{"response":{"docs":[{"id":"src_p16817coll21_7996","title":"John Howard in the Redneck Shop","collection_id":"src_p16817coll21","collection_title":"The State Newspaper Photograph Archive","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Laurens County, 34.48357, -82.00593","United States, South Carolina, Laurens County, Laurens, 34.49901, -82.01426"],"dcterms_creator":["The State Media Company (Columbia, S.C.)","Stelter, Linda"],"dc_date":["1996-03-18"],"dcterms_description":["John Howard in the Redneck Shop, a store selling Confederate memorabilia and a Ku Klux Klan museum."],"dc_format":null,"dcterms_identifier":["state_163_0001"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Box 163, Jesse Jackson, The State Newspaper Photograph Archive"],"dcterms_subject":["Stores and shops"],"dcterms_title":["John Howard in the Redneck Shop"],"dcterms_type":["StillImage"],"dcterms_provenance":["Richland Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm16817.contentdm.oclc.org/cdm/ref/collection/p16817coll21/id/7996"],"dcterms_temporal":null,"dcterms_rights_holder":["Copyright The State Media Company. All rights reserved. For more information, contact the Walker Local and Family History Center at Richland Library, Columbia, S.C. 29201."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["photographs"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_becu_56","title":"The Bronsons and Mrs. Rachel Robinson, March 17, 1996","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["1996-03-17"],"dcterms_description":["President Bronson, Mrs. Helen Bronson (standing), and Mrs. Rachel Robinson (wife of Jackie Robinson) pose for a picture during Jackie Robinson's 50th Anniversary of integrating professional baseball celebration and the \"Black Baseball in America in The Era of the Color Line, 1885-1959\" exhibit in the Carl Swisher Library."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","College presidents","Special events","Sports"],"dcterms_title":["The Bronsons and Mrs. Rachel Robinson, March 17, 1996"],"dcterms_type":["StillImage"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/56"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. https://www.cookman.edu/library/index.html"],"dcterms_medium":["color photographs"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_becu_57","title":"Mrs. Rachel Robinson Holding Roses Alongside Mr. Bronson at a Podium, March 17, 1996","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["1996-03-17"],"dcterms_description":["President Bronson introudces Mrs. Rachel Robinson (wife of Jackie Robinson ) during Jackie Robinson's 50th Anniversary of integrating professional baseball celebration."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","College presidents","Special events","Sports"],"dcterms_title":["Mrs. Rachel Robinson Holding Roses Alongside Mr. Bronson at a Podium, March 17, 1996"],"dcterms_type":["StillImage"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/57"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. https://www.cookman.edu/library/index.html"],"dcterms_medium":["color photographs"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_p1532coll1_13707","title":"Miles Henderson interview with Alma Williams","collection_id":"bcas_p1532coll1","collection_title":"Butler Center for Arkansas Studies Audio Collection","dcterms_contributor":["Henderson, Miles"],"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","United States, Arkansas, Pulaski County, Little Rock, Dunbar High School, 34.73231, -92.28654"],"dcterms_creator":["Williams, Alma M."],"dc_date":["1996-03-14"],"dcterms_description":["This oral history interview with Alma Williams was conducted as part of the Dunbar History Project"],"dc_format":["audio/mpeg","image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African American--History--Arkansas","African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--History","Education--Arkansas--Little Rock","Education, Secondary","School integration--Arkansas--Little Rock","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["Miles Henderson interview with Alma Williams"],"dcterms_type":["Sound","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/p1532coll1/id/13707"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["files (digital files)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1050","title":"Exhibits: Pulaski County Special School District, monitoring reports","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":["1996-03-12/1996-09-13"],"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--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Little Rock (Ark.). Office of Desegregation Monitoring","Court records"],"dcterms_title":["Exhibits: Pulaski County Special School District, monitoring reports"],"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/1050"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nExhibit numbers 454-455\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_p15728coll3_22573","title":"Dana Duncan individual file","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":["Duncan, Dana"],"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, Little Rock, Dunbar High School, 34.73231, -92.28654"],"dcterms_creator":null,"dc_date":["1996-03-10"],"dcterms_description":["This folder contains documents and photographs donated by Dana Duncan.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African American--History--Arkansas","African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--History","Education--Arkansas--Little Rock","Education, Secondary","School integration--Arkansas--Little Rock","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["Dana Duncan individual file"],"dcterms_type":["StillImage"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/p15728coll3/id/22573"],"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":null},{"id":"bcri_bcri-ohpc_38","title":"Carolyn Cunningham","collection_id":"bcri_bcri-ohpc","collection_title":"Birmingham Civil Rights Institute Oral History Project Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249"],"dcterms_creator":null,"dc_date":["1996-03-06"],"dcterms_description":["Carolyn Cunningham discusses returning to Birmingham and getting involved with the Movement after attending a year of music school in Chicago. She taught in Birmingham as a young woman before serving in the military in New York. She then returned to Birmingham once more to teach."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-NC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Alabama--Birmingham","Birmingham (Ala.). Board of Education","Southern University and A \u0026 M College"],"dcterms_title":["Carolyn Cunningham"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Birmingham Civil Rights Institute (Birmingham, Ala.)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://bcriohp.org/items/show/38"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"ere_c18_60616","title":"Andrew Best Public Forum Video","collection_id":"ere_c18","collection_title":"African American History","dcterms_contributor":null,"dcterms_spatial":["United States, North Carolina, 35.50069, -80.00032"],"dcterms_creator":["Best, Andrew A., 1916-2005"],"dc_date":["1996-03-02"],"dcterms_description":["Public forum interview with Andrew Best. This forum was part of the North Carolina Humanities Council grant for \"The Black Physician Experience in Eastern North Carolina\" project conducted from February-March 1996."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Medicine--Practice","African American physicians--North Carolina--Greenville","Segregation--North Carolina","Civil rights movements--United States--History--20th century"],"dcterms_title":["Andrew Best Public Forum Video"],"dcterms_type":["MovingImage"],"dcterms_provenance":["J.Y. Joyner Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.lib.ecu.edu/60616"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This item has been made available for use in research, teaching, and private study. Researchers are responsible for using these materials in accordance with Title 17 of the United States Code and any other applicable statutes. If you are the creator or copyright holder of this item and would like it removed, please contact us at als_digitalcollections@ecu.edu."],"dcterms_medium":["oral histories (literary genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1602","title":"Court filings concerning attorney's fees, desegregation plan amendments, management tools, and Little Rock School District 1996-97 proposed budget","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1996-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Education--Economic aspects","Education--Finance","Education--Evaluation","Educational law and legislation","Educational planning","Little Rock School District","School districts--Arkansas--North Little Rock","Arkansas. Department of Education","School management and organization"],"dcterms_title":["Court filings concerning attorney's fees, desegregation plan amendments, management tools, and Little Rock School District 1996-97 proposed budget"],"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/1602"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["32 pages"],"dlg_subject_personal":["Jones, Stephen W."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_386","title":"Desegregation: ''Little Rock School District Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1996-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/386"],"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\nDr. Edward Kelly, superintendent\nLittle Rock School District Desegregation Plan Dr. Edward Kelly, Superintendent March, 1986 LRSD Board of Directors Herb Yarbrough, President Willie D. Bill Hamilton, Vice-president Ruth D. Shepherd, Secretary Robin R. Armstrong Thomas Broughton David E. Cockcroft Fay SouthernI. Introduction II. Racial Equity TABLE OF CONTENTS Page 1 4 A. B. C. D. E. F. Scope ................................................. Student Assignments ...................... Transportation ............................... Implementation ............................... Operating Procedures for Student Assignments ..................................... Staff Assignments ......................... 5 7 10 11 13 15 III. Educational Equity 20 IV. V. VI. I A. B. C. 0. E. F. G. H. I. School Organization and Grade Structure .. 22 The Instructional Program ............................. 22 Special Schools and Programs ................ Equity in the Educational Program .... Co-curricular Activities ...................... Parent Involvement in the Education of Their Children ........................................... Preparing for Change ............................... Staff Development ..................................... Linkages ...................................................... Organizational Equity A. B. C. 0. E. F. Governance ............................................... Administrative Reorganization .......... Job Descriptions for the Reorganized School District ..................................... School-Based Management ..................... Parent Involvement ............................... Monitoring and Evaluation ................. Facilities Financing the Plan A. B. C. D. E. F. G. H. I. J. General Consideration ........ Operating Revenue Reduction Additional Debt Service ... Office of Desegregation ... Transporation ....................... Magnet Schools ..................... Specialty Programs ............. Compensatory Programs ....... Cooperative Programs ......... Facilities ............................ 30 44 49 53 \u0026lt; 54 62 66 \u0026lt; 77 78 80 83 93 98\u0026lt; 101 104 108 109 no 111 111 112 113 113 114 115 ,115 i IVII. Summary 117 VIII. IX. A. B. C. D. E. Racial Equity ........... Educational Equity .. Organizational Equity Facilities ................. Finances ..................... Appendix A. B. C. Program Components: Compensatory Programs K-12 ................................. 118 120 123 126 127 129 130 Program Components: Enrichment Programs ..137 Program Components: Staff Development ....138 Attachment 1 i iTHE LITTLE ROCK SCHOOL DISTRICT BOARD OF EDUCATION'S PLAN FOR ACHIEVING QUALITY DESEGREGATED EDUCATION i 1 iI. INTRODUCTION -1- IThe purpose of this plan is to lay a foundation on which to build a fully desegregated public school system for the city of Little Rock. The plan has been designed with a view to ensuring that that system will be made racially unitary in all respects: governance. teaching, learning. and participation in co-curricular programs\nthat no school facility or program will be left racially identifiable\nthat all students will enjoy equal access to and equal treatment within educational programs\nthat full equality of educational opportunity will be extended to all black students, including the provision of compensatory and other educational support programs designed to both offset and countervail the historic ravages of racial discrimination\nthat burdens of transportation and relocation will be distributed equitably across all households and all school staff\nand that the resulting system will cooperate effectively with the adjacent districts of Pulaski County and North Little Rock to prevent the recurrence of interdistrict effects. In addition to laying a foundation on which to build a system with the above remedial features, this plan has been prepared so as to meet the following operating principles: 1. 2. This plan seeks to go beyond the goal of redistributing students and staff. It is also a plan for achieving educaI tional improvements of benefit to all students but critical for the attainment of the goal of equal educational opportunities for black students. Each school within the system will be affected in generally similar ways\nno school will be exempt or go unchanged. -2-0 . This plan proposes solutions to the challenge of fiscal workability by resolving issues inherent in the transfer of school facilities and attendance areas from the county to the city system and by detailing needed changes in types and amounts of state funding. 4. This plan aims at clarity of understanding for patrons as well as staff and students who should be able to learn from it where pupils will be assigned\nwhat the grade structures, feeder patterns, and subdistricts or areas are 5. to be\nand how the system will change over time. This plan proposes an approach that will stabilize the system wherever possible within the broad purpose of desegregation. -3-II. RACIAL EQUITY -4-I A. SCOPE Desegregation does not simply mean the idea of racial balance in the assignment of students and staff. Desegregation is more fully defined in the Introduction to this plan. Here, the application of that definition to the issue of scope is examined. A public school system is mandated by the state to deliver educational and education-related services to students and patrons residing in the district the system hosts. There- fore, the first aspect of scope in relation to desegregation concerns the formulation of boundaries for the District and any boundaries within the District that affect school facilities and student and staff assignments. This plan is predicated upon the rationale presented in the decision of the Sth Circuit Court of Appeals for bounding the District of the Little Rock public schools so that the District is contiguous at all points with the boundaries of the city of Little Rock. That rationale asserts, and we agree, that the various purposes of intra-district and inter-district relief can be accomplished on this basis\nthat, barring consolidation. boundaries should be changed as minimally as possible on the three standing districts\nand that changing the Little Rock School District boundaries in order to make them coincide with the city's boundaries is consistent with changes that have taken place since 1972. The rationale is explicitly not one of redrawing boundaries so as to maximize the initial racial composition of any one, two, or three of the districts. It is not desirable or necessary to the fashioning of a fully desegregetive remedy to use the tool of boundary drawing so as to allocate black students to the County district and white students to the city. Once the -5- remedial potentialities of county-wide consolidation have beer set aside, the redistributive balancing of residential populations by race cannot then be sequestered for manipulation in and of itself. Finally, by making the Little Rock School District boundaries contiguous with the city, future processes of city annexation will have further consequences for desegregation in themselves, as would efforts to desegregate housing in the county. Within the newly bounded Little Rock School District, we propose to develop a series of two student attendance zones. Both zones will contain roughly the same number of seats and the same number of students, and racial composition of Little Rock School District enrollments in each zone will be roughly comparable with the racial composition of Little Rock School District enrollments districtwide. The rationale for developing and maintaining these zones is to increase the workability of the remedial plan with respect to clustering transportation facilities and routes, reducing the time and distance between staffs, parents, and students within each zone, and improving public accountability for operations, and the effective delivery of educational services. Just as the boundaries of the Little Rock School District may change in the future as the city grows, so the zones may be modified to accommodate \"facility replacements and renovations and changes in housing patterns. This plan addresses the necessity of having equal representation from all segments of the community by using an election procedure which requires election to the Little Rock School District Board of Directors from single member districts. In -6-addition, this plan addresses the need to provide equal access to all staff positions. This plan includes strategies for achieving a ratio of fifty percent black and fifty percent white in all positions. I This plan proposes several ways in which the three districts can cooperate in order to enhance the desegregation of the District as well as improve the quality of education in all three districts. B. STUDENT ASSIGNMENTS The student assignment plan for the reorganized Little Rock School District will be the Controlled Choice Assignment Plan. The basis for this plan is the \"Student Attendance Zone. fl The District has been divided into two student attendance zones which are approximately equal in numbers of students, numbers of buildings and in racial balance. The map on page nine shows the two attendance zones, the number of schools, and the racial makeup of each zone. Using the parameters of racial equity and minimal busing distance, every student will be assigned to a particular build- ing. Each grade and building will reflect the racial balance of that particular grade level within that attendance zone. For example, each elementary school and each grade will reflect as closely as possible a black to white ratio of 64 percent to 36 percent. Each junior high will have a ratio of 54 percent black to 46 percent white student, and each high school will have a ratio of 45 percent black to 55 percent white students. In the District's proposed magnet schools students will be accepted according to specific application and acceptance -7-criteria. An seats shall be assigned based upon request. A specific number of seats in each of the magnet schools will be reserved for those students who live in the immediate neighborhood. The remaining seats will be divided among the three school districts based upon their student racial population in Pulaski County. If one district does not use all the seats reserved for their students, the remaining seats will be divided between the other two districts. If there is an oversubscrip- tion, a lottery will be held to determine which students will be admitted. The ratio between black and white students will be 5C-50 in the magnet schools. After the students are assigned to a particular school, the parents may request reassignment to another school within their attendance zone. This plan proposes a deviation of plus or minus one-eighth of the black student population within any particular school. Therefore, at the elementary level the acceptable range for any particular school will be one-eighth of 64 percent which produces a range of from 56 percent to 72 percent black students. Similar deviations at the junior and senior high schools will be allowed. If the parents request reassignment of their child and if this request will assist in the integration of a particular school or falls within the acceptable range, the request will be honored. All magnet school assignments will be based on the request of parents. Any student new to the District will be assigned to a school through the controlled choice method. Parents new to the District may request as many as three schools to which they would like their children assigned. Assignment will be based on the highest choice that meets the requirements of the plan. -8-\u0026lt;5 I I I o Highway 10 Interstate 30 Zone A 7,770 5,531 13,301 Zone B 7,376 5,653 13,029 STUDENTS____________ Black Other Total t Black 58' 57'.\n15,146 11,184 26,330 58' Number of Schools 25 27 52 c. TRANSPORTATION Transportation will be provided to all students who live more than two miles from the school they will attend. Original assignments will be made on the basis of racial equity and least distance in order to prevent any part of the community from sharing an unfair burden of the busing responsibility. Because of the controlled choice assignment method used to determine where students will attend school, a plan will be developed to have transportation available to all students. Transportation will.be provided for all after-school extracurricular activities. Although it is unlikely that each student will require transportation, we must plan to provide it. Such a contingency will require the District to increase its fleet by 251 buses and add the driving and support personnel to operate a fleet of this size. In addition, a new facility will be required to house. dispatch, and maintain such a fleet. The additional buses will cost approximately $6.3 million if purchased outright. If procured through a lease-purchase arrangement, a down-payment of about $1.6 million will be required plus four annual payments of the same amount. An adequate facility for a fleet of this size will cost about $1.1 million. The additional drivers required will cost around $1.7 million per year, and the support personnel will cost approximately $1.9 million annually. The additional fuel, parts. etc., will total about $1.7 million on a yearly basis. The first-year costs for the fleet will be $12.7 million if the buses are purchased or $8.0 million if the buses are leased. -10-D. IMPLEMENTATION 1. Office of Desegregation The Little Rock School District Office of Desegregation will be responsible for the implementation of the desegregation plan and will be part of the system's central admin- istration. The Office of Desegregation will be managed by a full time Associate Superintendent for Desegregation, who will report directly to the Superintendent and will have direct line responsibility to act on behalf of the Superintendent in all matters pertaining to student and faculty desegre- gation and all other elements of the plan. The Associate Superintendent for Desegregation will have a staff sufficient to ensure the efficient implementa- tion of the plan and will have line authority to delegate administrative responsibilities that bear directly on the effective implementation of the plan. The Office of Desegregation will include the Student Assignment Officers for the District. The Assignment Officers will have sole responsibility to make all final student assignment decisions in the Little Rock School District. Such assignments will be made in strict accor- dance with the pupil assignment policy and operating procedures of the plan and will be subject to periodic review and oversight by the Board of Directors. To ensure the integ- rity of the controlled choice method of assignment, a review process will be established within the Office of Desegregation to review assignments for errors and conformance to appropriate policies and procedures. -11-The Office of Desegregation will have an annual budget sufficient to carry out the duties and responsibilities of the Office in accordance with the requirements of the plan. The budget must include funds for the full time employment of the Associate Superintendent for Desegregation, Student Assignment Officers, and a Parent Coordinator plus three additional staff members and clerical staff. These funds must be part of the annual operating budget of the Little Rock School District. 2. Parent Choices The Office of Desegregation will assist all parents in the process of selecting appropriate schools within the con- straints imposed by this plan. Parents will be actively encouraged to visit schools before making their selections. and the staff of the Office of Desegregation will work directly with each school in the zone to coordinate parent visitations. School visits will be arranged during and after school hours, and parents will have direct access to teachers and principals in all schools. At least two weeks prior to the registration period, each school will conduct parent information meetings in the school. The Office of Desegregation will collect and disseminate information about each school option to all parents and school-age children in each zone. Brochures describing the educational offerings, services, programs, facilities, and teaching methods of each school will be developed. -1?-E. OPERATING PROCEDURES FOR STUDENT ASSIGNMENTS The controlled choice assignment policy is designed to provide maximum choice for parents in selecting the schools their children will attend within the constraints imposed by available space, the requirements of racial desegregation, and the special programmatic needs of the children. It provides stability of assignment for children and, at the same time, a mechanism for adjusting the racial composition of schools, as needed, without unnecessary movement of students. It gives a priority in assign- ment to current residents of the District over late arrivals. 1. Year One Implementation During the first year of implementation, there will be one registration period for parents with school-age chil- dren. All students currently enrolled in the Little Rock School District during the year the plan is implemented will be assigned to a school within their student attendance zone established by this plan. All students enrolled in the system will be given their zone designations and a description of school offerings within their zone along with their school assignment. After parents have been notified of the schools to which their children have been assigned, they will have a period of one month in which to complete an application and rank order their three preferences for other schools within their attendance zones. No stated preference will be guaranteed, and all will be reviewed for their impact upon the student racial composition and enrollment size by grade of the schools in the zone. -13-Parents and students will have the opportunity to inspect other schools in their attendance zones if they wish. At the end of this period, parents will indicate if they wish to request reassignment by completing the appropriate form. Applications for school choices will be provided by the Office of Desegregation in a timely manner. Final school assignments will be made by the Student Assignment Officer following the end of the submission period for the assignment applications. Following the assignment of students currently enrolled in the Little Rock School District, all newly entering students will be assigned to schools under the provisions of the assignment policy. 2. Sibling Preference Parents who have more than one child enrolled in the District will be given preference in having their children 3. assigned to the same school at the appropriate level. Space Available Space available in a particular school will be defined according to the policy in effect concerning school capacity utilization and class size limitation. 4. Special Needs Any student requiring special education will be assigned to an appropriate school. Mainstreamed special needs students will have a preference to remain in the school in which they received special instruction. -14-5. Oversubscription K 1^ L Following the initial student assignments, if more students apply for a specific school than can be accommodated, a lottery will be held to assign the students to a school within the students' attendance zones in accordance with the desegregation plan. 6. Mandatory Assignment In the event that the Assignment Officer cannot accommodate a parent's initial school preference, a student will be assigned to the school which represents the parent's second choice (then third choice) which facilitates desegregation. Parents and students may elect to transfer to a differ- ent school than the one attended the previous year. All I transfer requests will be subject to the controlled choice assignment procedures. F. STAFF ASSIGNMENTS 1. Staff Redistribution The reorganized Little Rock School District should be staffed desegregatively according to two policy guidelines to be followed at all levels of staffing: Black staff will comprise at least one-half of all personnel in each position or job description and for I part-time as well as full-time employees. In any one location, from central office to school buildings, the staff ratios will comply with the order of the Eighth Circuit Court of Appeals, which allows a deviation of one-fourth of the remedial guideline. Therefore, any school building or unit will not have less than 38 percent black staff or more than 62 percent. -15-The one-half standard for staff constitutes a reasonable compromise relating to the 58 percent black and the 42 percent white enrollment of the reorganized Little Rock School District. Also, this variation is based on the student enrollment variation recommended by the Court. This brings the staffing ratio within range of the enrollment ratio. Since the District now has a black certified staff of about 40 percent, a one-half black staff can be attained over a period of five years without terminating or dislocating current staff. The rationale for one-fourth of the remedial policy is based on the variation permitted in the racial composition of the students in the District. For example, the Eighth Circuit Court order suggested that a school district may, where necessary, be permitted to depart from the remedial policy guidelines in school enrollment by over or under-representing blacks or whites by as much as one-fourth of the remedial guideline for either race. Thus, to remedy existing staff inequities as reflected in the racial composition of the enrollment in the District, it is necessary to provide some flexibility. This flexibility is needed even though the Little Rock School District has a teaching staff that is 37.6 percent black and 62.4 percent non-black. Yet, it is also important to set a minimum variation in the racial composition of the staff for each school building or unit. The Little Rock School District will initiate an aggressive recruitment plan to meet staffing needs at all employment levels. The plan will extend recruitment efforts -16-for certified employees to out-of-state colleges and universities. The timetable set to fully implement the staffing remedial policy guideline is five years. When the plan is fully implemented, the Little Rock School District will have increased the number of employees in any one category that amount necessary to bring the percentage of the group to the desired level of black or white employment to have a one to one ratio in all levels of employment throughout the District. Over the five year period, black employees in each staffing category, will increase at least two percent per year. Because of possible demographic changes, the remedial policy guideline will be reviewed before the fifth year of implementation. The following table shows the present staffing ratios as well as the incremental changes planned for the five year period. I .. -17-PROJECTED BLACK EMPLOYMENT PERCENTAGE CHANGES OVER FIVE YEAR PERIOD CATEGORY 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 CERTIFIED TEACHERS 38 41 44 47 49 50 ADMINISTRATORS 41 43 45 47 49 50 *NON CERTIFIED 56 55 54 53 52 50 Although the Black noncertified employees represent 56 percent of that category, some groups will need special attention to achieve the remedial guideline. -18-2. Staff Assignment Plan The success of a school system is dependent to a considerable extent on the collective performance of its staff. In these staff assignments, some care should be considered to provide for building level needs and to achieve remedial guidelines. Thus, it is important that staff be assigned to each school building according to need and with as much concern for success as possible. With this in mind, the staff assignment plan will at the same time be highly responsive to building and District needs and address remedial guidelines established to address staffing equity. The Associate Superintendent for Pupil and Staff Services, using data developed by the Director of Personnel, will formulate, in cooperation with building principals, the staffing needs of each school and identify the prospective personnel available to meet those needs. The Associate Superintendent for Pupil and Staff Services and the Associate Superintendent for Desegregation will review staff assignments to facilities and programs on the basis of desegregative guidelines. The Associate Superintendents will cooperate closely in the work of recruiting black staff for positions at all levels in the District. -19-III. EDUCATIONAL EQUITY -20- BBThe problem to be remedied by school desegregation is not racial injustice in general\nit is racial injustice within the instructional design and service delivery system of public education. This section I of the District's plan describes new programs as well as modifications of existing programs and instructional practices which are necessary for full, equitable desegregation of Little Rock's public schools. While boundary changes, staff reassignments, and student reassignments are important and necessary to the achievement of quality desegregated education, they are in themselves insufficient to attain it. What is essential are excellent educational programs to which all students have equitable access, and sound instructional practices and procedures from which all students in the desegregated Little Rock School District can benefit. This section will propose such programs, along with practices and procedures which support and enhance them, and will thus lay a foundation for ensuring equal treatment, equal learning opportunity, and improved learning outcomes through the curriculum, the design and I organization of instruction, special schools, extracurricular pro- 1] grams, and community-school linkages. The educational equity proposed by the District is a beginning I point of assurance to students, parents, and citizens that the right to an opportunity for a quality education for every student is preserved. Equity within opportunity is one of the cornerstones of a democratic society and must be visible, evident, and operative in the schools of the desegregated school system. -21- A. SCHOOL ORGANIZATION AND GRADE STRUCTURE Schools and school districts can be and are organized many different ways. The predominant patterns of organization for schools tend to be K-8, K-6-3-3, and K-5-3-4. In the Little Rock School District, each school will reflect a common grade structure which in a general way will characterize it as an elementary, a junior high, or a senior high school. Specifically, the common organizational pattern of schools will be K-6, 7-9, 10-12. This pattern is already partially in place in the District. Nine of the twenty-seven elementary schools in the District are K-6 while nine are K-3 and seven are K, 4-6. The remaining two schools, Booker (4-6) and Williams (1-6), do not presently have kindergarten classes but will do so when the desegregation plan is put into place. All of the elementary schools to become part of the Little Rock School District have a grade structure of 1-6. Kindergarten classes will be added to these schools when they are annexed to the Little Rock School District . At the secondary level all but one school are presently organized as 7-9 junior highs and 10-12 senior highs. The only exception is J.A. Fair which is a 7-12 school. It will become a B. senior high school. We believe that a K-6, 7-9, and 10-12 organizational pattern for schools will best meet the needs of the students in the Little Rock School District. THE INSTRUCTIONAL PROGRAM In the Little Rock School District each student will have access to an education appropriate to his or her needs and interests. Each school will provide common and specialized -22-I I II course offerings designed for this purpose, and each school will provide a curriculum which meets or exceeds state standards and regulations. Parents and students will know that their access to educational opportunity is not dependent on where they live or what school they attend but simply on the fact that they live the Little Rock School District. Differentiation in educational offerings, either subtle or obvious, can be odious, inequitable, and lead to large-scale community disgruntlement. It is imperative that equal and fair access to a comprehensive education be guaranteed to each student. To do less would mean that some students would be deprived of a right and an opportunity which should be accessible to all. At the elementary level, this means that all schools will comply with the educational standards of the state of Arkansas and will exceed them in at least two respects: 1) We will act affirma- Lively to eliminate the historically persistent effects of discrimination, and 2) where the Standards recommend 85 percent mastery on state competency tests, the District's standard will be 90 percent. A strong emphasis on mastery of basic skills will provide the foundation for learning in the Little Rock School District elementary program. However, other important areas of learning will also be clearly evident and may provide the basis for program specialization within each school discussed in Section C, pages 30-44. Schools will provide structured, planned learning activities which will enable students to develop healthy self-concepts, to understand and appreciate others, to use their accumulated knowledge to understand and interpret the world, to become self-directed learners, to become responsible, to be -23- creative, and to cope with change. Schools will also reflect the effectiveness characteristics as identified by Ronald R. Edmonds: 1. A pervasive and broadly understood school mission\n2. Monitoring of student achievement as a basis for program evaluation\n3. Teachers who clearly exhibit through their interactions with students the belief that all students can learn\n4. A safe and orderly school climate\nand 5. A principal who is the instructional leader of the school, one who pays particular attention to the quality of learning and teaching in the school. In addition to these five characteristics, a strong parent involvement component will be evident in Little Rock School District elementary schools. Within the standard of equity, there is room for appropriate school-level program specialization. Each school can and should provide specialized course offerings to meet the needs of its students. Special, identifying features of each school will be evident. Each school should be distinctive in its identity as a community of learning for both students and staff. Through its emphasis on mastery of basic skills, the Little Rock School District will continue to seek to remediate skills deficiencies evident in the learning of many minority students. To support its belief that sufficient \"time on task II will enable practically all students to master the basic curriculum, the District will establish reading and math intervention programs in its elementary schools. These compensatory programs will consist of pull-out laboratories, personalized classroom assistance by trained paraprofessionals, and \"extended day\" remedial programs -24-which will provide intensive instruction to students who have not mastered the basic skills. Two points should be made with regard to the District's emphasis on basic skills mastery. First, the term \"basic skills\" should be defined as a broad set of functional skills, not simply the \"3 R's. II Second, total mastery of the basic skills is not necessary as a prerequisite for learning to occur in other areas. Attainment of partial mastery enables the student to pursue other learnings, thus causing learning to occur in a spiraling fashion and providing increased motivation for mastering basic skills. Pursuit of learning in areas other than basic skills enables students to broaden their experience base, to construct meaning from these experiences, and consequently to apply their new insights to ever increasing levels of skills mastery. For students disadvantaged by the segregative effects of a non-unitary school system, this broadening and enriching of the experience base is a necessary prerequisite for learning. Consequently it must be an integral part of the basic instructional design for learning in all elementary schools in the Little Rock School District. One of the most important resources for providing these broadening and enriching experiences for our children will be the school library or media center. In the desegregated school District, a model already developed by Pulaski County Special School District will form the basis for library media services to I I students. This model provides for extension and enrichment of classroom learning through planned instructional units taught by the librarian which are an outgrowth of reading instruction provided by the classroom teacher. -25- In addition to an overall instructional program planned specifically to broaden and enhance learning for disadvantaged children within its elementary program, the District will also provide an early childhood education program to help offset educational deficiencies resulting from vestiges of segregation. The purpose of this program will be to prepare youngsters for school success through the development of basic academic readiness skills as well as interpersonal relations skills. The Early Prevention of School Failure model (now used in kindergarten in both the Little Rock School District and Pulaski County Special School District) will be used as a basis for the development of the pre-kindergarten curriculum. Other programs provided in the Little Rock School District elementary schools will also be structured so as to offset the segregative effects of a non-unitary school system. Black and non-black students will not be disproportionately enrolled in special programs. Black students will not fill special education classes, nor will non-black students fill classes for the gifted. In the Little Rock School District program for gifted and talented students, multiple identification criteria will be used to select students for the program. These criteria will reflect the six principles established by a panel of experts who participated in a U.S. Department of Education-sponsored research project on gifted and talented education\na. Advocacy. Identification should be designed in the best interests of all students. b. Defensibility. Procedures should be based on the best available research and recommendations. c. Equity. Procedures should guarantee that no one is -26-overlooked. The civil rights of students should be protected. Strategies should be outlined for identifying the disadvantaged gifted. d. Plural ism. The broadest defensible definition of 3, L giftedness should be used. e. Comprehensiveness. As many as possible gifted learners should be identified and served. I f. Pragmatism. Whenever possible, procedures should allow for the modification and use of tools and resources on I I, hand. The Little Rock School District presently provides a day j\nI hi care program for school age children which enables working parents to bring their children to school at 7 a.m. and pick them l' up at 5 p.m. The program is funded by parents. This program will be expanded in the desegregated Little Rock School District. Youngsters will have opportunities for enrichment activities, such as music, dance, and art, and will also have opportunities for tutoring, homework supervisions and assistance, and remedial help. While this program is presently supported by parents, the District proposes that a sliding scale\" fee system be estab- lished for parents who are unable to pay the full costs so that no children will be denied access to the kind of remedial learning or enrichment provided by this program. Summer programs for elementary students will also become part of the District's extended year program (referred to in the Appendix as Summer Learning Opportunities). Classes will provide remedial assistance as well as enrichment activities. Special effort will be made to provide remedial assistance to students who are expected to have difficulty achieving 90 percent mastery -27- H I \u0026gt;1on the Arkansas Minimum Skills tests at grades 3, 6, and 8. The \"sliding scale\" fee system v/ill also be utilized here for parents unable to pay full tuition for summer school. The District v/ill also provide extensive services in guidance, counseling, and social work for students. Through a comprehensive program of diagnosis and prescription, the learning needs of students will be carefully identified and addressed. The Appendix beginning on page 130 describes these and other compensatory programs in more detail. A review of the secondary instructional program in the Pulaski County Special School District indicates that the curricula of the two districts are different in some respects. For example, the Little Rock School District foreign language program is more comprehensive than that of the Pulaski County Special School District. In the area of science, each district offers some courses not offered by the other. The Little Rock School District will review the curricula of both districts and, gleaning from the best of each, will develop a comprehensive program that will meet the needs of all students in the desegregated school District. The content and scope of the curriculum will exceed the requirements of the Arkansas Standards. Specialization in educational programs at the secondary level will also be provided, but not at the expense of sound. comprehensive programs of basic instruction. Here, as in the elementary schools, parents and students must be assured that their access to educational opportunity and programs of educational excellence is not dependent on their assignment to a particular school but rather upon the fact that they reside in the Little Rock School District. -28-T An emphasis on basic skills mastery will also pervade the District's secondary schools. At the same time comprehensiveness I, II 'll I. and balance in general education programs will be evident. Further, in order to keep students from being negatively impacted by increased secondary school requirements, programs to compensate for educational deficits and enhance mastery of basic skills will be provided to students. The increase in academic requirements resulting from the t reform movement has caused concern to some educators who believe that the current emphasis on the school's function to transmit knowledge is diminishing its ability to fulfill its human devel- opment function. This is a particular problem for the minority disadvantaged students who all too frequently leave our schools with very little chance for success in life. In the newly organized District special attention will be given to the holistic development of students that is so crucial for successful adulthood. Secondary schools will be designed and staffed so as to enhance learning and its application to life experiences for our young people. In the secondary schools of the Little Rock School District, the following characteristics will be evident: 1. A sense of purpose and mission are evident. Consensus regarding school goals is evident among the staff. A II collective ideology\" pervades the school. 2. Expectations for student learning are clear and chal- lenging in a positive, supportive climate. 3. The curriculum is both balanced and comprehensive so as to address the needs of a diverse student body. -29- i. I i I I J 14. II Common Learnings\" have been developed for all students in the school. C. 5. 6. 7. 8. 9. A periodic review of the curriculum is built into the school's planning cycle. Ongoing programs of school based staff development are evident. A process of curriculum development (i.e., periodic redesign of the curriculum) is evident in each building. Opportunities for participation in extracurricular activities are evident and numerous. The principal is the obvious leader of the school. Comprehensive curricula at both elementary and secondary levels are the best means of ensuring equal distribution of stan- dardized, quality offerings across all schools in the District and providing for the diverse needs and interests of the stu- dents. A quality program for all students in the Little Rock School District will be the result. The annual cost of the compensatory programs discussed in this section is about $24 million dollars or approximately $2400 per student, small recompense for 300 years of victimization. More detailed information about specific compensatory programs is provided in the Appendix. SPECIAL SCHOOLS AND PROGRAMS Within the standard of equity, there is room for appropriate school level program specialization. Each of the District's schools will become communities of learning with distinctive specialized programs to meet the particular needs of its students . In the newly organized Little Rock School District, -30-1 'it specialization will be addressed in two ways: through the creation of a limited number of magnet schools and through school-based specialty programs. 1 1. Magnet Schools 1 I I I In the 1983 study Survey of Magnet Schools: Analyzing a Model for Quality Integrated Education, authors Rolf Blank, Robert A. Dentler, et al., concluded that \"a magnet program can assist with improving urban education and increasing education options and choice.... (and) should be considered strongly as a model for excellence in urban education.\" The authors further stated, \"Magnet programs have also shown positive effects on urban education by reducing community conflict over desegregation and voluntarily desegregating target schools. Districtwide desegregation has been significantly advanced through magnet schools in some districts where they are a part of a larger desegregation plan.\" (This document is the Final Report of a National Study for the U. S. Department of Education, released in September, 1983.) As the centerpiece of its desegregation plan, the Little Rock School District proposes that its three existing magnet schools be continued, with slight modifications, and that five new magnets be added. This section describes the magnet school programs and outlines criteria for enrollment. The Carver Basic Skills School, K-6 At the site presently occupied by Carver Elementary School, a new magnet school facility will be constructed which will accommodate an enrollment of 600 students in grades K-6. The magnet program at Carver II -31- a. 1 I 1 1will be modeled after the program at the Williams Basic Skills Magnet, a highly successful program now in its fourth year of operation. The Carver Basic Skills School will stress traditional instruction in reading, b. writing. grammar. spelling. mathematics, social studies, science, fine arts, and physical education. Attendance, proper behavior, and acceptable dress will be emphasized. The school will accommodate those who work best in a structured environment within self-contained classrooms with strong teacher-directed instruction. Academic competition will be essential to the program. The school will also stress tradi- tional American values such as patriotism, responsibility, pride, and respect for self and others. Homework will be part of the school requirements, and parent participation in school activities will be required. To be eligible for academic promotion and/or continuation at the Carver Basic Skills School, students must master targeted skills and concepts at specified levels, spend required time each night on assigned homework, complete all assignments according to specified time frames and adhere to specific rules and regulations concerning social behavior and dress. The Williams Basic Skills School, K-6 Presently serving 433 students in the Little Rock School District in grades 1-6, Williams will continue to function as a magnet under the new desegregation plan. In order not to disrupt services for students already at Williams, enrollment opportunities for -32-I students in all three Districts will be provided in kindergarten and first grade classes during the first year of reorganization and continued for each subse- quent year until all grade levels are open to students from all three Districts. The addition of a kindergarten class at Williams will be a modification of the existing program. The kindergarten program will stress academic readiness, and youngsters will follow li i 1 hl I I I i I I i c. the same rules and regulations as other students at Williams. Gillam Continuous Progress School For many children the typical grade organization in most schools is not conducive to identifying and rectifying developmental learning problems nor is it i! Ss II\"! 'll 1' I' ,8 I'k I 1 I 1 I I  . I I I 11 i! effective in enabling students to progress rapidly from one learning level to another. The design of the ti\nGillam Continuous Progress School will enable teachers to assess and diagnose individual students' needs and 11 learning styles and to plan and design specifically tailored learning programs for them. Instruction will M' ivl ll I be designed so that children can progress at their own rate and according to their own style. The Mastery Learning Model will form the basis of instruction. Si II ( Students will participate frequently in large and small group activities that require cooperative effort in I\n'I achieving learning goals. Children in the Continuous I'' b h Progress School will experience neither promotion nor nonpromotion. Some students will be able to complete /111 I the seven-year program at Gillam in six years or less\n-33- Iothers may require eight or more. The primary goal, however, will be for students to exit the school with confidence in themselves and belief in their ability to be successful learners. The Continuous Progress Program will be helpful to youngsters whose styles of learning make it difficult for them to achieve at a maximum level in a traditional setting. d. Booker Arts Magnet, K-6 Presently serving 517 students in grades 4-6, the Booker Arts Magnet has also been very effective. Under the District's proposed desegregation plan, Booker will become a K-6 school and will continue as an Arts Magnet. Initiated in 1983, the school provides a program in which the arts are used as a means to teach basic skills as well as to enhance the curriculum. Personal expression through various art forms is encouraged, and students are given opportunities to work in various artistic media such as visual art. music, dance, theater, and crafts. Instructional strategies assist children, through art, to improve their ability to perceive and interpret. Developing performing arts is not a goal of the program, and there are not different entrance criteria required for enrollment. Services provided by certified teachers are augmented by artists-in-residence. Interdisciplinary studies are an integral part of the instructional design of the Booker Arts Magnet. -34-e. Mann Science Magnet School, 7-9 For three years the Mann Science Magnet has functioned f. as a II school within a school\" at Horace Mann Junior High School serving 300 of the school's total enrollment of 915 students. An intensive academic program in science and languages is provided. Students are required to complete two science courses each year. They may complete up to three years of German before going on to high school, and French and Spanish are also taught. Seventh grade students are required to take a course called Study Skills which emphasizes such topics as note-taking, the development of listening skills, test-taking skills, and library research skills. Students are required to complete one major scientific investigation each year culminating in a science fair each spring. Guest lecturers in science are a regular part of the program as are weekend camping events and extended day field trips. Under the Little Rock School District's desegregation plan. the Mann Science Magnet will extend to the entire school and will serve approximately 915 students. East Side Magnet for Visual and Performing Arts, 7-9 In order to continue a program of learning for junior high students who exhibit interest, talent, and ability in the visual and performing arts, a magnet school will be established at the East Side building located at Fourteenth and Scott. The East Side Arts Magnet will provide instruction in vocal and instrumental music. dance, visual arts, drama, and creative writing. -35- i! I) I' JI a II Sit I! I I I I I 1 I 11g. Courses in pottery, photography, ceramics, painting. dance, drawing, sculpture, and printmaking will be taught either at the school or at the nearby Arkansas Arts Center. Artists-in-residence will enrich and expand instruction. Interdisciplinary studies will be a vital part of the instructional design of the school. and the arts will be used as a means for enhancing instruction in basic content areas. Opportunities for youngsters to exhibit their work and to perform will be incorporated into the program. Music, art, and dance lessons for individual students will be taught as part of the Magnet's extended day program. Parkview School of Visual and Performing Arts, 10-12 A comprehensive program of visual and performing arts will be provided for high school students who exhibit interest, talent, and ability in these areas. The curriculum will be designed to develop students' potential as creators and workers within the various art disciplines and supporting vocations. Specialized studies in the arts combined with a solid academic program in basic and advanced curricula will provide excellent preparation for students who wish to pursue training at advanced institutions as well as those who wish to pursue professional careers following high school graduation. The goals for the school are: (1) to nurture inquiring minds in the pursuit of artistic interests\n(2) to provide a comprehensive academic program -36-( emphasizing the arts both as separate courses and as a means for enhancing instruction in other areas\n(3) to instruct students in an atmosphere conducive to the development of creative pursuits and critical thinking\nand (4) to address the relationship of the arts to academic training, vocational opportunities, and personal development. h. Central Senior Classical School, 10-12 At historic Central High School, a magnet program for senior high students will offer rigorous curricula in basic content areas, the humanities, and foreign languages. The school's foreign language department will provide for extensive study in French, Spanish, German, Latin, and Classical Greek. Students who have begun their foreign language study at the junior high level will be able to receive up to six years of instruction in at least two languages. Courses in the humanities will also be provided, as will courses in sociology and philosophy. At Central, academic competition will be stressed. Students will be given opportunities to pursue independent study and scien- ' I tific inquiry and research. Guest lecturers and scholars from the academic community will address students on current issues and events, philosophical issues, and critical social questions. i -37-2. Costs for Magnet Schools To ready the eight buildings for implementation of the respective magnet programs will require one-time expenditures of about $12.7 million for construction, renovation, and outfitting. The annual operating costs for the magnet programs will total about $14.1 million. 3. Enrollment Criteria for Magnet Schools In all magnet schools the racial composition will be fifty percent black and fifty percent non-black. A specific number of the seats in all magnet schools will be reserved for students who live in the shadow (neighborhood) of the school. Students from all three school districts may then apply for the remaining slots in the magnets. The slots allocated for each school district will be based on its student racial population. Selections will be made through a lottery. 4. Specialty Programs In the newly organized District, all schools will meet the needs of their student populations through special programs. Each school will host a distinctive program for its students, while at the same time maintaining a high standard of quality in its basic educational program. These distinctive programs will enhance each school and will be attractive features for parents to consider as they select the schools they would like for their children to attend. Some of the specialty programs are described below: a. Computer Science: Schools with this specialty will have fully equipped computer laboratories for use in -38-basic skills instruction, the development of critical thinking skills, and computer language instruction. b. Law and Government: Law education programs and oppor- tunities for students to participate actively in governmental processes will be the basic elements of this program. c. Outdoor Education: In this program the regular cur- riculum will be enriched and supplemented through H activities in the \"Outdoor Classroom. Students will learn through the discovery method and will develop skills in observation and investigation. Ecological and environmental issues and their relationship to quality of life will be explored as students develop aesthetic appreciation for the wonders of nature. d. World Studies: The study of languages and other 1 cultures and an increase in understanding and appreciation of the people of other cultures will be the basic elements of this specialty program. e. Economic Education: Schools with this program will I (\noffer students comprehensive instruction in economic education and finance through teacher-developed. I I interdisciplinary units of study, careers. Junior Achievement, Project Business, and Applied Economics. f. Community-Based Learning: Through this program stu- dents will study careers and serve \"internships\" in local businesses, industries, and service agencies. Community service projects will be a part of this program and a number of service hours will be required of students each year. -39-g. High-Tech Program: This program will offer senior high students a laboratory program with a \"high tech\" flavor. The goals will be to develop student compe- tence in scientific and technical applications, skill in the use of standard laboratory techniques, familiarity with the instrumentation of science, and skill in the use of the scientific method to investigate h. selected problems. Vocational-Technical Career Preparation Program: Students will receive intensive training in vocational courses through enrollment at Metropolitan and in their home schools. Intensive skill development will be stressed and career guidance will be provided. Speech, Drama, and Writing Center: Focusing on \"commu- nications arts,\" schools with this program will provide opportunities for students to write, speak, and per- form. A \"Speakers and Writers\" program will provide for presentation and critique of student work. Writers-in-Residence will assist students in the composing process and critique their work. j- Music and Art Center: This program will give students i. opportunities to explore their interests and develop their talents in music and art. Opportunities for individual music and art lessons will be provided for students in this program. k. Physical Development Center: This program will give students opportunities to develop skill in physical activities and creative movement. Various lifetime sports such as golf, archery, swimming, tennis, and -40-riflery will be available to students. Individual ,1' competition and individual achievement will be stressed. I 5. 6. Mass Media\nIntensive training will be provided for aspiring print and broadcast journalists through this specialty program. Classes will include television. film production, journalism, and photography. These are descriptions of specialty programs which will be provided as a way to provide choices to parents in the selection of their child's school. Other specialty programs will be added in response to identified needs of the community, and these programs can be modified as necessary to serve more effectively the students and parents of the Little Rock School District. Costs for Specialty Programs This array of program enhancements will require an annual expenditure of approximately $2.1 million dollars over and above the regular operating costs of the schools in which they are sited. Metropolitan Vocational-Technical Education Center Since 1965, Metropolitan has served students in central Arkansas as an area vocational-technical education center. For most of those years it has been underenrolled. The District has not taken advantage of the exceptional educational opportunities or met the exceptional needs presented by the diversified and expanding economy of the area. For instance, local planning data revealed projected labor demands for 735 workers in health occupations in 1983, yet only 3C students completed the very small health occupations -41- J i! i j. I I 1. t I ( I I I t  u1 course at Metropolitan Vocational-Technical School. The Little Rock-Pulaski County area is also a major transportation center for both rail and river transport\na center of government\na legal and financial center\na military center\nand, potentially, a high-technology center. Present vocational/career offerings at Metropolitan and area high schools do not adequately prepare students to enter these fields. Such lack of career training opportunities in the public schools is harmful for all students, as well as for the regional economy, but it is particularly damaging for black students, who typically suffer from grave inequities in employment opportunities. To correct this inequity, the District wi 11 establish highly specialized a vocational/technical school at its existing Metropolitan Vocational/Technical Education Center. High demand specialty vocational/technical programs will be concentrated at Metropolitan, supported by an academic curriculum for these specialty programs at Hall High School. The Metropolitan-Hall program will comprise the District's \"high tech\" specialty program. Such courses as Computer Programming, Computer Technology, Word Processing, Computer Aided Drafting, Computer Graphics, Printing Technology, and Electronics are among those which will be offered at Metropolitan. Although the Metropolitan-Hall program will become the District's high tech\" program, enrollment will not be limited to Hall students. Metropolitan's designation by the state as an area center means that it must serve students M from its geographic area. Under the District's new -42-E 1 7. desegregation plan an \"extended day\" program will enhance the accessibility of Metropolitan to students. Students from high schools throughout the District will be able to enroll in these courses. A pilot \"extended day\" program was initiated in January, 1986, with over 125 students choosing to take courses at Metropolitan from 3:00 to 5:00 p,m. each day. These students are coming from all three of the District's high schools. In sum. Metropolitan will become a center that attracts students of both races to high-interest vocational/technical programs. The District's comprehensive high schools should maintain vocational courses traditionally in keeping with a comprehensive curriculum. These courses will be withdrawn from Metropolitan to avoid excessive duplication of services and leave Metropolitan free to concentrate exclusively on highly specialized offerings. Program Specialization and the Issue of Equity The programs described here do not preclude spe- cialization in course offerings within schools or even between schools. However, differentiation in quality between schools (or specialization/differentiation in offerings that is extreme) is precluded. Equity suggests that parents and students can see the possibility of obtaining an education of equal quality in any of the schools within the District. It cannot be emphasized too strongly that each school in the District must afford its student the same level of opportunity for growth and development as any other school in the District, regardless of where it is -43- I I 1 I li I 1'. I I 1 I- I I I ID. located, which students populate it, and which programs characterize it. EQUITY IN THE EDUCATIONAL PROGRAM There are certain key areas of the educational program in which inequities are especially prone to occur unless care is taken to avoid and correct them. These in essence involve special challenges in balancing common and specialized offerings so that each student has access to education appropriate to meet his or her needs and interests. These will include grouping students for instruction\ncurricular focus\ndistribution of school staff and resources\ntesting practices\nstudent promotion policies\nand compensatory instruction and support for students having academic difficulty. Unless care is taken, these areas can become sources of grave inequity for black students. For instance, grouping practices can be used -- wittingly or unwittingly -- to re-segregate black students within schools and even to isolate them within racially mixed classrooms. Testing practices are often used to \"prove\" that such treatment is pedagogically necessary, while promotion policies compound the inequity by creating revolving doors for minorities out of desirable academic programs and services. Similarly, the curric- ular focus for black students may be \"different\" (e.g., less challenging and comprehensive) than for non-blacks, and compensa- tory/support services for students in academic difficulty -- who are often disproportionately black -- may be severely inadequate. The latter area is of special importance, for it is prima facie inequitable to fail to provide necessary remediation and support to students who have been socially and educationally deprived as a consequence of segregative practices, past or present. -44-The District's plan for a desegregated school district specifically addresses each of these areas of special programmatic concerns at elementary, junior high, and senior high levels. Issues and methods of ensuring equity are discussed below for each of these three school levels. I I I 1. Elementary (K-6): Students in the elementary grades will be grouped for instruction using techniques that will be flexible yet sound to ensure that instructional needs are met and that the goals of desegregation are facilitated. The core curriculum will be sufficiently narrow to allow the maximum amount of time necessary for instruction in reading. I.. 'p I k 1 language arts, math, and social studies in the primary grades. Science, music, and art will be added in the I I I I intermediate grades. All schools will be staffed based upon a predetermined teacher-pupil ratio which will meet or exceed the Arkansas state Standards. Each school will receive funds for supplies, equipment, and textbooks based upon a formula that will provide an equitable foundation across the Little Rock School District. Proficiency testing to measure academic progress and predetermined levels of mastery will be implemented in grades 3 and 6, consistent with the state Standards which call for this procedure. An established policy and regu- lations will be used to govern and to guide decisions for promotion. Social promotions will be discouraged. Support services will be provided to students in need of additional time to master instructional objectives. A telephone hotline and homework centers will operate after school and in the District's extended day program. -45- 'I I 1 ( I I I2. Federal and state dollars provided for compensatory education will be used to supplement the local efforts to fund education. The major priority will continue to be the improvement of reading and math skills in the elementary grades. Inservice training will continue, to the end of reducing and ultimately eliminating the need to pull participating youngsters out of established classrooms for remediation. A student record system will be utilized. The system will have the capability of generating data by child, by class, by school, by race, and by sex. Levels of student mastery from proficiency test results, as well as inventories on reading and math conducted by independent audi- tors, will complement the system. Such a system permits the principal, superintendent, and board an cppcrtunitj' to be informed regarding the major effect of the instructional program. All schools will be expected to be effective learning environments for all students. Each school will be expected to ensure that 90 percent of its regular students meet the required level of mastery in all subjects. Junior High (7-9): Two levels of instruction will be provided in the junior high school--regular for students who need to meet the expectations for grade-level performance. and honors for students who have evidenced success above the minimum-performance expectations. Heterogeneous grouping will be the primary practice of organizing students for learning. The curricular foci will be: language arts. social studies, math, science, physical education, health -46-i J education, practical arts, music, art, and career orien- tation. [ hl In the junior high school, the students' compe- tencies in these subject areas will be solidified. Also, i'J the setting will provide students an opportunity to experience the diversity and complexity of formal education. is 1 I Testing will be conducted for diagnostic purposes and measurement of academic achievement. At each grade level. j all students will be tested using a locally developed criterion-referenced test. The results of this test will I used be to diagnose instructional needs of students and to build prescriptions for learning. Consistent with state Standards, another test to be developed by the state Department of Education will be used to measure achievement in grade 8 in order to help assess readiness for promotion to grade 9. Students who do not achieve a passing score will not be promoted to grade 9. As a strategem to maintain and improve school holding power, 10-20 percent of seventh grade students who show early signs of possible failure will be identified for participation in a specially designed guidance project. All students will have access to the homework hotline, homework centers, summer school, and tutors to assist them in meeting the academic requirements of the District. Special educa- I) I\" r i tion and related services will be available as the need is determined. All schools will be expected to be effective learning I i I 1 I I environments for all students. Each school will be expected to ensure that 90 percent of its students will meet the required level of mastery in all subjects. -d7_ 1,3. Senior High (10-12): The experiences in the senior high schools will be organized to build upon those provided at the elementary and junior high school levels. Focus and sense of purpose will be pervasive characteristics of the climate. Two levels of instruction will provided: regular and honors. These will not be academic tracks to which any student is destined to stay for his/her entire school experience but rather beginning placements that best match the instructional needs that have been determined by observation, classroom performance, and standardized tests. Further, it is not necessary for a student whose placement is honors English or honors math to enroll in all honors courses as would be required in an academic tracking system. Under our method students who demonstrate a high level of ability in one subject but less ability in another will be able to enroll in courses appropriate for their needs. Schools will develop goals and plans for closing gaps in academic performance between races of students. A monitoring system will be established to audit the implementation of these goals and plans to determine their effectiveness . Parents will be involved in a substantive manner in the planning of student schedules and helping to determine the scope and depth of their academic pursuits. Periodic conferences will be held. Computer-generated reports regarding attendance, behavior, and academic performance will be provided. Specialized guidance activities and peer tutoring will be used in an effort to hold the students in school and to help them succeed. -48-The 90 percent standard for achievement will also be implemented at the high school level. Also, the 10-20 percent of a school's student body showing signs of failure will be identified and will participate in special projects designed to prevent them from dropping out or being \"pushed out\" of school. Academic standards will be the major criterion for par- ticipation in extra- and co-curricular activities. A reasonable but challenging standard that is inclusive will be used. To graduate, each student will successfully earn at least 20 units of credit. E. CO-CURRICULAR ACTIVITIES Co-curricular activities in schools have taken on an importance nearly equal to that of the academic curriculum. Prior to this century, little attention was given to student activities. but today parents and students expect their school to provide a broad-based, co-curricular program. According to the American College Testing Survey of 1977, II The single most common characteristic among successful people is that they were involved in student activities at school.\" Organized student activities are a vital component of the student's training and preparation for participation in a democratic form of government. Co-curricular activities include: student government. student publications, drama, music, academic and service clubs. sports, intramurals, cheerleading, school assemblies, and other special-interest groups. The student body, local community. faculty, and administration would determine the need for these and other activities, but they are provided to meet the multiple -49-needs and interests students bring to school and expect to have met. The primary goal of a co-curricular program should be to involve all students. Exclusion of any student or group of students from these activities could diminish their zest for school and block the possibility of having some of their impor- I tant needs and interests met. Moreover, since these clubs and organizations tend to function as small-scale democracies, those excluded would lose the opportunity of being inculcated with the fundamental norms and values of the larger society. To highlight the importance of co-curricular activities in the growth and development of young people, a composite of the objectives of such programs shows they are generally designed to help them: 0 Learn how to use constructively whatever unique talents and skills they may have\n0 Develop new vocational and recreational interests and skills\n0 Develop a more positive attitude toward the value of avocational and recreational activities\n0 Increase knowledge and skill in functioning as a leader and/or member of a group\n0 Develop a more positive attitude toward school through participation based on free choice. Problems of major proportions have developed in desegregating school districts because co-curricular activities remained the exclusive preserve of white students although student reassignment procedures desegregated the student population in other ways. In most of these instances, school officials have -50-T contended that there was no segregative intent on their part, and that traditional election or selection procedures rendered the results. There certainly is no equity, however, in results that exclude students who qualify for participation but cannot join in because of traditional procedures they had no part in establish- 'I ing. Procedures must be established which ensure that each student has a fair and equitable opportunity to engage in co-curricular activities. Color blindness cannot be an option. Such an option usually speaks to oper elections, but such would be folly and would greatly disadvantage most -- if not all -- minority students because of their low percentage of participation in relationship to majority students. Initially, procedures for participation in co-curricular activities must be designed to guarantee proportional involvement i\n I of minority students. Race, thus, becomes a criterion for membership in clubs and organizations just as it is for student assignment in the schools and the reorganization of the District. The same equity imperative prevails here. It is consistent with the whole desegregation reorganization process. Operationally, this means a set of procedures which reserves slots for minority student participants in proportion to their membership in the school. For example, if in a given school 40 percent of the student population is black, then 40 percent of the band would be black. The same would be true of all clubs and organizations connected with the school. Unclaimed slots, if I I I I I 1 1 1 I I I 1 any, would at a designated time be released and made available to the general student body. Over time, there could be a gradual relaxation of the II reserve slot\" rule as students and staff -51- Jmembers become fully acquainted and the school demonstrates it has the ability to establish and foster equity in its co-curricular program. Not all co-curricular groups should be expected to yield racially balanced student members under this remedial policy. The aim of the policy is not racial balance\nit is to remedy at all points the effects of racially biased opportunities for program participation. Some groups will evolve very different mixes based on year-to-year variations in interests and abil- ities. Others have participation criteria that are based solely on objective criteria of a technical or academic nature. Each school must operate the bulk of its co-curricular activities in a way that gives extra encouragement to black students, however, until such time as programmatic conditions have been truly co-equalized. We expect this will take the average school about three years to accomplish. One of the barriers to participation in co-curricular activities has to do with lack of access to transportation after school hours. To overcome this barrier, after-school transportation will be provided for students on an as-needed basis to ensure that all students can participate in extracurricular programs. In this area so vital to student life and conduct, the school has an affirmative duty to make certain that each student has an opportunity for full participation. Where students are reluctant, they should be encouraged. Where students are fearful, they should have their doubts removed. Where students feel unwanted, they should be made to feel welcome. Nothing can replace the affirmative efforts of faculty and administrators in -52- T I I I IF. assuring that each student becomes an integral part of the school and its activities. PARENT INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN It is clear from the research that the learning resources in the homes of students can significantly affect their achievement in school. Parent encouragement and support of students are also significantly related to student motivation and achievement. Further, parents can have a large impact on student learning through providing direct assistance in the instructional process at home. The need to develop programs to involve parents in the education of their children is particularly important in the Little Rock School District where large numbers of students are not only disadvantaged but also come from homes where many parents have themselves been educated in a racially dual system. Research findings also indicate that home-based reinforcement programs and the direct involvement of parents in their children's education result in more effective compensatory educational programs. Consequently, the Little Rock School District will implement several strategies to increase parental involvement in schools and in home-supported educational activities for children. Among these will be staff development programs which will assist teachers, counselors, and administrators in eliciting support and involvement from parents and in providing them with strategies and guidance for working with their children at home. In addition, home-based reinforcement programs for students with chronic academic or behavioral problems will be established. Parents will be provided training to help their children cope with -53- Jdifficulties at school and to reinforce behavioral expectations and academic learning at home. 6. PREPARING FOR THE CHANGE The full desegregation of the Little Rock School District will require careful planning and preparation for change in three critical program areas if it is to succeed: 0 Reviewing and revising curriculum to include 0 0 multi-ethnic components\nEstablishing equality of educational opportunity with equity in educational outcomes\nand Designing and implementing appropriate staff develop- ment. These areas are often neglected in desegregation planning (and implementation). Such neglect seriously weakens the entire desegregation effort and contributes to the disenchantment and disaffection of parents, teachers, students, and administrators of all racial groups involved. Therefore, we include as part of this plan the equity standard of careful preparation for change in each of three areas as discussed below. 1 A Curriculum for Multi-Ethnic Inclusiveness What happens or does not happen after students are assigned and arrive makes the difference between legal and operational desegregation. Two critical elements in whether operational desegregation is achieved in schools are the curriculum and the readiness of teachers for desegregation. Teachers are an integral part of the curriculum. They breathe life into the paradigms, theories, and concepts which comprise the printed curriculum. Their knowledge -54-about cultural and ethnic diversity is a prerequisite to their instructional effectiveness and responsiveness to cultural differences in desegregated classrooms. Respect and appreciation for cultural differences derive from understanding, and real understanding is based upon valid information about the cultural patterns, values, habits, and experiences of different ethnic groups. The United States and Little Rock are multi-ethnic. multi-cultural, and multi-racial, and the curriculum components of the schools will reflect this diversity. Several approaches can be taken to reach this goal. Some have suggested that modifications be made in the instructional program which follow these guidelines: a. Review present curriculum materials and replace mate- rial that does not respond to the perspectives of minorities. b. Evaluate curriculum materials to determine that material relating to minority and majority groups is presented in a manner that is integrated from a logical, conceptual, and societal point of view. Specific units on the desegregation of the Little Rock School District will be developed and incorporated into the social studies curriculum for junior and senior high students. These units will address the history of desegregation in this community, the reason for the design of the current plan, and its significance to students everywhere. c. Review potential multi-ethnic curriculum materials to identify cultural assumptions, biases, and stereotypes. -55-J d. Create and take advantage of opportunities for instruc- tional projects that involve minority and majority students working together in situations that deal openli' with race and that reinforce equal status and mutual respect. Others have suggested that teachers should be helped to develop repertoires for diversified multi-ethnic teaching examples. Examples, anecdotes, analogies, and vignettes can be used to increase educational relevance by relating academic abstractions to daily living. Teachers whose instructional examples are comprised of anecdotal illustrations from many different ethnic experiences are effective advocates of cultural pluralism. They are living examples of culturally pluralistic functioning. We assert that the curriculum in the desegregated school District must not be mono-cultural. The racial end ethnic make-up of the District should influence the multi-cultural, multi-ethnic, and multi-racial components which are integral parts of the curriculum in all the schools. 2. Equity in Educational Outcomes A recent report. Taking Education's Pulse, which reflects the results of the 13th annual Gallup Poll of the public's attitudes toward the public schools, indicated that only 60 percent of blacks (as opposed to 82 percent of whites) feel that they are given equal educational opportunities . It appears that equity in education is chimerical in the perception of 40 percent of the black population. -56-Research demonstrates that equality of educational opportunity with equity in educational outcomes does not just happen. Planning and program construction, with equity as a goal, must precede the possibility of achieving equal- ity of educational opportunity. IJ I Racial discrimination clearly persists in any school -- even one which claims to be desegregated -- where black students are suspended or expelled more frequently 11 ,1 than non-blacks\nwhere teachers become divided racially and conflict rather than cooperate with one another\nwhere 90 percent or more of the students assigned to special education or basic skills classes are black\nwhere ability grouping or tracking results in racial isolation\nwhere black student withdrawal rates exceed the average\nor where black students are not encouraged to take advantage of college or job-market opportunities. All or some of these indications of continuing racism crop up whenever planning. implementation, and monitoring are deficient. We are concerned with school outcomes which show that a full measure of equity is accorded all students who attend the desegregated schools in the Little Rock School District. ' i' ,1 !  1 1' The following eight principles shall serve as the guideposts to help these schools and this District ensure that equity outcomes are both possible and probable. The principles are\nStudents are assured that they are able to aspire to every adult role in the community and that no restrictions according to race obtain in these roles. -57- Ji a. I I ? I I I h I 5I 3. b. c. d. e. f. g. h. Students are taught by teachers who have been trained to teach in integrated schools. Teachers are dedicated to the principle of integrated education and regard service in integrated schools as a career and not a stepping-stone to mono-racial schools. Every child in the school is given access to his/her full measure of the instructional resources of the school. Racial fairness fully obtains in grading and disci-pline. Co-curricular activities affirmatively involve many children and youth at every level\nrace or ethnicity are never factors which preclude this involvement. There is open and easy access to the services of the guidance program. Students are guaranteed the right to an education in an atmosphere free of debilitating rhetoric and publicity. Cooperative Programs Cooperation among the three districts has occurred informally for many years. The opportunity now presented to participate in recognized cooperative ventures can only strengthen each district's ability to provide an equitable. effective educational program for its students. The Little Rock School District proposes that a formal structure for cooperative program development and the delivery of services be established and that the Magnet Review Committee mandated by the Eighth Circuit Court be established as part of this comprehensive, cooperative effort. -58- a. The LRSD-PCSSD-NLRSD Educational Cooperative In order to prevent the recurrence of interdistrict segregative effects within the three districts of Pulaski County, the Little Rock School District proposes the establishment of an educational cooperative modeled after the fifteen other regional coopera- tives funded by the state. The state has funded fifteen regional educational cooperatives to provide services to local districts within identified geographic areas. Staff development, distribution of audiovisual resources, \"teacher center\" activities, and purchasing are among the services provided by the cooperatives. The Little Rock School District proposes that a cooperative be established for the three districts in Pulaski County in order that cooperative ventures can be explored. An Interdistrict Planning Committee, v/ith representatives from each district. wi 11 comprise the Board for the LRSD-PCSSD-NLRSD Cooperative. The Little Rock School District proposes that within the structure of the Cooperative, the three districts pursue the establishment of a single millage rate in Pulaski County and the joint development of proposals for special grant or project funds. Through Metroplan, common purchasing already exists. However, the District is eager to explore joint bidding procedures, to search for other ways to make joint purchasing procedures more efficient, and to explore the coordination of millage campaigns, marketing of revenue -59-I bonds, and comirion audit and accounting procedures. The District also proposes that joint operation of transportation and food services and personnel recruitment be seriously explored by the Cooperative Board. In order to facilitate interdistrict transfers, it will be necessary for the three districts to develop similar grade structures, grading, attendance, and discipline policies. These issues can also be addressed through the Cooperative Board. b. The Magnet Review Committee (1) Composition: The District proposes that the Magnet Review Committee reflect so far as possible the composition of the magnets themselves with regard to race and sex. Assuming that the race and sex composition of the magnets is fifty percent male and fifty percent female, as well as fifty percent black and fifty percent non-black. the appointments to the Magnet Review Committee should be as follows: Little Reck Black/Female Pulaski County Non-black/Male North Little Rock Black/Male Arkansas Department Nor-black/Female of Education Black/Male In this way both race and sex considerations are equitably considered in the composition of the Magnet Review Committee. -60-(2) Term of Office: It is proposed that the members draw for terms of two or three years and that three of the five members serve three year terms and two of the members serve two year terms. (3) Appointment: The governing Boards of the three districts and the state Department should appoint the members of the Magnet Review Committee, subject to the approval of the District Court. (4) Duties: The Magnet Review Committee's duties are described as selecting and recommending location of magnets to the district court and \"administering\" them, i.e., providing general oversight as to their effectiveness and recommending changes in location or program to the local districts and to the Court. In keeping with the Order of the Court the Committee will serve in an advisory capacity to the District Court, advising the Court as to the placement, design, program. and enrollment of magnet schools. Such advice will be the result of careful data gathering and hearings to ascertain community opinion. (5) Rules: The Committee will follow accepted parliamentary procedures in its deliberations. In the case of a three to two decision in issues to be presented to the Court, the two dissenting members shall write opinions explaining wherein they differ from the majority. -61-H. STAFF DEVELOPMENT We have alluded to the need for staff preparation for desegregation in a previous section. When teachers and administrators are assigned or reassigned to schools with heterogeneous rather then homogeneous student bodies, they are sometimes perplexed and do not know how to interact appropriately with their new students and colleagues. There are even times when teachers and administrators are infected with prejudice and racism, and these twin evils make them major problems in desegregated school settings because they are unable to interact. respond, and participate in a positive way with black students and colleagues. Evidence can be gleaned from desegregated school districts that desegregation is a workable and manageable change process if the staff is well prepared for it. \"Staff\" is interpreted to mean all of the employees of the school district, including administrators, teachers, bus drivers, cafeteria workers, custo- dians, security workers, etc. Written and verbal reports from desegregated school districts such as Louisville, Kentucky\nWilmington, Delaware\nDayton and Columbus, Ohio\nNashville, Tennessee\nIndianapolis, Indiana\nand Milwaukee, Wisconsin, all confirm the crucial need to help school employees: 0 recognize the nature of the change taking place\n0 0 understand what new expectations are being placed upon them\ndevelop the skills and perspectives they need to function effectively in the new setting\nand 0 know that they have an affirmative duty to assure that all their behavior supports, rather than subverts, the -62-u desegregation process. A caveat burden rests on the shoulders of adult personnel, not students. Staff development in the Little Rock School District cannot be effective if it is designed to be a one-shot effort. To be effective, it must be carefully planned and continued over a period of time. It must address the varying stages of development and the individual needs and concerns of adult learners. With this in mind, we think that staff development activities should be comprised of three critical components\n1) a local focus\n2) concrete, goal-directed, on-going training\nand 3) on-site or adaptive planning with regular, frequent staff meetings. All school employees should be involved in staff development activities. They should have -- in addition to the three compo- nents above -- three distinct phases: 1) pre-desegregation activities\n2) transition-period activities\nand 3) sustained or continuing activities. Using one school as an example, the three-phase approach to staff development might take place as follows: 1. Pre-desegregation Activities Teachers should be given a thorough orientation to the total desegregation plan by the principal. In staffs newly formed in annexed schools, this orientation will be critical as a fundamental part of establishing the II culture\" and mission of the school. In magnet schools a. extensive staff training will be necessary to enable teachers and administrators to function at optimum effectiveness. -63-b. Mandatory workshops should be implemented to assess and deal with attitudes and more effective interactions with colleagues and students. c. The principal should mobilize resources for (a) group interaction and (b) orientation programs for staff, students, and parents. 2. d. e. f. g- The principal should meet with all staff persons and explain the implications of the desegregation plan for each job and person. The principal acts as a point of contact so that teachers have an immediate response to questions or can be referred to appropriate sources of information. The principal should attend workshops and participate in professional growth activities which will deal with communications, educational innovations, program implementation, and interpersonal relationships. Some of these will be provided through the District's Program for Effective Building Leadership (PEBL) which consists of preservice and inservice training for school administrators. The principal should maintain personal contact with staff, students, and community. Transition Period Activities a. The principal should establish ad hoc committees to: (a) assist with communication\n(b) deal with rumors\n(c) develop plans for crisis situations\nand (d) identify and solve problems. b. Mandatory workshops from pre-desegregation activities will be continued through PEBL and other District -64-c. 3. inservice programs to re-define immediate problems, ideas, and solutions. Teachers will receive training in such areas as learn- ing styles, implementing cooperative learning, effective instructional strategies in heterogeneous classrooms, implementing a multi-cultural curriculum. classroom management, and assertive discipline. Sustained or Continuing Activities e. Provision must be made for regular, mandatory orien- tation programs for new employees. b. Continuous staff development activities must be carried out related to: (a) instructional strategies and materials\n(b) learning styles\n(c) multi-cultural education\n(d) student-teacher relations\n(e) schoolparent relations\n(f) classroom management\nand (g) identified needs and problems. c. Committees made up of staff, students, and parents must be formed to continue to direct the efforts of the school toward successful, quality, integrated educa- tion, i.e.. continuous, on-the-spot professional d. e. growth. Provisions must be made for continuous development of activities to: (a) maintain or improve relationships with peers and staff\n(b) develop leadership\n(c) identify problems and seek assistance\nand (d) develop pride in self and school. Teachers will be required to enroll in a specified number of \"continuing education\" courses each year so that they can remain familiar with current trends and -65-issues as they affect teaching performance in a desegregated school setting. Design of such a program of staff development cannot wait. Rather, design and planning for this program must be one of the first agenda items for planning the implementation phase of desegregation. will be created. Therefore, a Staff Development Task Force This task force shall be given the mandate and resources to plan a comprehensive, districtwide program, and its activities should have preeminence and visibility so that all may understand that staff development is crucial to the success of this desegregation plan. I. LINKAGES 1. Community Linkages The reorganized Little Rock School District will maintain in some cases and develop in others many strong linkages with the non-school institutions and agencies of the city, the county, the state, and the nation. In the reorganized District, these linkages will be intensified. Stronger and better partnerships between the new school system, the metropolitan-area community, and the state will build public confidence, cooperation, parent participation. and faith in desegregation. The resulting assistance in improving the quality of public instruction will work to equalize access to improved opportunities for students. This section provides a revised inventory of those linkages. Unification of linkage activities will be part of the mandate of the Board and administration. -66-a. College Linkages There are two four-year institutions of higher education in Pulaski County that provide necessary support to public elementary and secondary education. One is Philander Smith College, a traditionally black institution, and the other is the University of Arkansas at Little Rock, the University of Arkansas System's metropolitan campus. Through the years. cooperation has occurred in program development and implementation with these institutions. These insti- tutions will be asked to provide assistance in desegregation workshops in the area of human relations skills and instructional strategies. The Pulaski County Special School District and the North Little Rock School District will be invited to participate in these programs and activities. 0 In-service Training: The faculties of both 0 institutions have cooperated in training efforts impacting the District, including the Program for Effective Teaching. The reorganized District will move to formalize and structure these relationships so that all affected institutions will receive maximum benefits from resources fostering instructional improvement, better human relations. and greater parent participation. Advanced Degrees: The University offers advanced degrees in education. The University's adminis- tration and the administration of the reorganized District will implement a cooperative arrangement -67-so that the University Programs will address fully the instructional needs of a highly desegregated urban school district. b. Cultural Linkages After District reorganization, the Arts in Education Advisory Council must be expanded to include a more diverse membership. The membership will be expanded to provide representation from the Pulaski County Special School District and the North Little Rock School District. The identified charge will be revised to widen responsibility for programs and services currently provided. Examples of these ser- vices include the Arkansas Arts Center and its subsidiary Children's Theatre, the Arkansas Opera Theatre, and the Arkansas Symphony. All appropriate schools. 2. including those in the Pulaski County Special School District and the North Little Rock School District, will be beneficiaries of this expanded cultural link- age. These cooperative programs will also enhance desegregation and parent participation. Commercial and Industrial Linkages As a result of being located in the commercial center of the state, the District has capitalized on linkages with businesses, industries, and trade organizations. Some of those relationships and plans for extending them are as follows: Partners in Education: The Little Rock School District presently has a program in which businesses or organizations establish a helping relationship with specific -68- 00 schools. This program will be expanded to ensure that all schools in the reorganized District will have a partner. Also, through collaboration with the Pulaski County Special School District, the North Little Rock School District, and the Little Rock Chamber of Commerce, an interdistrict approach to school/community partnerships will be developed to strengthen the relationship between the three districts and the Greater Little Rock community. Chamber of Commerce: The Greater Little Rock Chamber of Commerce presently includes the cities of Little Rock and North Little Rock. Also, the Chamber's Education Committee, Board, and membership assist and cooperate with the three districts in activities ranging from millage campaigns and special studies to daily, general promotion of the school systems in their industrial development activities. The Chamber has even formed a partnership with the Area Vocational-Technical School. After the new District is established, efforts will be directed at expanding the relationship. 0 Vocational Education Advisory Committee: Membership will be extended to include representatives from businesses throughout the county, and the charge will be revised to county-wide responsibility for what is now a series of three separate efforts. 3. Governmental Linkages As the largest metropolitan center in Arkansas, Pulaski County's governmental structure contains a number of -69-intergovernmental relationships that are essential to orderly delivery of goods and services. This intergovernmental cooperation cuts across all agencies. including state, county, and city. Illustrative examples of governmental cooperation, with recommendations for extending them, are as follows\na. Law-Related Education: The Little Rock School District has implemented this program and, as a result, there exists a cooperative interchange between the criminal justice system in the Little Rock area and the District. A means for systematically utilizing the resources of the justice system will be cooperatively developed with the Pulaski County Special School District and the North Little Rock School District. b. The City of Little Rock: In order for the District to be effective, it is necessary for a number of cooperative arrangements to evolve between the city and the District. follow. Significant examples of these arrangements All of the District's schools participate in the Little Rock Police Department's Crime Prevention Program\nthere is cooperation with the city's planning department in a number of instances (for example, new school construction)\nthe employment of school crossing guards is a final example of city-district cooperation. With the advent of the reorganized District, all efforts will be made to develop a Tri-Governmental Council (Little Rock, North Little Rock, and Pulaski County) to deal with city government issues affecting schools in the Little Rock School District, the North -70-Little Rock School District, and the Pulaski County Special School District. c. Metroplan: This organization, supported financially by an aggregate of local governments, offers a variety of services, including planning projections and population data. Also, Metroplan provides an opportunity for the Little Rock School District, the Pulaski County Special School District, and the North Little Rock School District to work together in planning sites for new schools and potential school use of Central Arkansas Transit System (CAT). 4. Miscellaneous Linkages Many of the community linkages which are available to the District and that are essential to its excellence cannot be placed easily into any of the previous linkage categories. Therefore, the \"Miscellaneous II category is included. Cooperation is very easy in some cases because, by mandate. districts are required to have them\na case in point is the Chapter 1 Parent Advisory Council. Where there is an absence of legal requirement to maintain a linkage (e.g Friends of KLRE), it is strongly recommended that the new District take administrative steps to keep them operable. A representative listing of \"Miscellaneous Linkages\" follows: a. Rockefeller Foundation: Currently, the District submits funding applications to the Foundation on an ongoing basis. Previously, the Foundation funded part of the operations of the Little Rock District's educational television channel, Channel 19. The channel has been an important source of information to the -71-1 community concerning desegregation-related issues. The Foundation has also funded a special proposal to provide inservice training of principals in all three districts, which will further focus on school-based management in a desegregated school system. b. Arkansas Community Foundation: The Little Rock District recently initiated its own educational fund as part of this Foundation. The funds generated from this account will be used to enhance the newly organized District's educational program. With the continued decrease of public funds, it is even more important for districts to seek external financial resources. This foundation will be asked to extend its Board to include representation from the Pulaski County Special School District and the North Little Rock School. c. Transportation Advisory Council: The Council is a standing committee appointed by the Board. It advises the administration and the Board on matters pertaining to all aspects of the District's transportation program. For example, it might recommend to the Board the addition of new transportation routes. Since several schools in the Little Rock School District will have unique programs which will be shared with the Pulaski County Special School District and the North Little Rock School District, the Transportation Advisory Council will be expanded to provide representation from the other two districts. Thus, this cooperative body will deal with many transportation matters unique to desegregation. -72-K. d. Biracial Advisory Committee: This is a committee mandated by the Court under the Clark decree for the express purpose of monitoring the District's desegregation plan. It advises the administration, the Board, and the Court as to the District's compliance with the Court-ordered desegregation plan. Biracial Committees in the three districts may share monitoring and evaluation information in order to more effectively assess desegregation efforts in all three school districts. e. United May of Pulaski County: Currently, all three districts in Pulaski County participate and benefit from membership in the United Way. Each district uses funds derived from United Way for clothing and school supplies for needy students. It is anticipated that. in the new District, participation in the United Way would be increased and continue to serve indigent students. f. Chapter 1 Parent Advisory Council: The Chapter 1 program is a compensatory education program. Pres- ently, cooperation is evident among the three districts. For instance, there is a tri-district PAC Council in which parents from the Little Rock School District, Pulaski County Special School District and the North Little Rock School District come together annually to identify strategies to enhance learning g. opportunities for educationally disadvantaged children. Arkansas Parents: Parents in Learning Experiences (APPLE): The state program for promoting the -73- involvement of parents in education will be used as a means to increase cooperation among the Little Rock School District, Pulaski County Special School District and the North Little Rock School District in their efforts to augment parent participation in their children's education. Through the assistance of the APPLE coordinator, the three districts will meet for APPLE training sessions. h. Volunteers in Public Schools (VIPS): The VIPS program is an essential part of the present District. Its primary purpose is to augment the educational programs of the District with community volunteers. In Little Rock the program is entitled VIPS. It will be of utmost importance in the reorganized District to expan d the volunteer program. The practice of cooperation which presently exists between the three school districts' school volunteer programs will be continued. Adult/Community Education Advisory Council: An advi- sory council is now involved in advising the District regarding adult and community education. The Council will be expanded. Cooperation will continue to exist in all three districts, i.e., graduation exercises. workshops, inservice, etc. j. District PTA-Council: The District maintains a council i. made up of representatives from the school-based PTA's. It is generally concerned with the overall educational program of the District. k. Friends of KLRE: The Little Rock District operates KLRE, its own radio station. The \"Friends of KLRE\" act -74-as an advisory council to assist with the various aspects of the station's operation. Some effort will be made to have representation on this council from the Pulaski County Special School District and the North Little Rock School District. This group's membership and the station's mission will be broadened to reflect the reorganized Little Rock School District . 1. Special Education Advisory Council: The District maintains a council involved with the various aspects of the District's Special Education Department and provides advice to the administration and Board regarding matters relating to the eleven handicapping con- ditions of special education students. Participation on this council will be extended to the Pulaski County Special School District and the North Little Rock School District to focus on special education concerns throughout the county. m. Athletic Booster Clubs: These clubs are in the senior high schools of the District\nthey provide much needed support for the high school athletic clubs. These will be maintained. n. Guidance Advisory Council: In order to provide ex- ternal and community advice to the guidance program, the Little Rock District recently established the Guidance Advisory Council. Representation on this council will be extended to a counselor in the Pulaski County Special School District and the North Little Rock School District. -75- i0, The Cid state House: Curriculum materials and educa- tional activities are currently offered to students and teachers in the District. These services will be maintained. P. The Association for the Study of Afro-American Life and History: The Little Rock branch offers programs, displays, and curricular materials\nit also sponsors II Black History Month\" in the schools. The Association can expand to assist the Little Rock School District, the Pulaski County Special School District, and the North Little Rock School District with curriculum materials tc provide a common theme on Black History for all public schools in Pulaski County. -76-Eii IV. ORGANIZATIONAL EQUITY -n- fA. GOVERNANCE This Court approved during the consolidation hearings a plan for governance. Those philosophical underpinnings were based on good election planning, certain statutory mandates, requirements of the Fifteenth Amendment, and careful efforts to make certain that black voting strength in the Little Rock School District is not diluted. The opinion of the Eighth Circuit made no criticisms of this plan for governance. This plan has merely changed the proposed District lines to conform with the boundaries of the reorganized District. 1. The Board of Directors The Little Rock School District Board of Directors will consist of seven members. The number seven is chosen 2. because the general rule of both regulatory and legislative planning prefers odd numbers to prevent split and tie votes. The Board members will be chosen from single-member districts. Boundaries of the Single Member Districts The boundaries of the districts will be drawn to conform with the following guidelines: a. Each district will be as equal in numbers as is practi- cable to guarantee the principle of \"one man one vote\" mandated by the Fifteenth Amendment of the United States Constitution. b. Each district will be a contiguous territory and will be as compact as is practicable. c. The boundaries of each district will use identifiable -78-d. e. boundaries such as streets, rivers and streams, roads and other identifiable practicable. When it is possible to ra i 1 - rights of way, whenever use other jurisdictional boundaries, they will be used. This requirement is used in election planning to simplify public under- standing and identify with a particular voting district. Whenever possible, traditional neighborhoods will be kept intact. The boundaries must be drawn to ensure no dilution of minority voting strength. The districts as drawn will be presented at the June 16, 1986, hearing. -Implementation of Plan for Governanre Present Board positions will be available when their term of office has expired. In order to be elected to the Board of Directors, a candidate must live in the District from which he/she is seeking election. Only one Board member may be elected from any one district\nthus when the term of a present Board member expires, that position will be filled by an individual from one of the newly formed districts from which no other Board member resides. To ensure success, this plan must be implemented ninety days prior to the next regular school Board election. This ninety days is required to conform to the forty-five day filing requirement statute. The additional time is necessary because significant structural changes are proposed. This extra time allow for the identificatic requirement is also necessary to on of precinct and polling places -79- iK. and other administrative duties performed by the Election Commission. 4. Annexations Land annexations to the city of Little Rock will become territory of the Little Rock School District immediately when the annexation is effected. The county assessor will make the required changes on the tax books. The students in the areas annexed to the Little Rock School District will be reassigned under the Little Rock School District desegregation plan no later than July 1 of the following school year. The Pulaski County Election Commission shall, upon notification by the Little Rock School District, revise the boundary lines of the Little Rock School District. Such notification shall be required not later than ninety days prior to the annual school election. 5. Census Check In order to maintain the Fifteenth Amendment requirements, the boundaries will be examined in 1992 and every ten years thereafter. The adjustments made by the Little Rock School District Board of Directors of Education must be approved by the County Board of Directors of Education as required by Arkansas statute. B. ADMINISTRATIVE REORGANIZATION Administrative, certificated, and all other personnel will be deployed across all locations and in ways that will facilitate both the racial and educational equity aims basic to District reorganization. -80-This section of our plan proposes an organizational struc- ture for the reorganized District as a whole, brief job description for all positions. It also provides a The Chart on the following page shows a general organizational structure for the reorganized Little Rock School District. -81-Community LRSD Administrative School Board Organization Legal Counsel Superintendent Assistant to the Superintendent lor Planning, Research, Evaluation, and Pupil Accounting Director ol Public Inlormation Associate Superintendent lor Desegregation I 30 Associate Superintendent lor Support Services Associate Superintendent lor Curriculum Associate Superintendent for Pupil and Staff Services Associate Superintendent for School Operations I Administrative Assistant Director-Financial Services Director-Data Processing Director-Plant Services Facilities Coordinator Supvr.-Custodians Salety and Security Officer Director-Transportation Director-Purchasing Administrative Assistant Director-Adult Education Dlrecctor-lnstructlonal Resource Ctr. Director-Vocational Education Supvr.-Voc. Ed. Director-Athletics and PE Director-Special Education Supvrs.-Sp. Ed. Director-Personnel Director-Federal Programs CoordInator-PAC Director-Volunteers In Public Schools Director-Pupil Services Psychological Examiners CoordInator-CARE Director-Staff Development Directors . School Improvement Principals I Warehouse Manager Curriculum Specialists Director-Food Services Supvrs.-Food Services Warehouse ManagerD. JOB DESCRIPTIONS FOR REORGANIZED SCHOni DISTRICT 1. Office of the Superintendent The Superintendent of Schools will serve as the chief executive officer of the reorganized Little Rock School District and will lead the District in accordance with the school laws of Arkansas and the policies of its Board. Reporting to the Superintendent are: the Central Office Associate Superintendents\nthe Assistant to the Superintendent for Planning, Research, Evaluation, and Pupil Account- 2. 3. mg\nthe Associate Superintendent for Desegregation\nand the Director of Public Information. Assistant to the Superintendent Evaluation, and Pupil Accounting for Planring, Research, The Assistant to the Superintendent for Planning, Research, Evaluation, the work of and Pupil Accounting will coordinate program monitoring, statistical administrative audits and specialists will In addition services, and analyses. assist in this work. to the above Assistant to the Superintendent figures, make student enrollment A team of evaluation responsibilities, the wi 11 monitor enrollment projections, file enrollment reports with the District and coordinate the management of with the state, and student records. Director of Public Information The Director of Public Information, answering to the Superintendent, informed about school District will keep the employees and the public activities, inform the Superintendent concerning issues of current review and analysis by the press and the public, supervise the -83-4. 5. development of programs for educational radio and television, and stimulate good communication within the Little Rock School District and with the public. Associate Superintendent for Desegregation The Associate Superintendent for Desegregation will be charged with the implementation of all aspects of this plan except the portion concerning governance and the electoral districts and processes. He or she will be the officer in charge of the Office of Desegregation, which will include student assignment, staff assignment, transportation planning and review, monitoring and evaluation for the District, financial review, and forward planning. While the Associate Superintendent for Desegregation will not have operating authority outside the sectors of student and staff assignment, monitoring, and forward planning for desegregation. this officer will be given full access to all data on any aspect of the system other than governance and will have author!ty to make written requests for changes in central office or building policies and practices which give evidence of impeding implementation of the spirit as well as the letter of the plan. Associate Superintendent for Support Services The Associate Superintendent for Support Services will supervise the following areas: financial services, data processing, school facilities and plant services, maintenance, transportation, purchasing, and food service. The Associate Superintendent will also serve as the Chief Negotiator for the Board of Directors of the Little Rock School District. -84-B 6. Wnistrative Assistant to the Associate Superintendent for Support Services The Administrative Assistant to the Associate Superintendent for Support Services will provide assistance and support to the Associate Superintendent to facilitate leadership in development, implementation, and monitoring of 7. support services for the Little Rock School District. Director of Financial Services 8. The Director of Financial Services receipt, disbursement. investment, and will supervise accounting for District funds. Financial reporting and monitoring of revenues, receipts, and expenditures are also the sibilities of the Director Director of Data Processing of Financial Services. respon- The Director of Data Processino ,in supervise all activ- 9. ities related to data for the District. analysis. systems and data-processing activities The Department handles epplicatiors, design, development, and evaluation of installation. maintenance. computer services. The planning, coordination, and scheduling of computer-related services for instructional and administrative functions sibilities of this department. Director of Plant Services The Director of Plant Services will are also respon- supervise construction and renovation activities and buildings and projects for school facilities, prepare building and capital-improvement plans and projects, and approve and coordinate plans and specifications completed by f i rms. contracted The Director will also be responsible for keeping -85-K 10. 11. 12. buildings and grounds comfortable, safe, and attractive for students, staff, and the community. This includes handling requests for repairs and maintenance and supervising the building engineers and custodial staff. will supervise the Security Officer. Safety and Security Officer The Director also The Safety and Security Officer will work in Plant Services. This person will develop and interpret safety regulations and coordinate emergency school closings and disaster plans. He/she will also develop safety training programs, supervise security personnel assigned to schools and buses, and serve as a liaison with other agencies concerned with various safety regulations. Director of Transportation The Director of Transportation will administer a districtwide transportation system which provides eligible students with safe and efficient transportation. The Director will supervise a staff of supervisors, dispatchers. mechanics, and drivers. Director of Purchasing The Director of Purchasing will receive and process requisitions, develop and examine specifications, solicit bids, handle the bidding process, recommend bid purchases to the Associate Superintendent, and dispose of items no longer used by the District. In addition the Director of Purchasing will be in charge of the Property Accounting function and operate the District's supply center and intradistrict mail system. -86-13. Director of Food Services The Director of Food Services will provide nutritional and financially sound food service to all schools. The Department will plan menus, develop instructional material s 14. to highlight ethnic-food celebrations and nutritional information, and will operate school cafeterias, central kitchen centers, and satellite lunch Associate Superintendent for Curricu1 programs. urn The Associate Superintendent for Curriculum wi 11 be responsible for instructional planring, curriculum develop- ment. instructional resources and technical assistance for educational programs in grades K-12, and the administration of federal, state, and private grants and programs related to curriculum and instruction. The Associate Superintendent 15. will supervise the following individuals: Director of Adult Education, Director of Vocational Education, Director of Athletics and Physical Education, Director of Special Education, the Director of the Instructional Resource Center (IRC), and Curriculum Specialists. ^HListrative Assistant to the Associate Superintendent for Curriculum The Administrative Assistant to the Associate Superintendent for Curriculum will provide assistance and support to the Associate Superintendent so that he/she can provide leadership in development. implementation, and monitoring of educational programs and services for the Little Rock School District. -87-16. Director of Adult Education The Director of Adult Education will be responsible for the administration of adult education programs. The Director also will work closely with the Associate Superintendent for Curriculum in planning programs to meet the needs of adults in the community. 17. Director of Vocational Education The Director of Vocational Education will be responsible for the administration of vocational programs. The Director also will work closely with the Associate Superintendent for Curriculum in planning, developing, and implementing instructional programs in vocational-technical education. 18. Director of Special Education The Director of Special Education will be responsible for the administration of programs supported with federal and state funds to meet the needs of special education students. The Director also will work closely with the Associate Superintendent for Curriculum in planning the curriculum to meet the needs of special education students. The Director will supervise the Special Education Supervisors. 19. Director of The Instructional Resource Center The Director of the Instructional Resource Center will be responsible for the programs of the Instructional Resource Center which serves as the District's II Teacher Center. II This center will provide professional growth activities. inservice meetings. instructional support activities, and the development and dissemination of -88-20. curriculum materials for teachers and students. Director will also be responsible for hel kind of The ping to provide the instruction and learning environment that will enable students in the District to master the reading skills appropriate to their ages and grade levels, supervises the Reading Specialists. The Director Director of Athletics and Physical Education The Director of Athletics and Physical Education will be responsible for the administration of the athletic, physical education and health programs in the secondary schools. The Director will also work closely with the 21. Associate Superintendent for Curriculum in planning the curriculum and physical education program. Curriculum Specialists The Curriculum Specialists of English, Foreign Language, Reading, Science, Math, Computer Services, Media, Social Studies, Music, and Art will report to the Associate Superintendent for Curriculum and provide assistance to the principals and teachers in developing, implementing, and evaluating the District's instructional programs in their specific areas of concentra\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_1132","title":"Little Rock School District, school board meeting minutes and correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1996-02-29/1996-07-11"],"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 statistics","School board members","School boards","School management and organization","Meetings"],"dcterms_title":["Little Rock School District, school board meeting minutes and correspondence"],"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/1132"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITILE ROCK SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT February 29, 1996 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: I am enclosing minutes ofLRSD Board of Directors meetings held on December 7 and December 21, 199 5, and January 4 and January 11, 1996. Please let me know if you have any questions, or ifl can provide additional information. Sincerely, ~ Beverly J. Griffin, Executive Assistant to the Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January 11, 1996 The Board of Directors of the Little Rock School District met in a special session on January 11, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas, immediately following the regularly scheduled agenda meeting. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs MEMBERS ABSENT: None ALSO PRESENT: I. Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Linda Pondexter, Board President, called the meeting to order at 5:45 p.m. The roll call revealed the presence of all Board members. The teacher ex-officio representative on the Board, Ms. Shirley Thomas from Western Hills Elementary School, and student ex-officio member of the Board, Justin Smith, from Hall High School, were also present. SPECIAL BOARD MEETING January 11, 1996 Page 2 II. PURPOSE OF THE MEETING The meeting was called for the purpose of conducting the following items of business: 1. Toyota Foundation Tapestry Program Grant Application 2. Community Mobilization Grant Application 3. Desegregation Committee 4. Student Hearings \nnI. ACTION AGENDA Toyota Foundation Tapestry Program Grant Application Carver Magnet Elementary School is applying for a grant from the Toyota Foundation for $9,944, to improve science instruction through the use of computer technology. Dr. Williams recommended Board approval of this application. Mr. Riggs made a motion to approve the superintendent's recommendation. Ms. Gee seconded the motion and it carried unanimously. Community Mobilization Grant The Arkansas Department of Health, Bureau of Alcohol and Drug Abuse Prevention is offering grant awards up to $20,000 for violence prevention and reduction of illegal use of alcohol, tobacco and other drugs. The District, in partnership with the City of Little Rock alert centers, would use these funds to train community leaders and develop programs to meet their goals. The superintendent recommended approval of the grant application. Ms. Gee made a motion to accept the superintendent's recommendation, seconded by Ms. Strickland. The motion was accepted unanimously. Desegregation Committee Ms. Pondexter asked for the Board to approve formation of a committee of citizens to further study the desegregation plan. She asked for Board members to submit names of community members who would provide meaningful input. The committee is to consist of approximately 30 members and would include all parties, including ODM, Joshua and Knight Intervenors, and District administrators. Names of selected committee members will be provided to the Board for approval by Ms. Pondexter. SPECIAL BOARD MEETING January 11, 1996 Page 3 Mr. Riggs made a motion to approve formation of the desegregation committee. Dr. Daugherty seconded the motion and it carried unanimously. Motion to Suspend the Rules Ms. Magness made a motion to suspend the rules to consider an item that was not a part of the agenda. Mr. Riggs seconded the motion and it carried unanimously. Ms. Magness made a motion to officially sanction the Financial Advisory Committee of the District. This committee was formed during the Strategic Planning process and has continued to function in an advisory capacity. Ms. Gee seconded the motion and it carried unanimously. The Board took a brief recess and reconvened at 6:00 p.m. Mr. Riggs made a motion to move into executive session for the purpose of conducting student hearings, Dr. Daugherty seconded the motion and it passed unanimously. STUDENT HEARINGS Larry Robertson, student hearing officer, was present to provide information regarding students who were recommended for expulsion from the District. Each of these students is appealing their expulsion and asking for reinstatement. Robert Blacksher was recommended for expulsion from J.A. Fair for possession of a weapon. The knife was found during an all-school scan. Robert indicated that the knife belonged to his cousin, and he did not intend to bring it to school. He apologized to the Board for his actions and promised not to be any other trouble to school officials. Dr. Williams recommended reinstatement on strict probation. Mr. Riggs made a motion to uphold the superintendent's recommendation. Dr. Daugherty seconded the motion and it carried unanimously. Pedro Smith was recommended for expulsion from Cloverdale Jr. High for possession of brass knuckles. School administrators indicated that continued behavior problems and threats of violence would pose a problem in the school environment, if Pedro was allowed to return to Cloverdale. It was recommended by the Superintendent that Pedro be placed at the Alternative Learning Center. Dr. Mitchell moved to uphold Dr. Williams' recommendation. The motion was seconded by Dr. Daugherty and it passed unanimously. SPECIAL BOARD MEETING January 11, 1996 Page 4 Jason Hampton, 12th grade student from J.A. Fair, was recommended for expulsion for possession of a weapon. A security officer found a pocket knife in Jason's pocket, attached to his key ring, while searching a group of students who were caught smoking on campus. Jason admitted that the knife was his, but reported that he did not consider it a weapon and had no intention of using it to harm anyone. Dr. Williams-recommended reinstatement on probation for the remainder of the school year. Dr. Mitchell made a motion to accept the superintendent's recommendation and Dr. Daugherty seconded the motion. It carried unanimously. The Board returned from executive session and reported that the Board had accepted the superintendent's recommendation on three student disciplinary hearings. ADJOURNMENT Mr. Riggs made a motion to adjourn, seconded by Dr. Mitchell. The meeting adjourned at 6:35 p.m. APPROVED= 1 ,e2s- re:, I Sue Strickland, Secretary Whereas, the Strategic Planning Committee for the Little Rock School District has recommended that Action Planning Team 9 be commissioned to serve as the initial committee of a budget development advisory committee\nand Whereas, the Superintendent of the Little Rock School District has recommended that members of the Board of Directors join this committee to develop a budget for the 1996-97 school year\nand Whereas, current policy of the Little Rock School Board states that \"Once the budget has been prepared by the administration, the Board will hold budget hearings, at which time the Board members will discuss the proposed budget and invite questions and discussions relative to the budget items\"\nand Whereas, the Little Rock School District promotes community involvement in decisions that affect its patrons\nNOW, THEREFORE BE IT RESOLVED, that the Board of Directors of the Little Rock School District hereby commissions Action Planning Team 9, and other individuals who may volunteer to serve as budget advisors, to form the Advisory Committee for Financial Stability, and to join them in conducting a series of public hearings as the 1996-97 Fiscal Year Budget is developed. Adopted this 11th day of January, 1996. ~J Sue Strick.land, Secretary UTILE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET UTILE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January 4, 1996 The Board of Directors of the Little Rock School District met in a special session on January 4, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas . . iMEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs MEMBERS ABSENT: None ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Linda Pondexter, Board President, called the meeting to order at 6:35 p.m. The roll call revealed the presence of all Board members. SPECIAL BOARD MEETING January 4, 1996 Page 2 II. PURPOSE OF THE MEETING The agenda for the meeting included the following items. 1. Dress Code at the ALC 2. Review of the Laidlaw Contract 3. Student Hearings 4. Personnel Discussion III. ACTION AGENDA Alternative Learning Center Dress Code Action on implementing a dress code for students at the ALC was tabled at the regular meeting of December 21, 1995. Dr. Daugherty made a motion to remove this item from the table for the Board's consideration. Mr. Riggs seconded the motion and it passed 7-0. Dr. Dau_gherty moved for adoption of a uniform dress code for students at the ALC. Mr. Riggs seconded the motion and it carried 5-2, with Ms. Magness and Dr. Mitchell casting \"no\" votes. Review of the Laidlaw Contract Jerry Malone, District attorney, presented information regarding a review of the Laidlaw contract. Attorney Jim Clark collaborated with Mr. Malone in the contract review, but was not present at the meeting. The issue of the review was to determine whether or not the District is contractually liable to pay taxes on new buses purchased by Laidlaw. Mr. Clark's opinion was that the District is not contractually obligated to make those payments. The Board agreed by consensus that District administrators would continue to work with the attorneys to negotiate this aspect of the contract. The Board moved to executive session at 6:46 p.m., for the purpose of conducting student hearings on a motion by Mr. Riggs, seconded by Dr. Daugherty. The motion carried unanimously. SPECIAL BOARD MEETING January 4, 1996 Page 3 STUDENT HEARINGS Larry Robertson, student hearing officer was present to provide information regarding students who were recommended for expulsion from the District. Ira Mullins was charged with possession of a weapon at J.A. Fair High School. Ira admitted that the knife was in his coat pocket, he stated that he had not brought it to school intentionally, and he apologized to the Board for the incident. Dr. Williams recommended reinstatement under strict probation and asked that Ira receive conflict resolution counseling and tutoring in academic subjects. Mr. Riggs made a motion to accept the superintendent's recommendation. Ms. Magness seconded the motion and it carried 7-0. The second student hearing was scheduled to begin at 7:30 p.m. and the student had not yet arrived. Therefore, the Board moved to executive session for the personnel discussion portion of the agenda. After the personnel executive session, student hearings resumed at 7:30 p.m. Freddie Ezikiel was charged with possession of a weapon at Forest Heights Jr. High  School. The building principal reported that Freddie was a constant disruption to the learning process at Forest Heights and suggested that an alternative learning environment would be more appropriate for Freddie. Dr. Williams recommended placement at the ALC or another alternative learning environment. Larry Robertson agreed to work with Freddie's guardian in finding appropriate placement. Mr. Riggs made a motion to accept the recommendation, seconded by Dr. Mitchell. The motion passed unanimously. EXECUTIVE SESSION Mr. Riggs made a motion to move into executive session, seconded by Ms. Magness, and approved unanimously. for the purpose of conducting a personnel discussion. The Board returned at 7:25 p.m. Ms. Pondexter reported that no action was taken in executive session. Mr. Riggs made a motion to authorize the Board President to correspond with the Superintendent by letter. The motion was seconded by Ms. Magness and passed 6-1, with Dr. Mitchell abstaining from the vote. SPECIAL BOARD MEETING January 4, 1996 Page 4 Student hearings were resumed on a motion by Mr. Riggs to move back to executive session, seconded by Ms. Magness and carried by a unanimous vote. ADJOURNMENT Ms. Magness made a motion to adjourn, seconded by Mr. Riggs. The meeting adjourned at 7:50 p.m. Li a Ponexter,Presden APPROVED: / ~5-'1(, LIITLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LIITLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING December 21, 1995 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on December 21, 1995, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs, IV MEMBERS ABSENT: None ALSO PRESENT: I. Dr. Henry P. Williams, Superintendent of Schools Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER The Vice-President, Ms. Gee, called the meeting to order at 6:06 p.m. The roll call revealed the presence of five Board members. Dr. Daugherty and Ms. Pondexter arrived at 6:12 p.m. The ex-officio teacher, Ms. Mary Lawson, from Watson Elementary School, and ex-officio student, Angie Staley, from J.A. Fair High School were also present. REGULAR BOARD MEETING December 21, 1995 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of November 16, 1995, and from special meetings of November 7, 1995, and December 4, 1995, were presented for Board approval. Dr. Mitchell moved for approval of the minutes, Mr. Riggs seconded the motion and it passed S-0. III. PRESENTATIONS: A. SUPERINTENDENT Dr. Williams presented a superintendent's citation to Brandi Romandia, who is a sixth grade student at Bale Elementary. Ms. Romandia recently won the Arkansas Grand Prix in wheelchair racing competition. Jodie Carter and McClellan High School staff members were present to accept recognition from the Superintendent and Board. McClellan Business/Communications Magnet High School received the 1995 National Programs of Excellence in Business Education Award as the top business education school in the nation. Phyllis Smith and Tony Hunnicutt recently attended a conference in Denver where they received a plaque and a $1,000 cash award for further development of the business program at McClellan. Other McClellan staff members who were present for this recognition included Angela McCallie, Shirley Hodges, Audrey Smith, Jeri Bob King, Nancy Leslie, Pat Leach, and Brenda Stuckey. Dick Picard teaches at Parkview Arts and Sciences Magnet School. He was not present at the meeting, but was awarded a superintendent's citation for his development of LabNet, which connects teachers across the U.S. through the Internet. Dana Duncan was present to accept a superintendent's citation in recognition of her selection as the 1996 Teacher of the Year. Ms. Duncan has been a classroom teacher for 46 years and is currently assigned to Romine Interdistrict Elementary School. In conclusion, the teacher ex-officio, Ms. Mary Lawson of Watson Elementary School, and the student ex-officio, Angie Staley, senior from J.A. Fair were awarded superintendent's citations for their month of service on the Board. REGULAR BOARD MEETING December 21, 1995 Page 3 B. PARTNERSHIPS The Superintendent recognized new partnerships between the community and LRSD schools. Partnership certificates were presented to each of these individuals. Mary Williams and Leta Jo Anthony representing the Leadership Roundtable, partnering with Henderson Health Sciences Magnet School, represented by Principal James Washington. Stephanie Adams, Betty Boyd, Cindy Outlaw, and Faye Albert, representing Target Stores in their new partnership with Henderson Health Science Magnet School, represented by James Washington. Mrs. Gee made a motion to accept the new partnerships, seconded by Ms. Strickland. The motion carried unanimously. C. CITIZENS COMMITTEES Mr. Jim Dailey, Mayor of the City of Little Rock, offe.red comments of support for the Board and administration. He commended the District for exceptional course offerings, one-of-a-kind programs, and the number of national merit semifinalists produced by the LRSD. He expressed pride in the students of our district and specifically recognized Jerome Strickland, senior at Parkview Magnet High School, and the students at Woodruff Elementary for the successful conflict resolution program. The city education task force has committed their energy to designing community goals to bring central Little Rock schools together. He commended the Board and the Superintendent for the work that went into the Strategic Planning process and indicated that he would highlight a District school each month in his monthly message to the city. Mayor Dailey reminded the Board of the \"Power of Unity\" in the community and he urged the Board to work together to better the school system and the central Arkansas community. He invited Board members to attend the State of the City address at City Hall on January 2, 1996, at 10:00 a.m. D. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring No report. REGULAR BOARD MEETING December 21, 1995 Page 4 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. S. PTA Council No report. E. BOARD MEMBERS Ms. Magness, wearing a Woodruff Elementary School t-shirt, reported that she had recently attended a PTA meeting at Woodruff, and invited the public to attend a town hall meeting at Woodruff on January 9, 1996. Ms. Magness had attended town hall meetings for discussion of the facilities study held at Pulaski Heights, Jefferson, and Wakefield Elementary Schools. She expressed appreciation to the community for their support and to the citizens who requested the special meeting held on December 7. She apologized for not being able to attend that meeting. Ms. Magness asked Board members to pledge to work cooperatively with each other and with the superintendent to make the District the best it can be. Ms. Strickland reported on visits to Mabelvale and Otter Creek Elementary Schools. She thanked the Mabelvale community for welcoming her to their school and for the gift basket that was presented to her at their meeting. Ms. Pondexter attended a program at Terry Elementary School and had attended facilities meetings at Mitchell and Mabelvale. She thanked the Chamber of Commerce for inviting the Board and administrators to their luncheon. REGULAR BOARD MEETING December 21, 1995 Page 5 IV. :REMARKS FROM CITIZENS Robert \"Say\" McIntosh asked for volunteers to sign up to work at his annual Christmas Party. He made comments regarding the media not covering the good news about kids and he urged parents to get involved in the schools. Hafeeza Majeed reported that she had participated in the Strategic Planning process and expressed support for the ideas that were expressed in the special meeting of December 7. She questioned the intent of the participants of that meeting regarding the needs and concerns of the African American community. She asked for the African American community to voice their concerns regarding the needs of black children. Stephanie Johnson, former LRSD Board member, complimented the Mayor for his commitment to the LRSD. She expressed concerns related to the Future Little Rock process and the city's support for the McClellan Community School. She asked for continued support for the 1/2 cent sales tax, as those funds provide prevention and intervention programs for the youth of the city. William Fields spoke on behalf of the McClellan Community Education program and asked for the Board to support the budget of the McClellan Community School program. Janice Wilson the PTA President at Woodruff Elementary presented a roster of names in support of Dr. Williams and expressed support for his leadership abilities. Phyllis Haynes representing the Capitol View-Stift Station Neighborhood Association, detailed several reasons for keeping Woodruff open: 1) the successful conflict management program at Woodruff\n2) the strong partnership that exists between Woodruff school and the community\nand 3) belief in the preservation of older neighborhoods. Joe Meehan, representing the Woodruff Community Development Corporation, detailed the work of this organization. They are working to revitalize and stabilize the Woodruff neighborhood by working to purchase and restore older homes for resale to lower income families. He asked for the Board to consider allowing this inner-city school to remain open as a vital part of the community. Louis Leslie distributed copies of a letter to the Board in support of keeping Woodruff open. REGULAR BOARD MEETING December 21, 1995 Page 6 J.C. Smith asked for the Board to review insurance coverage provided by Laidlaw Transportation Service. His son was on a school bus that was involved in an accident. Laidlaw provided him with all of the details and claim forms needed to file a claim, but their carrier Crawford and Company, was very slow in responding to his questions. Donna Massey, representing the New Party, expressed concerns with views presented by the business leader/speakers at the special meeting of December 7. She asked for more participation from the low income community when the concerns addressed by the business community are discussed further. Kathy Wells spoke regarding the improvement of the financial condition of the District and made several suggestions to facilitate this task. V. ACTION AGENDA A. Lease Agreement: Watershed Human and Community Development Agency The Watershed Agency has leased the old Gilliam Elementary School for the past six years. The superintendent recommended Board approval to extend the lease for another year. Ms. Gee moved to approve extension of the lease, seconded by Ms. Magness. The motion carried unanimously. B. Mini-Grant Submissions The Board was asked to approve submission of several mini-grants. The grants submitted include: Washington Magnet Elementary, $600 from the Winthrop Rockefeller Foundation to develop technology curriculum\nWatson Elementary, $1,000 from the Arkansas Department of Education for a student recognition program\nGeyer Springs Elementary, $400 from the Weyerhaeuser Foundation for an ecology program\nand Jefferson Elementary, $400 from the Weyerhaeuser Foundation to prepare students for science and math careers. Ms. Magness made a motion to approve submission of the mini-grants. The motion was seconded by Mr. Riggs, and passed unanimously. C. Forest Park Grant Application The Forest Park staff is preparing a $24,000 grant application to the Sturgis Charitable and Educational Trust for a program to utilize educational technology to raise achievement scores and reduce racial disparity. The Board was asked to REGULAR BOARD MEETING December 21, 1995 Page 7 approve the submission of this grant. Ms. Gee made a motion to approve the grant submission, Mr. Riggs seconded the motion and it carried 7-0. D. Establishment of a Dress Code at the Alternative Learning Center Dr. Daugherty requested establishment of a dress code for ALC students. Dr. Williams asked for the Board to delay formal action until the ALC staff has completed the established process for implementation of a dress code. Dr. Daugherty spoke in favor of approving the dress code immediately. Mr. Riggs made a motion to table action until the January Board meeting, seconded by Dr. Mitchell. The motion carried 6-1 with Dr. Daugherty casting the \"no\" vote. E. Negotiations with Laidlaw Ms. Pondexter relinquished the Chair to Ms. Gee for the purpose of making a motion to authorize District attorneys to review the Laidlaw contract to determine if any additional \"hidden\" costs, such as the sales tax for new buses, are a part of the District's obligation under the current contract. The attorneys are to return to the Board with a report at the agenda meeting in January. Dr. Daugherty seconded the motion and it passed unanimously. F. Donations of Property The Board was asked to approve acceptance of donations to the District. Ms. Strickland made a motion to accept the items, Dr. Mitchell seconded the motion and it passed 7-0. Donated items are listed in the following chart. SCHOOL/DEPARTMENT DONATIONS ITEM DONOR Meadowcliff Elementary Meadowcliff Elementary Mabelvale Jr. High $250.00 cash $25.00 cash Zoom Fax Modem/ External/Cables Rushing \u0026amp; Mason Equipment Company Wal-Mart Stores Wal-Mart/Geyer Springs REGULAR BOARD MEETING December 21, 1995 Page 8 \\SCHOOL/DEPARTMENT Booker Arts Magnet McClellan Business/ Communications Teachers of Tomorrow McClellan Business/ Communications Teachers of Tomorrow McClellan Business/ Communications Teachers of Tomorrow F. Personnel Changes ITEM 20 International Strings Violins $100 cash $100 cash $50.00 cash DONOR Booker Arts Magnet Student Council Sidney Moncrief Pontiac Dealership Twin City Bank/Geyer Springs Boatmen's National Bank The Superintendent recommended acceptance of the personnel changes printed in the agenda. Ms. Strickland moved for approval of the personnel changes, seconded by Mr. Riggs, and the motion carried unanimously. G. Financial Reports Financial reports for the period ending November 1995 were printed in the agenda for the Board's review and approval. Mr. Riggs moved for acceptance of the financial reports. Ms. Magness seconded the motion and it carried 6-1, with Ms. Gee casting the \"no\" vote. VI. REPORT AGENDA A. Desegregation Update The monthly Desegregation Update was printed in the agenda. The Board posed no questions regarding this report. REGULAR BOARD MEETING December 21, 1995 Page 9 B. Budget Update Ms. Pondexter asked that Board members review their calendars and be prepared to schedule a budget worksession early in January. Fred Smith was present to answer questions and provide information requested by Board members. Mr. Smith had distributed information previously requested by Board members, including reports on 1) the bidding process for purchasing computers\n2) a status report on ServiceMaster supplies and equipment purchases, and a report on implementation of the contract with ServiceMaster\n3) a SeiviceMaster Financial Analysis report. C. Inclusion Program Dr. Patty Kohler, Director of the Division of Exceptional Children, presented a report to the Board on the District's Inclusion Program. D. Implementation of the Strategic Plan Linda Young, New Futures Liaison, presented an update to the Board on implementation of the Five-Year Strategic Plan. E. Discussion: Prevention of School Closings Dr. Daugherty requested discussion regarding fostering collaboration with the city of Little Rock in an effort to prevent school closings. Dr. Williams reported that District administrators continue to meet with city officials and suggested that this would be a topic for the next joint meeting with the city Board of Directors. VII. AUDIENCE WITH INDMDUALS OR GROUPS None. The Board moved to executive session for the purpose of conducting student hearings after a brief recess. REGULAR BOARD MEETING December 21, 1995 Page 10 VIII. DISCIPLINARY STUDENT HEARINGS: Larry Robertson, student hearing officer, provided information regarding students who had received expulsion recommendations but had not requested a hearing before the Board. Those students are as follows: Corey Eubanks, Central High School Barbara Miller, Forest Heights Vick Norman, McClellan Pedro Smith, Cloverdale Jr. High Nicholas Thompson, J. A. Fair Tyjuan Townsend, McClellan The Superintendent recommended upholding the schools' expulsion recommendations for these students. In addition, the Board was asked to uphold the expulsion of Cardrick Flowers, who was schedulep to appeal his expulsion before the Board but did not attend the meeting. Cardrick had been charged with inciting to riot at McClellan High School on October 13, 1995. Mr. Riggs moved to accept Dr. Williams' recommendation, seconded by Ms. Strickland. The motion carried 7-0. Freddie Ezikiel was also scheduled to appear before the Board, but did not attend. He had contacted Mr. Robertson to notify him of transportation difficulties. Freddie was recommended for expulsion from Forest Heights for possession of a weapon. He will be allowed to reschedule his hearing before the Board. Darrecus Robinson had been expelled from Parkview in September for possession of a firearm. His previous Board hearing resulted in an expulsion for the first semester with provisions for reinstatement second semester. Dr. Mitchell made a motion to reinstate Darrecus to Parkview, on strict probation for the remainder of the school year. Mr. Riggs seconded the motion and it carried 6-1, with Ms. Magness casting the \"no\" vote. REGULAR BOARD MEETING December 21, 1995 Page 11 ADJOURNMENT Mr. Riggs made a motion to adjourn at 8:25 p.m., seconded by Dr. Mitchell and carried unanimously. dwWi~ Linda Pondexter, President APPROVED: /  J.-5-r '- kc!LtJc1~1 Sue Strickland, Seretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING December 7, 1995 The Board of Directors of the Little Rock School District met in a special session on December 7, 1995, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas, immediately following the regularly scheduled agenda meeting. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Dr. Michael Daugherty Dr. Katherine Mitchell Mr. John Riggs MEMBERS ABSENT: Ms. Sue Strickland Ms. Judy Magness ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Linda Pondexter, Board President, called the meeting to order at 5:35 p.m. The roll call revealed the presence of five Board members. The teacher ex-officio member of the Board, Ms. Mary Lawson from Watson Elementary School, was also present. SPECIAL BOARD MEETING December 7, 1995 Page 2 II. PURPOSE OF THE MEETING The meeting was called at the request of citizens who presented a petition bearing signatures of over 500 members of the community. Other business to be considered included approval of grant requests, a report on the District's test results, and student disciplinary hearings. III. ACTION AGENDA Grant Approval: Staff Development Grant The Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching has offered the opportunity to apply for a grant of $95,000 over a five-year period\nUALR has agreed to contribute the required 20% matching funds. The Board was asked to approve administration's application for these grant funds. Mr. Riggs moved for approval of the grant application, Dr. Daugherty seconded the motion and it carried by a 5-0 vote. Grant Approval: Capital Improvement Grant The Board was asked to approve the application for Adult Education Capital Improvement funds in the amount of $169,000. These funds are available through the Arkansas Department of Education Vocational and Technical Education Division, and are to be used to renovate and repair the adult education facility at 1401 Scott Street. Dr. Mitchell moved for approval of the grant application, Dr. Daugherty seconded the motion, and it passed 5-0. Reports: LRSD Needs Assessment and Stanford Achievement Test Results Dr. Edwin Jackson, Director of Planning, Research and Evaluation, previously provided the needs assessment and fall test results for the Board's review. He provided a brief overview of the needs assessment and a summary of the District's fall test results. He was asked to be prepared to provide additional information at the regular meeting in December. There was discussion among the members of the Board regarding the creation of additional alternative schools. Dr. Daugherty suggested developing a partnership with the city for more alternative classrooms. Dr. Mitchell suggested that the Board come to agreement on the type of alternative educational setting needed for elementary school students. She suggested that more staff development for the SPECIAL BOARD MEETING December 7, 1995 Page 3 current teaching staff would be more appropriate than establishing more alternative classroom space. Ms. Pondexter agreed with Dr. Mitchell and suggested that this should be the subject of further discussion. COMMUNITY PRESENTATION The special meeting, requested by a petition from the community, began at 6: 10 p.m. Mr. Jim Hathaway served as moderator and reported that the meeting was called for the purpose of showing the community's support for public education in Little Rock, to renew a commitment to the District, and to express appreciation for the role of Board members. The presentation was to address several issues, including the financial stability of the District, the stability of the administration, the desegregation case and achievement of unitary status, public perception of the District, and how the District's problems impact economic development in Little Rock. Steve Shults, who served on the Strategic Planning Committee for financial stability, commented on the financial condition of the District as it relates to the decline in student enrollment. He reported that the most urgent task facing the District is stopping the decline in student enrollment and attracting families back to the District. He asked for the Board and administration to improve cooperation and communication, especialJy in regard to the upcoming budget decisions. He asked the Board to recognize the progress Dr. Williams' administration had made in the areas of financial stabililty and accountability. Mr. Shults stated concerns regarding the special Board meeting that was called on October 31, 1995\nthe public was not allowed an opportunity to make comments, or have input before or during that meeting. The public perception of that action generated a climate of instability that sent a message of \"too little cooperation among the Board members and the community, and between the Board and administration.\" He asked Board members to foster genuine cooperation between and among each other\nto begin to focus on providing the best education possible for the students\nto put aside personality differences, personal agendas, and power plays\nand to use their own best judgement when making decisions that affect the children. He asked the Board to implement measures to stop declining enrollment in the District, to focus on the budgeting process, to communicate and cooperate with each other and the administration, to focus on the children and not on special interest groups, and to extend the superintendent's contract as a means of increasing the public perception of stability in the District. SPECIAL BOARD MEETING December 7, 1995 Page 4 Leta Jo Anthony, president of Leadership Roundtable, stated that she frequently participates in educational, political, and economic development issues and their impact on the African-American community. Those interests are the reason she is concerned about the plight of the students of the LRSD, and she repeatedly asked \"What About the Children?\" She expressed concern about the leadership demonstrated by the Board: \"the displaced egos, the personal agendas, and the group agendas that distract from the mission of quality education for the children.\" Ms. Anthony commented on true integration of the District beginning with the Board. Curriculum and programs can be developed to address the needs of all the children but without the leadership of the Board, a quality education cannot be achieved. Baker Kurrus co-chaired the Strategic Planning team which studied the Desegregation Plan. He provided a historic overview of the development of the Plan and the settlement agreement of 1989. The original intent of the Plan was to promote desegregation and financial stability and neither of these objectives are being achieved. Public schools are not being built in the growth areas of the city (Fulbright was completed in 1982)\nprivate schools are being built and are experiencing rapid growth in enrollment. To rebuild and reinvigorate public support of the schools, community members must begin to accept each other as persons committed to public education regardless of race\nto become allies instead of enemies, committed to a common goal. Mr. Kurras stated perceived realities: 1) People will not send their children across the city for the purpose of desegregating the schools, even for enhanced programs, if they have a choice. 2) Once these students have been removed from the public school system they will not choose to return. 3) Incentive schools are not fair to anyone, especially to black children. Double funding was to provide compensatory education for minority children and to attract white families back into the public schools. Double funding has had no effect on improving the education of the children and several area schools now have the same characteristics as Incentive Schools. 4) A one-race District will never be desegregated. Middle class families are leaving Little Rock for Bryant, Benton, Conway, and other communities and private schools are growing in record numbers. In order to prevent further resegregation of our city, Mr. Kurrus stated that schools will have to be built in growth areas in order to provide public educational opportunities for children who live in these areas and for all children in the city. He stressed that the petitioners who requested this meeting are supporters of the District who are willing to work to make improvements in the schools and in the community. SPECIAL BOARD MEETING December 7, 1995 Page 5 He called on the Board and all parties involved to tackle the problems facing the District with level-headed, diplomatic efforts. Ben Smith attended on behalf of Parents for Public Schools, and serves as one of the founding members of this organization. This group was formed to support and strengthen public schools in Little Rock. Members are committed to restoring and sustaining productive parental involvement and community-wide support for public education. They view public education as an important part of society and an essential part of democracy. Cooperation and collaboration are critical elements to sustaining the public school system. When considering the racial and class lines of our city, it is evident that we have more in common than we have differences. Parents for Public Schools believe that it is the responsibility of all parents to hold educators accountable for meeting the needs of children and preparing them for responsible citizenship. Persistence and preservation of the public schools as a building block of the local community will secure a competitive place in a global society. Mr. Smith stated that there is a negative perception in the community of public education in Little Rock. He asked the Board to join with Parents for Public Schools to address and repair the negative image of the schoo} district. Jim Argue, State Representative, reported on Act 915 of 1995, at the invitation of Parents for Public Schools. Act 915 was intended to prevent fiscal or academic crises in the education of students. The Act, to be finalized in March, will define \"fiscal distress.\" Phase 1 districts will be required to develop and file an improvement plan to address problem areas\nPhase 2 districts will receive directives on policies and management practices and will be required to implement those directives\ndistricts who fail to meet guidelines would be classified as Phase 3 districts. Under Phase 3, the Arkansas Department of Education would have the authority to remove the superintendent and administrators, disband the Board of Directors, elect a new Board, hire new administrative personnel, and possibly annex the district to an adjoining district. The rational for this process is based on the fact that the responsibility for educating the students is ultimately the State's. He asked the Board to chart a course to address the concerns and needs of the students, tax payers, teachers, plaintiffs and the federal court. He expressed confidence in the knowlege that citizens want to see progress, and that local control and initiative are better than having another external influence. The quality of the education is the most important factor. SPECIAL BOARD MEETING December 7, 1995 Page 6 Rett Tucker, representing the Little Rock Chamber of Commerce, announced that the Chamber will focus their full attention in meeting the challenges of the LRSD during 1996. They plan to work toward financial and administrative stability in the District in order to facilitate growth and prosperity for the city. He invited all Board members to attend the Chamber of Commerce annual meeting next Tuesday in the Clinton Ballroom of the Excelsior Hotel. John Steuri, chief executive officer of Alltel Information Services, represented Fifty for the Future. This group has reviewed the financial aspects of the LRSD and they believe that the District is headed for bankruptcy. He offered full support of the business community to help the Board and District to avoid this action. Mr. Steuri voiced his support for Superintendent Williams and named the superintendents who have served since 1982 (Kelly, Jones, Cannon, Steele, Bernd, Matthis). The perception of instability, financial and administrative, has contributed to the declining tax base and white flight. He stated that Dr. Williams has not been allowed to do his job by the Board's micromanagement and he suggested that the Board has not honored the commitments of the Board that hired Dr. Williams. Mr. Steuri asked Board members, Dr. Williams, District staff, ODM, and others to work m~re actively with the business community to get the District moving forward. In closing, Jim Hathaway summarized the presentation and asked Board members to put individual interests aside, and to focus on the children in Little Rock. STUDENT HEARINGS Larry Robertson, student hearing officer was present to provide information regarding students who were recommended for expulsion from the District. Allen Poole from McClellan, and Alana Tullos from Central, had accepted their expulsion recommendations and did not appeal to the Board for reinstatement. Mr. Riggs made a motion to uphold the recommendations for expulsion of these two students. Ms. Gee seconded the motion, and it carried unanimously. Several students who had previously appealed suspensions/expulsions were reinstated by the Board on strict probation and were present as a requirement of their probationary return to school. SPECIAL BOARD MEETING December 7, 1995 Page 7 The students were: Justin Caple, McClellan Jeff Hicks, Cloverdale Jr. High Antwon Williams, Henderson Jermaine Ingram, Forest Heights The Board reviewed attendance, academic, and citizenship reports provided by Mr. Robertson and building principals. Each of these students had violated at least a part of their probation requirements and were advised that this was their last opportunity to remain in school. The Superintendent recommended allowing the students to remain in school with the understanding that if any other disciplinary sanctions are required, they will be expelled from the District. Dr. Daugherty moved to accept the superintendent's recommendation and Dr. Mitchell seconded the motion. The motion carried 4-1, with Mr. Riggs casting the \"no\" vote. Erica Harris had been recommended for expulsion from Southwest Jr. High School for possession of a weapon on 11-09-95. Erica was represented by Joy Springer. Erica stated that she had taken the knife to school the previous day as protection from some neighborhood youth. Erica's mother reported that she had been depressed since the recent death of her father and had been receiving counseling to deal with depression and anger. Superintendent Williams recommended Erica be reinstated on strict probation\nthe Board asked that continued counseling be included as a part of the probationary requirement. Ms. Gee moved to accept the recommendation of reinstatement, Dr. Mitchell seconded the motion, and it carried 5-0. Carlton Logan was recommended for expulsion on 11-13-95 from McClellan Community High School for possession of a razor blade. Carlton had threatened to \"cut up\" a female student. He apologized for his actions and asked the Board to give him a second chance. Mr. Carter, McClellan principal, offered to contribute to the counseling and supervision of Carlton. Dr. Williams recommended reinstatement, on strict probation, with continuance of counseling at the Healthy Family/Step-Up Centers. Dr. Daugherty moved to accept the administration's recommendation and Dr. Mitchell seconded the motion. The motion failed 4-1, with Dr. Mitchell casting the \"yes\" vote. Mr. Riggs made a replacement motion to expel Carlton. Ms. Gee seconded the motion. After discussion with the building principal Ms. Gee withdrew her second and the motion died. SPECIAL BOARD MEETING December 7, 1995 Page 8 Dr. Daugherty made a motion to reconsider the superintendent's previous recommendation. Ms. Gee seconded the motion, and it carried 4-1, with Mr. Riggs casting the \"no\" vote. Dr. Daugherty moved to accept the Superintendent's recommendation to reinstate Carlton. Dr. Mitchell seconded the motion and it carried 4-1, with Mr. Riggs casting the \"no\" vote. Grant Brewer, 7th grade student from Dunbar, was charged with possession of a weapon on 11-29-95. Grant had inadvertently brought a pocket knife to school after using it at a weekend camping trip. He had not used the knife in a threatening or harmful manner. Some other students took the knife from Grant and turned it in to the teacher. The Superintendent recommended Grant be reinstated on strict probation. Mr. Riggs moved to accept Dr. Williams' recommendation, seconded by Dr. Mitchell. The motion carried 5-0. Dominique Givens was charged with possession of a weapon at Wilson Elementary School\nhe is a six year old kindergarten student. Dominique admitted taking the knife to school, but not with the intention of hurting anyone. Dr. Williams recommended reinstatement Mr. Riggs moved to accept the Superintendent's recommendation. The motion was seconded by Dr. Mitchell and it carried 5-0. ADJOURNMENT Mr. Riggs made a motion to adjourn, seconded by Dr. Mitchell. The meeting adjourned at 10:05 p.m. qi~~~ _ _,Lrida Pondexter, Presitle APPROVED: / -d 5- t (o LITILE ROCK SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT April 8, 1996 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: I am enclosing minutes of LRSD Board of Directors meetings held on January 25, February 8, February 15, February 22, and March 5, 1996. Please let me know if you have any questions, or if I can provide additional information. Enclosures HPW/adg Sincerely, ~~ Henry r/ Williams, Superintendent 810 West Markham Street  Little Rocle. Arkansas 72201  (501) 324-2000 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING January 25, 1996 (Edited - changes appear in Bold Italics) APR 10 1996 Office Of D e~ gn ~ion A' r IOln!J The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on January 25, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell MEMBERS ABSENT: Mr. John Riggs, IV ALSO PRESENT: I. Dr. Henry P. Williams, Superintendent of Schools Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Board President, Ms. Pondexter, called the meeting to order at 6:08 p.m. The roll call revealed the presence of four Board members. Dr. Daugherty and Dr. Mitchell arrived at approximately 6: 15 p.m. The ex-officio teacher, Ms. Shirley Thomas, from Western Hills Elementary School, and ex-officio student, Andy McMillan, from Hall High School were also present. REGULAR BOARD MEETING January 25, 1996 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of December 21, 1995, and from special meetings of December 7, 1995, January 4, 1996, and January 11, 1996, were presented for Board approval. Ms. Gee moved for approval of the minutes, Ms. Magness seconded the motion and it passed 4-0. III. PRESENTATIONS: A. SUPERINTENDENT B. Dr. Williams presented superintendent's citations to John Ingram and Larry Vanderpool, who are Plant Services Department employees. These gentlemen were working at McDermott Elementary School when they heard an explosion. They located a fire in a container of chemicals in a storage room and quickly extinguished the fire, minimizing damage to the building. Jessica Bumgardner and Morgan Miller, students from Washington Magnet Elementary School were present to accept recognition from the Superintendent for winning a poster contest sponsored by the Junior League of Little Rock. This contest, Rainbows and Ribbons, is intended to increase AIDS/HIV awareness in the elementary schools. The teacher ex-officio, Ms. Shirley Thomas, from Western Hills Elementary School, and the student ex-officio, Andy McMillan, from Hall High School were awarded superintendent's citations for their month of service on the Board. In conclusion, Dr. Williams presented certificates to Board Members who have completed required training by the Arkansas School Boards Association. Ms. Strickland and Dr. Daugherty were recognized for completing a required six hours of inservice training\nMs. Pondexter has completed 15 hours of training and has been named an Honor Board Member. PARTNERSHIPS The Superintendent recognized new partnerships between the community and LRSD schools. Partnership certificates were presented to each of these individuals. REGULAR BOARD MEETING January 25, 1996 Page 3 Mr. George Pree representing the Black Eyed Pea Restaurants, partnering with Brady Elementary School, represented by Principal Ada Keown. Mr. George Pree representing the Black Eyed Pea Restaurants, partnering with Chicot Elementary School, represented by Principal Otis Preslar and Ida Pettus. Fred Smith, Harold Bailey, Monroe Washington, and John Ruffins, representing Pi Omicron Chapter of Omega Psi Phi Fraternity in their new partnership with Mitchell Incentive School, represented by Ken Milton. Taibi Kahler, representing Kahler Communications in partnership with Southwest Junior High School, represented by Mr. Johnny Neeley, Principal. Debbie Milam, Susan Leslie, Phyllis Haynes, Ellie Lipke and Teresa Knight, representing the Capitol View/Stift Station Neighborhood Association in partnership with Woodruff Elementary School, represented by Pat Higginbotham, principal. Mrs. Gee made a motion to accept the new partnerships, seconded by Ms. Strickland. The motion carried unanimously. C. CITIZENS COMMITTEES None. D. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring Melissa Gulden reported that the ODM third annual racial balance monitoring report would be ready for distribution within the next week. This report is based on October I enrollment data received from the three districts. 2. Classroom Teachers Association Frank Martin asked the Board to consider peaceful and rational means to resolve the differences that exist among all the parties involved in the District and he asked all parties to commit their energies to rebuilding the REGULAR BOARD MEETING January 25, 1996 Page 4 educational system. The CTA is planning to bring in a team of experts to help heal the wounds by focusing on cooperation and collaboration. Community leaders will be invited to participate in the workshops to build confidence in the educational system in Little Rock. 3. Joshua Intervenors John Walker expressed appreciation to the CTA for taking the initiative to begin the joint effort discussed by Mr. Martin. He also commended the Board for agreeing to establish the committee for review of the issues surrounding the Desegregation Plan. He expressed concerns about recommendations made to the Board that he feels would undermine the collaborative efforts for improving policy. He used as an example the Financial Advisory Committee, and stated that this committee was not fully representative of the community. He expressed doubt regarding the validity of the Facilities Study and asked the Board not to take any action regarding the findings of the study without more representative participation from the community. 4. Knight Intervenors No report. 5. PTA Council No report. E. BOARD MEMBERS Dr. Mitchell attended the DARE graduation program at Mabelvale Elementary School. She commended the building administration and the sixth grade teachers for the inspirational program and the work that they are doing to prevent drug/alcohol abuse. Dr. Daugherty challenged the community to spend some time volunteering in the public schools. Ms. Strickland announced a community meeting on February 5, 1996 at 7:00 p.m. in the Otter Creek Clubhouse, for the purpose of discussing concerns of the community. Dr. Williams and Principal Jim Fullerton have been invited to respond to questions regarding the future of Mabelvale Junior High School. REGULAR BOARD MEETING January 25, 1996 Page 5 Ms. Pondexter announced the appointment of Cora McHenry and Bill Bowen as cocbainnen of the committee established by the Board to review the desegregation plan. Ms. Pondexter selected these individuals for their expertise in education, business and labor. Ms. Pondexter asked the Board to suspend the rules to ratify this appointment. Suspension of the Rules Ms. Magness made a motion to suspend the rules to allow action on the appointment recommended by Ms. Pondexter, Dr. Daugherty seconded the motion, and it carried unanimously. Ms. Gee made a motion to accept the appointment of Ms. Cora McHenry and Mr. Bill Bowen as co-chairmen of the committee. Ms. Strickland seconded the motion and the vote was unanimous. IV. REMARKS FROM CITIZENS Robert \"Say\" McIntosh addressed the Board asking parents to take responsibility for their own children to insure that the children grow up knowing right from wrong. He was critical of Fifty for the Future and the presentation made at the special Board meeting last month. Rev. Daniel Bowman expressed concern about the future of the children in our community and asked for more community and Board support for the Superintendent. Kenny Fisher is a maintenance employee who expressed concerns about the inservice programs that are being conducted by ServiceMaster. V. ACTION AGENDA A. Elementary Fine Arts Textbook Adoption The Board was asked to approve the adoption of Elementary Fine Arts Textbooks. The committee selected Share the Music (K-6 )\nDiscover Art (K) and Adventures in Art (1-6). This adoption covers the period from 1996 - 2002. Ms. Gee made a motion to accept the recommendation of the committee\nDr. Daugherty seconded the motion, and it carried unanimously. REGULAR BOARD MEETING January 25, 1996 Page 6 I B. Grant Application: Busch Gardens Environmental Awards Program Carver Magnet School staff asked for the Board's authorization to apply for grant funding from Busch Gardens in the amount of $2,500 to partner with Umoja Studios in developing a garden and conservation program. Dr. Williams recommended approval of the application. Ms. Strickland made a motion to approve submission of the grant, seconded by Ms. Gee. The motion carried unanimously. C. Grant Applications The District grantwriter has prepared four grants for submission. The Superintendent recommended the Board's approval of the grants. Ms. Gee made a motion to accept Dr. Williams' recommendation. Ms. Strickland seconded the motion and it carried 6-0. SCHOOL I PROGRAM/SPONSOR I AMOUNT I Bale Elem. Tapestry Program/Toyota Foundation $ 3,287 Forest Park Elem. Artist in Residence/ Arkansas Arts 6,000 Council Carver Magnet Artist In Residence/ Arkansas Arts 5,000 Council Central High Prevention Services/ Bureau of Alcohol 20,000 and Drug Abuse Prevention/ Ark. Dept. of Health D. Adult Education Direct and Equitable Proposal Dr. Williams recommended approval of the annual submission of the application for Direct and Equitable funding from the Arkansas Department of Education for operating the Adult Education Program. This application requests $42,417.32 and allows the District to serve educationally disadvantaged adults. Ms. Gee moved to accept the recommendation, Ms. Strickland seconded the motion, and it carried by a 6-0 vote. E. Franklin Elementary School Sewer Easement The City of Little Rock requested a right-of-way easement agreement to allow for construction of a sewer line on the Franklin Elementary School property. The Superintendent recommended approval of the request. Ms. Strickland moved for REGULAR BOARD MEETING January 25, 1996 Page 7 acceptance of the Superintendent's recommendation. Ms. Gee seconded the motion and it passed 6-0. F. KLRE/KUAR Separation and Lease Agreements The District terminated its participation with UALR in the operation of KLRE/KUAR on June 30, 1995. The FCC requires a separation agreement before UALR can change the license to sole ownership. This agreement would also allow UALR to continue to lease the property at 7701 Scott Hamilton, owned by the District, for operation of the radio stations. Ms. Gee made a motion to approve the Separation and Lease Agreements. Dr. Daugherty seconded the motion and it carried unanimously. G. Proposal to Operate an Evening High School The District received $222,134 this school year from the Arkansas Department of Education to enhance alternative education programs. The proposal requests $166,440 of this funding for operation of an Evening High School Program for students in grades 10-12 beginning in February 1996. A business case was presented for the Board's review and the Superintendent requested approval. Dr. Mitchell made a motion to accept the proposal, seconded by Ms. Magness. The :iotion carried 5-1, with Dr. Daugherty casting the \"no\" vote. H. Security Guard Recognition District security personnel have petitioned for recognition as an employee group for the purpose of negotiations. The LRCTA presented the petition in compliance with Board policy \"HD.\" The administration recommends recognition for purposes of negotiations. Ms. Magness moved to approve the recommendation of administration. Dr. Mitchell seconded the motion, and it was unanimously accepted. I. Joshua Attorney's Fee Request Dr. Daugherty requested placement of this item on the agenda and made a motion for District attorneys to enter into negotiations with John Walker to settle the requested fee petition prior to January 31. Ms. Pondexter seconded the motion for the purpose of debate. A settlement proposal was submitted by Mr. Walker to District attorney, Mr. Chris Heller. Mr. Heller was present to answer questions of the Board and to make a recommendation for Board consideration. A copy of the proposal and Mr. Heller's recommendations are attached to these minutes. Mr. Heller indicated that he would - REGULAR BOARD MEETING January 25, 1996 Page 8 prefer to work through the court and would request an extension of the January 31 deadline. Dr. Daugherty amended the motion to instruct District attorneys to enter into negotiations with Joshua on settlement of the fee request and to return a recommendation for settlement within a reasonable time (30 days). Ms. Pondexter agreed to the amended motion and it carried unanimously. J. Acceptance of Offer: Westside Junior High School (Suspension of the Rules) Ms. Magness made a motion to suspend the rules for consideration of the offer on Westside Junior High School. Dr. Daugherty seconded the motion and it carried 6- !!- Volunteers of America have made an offer to purchase Westside Junior High School for $100,000.00. The Board was asked to approve and accept the offer. Ms. Magness made a motion to accept the offer, Ms. Strickland seconded the motion, and it carried unanimously. K. Donations The Board was asked to approve acceptance of donations to the District. Ms. Strickland made a motion to accept the items, Dr. Mitchell seconded the motion and it passed 6-0. Donated items are listed in the following chart. DONATIONS SCHOOUDEPARTMENT ITEM DONOR Otter Creek Elementary $500.00 cash Otter Creek Women's Association Instructional Technology Six IBM PC's Baptist Health Systems Romine Elementary Math/Science Association of Black Software Engineers of Arkansas Pupil Services/Drug Abuse Monitors/keyboards Complete Health, Inc. Prevention Program and hard drives Birmingham, AL King Elementary DTK Computer Mr. \u0026amp; Mrs. David Gunnel System McClellan Community School $500.00 Cash Ark. Coalition for Diversity in Education, UAPB REGULAR BOARD MEETING January 25, 1996 Page 9 L. Personnel Changes The Superintendent recommended acceptance of the personnel changes printed in the agenda. Ms. Magness moved for approval of the personnel changes, seconded by Ms. Strickland, and the motion carried unanimously. M. Financial Reports Financial reports for the period ending December 1995 were not available for printing in the agenda due to recent problems with the District's computer system. December financial reports will be presented to the Board at the February Board meeting. VI. REPORT AGENDA A. Desegregation Update The monthly Desegregation Update was printed in the agenda. The Board posed no questions regarding this report. B. Budget Update There was no formal budget report. A budget worksession will be scheduled within the next few weeks for review of budget information that was provided previously. Ms. Pondexter reported that she would appoint a committee (Dr. Daugherty, Ms. Strickland, and Mr. Riggs) to work on the Superintendent's Incentives as a part of the budgeting process. C. Middle School Update Members of the Middle School Steering Committee, Annie Abrams, Patrick Mahaffey, Terry Hughett and John Burnette made a brief presentation to the Board. The committee recommended implementation of a districtwide restructuring of the grade configuration, i.e., elementary schools (pre-kindergarten through grade 5), middle schools (grades 6, 7, and 8) and high schools (grades 9-12). Complete implementation is recommended after a two year transition period to be effective in the 1998-99 school year. REGULAR BOARD MEETING January 25, 1996 Page 10 D. Report: Community Based Conflict Management Training Grant Award The Community Revitalization Project office at the University of Arkansas at Little Rock has notified the District that a grant in the amount of $40,000 has been approved. Ms. Elston was present at the meeting to answer questions and provide additional information. E. Report: ADA Update Doug Eaton was present to answer questions regarding the District's compliance with the Americans with Disabilities Act. A report was printed in the Board agenda. F. Report Facility Study Implementation Planning Committee Doug Eaton provided a report to the Board regarding the work of the Facility Study Implementation Planning Committee. A brief report was published in the agenda. G. Report: Implementation of Uniform Policy for ALC Students Vic Anderson provided an update on tbe status of implementation of the ALC uniform policy. A smvey of parents and students has been conducted and the Board has acted to implement the dress code. Dr. Williams expressed concerns about how the uniforms would be paid for, as some parents have related that they cannot afford to buy school uniforms in the middle of the school year. Dr. Daugherty will work with Dr. Anderson to work out the remaining details. H. Discussion: Funding for Televising Special Board and Agenda Meetings There was some discussion regarding establishing partnerships with the business community to pay for televising special Board meetings and agenda meetings. It was suggested that the District could generate revenue for this purpose by offering sponsorships. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. The Board moved to executive session for the purpose of conducting student hearings on a motion by Ms. Magness. Dr. Daugherty seconded the motion and it carried 6-0. The Board took a brief recess at 8:05 p.m. and reconvened at 8:20 p.m. REGULAR BOARD MEETING January 25, 1996 Page 11 VIII. DISCIPLINARY STUDENT HEARi GS: Larry Robertson, student hearing officer, provided information regarding eight students who had received expulsion recommendations and had requested an appeal hearing before the Board. Each of the students were found to be in possession of a weapon and were recommended for expulsion as required by Arkansas law. Mary Mann, 7 year old student from Terry Elementary, was found to have a small pocket knife in her purse. Students on the playground reported to a supervision aide that they had seen the knife. Maiy stated that she had not brought the knife to school with the intention of harming anyone. Kenyatta Price, 6 year old student from Wilson Elementary, brought a pocket knife to school in her purse. Kenyatta stated that her 4 year old brother had put it in her purse. Dr. Williams recommended reinstatement for both Mary Mann and Kenyatta Price. Ms. Gee made a motion to accept the Superintendent's recommendation, seconded by Ms. Strickland and it carried unanimously. Natarsha Martin, Henderson Junior High School 7th grade student, was found with a pair of scissors. Natarsha had previous discipline problems at Henderson and the school requested an alternative placement. Dr. Williams recommended Natarsha be placed at the Alternative Leaming Center for the remainder of this school year. Ms. Strickland made a motion to accept the Superintendent's recommendation. Dr. Daugherty seconded the motion, and it carried 6-0. James Williams, Henderson Junior High 8th grader, was found with a razor blade in his coat pocket during a security scan. James reported that he was not aware that the razor blade was in his pocket and that another student had been wearing his coat. School personnel did not object to reinstatement at Henderson. The Superintendent recommended reinstatement under strict probation for the remainder of the school year. Dr. Daugherty moved to accept Dr. Williams' recommendation. Dr. Mitchell seconded the motion and it carried 6-0. REGULAR BOARD MEETING January 25, 1996 Page 12 Davion Parker is a 7th grade student at Pulaski Heights Junior High. Davion was found with a razor blade in his back pants pocket. He stated that he found the razor blade, still in its' wrapper on the playground. He did not bring the blade to school, but had picked it up with intention of turning it in. Dr. Williams recommended reinstatement Ms. Gee moved to accept the superintendent's recommendation, seconded by Dr. Daugherty. The motion passed unanimously. Nakesha Hunt attends Metropolitan Vocational Technical School for one class each day. She attends Central High School for all core courses and is a senior. Nakesha had several razor blades in her purse that were found during a random scan. She reported that she bad not intended to bring the blades to school and had no intention of using them as a weapon. The Superintendent recommended reinstatement and Ms. Magness made a motion to accept that recommendation. Dr. Daugherty seconded the motion and it carried 6-0. Leonard Jenkins is a 9th grade student at Pulaski Heights Junior High School. During a morning bus scan, Leonard was found to be in possession of a small pocket knife. School administrators had no objection to Leonard being reinstated, as he had not previously been a discipline problem. Dr. Williams recommended reinstatement on strict probation for the remainder of the school ye~lf. Dr. Daugherty moved to accept the Superintendent's recommendation. The motion was seconded by Ms. Magness and carried unanimously. Tracy Scott, Mabelvale Junior High School 8th grader, was charged with possession of a razor blade. It was found in her jacket pocket after she was involved in a disagreement with another student. The Board voted to accept the Superintendent's recommendation to place Tracy at the ALC with the condition that she receive counseling. Dr. Mitchell made the motion, Ms. Magness seconded, and it was approved by a 6-0 vote. The Board voted unanimously to return from executive session at 9:35 p.m. on a motion by Ms. Strickland, seconded by Ms. Gee. Ms. Magness made a motion to accept the Superintendent's recommendations in the matter of the eight students whose appeals were heard. Ms. Strickland seconded the motion and it carried 6-0. REGULAR BOARD MEETING January 25, 1996 Page 13 The Board moved into executive session for the purpose of conducting an employee hearing at 9:40 p.m. The employee, Ms. Betty Forbes, was represented by Mr. John Walker\nMr. Jerry Malone represented the District. There was discussion regarding whether the matter of Ms. Forbes transfer was, in fact, a grievabie issue and whether the Superintendent has the right to reassign noncertified staff. Mr. Malone stated that the Superintendent has a contractual right to reassign employees under his supervision. Since there is no applicable law or Board policy preventing Ms. Forbes' reassignment, he asked the Board to deny the request for a grievance hearing. Brady Gadberry advised the Board on District policy GDPDA which provides regulations for the employee grievance process. Ms. Magness made a motion that the Board follow its' own policy and procedures and vote to end the matter at this point and find that it is a non-grievable matter according to District policy\nDr. Mitchell seconded the motion. After discussion, Dr. Mitchell asked Mr. Malone to make a recommendation for the Board's consideration. He suggested that the Board go on record that Ms. Forbes is to retain the title of Staff Assistant, that her pay will not be affected by her reassignment, that the reassignment was not based on any performance issue and there would, therefore, not be anything negative placed in Ms. Forbes' personnel records. Ms. Magness amended the motion to include recommendations stated by Attorney Malone. Dr. Mitchel] seconded the motion\nthe amendment to the motion failed 4-2, with Ms. Magness and Dr. Mitchell casting the \"yes\" votes. On the main motion, that the issue is a non-grievable matter, the motion failed 4-2, with Ms. Magness and Dr. Mitchell casting \"yes\" votes. (Ms. Magness and Dr. Mitchell left the meeting at 10:50 p.m.) Ms. Pondexter asked that the evidence be presented and that Ms. Forbes be allowed to testify on her own behalf. Mr. Leon Modeste and Ms. Beverly Griffin were called as witnesses by Mr. Walker\nDr. Williams declined to be questioned. Mr. Walker asked the Board to declare that Ms. Forbes was wrongfully removed\nthat she is entitled to be reinstated\nand that in the event the administration changes Ms. Forbes would be entitled to the first vacancy that occurs in that office. In the meantime, she is to be treated as she would have been had she been maintained in that position and that her position would be secure. REGULAR BOARD MEETING January 25, 1996 Page 14 Dr. Daugherty asked for the terms to be more clearly defined and Ms. Pondexter restated the recommendations for settlement of the matter before the Board: Ms. Forbes will maintain the title of \"Staff Assistant\" and will be maintained on the AN salary schedule\nMs. Forbes will receive any salary increases to which she would be entitled on the AN salary schedule\nthere will be nothing negative placed in Ms. Forbes personnel file\nand she will be considered eligible to return to her former assignment if there is a vacancy in that office and if a change in the current administration occurs. Ms. Strickland moved for approval of the recommendations as stated by Ms. Pondexter. Ms. Gee seconded the motion, and it carried 4-0. Ms. Pondexter asked the Superintendent to review the space distribution in the office of federal programs and see if there is a way to make all of the personnel in that office more comfortable in their work environment. The Board returned from executive session at 12:55 a.m. ADJOURNMENT Ms. Gee made a motion to adjourn at 12:58 a.m., seconded by Dr. Daughetty and carried unanimously. ~t4~ LinPor{dexter, Presint APPROVED: ~-d~-1\u0026amp; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING February 8, 1996 --  C ~p 101996 0fflw er Dt:st:Qmgation Monitoring The Board of Directors of the Little Rock School District met in a special session on February 8, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas, immediately following the regularly scheduled agenda meeting. MEMBERS PRESENT: Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness MEMBERS ABSENT: Ms. Linda Pondexter Mr. John Riggs, IV Dr. Katherine Mitchell ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Pat Gee, Vice President, called the meeting to order at 6:00 p.m. The roll call revealed the presence of four Board members. Teacher ex-officio, Mary Jane Weindorf from Williams Magnet School, and Brandy Marks, student ex-officio from McClellan High School were also present. SPECIAL BOARD MEETING February 8, 1996 Page 2 II. PURPOSE OF THE MEETING The meeting was called for the purpose of considering the following items: 1) Grant Approval: Apple - Partners in Education Program 2) Grant Approval: Central High School Staff Development 3) Student Hearings III. ACTION AGENDA Grant Approval: Apple - Partners in Education Program The Apple Computer Corporation has offered grant funding to support technology usage through a partnership between Franklin Incentive Elementary School and the University of Arkansas at Little Rock. Dr. Williams asked to approve the application for these funds. Ms. Magness made a motion to accept Dr. Williams' recommendation. Dr. Daugherty seconded the motion, and it carried 4-0. Grant Approval: Central High Staff Development Central High School developed a proposal to be submitted to the City of Little Rock Education Commission for grant funding in the amount of $62,150 for staff development to improve student performance in math and science. Dr. Williams recommended the Board approve the application. Dr. Daugherty made a motion to approve the recommendation, seconded by Ms. Magness. The motion was approved 4-0. Ms. Magness made a motion for the Board to move into an executive session to consider student disciplinary appeals hearings. Dr. Daugherty seconded the motion and it carried 4-0. The Board took a brief recess and reconvened for the purpose of holding the hearings at 6:30 p.m. Student Hearings Larry Robertson, student hearing officer, was present to provide background information regarding students who were recommended for expulsion from the District. Each of these students were expelled for weapons possession and are appealing their expulsion and asking the Board for reinstatement. SPECIAL BOARD MEETING February 8, 1996 Page 3 Brian Whitmire is a 7th grade student from Cloverdale Junior High School. He was found with a knife during a random security scan. The principal requested an alternative placement for Brian and indicated that she would prefer not to have Brian reinstated to Cloverdale. Dr. Williams recommended placement at the ALC for the remainder of the school year. Dr. Daugherty moved to accept the Superintendent's recommendation. Ms. Strickland seconded the motion and it carried 4-0. Terrance Bland, Central High School 11th grader, was found in possession of a metal tube that contained a 2 1/2\" knife, during a random security scan. Terrance reported that he had not taken the knife to school intentionally, and that he had forgotten that it was in his bookbag. Mr. Whitehorn indicated that the administration would not object to Terrance being reinstated since he had not previously caused any disruptions to the school environment. Dr. Williams recommended reinstatement to Central under strict probationary terms. Ms. Magness moved to accept the reinstatement Ms. Gee seconded the motion and it carried 4-0. Antonio Penny is a senior who attends Metropolitan and Central High Schools. He was found to be in possession of a razor during a random scan at Metro. Antonio stated that he used the razor blade as a tool in his work as a DJ. He stated that he forgot that it was in his pocket and that he did not intend to bring it to school. Dr. Williams recommended reinstatement on strict probation. Dr. Daugherty made a motion to accept the Superintendent's recommendation, seconded by Ms. Strickland. The motion carried unanimously. Issac Williams was found to have a knife in his coat pocket at Henderson Jr. High School. Issac admitted that he brought the knife to school to defend himself. The school administrators asked that Issac be provided an alternative placement. Dr. Williams recommended Issac be placed at the ALC. Ms. Magness moved to accept the recommendation of the administration. Dr. Daugherty seconded the motion and it carried 4-0. The Board returned from executive session at 7:25 p.m. Ms. Magness made a motion to accept the Superintendent's recommendations for the four students whose appeals were heard. Dr. Daugherty seconded the motion and it carried 4-0. -4 ' I y SPECIAL BOARD MEETING February 8, 1996 Page 4 ADJOURNMENT The special meeting was adjourned by Ms. Gee at 7:26 p.m. without a formal motion. APPROVED: }.-J.d.-C/l ~a\"' C Se Strickland, Secretary  UTILE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET UTILE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING February 15, 1996 APR 1 0 199 The Board of Directors of the Little Rock School District met in a special session on February 15, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs, IV . MEMBERS ABSENT: None ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Ms. Pondexter, Board President, called the meeting to order at 5:43 p.m. There was no roll call, as the President stipulated the presence of a quorum. Mr. Riggs arrived at 5:45 p.m. and Dr. Daugherty arrived at 5:55 p.m. SPECIAL BOARD MEETING February 15, 1996 Page 2 II. PURPOSE OF THE MEETING The meeting was called for the purpose of considering the following business: 1) Student Hearings 2) Contingency Plan 3) Budget Worksession Ms. Gee made a motion to move the Board into executive session for the purpose of conducting student hearings. Ms. Strickland seconded the motion and it carried unanimously. III. ACTION AGENDA Student Hearings Dr. Linda Watson, was present to provide background information regarding students who were recommended for expulsion from the District. Eacn of these students were expelled for weapons possession and are appealing their expulsion and asking the Board for reinstatement. Kasey Coleman is a 9 year old 4th grade student from Terry Elementary School, who was found to be in possession of a Swiss army knife. Kasey had shown the knife to two other students, but had not attempted to use it in a harmful manner. The principal had no objection to reinstatement. Dr. Williams recommended reinstatement on strict probation for the remainder of the school year. Ms. Gee moved to accept the reinstatement recommendation, seconded by Ms. Magness. The motion carried 5-0. Andre Alexander, Dunbar Jr. High School 9th grader, was found in possession of a knife. Andre indicated to the security officer that he did not know that the knife was in his coat pocket. Dr. Williams recommended placement at the ALC under strict probationary terms. Dr. Mitchell moved to accept the recommendation. Dr. Daugherty seconded the motion and it carried 6-1, with Ms. Gee casting the \"no\" vote. SPECIAL BOARD MEETING February 15, 1996 Page 3 Tomonica Jenkins is a 10th grade student at Central High School. She was found with a kitchen knife in her book bag during a random scan. Tomonica stated that she bad used the knife to peel an apple on her way to school and had no intention of using the knife as a weapon. The assistant principal had no objection to reinstatement and indicated that she had no previous discipline problems with Tomonica. Dr. Williams recommended reinstatement. Mr. Riggs made a motion to accept the Superintendent's recommendation, seconded by Ms. Magness and the motion carried unanimously. Christopher Perkins was found to have a knife in his coat sleeve at Cloverdale Jr. High School. The school administrators asked that Christopher be provided an alternative placement and felt that returning him to Cloverdale would be disruptive to the learning environment. Dr. Williams recommended Christopher be placed in the Step One Program at the Pulaski County Juvenile Justice Center. Mr. Riggs moved to accept the recommendation of the administration. Ms. Magness seconded the motion and it carried 6-1, with Dr. Daugherty abstaining. Rawleigh Ralls, 11th grade student from Central High School, was charged with possession of a pocket knife. Rawleigh had entered the LRSD January 10, 1996, from a public !ichool outside the State. The pocket knife was on his key chain and he was not aware that it would be considered a weapon. Rawleigh was represented by Attorney David H. Williams. The school administration had no objection to reinstatement at Central. The Superintendent recommended the Board allow Rawleigh to return to school. Mr. Riggs made a motion to accept the recommendation. Dr. Mitchell seconded the motion and it passed 7-0. The Board returned from executive session at 6:30 p.m. Mr. Riggs made a motion to accept the Superintendent's recommendations on five student appeals. Ms. Magness seconded the motion and it carried 7-0. The Board took a brief recess and returned at 6:45 p.m. Contingency Plan Ms. Pondexter asked for the Board to approve the establishment of a committee that would work to review candidates for the Superintendent's position in case there is a vacancy. The committee would advise the Board and recommendations of the committee would be brought to the Board for approval. Ms. Gee made a motion to approve formation of the committee. Ms. Strickland seconded the motion and it carried 5-2, with Ms. Magness and Dr. Mitchell casting the \"no\" votes. SPECIAL BOARD MEETING February 15, 1996 Page 4 Budget Worksession The Board reviewed preliminary budget data provided by Fred Smith and a brief review of the business cases was conducted. ADJOURNMENT The special meeting was adjourned 8:15 p.m. without a formal motion. APPROVED: J. cJ..J -1\u0026amp; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING February 22, 1996 APR 1 0 1996 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on February 22, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Mr. John Riggs, IV MEMBERS ABSENT: Dr. Katherine Mitchell ALSO PRESENT: Dr. Henry P. Williams, Superintendent of Schools Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Ms. Pondexter, called the meeting to order at 6:04 p.m. The roll call revealed the presence of five Board members. Dr. Daugherty arrived at 6:15 p.m. Neither of the ex-officio representatives to the Board were present at the meeting. REGULAR BOARD MEETING February 22, 1996 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of January 25, 1996, and from special meetings of February 8, 1996 and February 15, 1996 were presented for Board approval. Ms. Magness requested an editorial addition to the minutes of January 25, 1996, regarding a recommendation made by the Middle School Committee. Mr. Riggs moved for approval of the minutes with the suggested editorial change. Ms. Strickland seconded the motion and it passed 5-0. III. PRESENTATIONS: Resolution Mrs. Cristina Parsons, widow of Floyd W. Parsons was present to accept a resolution honoring Mr. Parsons for bis many years of service to the students of the Little Rock School District A copy of that resolution is attached to these minutes. A. SUPERINTENDENT Dr. Williams presented a superintendent's citation to Mr. Kirby Shofner, who has been selected by the National Association of Geoscience Teachers as the Arkansas Earth Science Teacher of the Year for 1994-95. Mr. Shofner teaches biology and geology at Central High School. B. PARTNERSHIPS The Superintendent recognized new partnerships between the community and LRSD schools. Partnership certificates were presented to each of these individuals. Mr. Charlie Cook and Mr. Ken Quimby representing The Aerospace Education Center, partnering with Mann Magnet Jr. High School, represented by Principal Marian Lacey. Mr. Dale Wood representing the American Federation of Musicians, Local 266, partnering with Pulaski Heights Jr. High School, represented by Principal Mona Briggs and Duane Barbour. Ms. Janis Hardin, representing Kentucky Fried Chicken in their new partnership with Pulaski Heights Jr. High School, represented by Principal Mona Briggs and Duane Barbour. REGULAR BOARD MEETING February 22, 1996 Page 3 Barbara Williams, representing Curtis Woods Insurance Agency in partnership with Wakefield Elementary School, represented by Ms. Levanna Wilson, Principal. Wayne Eatmon, representing Dominos Pizza in partnership with Williams Magnet Elementary School, represented by Ms. Mary Menking, Principal. Ms. Magness made a motion to accept the new partnerships, seconded by Ms. Gee. The motion carried unanimously. Dr. Williams asked for the Board to approve reordering the agenda for a special presentation by the PTA Council. The Board members had no objection and Karen Greenlea, Assistant Principal at Romine, made the presentations. The following students were honored for participation in a contest sponsored by the PTA Council in recognition of American Education Week. Art Contest (Primary): 1st Place Sarasijhaa K. Desikan 2nd Place Sarah Digby 3rd Place Shaina Harvey Honorable Mention Ozella Bryant Essay Contest (Intermediate): 1st Place Jasmine Desai 2nd Place Mindy Clark 3rd Place Sara Beth Wyatt Honorable Mention Terra Holman Essay Contest (Junior High): 1st Place 2nd Place 3rd Place Christopher Harris Drew McClure Christopher Brannon Essay Contest (Senior High): 1st Place 2nd Place 3rd Place Amy Frank Angel Shelton Shameka Brown Carver Magnet Western Hills Geyer Springs Geyer Springs Booker Magnet Terry Jefferson Bale Mann Mann Mann McClellan McClellan Hall REGULAR BOARD MEETING February 22, 1996 Page 4 C. CITIZENS COMMITTEES Tina Gatson, representing the Committee to Rebuild Chicot made a brief presentation at the request of Ms. Gee. Plans are being made for moving into the new Chicot facility the first week of March. Parents, students, and teachers will assist in the move. Ms. Gatson reported that Mr. Eaton had been cooperative in responding to concerns of the committee regarding updating the security system. A grand opening celebration is planned for April 13, 1996, and Board members will receive invitations tc attend. D. 1. SPECIAL PRESENTATIONS Office of Desegregation Monitoring Melissa Guldin repmted that the ODM staff will begin meeting with Incentive School principals regarding the monitoring process. They hope to complete the visits by the end of March or the first of April. 2. Classroom Teachers Association Frank Martin spoke on behalf of the Districts1custodians and asked the Board to terminate the contract with ServiceMaster. He noted problems concerning schedule changes, addition of duties and responsibilities, female custodians working night shifts, and a contention that job assignments are impossible to complete. 3. Joshua Intervenors John Walker expressed appreciation to the Board for appointing a committee to review the Desegregation Plan and its overall effectiveness in meeting the needs of the children and the community. He expressed agreement with Frank Martin's comments concerning the custodial employees and complaints regarding the ServiceMaster contract. He also stated that there are serious problems in some District schools in interaction between the school staffs and minority students. These negative experiences are causing Black students to dislike school resulting in higher drop out rates and school failure. 4. Knight Intervenors No report. 5. PTA Council No report. The presentation of PTA awards was reordered to an earlier time in the agenda. REGULAR BOARD MEETING February 22, 1996 Page 5 E. BOARD MEMBERS No reports. IV. REMARKS FROM CITIZENS Mike Thomas, civics teacher at Forest Heights Junior High School, addressed concerns regarding disciplinary problems in his school and provided a copy of a report that had been printed in the newspaper which indicated a number of students had been recommended for expulsion but were allowed to return to school. He asked the Board to consider providing an atmosphere of safety in the schools. Robert \"Say\" McIntosh discussed problems with black-on-black crime and the general lack of concern in the community for the well-being of the children. Nathan Dendy, retired agent for union local 630, stated that he was speaking on behalf of organized labor and expressed concern regarding the ServiceMaster contract. Willie Givens exp,ressed dissatisfaction in his experience with ServiceMaster. His greatest concern was with having custodians working alone at night. Barbara Hobbs, custodian at Cloverdale Elementary school, asked the Board for assistance. Her schedule had been changed without consideration for her wishes and she did not feel the changes allowed her enough time to complete her daily assignment. Reginald Henderson, custodian at Washington Magnet School, indicated that the staffing changes in his building eliminated some necessary positions. He feels that he is unable to keep the building clean with the schedule and staff changes made by ServiceMaster. Nancy Dedmon, custodian at Cloverdale Elementary, discussed changes that had been made in her schedule and asked the Board to consider the safety of the custodial employees. Annette Jones, custodian at Pulaski Heights Elementary, expressed dissatisfaction with the changes in her schedule and indicated that she had been reassigned to part time. REGULAR BOARD MEETING February 22, 1996 Page 6 Brenda Henderson, custodian at Pulaski Heights Junior High, was rescheduled to work 3:00 p.m. to midnight. She asked the Board to reconsider their decision to contract with ServiceMaster. Josephine Thornton is the head custodian at Franklin Incentive School. She discussed duties other than custodial responsibilities that are a part of her job and asked the Board to consider the employees. Two unidentified female speakers addressed concerns regarding problems at Forest Heights Junior High and asked the Board to see what can be done to insure the safety of the children. V. ACTION AGENDA A. 1996-97 Student Calendar The student calendar for the 1996-97 school year was presented for the Board's approval. The LRSD and Pulaski County calendars are identical\nthe North Little Rock School District calendar is slightly different. Representatives of the three districts met during development of the calendars and attempted to make them as similar as possible. Dr. Williams asked the Board to approve the recommended student calendar. Ms. Gee moved for approval of the calendar, Dr. Daugherty seconded the motion, and it carried 6-0. B. Southwest Junior High School Our Club/Pre-charging Court Program Mr. James H. Carter, director of the Office of Juvenile Services, developed a proposal for operating \"Our Club\" at Southwest Junior High School. The program will provide services for children and families living in the 72204 zip code area. Those services will include tutoring, life skills classes, support group counseling, and recreational activities outside the regular school day. Pulaski County Juvenile Services, the Pulaski County Prosecuting Attorney's office, and the City of Little Rock have collaborated in funding the program. The District's costs will be limited to utilities and custodial services (approximately $3,394). The Superintendent recommended approval of the proposal. Dr. Daugherty made a motion to accept the recommendation, Ms. Magness seconded the motion, and it carried unanimously. REGULAR BOARD MEETING February 22, 1996 Page 7 I C. Expanded Program Equipment Grants The Vocational Education Division of the District has prepared a grant proposal to purchase additional equipment for Mann Magnet Jr. High School ($54,600)\nand home economics equipment ($41,460) for Forest Heights and Pulaski Heights Jr. High Schools. Dr. Williams asked for the Board's approval to submit the application which is due to the Arkansas Department of Education on March 1, 1996. Mr. Riggs made a motion to approve the submission. Dr. Daugherty seconded the motion and it carried 6-0. D. Grant Submissions The Board was asked to approve grant submissions as listed in the following chart. Ms. Strickland moved for approval, Ms. Gee seconded the motion, and it carried 6-0. SCHOOL I PROGRAM/SPONSOR 1MOUNT I Carver Magnet Elementary School Environmental Matching Grant $1,000. Program/Entergy Corporation Rockefeller Incentive School O1oir Performance and Music Appreciation 1,000. Program/Ark. Humanities Council ALC/Cloverdale/Forest Prevention Services Program-substance abuse 20,000. Heights/Pulaski Heights/ and violence/Ark. Department of Health Mabelvale/Southwest E. Pulaski Heights Elementary Computer Lab Upgrade Pulaski Heights Elementary School requested the Board's approval to use their Title I allocation ($55,000) to upgrade the Academic Support computer labs. Mr. Riggs spoke in support of the proposal, but suggested that the District consider placing more computers in the individual classrooms instead of having students move into labs for computer time. Ms. Magness also spoke in favor of the proposal and asked the administration to keep in mind the technology recommendations of the Strategic Planning Committee when computer purchases are required. The Superintendent recommend~ the Board's approval of the proposal. Ms. Magness made a motion to accept the-7superintendent's recommendation, Ms. Gee seconded the motion, and it carried 6-0'. REGULAR BOARD MEETING February 22, 1996 Page 8 F. Lease Option Telesite Services: Brady Elementary The Superintendent asked the Board to pull this item for consideration at a later date. District attorneys are continuing to work on the lease agreement and will bring the item for Board approval when terms of the contract are fully negotiated. G. Disposition of Old Forest Heights Junior High School The old portion of Forest Heights Junior High School was to be demolished in 1990\nin 1992 the Board decided to wait before tearing down the building in hopes that the Adult Education Center could move from the old Eastside Junior High School location. The FI-IJH buildings have deteriorated to the point that they would not be suitable for relocation. Dr. Williams recommended that the Board vote to proceed with the demolition. Ms. Magness made a motion to accept the Superintendent's recommendation. Mr. Riggs seconded the motion and it carried 6-0. Mr. Riggs asked that the community and the Forest Heights PTA have input in the decisions made regarding use of the space that will remain when the building is torn down. Mr. Eaton was asked to provide a brief report at the March 14, agenda meeting. H. District Hiring and Purchasing Freeze Board President Pondexter requested adoption of a Resolution implementing a spending and hiring freeze for the District. A copy of that Resolution is attached as a part of these minutes. Ms. Gee made a motion to adopt the Resolution, seconded by Dr. Daugherty and carried unanimously. I. Desegregation Committee Appointments Ms. Pondexter provided Board members with the names of recommended appointments to the Desegregation Committee. She indicated that an effort was made to balance the committee by race, gender, and school board election zone. The Board approved the co-chairmen, Cora D. McHenry and Bill Bowen, at a special meeting on January 11, 1996. Recommended committee members are: Alfred Angulo, Chris Baber, Ann Brown, Irma Hunter Brown, Eleanor Coleman, Danny Dillard, Panky Fells, Frank Martin, Estelle Matthis, C. E. McAdoo, Patricia McGraw, Betty Mitchell, Thelma Phillips, Win Rockefeller, Alice Rowe, Frank Smith, and Teresa Young. REGULAR BOARD MEETING February 22, 1996 Page 9 Ms. Pondexter reported that she had asked for the committee to provide their recommendations to the Board within sixty (60) days. Dr. Daugherty moved to accept the committee members as recommended by Ms. Pondexter. Ms. Strickland seconded the motion, and it carried unanimously. J. Donations The Board was asked to approve acceptance of donations to the District. Ms. Gee made a motion to accept the items, Dr. Daugherty seconded the motion and it passed 6-0. Donated items are listed in the following chart. SCHOOL/DEPARTMENT DONATIONS ITEM DONOR M. L. King Magnet Elementary Metropolitan TV Production Program Chicot Elementary (Special Education Programs) Chicot Elementary (For use by Emily Golden) K. Personnel Changes $500.00 cash $500.00 cash Apple IIGS Computer System Apple MacIntosh Performa Computer System Anonymous Anonymous Kimberly Golden Margaret P. Golden The Superintendent recommended acceptance of the personnel changes printed in the agenda. Mr. Riggs moved for approval of the personnel changes, seconded by Ms. Magness, and the motion carried unanimously. L. Financial Reports The financial reports for December 1995, and January 1996, were provided for the Board's review and approval. Dr. Daugherty moved to accept the financial reports, Mr. Riggs seconded the motion, and it carried unanimously. The Board took a brief recess at 7:48 p.m. and reconvened at 8:10 p.m. REGULAR BOARD MEETING February 22, 1996 Page 10 Suspension of the Rules Ms. Strickland made a motion to suspend the rules for consideration of an action item which was not on the agenda. Mr. Riggs seconded the motion and it carried 6-0. Ms. Strickland moved to suspend the Facilities Implementation Committee and to form a committee to study the declining enrollment of the District. Dr. Daugherty seconded the motion. Ms. Gee asked to amend the motion to include suspension of 1he Middle School Steering Committee until the middle school concept and the study on declining enrollment is complete. Ms. Magness questioned the reason for suspending the middle school committee since implementation was not to take place for two years. Part of the committee's work was to study the overalJ impact of middle school implementation, including on M-M transfers. Mr. Riggs also expressed concern for terminating these two committees and suggested that the people who seive on these committees be available to serve as a resource to the newly formed desegregation committee. He suggested that the scope of the facilities committee be expanded to include options other than just the issue of school closings. Ms. Strickland disagreed with his suggestions. The Board approved amending the main motion to include suspension of the middle school steering committee by a vote of 4-2. On the main motion, as amended, the Board again voted 4-2 in favor of the motion, with Ms. Magness and Mr. Riggs casting the \"no\" votes. VI. REPORT AGENDA A. Desegregation Update The Desegregation Update was printed m the agenda and the Board had no questions regarding the report. B. Budget Update Fred Smith asked the Board to consider scheduling a budget worksession for the purpose of making budgetary decisions which will be submitted to the court in midMarch. Ms. Pondexter asked administration to poll Board members for a common date and to schedule a meeting for this purpose. REGULAR BOARD MEETING February 22, 1996 Page 11 C. Transportation Update: Laidlaw Ed Streeter and Mike Jones provided an update on Laidlaw operations. A copy of his report was distributed for the Board's review. Mr. Streeter reported that new computer software had been installed and Laidlaw will begin routing students next school year. Routing was done this school year by the District's transportation department staff. D. Report: Feasibility of Contracting Information and Financial Services The Board has requested research into the possibility of saving money by contracting out infonnation and financial services. This research is being conducted and a report will be provided to the Board when it is complete. E. Update: Consultant Fees A report on usage of consultants was requested by Ms. Gee. The report was printed in the agenda. F. ServiceMaster Report Fred Smith answered questions from Board members regarding the criteria used to determine whether ServiceMaster is fulfilling the terms of the contract. Ms. Pondexter was concerned with contract paragraph 6.6 and with the \"energy management\" section of the contract. Mr. Smith assured the Board that the contract requirements were being monitored. He will be meeting with ServiceMaster supervisors to determine if problems regarding scheduling and safety can be discussed and solved. Ms. Pondexter asked for a full discussion of the issues regarding ServiceMaster be held at the March agenda meeting. G. Standardized Dress Code for the ALC Vic Anderson provided a brief update for the Board regarding implementation of the ALC Dress Code. It was hoped that the effective date would be March 1, however students are being given additional time for purchase of uniforms and disciplinary sanctions regarding violation of the dress code will not take effect until March 25. Ms. Magness questioned a part of the dress code that would require the faculty and staff to also abide by the dress code. Dr. Williams asked for the Board to consider provisions for smocks or cover-garments for those students who cannot afford to purchase the uniforms. REGULAR BOARD MEETING February 22, 1996 Page 12 Suspension of the Rules Dr. Daugherty moved to suspend the rules in order to consider an item not on the agenda. Ms. Magness seconded the motion and it carried 6-0. Dr. Daugherty made a motion to budget an appropriate amount of funds to supplement implementation of the dress code for students who cannot afford to purchase the uniforms. Ms. Strickland seconded the motion and it carried unanimously. H. Computer Technology/Franklin Incentive School Lucy Lyon provided a report for the Board's review detailing the cost involved in updating the computer lab at Franklin Incentive School. Dr. Daugherty had additional questions regarding the report and will meet with Ms. Lyon for clarification. I. Change to AP Grading Scale, 1995-96 School Year Dr. Anderson provided a report in response to a request from Board Member Gee. There were no additional questions regarding the report. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. DISCIPLINARY STUDENT HEARINGS: Linda Watson, interim student hearing officer, provided information regarding Monte Gentry who was recommended for expulsion from McClellan High School. Monte had been involved in a gang-related altercation on January 16, 1996. He did not appear before the Board for reinstatement. Administration recommended expulsion for the remainder of the school year. Mr. Riggs made a motion to accept the recommendation, seconded by Ms. Strickland. The motion carried 6-0. REGULAR BOARD MEETING February 22, 1996 Page 13 ADJOURNMENT Mr. Riggs made a motion to adjourn at 8:55 p.m. Ms. Magness seconded the motion and it and carried unanimously. ~CLJ-ci:SLcuJ\n Sue Strickland, Secretary ~t,mdndimrllll Whereas, Floyd W. Parsons served as Superintendent of the Little Rock School District for 11 years\nand Whereas, Mr. Parsons worked to unify the diverse communities of the school district through his administrative talents, intellect., and use of humor\nand Whereas, Mr. Parsons demonstrated through his words and deeds his commitment to education\nand Whereas, Mr. Parsons was respected by students, staff, community residents and school board members\nand Whereas, the Board of Directors of the Little Rock School District recognizes and honors the valuable contributions Mr. Parsons made to the children of our city\nand Whereas, Mr. Parsons' contributions will long be remembered by members of this community, NOW, THERFORE BE IT RESOLVED, that the Board of Directors of the Little Rock School District pays tribute to the life of Mr. Floyd W. Parsons by recognizing his valuable leadership to this district. Adopted this 22nd day of February, 1996. ct!t~-'~ {\na Ponct6ter, Presiaent RESOLUTION WHEREAS, the Board of Directors of the Little Rock School District recognizes its fiduciary responsibility\nand WHEREAS, the Board of Directors recognizes the critical financial situation the District faces in the development of a balanced budget for the 1996-97 school year\nand WHEREAS, the Board of Directors recognizes the importance of the ending fund balance of the 1995-96 school year to the budgeting process for the 1996-97 school year\nTHEREFORE BE IT RESOLVED, the Board of Directors supports the Superintendent of Schools in putting into place a freeze on all non-salary expenditures from fund 02 (operations and maintenance) except for those purchases necessary for the implementation of the desegregation plan, for materials and supplies essential for the operation of the District for the remainder of the year, or for emergencies\nBE IT FURTHER RESOLVED, the Board of Directors supports the Snperintendent of Schools in implementing a hiring freeze for all replacement hiring except that which would take place due to attrition, resignation, inability to serve, or for safety and security positions which are necessary for the safe, orderly, and efficient operation of the District. ADOPTED this 22nd day of February, 1996. BOARD OF DIRECTORS LITTLE ROCK SCHOOL DISTRICT President let. Board ~/ l. o k oeo-,__Q LitteRoc School District Board Secretary April 25. 1996 Little Rock School District Of-TICE OF COMML\n'.'JC.-\\TIONS 810 \\\\'est .\\larkham Street Li1tk Rock. AR 7:!201 , 501 ) 324-2020  FAX (50 l l 324-~0.:.1 ~IEDL.\\ ADVISORY For more information: Zeornee' Herts. 324-2020 Change Made to LRSD Board Meeting Agenda The agend:1 ror the Little Rock School District Board or'Directors meeting has been revised to include ::m item pertaining to the rehuilding or St~phens Elementary School. Board member John Riggs haci\n:,reviously requested rhat che item be includ-:d on tonight's agenda, however it was i1ladverrently omitted. The item will be an action agenda item. The monrh iy ~oard meeting will beg1n at 6:00 p.m. in the LRSD board room located at S1 0 \\\\i. :'vfarkham. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING March 5, 1996 C APR 1 0 199i 1  ot De 1ega.,on fvfon,wnng The Board of Directors of the Little Rock School District met in a special session on March 5, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daughtery Ms. Judy Magness Dr. Katherine Mitchell MEMBERS ABSENT: Ms. Linda Pondexter Mr. John Riggs, IV Dr. Michael Daughtery ALSO PRESENT: Dr. Henry Williams, Superintendent Ms. Diane Edwards, Recorder of Minutes I. CALL TO ORDER Pat Gee, Vice President, called the meeting to order at 6:08 p.m. At roll call presence were four Board members. Dr. Daughtery arrived at approximately 6:45 p.m. and Ms. Pondexter at approximately 7:35 p.m. II. PURPOSE OF THE MEETING The meeting was called for the purpose of considering the following items: 1) Budget worksession 2) Student Hearings However, when the meeting was called to order the Board notified the public that there would only be two Board members present after the Student Hearings to attend the Budget Worksession, therefore the Board was postponing the Budget Worksession until such a time as a quorum could be present. Student Hearings Dr. Linda Watson, interim student hearing officer, was present to provide background information regarding students who were recommended for expulsion from the District. Each of these students were expelled for weapons possession, physical assault or sexual miscondut and are appealing their expulsion and asking the Board for reinstatement. Brandi Palmer is a 10th grade student from Metropolitan Vo-Tech. She was found with a knife during a full school scan. The principal requested that Brandi be returned to school on probation. Dr. Williams recommended reinstatement to Metropolitan Vo-Tech. Dr. Mitchell moved to accept the Superintendent's recommendation. Ms. Judy Magness seconded the motion and it carried 4-0. Karen Baker is a 9th grade student from Mann Magnet Junior High School. Karen transferred to the District from North Carolina in October, 1995 and enrolled in Forest Heights Jr. High School and since has been accepted into Mann Magnet Jr. High. During a full security scan karen was found to have a red Swiss-type army knife in her backpack. When questioned Karen stated this knife is for her job to open boxes. This was later verified by her employer. Karen and her mother stated in an administrative hearing on March 4, 1996 that they had not received a copy of the LRSD Secondary Student Rights and Responsibilities Handbook nor signed the contract page. Ms. Marian Lacey, principal indicated that she would have no objections to Karen's reinstatement to Mann Magnet. Dr. Williams recommended reinstatement to Mann under strict probationary terms. Dr. Mitchell moved to accept the Superintendent's recommendation. Ms. Strickland seconded the motion and it carried 4-0. At approximately 6:27 p.m. the Board went out of executive session and into regular session. At this time Linda Watson, interim Student Hearing Officer, made the recommendation for 14 students to be expelled for the remainder of the school year due to various offenses of LRSD Rules and Regulations (see attached list). Dr. Williams supported Dr. Watson's recommendation. Ms. Magness seconded the motion. The motion carried 4-0. Ms. Gee asked if there was anything being done by the District to curtail Gang violence in our children. Dr. Victor Anderson was asked by Dr. Williams to respond to this question. Dr. Anderson advised that there are support groups at individual schools, couselors at the schools and other organizations in the city that are trying to help with this ever growing problem of gang violence. Ms. Gee asked if the Board could make it mandatory that if a student is expelled for gang violence that he/she seek help through one of these organizations before they are admitted back into school. Dr. Williams stated that as a District we would be over stepping our bounds. That as a District we could suggest that they be counseled but could not enforce mandatory counseling in this area. Ms. Magness stated that there is a program such as the D.A.R.E. program at our elementary schools that is being administered in the Blytheville School Districts and that maybe we should check into that. Dr. Williams reported that the District's Social Studies Department had stated that maps and globes were out-dated and did not have countries that are in our news today. Marie McNeal, Social Studies Supervisor, had put together a packet for the Board of surveys from each school regarding the number of current maps and globes and also a cost analysis from three different vendors (see attached). These purchases will be in excess of $55,000 but are needed by the Distri9t. Dr. Williams recommended that the Board approve monies to purchase the needed maps and globes. The motion was made to accept the Superintendent's recommendation by Ms. Magness, and seconded by Dr. Mitchell. The motion carried 4-0. Mr. Fred Smith asked if the Board could decide tonight on the S.O.S. Business Case that had previously been brought before it. This Business Case is a savings for the District and needs immediate attention. Ms. Magness made the motion to approve the S.O.S. Business Case and Dr. Mitchell seconded the motion. The motion carried 4-0. The Board also decided that they would vote on additional Business Cases at the March 14th Agenda Meeting. The Board went back into Executive Session at 6:27 p.m. Kenneth Price is a 9th grade student from Forest Heights Jr. High School. Kenneth was accused of sexually harassing a female student during third period class. After investigations by the Student Hearing Officer, Mr. Collier the assistant principal, and the office of Safety and Security, Kenneth was recommended for long-term suspension. An appeal hearing with Dr. Victor Anderson, Assistant Superintendent of Secondary Schools was held on February 29, 1996. Again, the recommendation was upheld. After the Board went into executive session they returned with the Superintendent making a recommendation for Kenneth to be assigned to the Alternative Learning Center for the remainder of the school year under strict probationary terms. Kenneth will be able to reapply for regular school in the fall as long as he abides by his probationary terms and then his record will be esponged of the charge. Ms. Magness moved to accept the Superintendent's recommendation. Dr. Mitchell seconded the motion and it carried 6-0. The Board returned from executive session at 7:45 p.m. Ms. Magness made a motion to accept the Superintendent's recommendations for the three students whose appeals were heard. Dr. Mitchell seconded the motion and it carried 6-0. ADJOURNMENT Ms. Gee made a motion to adjourn at 7:39 p.m. Dr. Daugherty seconded the motion and it carried unanimously. ~~() Suerickand,Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING March 14, 1996 (Edited - changes appear in Bold Italics) The Board of Directors of the Little Rock School District held a special Board meeting at 5:00 p.m. on March 14, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell MEMBERS ABSENT: Mr. John Riggs, IV. ALSO PRESENT: Dr. Henry P. Williams, Superintendent of Schools Dr. Russell Mayo, Associate Superintendent Ms. Diane Edwards, Recorder of Minutes I. CALL TO ORDER Board President, Ms. Pondexter, called the meeting to order at 5:09 p.m. Ms. Willingham, teacher ex-officio representative to the Board, was present at the Board meeting. The student ex-officio representative was not present. At 5:10 p.m. Ms. Pondexter called for the Board to go into Executive Session for Student Hearings. Student Hearings Dr. Linda Watson, interim student hearing officer, was present to provide background information regarding students who were recommended for expulsion from the District. Each of these students were expelled for weapons possession and/or physical assault and are appealing their expulsion and asking the Board for reinstatement. SPECIAL BOARD MEETING March 14, 1996 Page 2 Andrea Moore is a 10th grade student from Hall High School. She was found with a double-edged razor during an all school scan. The principal requested that Andrea be returned to school on probation. Dr. Williams recommended reinstatement to Hall High School. Dr. Mitchell moved to accept the Superintendent's recommendation. Dr. Michael Daugherty seconded the motion and it carried 6-0. Mitchell Younts is a 10th grade student from Hall High School. Mitchell was seen coming onto campus from the vicinity of Hall Drive by the campus security officer. As the officer approached Mitchell she smelled cigarette smoke. After Mitchell was directed to empty his pockets a single blade razor was found wrapped in paper inside his wallet. Ms. Gayle Bradford, principal indicated that she would have no objections to Mitchell's reinstatement to Hall High. Dr. Williams recommended reinstatement to Hall under strict probationary terms. Ms. Gee moved to accept the Superintendent's recommendation. Ms. Magness seconded the motion and it carried 6-0. Shamika Hudson an 8th grade student from the Alternative Learning Center is charged with Physical Assault on a Staff member. This is the second time that Shamika has not been present at a set hearing date. Dr. Williams recommended to uphold the expulsion recommendation made by Dr. Marshaleck, principal of the Alternative Learning Center. Ms. Gee moved to accept the Superintendent's recommendation. Dr. Michael Daugherty seconded the motion and it carried 6-0. At approximately 5:26 p.m. the Board went out of executive session and into regular session. At this time Ms. Magness made the motion to accept the Superintendent's recommendation for these students. Dr. Daughtery seconded the motion. The motion carried 6-0. A. Report: Old Forest Heights Junior High School Building Doug Eaton presented to the Board the timeline for the asbestos removal and demolition of buildings one (1) and seven (7) on the east campus. (See attached) On or about June 1 the demolition will begin. The estimated completion time for demolition, regrading and resodding of site is thirty (30) days. The entire project should be completed by July 1, 1996. Mr. Eaton also stated that Duane Benage, Principal of Forest Heights Junior High School is making initial contact with community groups and PTA to solicit recommendations and assistance with regard to area beautification once the buildings have been removed. B. S.O.S. Business Case This business case was voted on at the 03/05/96 meeting\nhowever, it was not an open meeting so the vote had to be made again. Ms. Magness made a motion to accept the business case and Dr. Daugherty seconded the motion. Motion carried 6-0. SPECIAL BOARD MEETING March 14, 1996 Page 3 C. Rebuilding Stephens School Ms. Pondexter called that rules be suspended to allow patrons from ACORN representing rebuilding Stephens School address the Board. A number of patrons were present at this meeting to voice their concerns that the Stephens school was not being rebuild. Ms. Zebralon Dukes, of Acorn, was the spokesperson for the group. Ms. Dukes said the group had many concerns as to why the school had not been rebuild when we have the money. Dr. Williams stated that we have part of the money but not all that is needed to rebuild. Dr. Daugherty stated that a tax increase was suppose to give us part of the money to rebuild but we had not received the money from the state. Dr. Daugherty stated that in a conversation with the city that he understood the city was waiting on the District.Ms. Magness stated that the Judge had questioned rebuilding facilities study that was done. Dr. Williams remarked that the Judge wanted to know if we could use a 700 seat elementary school. Dr. Williams recommended that we petition the court regarding the rebuilding of the Stephens school. Dr. Daugherty moved to accept the Superintendent's recommendation. Ms. Strickland seconded the motion. Motion carried 6-0. Ms. Magness made a motion to amend the Superintendent's recommendation to include the legal opinion from the Court and the financial impact report regarding Stephens school. Dr. Daugherty seconded the motion. Motion carried 6-0. At 5:41 p.m. the Board took a short break. At 5:45 p.m. the Board resumed. D. ServiceMaster Richard Grant with ServiceMaster made a presentation concerning ServiceMaster's work the District to date. Attached is a copy of his presentation. After this presentation Mr. Grant was open for questions from the Board. Dr. Daugherty questioned 3.2, 3.28 of the Contract between LRSD and ServiceMaster. This section of the contract states that there will be no change in work hours or work condition. Dr. Daugherty stated that changing an employee from working at one school for eight hours a day to an employee working at two schools four hours each per day and changing an employee from a day shift to a night shift is changing an employees work hours and conditions and this is in violation of ServiceMaster's contract. At this time four LRSD employees spoke in opposition of ServiceMaster. Barbara Hobbs from Cloverdale Elementary stated she had been working by herself since March 6, she has spoken with Harrison Fairfax of Plant Services but no one else will speak with her. Safety and not being able to keep her building clean is a great concern of Ms. Hobbs. Next Willie Givens of Central stated there are \"too many chiefs and not enough indians\". The custodial staff has been reduced at Central to five employees. There is no way that five employees can keep Central clean inside and out. Everyone is on a schedule that is so tight it doesn't allow for variations that happen in a school. Ms. Betty Mitchell with the CTA stated her concern was that 12 month employees had been changed to 9.25 month, 8 hour employees had been SPECIAL BOARD MEETING March 14, 1996 Page 4 changed to 4 hour, daytime workers had been changed to night workers. All of this had been done with no consideration to the employee's situation. Kenny Fisher of Cloverdale Jr. High stated that this is counter-productive to change to ServiceMaster in mid-school year and the fact that it is impossible for one custodian to thoroughly clean a building with 82,000 sq. ft. Ms. Gee said that she would publicly like to thank Mr. Fisher for everything he had done for her son while he was a student at Cloverdale Jr. High. Mr. Fisher had been more than a custodian, he was mentor, teacher, counselor and friend and she appreciated all that he had done. Dr. Mitchell asked why had custodians been cut? Who is responsible for getting subs in the buildings? Who has ultimate authority? When after hours activities are taking place is overtime paid to the custodians? At this Dr. Daugherty made a motion that LRSD restore all service employees to their former positions except those affected by pay increases or dismissed by due process. This was seconded by Ms. Gee. Ms. Magness questioned the Board's authority as they are a policy making unit and not administrative. Ms. Magness encouraged the Board to wait until we check our legal position. Dr. Daugherty then called for the question. Roll was called: Motion carried 4-2. Ms. Pondexter - Yes Ms. Gee - Yes Ms. Strickland Dr. Daugherty Ms. Magness Dr. Mitchell - Yes - Yes - No - Abstained The Board then recessed at 6:45 p.m. The meeting was called back to order at 7:00 p.m. E. Approval of 1996-97 Proposed Budget Ernie Davis on the Advisory Committee for Financial Stability presented the Committee's recommendations to the Board for consideration. See attached. Dr. Daugherty asked if the reduction in full-time staff members reflected this in administration staff as well as teachers? Ernie Davis stated that it did. Mr. Ernie Davis stated that the committee felt the Board should study the proposed budget in detail in order to determine where expenditures could be reduced while still delivering a high-quality level of service to all students. He also stated that the entire committee or members of the committee would be in agreement to meet with the Board and/or staff members to assist in revising the budget if the Board so desired. Ms. Pondexter said she felt that was an appropriate thing and a consensus was made for the Board to meet with th~ committee on Monday, March 18, 1996, 5:30 p.m. in the LRSD Board Room. SPECIAL BOARD MEETING March 14, 1996 Page 5 ADJOURNMENT Ms. Magness made a motion to adjourn at 7:11 p.m. Dr. Daugherty seconded the motion and it carried unanimously. APPROVED: 5  o23 -C/(, ~ ==[) SuStriclclarrd, ~ry LIITLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LIITLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING March 28, 1996 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on March 28, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Sue Strickland Ms. Patricia Gee Dr. Michael Daugherty Ms. Judy Magness\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle 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":"ere_c18_60617","title":"Milton Quigless Public Forum Video","collection_id":"ere_c18","collection_title":"African American History","dcterms_contributor":null,"dcterms_spatial":["United States, North Carolina, 35.50069, -80.00032"],"dcterms_creator":["Quigless, Milton D., Sr., 1904-1997"],"dc_date":["1996-02-24"],"dcterms_description":["Public forum interview with Milton Quigless. This forum was part of the North Carolina Humanities Council grant for \"The Black Physician Experience in Eastern North Carolina\" project conducted from February-March 1996."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Medicine--Practice","African American physicians--North Carolina--Tarboro","Segregation--North Carolina","Civil rights movements--United States--History--20th century"],"dcterms_title":["Milton Quigless Public Forum Video"],"dcterms_type":["MovingImage"],"dcterms_provenance":["J.Y. Joyner Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.lib.ecu.edu/60617"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This item has been made available for use in research, teaching, and private study. Researchers are responsible for using these materials in accordance with Title 17 of the United States Code and any other applicable statutes. If you are the creator or copyright holder of this item and would like it removed, please contact us at als_digitalcollections@ecu.edu."],"dcterms_medium":["oral histories (literary genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":456,"next_page":457,"prev_page":455,"total_pages":6797,"limit_value":12,"offset_value":5460,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9445},{"value":"Civil rights","hits":8328},{"value":"African Americans","hits":5912},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5604},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4440},{"value":"Civil rights workers","hits":3536}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1815},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Baker, Augusta, 1911-1998","hits":1495},{"value":"Herrera, John J.","hits":1312},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1915},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":440}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1769},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":969},{"value":"Little Rock Central High School Integration","hits":853},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17987},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5437},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4847},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4599},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4328},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3948},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2580},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2580},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2536}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12823},{"value":"Alabama","hits":11313},{"value":"Mississippi","hits":10220},{"value":"South Carolina","hits":8493},{"value":"Arkansas","hits":4733},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3786},{"value":"Florida","hits":2602},{"value":"Ohio","hits":2403},{"value":"North Carolina","hits":1875},{"value":"New York","hits":1840}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10632},{"value":"1963","hits":10287},{"value":"1965","hits":10218},{"value":"1956","hits":9840},{"value":"1955","hits":9619},{"value":"1964","hits":9365},{"value":"1968","hits":9345},{"value":"1962","hits":9247},{"value":"1967","hits":8897},{"value":"1957","hits":8523},{"value":"1961","hits":8282},{"value":"1958","hits":8259},{"value":"1959","hits":8061},{"value":"1960","hits":7948},{"value":"1969","hits":7348},{"value":"1954","hits":7240},{"value":"1950","hits":7118},{"value":"1953","hits":6969},{"value":"1970","hits":6835},{"value":"1971","hits":6425},{"value":"1977","hits":6367},{"value":"1972","hits":6254},{"value":"1952","hits":6162},{"value":"1951","hits":6046},{"value":"1975","hits":5894},{"value":"1976","hits":5863},{"value":"1974","hits":5849},{"value":"1973","hits":5689},{"value":"1979","hits":5416},{"value":"1978","hits":5405},{"value":"1980","hits":5366},{"value":"1995","hits":4885},{"value":"1981","hits":4811},{"value":"1994","hits":4704},{"value":"1948","hits":4597},{"value":"1949","hits":4573},{"value":"1996","hits":4542},{"value":"1982","hits":4417},{"value":"1947","hits":4317},{"value":"1985","hits":4313},{"value":"1998","hits":4281},{"value":"1983","hits":4261},{"value":"1997","hits":4258},{"value":"1984","hits":4152},{"value":"1999","hits":4074},{"value":"1946","hits":4047},{"value":"1945","hits":4018},{"value":"1986","hits":4006},{"value":"1990","hits":3988},{"value":"1943","hits":3900},{"value":"1944","hits":3896},{"value":"2000","hits":3894},{"value":"2001","hits":3876},{"value":"1942","hits":3868},{"value":"1940","hits":3765},{"value":"1941","hits":3758},{"value":"1987","hits":3744},{"value":"2002","hits":3624},{"value":"1991","hits":3553},{"value":"1936","hits":3507},{"value":"1939","hits":3501},{"value":"1992","hits":3500},{"value":"2003","hits":3489},{"value":"1993","hits":3478},{"value":"1938","hits":3466},{"value":"1937","hits":3450},{"value":"1989","hits":3441},{"value":"1930","hits":3378},{"value":"1988","hits":3355},{"value":"1935","hits":3307},{"value":"1933","hits":3271},{"value":"1934","hits":3271},{"value":"1932","hits":3255},{"value":"1931","hits":3240},{"value":"2005","hits":3143},{"value":"2004","hits":2995},{"value":"2006","hits":2860},{"value":"1929","hits":2790},{"value":"1928","hits":2272},{"value":"1921","hits":2124},{"value":"1925","hits":2040},{"value":"1927","hits":2026},{"value":"1924","hits":2012},{"value":"2016","hits":2011},{"value":"1926","hits":2010},{"value":"1920","hits":1976},{"value":"1923","hits":1955},{"value":"1922","hits":1929},{"value":"2007","hits":1715},{"value":"2008","hits":1664},{"value":"2011","hits":1661},{"value":"2009","hits":1624},{"value":"2019","hits":1623},{"value":"2015","hits":1613},{"value":"2013","hits":1604},{"value":"2010","hits":1601},{"value":"2014","hits":1567},{"value":"2012","hits":1553},{"value":"1919","hits":1533},{"value":"1918","hits":1531}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":506439,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10710},{"value":"correspondence","hits":9628},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2771},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41201},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17721},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8830},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":7090},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":145},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8153},{"value":"South Caroliniana Library","hits":4251},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"University of North Texas. Libraries","hits":3854},{"value":"University of South Carolina. Libraries","hits":3438},{"value":"Hargrett Library","hits":3292},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2785},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":81102},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":81360},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}