ?arental :onsent\nnust :ie ootaineo oefore initial\n:,.'.ace~e!\"1~J r J ~anc!.:Joc:ec st:.JCe!\"1t :n a arog:am orovi.:ing sc:ec!.al eoucJt.!.cn ano :elateo servi,:es ...s !.r,c\na ',:\".1\n:.,,ilu ::i 3amc:e =-o:::i L ::.,ceot\nor evaluation ano initi ,l\nilacement, consent ..,ay '\"'Ot :e :ecui:e-: 35 1 -::::no::::n of any :ienefit to ':.'1e parent or cr.ila C\n:nt!.:iwation of placement :n :re same set::.ng :ces not requi:e an annual consent form. ~a ental 3\u0026lt;\n::eement :o c:-e annual :e,iew ,no .c:eacance Jf tne rE? thereafter il!'plies consent. 11 ,weve:, snculd a cnange in placement or service jei:very occur, an uooateo placement consent\nnould ::ie octained. rifteen ,15) calenoar days foEo ing\n:,arental notif:::Jt::::n of :::ie C:valuat.!.on/Prog::a!T'ming :::orference Ceclsion, the recommeno, a serv i:es snall oe\n:::::viced, unless tne\n:,arent/gua.aian oo:_ects to ::ie placement. If\nucn an :ejection is receiveo pr:cr to :ne exoi:ation of_ the f 1-teen ( 15) calenoar day per ice, the s :~cent shall remain :.n t:ie then curreN. eoucat ~anal pl 1cement penoing the outcome of tr e approoriate :eview ::cceoures. The oarent/\nuaroian and tM sc:,ool ::istrict may agree to a temporary placement .::ienoing tne .:utc:me of t,,ose proceoures. To the maximun extent approoriate, exceptional children :.n .:lrkansas shall Oe eoucated with chilaren wno are not hanoicappeo. Special classes, se:,arate sc!\"lool!.!\"1go r otrier removal of hanoicappeo Children from the rec\nular class environment snail occJr :ni, hen the nature or severity of the nanoicao ls sucn tnat ecucation in re\nular clJsses witn tne use of suoolemeritary aios ano services cannot oe satisfactorily acnieveo. Furtner, it is ~he policy or tne Arkansas Deoartment or ::c~cation :h'lt \u0026gt;ianolcaoceo cnilcren nave the r.!.ght to be eoucateo 1 :n their non-nanaicacpeo\n:eers, unless dear ev icence Ls avai:acle ~tiat partial or full :emoval is aesiracle for the elfare of tre cnilO or other children. 00138 -7- - When an exceptia,al child 111.CSbte usig,ed to a special program, ec1Jcational goals snall be specified. If-en tnese goals 1r11 111et, the student shall be returned to the most normal setting possible, consistent witn the d'lild's capacUities and eci.cational needs. G. Independent Evaluation- The local school district shall inform parents at the Evaluation/Programning Confererce that they hav,! the ril1lt to obtain an independent evaluation at puolic expense if they disagree with the evaluation provioed by the local sehool district. However, the local school district may initiate a hearing (see Part IV, Section I) to show that its evaluation ls appropriate. !f the hearing decision is that the evaluation is appropriate, the parent still has the rig,t to an independent evaluation, but not at public expense. Ir the parent obtains an independent evaluation at his or her own expense, the results or the evaluation: l. ITIJSt be consicered by the State and local educational agercy in any decision made awnidth respect to the provision or a free appropriate pu::,lic educatioo to the Cl\"lild, 2. may be presented by either party as evidence at a hearing re\narding that child. rr a hearing officer reQIJests an lnoependent evaluation as part of a hearing, the cost or the evaluation lllJst be at p1..0lic expense. Any and all evaluations conducted at pl.tllic expense ( including independent evaluations) :11Jst be conducted by persomel licensed and/or certificated by t\"le apprcpr!ate regulatory agencies and/or boards according to Arkansas law. ~or the purposes or this sect!on, \"!ncependent tvaluation\" means an evaluation c~ted by a qualified examiner who is not e!!Cloyed 'Jy the public agency responsible for the education of the child in question. -8- 00139 r [ I I ..- \\:! i r( ( Cl u a: n r- ~ n. r OJ a, c u u r. J. 1fl c \"' ,. ,, ,u 11 ,~. ~ ft I' n CJ 1, ll t,f) .! I (l ~: ,'\n- ,, .,, r ::,1 ~ o 1'1 I I, Vl -f~ \n, f -~ ., I tl QI V'I n , n \nu :: (\\J r. .~~: :u fl u ~~ ,, 3 :..! ~ u ., d ,: t\\t '' rn  11 Vl U ,,. f1J CU l. -4 VI u .... 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C:acn puclic agency ITl.JSt\nirovice spec.!.al ecucat!.cn 3M :elatec ser,::es :o a anc!.cacpeo cnild in accorcance ,i :.n an inciv1cualized education plan. However, tr.e :nciv icualizeo ecucation plan is not a oinoing contract, and federal law ooes not :equire :~at any agency, teacner, or omer person t::e held accountaole if a cnilo aces not acnieve t.\"'e c\nrowtn\nirojected in the amual c\noals and objectives. s. Annual ~eview of Child Progress All scecial services are to be vie~ed as :.ransitional arrangements, 1th the -\noal or changing services to :::e ,-nost acPrcpriate ln response to ~,angi:ig c:,ilc ~eecs. F~r :nis reason, continual monitoring and review of ct,Hd\nirog:ess :.a1\u0026lt;es :,lace f.:ect.\nently to 3s~ re tre rost appropr:.ate service For tr,e cnilo. The :evie'II shall incluce: (:) :e.evant .:.nFor:nat.:.onf rom al. these\nirov.tc!ng .:.nsc'-.lct.:.:::n=3aln d/or relateo services, (2) an 3nal\ns.:.s of t:-e c:iil::l's ce: for:nance !.n _all acacem1c areas, ano (3) an anal,sis of :.\"le C.\"l:..o's :ur:ent soc:.al ano/or acaptive func::oning. Thls :ev .. e'II 1s mace in :elation co t:ie c:,i o's !ncivicual Education Plan. The plan is uccateo in a :corcance it:, c:,e res.\nlts of '::..--e:e vie\"' at least annually. Revie'II of cni.O's progress snoulc1 be mace at any t.:.me l..pcn reql..est :if aoprcpr.:.ate :nofessicnal personnel anc/or the cni_d's pare,ts. An annual report of eac:, nanoicaoped cnild' s progress '.s\ni:-epared .,ear tne eno of eacn school year, with ,ri~ten results suomitteo to t.\"le pa:ents ano co ~r.e :::.rc:.pal for sc.'iool records. one professional is designateo by the princical as :-esponsi:iie for\ni:epar:.ng tne annual reoort. The cnild's inoiviCual eoucation plan is uooateo in acc::-::ance it:i :-esults of the report. Parents have tne ric\nnt to attend ano ce .:.nvolvto in tr.e annual revie'II. rr :-e-evaluat.:.on is :-ecui:-ed ano agreed con at t:-:e ::i-e ::if annual :-evie.- ano t. e sixty (60) day time line 'or c::mplet.:.ng tne evaluat:.Jn ,cu:::i , 3::. :l..:-:ng tr.e :.:.me\n::~cl.:.: scncos are not in session, special ag:eement oeceen pare:--t 3nc sc\"'.ool .:ay specify :.--:e .Jate 'llhen re-evaluat.:.cn cculo reasonaoly :e excec:eo :o :e ~c~c:eceo. Nr:.::e-, :oc~mentaticn stating the oate for completion of the :-e-evaluat.:.an ano reasons fer ::ie extens.:.cn :eycnc\nixty (60) cays are required. c. Hanoicaoped St:.icents :01aceo inc: 'le'er:ec :::i \"::.,at~ Sc!'1cols Under .J.ct 102 of 1973 as amerceo anc ::--e St:\n:? \"~an 'Jr ::::~:::.al ::-:ucat:.::in, local sc.'iool distric\u0026lt;\ns and public ac\nenc!.es are\n::e:-mit':ec :a olace .,anc:.:acpec ::-::.:::~n :.n\n::rivate schools provioing special ecucat.!.on. ?uol.:.c La\" ]4-i.~2 .~as necessitatec a clarification of tl\"le policies regarding\nirivate scncol\n:::lacement: 1. 11hen a scticoi cis::r.:.:::t or\n::uol!.c ac\n~r.cy i:i ac::o:::ance it.'\"1 S:a::e :egulations has cecermined :.\"lac ~\"le mst ac~rcp:!.ate :::c\n:~m f:::r a ~ancicac:e:: s:Jcent :.s 3vailable on a puoli: sc..,ool :amcus and :::ie\n:::a:enu forego ::iat Joco::i..n.:.:1 :.:i aver :Jf\n:::lac.:.ng the st:.ioer.t in a\n::r.:.,ate\ner.col, :nen :ne scnool a!.s::i::c 's :'.:.ranc:.a:. :espcnsibil.:.:y for eCl.cat:.:--g ~~at\n,~:enc .:.:\nal\no aive::l. 2. ~nen a sc:--ccl Jis:::.c: :ece:,i:-:es :.a: aco::::::r:.a::e ser,:.:es :arr.c: :e\n:::rcv:.cea at tne site :\nf .:r.e _:.:. i ., ::iey -:iay encase :o ::int:act ith anot.\"ler agerc-\nt'.J '.molement the i:ioiv:.cual educat:.~n\n:::lan. ?a:ent.s .no ::.s.\ng\nee it:, Sl..c., i\niiiCe\"le,t. :eci\nion nave t,\"1e rignt to appeal. 3. The fol:::.ng -\n:eps rnust :e ~3Ken i:h :es\niec: :o :~e ::ic:.,i:uai. :::ucat:.cnal ?lans cevelccea ror st~=ents placeo in ~r:v=3r:e rac:.lity: a. Eacn sc~ccl ~ist\n:.ct Jr =~c!.:.c a~ency Jr.all ~~ :esconsi:l! for ~ne =~velccment and implementation of an :::.\" r-c: ~acn ,ano.:.:.icceo c:iil.:: .no is p~aced in or referreo to a :rivate :ac:.lity, ls enrol:eo in a ~aroc:-i.al or other\n:irivate school, ano :eceives spec:al !Cuc3ticn 1no relateo servi :es From cnat school district or ~uolic a~ency. b. Each sc.'1ool district or\n::uolic agency shall ae responsible for the initi,1tion of 1Teetings or conferences for tne pur\niose of oevelcoing, rev ie.,.ing, or revising tne IE?. c. Eacn sc:icol district or\n:uol:.c a~ency snall ::e respcns.:.::ile for Jrov iding a representative of the private school witn tne copor~unity to attend the conference at wnich tne ::? is cevelcceo. tr tr.is reoresentat:ve cannot attend, tnen the scnool oistrict or agency ITl.JSt use oc.:,er ,netnods such as telepnone calls, pre or post conference meetings, etc. to ootain participation. This ,T,eeti:ig snall ta1\u0026lt;e place cefore tne nanoicapped cnilO is placed in tne private program. -10- 00141 r l l 4. d. After tne ,\n:,i .!.:: as ence :e::: '::\"le\n:ir\n.v ace sc:ioo.!. :ir ~ac!.ll :1 , any -neet!.r:\ns :o :eview ano :evlse ::-.e c:-::.:cs i~ eay ~e !.nlt!.ateo :r ::ro..c:eo oy t:ie ::r.:.vate sc:-:ccl or fac.:..!.i:1 . s1..c:1 eeet.:.nc\ns a:e conci..c:eo, it is t:-e\ncncol Oist:ict' s or cublic a,\nency 's resoonsibill:y to insure :nat trie recuirements for\n:iarental\n:iar:ic!.\n:i.tion ano consent are carrieo out. e. Eac:i school d1s:::!ct or\n:iuol!.c agency mus: insure ::?s are cevelcced for all randicappeo cn1lcren it olaces !.n ::ir!.,ate scnools. r. T-e school district or\n:iuclic a,\nency ~ay :eculre ~:,e ::rivace sc:iool or facility tJ furtner :ef!.ne ~e :~ :evelcceo at ':ne ~valuat.:.cn/\n::,\n:alT'l!ling ::nference. g. A '.l of t~e above :equi:e'l!ents also apply :o .,anci::ac::ed stuoents err::il.'..ed in p:!.vate or :\narccn!.al\ncreels -ho :eceive scec!.al ecucat!.en f:cm ::ie CUJllc a~ency or :ocal sc~ool cist:!ct. For c:iilcren enroLed in\n::r!vate sc~cols Mr o c!.st:.:.cts or puol.!.c a,\nenc.:.es, :ne fo.!..:.ewings n\nere not :i aced or :efer:eo Oy ac\n:,ly: scnool a. To the extent :onsis::ent shall make orovision ror\n::r:.vate scnools in scecial with Title vr-a funos. -i'::i ::iei: '1L -oer anc ~:cat.:.er., local sc.\":ool c!.s::::.::s ':ne ::ar:.:.c.:.::, :.:.en :if ~ane:.caccec cn:.:c:::en enrol:eo in eci..cac.:.:in aro :ela::eo services f:.:,anceo -nolly or .:.n\n::art b. ihe neec!s of Jri' ate scnool ,ancicaooed c:-il::::en, ::ie ,unoer -no ,,ill\n::art:.::.\n:i:.ate :.n Ti:.!.e VI-3 services, ano :.-e :ypes or scec.:.al ecucac.:.:n and :elaceo ser' ::es ,,nicn !:.~e local sc:iool :Hs::::.c: -111\n:ircvice 11us:: :::e ::ete:.,:..-~eo af:er c:insi..l:a-~:n -n\n.,\n::ersons ,\u0026lt;nowlec,\neacle aoeuc : . .,e ,eecs :if :.-ese :n .. .!.::en. The oasis 'o: :::-:e cec:.sicn is ~:-.e leve.!. cf ser' !.:es orcviceo .,anc:.caopec :::-::.:cren enroUeo .:.:i ,:1..ol.:.c sc:iools. c. Se:1i:es co\n:r:.,a:e scree~ arc:.:aecec cn:.::::e:-: ay -~ ::i:oviCed :.-::iuc\nn suc:i ar:Jr~ements as :uai ~n\n:l~~enc, ~CLcacicnal :3c.:.= 3nc :e:~visicr., ana ~~e ~=~vision of 110oile ecucaticnal ser,i::es ar\n:1 e~u!.\n:,ment. d. A lccal :\nc:-ocl j.!,st:!:: eay ::::ivice scec:.al ec-~cat.:.:::n ire :elat~c ser,::es to :ir.:.vate sc:iool rianc.:.:Jcped ::i.:.:::en ~ni::, are :::.:~re\"'i: ':::n ::ie\ncec.:.a~ e:1..cJt.:.:::n \u0026lt;1nc relateo services :.t ,:r\n:iv:.:es :o :1..ol!.c scneol c.-:..:.cren, :.f c.-e diffe:erces are :iecessary to ,11eet :re scec:.al .,eecs\nif ::,e :i:bace\n::-:ocl iar.c:.cai::\n::ecc :i:.:.a:en, ano ~.,e scecial ecucat.:.cn ar.c :e:acec serv :.:es are ::rr::anc.:.e !.n ~uali:y, sc:ce, ano\n~f c. .c. -uni y f ...r \"\"a- L...,:\"\"\"4a-tn ::: :~cse\n:-oviCe~ -=~ ::...a:!.=\n.:..-:eel ,:!1!.!.c:en ii::i ~eeas w e\n~al lrnco\n'\n~c~.----~ - ~ :,~o:!c sc~col :e:sor.ne! ~ay =~ ,ace 3,a::Jc:~ :.~ ::-e:- ::'i\nr. :------ 5C'.\"\"CC.~.3 c:..:.:.::es :r:l\n1 to t~e e.\"c\u0026lt;~ rit -e,:es3a:, . .J : ::, :..:e s~:, ~.:es =~~-,: =~-:=y ..... Q ,ar:::..:3c\n:::ec ::ii~:ren ana cn:y .-ne!1 :.,as~ sar,.:.:es lre ........ ::-a.:.:_1 ::::,.:.:e-: :, :.\"'le :::,ate sc:icol. ~3c~ lccal scnool 1ist:i=~ :::v:c1~g se:~!:es ~: :~!!::!~ ~~::!!ec :~ Jr.:.,ate sc:iools snall :naintain conc:.:iu.:,.g ac:ar.isc:a:.:.ve ::!\"'::ol ire ::.:~c::..:n :v~= ::-:csa ser' iCes. g. rne ser,ices provicaa ,,,ith f'. .r c: i...nce: 7i:!~ ,r--:, ..: : :l:.\n.:.:~e ,3r.c.:.:3oce:: :,::::=n enrcl:eo in\n:ir:.' ate scr.ools nay ~oc .:.rc!~ce :~e :ay~enc Jf sa!ar:.es cf :eac~ers Jr nr.er ef!'Oloyees of\n:1r:.,c1ce sc: eels exceot :r sa:,ices :er:::nec Jwtsi:e :~ei.: :egular ncurs of .Juty ano uncer ::uol:.c super,isi:n ano .:cr.::::il or ::ie ::ns::: ..c. :.:.cn of private scnool facilities. h. C:cuipment accuireo -it.\"1 funos _ncer Title ,r-a ,ay :\ne ::laceo on ::iri'lace sc:iool ::iremises for a limiteo per.:.oo cf t:.:ne, ouc t:-:e :.:.cl: :o ire acm~niscrative :cnc::-ol over all equipment 1\\.JSC oe cetai,eo ano exerc:.seo ::ya :uolic ac\nercy. In exercising aominlscncive ce,trol, !:he ::iuoli.c a,\nency sr:all -\u0026lt;ee::i recoros o: ano account for the eouioment, sna. l insure that !:.ne ecui::iment :s Jseo solely for the pur::ioses of the program or c::ojE:t, ano remove the :cui\n::ment from Che\n:,rivace sc:iool premises Lr nece,\nsary to avoio its being useo for ot11er\n:iurposes Jf the i::rogram or project. 1. Programs or projects car::.eo out tn public ~aclli~ies lnQ involving joint part1cicat1on by eligible nanc .cacoed ch110ren enrolled in private scnools and hanoicacped ch1ldren enrolled . , PL.Olic scnools, may :,oc include classes that are separated on the Oasis of scncol enrollment or t:,e rel!.c\n:.cus arfiliations of the Children. -11- 00142 J. Funes\nirovicea uncer Title ,r..a and ::,rcoerty oer:.ve::i f::::m '::iose ~t..nos 11ay ~at :::e used as an advantage to any private scnool. k. P:-ovisions ror serving\nirivate scnool nandicapped cnildren .11ay nc t include tne fi:,a\nc:.r.g of :ne existing level or instruction in tne private sc:iools. PAATI V. Il'-OIYICi.JAPl.R OTECTIONSA W PRCCECI.JRAS.L.F EGUAAOS A~ Prior Notice - Polley and Procedures Prior \u0026lt;tritten notice snall oe given :o tne parer.ts, guard!.ans, or sur:::ga:e\n::arents of a nandicappeo cnilo or a cnild .,itr, a suspecteo nanc icap Oy the ~ccal sc:icol :::.scr:.ct. ?::.or notice snall. oe affcrceo to the cn:.ld him/herself in tne event tnat r.e/sne :s :s years of age or older. The agency shall ,,ave :he opt!.cn of ei':ner ut!.1.!.zing the ::ontent ano n\nan:.zat.:.cn of the .,ritten materials proviced in :nis :::ocument for\nir::ivicir.g pr!.or not:.ce or ut::iz:ng any otner written materials so :cng as tney -neet the fellowing standarcs ar.d ir~luCe: l. a full explanation of all of tne procedural safeguaros avaLaol~ ta tne\n::arer.ts unoer tnis\niart\n2. 3. 5. 6. a Cescri::iticn ::\nf ':he ac:!.cn oroposed or refused '::ly ':he agency, an exolanaticn of ny the agenc, or::ooses or ref~ses co take ':ne action, and a Cesc::.::it!.cn of any ::pt:.ons !.n tne agency :cnsice:eo ano tne reasons ny :nose opt!.:ns ere :e~ec:ed\na cescr:.ot:.:::n :if each evaluat!.cn pr::ceoure, test, rec::ir-:l, :ir :ecor: :he agency l.Ses as a basis for the\nirc:osal or refusal\na ::escr:.::.::.:n ::if any :ther factors nlcn are relevan: :o :~.e age,-.::,' s pr:posal :ir refusal\nlanguage ..r,ce:s.:arcao:e ':o '::'le\neneral puol!.:: and :roviceo :.n t~e :\"'ative :anguage :f tne\n:iarer.t or Jt:\"'er -:ioce Jf ::11m.Jnicat:.on usea oy ':ne\niarent l.11less it is c~aa: ly not Feasible:: co so\nand an :iral :::-arislat:.on or a ::anslat:.on by :it:-:er 11eans t:, ':he event that t:ie iati,e lang~age Jr ot:-:er ~ace of :::ctrmuni::aticn of tne parent is ,ct a rit::.en language, so tnat ~,e\n:iarent ..rioers:ancs =~e :::intent of t:,e ~ot:ce,\nr.J a wr:.::en r~cord :e:ec:s that this t::-anslat:.on as\n::roviCed. Prior :iot.:.ce :nusc :e aff\":r:ed :n t!-e :':::i.owing .Jccas!.ons: 3. cest:uct:cn : f :.n fo:~ac.!.:n :n ac::JrCance 111itn :\nie ::nf :.:ent!a.!.!. :y Jr:ce~u:es\n1.i. refusal :y ::ie agency to amend stucent recor:s in ~c::r:ance ic:, ::ie c:ri f icer.:::al.:..- .: , :::ccec .. Jres\n5. en any :c:as:.cn hen t:-:e scnool district or:coses :o :nic:.3te ,.\n:-:anc\ne ::-e icentifi:at:.cn, ~valuat!.on, nr ~cucaticnal placement of u-:ie C:\"'i::\n6. on anv :ccasion nen ::ie scnool district refuses to ini:.:.a~e Jr c:iani\ne ::ie icentificat!.on, ~valuation, or acucation olace~ent of c:'le :nild. Prior ~otice relateo t:i :ef~rral recuires the following proceoures: l. Parents and otner parties may refer their child for c:n\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_874","title":"Court filings: District Court, consent decree, LR-C-81-130","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":["1984-07-12"],"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":["Civil rights--Arkansas","Education--Arkansas","Educational law and legislation","School facilities","Student assistance programs","School integration","Little Rock (Ark.)--History","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, consent decree, LR-C-81-130"],"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/874"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_964","title":"'Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District''","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":["1984"],"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 discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["'Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District''"],"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/964"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_896","title":"Early childhood/Hippy program","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":["North Little Rock School District"],"dc_date":["1974/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","Student assistance programs","Educational statistics","School improvement programs"],"dcterms_title":["Early childhood/Hippy program"],"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/896"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nA Parent's Guide For a Successf u 1 EVEN START Program North Little Rock School District 2700 Poplar Street North Little Rock, AR 7 2115 (501) 771-8163 l Foreword We are pleased to welcome you and your child to the North Little Rock School District Even Start Program. This guide is designed to acquaint the families participating in Even Start with the goais and objectives of the program. School District Staff James Smith Gene Jones Esther Crawford Jim Dyer Jann Pharo Nova Staggs Superintendent Assistant Superintendent for Instruction Director of Elementary Education Director, Even Start Even Start Coordinator Language Arts Coordinator School Board Members Mrs. Mable Mitchell Mr. Prentice Dupins Mrs. Pat Blackstone Mr. Lynn H~ilton Mrs. Dixie Harrison Mrs. Emily Denton Rev. J.W. Johnson President Vice President Secretary Member Member Member Member What is Even Start? Even Start is ... a home and center-based education program for ~ three year old children and their parents . .. . designed to provide early childhood education to young children while simultaneously providing basic skills and literacy instruction for their parents . . . . a commitment for parents to work with trained paraprofessionals on specific skills to help better prepare their child/children for school . .. . designed to equip parents with the skills necessary to improve their own education and to create a positive, nurturing home environment for their child/children . .. . a federal program which the North Little Rock School District is pleased to offer to patrons in target areas. What are the Even Start goals for parents? To learn to assess the educational needs of your child. To become aware of how to use everyday living experiences and materials to enhance your child's learning. To develop ideas and materials on how to become a better teacher of your child. To improve your knowledge and understanding of early childhood development. To improve your abilities to use your own resources to the best advantage. To help you reinforce your child's positive behavior. To help you assess your family's health, nutritional and safety needs and access appropriate resources. Once every two weeks a trained paraprofessional assigned to your area will visit your home. You and the paraprofessional will work together to plan and implement activities, techniques and lessons which will enhance learning for you and your child. Parents and children will also be scheduled for activities outside the home every other week. These activities include: field trips, computer-assisted instruction, arts and crafts, videos, workshops, and presentations designed for the interests and needs of Even Start participants. What are the guidelines and expectations for Even Start parents? Help us serve you better by observing the following guidelines: - Be at home at the time of your scheduled home visit. - Attend group meetings scheduled in your area or at the Parent Center. - Call your paraprofessional or the Even Start office if you are unable to keep your appointment. - Work with your child on a regular basis. - Have completed activities ready to be checked by your paraprofessional. - Call the Even Start office at 771-8163 or 771-8161 if your paraprofessional is not keeping appointments with you. Occasionally, an emergency or other unexpected situation will occur that will prevent you from keeping your appointment. Should this happen, we ask that you contact your paraprofessional or the Even Start office. Please work with your assigned paraprofessional to reschedule your make-up lesson as soon as possible. What kinds of skills will children in Even Start be taught? An Overview of Skill Areas and Activities Basic Skill Areas Tactile Discrimination Visual Discrimination Auditory Discrimination Conceptual Discrimination Types of Activities Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Using different sounds to: Listen Identify Describe Compare Imitate Using spatial concepts (up/ down, next to, between, on/ under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Name common objects Classify Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Discriminating by size Counting 0-10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Logical Thinking Self-concept Creativity Motor Skills Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Fingerplays Work with clay Finger painting Scribble Roll Climb Crawl Jump What else do Even Start parents need to know? Q. Who is eligible for the Even Start Program? A. Families with three to four year old children (children must be 3 by October 1, 1991) who are not served by preschool or by a similar family-centered program and in which a parent has a need for basic skills training or literacy education. Q. What do the program activities include? A. Program activities include: identifying and recruiting eligible children\nscreening and preparing parents and children for participation, including testing, referral to necessary counseling, and related services\ndesigning programs and providing support services\nestablishing instructional programs for the adults, training them to support the educational growth of their children, and preparing children for success in the regular school program\nproviding special training for staff\nproviding and monitoring integrated, home-based instructional services\nand coordinating Even Start programs with other related programs. Q. How does a family enroll? A. Call the Even Start Office at 771-8163 or neighborhood elementary school office. Q. What is the purpose of adult literacy training? A. The purpose is to improve basic skill levels of parents in order to enable them to better serve as their child's first teacher and to improve their own educational level. Q. May parents who are Even Start participants elect to participate in only some of the family or parental activities? A. No. The Even Start program is a family literacy program. Its components are linked together in a unique effort to provide educational services to both parents and children. Both parents and children must participate in all activities intended to serve them. Q. How long must a family be in the program? A. A family must remain in the program for one school year. Q. Where will Even Start services and activities be located? A. Services/activities will be provided in the homes of the families being served, in the Parent Center, and in the community. Conclusion The North Little Rock School District is committed to providing a comprehensive, family-centered approach to both early childhood and parent education. The goals and objectives of North Little Rock Even Start are based on recognition of the fact that in terms of a child's education, \"home is where the start is.\" We realize that you, the parent, are your child's first and, in many ways, most important teacher. We look forward to joining with you as partners in building a strong foundation for your child's success in learning and in enhancing your skills as both a learner and a teacher. We thank you for your commitment to the goal~ of North Little Rock School District Even Start. Booklet compiled by Nova Staggs and Jann Pharo Children Learn What They Live If children live with criticism, They learn to condemn. If children live with hostility, They learn to fight. If children live with ridicule, They learn to be shy. If children live with shame, They learn to feel guilty. If children live with tolerance, They learn to be patient. If children live with encouragement, They learn confidence. If children live with praise, They learn to appreciate. If children live with fairness, They learn justice. If children live with security, They learn to have faith. If children live with approval, They learn to like themselves. If children live with acceptance and friendship, They learn to find love in the world. Dorothy Law Nolte A Parent's Guide For A Successful HIPPY Program North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115 (501) 771-8055 Foreword This parent's guide is written to acquaint you with the HIPPY Program philosophy and the policies that help make this program so successful. We are pleased to welcome you and your child to the HIPPY family and know that with your cooperation, both you and your child will reap educational benefits for years to come. HIPPY is a successful preschool program that really works. It works because of people like you. School Districts throughout the United States have reported excellent outcomes as a result of families participating in HIPPY. Thank you for taking time to teach your child. We know that you will enjoy playing an active role in developing his/her learning foundation. Your are after all, your child's first, most important and most influential Teacher! School District Staff Mr. James Smith Mr. Gene Jones Mrs. Esther Crawford Mrs. Barbara Gilkey Superintendent Assistant Superintendent for Instruction Director of Elementary Education HIPPY Coordinator School Board Members Mr. Lynn Hamilton Mrs. Mable Mitchell Mrs. Dixie Harrison Mr. Prentice Dupins Mrs. Emily Denton Mrs. Pat Blackstone Rev. J.W. Johnson President Vice President Secretary Member Member Member Member Parent's Prayer 0 HEAVENLY FATHER, make me a better parent. Teach me to understand my children, to listen patiently to what they have to say, and to answer all their questions kindly. Keep me from interrupting them or contradicting them. Make me as courteous to them as I would have them be to me. Forbid that I should ever laugh at their mistakes or resort to shame or ridicule when they displease me. May I never punish them for my won selfish satisfaction or to show my power. Let me not tempt my child to lie or steal. And guide me hour by hour that I may demonstrate by all I say and do that honesty produces happiness. Reduce, I pray, the meanness in me. And when I am out of sorts, help me O Lord, to hold my tongue. May I ever be mindful that my children are children and I should not expect of them the judgement of adults. Let me not rob them of the opportunity to wait on themselves and to make decisions. Bless me with the bigness to grant them all their reasonable requests and the courage to deny them privileges I know will do them harm. Make me fair and just and kind. And fit me, 0 Lord, to be loved and respected and imitated by my children. What is HIPPY? HIPPY is short for Home Instruction Program for Preschool Youngsters. HIPPY originated in Israel in 1969 and has been in the United States for six years. ltis spreading rapidly in other European Countries and the United States. The North Little Rock HIPPY Program began in 1989 in the Redwood attendance area. It is a home based education program for four and five year old children and their parents. Parents commit themselves to work with a trained home visitor for thirty weeks on specific skills to help prepare their child/children for school. HIPPY is an excellent program and North Little Rock School District is pleased to offer this high quality program to patrons in the school district who live in the target areas being served by HIPPY. The Role Of Parents In HIPPY There are many things parents can do to help their child get ready for school. There are also many things parents can give to help children do better once they begin school. Two of the most important things you can give in HIPPY are: 1. Yourself 2. YourTime Yourself HIPPY requires that once every two weeks you allow a trained home visitor to visit in your home for thirty minutes to one hour to role play the weekly activities with you. In HIPPY you are also asked to attend a group meeting that is planned carefully and with a lot of fun and information. These meetings will be scheduled and a location determined early in the school year. North Little Rock School District provides many of opportunities for parents to get information on how to help their child achieve to his/her maximum ability. Parents are usually amazed when they begin communicating more openly and freely with their children. Also, many parents have stated that being involved in HIPPY has actually strengthened their relationship with their child. Your Time HIPPY is a 30 week program that runs concurrently with the school 1ears. The daily activities with your child requires only fifteen (15) inutes per day for five days per week. You may teach your child when _ is convenient for you, however we do recommend establishing a schedule so your child and you will get in HIPPY routine very quickly. Your home visitor will visit in your home or other designated location for your personal training at a time convenient for the two of you. A Parent'sH IPPYD 0 1s IfyouhavecommittedtoparticipateinHIPPY,pleasehelpusserveyou better by observing the following program guidelines. - Be home at the designated time that you have agreed to with your home visitor. - Attend group meeting scheduled to be held in your area - Call your home visitor or the HIPPY Office if you are unable to keep your appointment. - Teach your child on a regular basis. Please try not to get behind. - Have completed activities ready to be checked by your home visitor. - Keep up with your supplies and materials. Scissors, glue, pencils, booklets and a container will be issued at the beginning of the program. - Call the HIPPY Office at 771-8055 if your a home visitor is not keeping appointments with you. A Parent's HIPPY Do Not's Occasionally, an emergency or other unexpected situation will occur that will prevent you from keeping your appointment. Should this happen, we ask you to contact your home visitor or the HIPPY Office and inform them. Please reschedule for a later date as soon as possible. This will enable us to provide you the professional service you deserve. Please read the list of do not's to receive even better service. Do Not - Forget to call your home visitor or the HIPPY Office if you will be unable to keep your appointment. - Complete your child's work for him/her. - Miss group meetings or other scheduled events in HIPPY. - Misplace your supplies and materials. HIPPY Booklets Aee4 There are nine booklets in the four and five year old curriculum. Each is designed to help you teach your child specific skills. The booklets and the approximate week you should receive them are: Booklet Sounds I Hear Sometimes Big, Sometimes Small The Cat Who Liked for a House A Cookie for Kate Who Wants to Play With Susie's Preschool Goodbye Berry Beware Ducks Crossing Secret Name Booklet The Brave Frog A Hundred Rooms Pete and The Vegetable Soup The Rooster and the Hen Gary The Gardener We'll See Three Hardworking Girls Something Else Dan Goes To First Grade Weeks 1-3 4-6 7-10 11-14 15-16 17-20 21-23 24-26 27-30 Weeks 1-3 4-7 8-11 12-15 16-19 20-22 23-25 26-28 29-30 An Overview of Skill Areas and Activities Basic Skill Areas Types of Activities Tactile Discrimination Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Visual Discrimination Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Auditory Discrimination Using Different sounds to: Listen Identify Describe Compare Imitate Conceptual Discrimination Using spatial concepts (up/down, next to, between, on/under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Logical Thinking Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Copying letters and numbers Discriminating by size Counting 0 - 10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Self-concept Creativity Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Questions and Answers You May Want to Know About the HIPPY Program Q. WHAT IS HIPPY? A. Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based education program where a child is taught by a parent. Q. HOW WAS HIPPY DEVELOPED? A. HIPPY has been in operation since 1969 and was developed by Dr. Avima Lombard, Hippy Academic Director, the NCJY Research Institute for Innovation in Education, the Hebrew University of Jerusalem. Q. HOW OLD MUST A CHILD BE TO ENROLL IN HIPPY? A. A parent joins HIPPY when her /his child is 4 years old or the year before kindergarten. Q. HOW LONG MUST MY CHILD BE IN THE PROGRAM? A. A child must remain in the program for two years. Q. WHO IS MY CHILD'S TEACHER? A. Mon/Dad is the child's first teacher. However, a siblingmayteac1. the child when Mom/Dad is not available. Q. HOW MUCH TIME ID DEVOTED TO EACH LESSON? A. The lessons take about 15 to 20 minutes a day. Q. HOW DO YOU GET MATERIALS? A. A trained home visitor is responsible for the issuing of all HIPPY Program materials. Q. WHO WILL TEACH ME WHO TO USE THE HIPPY MATERIALS? A. Your home visitor is responsible for teaching you. However, the local HIPPY Coordinator will provide assistance. Q. HOW OFfEN ARE HOME VISITS MADE? A. Home visits are made bi-weekly by the a home visitor. Group meetings for the home visitor and all their mothers are held on the weeks following the home visits. Q. WHY SHOULD THE HOME VISITOR CONTINUE TO VISIT MY HOME ONCE I AM TRAINED TO USE THE MATERIAL? A. The materials change regularly and a parent leader maintains contact so as to assist with problems which may arise as you teach your child. Q. WHAT ARE TIIE CONTENTS OF THE MATERIAL? A.  The contents of the material are: 1. Language  2. Math 3. Sensory and Perception Skills Q. HOW LONG HAS THE HIPPY PROGRAM BEEN IN ARKANSAS? A. The HIPPY Program began in Arkansas in 1986. Q.  HOWLONG HASTHEHIPPYPROGRAMBEENINNORTH LITTLE ROCK SCHOOL DISTRICT? A. The HIPPY Program began in North Little Rock School District in 1989. CHARACTECRA N'TB EC OUNTERFEITED LISTEN TO THE CHILDREN Take a moment to listen today To what your children are trying to say Listen today, whatever you do Or they won't be there to listen to you Listen to their problems, listen for their needs Praise their smallest triumphs, praise their smallest deeds Tolerate their chatter, amplify their laughter Find out what's the matter, find out what they're after But tell them that you love them, every single night And though you scold them, make sure you hold them, And tell them \"Everything's all right.\" If we tell our children, all the bad in them we see They'll grow up exactly how we hoped they'd never be But ifwe tell our children, we're so proud to wear their name They'll grow up believing they're winners in the game. Take a moment to listen today To what your children are trying to say Listen today, whatever you do And they will come back to listen to you! A Home Visitor's Guide For A Successful HIPPY Program HIPPY USA North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115 (501) 771-8055 Foreword This guide is written for Home visitors in the Home Instruction Program for Preschool Youngsters. It is designed to acquaint you with the HIPPY program philosophy and policies that govern the program. We hope it will provide the necessary information to help you become the best home visitor in the school district. We are pleased to have you as a staff member in North Little Rock School District and welcome you to the HIPPY Program. Please take a few minutes to read and familiarize yourself with the information in this booklet. HIPPY is a successful preschool program that works, but it requires a lot of dedication from home visitors, parents, other school district employees and community support. Many school districts throughout the United States have reported very good results after being involved in HIPPY for several years. We hope you will enjoy working with us, but more importantly, we hope you will commit yourself to providing the best possible service to families who will be entrusted to you. Good luck and remember that the staff is ready and willing to assist you in any way possible, all you must do is ask ! ! ! School District Staff Mr. James Smith Mr. Gene Jones Mrs. Bther Crawford Mrs. Barbara Gilkey Superintendent Assistant Superintendent for Instruction Director of Elementary Education HIPPY Coordinator School Board Members Mr. Lynn Hamilton Mrs. Mable Mitchell Mrs. Dixie Harrison Mr. Prentice Dupins Mrs. Emily Denton Mrs. Pat Blackstone Rev. J.W. Johnson President Vice President Secretary Member Member Member Member What is HIPPY! HIPPY is short for Home Instruction Program for Preschool Youngsters. HIPPY originated in Israel in 1969 and has been in the United States for six years. It is spreading rapidly in other European countries and the United States. The North Little Rock HIPPY Program began in 1989 in the Redwood attendance area. HIPPY is a home based education program for four and five year old children and their parents. Parents commit themselves to work with a trained home visitor for thirtyweeks on specific skills to help prepare their child/children for school. HIPPY is an excellent program and North Little Rock School District is pleased to offer this high quality program to patrons in the school district who live in the target areas being served by HIPPY. The Role Of Home Visitors In HIPPY A home visitor can do many things to help families prepare their child/children for school. Once the home visitor arrives at the parents home, he/she must be ready to teach. Following is a guide for an effective home visit. At each home visit the home visitor should: 1. Review the activity packets from the previous week. 2. Instruct the parent in the upcoming week's material. 3. Discuss any problem which arose while the parent worked with the child and pass these concerns on to the coordinator for further discussion and assistance. 4. Let the parent know you are genuinely concerned about their involvement in HIPPY. 5. Be as professional and courteous as possible. You are the key to maintaining a working relationship with this family. Guidelines for Home Visitor's Home Visits 1. Before the home visit - prepare all materials to be used: a. Cut out pictures b. Prepare props - cups, silverware, stones, etc. c. Practice reading the texts aloud (both book and worksheets). d. Explore all problems and questions relating to the activities with the coordinator. 2. During the home visit: a. Establish a regular visiting day and hour. Help the mother maintain this regular contact by appearing punctually and well-prepared. b. Help Mother prepare the setting for working together: - turn off the television - sit next to a table or a similar clear flat working surface - settle children into activities or setting which will keep them busy. (Anticipate their needs and bring appropriate materials.) c. Examine the previous week's activity sheets - praise achievement and explore the reasons for incomplete work. Make a note of problems, children's responses, etc. on weekly report sheet. d. Work with Mother on the next week's activities:  Role-play throughout. If Mother is capable, alternate teaching role with her. Play every activity with the mother.  Make sure all necessary items are in the house - silverware, matches, coins, etc. and help Mother decide on alternatives where missing.  Make sure the Mother is comfortable and understands the material in the workbook. 3. At the end of the visit: a. Discuss which activities the child will like/ find difficult - easy. b. Remind Mother of the group meeting- write the day and time on Page One by the activity book. 4. Other points to remember: a. Some mothers need help in finding ways to store the HIPPY materials. Discuss possibilities with her and encourage care and attention to the materials. b. The Aide is a Model for the mother. What she does and~ how she reacts, and how she enourages the mother all serve as examples for the mother, and will directly affect Mother's behavior with her child. c. It is not enough for Mother to understand. She must engage her child regularly and happily in the HIPPY activities if the child is to learn and progress, so that Mother is reinforced for her successful teaching. All the aide's efforts are directed to helping Mother be successful. d. If the home visitor feels that he/she is in a threatening or dangerous situation - LEA VE IMMEDIATELY. Contact your coordinator to discuss your next action. The Issue of Confidentiality Confidentiality is very important in any job, however, it becomes even more important in HIPPY. Parents will occasionally discuss personal issues with you and do not want to run the risk of hearing this information in the community. Home visitors are encouraged to respect the rights and privacy of conversations between you and a parent. Treat the parents warmly and enthusiastically, but stay away from personal comments about their homes, their dress, hairstyles, religion or other moral issues. Convey to Parents that you are trustworthy and respect them through your words and actions. Appropriate Attire For Home Visitors HIPPY Home visitors are community role models and should always be aware of their visibility in the neighborhood in which they work. When preparing for home visits, weekly training sessions, regional or other state meetings please dress appropriately. Be as neat as possible by not wearing shorts, tank tops, or thongs. Please keep hair clean and well groomed. Wear coordinated blouses, skirts, pants or dresses. \"Parents See - Parents D0 11 There are regularly scheduled training sessions and workshops Home visitors must attend and \"punctuality\" or being on time is extremely important. If an emergency or other situation occurs that may detain you or keep you from attending a scheduled meeting, please call the HIPPY office at 771-8055 and notify them regarding your circumstances. Also, if you are unable to keep a scheduled home visit, you must contact the family immediately to inform them and reschedule for another time as soon as possible. Home visitors must give parents the courtesy they expect them to give. Contact the HIPPY office if major changes in your schedule should occur. The meetings you should plan to attend are: Weekly home visitors Training Sessions Regional home visitors Workshops Periodic State Training Sessions Child Development Associate Classes Other workshops as requested by the local or state office HIPPY Booklets Aee4 There are nine booklets in the four and five year old curriculum. Each is designed to help you teach your child specific skills. The booklets and the approximate week you should receive them are: Booklet Sounds I Hear Sometimes Big, Sometimes Small The Cat Who Liked for a House A Cookie for Kate Who Wants to Play With Susie's Preschool Goodbye Berry Beware Ducks Crossing Secret Name Booklet The Brave Frog A Hundred Rooms Pete and The Vegetable Soup The Rooster and the Hen Gary The Gardener We'll See Three Hardworking Girls Something Else Dan Goes To First Grade Weeks 1-3 4-6 7-10 11-14 15-16 17-20 21-23 24-26 27-30 Weeks 1-3 4-7 8-11 12-15 16-19 20-22 23-25 26-28 29-30 An Overview of Skill Areas and Activities Basic Skill Areas Types of Activities Tactile Discrimination Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Visual Discrimination Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Auditory Discrimination Using Different sounds to: Listen Identify Describe Compare Imitate Conceptual Discrimination Using spatial concepts (up/down, next to, between, on/under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions .. Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Logical Thinking Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Copying letters and numbers Discriminating by size Counting 0 - 10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Self-concept Creativity Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Questions and Answers You May Want to Know About the HIPPY Program Q. WHATISHIPPY? A Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based education program where a child is taught by a parent. Q. HOW WAS HIPPY DEVELOPED? A. HIPPY has been in operation since 1969 and was developed by Dr. Avima Lombard, Hippy Academic Director, the NCJY Research Institute for Innovation in Education, the Hebrew University of Jerusalem. Q. HOW OLD MUST A CHILD BE TO ENROLL IN HIPPY? A. A parent joins HIPPY when her/his child is 4 years old or the year before kindergarten. Q. HOW LONG MUST MY CHILD BE IN THE PROGRAM? A. A child must remain in the program for two years. Q. WHO IS MY CHILD'S TEACHER? A. Mom/Dad is the child's first teacher. However, a sibling may teach the child when Mom/Dad is not available. Q. HOW MUCH TIME ID DEVOTED TO EACH LESSON? A. The lessons take about 15 to 20 minutes a day. Q. HOW DO YOU GET MATERIALS? A. A trained home visitor is responsible for the issuing of all HIPPY Program materials. Q. WHO WILL TEACH ME WHO TO USE THE HIPPY WS:TERIALS? A. Your home visitor is responsible for teaching you. However, the local HIPPY Coordinator will provide assistance. Q. HOW OFfEN ARE HOME VISITS MADE? A. Home visits are made bi-weekly by the a home visitor. Group meetings for the home visitor and all their mothers are held on the weeks following the home visits. Q. WHY SHOULD THE HOME VISITORS CONTINUE TO VISIT MY HOME ONCE I AM TRAINED TO USE THE MATERIAL? A The materials change regularly and a parent leader maintains contact so as to assist with problems which may arise as you teach your child. Q. WHAT ARE THE CONTENTS OF TI-IE MATERIAL? A. The contents of the material are: 1. Language 2. Math 3. Sensory and Perception Skills Q. HOW LONG HAS THE HIPPY PROGRAM BEEN IN ARKANSAS? A. The HIPPY Program began in Arkansas in 1986. Q. HOWLONG HASTHEHIPPYPROGRAMBEENINNORTH LITTLE ROCK SCHOOL DISTRICT? A The HIPPY Program began in North Little Rock School District in 1989. CHARACTECRA N'TB EC OUNTERFEITED LISTEN TO THE CHILDREN Take a moment to listen today To what your children are trying to say Listen today, whatever you do Or they won't be there to listen to you Listen to their problems, listen for their needs Praise their smallest triumphs, praise their smallest deeds Tolerate their chatter, amplify their laughter Find out what's the matter, find out what they're after But tell them that you love them, every single night And though you scold them, make sure you hold them, And tell them \"Everything's all right.\" If we tell our children, all the bad in them we see They'll grow up exactly how we hoped they'd never be But ifwe tell our children, we're so proud to wear their name They'll grow up believing they're winners in the game. Take a moment to listen today To what your children are trying to say Listen today, whatever you do And they will come back to listen to you! NOV 1 9 l~~l Office of DesegregatioMn onitoring EARLYC HILDHOOEDD UCATIOMN ANUAL(P OLICIES, ETC.) SEE ATTACHMEN7 T NOV 1 9 1991 Oft1ceo f DesegregatioMn onitoring EARLYC HILDHOOEDN ROLLMENBTY SCHOOL,A GE LEVEL (e.g. FOUR-YEAR-OLPDR OGRAM)R, ACE, GENDER See Page 5 of Central Elementary Profile See Attachment 8 Pre K GRADE LEVEL K 1 2 3 4 5 6 1 - 6 l)OTAL (Elementary ~PECIAL EDUCATION Resource t~lf-Contained more of dav or more .!!ehaviorAdjustment Chapter I Comp. Ed. p.m. Extended Day Lab Gifted Education Honors Program (Sec) Adv. Placement (Sec) II % . . ./ : . ..,.  .  #  #  # % #  # .  It  .  # .,. # ..., .  2 7.5 2 7.5 WHITE MALE FEMALE 2 7 3.8 13.2 9 11 18.8 22.9 15 11 28.8 22. 2 15 19 23.1 29.2 18 12 32.7 21. 8 18 14 32.7 25.5 15 13 31.9 27.7 90 80 28 25 4 11 12 15 41 44 SCHOOL ENROLLMENT TOT,._L BLACK WHITE MALE FEMALE 9 27 17 7.0 50.9 32 .1 20 15 12 1. 7 31. 3 25.0 26 11 13 ,o.o 21. 2 25.0 34 13 18 D2. 3 20.0 27. 7 30 11 13 4.5 20.0 23.6 32 10 12 8.2 18.2 21. 8 28 7 12 9.6 14. 9 25.5 170 67 80 53 20 25 23 85 ... 0- ... 1. Blt.CK 44 83.0 27 56.3 24 146. 2 31 47. 7 24 43.6 22 40.0 19 40.4 14 7 45 OTHER MINORITIES MALE FEMALE 1 2 .1 2 3.8 1 1.8 1 1.8 5 1. 3 TOTAL ENROLLMENT IN SPECIAL PROGRAMS WHITE TOT\"'L BLACK TOT4\\,. OTHER MINORITIES MALE FEMALE t,YHITE MALE FEMALE BLACK MALE FEMALE f'-..-..... ......._ ~I'\u0026gt; See SB / / I/ 25 25 50 66 63 129 3 13. 7 13. 7 27 36 34 .6 71 1 6 3 9 3 8 11 3 1.5 4.5 1.5 4 5.5 11 10 21 20 11 31 3 20 18 38 36 20 56 5 7 7 14 2 \u0026lt;\n7 33 33 66 9 23 33 TOTAi,. PTHEA 1 2 .1 2 3.8 1 1.8 1 1.8 ~ 1.3 TOT\"L OTHER 3 1 3 27 Attachment 8 Court approved ranges: TOTAL Elem.= ~., 37.3-62.3 48 52 65 55 55 4/ .\u0026gt;LL '\"\"'\"\" 182 LO 55 71 M.S.= 35.2-58.8 H.S.= NA NOV 1 9 1991 Officeo f DesegregatioMn onitoring HIPPY PARTICIPATION,I NCLUDINGA REAS ERVED,R ACE, GENDER See Attachment 10 Attachment 10 NORTHL ITTLE ROCKS CHOOLD ISrRICT HIPPY PROGRAM HIPPY program will be established in lower socio-economic elementary attendance zones The 1991-92 HIPPY program has been expanded to three new areas. Currently the program serves Redwoc,c, Seventh Street, Centi al, Boone Park and parts of Glenview attendance zones. Fifteen staff members have been hi~ed to work with approximately 184 families who are participating in this years' proqram. Each staf: member completes at least two days o: training provided by the State HIPPY Office d~ring the week of September 9-12, 19~1. !raining cor.tinues tc be an import2nt component cf HIPPY a~c each Home Visitor is required tc attenc weekly training sessicns. rour parent orientatio11 sessions were held to explain the program philosophy. sixty-one parents atcended the meeticgs. The following information reflects program statistics: Number 0 Number of Total Number Black Families White Farr,ilies Served Age 4 Prc~ram 130 15 145 Age 5 Program ~8 1 39 Total 168 16 184 WED 1 2: S 3 NLRSCHOOLS N0kfH LITTLE ROCK SOIOOL DlSIRICl' 2700 POPLAR, r'. 0. BOX 687 NOl{J'HU TILE ROCKA R 7211::'.-.5:_: ___ _ October 27, 1993 MEJ\\.TfOo. Polly Ramer.O fficeo f Desegregationr vfunitnring FROM: ~--\\ti-ltlM.ibBley numA, ssist:inSt upcrimcndcnfot r Dcsegreg-c1tion SUB.JECT: Pre-SchooEl nrollmenDt ata NorlhL illh, RockS chooDl istticri nitintr.da n on-campusp r\u0026lt;:-kiu\u0026lt;leq,'3Iten program Jwi11g Im:1 991-9s2c hooylC llt. PrC1Cl1tltyh ere aret lll\\.'e ~hoolsm th r,rc-t-\nnderg:arkpnro gi.:-u,lliE, nrollmenitn fonum:iofno llow~: ~neP.M\u0026amp; 199l-9Z 199?-93 _1993~ Black. 21 22 Non-Blaclc 12 13 Tutal 33 35 % Bll!Ck 63,6 62.9 Centrs1E.Il s:m Black 22 30 32 Non-Ulack 4 l Total 27 31 J\"G % Black 85.2 9G.8 88.9 Redwood Black (Janwry) 23 n Non-Black 2 1 Tobi 25 23 %Blaclc 92,0 9S.7 P. 0 1 Philosophy and Policies of The North LilUe Rock School District's Preschool Leaming Center Philosophy The North Little Rock School District believes that all parents want the best for their children. We also believe that some families need asSistance in preparing their children for school. Family mobility, single parent homes and changing values necessitate direct attention to the nuturing of the whole child in ways that neutraliZe the pressure and stress of daily living. A strong support oose from both home and school is important to the developing self-concept of the three and four-year-old. The North Little Rock School District's Preschool Learning Center Will address these issues by providing an environment that will sumwate and challenge each child as he/she proceeds through various stages of development. We will also encourage parents to become involved in their child's education through - newsletters containing activities that can be done at home, as wen as opportunities to come work with their child in the Center. . ....t he challenge of good education is to find the content and the methods of teaching that fit the young child. Then his mind Will really stretch ... Dur concern has to be to develop a love of teaming: James Hymes, 1974 Purpose The purpose of the North Little Rock School District Preschool Learning Center is : Goats  To create a developmentally appropriate environment that challenges the child to think critically, work cooperatively, and solve problems creatively.  To actively engage the child in constructing and reconstructing their physical and social worlds.  To promote the meaningful involvement of parents and other community members in the child's education. The child will: - develop a positive self-concept and attitude towards learning , self-control and a sense of belonging . - develop curiOSiyt about the world, confidence as a learner , creativity and imagination. - use language to communicate effectively and to facilitate thinking and learning. -become competent in the management of their bodies, acqUire basic physical skills both gross motor and fine motor. Operational Policies The Preschool Leaming Center wm be open Monday through Friday and begin accepting children at 7 :30 AM. All children should be picked up by 5:00 PM. Between 7:30 - 8:25, the children will be provided breakfast and an opportunity for qUiet play. The instructional day will begin at 8:25 and continue until school is dismissed at 2: 5 5. Af terschool care is available until 5:00 for children enrolled in the center. The center will adhere to the North Little Rock School District and Central Elementary's calendars for parent- teacher conferences, special events and holidays. Child Admission Policies Target Population The Preschool Leaming Center will serve - the children of high school children. - the children from the Early Childhood Education Project for Handicapped Children (not to exceed l /4 of the Center's population). - the children in HIPPY project communtities who cannot be adequately served by HIPPY because of the absence of a cooperative or capable adult relative. - other children \"at risk of school failure. Eligible students shall have at least one of the f on owing characteristics: I '- - low income level of parent (Dept. of Human Services and Head Start forms or copies of income tax forms may be used to document income level. See attached scale.) - low parental educational level ( A copy of school records or a statement from a school superintendent may serve as documentation.) - low birth weight -under five and one half pounds. (This can be documented by providing a copy of the hospital birth record or a birth certificate.) - teenage parent household ( Both the birth certificate of the child and parent is needed to document this.) - substance abuse/ addition ( A Jetter of ref erraJ from a physician. counselor, or a treatment center can serve as documentation.) - abuse or neglect(A Jetter from the Dept. of Human Serv. or SCAN documenting abuse/neglect wm acceptable.) ATTACnMENT A . I ABC PROGRAM .J\u0026gt; Lf)_L 1nCtJYC C\\ fj INCOME ELIGIBILITY SCALE FAMILY SIZE l 2 3 4 5 6 7 8 9 10 ANNUALIN COME $ 9,600.00 12,553.00 15,506.00 18,460.00 21,414.00 24,367.00 24,921.00 25,475.00 26,029.00 26,582.00 Criteria for Dismissal The Preschool Learning Center is a part of the North Little Rock School District and will adhere to the district policies on the dismissal of a student. Staff Policies Hiring Prospective employees will follow the North Little Rock School District application process. In addition, personal or telephone contact whenever possible, will be made with the applicant's employers for the preceding siX (6) years to determine the employee's sUitability for child care. These contacts will be documented in the employee's records. The applicant must declare whether a court has denied him/her parental, custodial, or visitation rights as a resutt of child abuse and sign an authoriZation for release of confidential information contained within the Arkansas Child Abuse and Neglect Central Registry. The applicant will also sign an authorization for a Criminal Record Check from the State Police. No person convicted of an offense involving child abuse or child neglect shall be employed by an ABC funded program. Dismissal As the employees of the Preschool Learning Center are also employees of the North Little Rock School District, District policies concerning evaluation and dismissal will be followed. Inappropriate disciplinary measures such as hitting, pinching, twisting arm, verbal/ abusive language or anyother maltreatment of child will not be tolerated and may be cause for dismissal. Principal The principal must fulfill a strong leadership role in establishing a high quality preschool program. The person in this position must carefully work with the community as well as the administration in identifying, planning, implementing, and evaluating the preschool program. Responsibilities: - Relate in an effective manner to the preschool children, their parents, the school staff, and the community. - Relate and enforce any standards as presented by the state and local boards. - Support the teaching staff in setting up and implementing a program based on sound child development principles. - Cooperate with the teacher in determining the needs and formulating the requests for instructional materials and equipment for use in the Center. - Interpret the preschool program to any of the auxillary services involved in the school operation. This would include: psychologists, counselors, librarians, cafeteria workers, and custodial staff. - Provide the appropriate teaching climate for optimum learning of young children. School Board The primary responsibility of the North Little Rock School Board is to\"set direction for the school system to follow. That direction is expressed through written policies which serve as a guidance to the superintendent, administrative and teaching staffs, and the entire educational community. Toe board is the agency through which the School District acts in regard to school matters ... ..T. he board shall be cognizant that all actions must be taken in good faith, with reasonable prudence, sincerity and based on belief that such actions are correct and in the best interests of the School District in accordance with statutes and pertinent Judicial precedents. *taken from the North Little Rock School District Policy manual and Adminstrat1ve Handoook. Discipline Policy Be positive, firm, fair, and consistent. Center Rules 1. Listen 2.Share 3.Clean up 4. W a1k in the building. 5. Be polite. 6. Think of others. Disciplinary Procedures 1. Redirect the child ...t.o an acceptable activity of behavior. 2. Talk with the child ... in a positive manner. Discuss the rule, reason for the rule, and a workable solution to the problem. 3. Time_ out....i n a \"think spot\" in the room until the child regains self-control... not to exceed .S minutes. 4. Time out .... in the Center Office until the child feels he/she is ready to rejoin the group .... not to exceed 5 minutes. 5.C ontactp arent... .e ither by phone or in writing to elicit their help. 6. Parent Conference.. a t the Center to further discuss the problem and develop a plan together. ***Positive behavior will be rewarded through verbal praise, written awards, stickers and special activities. '\"\"'Discipline shall not be associated with food, rest, toilet training, or isolation for illness. ***Physical punishment will not be used at the Center. Child Abuse Policy \"'All accidents/ incidents will be documented usmg the following form and placed in the child's folder. This procedure will also be followed for accidents/incidents that occur in the home and are brought to our attention by the parent, child or a staff member. * The program director will be notified of all accidents/incidents as soon as possible.  The Center's licensmg specialist will be notified of any serious accidents /incidents occuring at the center.  By law, it is the responsibility of all staff members to report suspected child abuse or child neglect to SCAN or the Child Abuse Hotline 1-800-482-5964.  Any report of neglect or abuse committed by a staff member will be investigated and handled on an individual baSis. Protective services will be notified immediately.  Any staff member found gUllty of child neglect or abuse will be dismissed immediately. ACCIDENT /INCIDENT REPORT Check one Accident D Incident D To be filled aout as soon as possible on day of accident/incident by the person witnessing the occurance Child's Name ______________ _ Parent's Name ______________ _ Person in Charge ----------------------------------- Time of Accident/Incident _____________________ Date _______ _ Describe Accident/Incident (What happended) _______________________ _ Place of Accident/Incident Cause of Accident Describe the lnJury I Occurance ---------------------------------------- Names of Witnesses ----------------------------------- Who was not1f1ed (Parenti Relative) When, Date, Hour ________ _ Was child taken to Doctor) (Name. address. place. time)--------------------- Describe treatment administered by staff Slaff comments ---- -------------------------------------- ------------------------------------ This f Orm Is available upon request from the Child Care Licensing Specialist C:FS-S~4(R 11 '86)-105240 \\\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\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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","title":"Office of Desegregation Management","collection_id":null,"collection_title":null,"dcterms_contributor":null,"dcterms_spatial":["United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Arkansas. Department of Education","Little Rock School District","North Little Rock School District","Bushman Court Reporting","Arkanasas State University. 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