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Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: Interdistrict desegregation plan and settlement agreement"],"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/370"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["73 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nJuly Submission Settlement Plan Interdistrict/Settlement Agreement #4 J*?the f.ll \u0026lt;lh-n, 1989 Minnn  Substantially finalized in February of 1989. Minor revision occurred thereafter. The parties extended by up to three in the text of '\"ferred to xt of the plan be extended by up to three voane ( on orm to the originally proposed schedule of compliance. INTERDISTRICT DESEGREGATION PLAN February IS, 1909 SP-01023 01716INTERDISTRICT DESEGREGATION PLAN February 15, 1989 1. Introduction 2. Overview 3. Interdistrict Desegregation Plan Student Choices and Options 4 . Summer School 5. Staff Development 6. Multl-Dlstrlct Desegregation Plan School Operations 7 . Library Media 8. Special Education 9. Vocational Education 10. 11. Guidance and Counseling Program Parent Involvement/Communlty Linkages SP-01024 01717INTRODUCTION The goals of school desegregation planning must he clearly focused and well understood. It Is Insufficient to establish as a single goal the physical movement of bodies and the rearrange- ment of boundary lines. An educational environment whlc.h encourages and provides academic and human growth for ail students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction. the parties have Included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdlstrlct desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdlstrlct desegregation aspects on assigned subjects. There were four (4) main committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand. 4) school operations. The student assignment committee also had oversight responsibility for the other committees. SP-01026 01718HI The committees submitted their reports to the oversight committee (Student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs. procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language 13 specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is Included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\". \"the districts\". \"districts In Pulaski County\", \"the parties\". \"trl-distrlct\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate In additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. SP-01027 01719OVERVIEW I. Ob1ectlves\nThe objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdlstrlct Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdlstrlct Schools to be 50% black/whlte. Proposed Interdlstrlct Schools shall be phased-ln to these ratios over time. The establishment of Interdlstrlct Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. Interdlstrlct Schools: There shall be Interdlstrlct cooperation in developing the thematic programs at the Interdlstrlct Schools. Responsibility for operating and managing Interdlstrlct Schools shall rest primarily with the host district. subject to coordination and cooperation among the parties with respect to such matters SP-01028 as 03 01720recruitment, theme selection. transportation, and other matters whlch are relevant to the interdlstrlct character of the faci- llty. Six (6) new Interdlstrlct Schools will be established in the near term: A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A. Jones site. The Interdlstrlct Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdlstrlct Schools. III. Incentive Schools: There shall be a limited number of Incentive Schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Academies) of 55* black and 45* white with a variance of 5*. The recruitment of white students to SP-01029 04 01721these Elementary Academies may Increase the percentage of white students In these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a combination of white recruitment into the Incentive Schools, and by a reserving designated number of seats in each Incoming kln- dergarten class for the enrollment of white students. As new Interdlstrlct Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experlences/actlvlties. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully Implementing such programs in a majority-black educational setting. IV. Magnet Schools\nThe Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and SP-01030 05 01722LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD Schools: The PCSSD schools shall have black-white ratio goal in a accordance with that district's proposed permanent desegregation plan. PCSSD. Interdlstrlct Schools shall be built and/or established by PCSSD commits to populate these and other Interdlstrlct Schools In accordance with the procedures outlined in this plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdlstrlct School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Construction: All school construction shall bo subject approval and shall promote desegregation. VIII. Transportation: to the court's Students shall be provided transportation in order to attend their assigned schools (Including its programs and activities ). Nothing In the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. SP-01031 06 01723zx. Sulldlnq Quality: An alm of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. Students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select IXLLa44etrtct Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent Imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimina- tlon of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially SP-01032 (} 01724Identifiable schools than on others, and further that the nigh demand/hlgh expectation concept will target low achievers in all schools C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Actlvltles: There shall be presLunptlon that racial disparity in a programs and activities in any school need not exist. where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented . Special attention shall be given to any Imbalance in placement into special education. honors, talented and gifted. advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV, Monitoring\nTho districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- SP-01033 ('Q 01725ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. XV. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the Intradistrict and interdlstrlct desegregation plans of the parties shall be In accordance with any underlying agreements between or among the parties, which when finalized are hereby Incorporated into this document by reference, or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdlstrlct plan without either approval of the settlement with the state. or Court-ordered funding from the State. Further, even if the settlement is approved. LRSD will need additional funds before It can Implement the plans. SP-01034 01726 (XVII. community Involvement: The parties are committed to ensuring a high degree of Involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. Curriculum and Programs: A joint committee will be established to review the curri culum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts In Pulaski County. SP-01035 01727INTERDISTRICT DESEGREGATION PLAN Student Choices and Options The parties to this proposal believe that the recent success of the Magnet Schools In the Little Rock School District as well as the real potential for expansion of the Interdlstrlct Majorlty-to-Minorlty program should constitute the fundamental building blocks upon which a multl-dlstrlct student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdlstrlct Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdlstrlct Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of the- mes, the location of themes, and the Implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may bo conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement. and further input regarding theme location. The parties believe SP-01036 11 01728that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdlstrlct Schools coming on line subsequent to the 89-90 school year. Those schedules will be completed on or before April 28, 1989. Interdlstrlct Schools The following Interdlstrlct Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The Immediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdlstrlct School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdlstrlct School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson Into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdlstrlct School. SP-01037 1.2 01729Little Rock black students will be permitted to attend designated Incentive School for its after-school incentive program. The only presently known facility modification necessary at Harris Involves an upgrade of the landscaping. Other potential a modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black students but also to the present student population at Harris. However, the parties fully intend to conduct appropriate parental meetings with black parents In the LRSD to determine whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly Identifiable. However, LRSD will make every effort to obtain comments from parents in the general target 1989 . areas on or before February 24, The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient black children for whom the scope to accommodate any Little Rock program is appropriate or necessary. C. Romine Elementary Romine Is to be converted into an Interdlstrlct School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to SP-01039 14 01731The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdlstrlct School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdlstrlct School. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdlstrlct School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary Harris Is to bo converted to an Interdlstrlct School. Such designation offers numerous advantages, including the fact that it is the only elementary school in the PCSSD which has sufficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program. SP-01038 13 01730LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist In the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor bet- ween 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw Its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area PCSSD will construct and operate a new Interdlstrlct School to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, If necessary. SP-01040 15 01732from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdlstrlct Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that Imbalance, PCSSD will construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregatlvo effects outlined above, this school in have the further desired desegregatlve effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdlstrlct (and. in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementarles will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected In those areas beginning with the 1989-90 school year. SP-01041 16 01733King Elementary LRSD will construct a new King Elementary School as a downtown Interdlstrlct School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located In the general area bounded by Interstate 630 between 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for Individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters All Interdlstrlct and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently option of attending Interdlstrlct or Magnet Schools. have the Serious consideration should bo given to the establishment of an alternative school In North Little Rock in 1909 or beyond. The parties recognize that such facility might most a appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school year, a timetable for construction of an Interdlstrlct School in SP-01042 17 01734the Chenal valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdlstrlct M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdlstrlct majority- to-mlnorlty transfers. This Plan will permit the treatment of interdlstrlct transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdlstrlct Majorlty-to-Mlnorlty transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and doos not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School, This will require additional constiructlon at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an Inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD and NLRSD shall recruit and exchange. on a one-for-one basis, the following students (and as described In Exhibit \"A\" hereto) : SP-01043 IS 017351. Junior High schoo1s: PCSSD Oak Grove white students with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools\nPCSSD Oak Grove white students with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the Joint pursuit of federal magnet grants for the operation of the multl-dlstrlct Magnet and Interdlstrlct Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdlstrlct Schools. SP-01044 19 01736IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. ai . INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\"  ^0 01737 SP-01045outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. still in compliance Ail other schools within the District with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching 1imit. this On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having ail students in grades 11 and 12, Northeast High School housing ail students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ SP-01046 21 017381989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ 22 SP-01047 01739Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senlor high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central .lunior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ SP-01048 01740 23proposed the use of the System of Muitipiuraiistic Assessme nt (SOMPA) as an alternative test for intellectual ability in Identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test. the expense of its administration and the fact that alternatives in the gifted field have proven more effective. the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantaiician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ SP-01049 1 01741Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantaiician Foundation in its report. The parties recognize that the purpose of the Cantaiician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantaiician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is being done through other programs, attached). (See Exhibit A The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantaiician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ SP-01050 01742District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. use -7- 3-OOlJ SP-01051 01743CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 February , 1989 By\nUj- STEPHAN W. JONES, Attorney for North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By\nLJA^ZZAARR W PALNICK? At Joshua Intervenors WRIGHT, LINDSEY 6 JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By\nM. SAMUELyJONES, Attorney for Pu^ski Oounty Sg^ial School DiatrLex ski -8- 3-OOlJ SP-01052 01744 \\ , Attorney fo?'^'. The undersigned parties do not object to this modification. By: LITTLE ROCK SCHOOL DISTRICT STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS By:_ -9- 3-OOlJ SP-01053 '2 01745 A ccm?ar:sos O SIX a.:: SY THS CATAL :r\nat:ve\nc:a.n fc: TATIC: :al ??a:t\n:e3\nz.\n:9SL) TO E.X.S' P3AC7 IS THE SC STH LT : SOCK sc:-::i DISTRICT PRKRAMS VI '^3 U I 13 5 c a CO u ai , 3 IV) Qi'? o ei e Is h I O w 1 e. e o 0 I u 9 V) CATALICIXN FOUNDATIOS'S RECO.'ClISOED ALTCINATIVE ISSTRUCTIOSAL PRACTICES ADAPTIVE LEARNTXC OnTROIXEKT I COEL \u0026gt; Adaocs laaraiat anviroaeanc co ' individual ntadto B Provides taehnlcal support to tlassrooa caachars. SCudtnc iadividuAl difftraacts dttcribad la cams diraecly ralacad co lascruccioa. EXCIPLAAY CEaSTU READING INSTKUCTTOM Elicxca corraec raipoasas from Qoa-raipoodia| scudaacsa E*cbllxhd uicacy Itvals Tint for suparrlitd praeclea. Cocrtlactd lia(ua|a art* acclvlelta. Effactlva managaaanc t aonltoring systaa. DISTAi DLiaet IniCTuecion. Scudaacs aysccaaecleaXly aova chrougb saquanead Bacart\u0026amp;ltd Oafintd ccachlst babavlors vich a focus. Cltacly tpselfltd goals. Rapld/hlgb tact of scudsnc itspoosas. Imdlaci acadsale ftadbaek. Ttaehsr concrols, solaces, and pacas ccevura assisted ihstxuctiob Skills caugbe ebrougb Indlvlduallasd Inscrueclon using CAI curricula. PEEX TtrTOlIKC Scudancs asslsclng ochar atudancs In acadaale ralacad acclvltias PXCCISIOa TEACHIMC w U ee t  o  \u0026amp; u e. 3 u o e. a Vi 8 . V.. e I u wi o c C hl-  '**1 W M I U u wt a 9 u a e o a o e U  9 (Z)  u (Z) u 8 8 S. 21- (2 SI c a 4 s X X X X z X X e e \u0026lt;9 O o u o wt u s 0 it s t a \u0026lt; o OK. O 9 9 a o o \u0026lt;Z) o 0 tj (Zl  e a o U 9 a 8 u J u e * 22 Cl m I a (0 e a e a V)  X X X X X X X z X X X X X X X X X X X X X X X X z X z X X Z X X X X X X X X z X X X X z z z X z z X X X X X X z X X X X z X X X X X z X X X X Z I I  I o O tn 1^ - - 29 ' EXHIBIT A EITICACT RLSrARCH KOT AVAILABLE 01746SUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupll/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be Implemented for those students who fall to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation. In accordance with Arkansas Department of Education guidelines. in the areas of reading, English/ language arts, mathematics, science. and social studies. Students will receive instruction only In the Identified area(s) of need, with instruction being provided In three-week modules. A student may receive extensive remediation In one area for six weeks or assistance In two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. SP-01055 30 01747Little Rock School Dlstrlct/JTPA Literacy Program Effective the summer 1907 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of remediation Instruction. reading and mathematics and provided The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education. some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children. like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity, a break In programming may bo detrimental rather than beneficial to the overall learning The purpose of the extended process. year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity Is present. The extended year program provides for an extension of the programming from the regular school year, as identified In the lEP. SP-01056 31 01748Areas of Collaboration Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students In all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/fundlng -transportation -eligibility Since all three districts. Including NLRSD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations. dates and curriculum offerings would be beneficial for all Invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students In grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- SP-01057 32 01749tlon. It Is also anticipated that a tuition-free summer enrich- ment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will bo provided for students who fall the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. V Expected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/fallures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. SP-01058 33 01750FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION INTERDISTRICT SUMMER SCHOOL SP-01059 /U(| A oiiiujivi\nI 2. i. tiUHdliiM* Si liHU I III i dent i f y elementary and secondary siiihiiier school sites Io advertise for, interview, and select sunnier school administrative staff Io develop propiised Siiiuiier school budgel -o,'4 QI .. \u0026lt;43 to  .4a \u0026lt;xi \u0026lt;43 in 63 I O O CJl o I. I I.? 2.1 3. I 3.2 3. 3 li H II I.  1 I...I Kll'lllli ..HI iiiiij lui: uii.il 1. lu i .aIci.cut suaiuer. sclicicil olloM11 III\n/Al.11V11 ii Work witli .u..i..er SibunI Cuur-dinators from titR, I'l.SSD, and IR to obtain  ecoiu.cinlatiun for elen.entary and seiondar, sites. Meet with lucdl building administrators to discuss the procedures. lOncerns, expectations, etc., for use of the identified buildings. Delevop job announcements fur interview Conduct sniii.ipr school joti interviows. Obtain I'Itlll sui.n.ei Sili(JU I budget balance fro lee t 1'3119 suiiii.ei siliUul program anil budgetary needs Investigate alternate fundin. sources for sunnier school 111 J\nii\u0026gt;.-iiic.\nllVli. Det emher-1, 1968 lanuaiy 3 dahuary-19, 1989 February 19 February 22, 1969 Hji cti t\n- liJti^l Hjicti 3\n-f983 Hllillli\niiAii\nbeeeit.ber-22, 1968 lan^ry 22 January 26, 1989 februjry March 16, 1989 Harcli 23-,-196'. Hdicli 23-. i98* ill.' h.:i, 1 111 1 117 hivisiahs-tif'Cum-eulum- dNd-Sehaals Ediicatiun.il Programs blVtSIUh-Ul-SthUols Di vi sItoh-wf-f urrI - Eulurn-and-Scheels Educational Program\nbivisiuhs-uf-tui ri- Eulum-and Schesls Edbcationjl Proyrji.is SAuiitpiipinoi itI Services IVAIIIAllH'l Records aiid/or finished puuknts will be on file for vi-r i f ic.it lon/eval nat ion of siiiuci.r schuul teachers. lulls fur fdL I 1 11 les Distribution of job annuidn i iueiits Interview schedules henelup bui]iji\nt K_ MitA Siiiiiiit'i IltlLl 1 Gu d L 1: _ (cuatiniutii)---------- OlUI-jCTTVIi 4 . fo identify summer school program dates ST-la-identify-tFanspar-needs- far-summer-sehu I (Hetrepalitan) Io plan for qua 1ity instruction in sunniei school a .AJ cu m   c. IM o w hO I O O 01 4.1 4.2 K ijc.i) i45.u\nkh.ai iixi riA/i itirma SlKAlljJ 1 K/ACr 1V IT 1 t.'i Coordinate dates with Suntvei school coordinators fiom NIR and PCSSD Submit proposed dates to (1) Plant Services. (2) Executive Staff, and (3) Board of Dircc tors for approval St I-Est imale-nawber-at-buses-and est-f8F:HetrepelitaH-suit*ef sehael-site Brstuss-Posstble--EBH-Pass-wi th-6Af 5.J Develop and implen\u0026lt;ent siiiiner school job announcements (in and Out of ERSD) 5^ Interview suiiiuer school applicants HEhllffllNC DATE Bet ember - 15 1988- In effect Mare\u0026lt;-I\n-I9g9 March U\n-I989 April )O!-I989 WICX) TIHH.IHL S.^ Notify teachers to be employee May 1,-1989 ENDUIG DA It Beetmber-22\n1988- O'ilQl.Q'J Hdrth-2J.-' March 29\n-I9g kK'.HXISinil.riY Dtvlaiohs-of-Burr*- Eulum-and-Sthaels Ed^ation^l Programs BivisioHs-af-Eurri-fcolb+ aRiJSthaals yucat iona 1^ Prpgr^im Di ret tor-af - Iranspur tatibHi-BIreetar ef-Veealiaaal Edotalien Breelar-of-Persanne Human Resources April 28i-19Hi Suiiiiier School Admin- May 9i-1989- islrators\nDirector of Personnel Human Re^ices\nContent Area Supervisors LVAIJbVUlXI Firidt dates Submission of d.ites tst tmaled-tbSl Job aiinouiiceiiieiit s Interview schedule Notification letters I_ II i\u0026gt; I.I..H.1 i..:i ll.-Ji lIliHIU \u0026lt;\ni I Illi I IM. AHI A (.0,11 I : Simii.er Schuul (c^nt inued) IllillJ.'l IVI'.', 6 1(1 .uleiJiidUj ly stuff and su|)|ity suKiier 6 I\niK\\iii,U'. //i.'l I'.'i i 11.. i'.i., 1 liil I ill 1 liAll-iiiiiiii.: daie: I i: j\\'i'i..liill I iV I VAUiAi u -\ni school -a Al cu m a  ID A* ISO cn W XJ I o o a\u0026gt; to I.leiillfy sUli....er s, lii.ol '.tafi evaluation protedures 6.2 Revise and print teather hand- Outs 6.3 Provide scuinier school contract to employees 6.A Provide inservice fur sunu.er school staff 6.5 6.6 April \u0026lt;i5-)yH9 Hay 8i-19119 Hiy it),-1989 lune 1989 April Huy 29,-1989 June 2,-1989 provide clinicdl supervIsion and mon I tor inij of program I'leiilify and secure n.jteri,ils, texts, and eguipmenl needed for junior hitjh and senior high level pro(|rani 6.7 Complete sunnier school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors June 1989 June 1989 August 19, 1989 Augus t August 1989 September 28 1989 Siiiiii.ei Silii.ul Aj.iiin-istraturs\nDirector of Personnel lliiman Resources SdlliC- iiS iillUVC Director of Persenne thmi^n Resources Division of Cun i-culum. Sunnier School Ad.i.inistrators Suni..er Sihool Admin-istrat. iis DivislOH-af-Schuuls-, School Administrators Educational Program's Suiiiner School Adiiiin-istrators\nEinancial Services Support Servites Eva lii.it lull Iles I'ln Pl lilted iii.itei 1.11 s Sign cuiitidcis Inservice di|eiid.i Pl irif ipa I s ' miles Rece I ve ii.jtcr ia 1 s Complete report Suliiiiitled report AUt A Hr 11 |.|..Ia.I.II lid i'l/itl Uli'inu. iCKJ Tiiin.iiii\nSijliiiik'i biluiol Ql^l*! ! : (Coiit ifiijcil) (iiiiu.Tivi.\n. :\nii\naiti\nii.\n/a\u0026lt;:iiviiii., liEj.lllilliA: liAli\nujiiiia\niiAii\nr.i? iuisiiiii 1 lY hv.\\iiiAri(d 7. Ill define the scope of the curriculum for the elementary and ary prograiiis. serond- 7.1 Hall notices to supei visors requesting recoinnendat ions lor summer school courses Noveoiber 3\n1988 November 38\n1988- Blvlbiun al  Lari- ita-lam Educat lulial Programs Nut l(e:\u0026gt; n.Jl li il y.2 Invite proposals for luin.icr school enrichment courses 7. J Pl art cooperatively with suiivuer school coordinators 7,4 Hake each district's offerings available to principals and counselors in all three districts 7^ Plan lor Bliver Education Program 7J) Identify and print each cuuise to be offered tor summer school No.eOibcr 3, 1988 llci-emhtr 1\n1988- April t\n-l)89 March Ii-1989 March 18i-1989 November 38\n1988 Becember 22\n1988 Hay 3\n-1989 March 9\n-1989 April 1\n-I989 Blvislofl ol tarrI-- fcalam Educational Programs Bivision nl Cum-eulbin tducat lonal Programs bivisicn-of-tam-- ealom Educational Programs Blviatnii-ol-tam-e a I amEducallonal Programs Support Services Bl V IsIuH-af- Carr 1 - ealaffi Educatlonal Programs AiiiiouiK.enieiilk  lid Couperjl) vL* pljii\\ Lists of offtriiiijs Action plan Course olferinijs fv tn o ro ho C U) I o o 01 Q k. 7.7 Plan and institute summer school media/advertising April 1\n-1989 May 2I\n-1989- bl visinn-oi-Lorr I - ealam Educational Programs Puhi Icily Alii A IK:.Il l.l.'.! I'lAli IllilJlU] J 1 iiHJ iin: Si ilhllH 'I b' iipy! Giiiil I: lull'll HIM-Ey) (iiiiH.'i ivu\n/. (i:i)iiHnueil) 8. lu impruve the ideiiti- 1 H dliuii 01 and iioti - I icat lull for students lu attend summer school T3 o\u0026gt; iQ ID ixi' I\\3 oi CiJ w fl I o O 01 iPv\nii-,Arn:ii.'./Ai:i ivi 1 ii\n, 7 .a He.elup 111 1.1111119 the (lire 1 uiitciit ioi lalh ol Ihe course uf feriiiijs Z.Share curriculum expeclal luus with sunmier school staff a. I hevelup suiuiici' school financial procedures ^.2 bevic-M appl icat lun/nul 11 ical lull procedures and course ulferirijs Hl th pr 1 lie I pa Is 8^1 He\nlew appl ii al luii/liut 11 leal luii prui.ediires and course ollerings Ml th cuunselors 8,4 Revise diid dislriliule Suinnii.-r school applications lu the individual schuuls 8^ Ailvei 11 Se it hul ai Shlpi 8^ Revise and prim student handbouks 111., I Illll ml HATE April l\n-lu89 Julie 19b9- March 1\n-1989 Hal ch 2U\n-1989 March 20\n-1989 llllilhi\nDAIK May 31\n-1989 Jure 20\n-1989 April 1\n-19H9 March 24,-1985 March 24,-1985 I ^..||.:l:,lhll I lY Subjei-l Al i a Super VI .UIs bivIston-of-torri-- ealam fdiical lonal ProijrairSj Summer Sihuul Ad.iiin-islralurs, Uivisibn-of- tuFricdlu-iiaHd Stheols f iranc iai Services\nand tducatluiial Pl udi aiiis Same as ahu.e Same as al-uve I.VAlllAI 11XI Coilleiil di ea ijiilili\n\u0026gt; Meeliiuj ajerJa filial [Il III' ediiitb Hetllii'j dijeiiJa Heeliii.j di|eiiJa March 20\n-1989 March 24\n-1985 March 80,-1989 March 24\n-198 Hay 8\n-1989 Hay 29\n-1989 blvlbioh-nl-Sthool5 tducat Hindi Pruijrams bn I 51 nil nt  School a {flueatluhdI PriHjramb Sunmier Schuul Adiiiiii- I slrdli.ib UlStrihul lull ut a|i|il II al lidic Allver 11 sc-iiii'iils llev 1 bed halidhiiul Ahl A Uc.l) ItXI IlAJI IlUUni Ullll-IUK Suiiiiicr Sttltol Godl 1: (continued) oiDiiJlVl\n, it. (i iiiit inued) 9. Io improve student evaluation procedu res 10. Io refine summer o, m lO  2 IM cn Ui hO I O O 01 cyi .VniAlHill.-./ACi IVI'l 11., a.7 Receive all stu.liiit app 1 ica t luii fornis and fec-s fro.i, local schools a.a Conduct Sumner school legist-trat ion 11.9 Conduct LAIC registration 3.1 Odvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) I).2 Establish registrar procedures for recording and averaging Sumner school grades for permanent record 0.3 Determine needs and request JTPA Summer workers ID.4 Determine how records are to be stored uu.iiihiia: ljy 1j/ 19i-1989 lune 1989 lay 1989 lay 8,-1989 lay 8,-1989 Hay-8-,-1989 Ongoin May 1989 Hllillli\nIVUK June 1989 June 1989 .June 1989 June 1989 Jay 18i-1989 '\u0026lt;ay-18\n-1989 lay-18,-1989 As long as funding and program are available June 1989 l\nh'.iu\nMltll 1I7 Local and Sun,Iter School Adi.iinistrators financial Services Sumner School Adnlin-istraturs\nfinaneiai Services Sanie as above Same as above Sumner Schuul Administrators Regular and Sonnier School Registrars\nData Processing Sumner School Administrators BivisleH-ef-Seheels, Programs\nFinancial Services I.VAIIIAI Kh'l ionus/fees tollecled School/course regisirdi um School/course registration School/course registration final (Ji'ocedures final procedures identIfied needs Procedures identified STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts. including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. SP-01066 40 01757FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION STAFF DEVELOPMENT SP-01067 I HUI 1)1 :iliiU_GAHiiU Mi .H-il UI Al lUU I IKI I Illi.  'll   -1 al t|m|-wiiI- HUI Tl-dlSTHICl COlLADORA!I OU PI AU .-I. .1 -. I Hir lli'f If IH t tHI- I it-.uidl ibK*,lihi -IfiijUi f * ftUi Hi Mi I- k.UH (- 4  btt c! T jr.c I .!i A': u! i 1i !l I. IlG Ii-i ( IHlI'l { I HUI HAU C'ILD Plsriiir.luii ID I J M Ilf I Kill .1 \u0026lt;'l.iif ilcv(i|\u0026lt;\u0026gt;|inri I I IfP C(T1|MISC\u0026lt;I til sriilalives Inn SClkUll TJ iliiiiinini (i( fiMir ) nieeliiigs |\u0026gt;er year will Ie |M.-Id, (wo (2) eacli seraeslcr. July, 1991 Staff Oevelopmenl DlrecLors of the Di st r icls duelling aii.ilv'' (i iin iici-ils nsscs:.iiMii( (hif\u0026gt;,iiiiig 0 I ids , Dee's fiNKl ion l Io ideiillfy iii|\u0026gt;lnncnl stall iDliieiil slralrgies will assist live r iota illtlliiig lie Ini ions o| inlng igiallly .regaUxI scliool IDs. -O m lO  o tn 00 0 nJ I O O O) 00MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort Is crucial to the success of this countywide desegregation plan. We commit ourselves to the following: I. Underlying Principles * All students will be accorded equal opportunity to participate In all academic and extracurricular programs and services in the districts\n* All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and Implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law\n* Staff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\nV: 01759 SP-01069FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION MULTI-DISTRICT PLAN SCHOOL OPERATIONS SP-01070 AREA 1 icai l.r\n,l\u0026gt;\ni.i b Multi ()istric^2!lB_^!!^\n2! f!PI21i92^ r.ual 1. Tu nlJEClIVt'J Appoint a st 11001 im provement council of the representatives I roir. cai h district. 1 1\njrKA'nj\nii .'i/Ai.i ivri u.-.\n. Ir.-SS Oh.j.H.j plun.-.ii. J f.,r' (letegregaticii anJ plan a.\n,.) 1 I I ,1 li/j) iniinimiATiaJ TUM-mK Liil.lisr. a ^221 l!i:R12Yi!lh'21 cation or iA.pleir.ei.tati r..\nfrjs, if any. PK.U.'NK.e: ':!!2 L niDIllG DMi\n,11111 i i'i Supc i 11.1 un.i(..|. t s anil Assotiale/Assisiant Super i ntei.'leiits for [,cstgrv\nai icn IVAI11/. 1 I. ..'I Ai,[,uii.t.:,LUl i-t 1 1.1. 11 \"O Qi CD IM l) Appo I llliliclll Ot CGHJUil lees to ileiil uilh issue specific con-cei IIS ill ar'eas of scbools and suppofl S C I V i C  s u C/) I O 2 1 (ers.,ns uitii spes-ilK e.^pui'11- v.ill rr.eet, as neeJeO. in co.t.- ir.ittees anJ resolve ongoing coordination in areas relate,! to the plan such as transportation and staff de.elop.tent 1 1 .1. i 1S.jC 1 Rctalui 1 .(I 01 1 C L S I S t .:M Supci u.lif. lent' s Hti.j l.i.u i.id .1 i i/Jl'IHi'l IHlI Fxj TiHiJ.ini: Aftt A Hili 11 H jf' J LJj r al Uil.S u?j! il I . (juiix\nrivi-.s s'ik/.nbii^./ACiivii iis\n id'^p in btOltltllliC iiVir I I et I \u0026lt;11   I   ' tlilJlNG IlAlt i\n.1 ii'.i id\n! 10 develop joint recrui l in J efforts and procedures willi particular emphasis on minority teacher lecruilment 1.1 SI..ire planning, resouicts a contacts for re. i ui tir.enl of staff, botli Cerlified an.l certified (. ,1. 111'1 etitly in effect Ongoing semiannual 1y liirc^t^r j_o liuinju Resources increase i n i:.i i...i i:, slillinj among cerliiicd tall ai.l ii.ore proper 1 ior.jl re, r suppoi I staff'- sct.l.'ili .11 ai: ..hj To sliaie the applicant pools am..ng the districts 2.1 Use teachers in ttie rtcruit-ment process Lui rent I y _ln effect Ongoing 0 lieu tul' S ^s^irces 01 llumin 2 .2 Certified and iioncer 11 f icd applicant pools will be shaieJ with the agreement to assist each other in correction of disproportionate staffing Curren^d y in effect Ongoing Resources I iluijin Propoi 1 lonal in pi e-i ntal i. ninon ty and nuijority fu.pl all staffing tategorits n 1 I n Io nioni lor d i str itnilion of staff across grade levels and support areas 3.1 1 ne pi i n. i pu 1 s mil tiC accountable to ensure equ liable distribution of ic-acliers by grade level and subject area Curre^ly_!n effect Ongu i ng Il 1 liC 1 e j I s Sia11 st 10 a 1 II. 11 1.11 .1 iij Ol IlC I r of Human Resources Assoc 1atc/Ass i slant Super i nlcndents teachers hive access lu i.-i i.ii., opportunities al all gr.i.ii levels, in all sufjjC'Cl aieas an.l in all (ft'uQi oHiS  AP, IL.nors. I..'l. etc T3 o\u0026gt; lO n\u0026gt; dlu CaJ o ID Ui 13 fO O N) AREA IK.I. MM.,Hl. 'jtl illlij.ilii. Multi bislricl Plan S, liianl bi.pi a11i.nt, Goal II: (liiiin iviii 1. (torilinueiJl To i.ltiilily studciils .lio may be iutiire teachers and to provide support programs to tllClil lu establish a joint conjiiittee to address district planning for support of students uho wish l.l become teachers -o \u0026lt; to :x) EQ 4.1 S. 1 5.2 5.3\niiG\\'ii .Ji .'H'.'li ll\n. isial.listi intuit tt.iJitis clubs in ele.T.ei.tary. junioi l.ighs Olli scnioi' l.i,]l, sct.oul'.. Hold career fairs ior stu.ler.t. Contact the business coirrr.un-ity for support Create \"contracts of intent\" to hire future teachers upon de.jrce and ccr ti I icat i.\u0026gt;ii completion provi.i,' 1 nterllsh 1 p uppui t.in 11 les f.,, students of educat ion I'.ii.iil,-Ili.,. I itiE ' 0.1' L- ii ef fee t E Au.^uSt 15119 Currently in of tect  CT, ru U) 1 o El.bllX\nDAIK Oi.goii.j Onjoir.j bn join.] Ri:.it,.Mlilll.ll'i' I'r 1 (,^ 1 pa 1 a /1 c a c liC'i's Assoc 1 u t t/A ss I stai.t Supei i iitenJents birectui' oi humin PfSOiirceS Illi t.\nui 11,1.7.111 ReSi'.ui I ts lull l.lii .j Pl 11.^ n.jls 1 '.iii' i ii.:i Inci ease ll,.- i.ui..i.-, r oi 111,1, 1 .1 ciitei in,] tl,t tcai.t,ii,,j j , oi ,\".,1,i. i. lncica*.c It,-- 1,1, OI mil, .III, students v.lio (jia,li.ate li',ii, ti,e Districts and it tin n i\nteach ti,, .1. I O W ARLA 111 iiht .\nAi HXi 1 i/Ji'iiiruiiii J Til tn Hit Hidii Qj slciC-l - LliP-ith'i'i! QUKt^ Goa) il: (continued) (liiil..TlVr\n\u0026gt; I). To cstablish a joint coiunittee for planning recruitir.ent strategies and procedures 6.1 6. i 6.3 \u0026gt;u Qi m ca (b cj GTfcMbUi-'./ACilVTlil^ Production of a Set of re-ciuilii. ent procedures and timelines to be developed jointly to increase effcc-tiveness and define ment responsibilities I c CI u I I Ocvelop d cOOpcIctiwC' d'jlC'f ment for recruitment of certified and nonccrtificd staff dith reservation of nu.T.oer of slots so that a employee categories mil ne desegregated Improve teaclier vcji l ing Condi I i'UiS to n.jintain teact.ers in llic profession liUJIilllbJ DATE Spring 1990 1991 199u HlUlliG DATE Ongoing Oibjoinj Ongoing K?\n\u0026gt;lt..l.,lllll.lli District Directors o llun^ Resources bl StI let bi I'l C 101 s of lluii.ai. Resources Snpp I -er vices and Bui Idin J I'l incipals IVMb'ub .'i Comp) Ct I on of ll.j do\noi, .i.t tfac I d 1 I d 11 os In d i I s t : I I positions con n .UI a le v.itn d1'fI ic t an I cour t apniosed gm del iiiCS loci c J1 ',11 I. I re ten I ion\n1 W 'fl I o o O' I'i^l ii .'i 1 I .'Ji'IMi'l H11 H . 'iiiai iiif. ARf A Multi bistricl SlIiJuI Uici jlMJli. I. ..H iii I . sluJeiil d i sc ip 1 iii.iiy jn.l a n .-...1 jiif.e policif. v.lmh j.l li  . . it.ilcul needs A^we]l_^s_sr.hco1 clj^te cciicei^ns ciitjH.rivi-.s 1. Establ i sh a comni ttee to study disciplinary rilles and regnlatioiis and to work to address areas of divergence 1.1 1.\nnG'xrb,il...''.'j7 ivii ii.. Ci.ii.mitce assessriiciit and cGCi-parison of policies and procedures in student Pjiidi.oGks n.xilll.lilu\n11 .n: ll.ljlllG D.AIK Omju i 16] li Alt,\n...11.11.117 i\n.Aiii\\i i.J 111 sag.jie.j.i 11 on of data related to student discipline I s tall I i th a pl otedui e tor stiai ing aeccss to disciplinary reccr ds when students transfei Qi lO n\u0026gt; a\u0026gt; co CT, CO Ui I O O J O' 2.1 J. 1 J. iiistriul |.,ipil personnel directors, identif ie 1 si tool staf fs . an 1 patrons CoiTifiletii,.T 61 tr.i i.i.l. fiGiT, II. d I s ti it IS lie-velop a set of riilcs/iuptr tat ions wPich is cunai.on to students in districts. (Spec i f ic pvnal ties r.a, vary-final penalties will t.e enforced in co.T.hOn) Review I,t stnknt dita t.i addicss issues of racial dI spar i ty 1'.. 11 e \u0026gt; .^pi' .'Uul I' ItJ lc designed Mr C6nj..unica11un of student disciplinary records wi.- n students trai.sln or are expel led/suspended li. effect ...jMih.J iiui Mil. III'. Ip.I I s BBQ ARIA llulLi-UisLiit.i I'J jii .Sclijul Qpeiiliciii jlodi 1 _____ oiK:nvi.s 4. keV lew of attendance policies to attempt to create a comaiion policy and set of procedures j. Appoint ongoing mon- 1loring commi ttee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if \"at risk\" due to teen parenthood etc. 4.1 5.1 5.2 6.1\nn(.Anj'\nir-''./ACHvirii.s Appoint ic-fliu c.,.....iHee of patrons, staff and toard members Appoint Coramitlee Ongoing revieu of disaggregated data to address disparities and student needs Plan alternative school to be available to students on a contract basis and con-tigent upon funding availability lie.11 iH.'jiljib.Al k'.l ri/'Ji'l.'ll'lJMEl J 'rnuiii.t bujltiiill'C ii.vrE As nL.'cUc'l As needed In effect UIDIIJC DATE Ongoing Ongoing Ongoing ki.')iv'i.,ibii.ri'i' Appi'vpi 1 ate Asso-ciate/ Assistant Super Intendent from each of the districts Siipci 1 fl LL-nJenl s Principils and District Administrators Appropriate Asso-ciate/ Assistant Super 1ntendent 1 Loirijilc l lull ui '.1 IA I H '.'1 I J a\u0026gt; in fb CaJ 4^ n\u0026gt; at UI W t) I o o 01 AHEA ijc.M bril.atliiAiiixi I'l/ji-itii'iiiia\n'uii 1 ituiaia: _.Hj 11 i: Q i 5 ir i L L Elaik Sthuii LUpiiji L i Olli. l.oa 1 1 (. Id provide ITPit dViJe jjd.jiiiiiill pprrooggrraammss in guidance/OuuiiSe) ing to s toilenL UCeJi-iDlt-tQ .ensucfi -cacaai-ciiuiLy---------- oiiJtrrivhS SrKvMTi\nILS/AC117II1 i i isECTItRUGG DATE ElfOIKG DAIt REiiU-ISlBlI.iri' LVAllJAI luU 1. Hold eruployment fair for students who would enter the world of work after school 1.1 1.2 1. J 2. Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with specific and special concentration in access to black colleges and universities and financial aid for minority slinlenls 2.1 2.2 2.i 2.'1 funtact employers (lueal, regional and national) Hold fair with focus on employers of minori t. Target skills neede.l tor employiaent as well as opportunities Hold joinl counselin.j information sessions for counselors Contact colleges regarding minority scholarships and financial aid f.ontuct colleges legarding admissions, minority admissions Provide target counseling for minority students in effect Ongoing 2 S in.lify slurlents. p.lients. and educate stall regarding all opportunities Yearly 1 ear ly In fall, annually Lach fall Lach fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing OnguI ng Ongoing Ol 03 ID CaJ cn n\u0026gt; OV O' C/1 hO I O O Directors of Guidance. Vocational Teachers, Director of Vocational Lduca tion Jouma 1 I sm Depar l-ments Counselors School Priiieipals Directors of Guidance Directu. j uf Gul dance w/couii ttec-of counselors Sc lidd 1 1 olihSe 1 OI s Counst l.,rs/l'rincipal Stall Gevelopn.enl Directors HtA l}\u0026lt;Sb liEblLKtGAriiXI IlAH UttTBlUfEATIOU TIHU.IHE 2!ul 11-District Plan ScbuJi Operations 3ai_J Uli .itx\nrivES S IKVlIi\n1LS/AC11V111 llbJllnlillG iiAu: DlDllX: DAIK REC\u0026gt;lv:bliin.l'iY tV.AlUAl Ki i I nlijnce minori ty r ecru I tir.ent and awareness of student of AP, honors and elective programs 3.1 I r,.l 1 V I .iiial sill.lent c.ni-ferencing . Teacher an.I c.iun-selor encouragement of anJ G.onitoring of students tn. jjinj ConnsciiH i/icaci.ers Propor tiunal minui ii, i vj.i i-i i.ial lOfi in these classes Provide pooling of resources and specific plans of intervention for students who are disadvantaged and/or at risk 11.1 1.2 Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Gn.goi ng birecloi s of f.u 1 - dance75tu'dent Services Deve 1 opr.enI an.l i...(,lei..ei.la 11 oi. o strategies Develop and implement student career guidance plan with individual student educational plans and comi.iun it a I i on with parents to encourage student access to al 1 curricular and pro-graiijiialic oppoi-tunities in a ratio commensurate with school racial compos 11 ion 5.1 10 be developed and reviewed by students, parents, counselors and teachers (predicate.! on potential) In eftect Lounse 1 ..I s/ leathers Director of Guidance Dcsegregj t ion Officer Implenienlalion of rimis -a 01 03 (0 a\u0026gt; GJ CT* W nJ o o -J 00 I \\RtA iKsu i)i:,ii\ni\nii\nAibxi ri/Ji na'iimuATiai Tiina.itii: t \u0026gt;-tiistrict Plan School Operations ioal IV: (continued) lilECnVE 1 nliance communications among divisions related to counsel iinj in the districts 6.1 6.? EncAT10IP.S/ACHVli'II.S Pcjular. niohthly r.retings air.ong directors of guidance Periodic Joint guidai.ie meetings UiTTitailCC D.A'IT .ibl, ISil E31DUJG DATE Ongoing REiriA'iSilllEllY Director of Guidance Appropriate Asso-ciate/ Assistant Siiperinler.dent Director of Guidance EVAUJAi 10.'I Enhanced Services Improved Cociii.unical i .ns Lo.Tipl e-1 loll of 1aSl o u a D a-yp'( d'ci records trans fr_^ icy ere - at ion and systems y.i Appoint coiinii ttee to develop procedure and timelines of records transfer 1591-92 Directors of goi-daiice, principals, directors of pupil accountiiij f.uinpl et I oh of last inprovca.cht in Proc JO o\u0026gt; 00 w hO I O O to iREA llulli District Plan Opera t ions  DECriVti To study GPA and citi-senship participation requirements of districts to address academic requirements and student partici pa tion needs 1.1 1.2 1.3 1.4 Iic4) ijr-'.l 1 fHrAfAl i'i.-Jl if li'iU Q ICXi lIMEI.IfiE Goa 1 V. To dt.vlop t.fuitaLle recruitment strategics, access and opportunities _ __for_all .AlUilpnts or extranirricular acliyilies P bnG\\Tlj\niL.S/ACiIVITli.S Revieu policies and percent of student participation in cavh district Review data on student par ticipation and achievement Over the last 5 years in each district Revieu racial group representation in extracurricular activities by district over 3-year period Appoint committee to evaluate results of data revieu and see if any areas of policy agreement exist DATE eudiiig DAIX Ongoing RESICiiSlbll ITi hVAHIAi io\ni Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Associate Superintendents Assouiutc Superintendent Associate Superintendent Associate Superintendent Completion of p.jliu) re\u0026lt;iL.. Revisions of policies to address student needs a Qi 03 (t\u0026gt; .Q* Xi rt\u0026gt; co CT\u0026gt; co (n hO I o o 00 o J REA iKM) nyji ufliuttJ/rATioti 'niia.niE llulli-bistrict Plan School Operations 241. V: (continuedj_____ UECriVI-LS To recrui t students for participation in academic related and athletic co-curricular activities 2.1 2.2 2.3 E\niH.-viEniE.s/ACi'ivrnt5 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students Pluvide special supports of costs, recruitment, and encourageii.ent to students Reserve slots, if necessary, to ensure student participation and access in programs on a proportional Oasis iiEiJtflllO'G DATE June 1909 June 1989 June 1989 BED ING DAIE Ongoing Ongoing Ongoing REShX'iolllil.llY Principals Counselors Teachers Associate Superintendent or Designee LV,\\lJIAlli.\nl Increased student purticipation - enhanced proporti..na1ity in student participation -o Q\u0026gt; ni -c* GJ CO fO W I O O 03 REA Multi District Plan School Opeidtions .lEX-'ElVES I. Oi str ic t uniformi ty in reporting test re^ts and analyzing disparities f orm bi-racial monitoring teams to ensure appropriate test preparation and testing coiidi t ions for all students. Implement strategies to reduce disparities by means of school plans and individual student improvement plans TO LCQU ft) o rt\u0026gt; w hO I O O 00 IQ 1.1 2.1 3.1 3.2 IKSO bLSbbRfjGAUutl H7JI UQTfMUftATlOtl TIMQ-UIE Coal VI. To cnhaiice testing programs anJ student |,repai nt ion anJ access to prograg^ S'lTtAT-EGIES/AUlVlTHS DEjGItfniMG DATE Program for analysis of student Spring 1989 test results with data disaggregation to analyze disparities and student needs by race by subject area Monitoring teams composed of Planning and Evaluation Specialist and other DTstriet_gcrsonnel to mon- Ttor test preparation and test conditions for students Analysis ol school by school data and individual student needs Development of strategies to address concerns and to meet needs June 1990 Suiimer 1989 Sunnier 1969 RflilllG DATE Ongoing Ongoing ongoing Ongoing ItESTttlSKlIl.nV Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents LVA1U\\T1O\nI Completion of tasi Activation of tlie monitoring coiiimi ttees Development of plans Ileasurahle decrease in disparities AREA U(SD ijEsu\nrfjga'i iixi ii/j) imiMun'A' n Tmn-iNE .Hu 11L ki ilLll_EUii-Suli!j!iL Hucr^l Goal VI\n(continued) )[1JECT IVE'S siitvresiLS/Acrivn I F.s BEL 1 till ItlG D.AIE UIDUIG DATE RESEtXiSIBll.nY EVAUhVllOil Provide services to teachers re\n'use of test scores interpretations of scores 'reporting of scores to parents interventions to benefit students (and address these specific needs 1 4.1 4.2 4.3 4.4 4.5 Joint staff development in testing Individual teacher analysis of student needs leacher preparation of strategies to address student needs School-based planning of interventions to assist students in areas of academic need leacher inservices for student learning styles, cooperative learning, and nionitoring needs of youth at risk and disadvantaged students and minority students Ongoing ongoing Ongoing Ongoing Oligo I ng Ongoing Ongoing Ongoing Ongoing Ongoing Directors of Testing/ Evaluation Appropriate Asso-ciate/ Assistant Superintendents Frinci pa Is Prine I pa 1s State Department of Education Districts Staff Devclopn.ent Direc tors Academic improvement of all students -a Qi lO (t) aj (D ro b) I O o 00 co FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION LIBRARY MEDIA SP-01084 M MU 01 vl J Ion: Initructlonjl Program/Area\nLIbrary Media OeJECTIVES STRATEGIES/ACTIVITIES BEG IHHING CATE LCMPLETION DATE COSTS The selection of materialsZresources to support the curriculum In desegregated school districts Is a multl-dlstrlct goal of the library media programs. Continue hosting Mu 111-D1strlct Hultl-cultural Resource Sharing annually ongoing Minimal Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts annually ongoing Minimal RESPONSIBILITY Library Media Directors or responsible person (Including NLRSD) Library Media Directors or responsible person (Including NLRSD) evaluation Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts he Inservice training Ibrary media staff embers to desegregated chool districts Is a ultl-dlstrlct goal of he library media rograms. Plan to host multl-dlstrlct Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 198a to explain the new national guidelines for school library media program planning ongoing ongoing Seek Funding From Cooperative Library Media Director or responsible person Including NLRSD) Inservice training will develop skills for library media specialists who work in desegregated school districts  1 Plan to host Inservice training for multl-dlstrlct library media specialists using district eiRployees to ba established ongoing Minimal to hO I o o 03 tn \"O cu uo n\u0026gt; m czi 05 J SB Division: Prograa/Area\nInstructional Library Media objectives utilization of television technology In desegregated school districts Is a aultl-dlstrlct goal of the library aedla prograa^ llecrultaent of Minority Library Media Specialists In desegregated school districts Is a multl-dlstrlct library aedla prograas. goal lultl-dlstrlct coaaunlca tlon for library aedla irograa adalnistrators Is a goal for the rograas. I 1 cn *o Ol la (D m o tu STRATEGIES/ACTIVITIES ___ I begihhihg date lepleaent utilization of cable channel 19 and/or videotapes prodjced at Metro to teach skills, etc. basic to be established COMPLETION DATE COSTS ^5PONSIBILnirJ EVALUATION to be established Seeking I Federal Funds under Star School am Library Media Directors or responsible person Students will gain practical vocational experl- Contact teachers training Institutlons/Recrult teachers for training In library aedla cert prograas certification - Copy aeMs relating staff lovelopaent opportunitt as Lo other district adilnlstra-tors Meet Inforaally for sharing sessions ongoing ongoing ongoing Hlnleal Library Media Directors or responsible person (Including NLSD) ongoing HInlaal Library Media Directors or responsible person (Including NLRSO) c 980T0-dS [ anco In running a television studio\nstudents will benefit froa Instructional units provided over cable system or recorded for later classroom use. Hiring and placeaent Inorlty aedla will occur. of specialists Bettor communication be achieved. will SPECIAL EDUCATION I. The school districts in Pulaski County should employ stra- tegles that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to 'handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples Include: (1) A multl-dlstrlct committee for assessment Is In Its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate In their community based Instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 01775 SP-01087boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel. facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts. It seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can ba established to meet the best Interests of the districts and can ba added to each district's individual desegregation monitoring plan. Areas for the districts, Including NLRSD, to explore and/or expand include: 59 01776 Sp-010882. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Mu1t1-Hand1capped d. Seriously Emotionally Disturbed Staff Development 1. a. b. c. Central Office Staff Prlnclpals/Other School Staff Teachers 3. Multl-dlstrlct assessment committee a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4 . Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multl-dlstrlct system (forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (Including NLRSD) will also look for activities that will foster cooperation and sharing such as III. writing grants to secure funding for innovative programs. Multl-Dlstrlct's Expected Outcome 1. By the 1969-90 school year the multl-dlstrlct will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 01777 SP-01089C. collaborate on staff development efforts in all D. aspects support of special education. activities of the multl-dlstrlct assessment E. committee. Establish a process education teachers. for recruiting minority special IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentatIon of minority students and males in special education. Greater demands have been made by parents. state. and national agencies vlded to for evidence of the effectiveness handicapped students. There is a of services proneed for better Information: (1) attesting to the relevance of special education (pull-out programs self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/exlstlng assessment Instruments , materlals/supplles and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of Improper or inadequate classification or placement in special educa- tlon\n(4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) providing more extensive parent educational Information systems. 61 01178 SP-01090Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. 01779 SP-01091FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION SPECIAL EDUCATION SP-01092 .'.t.l u J 1 r- 1 jn 19i^-9u ^^r\\,on Rcspons iblfc ( t J r I Goa 1: Dircciors - iri-Listricts Estniilis'n prcx^ess and coordination in area ot re. OBJECTIVES STRATEGIES/ activities :k\ni i: AIl'JI IJKlLII.i VTJiCulii'.. - -rait.Ticnt of minority teachers and support staff. k-'! r r ,r r !. 1 Special Iducetici. BEGlIltllNG DATE COMPLETION DATE COSTS RESPOHSIBILITY evaluation I \u0026lt;n oa I Ensure proportionate representation of cell qualified minority special education teachers Recruit and onploy minorit teachers in certified areas of: a. Mildly handicapped b. Hearing inpaired c. Moderately/severely liandicapped d. S|x\nech impaired e. Visually impaired actitdties: staff develo\njr.-nt a. Partnership with state colleges and universities for training and retraining of teachers. 1989-90 Chafing $7,000 $5,000 Tuition TO m o Ui hO I o 00 o O to u Directors: Personnel Special Education Supervisors - Special Education Professors, Special Education Department Central Office Staff Increased jxx)! of ccrcirctent minority special education teachers Af.f Ut. 1 i-ljn (i rsor. P.cSpon-Ti'blt [ji God 11 ___________________ ((tar) rectors - iri-lustricts :k\ni [ i\nji I iMii :. 11,1. Curriculiiii 1 \\ svste.n (forms and foniL:itj will Le developed for d.,\u0026lt;jr.entalion of due process procedures. r rt^,rMt/tjxci.il Lduc. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItlhlllG DATE COMPLETION DATE COSTS RESPOnSIBILITY EVALUATIOU 1. Ltvelop revised form.it for tri-district docerr^r.t  ation of due process. 2. Implement revised format for tri district docu\n.'ent-ali- ii of due process X) rm \u0026lt;ri I o 00 0) TJ I O O (O Is. a. Select conriittee of special education personnel from all three districts. b. Develop format for  documentation of due process c. Submit to ADE for review a. Inservice teachers ana personnel, on use of revised forms 1969-90 1991-92 Spring, 1991 OTfipilTR $30,000 for Printing Directors and Associate Directors Designated Special Education Staff I Docuneiitation will be consistent services will be provided in more timely rnreier for students i-\u0026gt; r'.ci Oojl: . .el, 1'.- H'.spon-., 1 Hr. \u0026gt; li.r.. (\u0026gt;etr, iri-i),strict i'e d' veli.:i a cg-rvin I'ru/r.r.i for stiti. OBJECTIVES 1. begin plan.-.ir.g process -Provide approiriate program for the foilcuing: a. Visual unpaired students b. Hearing impaired c. Multi-handicapjied d. Seriously Emotioiully Disturbed ai'leTeiit [iroer. nteas listld ubove.\ns l..r the I ya m on  \u0026lt;n 'U I 00 ro W hd 1 o O (O O1 . i .HjII IlMll !!.\nCiirrivul..--.   i' t.-. 1-1 tn i li.,idet.ee h-iixlicaps. STRATEGIES/ ACTIVITIES BEGItlllltlG DATE COMPLETION DATE COSTS RESPONSIBILITY He ^.ecul tdui EVALUATICH .1 r.-i, I . Conduct needs assessr.en . Select a school site (s for VI, 13,.'11, \u0026amp; 31) stubii i . Sliare specialists required to meet needs of VI, 12, Ml,\nrd SED Identify ar.J carbine e.x-isting resources available . Purchase ncedeel re'- suurces uikI irateriaH . 1 ruvidu s()eciali2i.d tr.iining fcr staff . Eeorui at end sole. of perscn.al aixl/or vice providers Sir.\n^iej ni-.d .uli.iii. to 1x2 dcten.iin.\nd by Individual Education Flans (lEF's) 1989-90 School \u0026gt;ear 1990-91 Ctlgpirg To be determined. Use of local, stale, and federal furds Directors and Associate Directors of Tri-District Ejtpanded and itttproveci services to low incidence handicap[x.\u0026lt;i students. Services will be inore cost effective I I G. J Ik'.\n I ck,. Mt ^tl i.. ul 1 : T. To CeJlCTIVlS STRATEGIES/ ACTIVITIES .re GOt ot LJ3_lGaiL3 to insercice tea.hers - kceiviec eentr.ll office Sl.llt Ir.Strc-ice six.ial te. on spe-ciai education ricultrr, and recarr e: teaching ials, etc. tcoi-r.irros .r.u zTs cur-ivJ r.c-presentotives tro.n thrcu (3j districts r.rt at specified tkr.cs to deter-c. ine needs ar.d select ccr. sultcnts tc Vi lop ii. .irii .ciiL to ovu-.k.^t a iicCkls assess-c\n Select a te.-icher coc- ..rittec i-.gIc\n! carious i:isi_-r prCijra-r. nerds process\nissa i.e. due of riricri: cverrepruscatation\ngular schcol/prcgran rc-ir. oditicalicns\nscreeair..'. 33 m us  (Ti -J I 00 to -tj Ct (.Jt-caiiGii. BEGItl.'lltiG DATE 9/o9 o/c9 i/'H ? r I I,. Pre pLcij] i/iu\niv t: COKPLETlOH DATE OTSPirg COSTS Consul torus Substitutes Teachers Ilitiri-J i Supplies Printing Stipei Js RESPOHSiaiLITV EVALG'ATICU Director and Associate Directors /WE l.ill h,jve a coeprehensive tri-district staff developceat prograns M hfl I O o (O at p ..'H Ri cpi.i.c 11.ie iijf,,\n. '   . 1^-----lloa . . -1-- rgiiiiy i i'\"' and r C3JtCTIVS I i- , i-Jh .idthi.. X14\nlearning Center. ii-nL-iLi'-:: t i t .j ...___L., L.\ni Rri.r IN c.eti.il idiicatiun thruu.ch .'i eu..-.\n.ri h-i...ive staff de-veloie.ent ' C.u\n'j ituli: r- STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 1. i-ravide insei-vice that locuses on teacher Lehavioi lo'.iard a disprojxirtion ol rir.arity students eareJaUy 1-iack .Tales in special education. I i I XI m I I I (Ti -a 03 I 4^ Ui n) I o o to a. Develop training center for regular teachers experiencing problems in understariding ar.d teaci\n- ing black tnales ai.d other mincrity students Identify teachers i.ith high referral rates of black icales to special education chcdule inscrrice Arrange sucatitutes far regular teachers Seivice Ut.iL Khuvier .'..aili\nicati,\nfar teacher lehavicr . 1\\ . l.k 1 tec.hers to Ir, Cl I I .li .1 iiti lizc 1939-9U OgpiiTg \u0026gt;125,OOu-Per-sonricl \u0026gt; 20,000 iL-it-srials/ Se(plins Director - Special Educ. Supervisors/Coordir.ators of Special Education Improve instruction for raitri'/./ other students Decrease in referrals to Ljec-cJ Education Principals Supervisors - Spec. Exluc SOS Director - Spec. Educ. Learning Center Staff Rates of disi.iissal of i.i\n.ck males/other students increas .iSe in discipline reicrraii 111. . I!., e.i'. .r.lii. ui.-.\nrt . lcs, 1, Ali.,1 Ilf t  i...\ntill,.I /A -  Ml I 1 : : ... 1  -  .111 Pv.l...1.Sibil- G. .I\n1 . I I h i: J  L.C -_l-_Lciii .llLtlll:. I r /Ar- . ! t  L !c!' C3 T1V t S STRATEGIES/ ACTIVITIES EEG I till I NG DATE CCHPLETIOti DATE CCST5 RESPOHSIBILITY E7ALUATIC!I  i'revide ir.teas ii.t disciplinary interter.ti for\nStu. and ral:. adv. :its uh. .ll atctici*!! iereivicc it diffi-ult to\nce acad-tically\nSlaients ..ho the.. sic..- patterns of devel_.pr.ent i.iiich ra'. i' odi: test sccrt.3. co m . f'ipl) shills at Ceiil^.. v\u0026gt;lth Student . ?.u:u~. to school . Ilcnitor teacher effectiveness Aly [ re-referral interver.- tioi'.s traii.ir.. CdrciCjlUTa luiuj assess lint: Linkir.^ Asiessr.-c\nt\nClassroom Strategics . Identify regular u.c ers for training ide training ti...L tocuses on cliangvs tn instruclio\n.al tech:i-to iT.atch stud. h r.cc'S i! . i t .iluatv i.\n.'.\nckiteri.il instrixtions are ] re- :-nted to stcdints 5/=5 5/6 0 7/69 / o9 ' 9/cy Regular Teachers Regular Ttacl^rs upervisors/Princi(\u0026gt;als Regular Teachers Principals Expande-d ts'.d ic.pruve-d teachi\n.., skills Reduce referrals for u.ir.crit\n, students to special ed..cation (hoping filgf/ing Qlgping I (Tt QO I Ui I o I 00 en O lO 00 25 teachers 5 days X ' ,0C-0 J 500 Central Office Staff Psychological Lxeeair- rs i 1^1. I I\ni':! :: I '.on Gc4 1\nRcip'.r.s ible 1  Ccr.ti: .i -l ?,i\nl\u0026gt; r i ?lir, ILitllus 1.\n1I .11 I'rh'jr / ,'-rL--: - jk 1. . . 1\n. : i I C3JECTIVES STRATEGIES/ ACTIVITIES BEGIll.'llhG DATE completion DATE COSTS RESPONSIBILITY EVALUATlC.'i 33 m o (Ti  to 'J I 00 CTi W tJ I o O to (O . O.eck for niss/tnleii\nef student skills/ deficits/teacliirg approaches . .Assess i.hy students are not nustering .materials Monitor stuleiit act iv'itics ever lor.,h ir. tur\\21s to identify Lfeskdj-Tij in ths learning process . kmiLcr icctive-r.ess - da stu dents understand tne t.isk? . Provide n-.A-rous i... hods of assessing chat students have learned . i^ale cut e.xclusicnj\nfeeturs for studenti not learning L.ck of instru.tic Inck of prerequisi les for ae-jiisilj i. for a'., .-ialls OlfPiTTg QTfpirig OTgpirig (\u0026gt;T8Ping ftlfipiJTg Ltattriuls jSuo L'l.pfove student pcrfor::.:nct\nI (D I 'I *iL.i I iKi t : r.  '.iin bu.il\nU :r I It. le I,,,-. I .J. - 1 1, i|, . J^_!\n?nljn!a^ibtr_l_________ ___________ I 1.,. . kre-j *' i\\rk: f .1, b j i.U bJif C3jtCTIVES STRATEGIES/ ACTIVITIES BEG I MU NG DATE CCHPLETION DATE COSTS RESPONSIBILITY evaluation i revise inservice ttut i'\u0026gt;\nuses on teacher liehavior toward a disproportion cf .-inority students c^xcxtU'. black males in special cvacation. rn co Ui fl I o caci.il factors - Scho-'.ls atteul, ! Atteridance Support syster. Pre-school instra-ction lrovi\u0026lt;,i2 TE.\\ InsctT. ice . Revici.- literature research regarding teacher expectation.\nfor minority students especially black ralts . l-ruvide training Application of trai.-,- ing by teacb.erj . ebserve/provide fee.i-back to teachers . Monitor teacherbthu\\ icr on an ongoing lasts 10/69 Qvpirig J5,^uu Special Education Qaitral Office Staff Increase stuJent/teacher interactions Higher exjx.ctations ter stirrr.ts Improved instruction and surij.t achieveraent O o r (,n Pcsi i:l. i f G.\nil : I D I c i I -Ut - P l. Tit Kiiitii  1. C. t U\nt:-S r 1 CSJtCTIVES STRATEGIES/ ACTIVITIES BEGIHHIHG DATE I I 33 m o co co iMi I . : I 1 I . . .  . Pr.cy-\nCCMPLETIGN DATE COSTS RESPOHSIBILITY  Cufi i .111*. ' 1 LI - * 2 L ' I**- ' * E7ALUAT1CH Ijisure the fcllo'..-i:.c\nAssist Hack .Tales in developing adaptive sla.ll. a. I'rovide cur.prehensive assusai.ciits and dk^ju i. b. Provide short-ten?, interven,tions such co group activities to strengthen social itCer-action skills without changii.g student's assigrr-.ents c. L-plu....nt Exit.-.del F'lacec'.ent services in n diagnostic classrooff,. Placement to lie revit.,- td each StiT.ester. d. icvelcp Parent Ga.iuu.t (1) InfomuLiei/r.t^/u:i (?) Behavior Managen.-cni Skills (3) .'J-.ocacy icr Qiildren y iraii'.ir.^ (A\nIntA^mcticn L'.-.tcr Cei'.tit\nat.j corai\non?-a?.ily rot.ources 9/i9 9/89 9/89 C^icig Chping Qlgpirg W 0 I o o 1 Regular Teachers Psychological Lxaniiners Social Uorker Psychologist Improve siuJent acadc.ic [ erConn..nce Increase in siudenl alt-c.-.da Increase parent invol .c- ,criL a.-id advocacy SyslCfir.ide effective KiryJs-o.. inservice I . - . i f i ,11. '.on P 'Sa Gu i : _L I blf 1 -J. .l.Jh (df i Iltlll.. 1I 1| *4' Xr. I b t\n$ Z Prt/jr \u0026lt; 'iff ivuht / ''ri\nJ  J' ..J\nr blC- _li 5. C:JCTIVlS STRATEGIES/ activities BEG I till I IlG DATE CCHPLETIOtl DATE COSTS RESPOHSIBILITY EVALUATICII Ejisure increased equity in instructional r.ethod- h'.y thrauch a cecipreh, sl\\'e P^ogr. lai f di iviieent 5. Lnsure increased equity ii instructicnai methodology through participation in regular classes co m I I o 05 'XJ I o no I co to O to f. Miint.iin transitional Services to regular classes throujji liais.n support sendees g. Oevelop/adept rateriuld ard disscninale to lce.J schools Conduct the fullccing services\nin- a. b. d. b. 1/90 4/90 CtTgping learning Strategic\n. laut-ich Readin' 'o A Peer Tutoring Mike adaptations/i...'ii- fications of curri- culun for regular classes Identity effective in- structional tcchni ,ee\n\u0026gt; learning styles, chinq stylca tea (\u0026gt;epir|g 1990-92 $ 750 i 500 'Ot 100 S 2ou f\u0026gt;.Ci00 $ 3oJ Central Office Staff Social Corker Special Teachers Director and Special Education Supervisors Decreasing reterrals of blacr tales and other minority . dents to special education StL' hicrease-d application of skills in regular classes ft Increast-d student-teaclier interactions Reduce the niiiiber of students pulled out of regular classesXI m D. 1 Doj 1 : n Pes ..i.s.ul   fi:-.-t Lil' - L-r iLi_r OBJECTIVES 1. hcfine the ruiiito\nO I 1 uo eo I O i\n11 arg ti- - f IJXl vvaluation process in the District. J. To c: in data colltc-tien for a Icngitudinal stui/ of plccer.cnt frac tices in the District. tZ) 'd I o I ttiiis itf.riii: svst - STRATEGIES/ ACTIVITIES 1. ILnitoring is completed on a bi-nnLhly basis. A su.-riary report is pre vided to the building principals, action forms Corrective are pro-vided to ensure continued con.jiliance of due process ty the District. ) Ca..\npile sfx.cial education enrollment including race, sex, etc. a.-.c monitor cn a regular Ixisis. Data is re-viewed Dy the associate superii.Lcndent. Specific schools are targeted if proble.TS are identified by staff. Building principals an: their staff nust develop action plans to ra-mediate deficiencies identified ty Central Office. Ttieso pains are rionitored ly Centi-.i Office staff. 11  I:  -l.ii.i fir eonduclin.\n.1 lon\u0026lt;i Iucjj-l\n! l-IuI. i,f -|cLial hliicaticn [.rocr jj. BEGINNING DATE Oigoing Ongoing / rv ! wD.\n.-dc-.sLil ifii .1 COMPLETION DATE Ongoing Ongoing COSTS Softuaru S3,OOtJ Consultants n.ooo Forms S2,000 Professional Growth JI,COO Materi.ils $3,000 RESPOHSIBILITY evaluation Central Office Sfecial Education Staff Director - Special Education lleview as an on-going process all rules, regulations, policies, and practices in the District's special education and regular education progrxis. Prereferral interventions are utilized by school personnel. Each school has organized pupil service Loaias. Prertferral interventions are designed to prevent inappropriate referrals as well as focus on alternative instructional programs. school's pupil service team Each actively participates in ensuring appropriate referrals. O w I !\niirib-:\nf::\ni. G. . i : 1 P .:.,lGlt L, il. .id _t. G.,tt H i.il i-\n!!.- * k i L11 i i \u0026gt;\nt ir . 1 V ,1. 1: t I nt.iLiiiii ot ninjril',' stui.i.t. .\n.rol I'd in rro^i I,.. I k r L 111... I C3JECTIVE3 STRATEGIES/ ACTIVITIES BEG 1 Ilin NG DATE COHPLETIOH DATE COSTS RESPONSIBILIT* evaluation 1. Provide assistar.ce in reducing the cverrepresunta-tic. n of minority students in special education. 33 m I o to I  W TJ I O o its 1. Schedule staff development on the following: a. b. d. f. e- Current legislatio.n aid litigation Eligibility criteri. for special edurnin and related service: Current trends in assess.T.ent lion-biased asjussTtr.t Translation of test data into appro-priate curriculu.i and instruction Adaptive Behavior AsSC:S.T.Ci, L Curriculum Based ASSC: cent il. Apply appropriate pre-referral interventions .11. Review coc:ponents ci Little Rock School District delivery system a. i.-.licies ard Procedures Apprniral GaiL b. Organizational structure c. Curriculum d. Service delivery rui., I Ongoing Ongoing Ongoing Ongoing Ongoing Oigoing Ongoing Ongoing Ongoing Oigoing 1991 1991 1991 Ongoing $25,CeO overall cost: Inservice average cost per type- $3,000 X 7 sessions 75 teachers $2,000 printed matters\n$2,000 consul taj'.ts $3,003 Director of Special Education Supervisors Dr. Al Sullivan State Department of Education - Special Education Consultants Central Office Staff In.prove skills .in utilizing cne referral, placcsrent procedures Decrease in referral of minority students to special education Decrease in misclassification of minority students as handicap\ned Increased knowledge of due process and appropriate proerarrdng increased laiuwledge of e\nM..ciel Education Programs aid Procedures I 1 1'1.Ill 1O' 1'1 I '..UR Kc-.ipur.'., iblc M 11 L.'V CojI : le ci\"i: i I'liliurt lor t OBJECTIVES 1. i'artieijjate in a tri-districl assess.Tnint cu-- ir.ittee with a planned agenda and stated di:Ti-rim m \u0026lt;n lo I ro U) 'fl I o O o\u0026gt;\nk\nI i ?i ni 11.: _____ (O.ir/  1 r 1 -I  1 s t r i c t s j'.c Iri-district asses .IRI H.I..ltli\n|C'.r..l./ I.11 Uii fl^illi. . J $|vCl\u0026lt;ll 1/11. .111 .-.-I ..t I. .. STRATEGIES/ ACTIVITIES BEGIHHIHG DATE COHPLETIOH DATE COSTS RESPOHSIBILITY EVALUATIOII . Dettnaine agenda nrttiig . Establish consiste.icy in areas of assessment: -screenirig -evaluation instnrr.er.ts -eligibility criteria -review existing assess- T.er.t instruments -identify new assessmei instrimeiits and pur-ciiase for field test-ii's It -expanj purchasing based on data secured from field testing Ongoing Ongoing $10,000 Directors - Special Elc. Ongoing Ongoing Consultants Examiners Consistency within and across tri-district boundaries thcuiji-out the assessment process. Ongoing Ongoing Qigoing C\u0026gt;going Ibterials/ Supplies Printing Cooperative Purchasing Coordinators 1 I \u0026gt; I JI. Ihi\n1 i \"..uil r'espur.. Itilc 1'1 Gc J1 I je t . .1 e r 3 (/ II, 1 Il.I Prey . \"Z Ari\nt'lCl'jJci-iiilll..ii - , ...t I \u0026gt;11 Alai blue :t lu.i C2JcCT[VES STRATEGIES/ ACTIVITIES SEGUIN ING DATE COMPLETION DATE COSTS RESPOHSIBILITY E'ZALG'ATICII e. Parent involvc.'xnt f. Parent Lducation Seminar - Special Education To reduce by ten percent over a five year period the number of minority students enrolled in siecific learning disabled pnulaticn Current Percent\n:' .Researeh-longitudinal Stud, a. Pilot Program in targeted schools utilizing various strategiu. b. Use effective strategies district wide 1993-94 Director of Spe\u0026lt;ial Education Supervisors Longitudinal studies vill iidi-cate tltat special education enrollment will reflect district's racial population. Principals black 7o4 Unite 30.^ Special Education Taxlias 3. Io reduce over a five year period by twenty percent the nusber of students cn-rolled in it. :ally retard-vd and speech i\npaired population. a. Lise as its base of operation federal, PL 94-142 and Statu Zirkansas\n\\ct 102, legislations. CL.nr 9/87 1993-94 Division of School Personnel Supervisors Adherence uh 11 reduce the [rrcjit of misclassification representation. id over-m well written ulicies lave been esl.'JJi.-hxi to provide satisf.x-tory assurance tltat policies, procedures and progrrrr.s esLddi.^bf c-d and addnistered l^- the district sh-ill L ccTELSUit \\,itli the ptt/- visiais of fcda-al\nnJ stale laiditcs. o I --J -XI co \u0026lt;n GO I W I o O 01 J t. .1. !1 TIMul. urJ 1 : S H 1 R.-'. 1 -r - i-st. lll .'Lattlli.s 1: r r(,'ir-.-lnrta -f. - :[Z\nIXLciiil Ijdu: I CoJtCTl 5 STRATEGIES/ ACTIVITIES BEGINNING CATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 70 m o -w lO I W tl I O I I I b. Review the referral evaluation, and placement decisions irade by the Education Mana^ecent Tca.m. c. Monitor the process aixj all due process folders in each school. 9/84 9/84 Ongoing Ongoing Special Education Gffitra Placenent decisions and Office Staff ecuca-tional plans will be bascsC on overall comprehensive mants. assess- An appreciable decline in corrective action procedures. o  iMI Ub'.iiOII liKil I. -.j.i I. 1.1 . 11 If r 1,11 CEJECTI'.'ES I iiijj\n'!! Lie. .iiiiiii. i'. .iiU',I ir. b 1Vr. UJI tjirru ulu Pre jrjin/Are : I .  Irj-J '! J'lu. I . STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY evaluation 1. Insure pro.'xjrtion.ite representation of kill r,u.ilified minority special education teachers. 33 m I ' 00 uo I cn W hd I o O 03 Recruit and employ minor-ity teachers in areas of: Curtilic-a. Mildly haixlicapped b. Hearing impaired c. Modcrately/scverel handicapped d. Speech impairud e. Visually unpaired Expand staff development activities: a. Partnership kith state collejjes and universities for training aid retraining of teachers. b. See Student Idc-nti  fication and Place (cent and Instructional Methodology for otlier staff develoiinent activi  ties. 7/89 8/89 1993-94 Oigoing $7,000 $4,000 ibition Directors: Personnel Special Education Supervisors- Special Education Professors, Special Education Deparbnent Central Office Staff 50 percent of district's teaching staff kill be qualified minority teachers r 1 Jfl\n:i\n-i i :ii\n',li IlMil J-.\"\n LCr. Scspors lb 1 GgjI\n'111 l-nSL!!' J__ i 1 ij.L lur Isl. 11 1 :r.-'VC il l2U^ i IL I  I .\"klLlhl\n. ind equity in raiti i i.ils end supplies provided to harelicapiinl students.  CurriulilLI\nrc'jruih/z.rtj 1 1. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItilllNG DATE COHPLETIOH DATE COSTS RESPONSIBILITY EVALUATION Social education teachars t.'ill detnonstrate systcn-atically that hi^h quality effective special instruc lien is being provided through the use of varied innovative, and appropriate iraterials and supplies. a . Identify a special education conmitte-a representative of the total special educatiui staff to assist in thu: selection of appropriate materials and supplies 3/\u0026amp;1 (\u0026gt;igoing None Director - Special Educ Each classroom will contain adequate and appropriate raterialt/ supplies b. Schedule \"tkiterial Fair\" Ongoing for staff using local, state, and nationally knoi.Ti vendors c. Identify materials/ supplies, etc. that an basic to resource, itinerant and special classrooms 3/88 ftigoing $120,000 Supervisors Special Education Ccomittee Lnprove quality of instruction d. Identify rciterials/ supplies needed to ira-prove/ enhance the quality of instruction identified in students lEP's 10/89 Oigoing Special Education Connittee e. .'ionitor selcction/usv of liciterials/supplies Ongoing Ongoing Principals Supervisors At I uJ i i' 1 jn H-SOr Bvsp.r.ilUe iii'n.ta:- - Fs 11 1 I  r l/, e uCc I\n5' . C* rntir.iiH .irj- r 5 C3JECTIVES STRATEGIES/ ACTIVITIES 8EG1IIH1HG DATE IIMLl !l.i -  --''cAnn CCuurrii''iiccuulliittnn - Special 1ro.ra r r .-^rM/Tjiecial Lducatich' XI m o I  00 (E \u0026lt;O I 'a in t) I o COMPLETION DATE COSTS RESPOHSIBILITY EVALUATICH f. Activities to focus on current trends of nee- materials/smiie g. Schedule sharing times for effective and innovative use of materials/ s-pplics h. Aaaptations/rxxlifi-cations of materials, suppl ies/equipnei'.t Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing $3,000 $2,000 Supervisors Director Teachers Teachers Informed regarding national trends Availability of new materials and supplies I i I o FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION VOCATIONAL EDUCATION c SP-01111 Annual Plan 1994 (^ear) Scr Person Responsl^V vocational Directors Goal: To 'mprove articulation/offerings of PCSSD, LRSD, and NLRSD  lit ) Cl1i icn InslriKt ion Prc'\nrani/Arei Voca t i OBJECTIVES STRATEGIES/ ACTIVITIES BEGItllii.'iG DATE CCMPtETlCN CATE COSTS RESPCHSIBlLliy EVALL'ATiCfl To improve articulation of 1 vocational programs. I Attend each other's 'advisory council meetings 1903 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of students into Metropolitan Vo-Tech 2. Review course offerings 1988 - 1989 Annually FI AvQtnA None Vocational Di rec tots 1 -a a* Id n\u0026gt; :ia m o lO 00 2. Offer Open Houses Student Brochures Employment fair 1988 1989 Annually -$989 Completion Activity of $200 Vocational Directors 1989 - 1990 1990 II .. Annually. -1998 Completion Activity of $2S0 Vocational Directors Annually -1998- I I $250 Vocational Directors I I Completion Activity Completion Activity of of Ui hO I O hO AREA |j\ni) IJI.S1 iki riAH iiii-iuu I TinhJ.iin\nVotiLiandL-- Goal: Io improve cooperation among vocational departments in PLSSD. LRSD^ ahd HLRSD oitittriivLs 3. Student meetings 3.1 4. Share Information 4^ 4.2 Sl'KATOI I I'.S/AC.r IV1 f I E.S Conduct monthly meetings among vocational directors It Share applicant pool 5. Comnon Course Description 5.1 2t Consult each other concerning new course offerings Review course offerings and course descriptons for differences a 01 Id n\u0026gt; o m AO Ui t) I o BEflllltllflG DAl-E Monthly September -12 Oeteber-ll Hevember-IS Beeember-11 uiDiix\nDAIK Q-Ospj.ns When new course i Ongoing arise January 1989 February 1989 Ongoing ItliltXISIltlLI'lY Each director will attend Each student wi11 attend Each Director will attend EVAIJIAIKX) Minutes of Meetimjs Ddcumentation Documentation Documentation W GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for Joint activities. Some of the areas of cooperation that will be explored are: entering the working world students 1. employment for directly after high school. 2. 3. minority scholarships and financial aid, parent education In terms of student opportunities. 4 . college recruitment minority applicants. practices and their impact on 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective Intervention and/or at-risk students. strategies for disadvantaged The outcomes expected from using a Joint approach by all con- cerned school counseling personnel in the multl-dlstricts Include: Increased employment for post high youth. school minority 1. 2. more minority students attending receiving financial assistance to attend college college. and/or 3. increased enrollment of minority students in advanced and AP classes. 4. 5. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and more positive parental interaction with the schools. SP-01114 83 01800To facilitate and Insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bl-raclal multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will bo formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cir- terlon. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. 84 SP-01115PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be infoirmed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community Involvement is of utmost importance in planning and implementing a school desegre- gation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental Involvement affords parents the sense that they have some control over their children's education and their future. Research Indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are variety of approaches and specific activities that can be effective in promoting support and Involvement in desegregated schools. The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs. as SP-01116 85 a 01802well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1969 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a a community-supported effort to involve parents in 2. 3. 4. 5. 6. the learning process programs as APPLE, which would utilize such Just Say No,\" and HIPPY\nProvide workshops for parents on such topics as discipline, learning aids, study skills, academic tutoring, etc.\nParents and staff work cooperatively to develop strategies to encourage positive home learning\nEach school will establish a teacher/parent commit- tee to design and implement school-based activities\nPromote multi-ethnic In-school paront/teacher committees\nDevelop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired n teachers and community leaders\nSP-01117 86 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public 3. C. schools: Seek positive media coverage featuring parents from all multiethnic backgrounds: a. b. c. Work through local parent/teacher organlza- tlons to encourage positive media coverage\nDesignate a contact person at each local school to report to an established information center\nProduce video presentations of area schools for use by real estate offices, utility companies and day care centers\nEncourage community-wide multi-ethnic cltlzen/parent/ teacher/student committees for input Into planning and decision-making: 1. Establish building. district and multi-district level committees which are racially, geographically and soclo-economlcally representative to provide input and feedback on the operations of the schools and the districts\nSP-01118 87 01804D. Work with the Chamber of Commerce Committee on Education on Its advocacy for public school activities: 1. Expand the school/business partnerships\n2. Have a multi-district event to honor business part- ners in public schools\n3. Encourage the Chamber to continue existing programs such as ths teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD SP-01119 88 0180Sdocket \\O. 126 3a return to folder 29a.1 V s \u0026lt;v PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01120 03443 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01121 03444 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT CONTENTS Page I. Introduction 1 II. General Provisions 2 III. A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Magnet Funding Calculation .............. Magnet Surplus Credit..................... Magnet Operational Charge................. Restrictions on Funding Magnet Schools .  Continuation of Existing Funding ........ Compensatory Education, Early Childhood Education and other Statewide Programs . . Conditions to Settlement ................. Act 34 Exemption ......................... Staff Development......................... Recognition of Autonomy................... District Budgets ......................... Prohibition of Punitive Action .......... Rededicated Millages ..................... Limit of Liability ....................... Majority to Minority Provisions.......... Consent Order............................. State's Role in the Desegregation Process . . A. B. C. D. E. F. G. H. I. J. K. . L. M. Monitoring Compensatory Education........ Statement of Support for the Plans .... Petition for Election..................... Statutes and Regulations Affecting Desegregation............................. Elimination of the Pulaski County Education Service Cooperative....................... Commitment to Prlncit)les................. Remediation of Disparities in Academic Achievement............................... Test Validation........................... In-Service Training....................... Recruitment of Minority Teachers ........ Financial Assistance to Minority Teacher Candidates ............................... Minority Recruitment for ADE Staff .... School Construction....................... 11 SP-01122 03445 2 2 3 4 4 6 6 7 8 9 10 10 10 11 11 12 13 13 13 14 14 14 15 15 16 16 16 17 17 18 IV. Dismissal of Litigation 18 A. B. C. Dismissal of the State with Prejudice and Release................................... Agreement Regarding Litigation Among Joshua and the Districts......................... Reserved Issue ........................... 18 19 19 V. Attorneys* Fees 20 VI. The LRSD Settlement 22 VII. A. B. Payment Schedule and Terms Loan Provisions.......... 22 24 The PCSSD Settlement 27 A. B. C. D. Financial Settlement 1. Magnet Payments . 2. Other Payments. . Staff Development. . Food Services. . . . Housing............ 27 28 28 29 30 30 VIII. The NLRSD Settlement 30 A. B. C. D. Magnet Payments. . ................... Compensatory Education Payments. . . . Additional Payments................... Description of Additional Compensatory Education Programs ................... 30 31 31 36 IX. Execution 36 ATTACHMENTS Attachment A Attachment B Attachment C Attachment D Release of Claims State Release of Claims - LRSD Release of Claims' - PCSSD Release of Claims NLRSD 111 SP-01123 03446 I. Introduction The Little Rock School District (\"LRSD\") Desegregation Plan (January 31, 1989) , the Pulaski County Special School District No. 1 (\"PCSSD\") Peirmanent Desegregation Plan (October 3, 1988 , as supplemented February 15, 1989), the North Little Rock School District (\"NLRSD\") Desegregation Plan of March and October, 1986 (as amended or modified through February 15, 1989 or by operation o this settlement agreement) and the Interdistrict Desegregation Plan (February 15, 1989) (the \"Plans\") hold excellent promise for achieving unitary school systems in these three districts which are free from the vestiges of racial discrimination. Continued litigation regarding funding and other issues may make more difficult and further delay effective implementation of the constitutional obligations of the State of Arkansas and the three Pulaski County school districts (the \"Districts\"). This settlement of the issues concerning the Districts, the Joshua Intervenors (\"Joshua\"), the Knight Intervenors (\"Knight\") and the State of Arkansas in Little Rock School District vs. Pulaski County Special School District, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (\"this Litigation\") is in the best interest of the students, patrons and staffs of the Districts and the people of the State. SP-01124 1 03447 The superintendents of the Districts support the settlement and it has received the unanimous approval of their respective boards of directors. The business community as represented by the Greater Little Rock Chamber of Commerce also supports the settlement and the Plans. That group has pledged the strong support of its membership to help the Districts achieve many of the goals of the Plans. The black plaintiff intervenors (\"Joshua\"), the NAACP Legal Defense and Educational Fund, Inc., the Little Rock and North Little Rock chapters of the NAACP and the Greater Little Rock Christian Ministerial Alliance pledge their support to the Plans and this settlement. The settlement is also supported by Knight (LRCTA, PACT, NLRCTA and the AEA) . The Arkansas State Board of Education, the Arkansas Department of Education (\"ADE\") and the Governor of Arkansas support the settlement. I SP-01125 1-A 0344811. General Provisions A. Magnet Funding Calculation Each District's magnet students will be included in the calculation of that District's table rate in determining State aid to be paid under the MFPA formula or any future funding formula. B. Magnet Surplus Credit Any cash surplus remaining in the magnet school fund for given fiscal year after all expenses and receivables for that fiscal year have been accounted for (including payment to the host District for administrative costs) will be returned to the Districts and ADE as follows: (1) NLRSD will receive the difference a a between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year to the extent surplus funds are available\n(2) If additional surplus funds exist following the payment to NLRSD, PCSSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available\n(3) If additional surplus funds exist following the payments to NLRSD and PCSSD, 2 SP-01126 03449 LRSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available. (4) If additional surplus funds remain following the payments to NLRSD, PCSSD and LRSD, the ADE will be refunded its magnet operation payments to the extent such funds are available. This provision will remain in effect for seven years beginning with the 1988-89 school year. The payment to the host District for administration of the magnet schools for the 1988-89 school year will be 3.09% of the magnet school fund. In future years. the payment to the host District for the administration of magnet schools will be the same percentage of the magnet fund as the state-determined percentage of the host District's budget attributable to administrative costs. C. Magnet Operational Charge The current per pupil operational charge for magnet students ($3,100) will remain in force until changed by the Magnet Review Committee, or in the event the Magnet Review Committee is restructured or eliminated, then by agreement of the parties, subject to the review of the district court in any event. SP-01127 3 03450 The parties will review the operational charge on an annual basis but will not increase the charge solely for the purpose of creating a surplus. Calculations in paragraphs II.B., VII.A.1. and VIII.A assume a $3,100 operational charge. D. Restrictions on Funding Magnet Schools The State will have no further obligation to contribute any additional funds to magnet schools other than under paragraph II E. below. The Districts' obligation to contribute funds to magnet schools shall be limited to their paying their portion of the costs of the six existing magnet schools pursuant to the Court's order of February 27, 1987. Any reference to the six existing magnet schools in this settlement shall mean, for funding purposes, up to their present seating capacities. Those seating capacities are as follows: Carver 613 E. Williams Gibbs Booker Mann Parkview 515 351 660 935 991 Continuation of Existing Funding In addition to any payment described elsewhere in this agreement, the State will continue to pay the following costs: SP-01128 4 03451 (1) The State's portion of magnet school operational costs for the six existing magnet schools (Gibbs, Booker, Carver, Parkview, Mann and Williams) using the formula employed by the State during the 1987-88 school year modified by the inclusion of the number of students from each District attending magnet schools in the calculation of that Districts table rate for distribution of MFPA\n(2) Majority to minority student transfer incentive payments to the host and home Districts as described in the August 26, 1986 M to M stipulation\n(3) The State's share of Magnet Review Committee expenses as currently allocated\n(4) Transportation to the six existing magnet schools\n(5) Transportation of majority to minority transfer students between the Districts as described in the August 26, 1986 (6) M to M stipulation\nand The State's share of any and all programs for which the Districts now re\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_979","title":"Discipline","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["North Little Rock School District"],"dc_date":["1989/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School improvement programs","Student assistance programs"],"dcterms_title":["Discipline"],"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/979"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["51 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n PGMID : DIS012R DisciplinaryR eferral Su,maryB y Page AUG-F8E9B- 90 Referral Reason 3/08/91 -------TOTAL--------I-------BLACK--------1-------WHITE--------I-------OTHER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTACT! 01 Disregard for directions of teachers 2762 31. 99X 1506 I 1868 21.MZ 971 887 10.m 528 7 .OBl 7 I or administrators, I 02 Disregard for directions of bus drivers, 508 5,887. 243 I 403 4.m 168 I 104 1.20% 74 .on lunch aides, or other authorized school I I personnel. I I I 03 Disruption and/or interference with the 2326 26.94% 1605 I 1580 18.30% 107b I 741 8.581 526 s .m 3 I nor  al and orderly conduct of school I I and school-sponsoreadc tivities. I I 04 Behavior that involves indecent and/or 101 i.m 77 I 70 .an 53 31 .m 24 0 .OOl 0 I iuoral acts. I OS Wagerinogr any formo f gambling. 7 .08:t 6 I 4 .m 3 3 .03l 3 0 .OOl 0 I 06 Physical abuse or assault or threatened 123 i.m 94 I 94 1.08% 72 29 .331 22 0 .001 0 I physical abuse to a school employee. 07 Physical abuse or assault or threatened 1401 16.m m1 994 11.sn 664 406 4. 70'/. 291 .Oll 0 I physical abuse to other student or any I other individual. I I 08 Possession of a knife, razor, ice pick, 56 .m 51 I 39 .m 36 16 .181 14 I .01'/. 1 I explosive, pistol, rifle, shotgun, I I pellet gun or any other object that can I be considereda weapono r dangerous instrument. I I 09 Using, offering for sale or selling 32 .m 28 I 10 .rn 8 I 22 .25'/. 20 0 .00'/. 0 I alcoholic beverages or any narcotic drug I as defined by Arkansas law or School I Board policy. I I 10 Destruction of or the atte1pt to destroy 51  597. 40 I 24 .m 17 I 27 .m 23 I 0 .001 0 I school property. I I I 11 Stealing or the atte,pt to steal school 75 .m 55 I 62 .717. 46 I 13 ,15'/. 9 I 0 ,OOl 0 I property or the property belonging to I I I another individual, I I I 12 Cheatingo r copyingt he worko f another 17 .m 11 I 10 .rn 7 I 7 .08'/. 4 0 .00'/. 0 I student. I I 13 Failure to abide by attendance rules, 694 8.03% 590 I 373 4 .32'l. 317 I 315 3.64'/. 267 I 6 .06X 6 14 Useo f profanity, vulgar languageo r 328 3,7 97. 223 I 222 2.m 143 I 105 l.21l 79 I ,01'/. 1 obscene language. I I 15 Com1ittinge xtortion, coercion, black- 4 .047. 3 I 4 .on 3 I 0 .00'/. 0 I 0 .OOl 0 I mail or forcing another person to act I I I I through the use of force or threat of I I force. I I 16 Engagingin verbal abuses such as naae- 104 1.201. 84 I 70 .Bl'/. 57 I 34 .m 27 I 0 .oox 0 I calling, ethnic or racial slurs, or I I I I using derogatory statements to other I I I I students, school personnel or other I I individuals. I I I 17 Hazing, Hazing includes any willful act 43 .m 30 I 31 .m 19 I 10 .m 9 I 2 .m 2 I done by a student, either individually I I or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, etc. I TOTARLE FERRALS8-6--32 5601I 5858 67.86%3 660 1 mo 31,m 1920 24 .m 21 ~ .,. PGHID : DIS013R DisciplinaryR eferral Su11arBy y 3/08/91 AUG-F8E9B- 90 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencwe ith Student 1324 15.33'l. 490 I 938 10,861 316 I 382 4.m 171 I 4 ,04% 3 I I I 02 Conferencwe ithP arent 247 2,86'l. 1951 165 1.m 124 I 81 .m 70 I .on 1 I I I 03 Conferencwe ith Studenta nd Parent 341 3.m 316 I 203 2,351, 185 I 137 UBI 130 I .on I I I 04 Privileges Denied 227 2.62'/, 100 I 171 1.98X BO I 55 .m 19 I .on I I 05 BehaviorC ontract 145 1.67'l. 100 I 86 .99% 56 I 58 .m 44 I .on 0 I I I I I 06 DetentionH al1 3459 40.on 2276I 2233 25.86X 1440I 1219 14,m 830 I 7 .OBX 6 I I 07 StudentN ill NakeU pT i e 39 .45'1: 24 I 24 .m 15 I 15 .m 9 I 0 ,001 0 I I I I 08 Student Placed on Probation 240 2.787. m1 142 1.64% 83 I 96 i.m 67 I 2 .m 2 I I I I I 09 OnC ampuSsu spension( S.A.C.) 1226 14.20% 1010I 850 9.841 6751 370 4.281 329 I 6 .m 6 I I I 10 Off CampuSsu spension 160 1.85% 115 I 114 i.m 77 46 .m 38 I 0 .001 0 I I I 11 Boys Club Suspension 79 .m 62 I 56 .64Z 41 I 23 .m 21 I 0 ,001 0 I I I I 12 Bus Suspension m i.m: 91 I 99 1.141 75 I lb .181 16 I 0 .001 0 I I I I I 13 Corporal Punish1ent 560 6.487. 4251 433 5.0H 324 I 127 i.m 101 I 0 ,001 0 I I I I 14 RecoMmenEdxedp ulsion 34 .m 32 I 25 .m 23 I 8 .09l 8 I .on 1 I I I I I 15 Other 436 5,051. 213 I 319 3.691 146 I 117 i.m 67 I 0 .001 0 I I I I I TOTAALC TIONS---8--632 5601I 5858 67.86%3 660I 2750 31.BSl 1920I 24 .m 21 I \u0026lt; .. . ~ . Attachment II-I PGII D: D!S012R Disciplinary Referral Su11aryB y Page AUG-FE90B- 91 Referral Reason 3/08/91 -------TOTAL--------J-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENT I CODDEE SCRIPTION TOTAL PCT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Disregard for directions of teachers 2730 30.281 ml I 1900 21.081 13491 815 9.0H 581 IS .m 11 or ad1inistrators. 02 Disregard for directions of bus drivers, 388 4 .307. 272 276 3.061. 187 109 1.201. 82 3 .031 3 lunch aides, or other authorized school personnel. 03 Disruption and/or interference Nith the 2749 30.50% 2000 1928 2un 1404 814 9.031 593 7 .on 3 nor1al and orderly conduct of school and school-sponsoreda ctivities. I 04 Behavior lhal involves indecent and/or 56 .m 36 42 .m 26 13 ,141. 10 .on 0 I i111oraal cts. 05 Wagerinogr any for  of ga  bling. 8 .081. 7 5 .05'l. 5 I 3 .m 2 0 .001. 0 I 06 Physical abuse or assault or threatened 106 1.1TI. 93 I 70 .m 60 I 36 .m 33 I 0 .001 0 I physical abuse to a school e1ployee. I I 07 Physical abuse or assault or threatened 1537 17,0S'l. 1132 I 1111 12.:m 804 420 4.m 322 b .Obl 6 I physical abuse to other student or any I other individual. 08 Possession of a knife, razor, ice pick, 64 .m 60 34 .m 34 29 .m 25 I .on explosive, pistol, rifle, shotgun, pellet gun or any olher object that can be considered a weapono r dangerous instru111ent. 09 Using, offering for sale or selling 45 .m 43 23 .m 21 22 .241 22 0 .001. 0 alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the atte1pt to destroy 30 .m 26 13 .m 11 17 .!Bl 15 0 .OO'l. 0 school property. 11 Stealing or the atte1pt to steal school 74 .an 56 I 55 ,bl'l. 39 19 .m 17 I 0 .OO'l. 0 property or the property belonging to another individual. 12 Cheating or copying the work of another 20 .m 16 lb .m 14 4 .041. 2 0 .001 0 student. 13 Failure to abide by attendance rules. 640 7.101. 565 I 344 3.811. 300 I 295 3.m 264 I .Oil I I 14 Use of profanity, vulgar language or 365 4.041. 270 I 266 2.951. 192 I 97 1.07% 76 I 2 .021 2 I obscene language. 15 Co11itting extortion, coercion, black- 13 .14'I. 12 I 12 .rn 11 .on 0 .001 0 I ail or forcing another person to act I through the use of force or threat of force. 16 Engagingi n verbal abuses such as na,e- 133 1. 4 71. 104 93 l.OH 68 38 .m 34 2 .on 2 calling, ethnic or racial slurs, or using derogatory state1ents to other students, school personnel or other individuals, I 17 Hazing. Hazing includes any Nillful act 55 .m 45 I 44 . 48'l. :,7 11 .m 8 0 .OO'l. 0 I done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, huMiliation, etc. TOTARLE FERRALS9-0--13 6678 6232 69. 141 4562 2743 3o.m 2087 38 .m 29 I ...... . P6MID : DIS013R Disciplinary Referral Su,maryB y 3/08/91 4UG-FE9B0- 91 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PAREIN T PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencew ith Student 11S8 12.84% 730 I 801 8.887. 491 I 349 3.87% 231 I 8 .087. 8 I I I I I n2 Conferencew ith Parent 331 3.67'/. 310 I 216 2.39% 203 I 113 i.m 105 I 2 .02! 2 I ! I I 03 Conferencew ith Student and Parent 391 4,337. 369 I 268 2.9n 251 122 i.m 117 I .OH I 04 Privileges Denied 382 4.237. 274 269 2.987. 192 I 111 1.237. 80 2 .02% 2 I I 05 BehaviorC ontract 132 1.467. 122 99 1.on 91 I 33 .m 31 0 ,007. I) I 06 DetentionH alI 3323 36.867. 2172 I 2235 24.m 1457 1075 11.92% 709 13 .147. 6 I I ,_17S tudent Will MakeU pT ime 78 .867. 59 I 54 .m 41 23 .257. 17 I .017. 1)8 Student Placed on Probation m 3.987. 295 I m 2.Bn 214 I 98 1.081. 79 2 .on 2 I\n)9 OnC ampuSsu spension( S.A.C.) 1355 15.03%1 181)I 898 9.967. 764 I 451 5.007. 411 6 .067. 5 I I l0 Off CampuSsu spension 241 2.6 7'l. 218 I 160 1.m 143 I 81 .an 75 0 ,007. 0 I ! 11 Boys Club Suspension 120 1.337. 110 I 81 .891/. 75 I 39 .rn 35 I 0 .007. 0 I I I I \\2 Bus Suspension 184 2,047. 153 I 153 1.m 130 I 31 .m 23 0 .00'.I. 0 I I [3 Corporal Punishment 246 2.m 205 I 201 2.m 165 I 45 .m 40 0 .oor. 0 ft\\\\\u0026gt;Y, .. - I 13 rt:{l) I 6 fl, I l 4 RecoamendEedx pulsion .lff 8 I ,..Cf. - ,{}'17: .-n ,.-1 .on 0 .007. 0 I I I 15 Other 703 7.797. 473 I 529 5.867. 338 I 171 1. 89'.I. 133 3 .03% 2 I I TOTAALC TIONS----9-013 6678 I 6232 69. 14'l. 4562 I 2743 30.43'l. 2087 I 38 .m 29 I THE NORTH LITTLE ROCK SCHOOL DISTRICT OFFICE OF STUDENT AFFAIRS February 8, 1991 EXPULSIONS FOR 1990-91 SCHOOL YEAR NAME SCHOOL GRADE/RACE/SEX OFFENSE Waits, Sheere Lakewood Md. Richey, Haden Ridge road Md. Conklin, David Ridge road Md. Lowe, Dekashun Ridge road Md. Perkins, Willil-, Rose City Md. Bryant, Wilma Rose City Md. Campbell, Jeremiah Rose City Md. Barnett, Me1issa NLRHS-East Dotson, Andre NLRHS-East Kuske, Danny NLRIIS-East Watson, Pashee NLRHS-East Wesley, Roderick NLRHS-East Bogard, Dornetrical NLRHS-East Gunnells, Yosheki NLRJIS-East Horton, Eric NLRHS-East Key, Dewayne NLRHS-East Moore, Phillip NLRHS-East Rhodes, K,,y~hia NLRHS-East Talley, Anthony NLRHS-East BLK/WHT 1 1 DISTRICT POLICY PROHIBITED CONDUCT 8 /Black/Female Weapon 7 /White/Male Prohibited 8 /White/Male Weapon 8 /B\nt.ack/Female Weapon 7 /Black/Male Weapon 8 /Black/Female Weapon 8 /Black/Male Prohibited 9 /White/Female Weapon 9 /Black/Male Drugs and 9 /White/Male Weapon 9 /Black/Female Weapon 9 /Black/Male Disorderly 10 /Black/Male Disorderly 10 /Black/Female Weapon 10 /Black/Male Disorderly 10 /Black/Male Weapon 10 /White/Male Weapon 10 /Black/Female Weapon 10 /White/Male Weapon 3 0 1 0 FBJ FBM FBO FBP DEMONSTRATIONS AND DISORDERLY ACTIVITIES DRUGS AND ALCOHOL 8 5 WEAPONS AND DANGEROUS INSTRUMENTS 13 6 Total: 19 Conduct Conduct Alcohol Activit-, Activit.'., Activity .. NLRSD REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 MIDDLE SCHOOLS From AUGUST Through JUNE ------------------------------------------------------------------------------== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------- -----BM------ -----BF------ 1ota1 number of a.,oigm,ents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =======-=----=--------------------------------------------------------==-====-=- 09 S.A.C. 394 42.00% 232 24.73% 180 109 10 HOME SUSP. 22 50.00% 13 29.55% 20 10 11 BOYS CLUB 63 55.26% 28 24.56% 44 22 16 EXPULSION 3 100.00% 0 .00% 3 0 1 9 9 2 - 9 3 -----BM------ -----BF------ 1ota1 number of assigments: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU  236 25.16% 134 9 20.45% 8 17 14.91% 15 0 .00% 0 -----NBM----# REF PCT /TOT # STU 76 8.10% 46 0 .00% 0 6 5.26% 5 0 .00% 0 -----NBF----# REF PCT/TOT # STU 938 469 44 38 114 86 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 612 45.30% 320 23.69% 193 113 10 HOME SUSP. 56 39.72% 46 32.62% 45 32 11 BOYS CLUB 88 59.06% 34 22.82% 53 25 16 EXPULSION 1 33.33% 2 66.67% 1 2 COMPARISION -----BM------ rotal number of assigrments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 328 24.28% 111 31 21. 99% 25 22 14.77% 16 0 .00% 0 -----NBM----# REF PCT/TOT # STU 91 6.74% 39 8 5.67% 5 5 3.36% 4 0 .00% 0 -----NBF----# REF PCT/TOT # STU 1351 456 141 107 149 98 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 218 55.33 % 88 37.93 % 92 38.98 % 15 19.74 % 413 13 4 23- 7- 13- 10 HOME SUSP. 34 154.55 % 33 253.85 % 22 244.44 % 8 800.00 % 97 25 22 17 5 69 11 BOYS CLUB 25 39.68 % 6 21.43 % 5 29.41 % 1- 16.67-% 35 9 3 1 1- 12 16 EXPULSION 2- 66.67-% 2 200.00 % 0 .00 % 0 .00 % 0 2- 2 0 0 0 Z-3 - REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 HIGH SCHOOLS From AUGUST Through JUNE -=----------------------------------------------------------------=-----====-=== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------= -----BM------ -----BF------ -----NBM----- -----NBF----- 1ota1 nunber of as~ignnents: # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------= 09 S.A.C. 313 53.97% 100 17.24% 143 24.66% 24 4 .14% 580 163 59 92 21 335 10 HOME SUSP. 25 59.52% 4 9.52% 10 23.81% 3 7.14% 42 21 4 10 3 38 11 BOYS CLUB 51 67.11% 9 11. 84% 16 21.05% 0 .00% 76 38 8 12 0 58 16 EXPULSION 1 50.00% 1 50.00% 0 .00% 0 .00% 2 1 1 0 0 2 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total m1mher of aR:,igrments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual ~tudents involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 302 43.20% 167 23.89% 163 23.32% 67 9.59% 699 133 94 80 37 344 10 HOME SUSP. 32 65.31% 6 12.24% 7 14.29% 4 8.16% 49 28 6 7 4 45 11 BOYS CLUB 45 61.64% 16 21. 92% 10 13.70% 2 2. 74% 73 39 13 8 2 62 16 EXPULSION 5 71. 43% 1 14.29% 1 14.29% 0 .00% 7 5 1 1 0 7 COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF----- Total nunber- of assignments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 11- 3.51-% 67 67.00 % 20 13.99 % 43 179.17 % 119 30- 35 12- 16 9 10 HOME SUSP. 7 28.00 % 2 50.00 % 3- 30.00-% 1 33.33 % 7 7 2 3- 1 7 11 BOYS CLUB 6- 11.76-% 7 77.78 % 6- 37.50-% 2 200.00 % 3- 1 5 4- 2 4 16 EXPULSION 4 400.00 % 0 .00 % 1 100.00 % 0 .00 % 5 4 0 1 0 5 ), Z-4 REF: DIS032 NORTHL ITI'LE ROCKS CHOOLD ISTRICT Suspension/Expulsion Comparisons Run Date: 7 /22/93 DISTRICT LEVEL From AUGUST Through JUNE -------- .------------------------------------------------------------------===== 1 9 9 1 - 9 2 =----------------------------------------------------------------==-=====--==-== -----BM------ Total nunher of assigments: # REF PCT /TOT Actual students involved: # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU ==---------------------------------------------------------------------------=== 09 S.A.C. 707 46.57% 332 21. 87% 343 168 10 HOME SUSP. 71 57.72% 25 20.33% 63 20 11 BOYS CLUB 245 60.20% 75 18.43% 185 61 16 EXPULSION 4 80.00% 1 20.00% 4 1 1 9 9 2 - 9 3 -----BM------ rota1 number of assigr,nents: # REF PCT /TOT Actual students involved: # STU 09 S.A.C. 915 44.61% 284 10 HOME SUSP. 148 50.86% 116 11 BOYS CLUB 295 59.60% 177 16 EXPULSION 6 60.00% 6 -----BF------ # REF PCT/TOT # STU 487 23.74% 189 70 24.05% 50 99 20.00% 72 3 30.00% 3 379 24.97% 226 24 19.51% 23 73 17.94% 63 0 .00% 0 -----NBM----# REF PCT/TOT # STU 491 23.94% 181 59 20.27% 48 90 18.18% 59 1 10.00% 1 100 6.59% 67 3 2.44% 3 14 3.44% 12 0 .00% 0 -----NBF----# REF PCT/TOT # STU 158 7.70% 71 14 4.81% 11 11 2.22% 9 0 .00% 0 1518 804 123 109 407 321 5 5 2051 725 291 225 495 317 10 10 -------------------------------------------------------------------------------- COMPARISION -----BM------ rota1 number of .,.,e,,ments: # REF PCT/TOT Actual students involved.  # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU -------------------------------------------------------------------------------- 09 S.A.C. 208 29.42 % 155 46.69 % 112 29.55 % 58 58.00 % 533 59- 21 45- 4 79- 10 HOME SUSP. 77 108.45 % 45 180.00 % 35 145.83 % 11 366.67 % 168 53 30 25 8 116 11 BOYS CLUB 50 20.41 % 24 32.00 % 17 23.29 % 3- 21. 43-% 88 8- 11 4- 3- 4- 16 EXPULSION 2 50.00 % 2 200.00 % 1 100.00 % 0 .00 % 5 2 2 1 0 5 Z-1 REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7/22/93 ELEMENTARKY-6 From AUGUST Through JUNE ----------------------------------------------------------------------==-======= 1 9 9 1 - 9 2 ------------------------------------------------------------------------======== -----BM------ -----BF------ rotai number of .,,,ignnents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =---------------------------------------------------------------------===-====== 09 S.A.C. 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 10 HOME SUSP. 24 64.86% 8 21.62% 5 13.51% 0 .00% 37 22 6 5 0 33 11 BOYS CLUB 131 60.37% 38 17.51% 40 18.43% 8 3.69% 217 103 32 36 7 178 16 EXPULSION 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total number of \"\"igr,nents: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actu.,l students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 0 .00% 0 .00% 0 0 10 HOME SUSP. 60 59.41% 18 17.82% 47 12 11 BOYS CLUB 162 59.34% 49 17.95% 99 35 16 EXPULSION 0 .00% 0 .00% 0 0 COMPARISION -----BM------ rota1 number of assignments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 0 .00% 0 21 20.79% 16 58 21. 25% 38 0 .00% 0 -----NBM----# REF PCT/TOT # STU 0 .00% 0 2 1.98% 2 4 1.47% 3 0 .00% 0 -----NBF----# REF PCT/TOT # STU 0 0 101 77 273 175 0 0 -------------------------------------------------------------------------------- 09 S.A.C. 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 10 HOME SUSP. 36 150.00 % 10 125.00 % 16 320.00 % 2 200.00 % 64 25 6 11 2 44 11 BOYS CLUB 31 23.66 % 11 28.95 % 18 45.00 % 4- 50.00-% 56 4- 3 2 4- 3- 16 EXPULSION 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 Z-2 ,   DISCIPLINE INFORMATION REFERRALS ACTIONS TAKEN (Please attach computer generated information) 23  '1: DISC1a Discipli111TYR efernl S....ry.-By P19e 1 IUU.ATM Rtf1rnl Ranon 9nJJl'f2 D LI11l m ~ sam. - w12 -TIJTrL-- ---a.ta-- ---tOf-lJa-- Code Dascriptian Totll Ptt Pu Can Tot,l Ptt P1r Con Tot1l Ptt Pu Can 01 Disr191rd for dir1etions of t11chen REFERRAL2S4 ~.oox 15 14 23.m 9 10 16.661 6 .. idalnlstr1tors. STtmE\u0026gt;fTS 22 39.2.SX 13 14 25.00X 9 8 14.2SX 4 r191rd for dir1etions of bas drivers, REFERRALS 1 1.661 0 1 1.661 0 0 .oox 0 lanch ,idK, or other 111thorizasdc hool Sl\\lE(l'S 1 1.78X 0 1 1.7BX 0 0 .oox 0 penonrwl. OJ Disrtlan .ind/or intM\"ftrera with the REFERfW.S 5 8.331 3 5 s.m 3 0 .oox 0 norul ind orderly condw:to f school S1lllOOS 5 8.92X 3 5 8.92X 3 0 .oox 0 1nd school1POll5Dr,lcdt iv it in. 04 JIRhlviotrh lt inOlvesi ndlcent. ind/or REFERRAL0S .oox 0 0 .oox 0 0 .oox 0 iMOr1l ,cts. snmrs 0 .oox 0 0 .oox 0 0 .oox 0 05 Wi9fif II I or IIIY for of 9HDl i Ill, REFERRALS0 .oox 0 0 .oox 0 0 .oox 0 S1llDTS 0 .oox 0 0 .oox 0 0 .oox 0 06 PhYSicll ibue or HSillt or thr11ttned REFERfW.S 2 3.33X 1 2 3.m 1 0 .oox 0 ph)'Sic1l lbue to  school lO)'le, STlllENTS 2 3.571 1 2 3.571 1 0 .oox 0 07 Physlcll lbue or 1ss11lt or thrNtened REFERRALS 2 3.331 2 2 3.331 2 0 .oox 0 physic,l lbue to othlr st.dent or IIY  STlllENTS 2 3.571 2 2 3.571 2 0 .oox 0 othllr individul. 08 Pos1e11ian of, knife, ruor, ic1 pick, REFERM.S 0 .oox 0 0 .oox 0 0 .oox 0 espl05iw, pistol, rifl1, shotvm, snmrs 0 .oox 0 0 .OOI 0 0 .oox 0 pellet 1111o1r 1ny other abjact thit un be cansiderad  IINPOfl or dilllJl!l'OIS instnnt. 09 Using, offtrint for s,le or selling IIEFEJM.S 0 .oox 0 0 .oox 0 0 .oox 0 1lcmollc IMMrlCJIS or 1ny n1rcotic dr119 STlllENTS 0 .oox 0 0 .OOI 0 0 .oox 0 ,s dlfinld by Arhl'ISH lill or School Bolrd Policy, 10 DKtrw:t ian of or the ,tt..,t to destray REFERRALS 0 .oox 0 0 .OOI 0 0 .oox 0  1 prqierty. STIIOTS 0 .oox 0 0 .oox 0 0 .oox 0 11 int or the 1tte1Pt to st11l school IIEFEJM.S 1 1.661 1 1 1.661 1 0 .oox 0 pro,erty or the property belonging to STlllENTS 1 1.78X 1 t 1.7BX 1 0 .oox 0 1nother individul. 12 ChNti111 or co,ying the of ,nother REFERRALS 0 .oox 0 0 .oox 0 0 .OOI 0 student. STlllEHTS 0 .oox 0 0 .OOI 0 0 .OOI 0 13 Fi ln to ibide by ,ttmi.nc:e rates. REFERRAL2S0 33.33X 15 12 20.00X 8 8 13.m 7 STUllENTS 19 33.92X 14 12 21.Q 8 1 12.SOX 0 14 Useo f prof,nity, valpr 1111111o11r REFERfW.S 4 6.661 3 4 6.66X 3 0 .oox 0 absc1111l1 111utt. ST1JOTS 3 5.35X 2 3 5.35X 2 0 .oox 0 15 Cc:aitting extortion, coercion, bl1ek- REfERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ui l or forcing 1nothlr person to Kt snmns 0 .oox 0 0 .oox 0 0 .oox 0 thrCMl9hth e ne of force or thr11t of force. 16 ETIIPiinJt in wrbl l lbues nch H ~ REFERRALS1 1.661 0 1 1.661 0 0 .oox 0 c1lli119, ethnic or r,ci1l slll's, or STUllENTS 1 i.78X 0 1 i.78X 0 0 .oox 0 usint dlr091tory stateaents to other st.dents, school perSOlllll!lo r other individuls. 17 Hiz i119. REFERRAL0S .OOI 0 0 .oox 0 0 .oox 0 STUllENTS 0 .oox 0 0 .oox 0 0 .oox 0 18 w119 relted t1ttivities. REFERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ST\\WfTS 0 .oox 0 0 .oox 0 0 .OOI 0 TIJTf(. REFERIW.S6 0 ~ 42 70.00X '17 18 30.00X 13 - STUIDTS 56 36 41 73.211 26 15 26.781 10 Raf, D190i3il Disciplinary RlrilPITiSl uM,ry )y 91Y)/f2 CUii.AIDE Action T1un NJmtL ITTLEm HIQ4! Dill. - 11/12 --TUT#l.-- -rua- ----fOf-k.Aa-- :s:rlption Totil Ptt Pu Con Tot1l Ptt Pu Con Tot1l Ptt PIT Con 01 Conferenc i th Student ACTIIJIS 9 15.00X 3 8 1J.m 3 1 1.661 0 Sl1IEITS 9 1S.25X 3 8 13.551 3 1 1.691 0 02 Conf.,-anc ith Puent ACTIIJIS 2 3.m 2 0 .oox 0 2 J.m 2 STlllOO'S 2 3.B 2 0 .oox 0 2 3.B 2 03 Conferancei th Student ind P1rent ACTIIJIS 2 3.331 2 2 3.m 2 0 .oox 0 STIIIOOS 2 3.381 2 2 3.381 2 0 .oox 0 04 Privi l\"6 Denied flCTIIJIS 1 1.661 1 1 1.661 1 0 .oox 0 STUDENTS 1 1.691 1 1 1.691 1 0 .oox 0 05 B1hnior Contnct ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .oox 0 0 .oox 0 0 .oox 0 06 DetentionH ill ACTIIJIS 7 11.661 2 4 6.661 1 3 s.oox 1 STUDEHTS 7 11.Blil 2 4 6.77X 1 3 S.081 1 07 Stldlnt Yi l l Kak ~ Ti ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 Sl1IEITS 0 .oox 0 0 .oox 0 0 .oox 0 08 StllNllt Pl1eed on PrabltiCII ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 09 On CilfU 6apersion (S.A.C.\u0026gt; ICTitl6 24 40.00X 20 15 Z5.00X 12 9 15.00X 8 ST1IIENTS 23 38.981 19 15 Z5.42X 12 8 13.m 7 10 tmR Sa,eiision ICTIIJ6 1 1.661 1 1 1.661 1 0 .oox 0 STUIOTS 1 1.691 1 1 1.691 1 0 .oox 0 11 bl Cllb Sa,eniion ICTIIJIS 3 S.OOI 2 3 s.oox 2 0 .OOI 0 STUDEHTS 3 s.oex 2 3 s.oex 2 0 .oox 0 12 Bu Sapefsion ICTIN 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 1-ardiy School ACTIIJIS 9 15.00X 5 7 11.661 4 2 3.331 1 STUDEHTS 9 15.25X s 7 11.861 4 2 3.381 1 14 Recoaende[dJp llsion ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .OOI 0 0 .oox 0 0 .oox 0 15 othtr ACTIIJIS 2 3.331 2 1 1.661 1 1 1.661 1 snmTS 2 3.381 2 1 1.691 1 1 1.691 1 16 Eq,ll1i0111 ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 snmTS 0 .oox 0 0 .oox 0 0 .oox 0 TOTILA CTIIJIS 60 40 42 70.00X 27 18 30.00X 13 snmrs 59 39 42 71.181 27 17 28.B11 12   COHPREIIENSIVOEU TCOHY.S.V ALUATION (COE) SURVEYR ESULTS (If applicable, please insert after this page) 24  I J NORTH LITTLE ROCK HIGH SCHOOL COMPREHENSIVE OUTCOMES EVALUATION NORTH LITTLE ROCK, ARKANSAS _ 1991 ARKANSASC OMPREHENSIVSEC HOOLI MPROVEMENPTL AN Arkansas D~pQrtment of Education - School: North Little Rock High School - West Year: 1991-92 District: North Little Rock School Superintendent: James R. Smith TABLE OF CONTENTS Letter of Coi:mnitment from District ..................... 1 Letter of Commitment from Principal .................... 2 Introduction . .......................................... 3 Overview of the Improvement Plan ....................... 5 COE Steering Coi:mnittee ................................. 7 Target Area Conuni ttees . ................................ 8 Review of Data ........................................ 10 Description of School and Comrnunity ................... 12 Mission Statement and Goals ........................... 15 Mission Statement ..................................... 16 Monitoring and Assessment of Student Achievement ...... 17 School Climate . ....................................... 24 Parent/Community Involvement .......................... 28 High Expectations ..................................... 32 THE NORTH 1LrITlLE ROCJK PllIBLIC SCHOOL -ADM!NISTR1UIVE OFFICES 2700 POPLAFi STREET COE Steering Committee North Little Rock High School-West Campus 101 West Main Street North Little Rock, AR 72114 Dear Committee Members: The administrative staff of the North Little Rock School District is committed to assisting the faculty of North Little Rock High School West Campus with the implementation of their Comprehensive Outcomes Evaluation Plan which was developed over the past several months. The four areas targeted for improvement are in concert with district priorities established by the Board of Education. We recognize the value of this introspective school improvement process and pledge our support for the school's plan. Sincerely, ~Lt James R. Smith Superintendent of Schools dw P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 November 19, 1991 Dear Comprehensive Outcomes Evaluation Visiting Team: 101 West 22nd Street North Little Rock, Arkansas7 2114 (501) 771-8100 Since the fall of 1990, I have observed our staff working tirelessly and diligently in planning for the future of North Little Rock High SchoolWest. The commitment and dedication displayed by the entire community has been an inspiration to all who have witnessed the rebirth of North Little Rock High School. It is with great enthusiasm that I fully endorse and pledge my commitment to the plans for the future of North Little Rock High SchoolWest as set forth by our Comprenensive Outcomes Evaluation plan. s ly,\n/ Ari?.~\nlompsbn, Kin~pal North Little Rock High School-West 2 INTRODUCT:i:ON North Little Rock High, West Campus, began its Comprehensive Outcome Evaluation (COE) Improvement Plan in November of 1990. Actually the school was a new school because of the reorganization of two former high schools, Ole Main and Ncrtheast\nthus, some data from both former high schools had to be obtained\nhowever, most of the staff was formerly from Northeast or Ole Main. The Steering Committee, reflecting a cross section of the faculty and staff, began to gather statistics and administer the perceptual surveys to a sampling of parents from different demographic areas, to all students administered by the English teachers, and to the faculty and staff members. Parents assisted in the mailing of surveys to parents. Concurrently, the school's mission statement and goals committee, comprised of faculty and community people, began its report. Other committees, such as the School and Community, earnestly began. Sirice COE is a new process, informational meetings were held. After receiving the surveys, the Dawson Educational Service Cooperative in Arkadelphia tabulated the results\nin addition, North Little Rock High's computer instructor, utilizing the statistical materials, developed charts making the results more visual. Each committee chairman prese11ted an in-depth report to the faculty. Based on the analyses of all data, including the archival, achievement, and perceptual, the faculty unanimously decided on the following target areas: 1. HIGH EXPECTATIONS 2. SCHOOL CLIMATE 3. PARENT/COMMUNITY INVOLVEMENT 4. STUDENT ACHIEVEMENT/TIME ON TASK (MANDATORY) Committee chairmen, selected from the Steering Committee, and vice-chairmen were chosen for each area\nagain after examining the data, the chairmen, vice-chairmen, and subcommittees selected outcomes. After numerous meetings, the chairmen, vice-chairmen, and committee members formulated detailed improvement plans designed to eliminate the disparities revealed in the baseline data. The criteria for each outcome were completed during the spring of 1991. During the summer the Steering CoIDmittee Chairman and target area chairmen met to check for repetition. In e\u0026amp;sence, the Improvement Plan for the target areas were finalized\nhowever, after some of the improvement areas were identified in the plan, actions were immediately begun fer implementation for the 1991-92 school year. The faculty was again apprised of the study, modifications, and final results. 3 The faculty, staff, and administration of North Little Rock High, West Campus, recognize that the Improvement Plan is an ambitious document\nhowever, with the combined efforts of the students, staff, administration, and community, not only will these issues in the five-year plan be addressed, but other concerns will be addressed because the school is dedicated to student growth. 4 Respectfully submitted, Billie Jo White Emogene Wetherington OVERVIEW OF THE IMPROVEMENT PLAN The four targets and the desired outcomes form the basis for the school improveme~t plan. The action plan is designed to achieve the outcomes established for each target. TARGET: Monito1:ing and Assessment of Student Achievement/ Time on Task OUTCOXES 1. To increase enrollment in academically challenging courses and maintain thet enrollment throughout the school year with particular attention given to. increasing minority student participdtion. 2. To improve student success on standardized tests and in the classroom. 3. To increase student time on task. 1. 2. TARGET: School Climate OUTCm!ES To increase student perception of the schocl as a safe environment. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. TARGET: Parent/Community Involvement OUTCOMES 1. To increase the involvement oi the business community in the school programs. 2. To increase the involvement of parents in the school programs. 3. To improve involvement o= the non-business community in school programs. 5 'I\"ARGET: High Expectations OUTCOMES 1. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation. 2. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. 3. To expand the use of classroom strategies designed to encourage interactions that promote critical thinking skills and problem solving abilities. 6 North Little Rock High School-West Campus COE Steering Committee Emogene Wetherington, Chairperson Penny Clay, Reporter Pris Benson Ron Brown Greg Burl Anita Cameron Linda Fuller Liz Fulton Tom Hudson Rena Knight Patsy Pearson Sue Perry Betty Sneed Roy Spradlin Mary Taylor Billie Jo White 7 North Little Rock High School-West Campus Monitoring and Assessment of Student Achievement/ Time on Task Committee Betty Sneed, Chairman Bill Garvin, Vice-Chairman Phyllis Doerr Eulin Downing Geraldine Garrett Ron Ingram David Kaufman Mar::orie Kirby Sallie Langford Sam Mascuilli Carol McAdams Darrell McCoy Mary Power Roseanne Sallis Ira Scoggins Harold Stark Mike Tucker Phyllis Wiggins High Expectations Committee Liz Fulton, Chairman Monica Davis, Vice-Chairman Glen Amis Jim Billings Steve Dar.iels J inuny Harper Lou Hart Quilla Lanes Jim McMurry Christine McRae John Narkinsky Trish Partridge Suzzette Reynolds Jon Robbins Mary Lee Schultz Mildred Standley Johnny Talley Carol Toombs Tammy Tucker 8 North Little Rock High School-West Campus School Climate Committee Rena Knight, Chairman Berdell Ward, Vice-Chairman Helen Casteel Johnnie Collier Ann Cowart Gary Davis Cheryl Fallis Patrina Greenway Annie Hamilton Faith Jones Donnas McGinley Carl Moore Don Robbins Jackie Ryan Jan Scholl Kathy Smith George Thompson Willie Vincent Joe Ward Parent-Community Involvement Committee Patsy Pearson, Chairman Cynthia Hampton, Vice-Chairman Shelia Baker Sue Beach Bill Bowers Gwen Brooks Louise Cammack Cheryl Daniels Kay Ewart Rick Gravette Gary Haver Gail Hopkins Fred Johnson Ron Kieklak Shelia Smith Paul Stovall Billy Wagley 9 REVIEW OF DATA Members of the Steering Committee gathered archival, achievement, and perceptual data on which to base the school improvement plan. ARCHIVAL DATA The archival data included personnel information on certified and non-certified staff members\nstatistics about students' attendance rates, family environment, and participation in extracurricular activities\nand detailed information about the instructional program. Archival data indicated strengths in the following areas: a highly educated, experienced staff\na comprehensive instructional program, and an extensive student activity program. Approximately 70% of the faculty members hold masters' degrees and above. Specific strengths of the instructional program include the Advanced Placement courses, the television production program, and the computer lab facilities for math and reading instruction. The student activity program includes 44 student organizations that meet on a rtgularly scheduled basis within the school day. Therefore, all students have the opportunity to participate in extracurricular activities and are encouraged to do so. Archival data revealed the following areas of disparity: The percentage of minority students enrolled in advanced courses was low. The nunilier of students selecting lower level courses was considered excessive. The absentee/tardy rates for all students needed improvement. These concerns are addressed in the following targets: Monitoring and assessment of student achievement and high expectations. ACHIEVEMENT DATA The achievement data wa$ obtained through records from the school guidance office and the district's offices of instructional services and computer services. Included in the information compiled are grade distribution records, MAT-6 scores, ACT profiles, PSAT scores, lists of scholarships awarded, lists of state and regional awards received, and lists of students receiving honors for outstanding achievement. A significant area of strength is in the number and amount of scholarships awarded to g~aduating seniors. Another area of strength is in the number of state and regional awards received by students in the speech and drama department. 10 A five-year summary of ACT scores shows that our composite score of 19.9 represents a steady increase since 1988-89. For the first time in five years, our composite score is at the state average. Twenty-eight percent of students taking the ACT in 1990-91 were black. The composite score report by ethnic groups shows a 3.6 point difference in the scores of black and white students. Only 34% of black students taking the ACT had the college-core curriculum as compared to 44% of white students. Steps are being taken to encourage all students to complete the strongest courses in which they can be successful. The summary report of the Metropolitan Achievement Test, 6th edition, which was administered to eleventh graders in April 1991, shows an overall basic battery percentile of 56.6. This average indicates that our students scored above the 50th percentile nationally. The test data also reveals a 22.2 percentage norm discr1:pancy between scores for white students and those of minority students. Reducing this disparity while raising the overall test scores is a desired outcome of the improvement plan. PERCEPTUAL DATA The perceptual data was based on the opinions of students, parents, and certified staff members and was obtained through surveys designed for each group. Parent volunteers assisted in mailing surveys to a random sampling of parents. Surveys were distributed through the English classes to all students. All faculty members also completed the opinion surveys. All groups surveyed indicated the following areas of strength: Clear school purpose, monitoring and assessment of student achievement, and high exp~ctations. The opinions of parents, students, and teachers varied on some of the correlates. Although the results of the surveys were generally positive, some variances occurred in the areas of school climate and parent and community involvement. There was a slight discrepancy in the attitudes of students toward the school as a safe environment and the attitudes of their teachers and parents. The surveys also showed a perceptual difference in the area of fairness as related to the administraticn of discipline. There was also a discrepancy in the attitudes of the students, parents, and teachers regarding the degree to _which parents and other members of the community are involved in the school. These areas of discrepancy are addressed in he improvement plan. 11 . DESCRIPTION OF SCHOOL AND COMMUNITY The city of North Little Rock lies just across the Arkansas River from Little Rock. An estimated 61,700 persons live in North Little Rock. That figure represents a 6% decrease in population in the ten-year period from 1980 to 1990. The median age of about 33 years is increasing, and the school age population percentage is decreasing. Approximately 79% of the residents are white, 20% black, and 1% other minorities. Studies indicate that the black population percentage in North Little Rock is increasing while the white population percentage is decreasing. Of the existing labor force in the city, the largest percentage of workers hold management or professional positions (24.3%), while 19% have administrative or clerical jobs, and 12.3% are in service fields. The remainder of the work force is made up of sales people (11.8%), skilled craft workers (11.8%), unskilled laborers (16.7%), and those in technical fields (3.4%). The remaining .7% make up the workers representing fields other than those listed. Although industrial development in North Little Rock is restricted by boundaries on all sides, there are positive economic indicators for the school and community. While the unemployment rate in Greater Little Rock is 7.6% the citizens in North Little Rock are at 4.6%. In 1989 voters approved a 4.9 mill school tax increase on real property. This millage increase is an excellent indicator of the community interest and support of public education in North Little Rock. Cultural and recreational facilities in North Little Rock include the Laman Public Library, the Community Band, the Old Mill, Wild River Country, Riverfront Park, and the North Little Rock Community Center. Within minutes of North Little Rock are the Arkansas Arts Center, the Arkansas Symphony Orchestra, The Arkansas Ballet, and the Arkansas Repertory Theatre. The area also offers the Arkansas Museum of Science and History, the Little Rock Zoo, and a number of state parks, lakes, streams, camping and hunting areas, and hiking trails. The North Little Rock School District is serving 9,194 students in the 1990-91 school year. The city's demographic trends are reflected in the school population, which has decreased in recent years. Of the total enrollment, 52.3% are white, 46.5 are black, and 1.2% represent other minorities. The racial composition has also paralleled the city's trend of declining white population and increasing black population. 12 The 1990-91 school year is the first year for implementing the reorganized secondary school plan. This reorganization process was completed by the \"Planning Task force for Secondary Reorganization,\" which included 39 committees and subcommittees made up of parents, teachers, students, administrators, and citizens. Beginning in 1990-91, the North Little Rock School District changed to one high school on two campuses and three middle schools. All 9th and 10th graders attend the North Little Rock High School East Campus with an enrollment of 1,372. All 11th and 12th graders attend the North Little Rock High School West Campus with an enrollment of 1,180. Seventh and eighth graders attend Lakewood, Ridgeroad, or Rose City Middle Schools, depending on residence and school attendance zones. This reorganization allows the racial makeup of the secondary schools to reflect the racial. makeup of the community as a whole. The administration of the North Little Rock School District operates under policies established by a Board of Education. The School Board was reorganized in 1989 from a six-member at large board to a seven-member geographic zone board to allow for a more equal representation of the various races and socioeconomic groups in North Little Rock. Positions are for alternating three-year terms, and elections are held each September. The North Little Rock School District has established a number of programs to meet better the needs of minority students. The position of Assistant Superintendent for Desegregation was established in March 1990 to ensure racial equity. An activity director at each secondary campus works toward greater minority student participation in extracurricular activities. Compensatory education programs have expanded, and staff development opportunities have been implemented for improved understanding of students who achieve below grade level. Free bus transportation is now provided for all students living more than two miles from schools. District-wide trends indicate that the North Little Rock schools are expanding services and improving educational opportunities for all students: -A greater percentage of public school students graduate than ever before. -The standardized testing program has expanded to include students in grades 1 through 11. -Special education programs are offered to hundreds of students with a variety of learning disabilities and handicaps. 13 -Hundreds of students are in programs for the gifted and talented. -More than 500 computers provide for individualized, self-paced instruction. -Schools work with students to reduce drug and alcohol use. -North Little Rock students consistently earn top awards in regional, state and national competitions in math, history, vocational education, music, art and other subject areas. -More than 100 scholarships were awarded to 1990 graduating seniors. The North Little Rock School District is following the national trend of community involvement in its education development. With the reorganization of the secondary schools in the district, parents and other residents served as advisors on reorganization committees. The Classmate Program teams schools with businesses in the community. These business partners reward student achievement, recognize teacher achievement, provide materials and services, and help schools reach their goals. The Student Incentive Program at North Little Rock High School is designed to recognize and reward student excellence in academic performance, attendance, activity involvement, and citizenship. The Incentive Program is based on a cooperative effort of the school and area businesses tu reward students with discounts at the community businesses. After the first nine weeks of operation, there was a 74.2% increase in students qualifying for the program. The community has also been involved in the creation of the television production program on the West Campus. Through a grant and city funding, a television studio was installed to broadcast City Council meetings. A strong PTSA (Parent, Teacher, Student Association) provides assistance for students and teachers in the North Little Rock School District. Parents and other residents also serve as advisors on academic area committees and other special topic committees that are established to consider school issues. The interest of North Little Rock residents in their schools and their individual neighborhoods results in local involvement, improved services, and community pride. 14 Mission Statement and Goals The chairman of the committee met with the Steering Committee November 14 and November 28 to receive information, data, and guidelines for direction to proceed. After several conversations with Steering Chairs Wetherington and White, and an organizational meeting of the Mission Statement and Goals Committee, surveying the educational community - students, teachers, parents - became the number one priority. In order to develop a surve:, instrument, the committee decided to formulate a list of goals based on existing philosophies: administrative priorities for 1990-91 and objectives from past evaluation processes. After the chair gathered the pertinent data, members of the committee met in a lengthy, writing session. Six goals were for~ulated and sent to a cross sampling of classes: basic, regular, and honors English, as well as special education and other disciplines. The PTA P~esident took surveys to meetings with parents for their input. All teachers on the staff were surveyed. A second draft added three goals based on the data collected. A final survey produced one additional goal for the committee, making a comprehensive list of ten goals in the final draft. Using these ten goals, the committee developed the Mission Statement, which was presented to the Steering Committee in January and was accepted. In the fall of 1991, the chair met with representatives of the East Campus, for their input. Based en their findings, two goals were modified and the final Mission Statement completed. West Campus sue Perry, Chair Sylvia Allen Marilyn Carter Cynthia Hampton Mala Rogers MISSIOO SI'ATEMENT With a carmitrnent to provide experience, opportunities and challenges where irrlividuality is acknowledged and maximum potential can be realized, North Little Rock High School values people, ideas, and learninJ. * * * * -* Goals The curriculmn must be designed to educate all youth so that they may becane productive and responsible citizens of our country and world. The cu..rriculum should provide multicultural experiences which enable students to learn to respect irrlividuals, their cultural differences, and the interdependence of people through a study of histo.cy, gt\n!()(Jraphy, and varied cultures of the nation and the world. The curriculum must provide instnlction which enables students to learn basic skills in matherratics and reading, as well as to achieve canpetence in oral and written ccmnunication. The curricuhnn must provide an enviroment in which students learn to think critically in order to make infonred decisions so that they may attain self-respect ru1d self-discipline. The curriculum must be designed to raise the cultural level of the a:mrn.uut.y by developing within the student an appreciation of art, literature, il!ld music. * The curriculum must be designed to nurture adaptability in students so that they may achieve their full IX)tential and nay realize that many of the jcbs in which they will work have not yet been created. * 'lhe curriculum must be designed to meet the special needs and abilities of our students on all levels. * The curriculum should offer o:wortuni ties for students to learn market-ready skills through a variety of work-related programs. * The curriculun must offer students a varied program of school-related activities focusing on the developrent of lE:adership skills, service to the school and camnmity, involverrE11t, and cooperation. * The curriculum must bE: designed to develop the whole person intellectually, physically, arotionally, and socially. 16 TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT/TIME ON TASK Beginning in March 1991, this committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee merr~ers isolated three areas directly impacting student achievement: increasing time on task, improving student success un standardized tests and in the classroom, and increasing and maintaining enrollment in advanced classes. The committee felt particular attention must be paid to the achievement of minority students in each of these areas. A subcommittee was assigned to each outcome. Each subcommittee conducted additional research into its outcome before considering specific actions to address the outcome. A survey of enrollments in advanced courses (advanced, college bound, GT, AP) revealed a lower percentage of minority students in these courses. Teachers in all subject areas expressed concerns regarding students dropping to a \"lower level\" course or initially selecting a \"lower level\" course rather than meeting the challenges of the advanced courses. The data for absentee/tardies revealed a rate higher than desirable for all students. Teachers also expressed concerns over the amount of class time missed due to interruptions and absences. A review of MAT-6 scores showed a significant discrepancy between scores for white students and those of minority students. This same discrepancy could also be noted in the current GPA data. Once the data was reviewed, each subcommittee considered specific actions to address the desired outcomes. The preliminary improvement plans were presented for consideration to the whole committee. Suggestions were offered and incorporated by the subcommittees. Final inprovement plans were submitted to the Steering Committee in April 1991. 17 00  IMPi PLAN Target:IDNI'IORING AND1 \\SSl'SSMENOTF S'!UDENI' ACHIEVEMENI'/'l'IOMNE T ASK  OUtcare:'ro increase enrollment in acadanically challenging cwrses and maintain that enrollment throughout the school year with partic.'Ular attention given to increasing minority student participation. ACTICNS RFSPCNSIBILITY TIMELINE RFSCOOCES STAFFD EVEWPMENr EVAWATIClD-1A TA 1. Develop ways to GUJ.dance Inplarent Student Explanation and List of potential identify students for counselors, 1991-92 achieverrent interpretation of students. acadanically Teachers Re-check data, Student test scores challenging cwrses Principal each year records, Of:portunities for based on test scores, teachers teachers guidance to past performance, conference teacher reccmnendation, etc. ' 2. R!:!fine and e.'ql\u0026lt;Uld Principal, Initiate Brochures, Opportunities for CaTiparisoo of current procedures for Guidi:ince Spring 1992 Curriculum teachers and guidance to enrollnent to that of providing Counselors, Expand in Booklets, discuss ccurse content previous years. infonnation to students Dept. Chairman, 1992-93 Choices Program and teacher and parents conoenring Teachers Newsletters expectations. the challenges, Camri.ttee St:ooent Leaders oi:portunities, and Coordinator Cwrse Cootent expectations in these Guides courses. 3. Establish a procedure Priocipal, Preliminary Canputer lists O:mnittee of parents, Caiparison of to make it nore Guidance, plans, of enrollment Camselors, Teachers dropout/transfer difficult for students Teachers 5Pring 1992 and other interested rate in current year. to change to less Expand in faculty to hear requests Monitor grade reports challenging ccurses. 1992-93 for schedule changes. to detennine success Revise as rate. needed 4. Establish procedures Principal, Preliminary Professional Infonn parents, teachers, Students grades and for intervention with Dept. Cllairman, plans, Fall publication, and students of programs dropout/transfer students having Teachf:rs 1992 District available. Carmittee rates carpared to difficulty in these FUll .i.rrple- curriculum of teachers to those of previoos courses before dropout/ mentation specialist reccmnend programs. years. transfer occurs. SPring 1993-94 TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. 2. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hac been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating (7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Parents generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from parents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes were selected on the basis of the data listed above, a subcommittee was appointed to develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24  IMPi PLI\\N Target:MCM:TORINGA NDA SSESSMENOT F S'IUDENr ACHIEVll1EN.l'/TIMOE N TASK  Outcare:To increase enrollrrent in aCTldanically challenging ccurses and maintain that enrollmmt throughout the school year with particular attention given to increasing minority student participation. ACTIOOS IID3PCNSIBILITY TIMELINE RESOURCES STAFF' DEVEWPMENI' EVALUATIOmO TA 5. Implement incentive Departnental Inplement NLR TV, Departnental Staff Number and list of. programs within ccurses Staff Fall 1991 School dete:anines workable incentives uses. so students can Recheck Newspaper, ideas and activities Number of students achieve success and be each year Bulletin receiving recognized for their Boards, reoognitico. efforts: i.e. Exhibits, Crnpetitions, Local Publication of work, Businesses etc. N 0  IMP~ PLAN Target:l'Oll'IORING AND l\\SSESSMENl' OF S'IUDENT ACIIIEVEMEN'l'/TIME 00 TASK Outcane:'l'o inprove student success on i\ntandardizE..'CIte sts and in the classroan. l\\CTIONS RESPrnSIBILITY TIMELINE RESOURCES STAFF DEVEIOFMENI' 1. Inplement programs Principal, Trial run Test Prep. Meeting of cannittees designed to prarote Guidance 1991-92 Manuals, and staff to encourage suocess on Counselors, Fully Professicoal cross-curricular starrlarclized tests. Teachers implemented Journals involvement. Staff a. Establish before/ 1992-93 meeting to review skills after school to be taught. tutoring sessions in test-taking skills b. Provide canpute.r Principal, Add to and District Explanation of what in software for the Media Specialist update Mooia available. canputer lab to holdings Services, prepare students each year Canputer for a variety of Vendors tests. c. Encourage teachers Principal, !nplement Professional Departmental inservice to~ a variety of Dept. Chainnan, 1992-93 Publications, on relevant testing testing styles. Director of and recheck District styles Secondary each year CUrriculum Education Specialists 2. Inplenent progr= designed to encourage a higher success rate in the classroan. a. Develop before and Principal, Trial run Guidance Meetings of ccmnittees after school Dept. Chairman, Spring 1992 counselors, and st.aff to encourage tutoring sessioos Teachers Fully Professional cross-curricular for study skills implemented Publications involvement. and content in 1992-93 required subjects.  EVAlllATIOND ATA Report on student scores as reported by testing services. Report on student scores as reported by testing services. Student Survey. Report on student scores as reported by testing services. Corputer generated smrnary of grades at end of each sanester.  IMProvllrr PIJ\\N  Target:M:JNITORING AND ASSESSMENr OF Sl'UDENT AOJIEVEMi,NT/TIME ON TASK OutOC111e:J'o .inprove student success on standardized tests and in the classrOCill. ACTIONS RESFONSIBILITY TIMELINE RESOURCES STAFF DEVEIOPMENT EVALUATIODNA TA . b. InpJ.ement special Pr1.rx:1.pal, Inplement Renaissance Inservice on CanpJter generated. recognition and Renaissance 1991-92 Program, Renaissance Program. sumnary of grades. incentive programs Team Refine each Ccmmmity for academic year adrlevarent c. Continue and expand Principal, Implemented Existing labs. Explai,atioo to teachers Canp.iter generated the rea.ding labs. Reading 1990-91, and staff of the program s1.lllll,aryo f grades. Specialists Revise and and its possibilities expand each year N 3. Iroplanent a plan to increase parental 5UHX\u0026gt;rt for academic achievement. a. Establish an Principal, Initial Renaissance Inservice on the Student achievement academic booster Renaissance Plans, 1991 Program, programs ftan the data, Student/ club. Team Pully Camunity Renaissance program. teacher surveys implemented 1991-92 b. Refine the present Principal, Examine Interim report Meetings to explain Parent survey at the program to keep Guidance existing Parent conf. precess and get input end of the year. parents informed counselors, program and Days fran teachers in regard to Camunication revise as Newsletters academic progress Coordinator necessary and results of standardized tests. N N  IMPi PLAN Taiget :IDNITORINGA NDA SSES9-IUJTO F SWDENTA OUEVEMINJ.'/TJMONE TASK Outcane:To increase student time on task. ACTIONS RESPONSIBILITY TIMELINE P.ESOURCES 1. Establish a procedure to minimize outside interruptions to the classroan. a. Establish a Principal, Inplem:mt NLR 'IV regularly scheduled teachers, office Septauber Pager for tinE, procedure, st\n,.ff, guidance 1992, Refine custodians and length of counselors in May of announcements. each year b. Inplerent an Principal, Inplement Club sponsors, assanbly schedule Activities 1991-92 School which provides an Director, Cami. Refine in calendar equitable of teachers May of each distribution of tinE .for classes and minimizes the loss of class tinE. c. Establish an Administrators, Inplarent Teachers, effective policy D-Hall teacher 1991-92 D-Hall for dealing with Re-evaluate teacher tardies to minimize each the disruptions to sarester class tinE. d. Develcp a policy for Principal, Inpleuent Administrators administrators, Assistant 1991-92 Counselors office personnel, Principals, Refine Teachers and guidance to Guidance each year limit classrocm Counselors, interruptions (i.e. Office sending rressages, Personnel pulling students ait for conferences)  SI'l\\FF DEVELOFMENI' EVAUJATIODNA TA Explanaticn in preschool Teacher survey at faculty meeting. the end of the year. Written e)!j)lanation and fonns in faculty handbook. Explanation in preschool Teacher survey at faculty ~ting. the end of the year. Written explanation in faculty handbook. Explanation in preschool Survey of teachPrs faculty ~ting and and administrators procedures stated in at the end of the faculty handbook. semester. Explanation in preschool Survey of teachers facul t'\u0026lt;J r.eeting and and staff at the details in faculty end of each serrester han:.ll:xx:\u0026gt;k 'w\"  IMProvlL PLI\\N Target:l-0,JI'IORING ANil ASSESSMENr OF STUDENI' ACIJIEVEMENI'/TIME 00 'J'A.\u0026lt;\nK OUtcaoo:To increase student time on task. J\\CTIONS RESPCNSIBILITY TIMELINE RESOUR:ES 2. Inplement a plan to reduce absences fran the classroan. a. Establish a District InplE:rrent Club spcnsors, maxim.Jm number of Adrn:ini.strators, February Teachers, school business Schcol Board 1992 Parents, absences per Re-evaluate Students serester (clas~ each year related and extra- L\"'l.trricular) b. Establish a Principal, Inplanent Renaissance program to Teachers 1991-92 Program, encarrage and Crnmunity recognize good attendance. c. Establish a system Caiputer Service\nTrial run Existing for catputer- Director, Fall 1991 ccnputer assisted attendance Principal Implerent hardware, check each class 1992 Trai.ntd period. Personnel 3. Continue programs to Assistant Fall 1993 Trained encarrage tirre on Superintendent Personnel, task within the for Instruction, EY.isting classroan. Director of procedures for Secondary i.nservice Education, Principal  STAFF DEVELOPMENI' EVAIUATICN DATA Explanation in preschcol Teacher/ student faculty ireeting and survey at the end handbook. Explanation of tht year. to studk,nts at beginning of year and include in student handbook. Inservice session on C01p1ter generated Renaissance Program attendance report each grading period. Explanation in faculty C01p1ter generated ireeting. attendance report each grading period and teacher sw:vey. PET and Classroom Observation and Managerent for those evaluation by who have not attended administrators TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. ?.. To increase the level of satisfaction teachers feel about their jobs and their work envircnment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hud been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating {7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Par~nts generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from pa.rents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes wert selected on the basis of the data listed above, a subcommittee was appointed tu develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24 N Ln  IMPi. PLI\\N Target: School Clilrate OUtCCIIE:To increase student perception of the school as a safe enviranrrent. 1\\CTIONf\nRE.5PrnSlBILITY TIMELINE RESOUOCES 1. Encourage the use of Administraticn AUgust NLRID police patroi.s thra.1gh 1991 carrpus before a.ud after school 2. Establish and A ccmnitt.e.-e of Septanber ProfesE\nional illplanent a roothc-d by administrators, 1991 camo.mity which tr=bled or counselors, and cw.nseling dangerous students teachers services, coold be referred for NLRSD camseling and perhaps counselors, alternative schooling local alternative school 3. Expand the use of peer Peer counseling 3rd 9 weeks Faculty and c=nseliug to enable faculty advisor 1992 student students to discuss human relations vohmteers for fears about safety camri.ttee pe.-e.r ccunseling services 4. Establish a nethod by 1\\dmi.n:i.stration Spring 1992 Human which a student may Relations identify duty Camri.ttee personnel 5. Utilize portable 1\\dmin:i.stration Spring 1992 Faculty camunication devices for duty pers01mel  STAFF DhVELill!'!ENI' EVALUATION DA'l'A Explain procedures to Sturent survey at staff in preschcol end of schcol year IllEtting Explain procedures to Study of referral staff in preschool data over a five meetings year pericd Current faculty advisor Records kept by peer to meet with and to coonselirg train volunteers Explanation of Perusal of data by identification procec,.ure admin:i.strati ve r\ntaff Dplanation involving Perusal of data by the use of camunicati.on adminir\ntrative staff devices  IMPi PIJ\\N  Target:Sch=l Climate OUtcare:To increase the level of satisfaction teachers feel about their jabs and their work envirorarent. ACTIONS P.ESPONSIBILITY TIMELINE REOOURCT.S STAFFD EVEWFMENI' EVAIUATICDNA TA 1. InplenEnt reward Teacher 5-year plan Businesses, Inionn staff of Feedback fran system for years of recognition beginning Civic criwria honorees service ccmnittt, Spring 1992 organizations, patrons 2. Provide faculty PISA and Student 1992-93 Businezses Inform staff of F'Eeedback fran luncheons once a organizations academic and patrons criteria faculty and hosts nonth school year Septanber May 3. Establish system of Teacher 1992-93 Supervioors, Inform staff of Feedback fran acknowledgeirent for recognition Spring and Principals, criteria faculty outstanding teaching ccmnittee Fall Departnent practices in the Semester Chairs, classro:m Students and peers 4. Obtain discounts from Renaissance August 1, Renaissance Infonn staff businesses Director 1991 Director  IMProvill.r PLAN  'l'arget:.School Clinate Outcx:rre:To increase student perception of school niles, policies, ana aisciplinary actions as fair and e::aj.table. 1\\CTIONS RFSK.lNSIBILI'IY TIMELINE RF.SOORCES STAFF DEVEIJJPMl:NI' EVALUATIODNA TA 1. Include a unitollll A comm.ttee of By August 1, Present and Present new Evaluation oy survey system of rules and administrators, 1992 past handbooks to faculty ar.d staff at the end of the punishnents to be teachers, parents fran and point out changes school year followed consistently ar..d students surrounding in the Student districts Hrux'lbook, with established ai:peals process ' 2. Conduct a survey to The Student By March 30, Survey Results Circulate results of Use data fran survey know exactly where Council 1992 the survey to fonrulate possible students ~ceive new proaa.-dures \"unfairness\" to exist 3. Form hmian relatims Students, August l, Students, Inform staff On-going team teachers and 1991 teachers, and a. To coordinate administrators administrators activities that praoote unity and involvarent frar, all s~ts of the student popllation b. To act as a ccmnuni-cation tool between the student body and the faculty and administration c. 'l'O serve as a sounding board for student problems d. To serve as a liaison be~n school and ccmnunity TARGET NARRATIVE PARENT-COMMUNITYIN VOLVEMENT Beginning in March of 1991, the members of the Parent-Community Involvement Committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee members defined three areas that directly impact parent-comnmnity involvement and selected the following desired outcomes to facilitate the improvement: 1. To increase the involvement of the business community in the school programs, 2. To increase the involvement of parents in the school programs, and 3. To improve involvement of the non-business community in school programs. Using the surveys which were administered to students, parents, and teachers as a basis, the committee came to the conclusion that there were discrepancies in the attitudes of the students, their parents, and their teachers regarding the involvement of parents in school programs. In response to the question of parent conferences, 63% of the students said parents rarely or never attended\nhowever, parent responses showed 92% did have an opportunity to discuss student progress through some form of teacher conference. The committee members felt that increased involvement on the part o~ both the business and non-business community should be a target area since more than 60% of students surveyed stated that guest speakers were rarely invited to classes. A subcommittee was then assigned to each outcome. Each subcor.unittee conducted additional research into its outcome before considering specific actions to address the outcome. The subcommittees met over several weeks developing their plans. The plans were submitted to the chairman and the vice chairman of the target committee for approval. Some were returned for refinement and the elimination of duplications. The final versions of these plans are attached. 28 N '  :\n:MPi. PLI\\N Target:PARENI'-\u0026lt;Il'IMUNITIYN VOLVEMENT OJtcane:To Increase Involvarent of Parents in the School Programs ACTIONS RE.5PCtlSIBILITY TIMELINE IlESOOlO:S 1. Farm Academic Booster Administration Inplerent Renaissance Club sponsors Spring '91 Program 2. Increase direc,t Administration Fall 1992 Media Involvarent of parents Coonselors Continuing Newsletter with students' procJrarn Teachers Staff Ccmnuni ty Camrunications Orc,dlllZatiumi Coordinator A. Teacher camrunication with parents 1. 11 G::od News\" card 2. Telephone B. Parent Conferences/ Open House 1. weal Media/ NLRIV 2. School newsletter  STAFFD EVELOENT EVALUATIODNA TA Presentation of Participation of Acadanic Booster Club actively involved parents Distribution of carparison of information to staff participation with through school calendar previous years w 0  lMPi PIJ\\l'i Target :PARENT-a:JMMUNITilYlV OLVEMEl'lT Outc::aoo:To increase the Involvarent of the Business Camll.lility in the School Programs ACl'IONS RESPOOSIBILITY TJMELINE RESOUICES S'ffiFF DEVElOFMENJ' 1. Detenru.ne and Renaissance Inplaient Students Presentation of camrunicate the needs Carrnittee October Staff P,erurissance Program to of the school to the Principal 1992 Business Staff business ccmrunity Ongoing Camunity A. Survey students, staff, and camruni ty B. Establish goals c. Present resultD to camrunity 2. Utilize the rr~terials/ Renaissance Inplerrent Staff Crnpilation of resa.ircp_s resources fran the Ccmnittee Novanber Business available and business carmmity 1991 Camunity presentation to the Revise each Stuaents st,1.ff year 'Ihereafter 3. Establish a procedure Principal Inplarent Staff Explanation of Academic for contirruing Renaissance Spring '91 Students Booster Club to Staff business camrunity Camu.ttee Expand Business involverrent, i.e. Chamber of Invol varent Carm.mity Academic Booster Club Ccmnerce '91-92 Parents Ilcfine each year thereafter  EVAWATICN DATA Analyze data Detennine the use of resa.irces by staff Trace the involvarent of business camuni ty over 5-:year period J'   IMPROVEMENT PI! Target: PMENI'--\u0026lt;Xt-MJNITYIN VOLVEMENI'  OUtcare:_'.I'o I11prove Involvement of the Non-Busilless camunity in School Programs ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVEWPMENT EVALUATICtil DATA 1. Establish school needs Sch:Jol Inplerrent Camtunity Pre-school conferezx::es Deternu.ne nllll\\bers for ackli tional Camunications Octc:ber 1991 Students Staff receives training and effectiveness involvenent of the coordinator Evaluate Parents in parent-camrunity of volunteers used non-business ccmnunity yearly School involvement strategies during year and ways to involve Personnel camunity 2. Establish a p:iol of A ccranittee of Inplarent Parents, Teachers advised of Staff and volunteers volunteers (rrumbers to volunteers, February Grandparents services av-dilable and will evaluate be detennined parents, school 1992 .Retired procedure for obtaining effectiveness of according to requests personnel, and individuals and services during faculty program on an w for service) students other rreeting individual basis interested persons 3. Develop_ an awareness Coordinator of Inplerrent Media Special rulletins to Survey staff and of services available Volunteers Septanber District staff i.e. calendar volunteers and Principal 1992 newsletters students School newsletters School television .. TARGET NARRAT:VE HIGH EXPECTATIONS Collection-of information used in this study began two years ago in preparation for the total restructuring of the two existing North Little Rock High schools. Work continued through the fall of 1990. This committee first met in March, 1991, to review collected materials, including achievement, archival and perceptual data. The project was completed in May, 1991. Many positive factors were noted in data gathered through surveys of teachers, students and parents. Some areas of conce=n, derived from the collected data, led this committee to identify high student expectations as an area that needed enha1,cement. The following factors were noted: Increased performance-based assessment and other alternative assessments should be expanded to stay abreast of national trends. Enhanced learning could occur with the use of more classroom activities requiring thinking skills, problem solving, and cooperative learning. Student enrollment in higher level and science, could be increased by enroll and to remain in the class. would be valuable in this area. courses, especially math encouraging students to Mere parent involvement Recruitment of minorities for high level classes would improve the racial composition of classes and help reduce discrepancies between black-white test scores. Improving attendance rates of students in lower-level classes would improve the success rates of these students. The committee chose three outcomes designed to alleviate concerns and to enhance student expectations on the part of teachers, parents and students. They are as follows: To expand the Ube of classroom str~tegies designed to encourage interactions that promote critical thinking skills and problem solving abilities. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation . 32 w w .. '  IMPID PLAN  'rarget: High Expectations OUtcare: To expand the use of classrcx:m strategies designed to encoo.rage intP.ractions that prCJ10te critical thinking skills and problan solving abilities. ACTICNS RESPCNSIBILITY TlMELINE RESOURCES STAFF DE.VEWPMENI' r:vALU1\\TICND ATA 1. Provide observation Central office By May 1, School distn.ct Select master teachers Em-of-year days for teachers to and b.Jildirq 1993 and business with daronstrated departmental reports ooserve master teachers administration and university ability in teaching to include a sumary (in and out of alliances problan solving arid of what observaticns district) =itj cal thinking were ccooucted and what changes were inplarcnted in classroans as a result of the observations 2. EDphasize tests Classroan By September State Schedule inservice Gurvey at end of requiring problan- teachers 1, 1992 DE:part:rrent of sessions on alternate 92-93 to ccnpare solving and decision- Education\nforn,s of testing types of tests being making skills\ndistrict used encau-age performance iI1Structional based assessment services 3. Encourage teacher Director of By May 1, Content area Give inservice sessions Carpare teacher rnanbership in state Personnel, 1992 orgruuzations for participation in participation in and naticnal content Director of and acadanic content area 1993 with that in area organizations Secoooary alliances organizations, workshops 1992 Education, and conventions Assistant Superintendent of Instruction 4. Hold inservice Acadanic August 1992 Specialists Inservice workshcps Inflf'rvice evaluation workshops enphasizing depar1:ntnts Ongoing forms proolair-sol ving, central office Classroan observatim cooperative learning, thinking skills and alteniative assessrrent  IMPID PLAN  Target: High Expectations Outoane: To prarote the use of instructional techniques and policies that convey high teacher expectations for all students ACTIONS RESPCNSIBILITY TlliELINE RESOURCES STAFF' DEVEWPMENT EVALUATICDNA TA 1. Do away wJt.h 50% floor Central offJ.ce 1991-92 Central office Staff meeting on grades and school board 2. Encwrage training Ce:ntral office Over next Central office Training sessions Observations programs such as PET, 5 years TESA, cooperative learning, thinking skills, etc., that will err:ourage teachers to expi:ess consistently high expectations for all students 3. Administrator-parent- Glidance, Septaiber Retention data of teacher-guidance teacher, parents, 1992 students in upper-conference prior to administration, level classes and cut~ff date for students docurrentation of drq:ping upper-level conferences clas5es 4. Establish an academic Renaissance team October School Staff rrero newsletter 1991 personnel 5. Offer suggestions for Academic February Master teachers Staff Developrent days Inservice evaluation inservice programs on departments 1992 forms high expectations for students and teachers within each content area 6. Decrease enrolllrent in Guidance August 1992 Central office Camtunicaticn of action Statistical l=-level classes Administration Principal to staff, along with evaluation of so nore individual Departrrent Chairs Glidance expectations academic performance attention is possible Deparbrent of these students Chairs .. ' t'  IMProJ!llI' PLAN  Target: High Expectations Outcane: To inplenent programs that will aid \"at-risk\" students in mastering requirerrents for graduation w V, 1. 2. 3. 4. .ACTIONS Conduct a survey of students/teachers on reasons for poor attendance, dropping out or making failing grades on the pru:t of students. Prarote student participation in the follc:Ming programs as necessary --oaipensatory education -alternative school p~nt -reaclin9' program (PALS, Ll'Jl)\n.iorkstudy programs -suwart groups -incentive programs -parenting skills for students Inplement attendance alert teams Provide incentive programs within classes and/or departnents so students can be recognized for their efforts RESIOISIDILITY English classes and staff surveys CCllllSelors, special services Attendance administrator, OC11p,1ter services director Academic department Renaissance Team Department chairpersons TIMELINE RESOl.JK:ES STAFF DE.VEWPMENI' EVALUATIODNA TA 1991-92 Staff and Staff meeting SUrvey results and. students identification of tq\u0026gt; ten conoerns May 1992 Special Review conoerns for services changes September Attendance Staff meeting CCJl{'Uter generated 1993 administrator attendance report for and OC11pUter each grading period services Fall, 1991 Renaissarce Faculty rrcetings Statistics analysis program on attendance, :ill,proved grades, graduation rates  ANNUAL SCUOOL IMPROVEMENT PLAN (Please insert after this page) Nit  .!' r \"' REPORT to the NORTH LITTLE ROCK BOARD OF EDUCATION From the COORDINATING COMMITTEE ON DISCIPLINE MAY 1995 \\. ~ Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Overview The Coordinating Committee on Discipline was appointed during Spring of 1994 through the Office of the Superintendent to develop recommendations relating to the broad area of discipline in the North Little Rock schools (see Committee list in Appendix A). The Coordinating Committee met from August, 1994, through May, 1995. In weekly meetings, it defined discipline, identified the areas of concern, and selected the categories for Focus Groups. More than two hundred and fifty people were involved in the Committee and Focus Group activities, contributing more than 1200 work hours of time to the project. Dr. Allan Ward of the UALR Department of Speech Communication served as Project Facilitator. The Coordinating Committee organized sixteen Focus Groups. Each Focus Group included a category of participants in the school system, including parents, teachers, students, administrators of the elementary, middle, and high schools, bus drivers, law enforcement/related personnel, alternative elementary school teachers, and alternative secondary school teachers. The Focus Groups identified needs and recommended solutions. Facilitators for the Focus Groups were Dr. Linda Pledger and Ms. Christy Standerfer of the UALR Department of Speech Communication. The Coordinating Committee reviewed the recommendations of the Focus Groups and, through a series of discussions and written drafts, prepared this final report to be presented to the Board of Education. Committee Definition of Discipline For the purposes of making recommendations to the Board of Education, this Committee uses the following definition: Discipline is the process of learning and following clearly defined guidelines for productive behavior and of identifying penalties for violations of that behavior. This process includes the acceptance of responsibility for choices and consequences, thereby demonstrating selfcontrol and respect for self and others. 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Philosophy of Discipline The Committee feels it is important that all of the detailed work of writing and implementing discipline policies should be carried out in a spirit that views discipline differently from punishment. The Committee views discipline as a positive part of the process of learning, where we emphasize consequences for behavior. In this way, the process of disciplining can become a \"teaching moment,\" demonstrating how, in the future, alternative behaviors can produce more beneficial results. The positive benefits of discipline have an impact on individuals who are learning new behavioral choices and also on the learning environment which is freed from disruption and can concentrate its collective efforts on the activities related to education. There are three aspects of work with discipline that relate closely and must be constantly considered: first, written guidelines on discipline should be as specific as feasible\nsecond, flexible and reasonable application of the guidelines would be made in individual circumstances\nand third, the more frequent and extensive the communication is among all parties related to matters of discipline, the more consistent should be the individualized application of the guidelines. This philosophy of emphasizing the positive aspects of discipline can be infused into the educational system by all of us in a variety of ways in individual circumstances. 3 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Recommendations Discipline Policies 1. Review the district-wide policy currently in force. 2. If necessary, rewrite the policy in simple, direct language. 3. Review the policy with groups of students, parents, faculty, bus drivers, and law enforcement and related personnel to be sure the policies are clear to them, and invite their suggestions in the wording of the policies. Make them all owners of the process and the result. Be specific on cause and effect relationships\nthat is, list and define a specific offense and explain as specifically as possible the range of consequences for the person who abuses this guideline. 4. When the policies are completed, have a major kick-off campaign, in which these policies are made accessible to everyone. Hold assemblies for students, discussions for parents, review sessions for faculty, etc. Be prepared to implement the policies consistently starting on a date soon after the kick-off activities. Content of Policies 1. Describe categories of offenses from mild disruptions to lifethreatening situations. Identify the nature of the specific kinds of acts that come under each category. 2. Specify the personnel responsible for handling each level of offense. 3. Be very specific about the range of consequences for each category of offense. Be prepared to enforce these consequences consistently. 4 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Implementation of Policies 1. After the policies are revised, hold discipline training sessions for all district personnel. Encourage them to act promptly and consistently in all situations. Let them know that the goal is for all personnel to implement the policies with equal justice in all school environments. Emphasize positive aspects of maintaining a safe and orderly environment for learning. 2. Implement a plan for addressing infractions specifically and quickly. 3. Ensure that timely feedback occurs among all parties involved. Student Support 1. Develop training plans for peer facilitation: a. Increase time of peer panel sessions. b. Develop \"Buddy\" system for long-term relationships. c. Bring together students with similar concerns. 2. Offer both guidance and personal counseling services for students, adding personnel as funds become available. 3. Identify at-risk students as early as possible and provide assistance. Student Safety 1. Increase hall supervision. 2. Increase the use of metal detectors and video cameras on school property. 3. Expand number of resource officers. 4. Provide teacher training on gang-related issues. 5. Monitor the process of admitting students from other districts. 5 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Follow the procedures for disciplinary referrals and evaluate them for efficiency. 7. Assure quick access and response time for all teachers in obtaining assistance. 8. Make intercoms accessible in all staff work areas. 9. Work with the NLR Police Department to do an analysis of each school building, in order to be aware of any security measures that should be implemented. 1 O. Consider adding aids or increased video monitoring on bus routes with documented behavior problems. Student Self-respect 1. Share information about successful incentive programs across the district. 2. Review incentive programs to determine effectiveness in promoting good student behavior. 3. To improve the image and perceptions about schools, disseminate regularly information about the positive things students are doing. 4. Establish a procedure for on-going discussions so students can voice their opinions and make suggestions. 5. Promote more student interaction with educators and people in the community. Law Enforcement and Related Personnel Recommendations 1. Develop a method of networking among students, parents, school officials, probation officers, juvenile justices, law enforcement officers, resource officers, OHS, and any other pertinent agencies. 2. Notify schools and teachers of the students under court jurisdiction. 6 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Lobby for legislation that would have an impact on discipline, such as acts that would expand and improve the juvenile justice system, and that would add a OHS office in NLR and a probation office in NLR. 4. Provide more full-time resource officers in schools as needed. 5. Provide all school personnel with training in conflict management. 6. Incorporate into the curriculum in all grades the teaching of personal responsibility. 7. Explore ways to make parents feel welcome in schools. 8. Monitor the method of documenting and reporting discipline incidents for clarity and consistency. 9. Enforce all attendance regulations. New Teachers Guidance 1. Develop a mentoring, buddy system. 2. Create orientation on procedures and discipline. 3. Do not overload schedules of new teachers\nconsider release time for observing mentor's teaching skills\nand have new teachers observed in classroom and assisted if necessary. 4. Encourage administrators to hire as early as possible in order to have the schedule completed as soon as possible so teachers can be prepared. Coordination of Policies Between High School Campuses 1. Schedule periodic dual-campus faculty meetings to insure increased communication between staffs. 2. Review all dual-campus faculty meetings to ensure increased communication between staffs. 7 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Identify as early as possible students at risk of not completing high school and provide assistance. Accou ntab i I ity 1. Offer viable alternatives for students (such as vocational training and apprenticeships). 2. Develop clearly written procedures and referral processes, including a range of acceptable options for discipline. These options will provide parents and students and educators with alternatives from which to choose, such as parenting skills training to be attended by both parents and students. These options will also enable the educator to exercise creativity in dealing with individual circumstances in unique and innovative ways. 3. Design and implement staff development programs for conflict management adapted to meet the needs of each building. 4. Develop a plan for recruiting positive role models for minority males. 5. Develop a pre-K through 12 program to teach students conflict-management skills and to build positive self concepts. Reality of Gangs 1. Provide periodic training for all administrators, teachers, support personnel, parents and community in the sociology and basics of gang-related matters 2. As soon as possible, appoint a Task Force to research, plan, implement, and evaluate a program of positive options to replace gang-related activities. The Task Force should include representatives from home, school, and community. 8 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Positive Feedback 1. Carefully record and quickly publicize accomplishments in the area of discipline, including policy and responses to wellknown incidents. 2. The NLR newspaper should be contacted by the district's Information Coordinator for continuous positive coverage of progress made. 3. The Information Coordinator should consider the feasibility of producing an employees' newsletter and of devoting a section of current publications of the school system to provide continuous positive feedback. 4. At school assemblies, PTA meetings, faculty meetings, administrative sessions, etc., a place on the agenda should always be available for an update of the positive things being implemented. 5. In conjunction with the NLR newspaper and the schools, consider developing a periodic column and/or an insert such as Positive Results, written by rotating high school student interns, accountable to the journalism teacher and the newspaper. Listening To and Empowering Students 1. Schedule small group meetings on a regular basis so all students will have the opportunity to express themselves. At the students' request, bring in others, such as law enforcement officers, counselors, administrators, bus drivers, who can address various topics of concern to the students. Send reports from the student group meetings to the appropriate personnel. 2. Empower the students to use the procedures of working through the system, including the Principal, the Superintendent, and the Board. 9 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Alternative Schools, Elementary 1. Rename the Alternative school, omitting the word Alternative. 2. Provide clearly-defined entry and exit guidelines, including who is involved and who makes decisions at each step. 3. Provide more on-site counseling opportunities for students. 4. Provide written information from the school staff for parents of children in alternative schooling, including legal aspects and procedures for entering. 5. Continue to provide staff development and networking with other programs and agencies. 6. During the coming year, explore alternative schools in other states for options used in disciplining students. 7. In staff development, address legal issues concerning discipline, including procedures for Family in Need of Supervision (FINS)\nprocedural due-process\ntort law\nstate codes on behavior\nIDEA\nSection 504 of the Rehabilitation Act of 1973\nand provide yearly training in non-violent crisesprevention and intervention. Alternative Schools, Secondary 1. Provide clearly defined entry and exit guidelines, including who is involved and who makes decisions at each step. 2. Provide thorough orientation program for all new students. 3. Provide social skills curriculum supervised by trained professionals to help the students' interpersonal behavior. 4. Maintain low student-teacher ratio with paraprofessionals to aid teaching teams. 5. Include in-service training for working with behaviordisordered youth. 1 0 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Continue to work with juvenile intervention programs, including Step One Early Intervention Program and the Youth Challenge Program at Camp Robinson. 7. Explore the feasibility of including a Student Assessment Class (SAC) for alternative students. 8. Consider daily use of metal detectors at Argenta and the Boys' and Girls' Club. 9. Provide teachers with training in physical crisis intervention. 10. Explore the possibility of uniforms for students, with possible corporate sponsorship to fund those in need. 11. Expand programs for students with alcohol and drug problems and for children of alcoholics. 12. Include parental responsibilities as part of the intake process, e.g. regular school visits and enrollment in parenting classes. 13. Continue to encourage progress toward site-based management and decision-making. 14. Implement in-house G.E.D. option. 15. Ensure that teachers have sufficient and current materials. 16. Consider incentive stipends for teachers in alternative schools. 17 Provide more on-site counseling opportunities for students. On-going Future Efforts The Committee suggests that the superintendent create an ongoing committee with rotating membership to review discipline concerns and make recommendations for change. 1 1 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Facilitator's Recommendations for Using Team Focus These suggestions are made as a way to efficiently implement the next steps of the NLR work on discipline. Team Focus is an interactive computer-based program originally operated by IBM. This equipment is now at UALR and just becoming available for use. Participants meet around a U-shaped table as they might in a regular conference setting with a recessed computer station in front of each of them. A facilitator assists in the user-friendly computer generation of ideas, editing, and prioritizing, with intermittent discussion among participants. Because all participants have simultaneous input into the computergenerated group results, the Team Focus process makes maximum use of participants' time, accomplishing in a short session what might take long multiple meetings without the equipment. The Committee this year has conducted a broad needs assessment, has made many specific suggestions for implementation, and has identified areas that need further detailed work. For the next phase in the ongoing work with discipline, these recommendations are made: 1. To implement those recommendations that need no further study. 2. To let the appropriate administrative offices implement recommendations related to their respective areas. 3. Where more detailed steps to be taken are needed, to appoint several smaller committees, each with a very specific narrow area of focus. 4. To use the T earn Focus resources for each of these committees to create specific action steps and to prioritize them within a short time frame. 5. To utilize the services of UALR Team Focus facilitator Dr. Michael Hemphill, Chair of the Department of Speech Communication, to coordinate these committees' efforts using the new equipment next year. 1 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Appendix A Coordinating Committee on Discipline Members Bobby Acklin Harold Allen Rhonda Banks Bill Bowers Joyce Brewer Dana Chadwick Johnnie Collier Kathy Cook Esther Crawford Rose Dirden Christine Hickman Charles Hunter Fran Jackson Robert Johnson Louene Lipsmeyer Mable Mitchell Nancy Moore Lou Scott Sherry Smith Helen Stegal Winston Turner Bill Whitten Gayle Wing Assistant Superintendent-Desegregation Principal-Glenview Elementary Parent/East Campus PTA President Administrative Asst-Lakewood Middle School Parent Director of Secondary Education Teacher-NLRHS-West Campus Principal-Rose City Middle School Director of Elementary Education Teacher-Belwood Elementary Parent/HIPPY Program Parent/Biracial Committee Director of Student Affairs Parent/Biracial Committee CTA President/Teacher-Central Elementary Board of Education School District Psychologist D.A.R.E. Officer CTA/Teacher-Ridgeroad Middle School Parent Teacher-Lakewood Middle School Counselor-Boone Park Elementary Parent/PTA Council 1 3 PROHIBITED CONDUCT AUG 1 8 1995 Ofifc e of DesegregatioMno rntonng FBJ Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation, and various other influences that result from student misbehavior. Certain student actions are beyond the definition of acceptable student behavior and are therefore prohibited in school. Prohibited conduct includes, but is not limited to the following: 1. Disregard for directions of teachers or administrators. 2. Disregard for directions of bus driver, lunch aides, or other authorized school personnel. 3. Disruption and/or interference with the normal and orderly conduct of school and school sponsored activities. 4. Behavior that involves indecent and/or immoral acts. 5. Wagering or any form of gambling. 6. Physical abuse, assault, insult or threatened physical abuse to a school employee. 7. Physical abuse, assault, insult or threatened physical abuse to another student or any other individual. 8. Possession of knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous instrument. 9. Possession of alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy\nor using, under the influence, offering for sale, selling, or buying alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10. Destruction of or the attempt to destroy school property. 11. Stealing or the attempt to steal school property or the property belonging to another individual. 12. Cheating or copying the work of another student. Page 1 of 2 PROHIBITED CONDUCT FBJ 13. Failure to abide by attendance rules. 14. Excessive tardiness to class. (Secondary use only) 15. Use of profanity, vulgar language or obscene gestures. 16. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 17. Engaging in verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statement to other students, school personnel or other individuals. 18. Hazing includes subjecting students to indignity, humiliation, intimidation, social or other ostracism, shame or disgrace. 19. Gang Related Activities include belonging to or participating in secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities. Clothes, jewelry, hand signs, and other symbols of gangs and gang membership are not permitted. 20. Sexual harassment. The School District reserves the right to establish rules in addition to those listed above and to punish those who are guilty of their violation. Punishment may include detention study hall, suspension, expulsion or referral to the police. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 2 of 2 DISORDERLY ACTIVITIES FBM Disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Page 1 of 1 DISRUPTION OF SCHOOL FBQ No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption or obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonable certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction is reasonably certain to result from his/her urging. Any student who threatens a teacher or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher, will be scheduled by a building administrator as soon as possible following the incident. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 1 of 1 DRUGS AND ALCOHOL FBO The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances. Further, the North Little Rock School District supports a comprehensive program approach which includes, prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. The services of a certified drug/alcohol counselor are available at no cost to District students and parents. This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus}, or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To posses, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. Page 1 of 2 DRUGS AND ALCOHOL FBO 1. First violation: The student shall be suspended to the North Little Rock Boys and Girls Club for a minimum of ten (10) school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. 2. Second violation: The student shall be expelled for the remainder of the school year. B. Selling or buying on school property any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. ( 1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/ drug counseling may be grounds for expulsion. Page 2 of 2 EXPULSION FBT The Board of Education may expel a student for the remainder of the school year for conduct it deems to be of such gravity as to make short-term suspension or other disciplinary action inappropriate or where it finds that the student's continued attendance at school would be disruptive to the educational program or would pose unreasonable danger to other students or staff members. (Arkansas Statute 80-1516) The Superintendent of Schools, or his designee, shall give written notice to the parent or legal guardian that he has recommended to the Board of Education that the student be expelled for the remainder of the school year. The notice shall be sent by registered or certified mail to the address shown on District records. The notice shall contain a statement of the reason(s) for the recommendation and shall reflect the date, hour, and place where the Board will hear and act upon the recommendation. The hearing shall be conducted not less than three calendar days nor more than seven calendar days following the date of the notice, except that the Superintendent and the parent or legal guardian may agree to a date not conforming to this limitation. The President of the Board or other designated Board member shall preside at the hearing. The student shall be entitled to representation by legal counsel. The hearing shall be held in open session of the Board unless the parent requests that the hearing be conducted in a meeting that is closed to the public. During the hearing, the Superintendent or designee will present evidence, including the calling of witnesses, that gave rise to the recommendation of expulsion. The student, or representative, may then present evidence, including the statement of persons with knowledge of events or circumstances relevant to the charges made by the Superintendent. Formal cross-examination will not be permitted. Questions of clarification, however, may be raised by any member of the Board, the Superintendent, or designee, or the student or his/her representative. The presiding officer shall decide in case of question about the appropriateness or relevance of any question asked by any participant. Act 567 of 1995 requires expulsion from school for a period of not less that one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 SAFETY REGULATIONS BICYCLES/MOTORIZED VEHICLES FCF Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive automobiles. Licensed students in grades nine through twelve are permitted to drive automobiles to school. In order to have the privilege of driving any motorized vehicle, the student must complete a registration form provided by the school. All vehicle drivers must obey the following rules: 1. Observe all traffic regulations required of automobile drivers. 2. Ride single on bicycles and motorcycles. Safety helmets must be worn by riders of motorcycles. 3. Park in designated places and leave the area immediately. Students should not return to their vehicles during the day for any reason unless authorized to do so by school personnel. Bicycles, motorcycles, or automobiles may not be driven (or ridden) during the school day unless student has properly signed out in the office and is departing the campus 4. Prohibited substances, items, and weapons found in a vehicle parked on a school campus will subject the driver of the vehicle to all penalties described by policies. The school cannot be responsible for stolen or damage to property\ntherefore, students are encouraged to use locks. Page 1 of 1 STUDENT DRESS AND GROOMING FBD The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all time. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed. 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No caps, hats, or sunglasses will be worn in school building(s). These items are best left at home. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If in the judgement of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Page 1 of 1 SUSPENSION FROM SCHOOL FBS The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplinary reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: 1. Violates school policies, rules, or regulations. 2. If guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations will likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact involving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: 1. The student shall be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the opportunity to present his/her facts or opinions. 3. If the school official finds the student guilty of the misconduct, a suspension may be imposed. 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an Page 1 of 2 SUSPENSION FROM SCHOOL FBS incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined as, \"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. 6. The parent(s) or legal guardian(s) of a student shall have the right to appeal a building level decision as outlined in the student handbook section, \"Complaints, Problem Solving, and Appeal Procedures.\" Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. If a student is assigned to SAC three times in a given school year, any subsequent serious misbehavior will result in that student being suspended off-campus (Boys' Club, Alternative School or home) for a maximum of ten (10) days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students has been established for suspension of students who are identified as having severe discipline problems. While under suspension, students shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Absence from school due to off-campus suspension shall be treated as an unexcused absence. Page 2 of 2 WEAPONS AND DANGEROUS INSTRUMENTS FBP No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a knife, razor, ice pick, explosives, mace, pepper spray, tear gas, pistol, rifle, shotgun, pellet gun, or any other instrument or substance capable of causing bodily harm. Act 57 of 1994 prohibits any minor under the age of eighteen (18) from possessing a handgun and sets the criminal penalty for possessing a handgun on a school campus, on a school bus, or at a school bus stop. Violation of this state law is a Class D felony with no provision for a suspended or probated sentence. Students found in possession of a handgun will not be treated as a first offender. Act 567 of 1995 requires expulsion from school for a period of not less than one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 ABSENCES AND EXCUSES FADA The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instances parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal. 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students who have unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. A student who accumulates six (6) unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals will notify parents or guardians when students unexcused absences total three (3). Notification will be made by telephone (on the same day) or by mail (on the following day). Schools will notify the prosecuting attorney's office when students unexcused absences exceed six (6). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. Act 572 of 1995 amends Arkansas Code 6-18-222 related to school attendance. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. Because a student is required to be in attendance, days of suspension to the oncampus Student AssigQment Class (SAC) and/or the suspension class at the North Page 1 of 2 ABSENCES AND EXCUSES FADA Little Rock Boys and Girls Club are not counted as days of absence. A student who is exempted from compulsory school attendance (18 years of age or older) will not be permitted to enroll in school after the 6th day of the first semester or after the 6th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Arkansas Code 6-18-222 requires school districts to notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is authorized by state law to suspend motor vehicle operator's licenses of students under the age of eighteen ( 18) who are not enrolled in school. Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock Schools are in session. Secondary students who are found off school grounds without permission from the school will be transported to Argenta Alternative Education Center. Parents will be contacted for further action on the truancy. Page 2 of 2 ENTRANCE REQUIREMENTS FMB In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parents. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in the first grade of an Arkansas School District or a private school, but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 363 of 1993 amends Arkansas Code 6-18-208 as follows: (a) Prior to a child's admission to an Arkansas public school, a school district shall request the parent, guardian or the responsible person to furnish the child's social security number and shall inform the parent, guardian, or other Page 1 of 2 ENTRANCE REQUIREMENTS FAAB - responsible person that, in the alternative, they may request that the school district assign the child a nine (9) digit number designated by the Department of Education. (b) Prior to a child's admission to an Arkansas public school, the parent, guardian, or responsible person shall provide the school district with one ( 1) of the following documents indicating the child's age: ( 1) A birth certificate\n(2) A statement by the local registrar or a county recorder certifying the child's date of birth\n(3) An attested baptism certificate\n( 4) A passport\n(5) An affidavit of the date and place of birt\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_989","title":"Elementary School, Parent-Student Handbook","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["North Little Rock School District"],"dc_date":["1989/1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Elementary School, Parent-Student Handbook"],"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/989"],"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":["handbooks"],"dcterms_extent":["141 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1989-1990 ELEMENTARY SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS NORTH LITTLE ROCK SCHOOL DISTRICT Parent-Student Statement of Responsibility Student Name Date The statement below must be signed and returned to the homeroom teacher within one (1) week after the student receives the handbook. We have read the North Little Rock Parent-Student Handbook. We understand the District's discipline policies and realize that the student must adhere to these and to the other policies, rules and procedures contained in the Handbook. In the event that we are not entirely certain of some aspect of school policy, we will contact the principal for clarification. Student Signature Parent/Guardian Signature Date State law (80-1629.6-80-1629.8) requires documentation of student and parent receipt of student discipline policies. This document will become part of the student's file. (over) Emergency Procedure Information Date ____ Student's Name _______________ _ Date of Birth -----------------~----- Address ______________ Home Phone ____ _ In case of emergency, illness or accident to the student named above, the school is authorized to proceed as indicated. Number below in order of desired action. __ Contact parent at number listed above. __ Contact iather at Business Name Phone __ Contact mother at ___________________ _ Business Name Phone __ Contact other ____________________ _ Name Phone Physician's Name _______________ Phone ____ _ Hospital Preference ____________________ _ Signature of Parents or Guardians: Mother's Signature Father's Signature Student's Signature It is very important that this be returned to the school office as soon ~ possible. ELEMENTARY PARENT-STUDENT HANDBOOK NORTH LITILE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1989-1990 ADMINISTRATIVE OFFICES 2700 POPLAR STREET Dear Students and Parents, The North Little Rock School District is recognized as a quality educational institution. Sound academic programs, great variety of offerings, special programs to meet student needs and strong school spirit have led to educational excellence in our schools. Excellence has been maintained through the outstanding support and cooperation of the students and patrons of our school district. I thank you for that support and cooperation and look forward to a continued good working relationship. This handbook has been provided so that you will better understand the purposes, policies, and regulations of the North Little Rock School District. It is important that you familiarize yourself with the total contents and that the handbook be retained for reference from time to time. If you have questions regarding information included in the handbook or any other matter, please contact the principal's office. We welcome suggestions that will help make the North Little Rock Schools even better. I hope that this school year is a happy and productive one for you. Sincerely, ~~~ James Smith Superintendent of Schools bja P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501 /758-1760 ASSURANCE OF COMPLIANCE WITH CIVIL RIGHTS RESPONSIBILITIES The undersigned superintendent for the North Little Rock School District in Pulaski County, assures the Director, General Division, Arkdnsas Department of Education, that all Schools within the District are in complidnce with the following Civil Rights Regulations as stated: ********* Title VI, Section 601, of the Civil Rights Act of 1964 No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Title IX, Section 901, of the Education Amendment of 1972 No person in the United Stdtes shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Section 504 of the Rehabilitation Act of 1973 No otherwise qualified handicdpped individual in the United States ... shall, solely by reason of handicap, be excluded from the participation in, be denied the benefit of, or be subject to discrimination under any program or activity receiving Federal financial assistance. This is to certify that the District's Civil Rights Coordinator is: Name: Bobby Acklin Telephone: Address: 2700 Poplar Street (P. 0. Box 687) North Little Rock, AR 72115 758-1760 ~,l) Sj,gnature r{ kkd of Superintendent Date 1 COMPLAINTS AND PROBLEM SOLVING A good communication link between the school and the home is necessary if students are to receive the maximum benefits from the educational opportunities available to them in the schools of North Little Rock. Good communication results from open, frequent and objective dialogue among students, teachers, parents and school administrators. Most school problems are the result of poor communication among the parties involved. Proper communication, therefore, usually solves most, if not all, problems that are related to the school. In order to ensure that problems are discussed and solved as quickly and fairly as possible, the following procedure is to be employed in the North Little Rock School District. If a parent becomes concerned about a problem at the classroom level, the parent should make an appointment with the teacher and thoroughly discuss the matter. Most problems are solved at this level. Should the problem not be solved through discussions with the teacher, or if the problem is not related to classroom activities, the parent should contact the principal for further attempts to find a workable solution. If the parent is not satisfied with solutions offered at the building level, the matter may be appealed to the appropriate educational director or assistant superintendent at the District Administrative Office. The phone number is 758-1700. After other appeals have been exhausted, the parent may appeal to the Superintendent of Schools. The Superintendent may uphold, overturn or modify decisions made by other District administrators. An appeal of a decision by the Superintendent may be heard only by the School Board while an official meeting of the Board is being held. North Little Rock School District 1989-90 Calendar s M I w I E s s M I w I E s August January 1 2 3 4 5 H 2 3 4, 5 6 6 7 8 9 10 11 12 Au1, 18, 22, 23, 2 7 8 9 10 11.121 13 13 14 15 16 17 SD 19 staff development 14 W (16 17 18 19 20 20 W SD SO SD W 26 Au. 21, 25, teacher work day 21 22 23 24 25 26 27 27 (28 29 30 31 Au, 28, first school day 28 29 30 31 September Sept. , Labor Day February 1 2 1 2 3 3 H 5 6 7 8 9 Oct. 12-13, IIEA Met tings 4 5 6 7 8 9 10 10 11 12 13 14 15 16 11 12 13 14 15 16 17 17 18 19 20 21 22 23 Nov. 6-10, dismiss early for parent conferences 18 so 20 21 22 23 24 24 25 26 27 28 29 30 Nov. 23, Thank.s1ivin1 Day 25 26 27 28 October Dec. 21-Jan l March 1 2 3 4 5 6 7 Winter Holidays 1 2 3 8 9 10 11 H H 14 Jan. l, New Year's Day 4 5 6 7 8 9 10 15 16 17 18 19 20 21 11 12 13 14 15 16) 17 22 23 24 25 26 27] 28 Jan. 15, teacher work day 18 [19 20 21 22 23 24 29 [30 31 Feb. 19, staff development 25 28 27 28 29 30 31 (no school) November March 26-30, dismiss early April 1 2 3 4 for parent conferences 1 SBSB SB SB SB 7 5 e 7 8 9 10 11 8 9 10 11 12 13 14 12 13 14 15 16 17 18 April 2-6, Spring Break 15 16 17 18 19 20 21 19 20 21 22 H H 25 April 15, Easter 22 23 24 25 26 27 28 26 27 28 29 30 May 28, Memorial Day 29 30 December June 1, Teacher work day May 1 2 1 2 3 4 5 3 4 5 6 7 8 9 6 7 8 9 10 11 12 10 11 12 13 14 15 16 13 14 15 16 17 18 19 17 18 19 20 H H 23 20 21 22 23 24 25 26 24 H H H H H 30 27 H 29 30 31] 31 June KEY w 2 w Teacher Workday, Student Holiday 3 4* s s r a 9 SD Staff Development Day, Student Holiday 10 11 12 13 14 15 16 H Holiday for Students and Staff 17, 18 19 20 21 22 23 [ Begin Nine Weeks Period 24 25 26 27 28 29 30 ] End Nine Weeks Period SB Spring Break *Days to be used as make-up days in case of inclement weather Table of Contents Absences and Excuses ............. . Academic Skills Development Plan Conferences Arrival/Departure Time ............ . Arkansas School Laws Governing School Attendance .    North Little Rock School Board Policy Pertaining to School Attendance Behavior at School Activities Bus Conduct . , ..... . Care of School Property .. Change of Address ..... Communicable Disease Conduct To and From School . . .. Contact With Students While at School Corporal Punishment ......... . Demonstrations and Disorderly Activities Detention ............ . Discipline for Handicapped Students Drugs and Alcohol ....... . Electronic Communication Devices Emergency Phone Numbers Entrance Requirements .. Expulsion ....... . Field Trips ...... . Gifted/Talented Education Guidance Services. Handguns ....... , Health Services .... . Homebound Services   Homework/Independent Study Skills Injuries/Illnesses at School Leaving School During School Day Lost and Found ... Magnet Schools ....... How to Apply for Magnet School Enrollment M - to - M Transfers  . . . .    How to Apply for M - to - M Transfer Make Up Work .... , .. , . ,  Medication ....... Notes from Parents Regarding Absences Parent-Teacher Association Physical Education Promotion/Retention .. Public Display of Affection Religion in Schools .. Reporting Student Progress  Safety Regulations--Bicycles/Motorcycles/Other Vehicles Schedules ....... School Breakfast .. School Closing In Inclement Weather School Lunch .... School Supplies ..... Search, Seizure and Interrogation Seasonal Parties .... Special Education .... Student Assignments . . .     Student Behavior--Prohibited Conduct Student Dress and Grooming Student Insurance. Student Records  Student Suspension Tardies Telephones Testing Program . Textbooks . Tobacco and Tobacco Products Transfers . Visitors Weapons and Dangerous Instruments Yearbook 1 1 1 2 3 3 3 3 4 4 4 4 5 5 5 5 5 6 6 6 7 7 8 8 8 8 8 8 9 9 10 10 10 10 11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 14 15 15 16 16 16 17 18 18 18 18 18 18 18 19 19 Absences and Excuses The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instance parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal 3. When the student is on official school business. When a student returns to school after being absent, he/ she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students having unexcused tardies or absences shall be disciplined accordingly. No make up work shall be allowed if the absence is unexcused. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused and no make up work shall be allowed. An elementarys tudenti s not permittedm ore than twenty-four( 24) absencesd uring the school year including excused and unexcused absences. Exceptions will be granted only by the principala fter consultationw ith teacher,g uidancec onsultanta nd othersw ho have knowledgeo f the circumstancesI.f a studente xceedst wenty-four( 24) absencesd uring a school year, and no exception is granted, then the student may be retained in that grade for the next school year. Excessive absences or patterns of absences may result in court action being taken against the parent. Academic Skills Development Plan Conferences Act 474 of the Arkansas General Assembly requires conferences to be organized and held by the public schools with the parents, guardians or persons in loco parentis of students in grades three, six and eight who failed to master the state's minimum performance test. The school district shall evaluate students and develop academic skills development plans to assist students in achieving mastery of the basic skills in subject areas where performance is below mastery. The conferences will be held by the end of October each school year to review the academic skills development plans. Arrival/Departure Time Ideally, students should not arrive at school more than 10 minutes before school opens (or before bus departure time) except to participate in scheduled activities. The District recognizes that this ideal cannot always be realized oo--,auseo f family schedules\nhowever, because children must have the security of supervision, absolute limits must exist as to when the school will assume responsibility. The North Little Rock School District assumes this responsibility up to 30 minutes before school hours for students who do not ride a bus to another school and up to 15 minutes for those who do. Students should vacate the school grounds immediately after school. Bus students should vacate the grounds immediately upon arrival at the home base school. Parents must make other arrangements outside these limitations. Arkansas School Laws Governing School Attendance Arkansas school laws pertaining to school attendance are found in the following acts: (Act 60-1983 and Act 1069-1985) SECTION 1. The public schools of any school district in this State shall be open and free through completion of the secondary program to all persons between the ages of five (5) and twenty-one (21) years whose parents or legal guardians are domiciled in the district and to all persons between those ages who have been legally transferred to the district for education purposes. Any person eighteen (18) years of age or older may establish a domicile separate and apart from his or her parents or guardians for school. attendance purposes. SECTION 2. The minimum age for enrollment in public school kindergarten shall be age five (5) on or before October l of the year of initial enrollment. Provided, any student who has been enrolled in a kindergarten program in another state for a period of not less than sixty (60) days, who will become five (5) during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon the written request of the student's parent or guardian. SECTION 3. (a) Every parent, guardian or other person residing within the State of Arkansas having custody or charge of any child or children of age seven (7) through sixteen (16), both inclusive, shall send such child or children to a public, private or parochial school under such penalty for noncompliance as shall be set by law. Provided, however, this Section shall not be applicable to any child who has received a high school diploma or its equivalent as determined by the State Board of Education. (b) The State Board of Education shall adopt rules and regulations for the implementation of this Act, which shall provide that any parent or guardian of a child aged five (5) on or before October l of any school year shall have the option not to enroll such child in kindergarten in that year. Any six year old child who has not completed a kindergarten program prior to initial enrollment in a public school district shall be evaluated by the district and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the district's kindergarten program. (Act 60-1983) SECTION 4. The Board of Directors of each school district in the State shall adopt student attendance policies. Each school district shall, as a part of its six-year educational plan, develop strategies for promoting maximum student attendance, including, but not limited to, the use of alternative classrooms and in-school suspensions in lieu of suspension from school. A student attendance policy may include excessive unexcused absences as a mandatory basis for denial of promotion or graduation. (Act 1069-1985) 2 North Little Rock School Board Policy Pertaining to School Attendance Every child who resides within the North Little Rock School District who is at least seven (7) years of age and not more than seventeen (17) years of age, and who is not legally exempt from this requirement, shall attend public school in the District or in some other public school district to which the student may legally be transferred. The following are exempt from the compulsory attendance law: 1. One who attends a_ recognized private, parochial or home school, 2. One who, because of a physical or mental handicapping condition, attends a special school, 3. One who has been suspended or expelled in accordance with the requirements of law, and 4. One who has graduated from high school. Truancy is the unlawful absence from school. Arkansas law holds parents or guardians legally responsible for insuring that children who are subject to the compulsory attendance law do attend school on a regular basis. The Board expects school administrators to seek strict enforcement of laws relating to school attendance. Principals shall see that charges are filed against parents or guardians when attendance laws are broken. Prior to the filing of charges, parents shall be warned in writing that such charges will be filed if their child's attendance does not comport with the law. Behavior at School Activities Students attending school sponsored activities, on-campus or off-campus, shall be governed by school district rules and regulations and will be subject to the authority of school district personnel. Failure to obey rules and regulations and/or failure to obey reasonable instructions of school personnel may result in loss of eligibility to attend school sponsored events. Failure to comply with District rules and regulations may also result in disciplinary action applicable under the regular school program. Bus Conduct Since the school bus is an extension of the classroom, students shall be required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. When a student does not conduct himself /herself properly on a bus, such instances shall be brought to the attention of the building principal by the bus driver. The building principal shall inform the parents immediately of the misconduct and seek their cooperation in controlling the student's behavior. The principal shall discipline guilty students as deemed appropriate. A student who becomes a serious disciplinary problem on the school bus may have transportation privileges suspended or terminated. In such cases, the parents of the students involved shall become responsible for seeing that their children get to and from school. Care of School Property Deliberate destruction or damage to school property will result in payment for loss, as well as other disciplinary action which may include police involvement. Careless destruction or damage may result in a requirement to pay damages. 3 Change of Address It is the parent's responsibility to keep addresses current in the school office. Communicable Disease The Board of Directors hereby authorizes the Superintendent to make determinations on the exclusion of a student/individual suffering from a reportable disease, as defined by the Arkansas Department of Health, on a temporary basis not to exceed ten (10) school days. ,!'\\n exclusion longer than ten (10) days shall be brought before the Board of Directors immediately for a determination on the individual's status. Before any official action is taken by the Board for an exclusion longer then ten (10) days, the individual shall be provided an opportunity for a hearing before the Board of Directors upon appropriate notice. Students/individuals excluded for reason of infectious/ communicable disease shall be readmitted by one or more of the following methods as determined by the State Department of Health: 1. By permit for readmission issued by the State Department of Health. 2. After a period of time corresponding to the duration of the communicability of the disease .as established by the State Department of Health. 3. By application to the School Health Advisory Committee and upon the recommendation of the School Health Advisory Committee. Conduct To and From School School officials may take disciplinary action against any student who does not exhibit proper personal conduct while traveling to and from school. Walkers must cross street only at crosswalks and must obey the crossing guard. Students should walk facing oncoming traffic. Contact With Students While at School In case of question about the legal custody of a student, the principal shall require the necessary documentation in order to make a valid determination of who has custody and what, if any, limitations are imposed. In cases of estrangement where legal custody has been afforded a parent, or where other legal restrictions have been decided, it shall be the responsibility of the custodial parent to make such information known to the princi-pal. Estranged parents may visit with students during school hours with consent of the parent holding legal custody. Without such consent, visits shall be in the presence of the principal. If the police, SCAN, or family service agencies wish to contact students for the purpose of obtaining information, the principal shall cooperate. If removal from school is requested, the principal shall inform the parent or legal guardian prior to any release of custody of the student. If the principal is presented a subpoena by a police officer, he/she must release the student with or without communication with the parent or legal guardian. 4 Corporal Punishment Reasonable corporal punishment may be used as a means of preserving an effective learning environment. When used, corporal punishment shall be moderate and shall be used solely for the purpose of changing student behavior. Corporal punishment shall be administered in the District in accordance with the following guidelines: l. Students shall not be paddled in the presence of other students. 2. Paddling may be done by a building administrator. At least one other certified staff member must be present when corporal punishment is administered. All paddling must be administered in the administrative offices. 3. The student shall be informed of the offense and be afforded an opportunity to explain his/her actions before corporal punishment is administered. 4. The District shall respect the wishes of parents who formally notify the school that they do not want their child disciplined by paddling. Other discipline measures, including suspension, may be employed if parents do not want corporal punishment used. 5. If used, paddling will be administered to the buttocks only. 6. A written record of the date, nature and reasons for the corporal punishment shall be made and retained by the principal. Demonstrations and Disorderly Activities Demonstrations and disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such demonstration activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Demonstration and disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Detention Elementary and secondary school principals may establish student detention (D Halls) as a means of discipline to preserve an effective learning environment. Detention may be used before and/ or after regular school hours. Parents shall be notified in advance that early/late detention has been assigned and shall assume responsibility for student transportation. Discipline for Handicapped Students Handicapped students who engage in misbehavior are subject to normal school disciplinary rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. Drugs and Alcohol This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. 5 It shall be a violation of policy for any student: 1. . To sell, supply, or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To possess, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) First violation: The student shall be suspended off-campus for ten school days\npolice may be called\nproof of professional help is required\nand parental conference is required prior to readmission. (2) Second violation: the student shall be expelled for the remainder of the school year. B. Selling any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/drug counseling may be grounds for expulsion. Electronic Communication Devices The North Little Rock School District will enforce Act 146 of 1989, which prohibits elementary and secondary students from possessing paging devices or electronic communication devices on school campuses. Emergency Phone Numbers Emergency phone numbers where parents can be contacted are to be provided for each student enrolled in the school. It is the parent's responsibility to keep these numbers current and up-to-date. Entrance Requirements In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than (i() days, who will become five during the school year in which he is enrolled 6 in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any publi~ school in the state shall be age six on or before October l of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher and the child's parent/s. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in a first grade of an Arkansas School District or a private school but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October l of that year. A student entering a school in the District for the first time shall submit a copy of his/her birth certificate. Official enrollment shall not be completed until this requirement is met. When a student moves into the District from attendance in an accredited school, he/she shall be placed in the same grade that would have been assigned in the former school. Students who have attended an unaccredited school shall be evaluated by the District and proper grade placement determined. Arkansas law requires that all students be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whooping cough) and red (Rubeola) measles. Students who do not comply with this requirement shall be excluded from school enrollment. A student entering a school in the District for the first time shall submit a copy of his/her immunization record. Expulsion The Board of Education is authorized to expel a student for the remainder of the school term: 1) for conduct that is deemed to be of such gravity as to make a relatively short temporary suspension inappropriate, 2) when the Board finds that the student's continued attendance at school would be unacceptably disruptive to the educational program, or 3) when continued attendance would present unreasonable danger to other students and faculty members. Arkansas Statute 80-1516 provides that directors of a school aistrict may exclude students for immorality, refractory conduct, insubordination, infectious disease, habitual uncleanliness or other conduct that would tend to impair the discipline of the school or harm the other students. Field Trips A field trip is defined as any organized educational experience outside the classroom involving travel. Written parental consent must be obtained for each field trip. 7 Gifted/Talented Education A program of gifted/talented education is provided for those students who require differentiated activities and services beyond those normally provided in the regular school program. Students who are above average in ability, task commitment and creativity may be considered for the program. Students must exemplify an interaction of these three traits. Referral for consideration to receive services through the gifted/talented program may be made to the principal by school personnel, parents, peers or the student. The decision for placement is made after all available data are reviewed by a referral/ph1r.ement committee. Guidance Services The North Little Rock School District maintains a guidance program in its elementary and secondary schools consistent with state and North Central Association regulations. The program provides counseling for students, parents and school personnel relative to students' academic progress, behavior and personal matters. Parents and students are encouraged to seek guidance services at any time. Handguns The North Little Rock School District will enforce Act 649 of 1989, which prohibits minors from possessing or carrying handguns. In Section I, a handgun is defined as, \"a firearm capable of firing rimfire ammunition or centerfire ammunition, which is designed or constructed to be fired with one hand:' Health Services Health services by the school nurse are primarily inspectional rather than diagnostic in nature. Students are routinely screened for hypertension in the 10th grade. Screening for vision and hearing is conducted for new students and is available for others at teacher and/ or parent request. Students receiving special education services may be screened more often depending upon the date of their last comprehensive evaluation. Secondary students participating in interschool competitive athletics, including Special Olympics, are required to pass a physical examination each year BEFORE being allowed to take part in such sports. Free physical examinations are provided at the beginning of the season for all students participating in such sports. Examinations conducted by family medical doctors at parents' expense will also be accepted. Homebound Services Students with medical conditions certified by a medical doctor which will require them to be absent from school for four or more consecutive weeks are eligible for homebound services. Application forms need to bf' completed as far in advance as possible and are available from Special Services. (771-6123) Homework/Independent Study Skills Recognizing that homework is a flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making this type of assignment: That parent-student understanding of the necessity for homework is desirable. That homework shall be within the limits of individual student ability. That, within the limits of good judgment, homework should vary gradually from fairly light (no more than 15-30 minutes per day) in grades 1-3 to fairly heavy (no more than 60-120 minutes per day) in grades 10-12. 8 That teachers, particularly at the secondary level, shall, at all times, be aware of the student's problem of multiple assignments. That homework, to be purposeful and worthwhile, should, in all probability, vary from day to day depending upon the needs of the students. That the availability of study materials such as reference books at home be considered in assigning homework. The following guidelines for homework and the development of students' in - dependent study skills will be observed in making homework assignments: Assignments will be considered as an extension of the classroom instruction for the purpose of either independent skill practice for mastery or for review of previously mastered skills/ concepts. Assignments will not involve skills/ concepts which have not been previously taught. Assignments to achieve mastery of new skills/ concepts will follow guided practice to ensure that the learner can successfully practice the skills/ concepts accurately. Maximum use of classroom time for input and supervised study should be planned for each lesson. Some homework assignments can best be accomplished during supervised study conducted as part of the allotted instructional period. Assignments will be designed to provide short, frequent practice sessions focused on small segments of learning while maintaining maximum meaning for the learner. Assignments will be made which address common needs of groups of learners and specific needs of individuals rather than automatically assigning common homework to all learners without regard to the individual learner's need. Immediate feedback should be given to the learner whenever possible. Injuries/Illnesses at School When a student is injured in the school building or on the school grounds, the parent will be called immediately. The student may be taken to the family doctor if parents have rr.~de emergency numbers and the name of the family doctor available. When a student becomes ill at school, the parent is called immediately. The student will remain in the health room until the parent can check the student out of school. If contact with the parent cannot be made, the principal and teacher will do what is expedient and safe for the injured and/or seriously ill student, which may include taking/ sending the student to the emergency room of a hospital. The school assumes no responsibility for treatment. Leaving School During School Day If at any time during the school day it becomes necessary for a student to leave school, the student must report to the office to obtain permission from both a parent or guardian and a school official. The check-out sheet must be signed by the parent/guardian/ parent designee or a school official. Parent designee must be documented by a written statement from parent/ guardian. Any student arriving at school after the tardy bell or returning after an absence during a part of the school day must report to the office to get permission to return to class. Only those students who Jive within walking distance (five blocks) and have written parental consent may be granted permission to go home for lunch. 9 Lost and Found Students are encou_raged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. Magnet Schools Six magnet schools located in Little Rock are available for North Little Rock students. Each offers one or two areas of specialization for students of all ability levels. Magnet schools offer highly-trained staff members and enriched learning activities. Optional enrollment is open to all students, kindergarten through grade twelve. Registration is on a first-come/first-served basis. Once enrolled, a student has priority to continue attending the magnet school, until he or she chooses to transfer to another magnet school or back to the assigned school in North Little Rock. The Arkansas Department of Education provides transportation to and from school for students who attend magnet schools. Pick-up points will be announced at a later date. How to Apply for Magnet School Enrollment Fill out one application for each child. Place in a stamped envelope and mail to: Magnet School Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. M-to-M Transfers The plan approved by the U.S. District Court allows for majority-to-minority (Mto- M) transfers among the three Pulaski County districts (North Little Rock, Little Rock and Pulaski County School Districts.) A student who is enrolled in a district in which his or her race is predominant may enroll in any district and school in the county in which his or her race is in the minority, provided that school offers appropriate programs for the student's needs at his or her grade level. Therefore, any white student in the North Little Rock School District (which is predominantly white) may elect to attend any school in the Little Rock School District (which is predominantly black.) The Arkansas Department of Education will provide transportation from predetermined pickup points for students who participate in the Mto- M transfer plan. 10 How to Apply for M-to-M Transfer Fill out one application for each child. Place in a stamped envelope and mail to: M-to-M Tran~fer Office, North Little Rock School District, P.O. Box 687, North Little Rock. AR 72115. Applications may be obtained by calling 758-1760. Appncations are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. Make Up Work A student who misses school due to an \"excused absence\" shall be afforded the opportunity to submit make up work. Following the absence, the teacher and student shall make arrangements for completion of the assignments. In order to receive credit, all work must be completed within the prescribed time. A student who misses school due to an \"unexcused absence\" shall not be afforded an opportunity to submit make up work for credit. Medication Written parent consent is required for the school to administer any medication. A medication consent form should be completed, even for medication given on a temporary basis. Prescription and non-prescription drugs must be brought to the school office in the original container stating the dosage and method of administration. Reasons for the medication must be clearly stated. All medication, including non-prescription drugs, will be kept in the principal's office and will be administered by designated school personnel. Students are encouraged not to possess any non-prescription drugs. (Possession of illegal drugs is addressed in the School Board Policy on Drugs and Alcohol FBO.) Notes from Parents Regarding Absences To be readmitted to school, a student shall bring a note from a parent or legal guardian stating the reason for the absence and the dates of the absence. Notes will be presented to the appropriate staff member. If a note is not received on the day of the return, the student will be readmitted to class with an unexcused absence. Parent-Teacher Association Parents are encouraged to join and participate in Parent-Teacher Association activities. Elementary Parent-Teacher Association meetings are usually held on the second Thursday of each month. 11 Physical Education Each elementary student shall be required to participate in physical education activities unless a doctor's statement is on file in the principal's office recommending that the student be excused from this activity. Any student who has religious objections to certain activities in the physical education program will be allowed to substitute other activities. Religious objections must have supportive documentation. Upon written request from the parents, a student may be excused from physical education activities on a temporary basis due to illness or injury. Promotion/Retention Generally, students will progress according to their chronological ages. Retention must be substantiated by a student's records. The principal and teachers will confer with the parents regarding student retention. Public Display of Affection Public display of affection is considered inappropriate behavior. Failure to abide by this rule may result in disciplinary action. Religion in Schools The Board respects the sincere religious beliefs of all students and staff members. The Board believes that teaching about religion, as it relates to a study of the historical development of civilization is appropriate. Moreover, it is proper for teachers to enumerate and emphasize the generally accepted moral and ethical principles of the different religions. Teachers shall not, however, evaluate, advocate or place values upon any particular religion or religious belief. No student shall be required to participate in programs or activities which are contrary to the tenets of his/her religion. Speakers who are affiliated with religious organizations shall be allowed to speak in schools only upon the approval of the Superintendent of Schools. The Superintendent's decision shouid be guided by the following considerations: The presentation is designed for all students who might attend the assembly or meeting. The presentation does not advocate the beliefs of any denomination, religious group or faith. The presentation does not encourage students to attend worship services or activities associated with specific denominations or beliefs. Reporting Student Progress Report cards are issued to students at the end of each nine week grading period. Written interim reports will be sent home to parents if a student's performance is unsatisfactory. Grades issued in subject areas are O-Outstanding (95-100% ), M-Mastery (85-94%), S-Satisfactory (80-840Jo) and U-Unsatisfactory (below 80%). Grades shall be based on many factors such as: tests, class assignments, class participation and special projects and contributions. Students are also graded on behavior, work habits and social growth. 12 Formal parent-teacher conferences are held after the first and third nine weeks' grading periods. Parents receive the report cards at the conferences. If a parent does not attend a conference, the report card will be sent home with the student. Report cards for the second and fourth grading periods will be sent home after the grading periods end. Parents are encouraged to confer with teachers and administrators throughout the year concerning the progress of students. Appointments should be made through the school office. Safety Regulations - Bicycles/Motorcycles/ Other Vehicles Students may ride bicycles to school. Motor vehicles are not allowed. Bicycle riders must: 1. 2. 3. 4. Walk bicycles while on the schoolground to minimize the possibility of accidents. Observe the same traffic regulations required of automobile drivers. Ride single on the bicycle. Park in designated places and leave the area immediately. Bicycles may not be ridden during the day. 5. Skate boards and scooters should not be ridden on the school grounds. The school cannot be responsible for stolen bicycles\ntherefore, students are encouraged to use locks. Schedules Assignments to classes are based on available data and are generally expected to be permanent. If errors or changes in student enrollment should occur, the school staff will approve appropriate changes. School Breakfast Breakfast will be served in all elementary schools. In the case of late school openings because of inclement weather, breakfast will not be served. Students may pay on a daily basis in the breakfast line. The first school day of each week, reduced price and paying students may go to cafeteria before school and pay for any number of meals desired but not less than one week. School Closing In Inclement Weather Weather conditions sometimes force the cancellation or alternate scheduling of school. It is not always possible to provide in advance alternative plans and procedures for students to follow because of the varied circumstances of times and conditions that might arise. Therefore, the District administration is charged with the responsibility of making alternate plans, procedures and schedules as the weather conditions warrant and notifying students and parents through the means of broadcast and print media. The guiding principle will be the safety and welfare of the students. School Lunch Hot lunches are provided in the school cafeteria. Students are encouraged to participate in this nutritionally balanced program\nhowever, students may choose to bring a lunch from home. Students who have doctor verified milk allergies may have fruit juice with their lunch in lieu of milk. Each student who lives within five blocks of the school will be allowed to go home during the lunch period provided that a note is brought from the parents stating a desire 13 for a lunch permit to be granted. Students will not be excused to eat lunch anywhere else except at home, and only those students having a permit will be allowed to leave the school campus during the lunch period. The North Little Rock School District operates a lunch assistance program which complies with federal guidelines. Students may pay on a daily basis in the lunch line. The first school day of each week, reduced price and paying students may go to cafeteria before school and pay for any number of meals desired but not less than one week. School Supplies Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. Search, Seizure and Interrogation The District respects the rights of students' privacy and security against arbitrary invasion of their person or property. School officials do have the right, however, to search students and their property in the interest of the overall welfare of other students or when necessary to preserve order and discipline in the school. School authorities may conduct searches of student lockers, desks and automobiles when a reasonable cause exists to believe that stolen items or items prohibited by law or policy are contained in the area to be searched. School officials may seize illegal contraband, weapons or stolen property found in a search. The search of a student's person shall be conducted by a school official of the same sex and with an adult witness of the same sex present. Interrogations by Jaw enforcement authorities shall be conducted in private with the school principal or designee present. Efforts shall be made to have a parent or guardian present. In the event a parent or guardian cannot be present within a reasonable length of time, law enforcement officials shall be permitted to proceed with questioning. Seasonal Parties Seasonal parties are limited to two per year in the elementary schools. These are at Christmas and Valentine's Day. The Christmas party will be planned by the teachers and principal. The principal and teachers may work with parents in planning the Valentine's Day party. Other parties are at the discretion of the principal. Special Education A special education program is provided for handicapped students whose handicap-ping conditions result in educational deficits. Special education services are available for: l. Speech/Language handicapped 2. Learning disabled 3. Mentally retarded 4. Orthopedically handicapped 5. Emotionally disturbed 6. Severely/profoundly handicapped 7. Hearing or visually impaired 8. Other health impaired Referral for consideration to receive special education services may be made to the principal by teachers, administrators, parents, counselors and students. The decision for appropriate placement is made after all available data are reviewed by an evaluation/programming committee and appropriate school personnel. 14 Student Assignments School attendance zones for elementary, junior high school and high school students shall be established in accordance with the Federal Court ordered desegregation plan.  Students shall attend the schools as assigned by the District. If a family moves from one attendance zone to another during the final nine weeks of school, the students may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Students who establish residence in another school district may, at the option of the parents, continue enrollment in a North Little Rock school if the change in residence occurs within the final nine weeks of school. Student Behavior - Prohibited Conduct Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation and various other influences that result from student misbehavior. Certain students' actions are beyond the definition of acceptable student behavior and are, therefore, prohibited in school and while traveling to and from school. Prohibited conduct may include, but is not limited to the following: 1. Disregard of directions or commands of teachers, administrators, bus drivers or other authorized school personnel. 2. Disruption and/ or interference with the normal and orderly conduct of school and school-sponsored activities. 3. Behavior that involves indecent and/or immoral acts. 4. Wagering or any form of gambling. 5. Physical abuse or assault to a school employee, other student or any other individual. 6. Possession of a knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun or any other object that can be considered a weapon or dangerous instrument. 7. Using, offering for sale, or selling alcoholic beverages, any narcotic drug as defined by Arkansas law, or what the student represents or believes to be any substance prohibited by the district policy on Drugs and Alcohol. 8. Destruction of or the attempt to destroy school property. 9. Stealing or the attempt to steal school property or the property belonging to an-other individual. 10. Cheating or copying the work of another student. 11. Failure to abide by attendance rules. 12. Use of profanity, vulgar language or obscene language. 13. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 14. Engaging in verbal abuse such as namecalling, ethnic or racial slurs or using derogatory statements to other students, school personnel or other individuals. 15. Hazing. Hazing includes any willful act done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, intimidation, physical abuse or tt.reats of abuse, social or other ostracism, shame or disgrace. The School District reserves the right to establish rules in addition to those appearing in this policy and to punish those who are guilty of their violation. Punishment may include corporal punishment, detention study hall, suspension and expulsion. Any of these disciplinary actions may occur on the first offense or any sub~ 15 quent offense depending upon the nature of the situation and the age of the student involved in the situation. The student shall be informed of the offense and shall be afforded an opportunity to explain the actions before disciplinary action is taken. Student Dress and Grooming The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all times. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed: 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No hats or sunglasses will be allowed to be worn in the building. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If, in the judgment of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Student Insurance An accident insurance policy is offered to all students at the beginning of the school year on a voluntary basis. Parents may choose school day coverage or 24 hour coverage. Expenses above and beyond either policy covered by the student accident insurance will be assumed by the parents. Student Records Authorized school personnel shall have access to students' records. The parent or legal guardian shall have access to his child's records upon written request to the principal. If a student is 18 years old or older, he/she has the right to determine who, outside of the school system, may have access to his/her records. A student's records may be released to other school systems upon the written request of the parent or guardian, or student if he/ she is 18 years old or older. A student's records may also be released to other school systems upon their request, provided that notification is given to the parent or legal guardian, or student if he/she is 18 years old or older. Parents have the right to request that the school withdraw material from a student's record. Refusal by the school entitles the parent to a hearing to determine if material is 16 accurate and appropriate. If at the hearing, material is ruled to be accurate, material remains in the file, but parents may prepare a statement to be placed with the material stating their objection. Statement is to be made available with objectional material whenever access is permitted. Directory information may be made available for noncommercial uses by the school principal without the prior consent of the parent. However, at the beginning of each school year, the parent may request that all or part of such information not be made available. Directory information shall be defined as: Student's name Address  Phone number Parent's name Grade level School(s) attended  Activity participation  Height and weight, if member of athletic team  Dates of attendance  Honors and awards received Student Suspension The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. Within the scope of this policy, the school principal may suspend students for a peri-od of time not to exceed 10 days for any one action. The following guidelines are to be followed in imposing student suspensions: I. Suspensions are to be imposed only by the principal. 2. The principal shall advise a student who is to be suspended of the exact nature of the misconduct and shall give the student the opportunity to express his/her perception of the facts of the matter. 3. Suspended elementary students must be released only to the parent or guardian. 4. The parent or legal guardian and the Superintendent of Schools shall be given written notice of each suspension. The notice shall include the specific reason(s) for the suspension, its duration, the manner in which the student is to be readmitted to school and (if appropriate) the method through which the suspension may be reviewed or appealed. The notice shall be mailed to the parent or legal guardians at the address reflected on the student's records on the day the suspension is imposed. If a suspension exceeds four school days in addition to the day the suspension is imposed, the parent shall be notified of the right to have the decision to suspend reviewed by the Assistant Superintendent for Student Affairs. At the review, the student and the student's parent or legal guardian may make statements and present evidence. The Assistant Superintendent may sustain, revoke, terminate or otherwise modify the suspension. The student, parent of record, the principal and the Superintendent of Schools shall be notified of the Assistant Superintendent's decision on the day the review is completed. Students may be suspended for the violation of rules established by the school and within the scope of policies adopted by the Board. 17 Suspension imposed for periods of time in excess of 10 days shall be treated procedurally as an expulsion. All students returning to school at the expiration of a suspension must be accompanied by a parent or legal guardian. Tardies Promptness to class is necessary in order to maximize learning opportunities for all students. Students are, therefore, expected to be in class and ready for instruction at the appointed time. Excessive tardies will necessitate disciplinary action. Telephones School telephones are for school business only. Students will be called to the phone only in case of emergencies. Important messages will be delivered by office personnel. Parents desiring to talk with teachers should call the office and leave a phone number. The calls will be returned at a convenient time. When pay phones are available, use will be regulated by building rules. Testing Program Standardized tests are administered in grades two through six. In accordance with state regulations, minimum performance tests are administered to students in grades three and six. Textbooks The North Little Rock School District furnishes textbooks to all students and provides access to library books and other media materials. Loss or destruction of books or other media materials will result in payment to the school district. Tobacco and Tobacco Products Students shall not be permitted to have tobacco products (including matches and lighters) in their possession. This restriction applies to students at school, on school grounds, at bus stops, on school buses and/or at any school-sponsored event during or after regular school hours. Transfers The students of the North Little Rock School District will attend school according to assigned residence zones or as assigned under the Federal Court-ordered desegregation plan. The only exceptions are for medical or programming reasons. If a f arnily moves from one attendance zone to another during the final nine weeks of school, the student may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Visitors All visitors are required to register with office personnel. Classroom visitations should be arranged in advance through the principal's office. Student visitors in the classroom are strongly discouraged and should be permitted only after careful consideration by the building principal. 18 Weapons and Dangerous Instruments No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a firearm, knife, explosive device, or any other instrument or device capable of causing bodily harm. Expulsion from school may result and/ or criminal charges may be filed against any student who has possession of a weapon as described herein. Yearbook No commerciallyp reparedy earbooks hall be produceda t the elementarys chool level. 19\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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