{"response":{"docs":[{"id":"loc_rosaparks_47596","title":"[Rosa Parks sitting at a dining table during visit to Hampton, Virginia, for the Jubilee National Collaborative, 1989] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, Virginia, City of Hampton, Hampton, 37.02987, -76.34522"],"dcterms_creator":null,"dc_date":["1989"],"dcterms_description":["Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Forms part of: Visual Materials from the Rosa Parks Papers (Library of Congress)."],"dcterms_subject":null,"dcterms_title":["[Rosa Parks sitting at a dining table during visit to Hampton, Virginia, for the Jubilee National Collaborative, 1989] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.47596"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Use digital image. 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Original served only by appointment because material requires special handling. For more information, see (http://www.loc.gov/rr/print/info/617_apptonly.html)","Publication may be restricted. For general information see \"Visual Materials from the Rosa Parks Papers...,\" (http://www.loc.gov/rr/print/res/689_park.html)"],"dcterms_medium":["photographic printscolor1980-1990.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Parks, Rosa, 1913-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_928","title":"Senior High 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","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Senior High 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/928"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1989-1990 SENIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 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 father 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 ~ very important that this be returned to the school office as soon as powble. SENIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1989-1990 ADMINISTRATIVEO FFICES 2700 POPLARS TREET 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, ~~\u0026lt;Lxiv 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 compliance 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 dDY program or activity receiving Federal financial assistance. Title IX, Section 901, of the Education Amendment of 1972 No person in the United States 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 handicapped individual in the United States ... shall, solely by redson 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: 270Q Poplar Street (P.O. Box 687) North Little Rock, AR 72115 758-1760 Date ' 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 758-1760. 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 f s s M I w I f s August January 1 2 3 4 5 H 2 3 4 5 6 6 7 8 9 10 11 12 Aus. 18, 22, 23, 2 7 8 9 10 11 12] 13 13 14 15 16 17 SD 19 staff development 14 W [16 17 18 19 20 20 W SD SD SD W 26 Au1. 21, 25, teacher work day 21 22 23 24 25 26 27 27 [28 29 30 31 Au1. 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, AEA Mettinss 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, Thanks1ivins 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. 1, New Year', Day 4 5 6 7 8 9 10 15 16 17 18 19 20 21 Jan. 15, teacher work day 11 12 13 14 15 16) 17 22 23 24 25 26 27] 28 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 8 7 8 9 10 11 April 2-6, Spring Bi'.eak 8 9 10 11 12 13 14 12 13 14 15 16 17 18 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 28 24 H H H H H 30 27 H 29 30 31) 31 June KE! w 2 w Teacher Workday, Student Holiday 3 4 5 5 r a 9 SD Staff Development Day, Student Hofiday 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 I 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 ...... Activities .................. . Arrival Time at School ............ . 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 Distribution of Literature Drugs and Alcohol ....... . Electronic Communication Devices Emergency Phone Numbers. Entrance Requirements .. Expulsion ....... . Field Trips ...... . Gifted/Talented Education Graduation Requirements Guidance Services . Handguns ...... . Health Services ... . Homebound Services . . Homework/Independent Study Skills Honors Classes ..... . Honor Roll . . . . . . . . . . . Injuries/Illnesses at School Leaving School During School Day Lockers . . . . . . . . . . . . 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 Sc.heals .... Reporting Student Progress Safety Regulations--Bicycles/Motorcycles/Other Vehicles Schedules ........ . School Closing In Inclement Weather School Lunch ...... . School Supplies ........ . Search, Seizure and Interrogation  Special Education ...... Student Assignments ...... Student Behavior--Prohibited Conduct Student Dress and Grooming Student Insurance. Student Records .. Student Suspension Summer Schoo 1 . Tardies .... Telephones Testing Program Textbooks . Tobacco and Tobacco Products Transfers . Visitors  Weapons and Dangerous Instruments Work Perm1 ts I 1 2 2  3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 7 7 8 8 8 8 9 9 9 10 10 11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 14 15 15 15 15 16 16 16 16 17 18 18 18 19 20 20 20 20 20 20 21 21 21 21 ' i : 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: I. 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. A student who accrues 12 excused and 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. 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 Student Assignment Class are not counted as days of absence. A student who is exempted from compulsory school attendance will not be permitted to enroll after the 12th day of the first semester or after the 12th 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. Activities Eligibility to participate in athletic activities is governed by the Arkansas Activities Association, including the requirement that a student passes four academic subjects from the preceding semester. Additional information regarding athletics may be obtained from the school office. Eligibility to be a cheerleader or a drill team member is determined by the same standards as athletic participation. Clubs and organizauons related to special interests or subject areas do not have minimum grade requirements except those clubs and organizations that are governed by charters from parent organizations. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership to student organizations and clubs shall not be restricted on the basis of race, sex, national origin or other arbitrary criteria. Entry shall not be by decision of the current membership of the organization. Arrival Time at School 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 because of 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. 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. In order for a person under the age of eighteen (18) years to establish a residence for the purpose of attending District schools separate and apart from his parents, guardians or other person(s) having lawful control of him under an order of a court, he or she must actually reside in the District for a primary purpose other than that of school attendance. SECTION 2. The minimum age for enrollment in public school kindergarten shall be age five (5) on or before October 1 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 imple- 2 mentation of this Act, which shall provide that any parent or guardian of a child aged five (5) on or before October I 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. l f 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) 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: I. 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 activitie , on-campus or off-campus, shall be governed by school district rules and regulations and will be subject to the authority of school district per onnel. Failure to obey rules and regulations and/or failure to obey reasonable instructions of school personnel may result in lo s of eligibility to attend chool 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 them elves on the bus in a manner consistent \\\\ith e tablished standards for classroom behavior. When a student does not conduct himself/herself properly on a bus, uch instances 3 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. Change of Address It is the parent's responsihility 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. An 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: I. 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. 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 principal. 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 4 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. 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: 1. 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 . tudents who engage in misbehavior are ubject to normal school disciplinary rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. Distribution of Literature All publications edited, printed or distributed in the name of, or within the schools of the North Little Rock School District, shall be under the direction and control of the school administration and Board. In allowing the distribution of student literature, the principal hall set firm and fair regulations for students to follow. s 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. It shall be a violation of policy for any student: I. 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. (l) 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. 6 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 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 wm 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 1 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 Jaw requires that all student 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. 7 Expulsion The Board of Education is authorized to expel a student for the remainder of the school term: I) 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 district 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. 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~ referral/placement committee. English Mathematics Science Social Studies Practical Arts Physical Education Health Education Fine Arts Communications Electives TOTAL ,~ Graduation Requirements 4 Units 5 Units 3 Units l Unit  Unit  Unit  Unit  Unit 8 Units 23 Unit~ (No substitutions allowed) (2 units of mathematics and 3 units of science or 2 units of science and 3 units of mathematics) (Must include 1 unit of life science and l unit of physical science) (1 unit must be American History and at least  unit must be civics or American Government) (There shall be no activity or assignment substituted for this requirement) (Three non-academic units may be counted) 8 In counting credits for graduation, courses taken in grades nine through twelve shall be considered. No more than three units may be earned in any other way than through regular attendance in a recognized high school. This exception will be made only in cases of extreme emergency and with the principal's permission. A student must be enrolled in six subjects each year. A District progress form shall be a part of the student's record to ensure that the courses taken by the student meet State Standards and District requirements. Any student lacking no more than one credit to meet graduation requirements shall be allowed to participate in the graduation ceremonies, provided the student has paid summer school tuition. A student's diploma shall be retained by the principal's office until any deficiency has been removed. Any deviation from these requirements shall be at the discretion of the principal and his staff. 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. 9 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 be 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. 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' independent 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 skill /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 supervi ed 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. Honors Classes Placement in an honors class is based on a student's grades, teacher recommendation and standardized test scores. After all data are studied, the school may issue a written invitation to the student and parent. If this invitation is accepted, then the student is placed in the honors program. .,,, Student progress is monitored continuously to determine if the correct placement has been made. Generally, if a nine-week grade falls below a \"C\", then the student is reassigned to a regular class. The grade in the honors class is weighted one point higher than other classes: A = 5 points B = 4 points C = 3 points D = 2 points F = 0 points Honor Roll Each nine weeks, all secondary schools will prepare honor rolls of students making 4.0 averages and 3.0 averages. To be eligible, a student must be a full-time student, have no failing grades, no incomplete grades and no unsatisfactory citizenship grades. Honor roll eligibility will be based on all subjects taken and on the grade point average (GPA) listed on the report card. 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 made emergency numbers and the name of the family d.octor 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 All schools in North Little Rock operate as closed campuses. Students must stay on the school grounds from arrival time until the completion of the scheduled 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 and sign the check-out sheet. 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 live within walking distance (five blocks) and have written consent may be granted permission to walk home for lunch. Lockers Locker space is provided for the storage of a student's school supplies and per onal items. In grades JO through 12, students supply their own locks. Students are responsible for the care of their lockers. Lockers are school property, and therefore, are subject to search by school officials when reasonable cause exists. 11 Lost and Found Students are encouraged 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 ~~en reached, students are placed on a waiting list. Parents receive notification of their child's a::ceptance by mail. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. 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. 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 Transfer 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 12 on a waiting list. Parents receive notification of their child's acceptance by mail. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. 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. Senior high school Parent-Teacher Association meetings are usually held on the second Tuesday of each month. Physical Education Each secondary student shall be required to take physical education 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. 13 Promotions/Retention Students from 9-12 are not classified by grade level except for homeroom and reporting procedures. For such purposes, five units are required for sophomore standing, ten units for junior standing and 15 units for senior standing. It is recommended that individually failed subjects be made up in summer school. Required subjects failed, which are not made up in summer school, must be successfully completed before the student can advance to the next course offering in that sequence. 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 should 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 after each of the first three nine week grading periods. The final report card may be mailed at the parent's expense or picked up in the school office. Written interim reports will be sent home to parents if a student's performance is unsatisfactory. Letter grades (A-F) are used at the secondary level to report progress in academic areas. The following four-point grading scale is used: A= 4.0\nB = 3.0\nC = 2.0\nD = 1.0\nF = 0. Grades shall be based on many factors such as tests, class assignments, class participation, research and special projects and contributions. Students also receive conduct grades. A semester grade point average is computed on the grades from the two nine weeks' grading periods and the sem1:ster test grade. The two nine weeks' grades shall equal 80 percent of the semester grade point average, and the semester test shall equal 20 percent of the semester grade point average. A grade point average (GPA) is computed based on 14 all letter grades a student has received. The letter grades are converted into a numerical value. Grade point averages shall be based on the following scale: 4.0-3.8 = A\n3.79-2.B=B\n2.79-1.B=C\n1.79-1.0=D\nbelow l.O=F. 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 Licensed drivers are permitted to drive a motor vehicle to school if the following rules are obeyed: 1. All vehicles must be registered in the office. 2. Vehicles must be parked in designated area. 3. Loitering in the parking lot is not allowed at anytime. 4. Students will leave the lot immediately after parking. 5. Students may not enter the parking lot during school hours unless permission is obtained from the office. 6. Caution in driving should be used at all times. Fast or reckless driving will not be tolerated. It is illegal to pass a school bus while it is loading and unloading. 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 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 th~ 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. Each student who lives within five blocks of the school will be allowed to walk home during the lunch period provided that a note is brought from the parents stating a desire 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 must not sell, give away or exchange lunch tokens. Unused tokens must be returned to the school office. lS 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 law 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. 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. 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. 16 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 threats 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 subsequent 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. 17 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 ~ctivities\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 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 18 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 period of time not to exceed 10 days for any one action. Students may be suspended off-campus or in the case of secondary students, to the on-campus Student Assignment Class. The following guidelines are to be followed in imposing student suspensions: 1. 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. In the case of secondary students, genuine efforts shall be made to contact the parent prior to imposing a student suspension. 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. 19\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_923","title":"Senior High 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":["1989/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Senior High 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/923"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1991--1992 SENIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LIITLE ROCK SCHOOL DISTRICT NORTH LIITLE 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 (80-1629.6-8~1629.8) 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 father 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 nry important that t~ be returned to the school offke as soon as pos.gble. SENIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1991, 1992 'iJ'IHIIlr! :l@m'i1'II!H..III 'i1''i1m'I!.@.~~ [K[\\F )Il!IDI!~..~IlI~H IOOI!..~ ADMINISTRATIVOEF FICES 2700 POPLARS TREET August 1991 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. ~-u James Smith Superintendent of Schools P.O. BOX 687, NORTH umE RCCK, 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, Arkansas Department of Education, that all School::: within the District are in compliance 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 for 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 States 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 handicapped 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: Mable Bynum Telephone:_7_7_1_-_8_0_0___0_ __ _ Address: 2700 Poplar Street (P.O. Box 687) North Little Rock, AR 72115 July, 1991 Date 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 771-8000. 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. Ii - I S M T w T F s North Llttle Rock s M T w T F s Aug. 18 SD lcn ,_ _.\n: .,r SchooDl istrict i I..,_. I SD 24 Jan. H H H 4 II 25 1262 7 28 29 30 31 1991.9c2a lendar 5 6 7 8 9 10 11 I Sept. Aug. 26, first school 12 13 14 1 H 3 4 5 6 7 day lo! students 15 16 17 18 8 9 10 11 12 13 14 Sept. 2. labor Day. 19 H 21 22 2] w 25 no school 15 16 17 18 19 20 21 Nov 1 . teacher 26 g1 28 29 30 31 wor1(danyo. school 22 23 24 25 26 27 28 Nov. 7-8, AEA meetingsn, o school Feb. 1 29 30 I! 2 3 4 5 Nov 11-15, 6 7 8 parent conlaranoas. II. Oct. 1 2 3 4 5 schoool ut 1 houre arly 9 10 11 12 13 14 15 6 7 8 9 Nov,2 8-29. 16 17 18 19 20 21 10 11 12 Thanksgivinhgo idays, 22 no school 13 14 15 16 17 18 19 Dec 23  Jan. 3, 23 s 25 26 27 28 29 Ill wint81h olidaysn, o school II 20 21 22 23 24 25 26 Mar. 1 2 3 Jan. 20, Dr. Kng Day, 4 5 6 7 27 28 29 30 31] no school 8 9 10 11 12 13 14 Jan. 24, 18acher Nov. w 2 wor1(dany,o school 15 16 17 18 19 20 21 3 ~ 5 6 SD H 9 Feb.2 4,s lafl development 22 23 24 25 26 w ~8 day, no school 10 I\"- 1~ pc pc I''- March 27, teacher 29 SB SB 11 13 14 15 16 wori(dayn, o school 17 18 19 20 21 22 23 sMparirncghb3 r0e aAkp,r il3 Afx. :SES B SE 4 24 25 26 27 H H 30 no school 5 ~~ r I''- ~c pc Apri 6-10, . 8 10 11 Dec. 1 2 3 4 5 6 7 parenct onlerenoas. 12 13 14 15 16 H ~8 schoool ut t houre arly 8 9 10 11 12 13 14 Apri 17, holiday, 19 20 21 22 23 24 25 no school 15 16 17 18 19 20 21 May 25, Memorial 26 27 28 29 30 Da~, r,o school 22 H H H H H ~8 June 3, last May 1 2 29 H H scnood1a y 3 4 5 6 7 8 9 I w 176s choodl ays 10 11 12 13 14 15 16 187t eacherd ays 1, W TeacheWr orkdaSy,t udenHt oliday 17 18 19 20 21 22 ~3 SD StaffD evelopmeDnat yS, tudenHt oliday ~ H 26 27 28 29 30 includerse quiredde segregatiionns ervice H Holidafyo rS tudentasn dS taff I BeginN ineW eek.Pse riod June 1 2 ~ w 5 6 I EndN ineW eek.Pse riod SB SpringB reak 7 8 9 10 11 12 13 II Table of Contents Absences And Excuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Arrival Time At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Arkansas School Law Governing School Attendance . . . . . . . . . . . . . . . . . . . 2 Arkansas School Law Governing Compulsory Attendance Age . . . . . . . . . . . . 3 Behavior At School Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Bus Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Care Of School Property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Change Of Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Communicable Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Conduct To And From School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Contact With Students While At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Corporal Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Demonstrations And Disorderly Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Detention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Discipline For Handicapped Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Disruption Of School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Distribution Of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Drugs And Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Electronic Communication Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Emergency Phone Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Entrance Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Expulsion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Field Trips ......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Food Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Gifted I Talented Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Guidance Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Handguns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Homebound Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Homework / Independent Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Honors Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Honor Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Honor Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Injuries I Illnesses At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Leaving School During School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lockers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Lost And Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Magnet Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 How To Apply For Magnet School Enrollment . . . . . . . . . . . . . . . . . . . . . . 13 M - To - M Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 How To Apply For M - To - M Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Make Up Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Medication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Notes From Parents Regarding Absences . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Parent - Teacher Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Promotions / Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Public Display Of Affection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Religion In Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Reporting Student Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Safety Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Bicycles / Motorcycles / Other Vehicles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 School Closing In Inclement Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Search, Seizure And Interrogation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Smoking/ Use Of Tobacco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Student Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Behavior - Prohibited Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Dress And Grooming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Student Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Student Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Suspension From School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Tardies............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Telephones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Testing Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Visitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Weapons And Dangerous Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Work Permits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 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 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. A student who accrues 12 excused and 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. 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 m attendance, days of suspension to the Student Assignment Class are not counted as days of absence. A student who is exempted from compulsory school attendance will not be permitted to enroll after the 12tb day of the first semester or after the 12th 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. ACTMTIES Eligibility to participate in athletic activities is governed by the Arkansas Activities Association (AAA), including the requirement that a student passes four academic subjects from the preceding semester. A 1.6 grade point average is required from the preceding semester. Any competitive interscholastic activity under the jurisdiction of AAA must meet these schofastic requirements. Additionaf information regarding activities may be obtained from the school office. Eligibility to be a cheerleader or a drill team member is determined by the same standards as athletic participation. Clubs and organizations related to special interests or subject areas do not have minimum grade requirements except those clubs and orgamzations that are governed by charters from parent organizations. All clubs and student orgamzations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership to student organizations and clubs shall not be restricted on the basis of race, sex, national origin or other arbitrary criteria. Entry shall not be by decision of the current membership of the organization. 1 ARRIVAL TIME AT SCHOOL IdeaJly, students should not arrive at school more than 10 minutes before school opens l or before bus departure time) except to participate in scheduled activities. The District recognizes that this ideal cannot always be realized because of 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. Parents must make other arrangements outside these limitations. ARKANSAS SCHOOL LAW GOVERNING SCHOOL ATTENDANCE Arkansas school law pertaining to school attendance is as follows: SECTION 1. Arkansas Code 6-18-222 is hereby amended to read as follows: (a)(l)(A) The board of directors of each school district in this state shall adopt a student attendance policy as provided for in 6-18-209 which shall include a certain number of excessive absences which may be used as a basis for denial of course credit, promotion, or graduation. However, excessive absences shall not be a basis for e~ulsion or dismissal of a student. (tl) The legislative intent is that a student having excessive absences because of illness, accident, or other unavoidable reason should be given assistance in obtaining credit for the course. (2) A copy of the school district's student attendance policy shall be provided to the student's parents, guardians, or persons in loco parentis at the beginning of the school year or upon enrollment, whichever event first occurs. (3) The student's parents, guardians, or persons in loco parentis shall be notified wben the student has accumulated excessive absences e9ual to one-half (1/2) the total number of absences permitted under the school districts student attendance policy per semester. Notice shall be by telephonic contact with the student's parents, guardians, or persons in loco parentis by the end of the school day in which such absence occurred or by regular mail with a return address on the envelope sent no later than the following scliool day. (4) Whenever a student exceeds the number of excessive absences provided for in the district's student attendance policy, the school district shall notify the prosecuting authority, and the student's parents, guardians, or persons in loco parentis shall be subject to a civil penalty in such an amount as a court of competent Jurisdiction presiding in the presence of a representative of the school district may prescribe, but not to exceed five hundred dollars ($500) plus costs of court and any reasonable fees assessed by the court. The penalty shall be forwarded by the court to the school attended by the student. (5) Upon notification by the school district to the prosecuting authority, the prosecuting autbority shall file an action in the appropriate court to impose the civil penalty set forth in subdivision (a)(4) of the section and shall take whatever action 1s necessary to collect the penalty provided for therein. The failure of the prosecuting autho1ity to timely file an action or pursue collection on a case once notified shall be considered neglect of duty, subjecting the prosecuting attorney to the provisions of 16-21-116. (6) The penalty set forth in this section is to impress upon the parents, guardians, or persons in loco parentis the importance of school attendance and is not to be used as a primary source of revenue. When assessing penalties, the court shall be aware of any available programs designed to improve the parent-child relationship or parenting skills. When practicable and appropriate, . the ~urt may utilize mandatory attendance to such programs as well as commumty service reqmrements in lieu of monetary penalties. 2 (7) In cases where the court determines the student's unexcused absences cannot be attributed to the parents, guardians, or persons in loco parentis, the action may be suspended or dismissed conditioned on a petition being filed in juvenile court to seek services on behalf of the student. (8) As used in this section, 'prosecuting authority' means the elected district prosecuting attorney or his apJ\u0026gt;?inted deputy for schools located in unincorporated areas of the county or within cities not having a police or municipal court and means the prosecuting attorney of the city for schools located within the city limits of cities having either a police court or a municipal court in which a city prosecutor represents the city for violations of city ordinances or traffic violations. (9) In any instance where it IS found that the school district or prosecuting authority IS not complying with the provisions of this section, the State Board of Education may petition the circuit court to issue a writ of mandamus. (b )(1) Each public, _private, or parochial school shall notify the Department of Finance and Admmistrahon whenever a student fourteen (14) years of age or older is no longer in school. (2)(AJ Upon receipt of such notification, the Department of Finance and Administration shall notify the licensee by certified mail, return receipt requested, that his motor vehicle operator's license will be suspended unless a hearing is requested in writing within thirty (30) days from the date of notice. (B) The licensee shall be entitled to retain or regain his license by providing the Department of Finance and Administration with adequate evidence that: (i) The licensee is eighteen (18) years of age\n(ii) The licensee is attending school\nor (iii) The licensee has obtained a high school diploma or its equivalent. (C)(i) In cases where demonstrable financial hardship would result from the suspension or the learner's permit or driver's license, the Department of Finance and Administration may grant exceptions only to the extent necessary to ameliorate the hardship. (ii) If it can be demonstrated that the conditions for granting a hardship were fraudulent, the parent, guardian, or person in loco parentis shall be subject to all applicable perjury statutes. (D) The Department of Finance and Administration shall have the power to promulgate rules and regulations to carry out the intent of this section and shall distribute to each public, private, and parochial school a copy of all rules and regulations adopted under this section.\" 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. Students who are off school grounds without permission from the school will be transported to the Alternative Scbool from where parents will be contacted for further action on the truancy. ARKANSAS SCHOOL LAW GOVERNING COMPULSORYA TTENDANCEA GE Arkansas school law pertaining to compulsory attendance/age is as follows: SECTION 1. Arkansas Code 6-18-20l(a) is hereby amended to read as follows: \"( a) Every parent, guardian, or other person residing within the State of Arkansas having custody or charge of any child or children age five (5) through seventeen (17) years on October 1 of that year, both inclusive, shall enroll and send the child or children to a public, private, or parochial school or provide a home school for the child or children as described in 6-15-601 et seq. under such penalty for noncompliance as shall be set by law with the following exceptions: (1) Any child who has received a high school diploma, or its equivalent as determined by the State Board of Education, is not subject to attendance requirement. 3 (2) Any parent, guardian, or other person residing within the state and having custody or charge of any child or children may elect for the child or children not to attend kindergarten if the child or children will not be age six (6) on October 1 of that particular school year. If such an election is made, the parent, guardian, or other person having custody or charge of the child must file a signed kindergarten waiver form with the local district administrative office. Such form shall be prescribed by regl.!lation of the State Department of Education. On filing the kindergarten waiver form, the child or children shall not be required to attend kindergarten m that school year. (3) Any child enrolled in a postsecondary vocation/technical institution, a community college or a two-year or four-year institution of higher education, is not subject to this attendance requirement. ( 4) The local school district may grant a waiver of this requirement with notice to the State Board of Education.\" BEHAVIOR AT SCHOOL ACTMTIES 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 and District rules and regulations may also result m 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 termmated. 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 PROPER1Y Deliberate destruction or damage to school property will result in payment for loss, as well as other disciplinary action which may mclude police involvement. Careless destruction or damage may result in a requirement to pay damages. CHANGE OF ADDRESS office. It is the parent's responsibility to keep addresses current in the school 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 temeorary basis not to exceed ten (10) school days. An exclusion longer than ten (10) days shall be brou~t before the Board of Directors immediately for a determination on the indiV1dual's status. Before any official action is taken by the Board for an exclusion 4 longer then ten (10) days, the individual shall be provided an opportunity for a hearing before the Board of Directors upon appropnate notice. Student/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. B:x 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 establisfied 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 discielinary action against any student who does not exhibit proper personal conduct while traveling to and from school. 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 wnere other legal restrictions have been decided, it shall be the responsibility of the custodial parent to make such information known to the principal. 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 p~se of obtaining information, the principal shall cooperate. If removal from school 1s requested, the principal shall inform tile parent or legal guardian prior to any release of the student. If tlie principal is presented a subpoena by a police officer or if an agent of the social services presents a court order signed by a judge, he must release the student with or without communication with the parent or legal guardian. CORPORAL PUNISHMENT Corporal punishment in any form will not be used as a disciplinary measure in the North Li_ttle Rock Public Schools by any teacher, administrator, or other school personnel. DEMONSTRATIONS AND DISORDERLY ACTMTIES 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 we11-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 and early/late detention has been assigned and shall assume responsibility for student transportation. The North Little Rock School District wiJI operate a Saturday Detention School between the hours of 8:00 a.m. and 12:00 p.m. Secondary students assigned 5 Saturday detention will be expected to work on school assignments during the four hour program. Transportation to and from Saturday Detention School will be the responsibility of the student and his/her family. 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. DISRUPTION OF SCHOOL 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 reasonably certain to result. Neither shall a student urge other students to en~age in such conduct for the purpose of causing the substantrnl and material disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction 1s 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 6uilding 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 buildmg admimstrator as soon as possible following the incident. DISTRIBUTION OF LITERATURE All publications edited, printed or distributed in the name of, or within the schools of the North Little Rock School District, shall be under the direction and control of the school administration and Board. In allowing the distribution of student literature, the principal shall set firm and fair regulations for students to follow. DRUGS AND ALCOHOL 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 as outlined in Student Policy FBO. 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. Policy FBO 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. 6 2. To possess, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal mtoxication 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 hsted 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, tf1ink, 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 sha11 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 a minimum of ten school days. The pohce 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 schoolJear. B. Selling any substance prohibite by this policy or what the student rerresents or believes to be any substance prohibited by this policy. ( ) 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 alcohoVdrug 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 imtial 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 m the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. 7 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 tlie year of m1tial 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 enrolleo 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 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 1 of that year. Act 838 of 1991 mandates that no child shall be admitted to any public school without an official copy of that child's birth certificate and that child's social security number. School authorities may temporarily admit a child who has not been provided an official birth certificate or social secunty number if: 1. other proof of the child's date of birth is submitted along with a comp1eted, postage paid application and money order so that an official birth certificate can be secured\nor 2. a completed and postage paid application for a social security number is provided so that a social security number can be obtained. Act 838 also states that if there is an objection to using the social security number on school records, parents can waive the requirement by signing a notarized statement regarding their objections. With that waiver, an individualized number similar to a social security number will be assigned to the student. When a student moves into the District from attendance in an accredited school, he/she shalJ be placed in the same grade that would have been assigned in the former school. Students who have attended an unaccredited school shalJ be evaluated by the District and proper grade placement determined. Arkansas law reqmres that all students be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whopping cough) and red (RubeolaJ measles. Students who do not comply with this requuement shall be excluded from school enrollment. A student entenng 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 tempora1y 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 otber students and faculty members. Arkansas Statute 80-1516 provides that directors of a school district 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. 8 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. FOOD SERVICES Hot lunches are provided in the school cafeteria. Students are encouraged to participate in these nutntionally balanced programs\nhowever, students may choose to bring a lunch from home. Each student who lives within five blocks of the school will be allowed to walk home during the lunch period provided that a note is brought from the parents stating a desire 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 campus during the lunch period. The North Little Rock School District operates a meal assistance program which complies with federal guidelines. Meal assistance in the form of free or reduced price meals is available with the lunch program. Students must not sell, give away or exchange lunch tokens. Unused tokens must be returned to the school office. GIFTED{fALENTED 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 1s made after all available data are reviewed by a referral/placement committee. English Mathematics Social Studies Practical Arts Physical Education Health Education Fine Arts Communications Electives TOTAL GRADUATION REQUIREMENTS 4 Units 5 Units 3 Units 1 Unit 1/2 Unit 1/2 Unit 1/2 Unit 1/2 Unit 8 Units 23 Units (No substitutions allowed) (2 units of mathematics and 3 units of science or 2 units of science and 3 units mathematics) (Must include 1 unit of life science and 1 unit of physical science) (1 umt must be American History and .at least 1/2 unit must be civics or American Government) (There shall be no activity or assignment substituted for this requirement) (Three non-academic units may be counted) In counting credits for graduation, courses taken in grades nine through twelve shall be considered. No more than three units may be earned in any other way than through regular attendance in a recogniz.ed high school. This exception will be made only m cases of extreme emergency and with the principal's permission. A student must be enrolled in six subjects each year. 9 A District progress form shall be a part of the student's record to ensure that the courses taken by the student meet State Standards and District requirements. Any student lacking no more than one credit to meet graduation requirements shall be allowed to participate in the graduation ceremonies, provided the student has paid summer school tuition. A student's diploma shall be retained by the principal's office until any deficiency has been removed. Any deviation from these requirements shall be at the discretion of the principal and his staff. 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 reqmred to pass a physical exammation each year BEFORE oeing 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 be completed as far in advance as possible and are availabfe from Special Services (771-8033). HOMEWORK/INDEPENDENTS TUDY SKILLS Recognizing that homework is a flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making tfiis 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 judgement, homework should vary gradually from fairly light (no more than 15-30 mmutes per day) in grades 1-3 to fairly heavy (no more than 60-120 minutes per day) in grades 10-12. 10 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' independent 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. HONORS CLASSES Placement in an honors class is based on a student's grades, teacher recommendation and standardized test scores. After all data are studied, the school may issue a written invitation to the student and parent. If this invitation is accepted, then the student is placed in the honors program. Student progress is monitored continuously to determine if the correct placement has been made. Generally, if a nine-week grade falls below a \"C\", then the student is reassigned to a more appropriate placement. Grades earned in honors courses will be weighted only in those courses designated as exit level Advanced Placement (AP) courses, e.g., AP Biology, AP Calculus, and AP English, and AP Physics. HONOR GRADUATES For students who will graduate in 1992 or 1993, the critetion for being named an honor graduate is a cumulative grade point average of 3.5 in grades ten, eleven, and twelve. Act 980 of 1991 establishes qualifications for valedictorians, honor graduates, and membership in the National Honor Society. Beginning with the 1993-94 school year, students who have successfully completed a minimum core of high school courses recommended for preparation for post secondary education or a more rigorous program of vocational study shall be eligible for the honor of serving as a valedictorian or honor graduate. Honor graduates must earn a minimum cumulative grade point average of 3.5 in grades nine through twelve in addition to completing the core curriculum. The core curriculum recommended by the State Board of Higher Education and the State Board of Education is an follows. English - 4 units (not to include oral communications courses) Natural Science - 2 units, with laboratory components, chosen from two of the following: biology, chemistry, or physics Mathematics - 3 units, including algebra I \u0026amp; II and geometry 11 Social Studies - 3 units, including one of American history, one of world history, and at least one-half unit of civics or American government ForeiS!} Language- 2 units in one foreign language Candidates for valedictorians or honor graduates who are enrolled in technical preparation courses are required to compfete the following coursework in addition to or in lieu of the minimum core outlined above. l. Students will complete three credits each in mathematics and science with at least two credits in each area from courses with content comparable to that in the college preparatory curriculum. The two higher level math and science courses may be courses designed to teach essential content from the college preparatory curriculum through an applied instructional process. 2. Students will complete at least four credits in a vocational major and two related vocational credits. Beginning with the 1991-92 school year, only those students enrolled in a course of study containing the minimum core of high school courses recommended for preparation for post secondary education shall be eligible for membershif in the National Honor Society. Students who are current members of the Nationa Honor Society are exempt from the provisions for membership outlined in Act 980. HONOR ROLL Each nine weeks, all secondary schools will prepare honor rolls of students making 4.0 averages and 3.0 averages. To be eligible, a student must be a full-time student, have no failing grades, no incomplete grades and no unsatisfactory citizenship grades. Honor roll eligibility will be based on all subjects taken and on the grade pomt average (GPA) listed on the report card. 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 famify doctor if parents have made 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 All schools in North Little Rock operate as closed campuses. Students must stay on the school grounds from arrival time until the completion of the scheduled 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 and sign the check-out sheet. 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 cf ass. Only those students who live within walking distance (five blocks) and have written consent may be granted permission to walk home for lunch. 12 LOCKERS Locker space is provided for the storage of a student's school supplies and personal items. In grades 9 through 12, students supply their own locks. Students are responsible for the care of their Tackers. Lockers are school property, and therefore, are subject to search by school officials when reasonable cause exists. LOST AND FOUND Students are encouraged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. MAGNET SCHOOLS Ten 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 learnmg 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 rriority 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. Transportation wdl be provided for students involved in magnet schools. HOW TO APPLY FOR MAGNET SCHOOL ENROLLMENT Fill out one application for each child. Place in a stamped envelope and mail to: Student Affairs Department, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 771-8010. 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. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. M-TO-M TRANSFERS The plan approved by the U.S. District Court allows for majority-to-minority (M-to-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 1s predominantly black.) Transportation will be provided for students involveo in M-to-M transfers. HOW TO APPLY FOR M-TO-M TRANSFER Fill out one application for each child. Place in a stamped envelope and mail to: , Student Affairs Department, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 771-8010. 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, 13 students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. 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 withm the prescribed time. A student who misses school due to an unexcused absence shall not be afforded the 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 admimstered 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-TEACHERA SSOCIATION Parents are encouraged to join and participate in Parent-Teacher Association activities. Senior high school Parent-Teacher Association meetings are usually held on the second Tuesday of each month. PHYSICAL EDUCATION Each secondary student shall be re~uired to take physical education 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 allowea 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. PROMOTIONS/RETENTION Students from 9-12 are not classified by grade level except for homeroom and reporting procedures. For such purposes, five units are required for sophomore standing, nine units for junior standmg and 15 units for senior standing. It is recommended that individually failed subjects be made up in summer school. 14 Required subjects failed, which are not made up in summer school, must be successfulfy completed before the student can advance to the next course offering in that sequence. Students in grades 7-8 are on a pass or fail policy. All students in the eighth grade shall be tested in reading, mathematics, language arts, social studies and science on a competency test developed by the State Department of Education. Any student who does not achieve a passing score, as determined by the State Department of Education, shall not be promoted to the ninth grade. The level of competence required will be derived by the State Department of Education from an analysis of tlie Minimum Performance Test, standardized examinations and any other examination that may assist in determining the level of achievement that is expected in the United States at large. In any examination area where Arkansas students are significantly below the national average, the State Department of Education will devise a plan to move student achievement toward the national average. Retesting shall be permitted for students who score below the level required to progress to the ninth grade. The test shall be administered two (2) additional times oefore the beginning of the next school year on dates selected by the State Department of Education. Each local school district shall provide opportunities for additional study for all students who request it in order to prepare those students to retake the test. Any student who is retained at the eighth grade shall be evaluated by the student's school principal, teachers and counselors who shall jointly prepare an academic skills development plan to assist the student to attain mastery of the area(s) in which the student ts deficient. Any student failing to achieve mastery at the end of the second year shall be evaluated to determine the education programming that offers additional education opportunities. A conference shall be held with each student's parent(s) or guardian(s) to review and discuss the student's retention and plan. Special Education students shall be required to accomplish the goals and objectives stated in their individual education plans for the current year before progressing to ninth grade. 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 1s 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 should be guided by the following considerations:  The presentation is designed for all students who mig,ht 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. 15 REPORTING STUDENT PROGRESS Report cards are issued to students after each of the first three nine week grading periods. The final report card may be mailed at the parent's expense or picked up in the school office. Written interim reports will be mailed home to parents if a student's performance is unsatisfactory. Grades shalJ be determined and reported in accordance with procedures established by the Superintendent and Board of Education and will be in compliance with state laws and regulations approved by State Board of Education. Letter grades will be reported in grades one through twelve. Act 1070 of 1991 establishes a statewide uniform grading scale. 93 - 100 A 60 - 69 D 83 - 92 B Below 60 F 70 - 82 C Students in grades K-12 will be graded each nine-weeks. Students in grades 7-8 will receive four nme-week grades and two semester averages. Students in grades 9-12 will receive four nine-week grades, semester exam grades, and semester averages in each course taken. In grades 9-12, the two nine-week grades shall equal 80% of the semester average, and the semester test shall equal 20% of the semester average. Semester tests must be taken before credit in a course is awarded. Group exceptions to the semester test requirement must be approved by the Director of Secondary Education and the Assistant Superintendent-Instmction. Grade point average is computed for each student at the secondary level based on all letter grades the student has received in academic subjects. Grade point averages will be calculated using the following four point gradmg scale: A=4.0\nB=3.0\nC=2.0\nD=l.0\nand F=0. Letter grades earned in Advanced Placement courses at the exit level will receive one additional point\ne.g., A=S.00\nB=4.0\netc. Cumulative grade point averages will begin with grades earned in the ninth S!.ade commencing with tbe 1990-91 school year. Cumulative grade point averages will be updated at the end of each semester when credit is earned. SAFETY REGULATIONS BICYCLES/MOTORCYCLES/OTHEVRE HICLES Licensed drivers are permitted to drive a motor vehicle to school if the following rules are obeyed: 1. All vehicles must be registered in the office. 2. Vehicles must be parked in designated area. 3. Loitering in the parking lot is not allowed at anytime. 4. Students will leave the 1ot immediately after parking. 5. Students may not enter the parking lot during school hours unless permission is obtained from the office. 6. Caution in driving should be used at all times. Fast or reckless driving will not be tolerated. It is illegal to pass a school bus while it is loading and unloading. 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 CLOSING IN INCLEMENT WEATHER Weather conditions sometimes force the cancellation or alternate scheduling of school. 16 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. 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 school official of the same sex and with an adult witness of the same sex present. Interrogations by law 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. SMOKING/USE OF TOBACCO Students shall not be permitted to smoke or use tobacco in any form on the school grounds, or in school buildings dming the school day, or when riding school buses to and from school or on a school sponsored trip. Parental permission to smoke or otherwise use tobacco does not exempt a student from the policy. Professional school personnel shall organize and maintain intensive programs of education designed to make pupils fully aware of the hazards of smoking and use of tobacco. Students caught using tobacco in any form on the school grounds are subject to suspension or other appropriate disciplinary action. SPECIAL EDUCATION A special education program is provided for handicapped students whose handicapping conditions result in educational deficits. Special education services are available for: 1. Speech/Language handicapped 2. Learning disabfed 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, J)arents, 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. 17 STUDENT ASSIGNMENTS School attendance zones for elementary, middle 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. Wage1ing 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 belon-ging to another 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 exto11ion, coerc10n, blackmail or forcmg 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 pufP?Se of subjecting the other student to indignity, humiliation, intimidation, physical abuse or threats of abuse, social or other ostracism, shame or disgrace. 16. Students shall not belong to or participate in secret societies of any kind. Gangs or similar groups, whether organized in the community or in other settings are prohibited on school grounds or at any school sponsored activity. Clothing, outer wear, pins, symbols or insignia of such organizations shall not be worn to school or at any schoolrelated activity. The School District reseives the right to establish rules in addition to those appearing in this policy and to punish those who are guilty of their violation. 18 Punishment may include detention study hall, suspension and expulsion. 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. 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 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 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 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. 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 \u0026lt;?r older. A student's records may also be released to other school systems upon thelf 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 m1terial from a student's record. Refusal by the school entitles the parent to a hearing to determine if material is accurate and appropriate. If at the hearing, material 1s ruled to be accurate, material remains in the file, but parents may prepare a statement to be 19 placed with the materials stating their objection. The 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 eacfi 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  Activity participation  Address  Height and weight, if member of  Phone number athletic team  Parent's name  Dates of attendance  Grade level  Honors and awards received  School(s) attended SUMMER SCHOOL A summer school program on a tuition basis is offered to students in grades 9 through 12 for credit courses. Students needing this service either for credit toward graduation or for enrichment may participate\nhowever, approval of the principal must be received before credit can be granted. SUPPLIES Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. SUSPENSION FROM SCHOOL 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. Is 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 orrations will likely result. 4. I guilry 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, pnor 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 incident with a teacher and if the teacher 20 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. 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's bein_g suspended off-campus {Boys' Club, Alternative School or home) for a m8Xlmum of ten days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students shall-be 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 home suspension shall be treated as an unexcused absence. 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. Principals shall implement suitable discipline procedures to encourage promptness in class attendance. 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 nine, ten,and eleven. Pre college tests (PSAT and PACT+) and college admissions tests (ACT and SAT) are administered on a voluntary, test-fee basis. Specific test dates and test fee information is available in each high school's guidance office. 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. 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. 21 If a family 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 buifdmg principal. 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. WORK PERMITS Work permits for the last fX:riod of the day may be granted to students who are regularly employed in a job which necessitates reporting to work before the end of the school day. Applications for work permits will be approved by the principal. The student will be required to present a written request from the student's parents and a statement from the empfoyer covering the time and nature of the employment. Upon arrival of the application, the office will issue a special permit to be carried each day by the student and presented on request by members of the teaching staff. Students having work permits must leave the building. Permits will be revoked for students who loiter in or about the building and/or are no longer employed. Due to the increasing enrollment and the complexity of scheduling, not all requests for work permits can be granted. Efforts will be made to grant as many work permits as possible, but first consideration must be given to the total class schedule. 22\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":"hbcula_abco_0300","title":"Sermons, Lectures, Speeches, and the Denomination Emphasis Observance, 1989","collection_id":"hbcula_abco","collection_title":"American Baptist College Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["American Baptist College"],"dc_date":["1989"],"dcterms_description":["This video includes multi-events, sermons and lectures at American Baptist College (ABC). The first sermon begins at 5:04 by Rev. Brenda Brown-Groom, who is a faculty member at ABC and an associate minister at Berean Baptist Church. Her sermon is titled \"Who Can Jesus Trust?\" There is then a time jump to what appears to be a new day at 38:20. The second sermon featured begins at 43:51, and the pastor is Dr. Edith Kimbrough; her sermon focuses on being filled with the Holy Spirit. There appears to be another new day shown at 1:10:20. Dr. Cleveland Houser, a faculty member at ABC and a psychiatric chaplain for the Tennessee Department of Corrections, begins his sermon titled \"Keep Hope Alive\" at 1:17:10. We appear to jump to another day at 1:48:19, and Dr. Douglas begins his lecture focusing on \"Baptist Church Structure and Its Intended Functions\" at 1:51:04. At 2:48:26, a new day begins and a new event begins as well: the Denomination Emphasis Observance (1989). Odell McGlothian, the President of ABC begins his introduction speech for the event at 2:49:51. The first speaker of the day is Dr. David C. George, who is the pastor of Emmanuel Baptist Church in Nashville, TN; his speech begins at 2:54:04 and he focuses on the viability of the local church. The second speaker of this day was Rev. James Turner, Sr., pastor of New Hope Baptist Church and a member of the National City District Association. A new day in the event begins at 3:58:49, and there is no sound to accompany this section of the video (3:58:49 - 4:42:24). 4:42:25 begins a different event from the day prior. At 4:42:48, a Representative of the Southern Baptist Convention, Dr. Walker, introduces one of the speakers for the day, Dr. Bennett. Dr. Bennett – someone who has done work at every level of the Southern Baptist Convention, is the President of the Executive Committee of the Southern Baptist Convention and the Chief Officer of Southern Baptist Life – speaks about the viability of state and national conventions beginning at 4:46:52. Rev. James Thomas of Jefferson Street Baptist Church, who is also President of the Missionary Baptist State Convention and a student at ABC, speaks about the convention at 5:13:04. The last speaker in this section of the video is Rev. Daniel Bender, which begins at 5:29:31. He is the pastor of First Baptist Church Gallatin, TN; the President of the Tennessee Baptist Missionary and Educational Convention of the National Baptist Convention, and Vice Chairman of the Trustee Board of ABC. There is no sound or video from 5:53:51 until the end of the video."],"dc_format":["video/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","College presidents","Universities and colleges--Employees","African American Baptists","African Americans--Religion","Sermons","Lectures"],"dcterms_title":["Sermons, Lectures, Speeches, and the Denomination Emphasis Observance, 1989"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/abco/id/0300"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["The Susie McClure Library of American Baptist College believes that the items presented in our digital collections are not encumbered by copyright or related rights. Nonetheless, as these materials are accessible to the public, certain limitations on subsequent usage may be in effect. Authorized uses for these items are confined to research, educational, and scholarly endeavors by U.S. Copyright Law Title 17, §108 U.S.C. In addition to educational purposes, individuals seeking to engage in other forms of utilization must secure explicit permission from the Susie McClure Library by contacting us at 615-687-6935."],"dcterms_medium":["video recording"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_698","title":"Settlement plan","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Student assistance programs","Educational law and legislation"],"dcterms_title":["Settlement plan"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/698"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nService Master Management Services, an Illinois company hired to supervise Little Rock School District's maintenance and custodial staff.\nLITTLE ROCK SCHOOL DISTRICT 1989 SETTLEMENT PLAN \u0026amp; MAY SUBMISSION BRIEF summaryLITTLE ROCK SCHOOL DISTRICT SETTLEMENT PLAN EARLY CHILDHOOD EDUCATION (Pages 5-26) BACKGROUND \u0026amp; PHILOSOPHY Statistics show that children who are provided with early childhood education have greater opportunities which enable them to succeed in the future. While the enrollment for early education programs continues to increase, there are many families who do not have access to affordable and accessible early childhood education. In order to combat this problem the LRSD proposes to expand existing and develop new early childhood education programs. The LRSD's plan is comprised of the following programs: HIPPY  I  ) ' .r . J - Aids train mothers to teach their four and five year old children through home-based curriculum /\u0026gt; - LRSD \u0026amp; PCSSD will collaborate and coordinate implementation II ,A' - HIPPY \u0026amp; Four Year Old Program will collaborate with regard to parental involvement and teacher training i r EVALUATION - Early Prevention School Failure Model conducted on participants at Kindergarten (pre and post tests) - Standardized achievement test at the end of the 3rd grade MAY SUBMISSION - Addition of \"similar model\" for evaluation at kindergarten - Deletion of \"pre and post tests\" and replaces with \"as they enter and exit kindergarten\" TIMELINES - HIPPY is a year round program - The following should be in place: - 14 Aids Selected and Trained - Families Recruited and TrainedHIPPY MAY SUBMISSION - Addition \"the LRSD's HIPPY Program depends on external funding. ... cannot be continued at present levels without continued receipt of JTPA and Chapter 2 funds.\" CONTACT: Miarian Shead at 324-2266 FOUR YEAR OLD PROGRAM - High Scope Curriculum which emphasizes active learning - High Scope Curriculum complements HIPPY Curriculum MAY SUBMISSION - Addition to curriculum of \"or similar curriculum.\" - LRSD \u0026amp; PCSSD will collaborate on parental involvement, inservice and training for teachers EVALUATION - Inservice evaluation will be summarized - Test data will be analyzed MAY SUBMISSION - Deletes \"test data\" and replaces with \"student assignment data\" TIMELINES - Program implemented in 3 incentive schools in 1988-89 school year - Program implemented in other incentive schools in 1989-90 school year - Program to be implemented in all elementary schools by 1993-94 school year NOTE WORDING IN PLAN BUT DELETED IN MAY SUBMISSION: \"Scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan.\"MAY SUBMISSION - Deleted program to be implemented in other incentive schools by by the 1989-90 school year and replaced with \"By the 1991-92 school year the program will be implemented in the schools listed below: Badgett Frankl in Garland * Ish Mitchell * Rightsell * Rockefeller * Romine Stephens * Washington Woodruff\" * Incentive Schools - Deleted \"all schools in the district will implement the four year old Program by 1993-94 school year and replaced with \"A long range implementation plan will be developed for additional four year old program...as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. The long range plan will address demographic, instructional, structural needs.\" \u0026lt; ! NOTE: Stay Order requires plan to be submitted by September 30, 1991 CONTACT: Pat Price at 324-2015 CITY WIDE EARLY CHILDHOOD EDUCATION The purposes of the city wide early education is to provide: - Parenting education to mothers and fathers, family health care and nutritional guidance - Quality child-care arrangements for poor parents stressing social development and school readiness - Quality preschool program for disadvantaged three to five year old chiIdren The plan then goes onto discuss components of quality programing, including MAY SUBMISSION Deletes this entire section of the plan and rewrites this section in its enti rety. Of particular concern is the deletion of the components of quality programing and the insertion of a description of the Head Start, Model Cities and LRSD programs. The stipulation dated.7/2/91 rationalizes the deletion of same staffing patterns, teacher qualifications, and the same comprehensive services because \"the plan is in conflict with some of the practices and policies of the Headstart and Model Cities programs.\" The May Plan inserts areas for cooperation between the three programs including parent involvement, staff development, student referrals, and information on student assignment process for kindergarten. In addition, the program purposes are kept in tact, except the May Plan deletes \"family health care and nutritional guidance.\" Finally, the May Plan deleted all the timelines for implementation of city wide comprehensive early childhood program for LR and did not insert any new timelines. TIMELINES - By September 1990 the initial phase of program should be implemented. - By September 1993 LRSD \u0026amp; other agencies should have implemented a comprehensive and consistent early childhood education program for children in LR. - By October 1993 80% of disadvantaged eligible students should be enrolled in early childhood education programs. - By September 1994 pre-screening data at the beginning of the school year will indicate a 75% reduction in the number of children identified as moderate to high risk. ROCKEFELLER EARLY CHILDHOOD MAGNET (MAY SUBMISSION ONLY) - Early childhood education for children ages six weeks to four years old / - Early Childhood Education Demonstration Magnet between LRSD and area colleges to: - train college students in early education - pilot innovative educational approaches for young children - provide assistance in planning and implementation - Three year old student may continue into the four year old program - Siblings of children in program receive preference for Rockefeller assignmentROCKEFELLER EARLY CHILDHOOD MAGNET - Explore year-round program for children from infancy to sixth grade NOTE: Did Not Find Any Timeline Sheets For Early Childhood Magnet! SPECIAL PROGRAMS (Pages 27-39) JTPA SUMMER YOUTH EMPLOYMENT PROGRAM -Six week program JTPA eligible students who work either part or full time Students are tested to determine if remediation is needed in math and/or reading, if needed remediation is provided - Increase the number of student participants NO CONTROL OVER THIS - FEDS! - Allow \"any student\" (non-eligible JTPA students) to participate in remediation who needs assistance ! MAY SUBMISSION - Deletes \"any student\" and provides remediation only for JTPA certified/eligible students - Counseling Staff increased by two (1 male \u0026amp; 1 female) and psychologist contracted to help students with serious problems - College students or college bound seniors who shall be hired as as instructional aids - Clerical aids to be added to the program I EVALUATION - Pre \u0026amp; Post Test of Adult Basic Education MAY SUBMISSION - Deleted evaluation mechanism and did not replace TIMELINES - By 1993-94 school year \"increase to 350 students who will show significant grow gains as a result of their participation.\" NOTE: PROGRAM CURRENTLY SERVING 300-350 STUDENTS LRSD NO CONTROL OVER INCREASE -FEDS CONTROL! HOW MEASURE?? - NO SPECIFIC TIMELINES! JTPA ASSET PROGRAM - Peer tutoring by JTPA certified students who work under the supervision of certified teachers n NOTE: ,+z p LRSD IS NOT DOING THIS PROGRAM WITH JTPA \u0026amp; WAS NOT DOING THIS PROGRAM IN DECEMBER OF 1990 WHEN THEY REPRESENTED TO THE EIGHTH CIRCUIT THAT THEY WERE!!! EVALUATION - Compare students receiving tutoring assistance with other students in areas of standardized test results, academic performance based on nine week grade reports, absentee records, drop-outs, follow-up reports and parental reinforcement activities NOTE: NO TIMELINE FOR EVALUATION - WHO? WHEN? TIMELINES - By 1988-89 school year program to be implemented in 4 junior high schools and revise program to include non-certified JTPA student tutors - By 1993-94 school year program available to all \"at risk junior high populations and high school students at accessible sites, students will show improvement, tutors will increase their opportunities for future employment MAY SUBMISSION Inserts \"Programs and individual components will be continued only if JTPA funding is available.\" - Deletes all timeline sheets but leaves the narrative NEW FUTURES HOMEWORK CENTERS \u0026amp; HOMEWORK TELEPHONE HOTLINE - Homework Centers in selected junior high schools - Homework Hotline in areas of English, math, science and social studies MAY SUBMISSION - Deleted Homework Hotline TIMELINE - Begin implementation 1988-89 school year (funded by business community)SCHOOL OPERATIONS (Pages 39-63) - Division of Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregation plan: - Organizational structure - Discipline - Guidance/Counseling - Internal integration - Extracurricular activities - Evaluation/Testing - Staffing - Planning/Implementation - Specific goals and timelines follow MAY SUBMISSION - Deletes Division of schools and the above aspects of the deseg plan Inserts \"LRSD Office of Desegregation\" will be responsible for moni tori ng - Revision of goals and timelines PROGRAM FOR ACCELERATED LEARNING/PALS (Pages 64-77) - Remediation for students grades K-12, with emphasis in reading and math at the elementary level \u0026amp; English, reading, science, social studies and math at the secondary level - Technology assisted instruction (computers, VCR's etc...) - Goal for student to attend computer lab for at least 70 minutes a week (35 minutes in reading and math) with assistance from a non-certified instructional aid - Develop a profile on elementary students that identifies their strengths and weaknesses \u0026amp; develop an improvement plan with parents which provides timelines for performance/achievement to be assessed - Provide a transitional program for secondary students who need assistance to function effectively in the regular classroom \u0026amp; develop a profile, etc., (see above) - Utilize multi-cultural, interdisciplinary, language-based, individualized instruction MAY SUBMISSION - Deletes PAL program and inserts remediation programs - Merges plan goals for elementary and secondary students \u0026amp; inserts that schools will remediate in areas in which the student has failed - Deletes remediation for reading, social studies and science!!EVALUATION - Improvement Plan, parents are provided with written information on their child's progress in meeting the performance goals of their plan - Evaluation Design and Checklist already developed TIMELINES - Implementation to begin in Fall 1988 - Cannot read timetables!! GIFTED EDUCATION (Pages 78-83) - Subject based instruction for grades K-12 based on ADE's standards - Collaboration with district in areas of curriculum, staff development and research and administration - Placement based on superior intellectual and creative ability ... \"neither criterion shall be used if the result is disparate impact upon either racial group within the district.\" - Special attention to identify and place students from low and middle socio-economic levels MAY SUBMISSION - Deletes subject based \u0026amp; inserts services - Adds attention to identify and place \"minority children I ' (A TIMELINES - Research administration of program to begin November 1988 - Investigate tri-district model for socio-economically deprived students to begin November 1990 - Cannot read other timelines! MULTI-ETHNIC CURRICULUM (Pages 84-99) - Integrate in subject areas, materials, libraries, bulletin boards, assemblies, etc...AN EVENT OR A THING NOT A PROCESS! - Collaboration for three districts in developing and implementing curriculum, studies fai rs, in-service training and access to higher educational TIMELINES FOR MULTI-ETHNIC CURRICULUM - By September 1989 ready for pre-school - grade 6 - By September 1990 ready for grades 7-12 - By September 1991 Review/Revision cycle for pre-school serve as a model for all three districts 12 to EVALUATION - Each building principal responsible - Section on multi-ethnic curriculum added to monitoring checklist MAY SUBMISSION - Deletion \"ethnic\" replaced with \"cultural\" - Added Speaker's Bureau to develop and promoted a better understanding of multi-cultural education in schools and community - Deleted timeline for curriculum to be ready for pre-school - grade 6 - Revised timeline for curriculum to be ready for grades 7-12 from 1990 to 1993 - Deleted monitoring checklist CONTENT AREA PROGRAMS (Pages 101 -108) - Ensure equality and excellence in curriculum \u0026amp; programs in the following: - Instructional methodology - Teacher/student interaction - Muiti-cultural materials - Textbooks w/ no race or gender bias - Organization instruction - Special activities Inservice - Staffing - Objective non-discriminatory criteria for student placement in advanced classed TIMELINES - Implement and incorporate organizational equity practices by Fall 89 \u0026amp; 90 MAY SUBMISSION - This section is revised and merged with multi-cultural curriculumFOCUSED ACTIVITIES K-6 (Pages 108-115) - Elementary schools to have a sound \u0026amp; strong education program with developed focused activities utilizing parent and community involvement - Elementary Academies (non-incentive \u0026amp; non-interdistrict) will receive an annual allocation for implementing focused activity for year which should focus on: 1) Promoting the school as a \"community of learning\" among parents, staff and students 2) Provide enrichment opportunities at the building level 3) Ensure equitable opportunities for participation - Collaboration with PCSSD in implementation of focused activities, curriculum and achieving greater racial balance \u0026amp; agreement that only magnets and incentive schools will have themes TIMELINES - By 1994 academy elementary schools will all have focused activities which will be integrated into the core curriculum, parental, staff and student involvement, academic performance at or above grade level for each student EVALUATION - Principals will appoint an activities coordinator and steering committee to develop and implement and evaluate planned activities - End of school year coordinator will include focused activities in a district wide report MAY SUBMISSION - Deletion of \"academies\" and insert \"area schools\" \u0026amp; deleted \"K-6\" - Deletion of themes for \"incentive\" and insert \"interdistrict\" schools - Addition of Academic Progress Incentive Grant Program whereby each area school will be able to apply for $75k over a 3 yr period to improve academic achievement of all students by reducing academic achievement di sparity - Deleted all timeline sheet and target date of 1994 in narrative - Deleted that academic performance of every student will be at or above grade levelPARKVIEWMAGNET SCHOOL (Pages 116-125) - Fine Arts Magnet and propose to phase in over a 3 yr period a science and math magnet for students graduating from Mann - Contains specific course offerings and new courses - Staff development (curriculum and inservice) - Parental involvement (sign contract) - Space needed for a research writing lab MAY SUBMISSION - Deleted specifics of the 3 year phase in of the science and math magnet - Deleted Russian language course (FAMOUS KNOWN BY ALL LOCAL PAPERS!) - Deleted staff development and lab facilities McClellan community school (may submission only) - Develop as a center to meet the needs of the community - During 1990-91 school year a bi racial planning committee began to worked with consultants to determine how to best utilize the school - Committee will report their progress and recommendations to the LRSD \u0026amp; ODM RECRUITMENT OF PRIVATE SCHOOL STUDENTS (Pages 125-126) - PTA's and parent recruiters will form strategies to recruit private school students back to the public schools - Efforts to be coordinated with Magnet Review Committee MAY SUBMISSION - Deleted coordination with Magnet Committee and inserted that the district will assess the effectiveness of recruitment on an annual basis and discuss with parties before seeking court approved alternative strategies FEDERAL PROGRAMS (Page 127) - LRSD will work with SDE to seek federal funding MAY SUBMISSION - Deletion of working with SDE, LRSD will identify and applyFecruary 22, 1991 RICIIVID FEB 25 1991 Judge Susan Webber Wright 600 West Capitol Avenue Little Rock, Arkansas 72201 'J. S. DISTRICT JUDGE Dear Judge Wright\nIn reading the opinion of the Eight.h Circuit Court of Appeals regarding the LRSD Case, I noticed that on page 28 it states that \"Moreover, the state agreed to lend LRSD up to 520,000,000 over the next ten years, the loans to be forgiven if by December 21, 2000, the existing gap in achievement between black and white pupila in LRSD has been reduced to 10 per cent. \u0026gt;1 Prevision Six on page 25 of the Pulaski County School Desegregation Casa Settlement Agreement of March 1989, stipulates that \"if at any time between the date of this agreement and December 31, 2000 the composite scores of LRSD black students (excluding special education students) on a standardized test agreed upon by the State and the LRSD are 90% or greater of the composite scores of LRSD white students (excluding special education students), the escrowed funds will be paid to LRSD and any outstanding loans will be forgiven. II There is a difference between these two statements. As an example, if the composite score of white students is at the 70th Percentile, according to the Eighth circuit statement, black students would have to score at the 60th Percentile in order the loan to be forgiven. According to the Settlement Agreement, sy would have to score at the 63rd Percentile because ^0% of iS 62. Did rhe ighth Circuit change the stated requirement of the Settlement Agreement? LRSD senior administrators are using the 1C figure instead of the \"90% of\" it is. of course, to their advantage. Settlement requirement because Which is correct? Since the State of Arkansas and the other school districts in this state have a stake in the 520,000,000, I think it would be equitable if 8 Settlement Agreement provisions are strictly enforced by the Court. Your cooperation in making a public statement regarding this ts'\ne will be greatly appreciated. .are. A Axton co: Dr. - con Elliot Arka.-.eas Department of Education1 9 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AJl-. KATHERINE KNIGHT, ET AL. f\nle9 U.S. DiSTrfcr ccvnT I I\nkaxsas 91 JUL25 PM Us 33 CAaL E, i' 1 CLERK ipSTiEE. vir. LLtr I DEFENDANTS INTERVENORS INTERVENORS STIPULATION REGARDING LITTLE ROCK SCHOOL DISTRICT AND INTERDISTRICT PLAN MODIFICATIONS The undersigned parties agree and stipulate as follows: The Little Rock School District Proposed Desegregation Plan (May 1991 Plan) was filed in the District Court on May 1, 1991, with the agreement of all of the parties. except on a few specific points, the Knight Intervenors. 1 The May 1991 Plan contains certain changes from the Little Rock School District Proposed Desegregation Plan which was submitted to the District Court in January and March of 1989 (1989 Plans or settlement plans). Some of those proposed changes are described in the Memorandum and Order of the District Court filed June 21, 1991. An explanation of the changes noted by the District Court in that Order was provided in a Stipulation of Facts filed July 2, 1991. See LRCTA Objections filed 5/1/91 and Amended 5/3/91. be noted that the LRCTA Objections are directed toward LRSD's implementation of the 1989 settlement plana and not to differences It must between the settlement plans and the May 1991 plan. *5^ G BiI 2. 9 In a Memorandum and Order filed July 15, 1991, the District Court noted other differences between the settlement plans and the plan agreed to by the parties and submitted to the District Court on May 1, 1991, and refused to reconsider its Order of June I 21 rejecting the May 1991 Plan, The District Court said, however. that \"the merits of transitional revisions will be considered more fully at a hearing subsequent to the parties' compliance with the terms of the June 21 Order\". Memorandum and Order filed July 15, 1991, The purpose of this Stipulation is to provide in advance of that hearing an explanation of the differences between the settlement plans and the May 1991 Plan and to show the basis of the parties' agreement to those changes. The differences which were expanded in the July 2, 1991 Stipulation of Facts will not be repeated here. The parties agreed in the May 1991 Plan to use the term \"norm-referenced tests\" rather than \"standardized tests\" to clarify the difference among norm-referenced. criterion-referenced and minimum performance tests. since all of these tests are standardized. (p.l) .- 3 . 13 . 4. The parties added to the settlement plans a requirement for a management information system to be developed by LRSD which will have the capability to compare in later years students who participated in the four-year-old program to those who did not (p.l4) for the purpose of evaluating the effectiveness of the four- ^Page references are to the May 1991 Plan unless otherwise noted. LUSO/liMi^iMnd 2old-program. 5. The Rockefeller Early Childhood Magnet Program was incorporated in the May 1991 Plan from the Tri-District Plan (pp.25-27) because the parties believe that:(1) the high quality early childhood program will attract white students to Rockefeller who will elect to continue their education at Rockefeller and thereby enhance the desegregation effort there\n(2) its location near an interstate highway makes Rockefeller an ideal magnet site because of its accessibility to students throughout the county\nand (3) the early childhood program can help children from the Rockefeller attendance zone by enhancing their educational program in a desegregated setting. 6. The parties added a requirement to use the information generated by LRSD's monitoring of the four-year-old program nc less frequently than annually to improve that program (p.34). 7. The parties agreed to minor changes in the Summer Learning Program (pp.39-41) to reflect that fact that the Sxxmmer Learning Program was at the time the settlement plans were written and is now fully funded by the Job Training Partnership Act (JTPA) . The. enrollment requirements are governed by federal regulations. I The JTPA program cannot admit or serve non-certified participants\". The settlement plans were therefore amended to eliminate the word \"non-certified\" (p.4O). All participants must meet JTPA eligibility requirements. 8. The Test of Adult Basic Education (TABE) (p.41) is no longer used for the Summer Learning Program. The TABE provides 3information related to student growth in terms of grade equivalent and is designed to assess adult education. A more appropriate measure of student growth was needed. Therefore, with JTPA approval, the Metropolitan Achievement Tests - Sixth Edition (MAT- 6) was substituted for the TABE. The May 1991 Plan eunends the settlement plans accordingly. Use of the MAT-6 enables the LRSD to ( use the same procedure for identifying students who need remediation during the summer as is used during the regular school year. 9. The parties added a requirement that the LRSD Student Hearing Officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions (p.50-51). This requirement strengthens the settlement plans with respect to the issue of disparate discipline and places a responsibility for reducing the disparity of disciplinary actions with the person most involved with student discipline and in the best position to\"reduce the disparity. 10. The parties added a requirement {p.63) that LRSD remove any barriers to equitable participation of all students in all classes. 11. The parties strengthened the provisions of the settlement plans which protect against excessive pullouts and possible resegregation in academic support programs (p.75-76) by requiring written approval of the parent or guardian before students may be placed in academic support programs and specifically requiring that \"pullouts' will be a last resort and will be kept at \"a minimal 4level\". 12. The parties added a specific process by which improvement plans will be developed for students participating in academic support programs (p.78-79). 13 . The parties broadened the scope of students who will be eligible to participate in LRSD's Gifted Education Program (p.88) by requiring \"above average intellectual ability and creative ability\" rather than \"superior intellectual and creative ability\". 14 , The parties also revised the language describing the LRSD Gifted Program to reflect changes in the delivery of services to identified students which were approved by the LRSD Board of Directors and the Arkansas Department of Education in 1989. (p.87) ( These changes resulted from LRSD's desegregation efforts during the 1983-89 school year to develop an equitable selection process for the Gifted and Talented Program. 15. The parties added a specific requirement (p.ll3) for the purchase of science and math materials to facilitate a \"hands-on approach to those subjects and a requirement to provide in-service training to staff regarding the use of those materials. 16. The settlement plans were changed to incorporate from the Tri-District Plan the requirement that LRSD establish an Academic Progress Incentive Grant Program (pp. 127-30). 17. The notation in the settlement plans that \"in 1989-90 an additional science teacher and a part-time Technical Writing teacher will be needed\" was deleted because of LRSD's present ability to provide the courses described in the May 1991 Plan 5( 9 9 (including Technical Writing/Applied Statistics) with existing staff. 18 . The parties changed the listed prerequisites for physics at Parkview Science/Mathematics Magnet School {p.l46) to conform to LRSD's current prerequisites. The prerequisites listed in the settlement plans served to unnecessarily exclude a number of ( tudents from participation in this magnet school program. 19 . The McClellan Community School Program (p.148-49) was taken from the Tri-District Plan and included in the May 1991 Plan because of the success of that program. 20. The parties added a number of specific requirements to strengthen the LRSD Library/Media Program (p.167-63), including requirements for a school-wide reading motivation activity each year, the correlation of library instruction to classroom instruction, the requirement that library media specialists provide training for building staff in the use of materials and equipment. and the requirement that library media specialists perform an annual evaluation of the adequacy of multicultural materials in the library collection. 21. Because funding is now provided in LRSD for indirect special education services. the erstwhile problem \"funding for indirect services\" was deleted from the list of \"areas of need\" (p.l72) in the LRSD special education section of the settlement plans. 22 . The parties agreed to strengthen the LRSD Staff Development Program (p.191-92) to include a list of specific staff 6 1auhy'iSU:p LXSO/befdtftria( ( development requirements, including the participation in staff development planning of community resource persons and all district personnel responsible for delivering training, and a requirement that LRSD deal decisively with the issue of racism and involve all staff, students and parents in a comprehensive prejudice reduction program. The settlement plans required the LRSD Data Processing Division to support school based and central office based functions by providing dropout statistics, test scores. attendance data. disciplinary data and student assignment data (p.204-05). In the May 1991 Plan the parties provided the additional requirement that the data processing office provide \"Student Achievement Data (to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and district wide)\" (p.2O5). The settlement plans established secondary attendance zones for each incentive school (p.220-21). Students in the secondary attendance zone of an incentive school had the option to fill vacancies in that incentive school after grandfathered and primary attendance zone students were assigned (p. 221). This provision was eliminated by the parties in the May 19 91 Plan because it would reduce the pool of white students eligible to transfer to each incentive school. The elimination of the 23 . 24 . secondary attendance zone allows any white student in Little Rock School District to enroll in any incentive school. The secondary attendance zones would also have allowed West Little Rock black 7( ' 9 students to transfer to incentive schools to the detriment of primary attendance zone black students who might attempt to enroll at a later date and find no space available. 25 . The parties agreed in the settlement plans to reserve in .each incentive school a certain number of seats in each prekindergarten and kindergarten class for black and white students (c. 221) . In order to avoid having pre-kindergarten and kindergarten seats go unused while eligible neighborhood black students are bused to more distant schools, the parties have included in the May 1991 Plan language which will allow such students to fill the seats reserved for white students which, even after recruitment, would otherwise remain vacant. r 26. In order to maximize desegregation at all grade levels. the parties added to the settlement plans specific authorization for desegregation transfers by LRSD students to elementary area schools that are difficult to desegregate (p. 222). 27. In order to help harmonize procedxires among the three Pulaski County school districts and to benefit LRSD employees and their children, the parties agreed to add to the settlement plans a provision to allow enrollment of the children of LRSD employees at the schools where the employees work (p. 223-24). This provision does not apply to magnet schools and is subject to desegregation requirements and the capacity limits of the particular school. 28. The LRSD Student Assignment Handbook which would have I been used for the 1989-90 school year was included in the 8( ' settlsment plans (p. 226, 233-48). That handbook includes a timeline and procedures which are now obsolete. For that reason, and because the student assignment handbook is a procedural document which is subject to change each year, the parties did not include that document in the May 1991 Plan. 29. The parties described Dunbar Junior High School in the settlement plans as a computer science/music school and set forth the specific programs and course offerings which would be available at Dunbar (p. 226-23, 230-36). By force of a 1989 district court ( order, which the parties did not seek to stay pending appeal. Dunbar has operated for the past two years as an international studies/gifted and talented magnet. The parties have expressed in the May 1991 Plan (p. 228-29) their agreement that Dunbar should continue to operate as an international studies/gifted and talented magnet because the benefits of implementing the program described in the settlement plans are outweighed by the detriments of the disruption which would be required to return to that program. 30. An international studies magnet program was established at Central High School by the terms of the Tri-District Plan. The parties agreed in the May 1991 Plan (p. 228) to continue this program. 31. Washington Elementary School was a racially identifiable black school during the 1989-90 school year and is described in the settlement plans as an interdistrict school. Under the terms of the Tri-District Plan, Washington was opened for the 1990-91 school year as a racially balanced (57% black) magnet school. The parties 9( 9 have agreed that the magnet program at Washington has been successful and therefore included Washington as a magnet school in the May 1991 Plan (p. 229). 32. LRSD agreed in the settlement plans to build two new interdistrict elementary schools (p. 258) . The first school was to have the capacity of 600 students. No capacity requirement for the second school was included in the plans. The parties have agreed in the May 1991 Plan to increase the capacity of the first LRSD interdistrict school, which the parties now agree will be nampH Martin Luther King Interdistrict School, to 696 students (p. 258). The language of the settlement plans expressing the possibility that Rockefeller may become an interdistrict school (p. ( 260) was deleted in accordance with the agreement described above that Rockefeller will remain an early childhood magnet and an incentive school. 34. The language of the settlement plans regarding computer laboratories in incentive schools, which required a minimum of 24 stations in each classroom (p. 267), was changed to reflect the fact that the minimum required number of stations is 25 and to clarify the intention of the parties that there will be one computer laboratory at each incentive school, not in each classroom. 35. The settlement plans restricted participation in the incentive school mentoring program to intermediate age students in grades four through six. The parties agreed in the May 1991 Plan to expand the mentoring program to include all students (p. 271). 10I 36. 9 The parties agreed in the May 1991 Plan to improve the incentive school component of the settlement plans by requiring an annual review of the incentive school curriculum and an annual inservice for incentive school staff members regarding any revisions in the incentive school curriculum (p. 288). 37. Thc parties agreed in the May 1991 Plan to strengthen the provision for Homework Centers in the incentive schools by saying that Homework Centers \"will\", rather than \"should\", be in place at each incentive school and by expanding the Homework Center program from a minimum of two days per week to a minimum of three days per week (p. 296). 38. The parties deleted the superfluous modifier \"certified . before \"instructional aides\" (P- 296) because there 13 no certification program for instructional aides and the parties do not intend to limit employment as an instructional aide to those who are certified as teachers. 39. The settlement plans did not contain a program to provide financial assistance to instructional aides so that they may pursue education degrees and provide a pool of potential teachers for LRSD. Such a program was added in the May 1991 Plan (p. 297-98) . 40. The requirement that \"Explorer Post Access/Membership\" be available to incentive school students (p. 300) was deleted in the May 1991 Plan because elementary students do not meet the age requirements for Explorer Post membership. 41. Washington school, as noted above, was an incentive I school in the settlement plans, was changed to a magnet school in 11( the Tri-District Plan, and was proposed for continuation as magnet school in the May 1991 Flan. To ensure that students in the a Washington attendance zone will retain some of the benefits to which they would have been entitled had Washington become an interdistrict school, the parties agreed in the May 1991 Plan that ( such students \"will have access to extended day activities, extended year activities and the scholarship program.\" (p. 303). 42. The settlement plans required that student evaluators in the incentive school assess the educational climate at each school twice a year (p. 306). The parties have determined in the May 1991 Plan that such evaluations need be performed only once each year. but that the group of evaluators should be expanded to include teachers and parents as well as students. 43. The parties have agreed in the May 1991 Plan to expand the Saturday program.^ at incentive schools to include physical education activities (p. 308) . 44. The parties have agreed to add representatives of the Joshua Intervenors to the incentive school staffing committee (p. 322) . 45. The requirement that an instructional specialist be hired to provide assistance to new teachers and others with special instructional needs (p. 328) was changed to reflect the fact that the LRSD Instructional Resource Center staff is of sufficient size to provide such assistance and that such assistance will also be provided by curriculum supervisors and the incentive schools coordinator. LIlSQ/liMMdMrkl 1246. In order to clarify and strengthen the provisions of the incentive schools staffing section of the settlement plans, the parties have included language in he May 1991 Plan which establishes committee composed of teachers, principals, administrators and parents to review the incentive school program and recommend change: for the 1991-92 school year, to pay teachers a stipend for their work on the committee, to share the coTn-mi-h-t-PP'g report with the parties. to require incentive school teachers to report to work five days early (except for Franklin school teachers) for in-service, to pay stipends to those teachers for this work, and to require Franklin school teachers to'report to work ten days early for in-service and to pay stipends to Franklin -teacher for this work (p. 329} . The 1991-92 school year is the (' firs year in which Franklin will operate as an incentive school. 47. The parties have-agreed to add to the setrlement plans a requirement that LRSD collect and review data on the needs and interests of its student population, particularly targeting at-risk students, including such information as \"number per grade level. race/gender makeup, academic achievement needs/interests. disciplinary needs, health needs. social interaction- needs. and attendance and tardiness records (p. 335). 48. The parties have agreed to broaden the scope of any parenting education classes by eliminating the language that such classes are only \"for mothers\" (p. 344) . 49. The parties have agreed to expand the scope of math and science workshops to include parents as well as students (p. 353). 13I 9 9 50. The  parties have agreed that coiamittee of administrators, parents and teachers should work o develop a a school improvement plan at each incentive school rather than simply establish school policies and procedures (p. 356). 51. The parties have agreed to expand the scope of parent recruitment for the incentive school program by requiring information sessions at churches throughout the entire community, rather than just the black community (p. 35S) . 52. The May 1991 Plan does not contain the requirement of the settlement plans that LRSD hire two parent recruiters (p. 360) because those two parent recruiters were hired in 1989, 53 . The parties have agreed to strengthen the monitoring provision of the settlement plans by including in the May 1991 Plan .resent for educational equity monitoring in all schools in LRSD by the Planning, Research and Evaluation staff with assistance from local bi-racial committees and including a requirement for quarterly evaluations of the incentive schools by the districtwide bi-racial committee and a requirement for semi-annual reports to the superintendent concerning such issues as separation of races in chool programs, achievement disparity, curriculum. staff development, extracurricular activities and student discipline (p. 371-72) . 54. The May 1991 Plan reflects the parties' agreement to strengthen the settlement plans with respect to the consultant/monitor by requiring quarterly visits to schools in PCSSD and NLRSD as well as LRSD (p. 374) . LUSO/lBMidMU-A 14r  55. The May 1991 Flan does not contain the description of the LRSD's computerized transportation system found in the settlement plans because the settlement plans described only what had been done in 1983-89 and what would be done in 1989-90. Everything described in the settlement plans has been completed (p. 376-77). 56. The settlement plans contained an LRSD data processing schedule for the 1989-90 school year (p. 379-80). This data processing schedule was not included in the May 1991 Plan because it is obsolete, it adds nothing of substance to the desegregation plan, and the data processing schedule will change from year to year. 57. The interdistrict school component of the settlement ( plans restricted participation in interdistrict schools to LRSD black students and PCSSD white students. The parties have agreed in the May 1991 Plan to expand the interdistrict school program to authorize NLRSD black students to transfer to Crystal Hill Interdistrict school if space is available after the transfer of LRSD black students to that school (p. 255). 58. The parties agreed in the May 1991 Plan to strengthen the summer school component of the interdistrict plan by requiring the cooperative summer school planning among the three districts \"will\" be conducted \"each year\" rather than \"should\" be \"scheduled for early 1989\" (p. 416). The parties also agreed to expand plans for tuition-free summer programs to those students \"in danger of\" grade retention rather than just those students already \"recommended\" for grade retention (p. 417). 15I 59. e e In the May 1991 Plan, the parties agreed to add to the settlement plans as an objective the establishment of a uniform records transfer policy and the requirement to appoint a committee to develop procedure and time lines for records transfer (p. 437) . The parties also agreed to add as an objective uniformity among the districts in reporting test results and analyzing disparities (p. 440) . 60. The settlement plans said that the directors or coordinators of counseling services for the three districts should meet monthly to share concerns and to plan for joint activities (p. 469) . xn he May 1991 Plan, that language is strengthened to require that those people \"will\" meet monthly. 61. In the May 1991 Plan, the parties agreed to add to the settlement plans an entire section on public relations (p. 476-39) which is taken from the Tri-District Plan. 62. The settlement plans contained a requirement that Russian be taught at Parkview Science Magnet School (p. 138). Following the rejection of the settlement plans by the district court. Russian courses were established at both the Central High School nternational Studies Magnet and the Dunbar Junior High School International Studies/Gifted and Talented Magnet. The parties have therefore expressed their agreement in the May 1991 Plan that there is no benefit to be gained by establishing a competing program at Parkview. 63 . The settlement plans were drafted during the Fall of 1988 and plans for each of the three school districts were submitted to 16( 9 9 the district court in January, 1989, Minor revisions to the LRSD Plan dealing primarily with the issue of grandfathering of student assignments required a resuhmission of Volume II of the LRSD Plan to the district court on March 23, 1989. The Interdistrict Plan was submitted to the district court in February of 1989. Two and cne-half years have passed since the settlement plans were drafted. Many of the dates by which the parties were supposed to implement various aspects of the plan have already passed\nother deadlines are new impossible to meet. The parties have therefore agreed in the May 1991 Plan to change many of the dates in the settlement plans so that implementation can proceed on a reasonable schedule as it would have done had the plans been approved in 1989. JOHN W. WALKER, P.A. 1723 Breadway Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 . BY\n^ohn Walker Christopher Hei*\nr WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Little Rock, AR 72201 Said Jone^ BY:_________ Ste'^ Jones C\\ 6/ MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 BY\n_________________ Richard Roachell (. 17 ( f 9 9 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Stipulation has been served on the following by depositing copy of same in the United States mail on this 19th day of July 1991: Ms. Ann Brown Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 ( Christopher Hei bthyVSUp UtSO/lstM^iMna 18 OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 October 28, 1991 Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth: As you are aware, the District Court is obligated to monitor the use of settlement monies and does so through the Office of Desegregation Monitoring. ODM must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obhgations. For the past several weeks, my associate. Bob Morgan, has been working closely with your Manager of Support Services, Jim Ivey, and also with our financial consultants, the Arkansas Financial Group, to develop a system for adequately and fairly monitoring desegregation finances. During the course of this process it has become apparent that the settlement monies are being spent at a rate which wiU exhaust them long before the plan commitments and their scheduled fulfillment have been reahzed. Budgeting and fiscal management to ensure full implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. 2. 3. What are the district guidelines for identifying expenditures as desegregation costs? What process is used to project the desegregation budget? How do these costs conespond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives?Page Two October 28, 1991 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in Code 13? 6. Who makes the decisions about which costs are actually debited to Code 13? 7. What criteria determine how budgeting and debiting decisions are made? 8. What checks are buUt into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are the districts spending priorities and how have they been determined? 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its fuU extent? Within the next ten days. Bob and I want to meet with you to discuss the answers to these . questions. We are aware of the enormity of the districts planning, budgeting, and accounting tasks\nif we can be of any assistance as the above information is gathered, please dont hesitate to let me know. Very truly yours, Ann S. Brown Federal Monitor cc: Judge Susan Weber WrightOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 October 28, 1991 Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth: As you are aware, the District Court is obhgated to monitor the use of settlement monies and does so through the Office of Desegregation Monitorin\ng- ODM must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. For the past several weeks, my associate. Bob Morgan, has been working closely with your Manager of Support Services, Jim Ivey, and also with our financial consultants, the Arkansas Financial Group, to develop a system for adequately and fairly monitoring desegregation finances. During the course of this process it has become apparent that the settlement monies are being spent at a rate which will exhaust them long before the plan commitments and their scheduled fulfillment have been realized. Budgeting and fiscal management to ensure full implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. What are the district guidelines for identifying expenditures as desegregation costs? 2. What process is used to project the desegregation budget? 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives?Page Two October 28, 1991 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in Code 13? 6. Who makes the decisions about which costs are actually debited to Code 13? 7. What criteria determine how budgeting and debiting decisions are made? 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are the districts spending priorities and how have they been determined? 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its fuU extent? Within the next ten days, Bob and I want to meet with you to discuss the answers to these questions. We are aware of the enormity of the districts planning, budgeting, and accounting tasks\nif we can be of any assistance as the above information is gathered, please dont hesitate to let me know. Very truly yours. Ann S. Brown Federal Monitor cc: Judge Susan Weber Wright\"n 4 3 Little Rock School District December 12, 1991 T J? DEC 1 3 1991 Mr. Bob Morgan Office of Desegregation Monitoring Heritage West Building, Suite 510 Ciiics o! Os\nic*i Hioring 201 East Markham Little Rock, AR 72201 4 W Dear Bob: Attached are our responses to the questions posed in Ann Brown's letter to Dr. Steele on October 28. I believe you will find them to be essentially the same as our previous verbal responses. , Please call if you have questions. Sincerely, T: Tony Wood Deputy Superintendent TW/ch 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361LRSD ANSWERS TO ODM QUESTIONS (Reference 10/28/91 Ann Brown letter to Dr. Steele) Question 1. What are the district guidelines for identifying expenditures as desegregation costs? Answer: Desegregation is one of the basic objectives of the District. Almost everything we do is directed to some degree to this goal. It is not possible therefore, and we have not attempted to identify all the cost associated with it. Our approach has been to identify personnel and materials that are required for the specific programs mandated by the Desegregation Plan, to set up budget accounts for those expenses, and charge to them as the programs are implemented. This approach may result in our charging less than possible to desegregation, but it should allow us to account for the settlement funds. It has never been the view of the LRSD that the settlement funds would cover the total cost of desegregation. Using the funds for court-mandated programs will allow us to use the money and to be able to show that it was used for proper purposes. For the purposes of showing that settlement funds are properly spent, budget/expense accounts are established for the specific programs in the Desegregation Plan. Expenses associated with those programs are charged to those accounts. Question 2. What process is used to project the desegregation budget? Answer: Building principals, department directors, and others responsible for various functions in the LRSD are designated as budget managers. Each spring the budget managers submit requests for each of the budget account codes assigned to them. If an individual has responsibility for a program mandated by the Desegregation Plan, he or she will have account codes for that. These budgets are approved by the Deputy Superintendent, Associate Superintendents, Assistant Superintendents (where appropriate). Manager of Support Services, and the Controller. All of these codes will show a fund code of 13. If a Desegregation Plan program requires office supplies, for example, there will be an amount coded in the budget for expenses of that description that are related to the desegregation program.QDM Response Page 2 Question 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives? Answer: The costs can be tied to programs that are specified in the Desegregation Plan. This will not be obvious from accounting reports but can be done through discussion with budget managers and the Associate Superintendent for Desegregation. Question 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? Answer: If, at budget time, it is determined that an individual will divide time between Desegregation Plan mandated programs and other activities, appropriate portions of that persons cost will be budgeted to the fund source codes. That persons cost will be automatically charged as budgeted through the year. For non-personnel costs, most of the expenses that can be charged to desegregation programs are easily identified, such as PAL computers and four-year- old program equipment. We have the capability to apportion costs, if needed. Question 5. Who makes the decisions about which cost items are budgeted in Code 13? Answer: The budget managers make this decision with review by the Deputy Superintendent, Associate Superintendents, the Manager of Support Services, and the Controller.QDM Response Page 3 Question 6. Who makes the decisions about which costs are actually debited to Code 13? Answer: The budget managers either make this decision or review monthly expense listings to make sure it is properly done. The Associate Superintendent for Desegregation also reviews all Fund 13 expenses monthly. Since many Desegregation Plan projects are the responsibility of the Associate Superintendent for Educational Programs, she also closely reviews these expenses on a monthly basis. Further, our computer system will not allow a budget account to be overdrawn. To transfer additional money into an account from another account requires approval of the Manager of Support Services. These processes are the same as those used to control all LRSD expenses including those that must meet certain state regulations. practices are sound. Independent audits show that LRSD accounting Question 7. What criteria determine how budgeting and debiting decisions are made? Answer: The accounts are clearly named so there is little confusion. The budget managers code the expenses. Question 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? Answer: The procedures described above with the monthly reviews described are intended to catch any improper coding. If an expense is improperly coded to a valid account that has sufficient funds, manual reviews like those described above are the only possible ways to detect it. As stated above, these are the same procedures used throughout our system, and independent audits have consistently found our procedures to be sound.ODM Response Page 4 Question 9. What are the district's spending priorities and how have they been determined? Answer: The district must implement the programs mandated by the Desegregation Plan, must meet state education standards, must meet debt service commitments, and must make the capital improvements committed to voters in millage elections. All salary expenses are under contracts. There is little to prioritize. As Desegregation Plan programs are implemented and their effectiveness is determined, we can petition the court and the other parties to allow us to discontinue or modify those that are not effective. Until we reach that point, we can do little to prioritize our costs. Question 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? Answer: The LRSD will implement the plan called \"No More Excuses: A Plan to Increase Learning for All Students in the Little Rock School District.\" This plan, which was adopted by the Board of Directors on March 28, 1991, provides the framework for attaining the 90% achievement goal for black students (see attachment). Question 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Answer: As stated in response #9 above, LRSD will measure effectiveness and attempt to remove ineffective programs in the plan. We will address overall funding problems through reducing programs that we can reduce, better management practices and, if necessary, a request for increased millages. F:odminto2.wpdNO MORE EXCUSES: A PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND import te ichc cur co: What students are learning in our schools is the most it issue School Board members, administrators, and must ccnsi C  omunity. as decisions are made about education in The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, the use of school assignments, ibraries, homework minimum grade point requirements for graduation, the number and quality of reading assignments, multi-cultural education. \"tracking,\" higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to subm consideration by Decemiber. : a re: The a rt to t. inistra' ncc subm ua\ntec rcr ts report December 3 and recommended that the 2.0 req-uirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. Tn January, 1991, the Little Rock School District received riculum Audit conducted in September 1990 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curricui im objectives do not exist, grading practices are 1 ent, promotion criteria are unclear. assessment is not ted to the curriculum, and curriculum guides lack internal ency. In short, even though the Little Rock School  isurict is performing \"reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p.a. requirement. The results showed support for the 2.0 but mos thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement: A Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1. \"Most of the data in this report show th our present education performance is low and not improving. II 2. \"Research shows that student academic perforaance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening.\" 3. \"Time devoted to some subject areas is limited... It 4 . Homework is often minimal or non-exisment. II 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective. It 6. II Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. If 7. II Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments. II 3 . \"Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively. II 9. \"Students' grasp of the four basic a thmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. \"Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. It 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events.\" 12. II In recent assessments, more students appear to be gaining basic skills, yet fewer are demonstrating a erase of higher-level application of these skills II 13 . \"Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably large.\" 14. \"La enr sci e proportions of students....are not lied \"ce c challengine mathematics and urseworx. II 315. II Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets.\" Other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from all. textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarelv borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what they read\nonly 45 percent said they talked in pairs or groups abou' their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week or les\n15 minutes per cav. At grade 12, half the students assessed in 1988 reported that they had written two or fewer papers as part of any school assignment in the six weeks before the assessment. Only 14 percent of the Sth graders and 9 percen' of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one quarter of the assessed were no enrolled eleventh graders in a math course and ley. Mat: anorher one quarter were taking lower 1 math courses such as General emetics, ?re-algebra. or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. presented. These findings are by no means all that the NAEP Report Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. for several reasons: This appears to be the case (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are no atypical of what we find locally and should give us cause for e concern. In fact, the grade distribution. level of expectations, a large amount of test scores. \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1938 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. District has experienced significant changes in The boundaries. Board governance. and adm ti its geocraph As was DO ted out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction. expertise. provided in the educational programs of the Li and interventi n are srrict.\" le Rock School In fulfill (p.l4)\ny opinion. two things are necessary before we can he responsibilities we have as a school district toward 5our patrons and students. reviewed, revised. First, Board policies must be and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) must be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre or teac. ers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-12. reorganization of the central office admi It most certainly will require istration and an allocation of sufficient resources in order to accomplish this major goal. Not until these things are done can we move forward as a district to address in a meaningful way the evaluation of effective teaching and building management, assessment of student learning, overall school success, and the effectiveness of central office leadership. In_my opinion, it would be unfair to place the full burden of improvement in student learning on the students and the parents. It is our responsibility to take appropriate and immediate action to remove all barriers to improved performance and at the same time raise expectations for student achievement. RECOMMENDED PLAN OF ACTION TO ACCOMPLISH THE GOALS OF INCREASED LEARNING FOR ALL STUDENTS I am recommending the following: 1. A review and adoption of revised Board policies in Curriculum and Instruction by the Little Rock School Board at a work session to be held before the end of the current school year, preferably during the month of April. All other Board policies will be reviewed. revised as necessary, and adopted by September, 1991. A decision by the Board at this work session as to the educational outcomes we want our students to have whe.n they leave our schools. 63 . A decision at the work session regarding the priority the Board wishes to assign to the thirteen recommendations of the Curriculum Audit. 4 . An acknowledgement by the Board that the proper way for the schools to address dispar ies in academic achievement is first to have a written curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. 5. Authorization by the Board to design and develop a curriculum specifically for Little Rock School District students which incorporates the characteristics in recommendation number four. 6. Authorization by the Board to develop a comprehensive grade level assessment program to determine the extent to which our students are mastering the curriculum. 7. A revision of the District's grading policies to make them more consistent from school to school and from classroom to classroom. It should be clear that grades are to be assigned on the basis of mastery of specific curriculum content. 8. Periodic reports to the Board, preferably each semester, showing the distribution of student grades at the secondary level. These reports will indicate courses in which students have the greatest difficulty and will track the progress of individual students on a random basis from grade to grade. An ongoing review of the District's remedial a compensatory programs by the Biracial Advisory .d Committee with recommendations for changes presented to the Board yearly for the next three years. 10. The implementation of an Instructional Management System by the 1992-93 school year that will enable us to track the progress of individual students and provide corrective prescriptions to improve learning. 11. The immediate reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent will devote her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors will be redefined to include 7more programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13 . 14 . 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in the delivery of key components ro our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. 15 . Development of school-based parent training programs in every school em.phasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the \"Plan to Increase Learning for All Students.'    * * August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing s to the Board an community regarding grade oisr bution and test scores for the Little Rock stude * * * * * July 1991 February 1992 July 1992 February 1993 July 1993 and ongoing Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992 * * * 2 . 3 . * * * January 1993 June 1993 and ongoing twice yearly. 4. Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August, 1993 MONITORING AND EVALUATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. graduation requirement. It is recommended that this year's as a seventh graders be used as the base population from which to crack an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 10INTERDISTRICT DESEGREGATION PLAN This plan was formulated by committees composed of representatives for the parties. The committees were: Student Assignments Programs/Academics Community and Board Relations School Operations The Student Assignment committee had oversight responsibilities for all others. LRSD, PCSSD, NLRSD, and Joshua all worked on this plan. The plan states, \"Tlie NLRSD, however has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of the NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences or paragraphs. Terms such as multidistrict the districts, etc. do not include the NLRSD unless the NLRSD so chooses.\" This plans stated objectives are to develop and implement a comprehensive desegregation plan for school districts in Pulaski County, with all schools (students and faculty) racially balanced as outlined in \"previous applicable court orders\", except as otherwise noted in this plan. INTERDISTRICT SCHOOLS There will be Interdistrict Schools with ratios of 60-40% of either race with the \"ideal goal\" to be 50-50. The responsibility for managing each Interdistrict School lies primarily with the host district. Six Interdistrict Schools will be established in the near term: Baker Harris Romine Stephens Crystal Hill Area King 1989-90 1989-90 1989-90 1990-91 1990-91 1992-93 Facilities considered for construction or establishment in the ftiture may include schools in or near Chenal Valley and the Scipio A. Jones site. The Interdistrict Schools shall be populated primarily by black students from the LRSD and by white students from PCSSD OR beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools.\"2 INCENTIVE SCHOOLS These schools are to be established for at least six years to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools of 55% black and 45% white (with a variance of 5%). Recruitment may increase the percentage of white students to 60% (page 4). The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Stephens, and Washington*. Desegregation of the Incentive Schools is to take place in phases. One phase is recruitment of white students. The other portion is to reserve seats in each incoming kindergarten class for the enrollment of white students. \"Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrated experience in developing and successfully implementing such programs in a majority black educational setting.\" MAGNET SCHOOLS , The parties pledge to continue to operate the six present Magnet Schools with a balance of 50- 55% black. Magnets are open to students in all three districts. It further states that each districts black/white ratio goal shall conform to its plan. FURTHER SCHOOL CONSTRUCTION All construction shall be subject to the courts prior approval and shall support desegregation. TRANSPORTATION Children shall be provided transportation to schools (including its programs and activities). Transportation is provided to children who live two or more miles from school. Bus rides shall not exceed 45 minutes unless a student has voluntarily chosen an assignment with the longer bus ride. OTHER AREAS - Aim to have equal facilities. Funds for schools in lower SOCIOECONOMIC areas shall be \"at least\" equal to those in more affluent areas. - Students from outside Pulaski County may select a Pulaski County school if such selection benefits desegregation. - Racial ratios of each districts faculty shall be consistent with applicable law.. * Washington was a magnet in the Tri-District Plan. A new school was constructed and it still serves as Basic Skills/Math and Science Magnet.3 ACHIEVEMENT DISPARITIES Parties set as a high priority the elimination of achievement disparities between black and white students. The degree of disparity shall be judged by student performance on standardized tests. The ADE with the district shall evaluate all programs and personnel for effectiveness in this area. If racial disparities exist in programs and activities at any school, \"they shall be identified, analyzed for cause, and shared with the appropriate monitoring authorities\". Special attention shall be given to racial disparities in: special education, honors, GT, advanced placement, extracurricular activities, expulsions and suspensions, reward and punishment systems. A year-end determination of each districts effectiveness in implementing desegregation shall be conducted by the parties subject to the courts review. \"The parties monitors shall be provided reasonable access to records and facilities, provided the requests for access are not disruptive, unreasonable, or intrusive.\" This plan takes \"positive steps\" to ensure that community \"involvement is substantive and ongoing. The parties also establish a joint committee to review curriculum and programs.\" (page 10). INTERDISTRICT DESEGREGATION PLAN (page 11) Magnet schools and M to M transfers are seen as \"building blocks\" of student assignment and transfer plans. Great mention is made of themes for Interdistrict Schools, and it is stressed that their selection involves parents/patrons. Interdistrict Schools to be established are: Baker Baker is to have an extended day program. This program does exist. It has not become an Interdistrict School yet and in the current appeal, efforts are made to prevent it from ever becoming one. PCSSD attorneys state that it has become balanced by M to M transfers. They suggest that the 200 seats that were to be at Baker for black LRSD students move to Crystal Hill when it is built. Harris Despite the fact that this plan states that Harris has the immediate capacity for 2(M) LRSD black students, Harris has not become an Interdistrict School. Again, appeals are being made to remove it as an interdistrict school, and to assign the proposed 200 LRSD seats to an unspecified \"new school\".4 Romine Romine is an Interdistrict School, and James Jennings states in his report of 8/22/91 to the LRSD Board of Directors that recruitment of white students from western PCSSD is underway. He also states that Pulaski County is informing their students on magnet waiting lists about open seats at Romine. A recruitment committee \"will be formed\" of staff members and parents to recruit throughout the year. Evidently the school year will begin before the committee forms. Romine added a 4-year-old class in 1991-92. Such a program is required, under this plan, as is a theme which was to be selected as of February 24, 1989. Stephens A new Interdistrict Stephens was to be constructed by the 1990-19 school year or, \"as soon as reasonably practical\". It is to be located near the 1-630 corridor. Current plans announced in the Gazette call for an opening date in Fall 1992 with the school to be constructed at 14th and Marshall on the site of old West Side Junior High, after it is razed. Stephens Interdistrict School will have an early childhood program. Black students will be assigned from the old Stephens attendance area (near 18th and Pine/Cedar). Plans are to attract white students from PCSSD and the children of state government workers. Crystal Hill An Interdistrict School is to be located near 1-430 and Maumelle Blvd. Some PCSSD whites may receive mandatory assignments to this school from the Oak Grove and Pine Forest attendance areas. Black students are to be recruited from the Romine area and/or attendance zones. King This is a new school to be constructed as a \"downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practical\". A Montessori (modified?) theme is to be explored by a committee with representatives from each party. A report/recommendation regarding this will go to the Court by February 1990. OTHER STUFF - Interdistrict magnets are open to children from outside Pulaski County. - Consider a cooperatively-operated alternative school in North Little Rock. - By the end of 1990-91, it will be determined if an interdisciplinary school can be constructed in the Chenal Valley area and remain in compliance with desegregation requirements. - M to M transfers occur only when they enhance desegregation programs.5 PETITION TO MODIFY NLR DESEGREGATION PLAN Racial Composition of NLR Secondary Schools On 9/1/88 the Court approved a request to reorganize secondary schools. Ole Main will house grades 11 and 12. Northeast will have grades 9 and 10. Lakewood, Ridge Road, and Rose City will house grades 7 and 8. The North Little Rock magnet review committee has targeted white students at Lakewood for recruitment to Mann Magnet and LRSD black students to Lakewood as M to M transfers. The parties agree to make no mandatory reassignment of students to alter racial composition of secondary schools before 1990-91 provided no school is more than 5 points outside permissible levels (on page 20, the plan states that racial composition of each school is within 25% of the school district as a whole). To aid desegregation, black students from Ridge Road, Rose City, and Central Junior High (which no longer operates as a junior high) will be recruited for Oak Grove in PCSSD. Other transfers between NLR and Oak Grove may be allowed (page 23). SOMPA SOMPA (System of MultiPluralistic Assessment) has been dropped as an instrument for student evaluation for GT. The Torrence test for creative positives has been adopted instead. The NLRSD has implemented DISTAR peer tutoring and computer-assisted instruction as recommended in the Cantalician(?) Study. Other elements recommended in the study - Adaptive Learning Environment Model (ALEM) and Exemplary Center for Reading Instruction (ECRI)  have been adapted and combined with other programs (see page 24). Early Prevention of School Failure (EPSF) has been substituted for the Dallas Preschool Screening Test. All kindergarten children participate in the EPSF screening upon kindergarten entry. SUMMER SCHOOL Summer school programs are for both remediation and enrichment. LRSD will have a free summer program for \"a select\" number of students with achievement deficiencies in reading and math. The total number served is estimated to be 500 students grade 1-12. Summer Learning Program (Sth grade remediation) This is for students who fail the MPT. It operates six weeks during the summer in the areas of: reading, English/language arts, math, science and social studies. Students work only in areas of \"identified need\". The may work in one area for six weeks, or in two areas with three weeks spent on each area.6 JTPA Literacy Students (ages 14-21) in Summer Youth Employment Program must be assessed in reading and math, and provided remediation. Extended Year Services There are also provisions for year-round services for some handicapped children if it seems that too much skills regression can occur in the summer. Collaboration All three districts are supposed to collaborate on summer school offerings to provide information and options for students (page 32). A tuition-free summer program for primary children \"is being formulated\" as an early intervention strategy. Expected outcomes By the summer of 1993, it is anticipated that a comprehensive, equitable, county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area, and race. Progress/failure will be monitored according to grade level, gender, subject area, and race. Clinical supervision will be provided for teachers. 1 Summer school staff members will complete a questionnaire at the end of each summer.78 SPECIAL EDUCATION (p. 58) The plan states that action should be taken to reduce the number of minority children in special education classes. The percentage of children assigned to such classes should be reflective of the percentage in the school population, and should be comparable to appropriate statistics of handicapped students. There are currently some collaborative efforts between the parties. Based on these successes, it is recommended in this plan that the parties work together on: I. Programs for the low-incidence handicapping conditions a. Visually impaired b. Hearing impaired c. Multi-handicapped d. Seriously emotionally disturbed 2. Staff development A. Central office staff b. Prlncipals/other school staff c. Teachers 3. Multi-district assessment committee a. establish consistent screening process b. establish evaluation instruments to be used c. establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multi-district system (forms and formats) for documenting due process procedures. Guidance and Counseling Program Cooperative Efforts (p. 83) In order to better serve minority students, the directors or coordinators of counseling for all three school districts should meet monthly to plan for areas of cooperation. To facilitate identification of all children requiring remediation, a joint testing program based on the MAT-6 will be considered. Joint test purchasing, scoring, and reporting are possibilities. A biracial multidistrict monitoring team of parents, teachers, administrators, etc., will monitor test preparation and testing conditions. Teachers will receive training in test interpretation to identify at-risk and gifted children. A system of timely transfers of records between the three districts will be developed. PARENT/COMMUNITY (See attached)well as developing new additional programs designed to facilitate substantive Involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.\n3. Parents and staff work cooperatively to develop 4. strategies to encourage positive home learning\nEach school will establish a teacher/parent committee to design and implement school-based ties\nactivi- 5. Promote multi-ethnic in-school parent/teacher mittees\ncom- 6. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\n86 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3 . Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organiza- tions to encourage positive media coverage\nI C. b. c. Designate a contact person at each local school to report to an established information center\nProduce video presentations of area schools for use by real estate offices, utility panies euid day care centers\ncom- Encourage community-wide multi-ethnic citizen/parent/ teacher/student committees for input into planning and decis ion-making: Establish building, district and multi-district 1. level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\n87 01804  D. Work, with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. 2. 3 . Expand the school/business partnerships\nHave a multi-district event to honor business part- ners in public schools\nEncourage the Chamber to continue existing such as the teacher programs appreciation rally and the Excellence in Education Awards for educators and students. Special needs will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD 8S 0180509Z.T0 Ct *  MH C ! Ml -x t  n. yiu  2 s  c hPah s s nt f\u0026lt; I 8 5 2 t r  c Ui{ IK H I ? t J kr I t i ih! iin n f ! ? I 8 ,1 11 3 u 3 RX = c s t? I ii 8 1 i t s I 3 s 3 {I ? ! t o 0  t 0 XT I ' u u u b b b I L L L L L L L. r r s ( * e t r s sWWW CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS AiraiNEYS AT LAW 2000 FIRST COMMERCIAL BLTLDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 Telephone (501) 376-2011 Fix No. (501) 376-2147 Dinxt No. 370-1506 MEMORANDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR. MAC BERND, SUPERINTENDENT DATE: EEBRUARY 22, 1993 I am writing to provide you a report about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that\" [i]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances.\" Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1394 (8th Cir. 1990). All three school districts proposed modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plans presently in effect (one for each of the three school districts and the interdistrict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation obligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)2. 3. 4. 5. The orders Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order filed on June 1, 1992 which corrects four typographical errors found in the bound volume) Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Court since the publication of the desegregation plans have been mailed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation plan. The most pressing issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan. In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which: \"(1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation allegations, It On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1, 1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 -- 1996/97\". The Little Rock School District revised its budget projections based upon then current information and supplied the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. Following an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elimination of a seventh period at McClellan Community High School. The 2Court also notified the Little Rock School District that it would require that music teacher positions in the seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregation efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Court and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". At that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. , The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed. The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared, all previous hearings if anyone would like to review them). 3 (I have transcripts of almost a -9 e There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review the effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continuing concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive them for immediate distribution to the Board. I will also provide periodic written reports to the Board concerning the legal proceedings in this case. 4CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A PARINEMHI? OF nrorVIDUAIJ AND FROFcSSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL 3LTLDING 400 WEST CAPITOL little ROCC, ARKANSAS 72201-3493 Telephone (501) 376-2011 Fk No. (501) 376-2147 Dirset No. 370-1506 MEMORANDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR. MAC BERND, SUPERINTENDENT DATE: FEBRUARY 22, 1993 I am writing to provide you a repon about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that\" [i]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1394 (Sth Cir. 1990). All three school districts proposed modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plans presently in effect (one for each of the three school districts and the interdistrict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation obligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)1. 3. 4. 5. The orders Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order filed on June 1, 1992 which corrects four typographical errors found in the bound volume) Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Coun since the publication of the desegregation plans have been mailed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation plan. The most pressing issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan. In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which\n\"(1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation allegations. II On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1, 1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 - 1996/97\". The Little Rock School District revised its budget projections based upon then current information and supplied the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. Following an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elimination of a seventh period at McClellan Community High School. The 2Court als^otified the Little Rock School District that it would require that music teacher positionsf^he seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregation efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Court and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". At that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed, The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared, all previous hearings if anyone would like to review em). (I have transcripts of almost 3There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review the effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continuing concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive them for immeriiare distribution to the Board. I will also provide periodic written reports to the Board concerning e legal proceedings in this case. 4S5 a-' A, Little Rock School District issa u VED June 1, 1993 JUN 2 1993 CKics of Cesegre^ :icn Wouiionng Mr. Donald M. Stewart, Ed.D. Assistant Superintendent of Business Affairs Pulaski County Special School District 1500 Dixon Road P. 0. Box 8601 Little Rock, AR 72216 Dear Mr. Stewart: This letter is to inform you that a meeting should be scheduled to discuss the implementation of the pooling of Majority-to-Minority funds as required by the Desegregation Settlement Agreement. I would suggest that we meet sometime during the week of June 7. Please call Carol Hughett at 324-2009 to schedule an appointment. Sincerely, Ga: Ma: E ones hager of Resources and School Support cc: Bobby G. Lester Billy Bowles Mac Bernd Ann Brown Sam Jones Chris Heller Bob Morgan 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361TJ i i o ? (S B o 3 s o 3 a 3 Q. ?   a -4 I?? a* B (Ji i o S O It G3  3 a\n1 8 1 o s 8 V il yt O g c Q. co CQ 9 9 sr \" fii vt \u0026lt; o 3 % o to a. tt 9 3 9 I s 3 3* 9  3 9 9 9 3 a - 3 3 3  s. 9 B S s 3 51 2 S 3 a ? 3 O S a -n  \u0026amp; 5- 2 3 O 3 B  ii. S. 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O CD A S \u0026amp; C a (I 2 St 3 o 2 3 3 c 3 a cn I cn  2 3 B SL 00 s N3 8  N3 UI O K3 -* 0) O) K) O M 00 S?!*2 *Q 'a O '-tJ b '-M Q U M N O S O A A 9 O A O O) yi o w a p p UI M N3 00 co \u0026lt;9 UI Ki UI cn Q cn c\u0026lt;i O Ci Gi \"si 'oo 'tn tn 5 00 O Ki Ki 4K -* -\u0026gt;4 O 03 'cn 'tn 'jK '\u0026lt;D 6 00 Ki o cn o cn 8 y i 8 o Oi cn A Gi CD 00 00  N M -k N N3 -k O OO K3 o 2 'ui b) ui - 0\u0026gt; 2 UI O\u0026gt; M a bo UI 2 co (O tn 4k 00 t\u0026gt;3 *ui '.u *oo Cj3 cn co 'o '-\"J 'co $ Oi -u *4 -k Ki CJI co 8 03 Q) S s 9 n \u0026lt;n ti le CO n 0 3- (D Q. C (D O oo 2 '6 Ki oo 'co K3 03 1 00 s M 03 o N3 UI CO C*) *00 Ki \u0026lt;O 'co M M S M S M W CD p CO Ki S S UI Ui cn o\u0026gt; UI co M CO 'oo 00 O 03 O CO co UI C^ Ci o UI co Ki co 'oo UI cn Ki K\u0026gt; 't3 *03 _ 00 00 o M lU C*i si co *4 S'cn Ki .U 00 cn ci b 2 ss Ki K .K 'Oi s UI N3 K3 03 'co 'q 00 UI cn *\u0026gt;4 w s 00 co lU 00 lU UI b 03 K3 00 St o UI M 00 N3 s g':i \u0026gt;4 O UI N3 g co 2 O 3 m 3 co \u0026lt; 2 0 fi) 3 (D 3 (O hJ  \u0026lt;O S CO  to co!' A) 8 2  6 \u0026lt; O 2 8 co w $ 9 tt 5 o 9 tt IO fo 2 2 \u0026lt; 00 9 B $ 9 -n c 3 a 0 O :o co o 2\u0026gt; CO 1*3PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT June 9, 1993 JUN 1 1 1993 Office o( Deseycijaficn bicniiofirto Mr. Gary Jones Manager of Resources and School Support Little Rock School District 810 West Markham 1500 Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216 (501) 490-2000 Little Rock, AR 72201 Dear Mr. Jones: As per our conversation this morning, attached is a work sheet which shows the the 1992-93 school year of implementing the language in the Settlement Agreement regarding pooling of M-to-M funds received for students attending interdistrict schools. effect during The work sheet does not include pre-kindergarten students attending those schools. II\"f it -i-s ultimately decided that funds are to be received for those students, this calculation needs to be revisited and any necessary adjustment made at that time. The attached work sheet indicates that a check from you in the amount of $167,220 will tentatively settle this matter for 1992-93 until a decision students. is made on the funding of pre-kindergarten Please let me know if I can supply additional information. Sincerely, . Donald M. Stewart, Ed.D. Assistant Superintendent - Business Affairs bay Enc. 1 cc: Bobby G. Lester Mac Bernd Billy Bowles Ann Brown i/ Chris Heller Sam Jones Bob Morgan \u0026lt;*\u0026gt; s o \u0026lt;o o cn _i co o o 03 O\u0026gt; gctc Ss I O 55  LU S H t O I Q S (73 5 UL o OS O Q -Z. CO O o o 0. Q_ co 05 CO cm' c Lli oi  cn oi CM m Q cn co o z I z Q \u0026lt; 0. cn Q Z  LL cn cn O O (jy cn O \u0026lt; 0. LL 2 Q Ul _i O o 0. \u0026lt; H o LU I E^ 01 Z' Qi z\n I LU I 2 Q \u0026lt; I d co CM O cm' 05 co I co CO 051 tn _ /\\ I co co co o o co CM in co CO ee^ o o co co CM O CM cm' 05 CM CM (n cn O o cn cn O \u0026lt; a. LX. 2 CM in co CM in co CO co O CM CM co o CM CO o o o_ o o CM fA- co o CO o o m co  CE I z o G CM CO W- o 05 o' CM CO CO O o' GO e)* cn z LU 2 LU Q LU o O CL \u0026lt; 1- o LU I- \u0026lt; c o z Q Z D LL 2 Q \u0026lt; I d m CO CM CM_ oo' CO CM co co co 05 CO CM O CM m co\" in CL (n \u0026lt; t- O 1- o 05 o GO CM (A LU \u0026lt; a: LU 0 \u0026lt; CC LU \u0026gt; \u0026lt; CO 05 CM to (A co o s o o co co \u0026lt;z\u0026gt; G CO o o in co 05 CO ee\u0026gt; LO LO co' LO co o (A O z o 5  z Q cn c o H (2 LU I o\" co cn O X LU 13 tn z LU 2 \u0026amp; cn O Z O Q Q Z Q tn a: o (3 LU 5 o q' cn cn CJ 0. Cu 3 a I-  O I 2 I o T 2 Z 1 2 I o T 2 LU I- Z \u0026lt; Q tn tn tn 0 \u0026lt; H o Q W (n o 0. Q \u0026lt; CL W Q Z  LL. z o I 2 I o T 2 z I 2 I o T 2 \u0026lt; H o I- Q CO QC Q LU -I o o \u0026lt; o Q LU LU o LU Z I- Z LU Q D W * \u0026gt; z CL CO 2 Q \u0026lt; I d co CM I ijC 0 LU Q \u0026lt; q: ci o o co co co co co CO o in co cn _j O O z o (73 O cc H- W Q CC LU H Z 2 Q \u0026lt; I d m O 5 05 CM co CO co cn _i o o z o cz) H O Z 00 Q cn o CL Q tn tz -1 O) \u0026lt; t- O Q W (f) a (L CM r- 1 ic: cn LU Q \u0026lt; 0 0 co 2 UJ i d 2 LU _l LU CE LU it\n\u0026lt; m \u0026lt; O t- Q w cn o 0. Q cr LU z Q (/) E 2 LU _1 LU LU Z 2 O X \u0026lt; o Q W 0^^803 ri JSSSf' /I'-- e-,-/ Little Rock School District n June 1, 1993 JUN 2 1993 Cfiics of Cesegregsycn Woi oring Mr. Donald M. Stewart, Ed.D. Assistant Superintendent of Business Affairs Pulaski County Special School District 1500 Dixon Road P. O. Box 8601 Little Rock, AR 72216 Dear Mr. Stewart: This letter is to inform you that a meeting should be scheduled to discuss the implementation of the pooling of Majority-to-Minority funds as required by the Desegregation Settlement Agreement. I would suggest that we meet sometime during the week of June 7. Please call Carol Hughett'at 324-2009 to schedule an appointment. Sincerely, Ga: Ma: ones hager of Resources and School Support cc: Bobby G. Lester Billy Bowles Mac Bernd Ann Brown Sam Jones Chris Heller Bob Morgan 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 EIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. IjR-C-32-865 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS, LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS IN..SUPPORT OF MOTION FOR ORDER OF DISMISSAL l.ntroduction The settlement agreement in this case requires that the case smissed with prejudice with respect to LRSD, PCSSD and NLRSD. settlement agreement was approved by the Eighth Circuit Court of Appeals and by this court, but the required order of dismissal was overlooked and has not been entered. In accordance with the I-'' terms of the settlement agreement, LRSD, PCSSD and NLRSD are entitled to an order of dismissal. The \"RELEASE OF ALL CLAIMS AGAINST THE LRSD,\" which was appi^oved by this court and the court of appeals as Attachment B to the settlement agreement, contains the following requirement\n It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, PqoX Schgoj District -  ______ ASllftQi_Distrigt Np.Le et al. No. LR-C-82-866 and cases Western Division, entitled Xj_gulaski County Special consolidated therein and their predecessors {includincr. but not limited to. Cooper v. Aaron. Norwood Tucker v iJOOlgl P,i?trict) (the \"Litigation\") is to be dismissed Kail vi AVdiad with 3. so  11 \u0026lt;=. Ot ' 1 iprejudice as to the LRSD and the former and current members of board education named in the Litigation. This dismissal is final for all purposes except that the court may retain jurisdiction to address issues regarding the implementation of the Plans.\" its of in Pulaski County Desegregation Case Settlement Agreement, Attachment B, p. 2. The settlement agreement also requires that this case be dismissed with respect to PCSSD and NLRSD. Settlement Agreement, Attachment C, p. 2 and Attachment D, p. 2. The settlement agreement contains the following \"Agreement Regarding Litigation Among Joshua And The Districts\": \"Joshua releases the Districts of all liability for issues which have been raised, or could have been raised, in this Litigation and commits that there will be no further litigation among or between Joshua, Knight and any of the districts, other than proceedings to enforce the terms of this settlement or the terms of the Plans.\" Settlement Agreement, p. 19. This litigation ended with the approval of the settlement agreement except that this court has retained jurisdiction. in 900 accordance with the agreement. to resolve issues related to implementation of the desegregation plans and enforcement of the settlement agreement. been entered. Arqrumant An order cf dismissal, however, has not yet The Eighth Circuit Court of Appeals approved the parties' settlement agreement on December 12, 1990. LRSD V. PCSSD. 921 F.2d 1371 (Sth Cir. 1990) . The court of appeals directed the district court, on remand, \"to approve the parties' settlement agreement as written by them.\" I^. at 1394. Kl.d hV) AVGIMJ On January 18, 1991, this court 01 :il 96 OS/I I 2 \u0026amp;ordered that \"[tjhe parties' settlement agreement is hereby approved as written by them.\" According to the terms of the settlement agreement set forth above, LRSD, PCSSD and NLRSD were entitled to an order of dismissal with prejudice upon this court's approval of the settlement agreement. The order required by the settlement agreement will not affect this court's authority, as described in the settlement agreement, to retain jurisdiction to address issues regarding implementation of the desegregation plans and to conduct proceedings to enforce the terms of the settlement agreement or the desegregation plans. The question of whether a certain component of the settlement agreement should be implemented ha arisen once before. In LRSD V. PCSSD. 971 F.2d 160 (Sth Cir. 1992) , the court of appeals confronted the issue of whether the district court was required to extend certain millages in accordance with Item M of the settlement agreement. The district court had \"thought it 'unwise to infer from the court of appeals' approval of the settlement agreement that [the district court was] required to extend the omitted millages,\" Id. at 164. The Eighth Circuit said: \" (\"What the district court failed to recognize is that we directed it to 'approve the parties' settlement agreement ag.__written by them.\" \"[A]s written by them,\" the settlement agreement included Item M, which corrected the problem of the omitted millages The extension of the omitted millages is therefore settled as the law of the case.\" Li. at 165 (citations omitted, emphasis in original). 3  iOO haiH vj Avaiaa S6 Ot 11 11 : i IOne of the reasons the district court had given for declining o implement Item M was that even though the court of appeals had approved the settlement agreement in its entirety, it had not specifically mentioned Item M in its opinion. Xd. at 164. The court of appeals made it clear that the parties were entitled\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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