{"response":{"docs":[{"id":"suc_sblatt_120","title":"The Bridge Builder: Solomon Blatt Reflects on a Lifetime of Service to South Carolina","collection_id":"suc_sblatt","collection_title":"Solomon Blatt: In His Own Words","dcterms_contributor":["Blatt, Solomon, 1896-1986","[Columbia] McKissick Museum of the University of South Carolina"],"dcterms_spatial":["United States, South Carolina, 34.00043, -81.00009"],"dcterms_creator":["Terry, George D.","Horne, Catherine Wilson"],"dc_date":["1986"],"dcterms_description":["Dr. James Holderman commissioned a series of oral history interviews that formed the basis for this book, which was printed in commemoration of Solomon Blatt's ninety-first birthday in a limited edition of one hundred copies. The book's chapters are arranged topically and follow Blatt's life chronologically. He begins by tracing his parents' journey to America and the lessons he learned growing up in Blackwell, South Carolina as a person of the Jewish faith. Blatt recounts his experiences as a student at the University of South Carolina, his military service during World War I and his first job with J. E. Harley's law firm. He describes opening his own firm and what led him to run for public office, and recalls in detail his first five years in the South Carolina House of Representatives and his election to Speaker of the House. Blatt talks about a wide range of topics such as the \"Highway Wars\", taxes, size and scope of government and political parties. He also reflects on his time on the Board of Trustees for the University of South Carolina and his contributions to the university. Finally, Blatt reflects on the careers of several state legislators and United States congressmen, South Carolina governors, and University of South Carolina presidents."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Carolina Political Collections"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Solomon Blatt: In His Own Words","Solomon Blatt Papers, South Carolina Political Collections"],"dcterms_subject":["South Carolina--Politics and government","South Carolina. General Assembly","South Carolina. State Highway Department","Barnwell (S.C.)","Blackville (S.C.)","University of South Carolina"],"dcterms_title":["The Bridge Builder: Solomon Blatt Reflects on a Lifetime of Service to South Carolina"],"dcterms_type":["Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.tcl.sc.edu/cdm/ref/collection/sblatt/id/120"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. 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Parks [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.47395"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1980-1990.gmgpc","portrait photographs1980-1990.gmgpc","group portraits1980-1990.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Parks, Rosa, 1913-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_47394","title":"Business luncheon, Thurs., Karla Bey, R. 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Photographs","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Unknown"],"dc_date":["1986"],"dcterms_description":["Portrait of civil rights activist Carolyn Long Banks.","Carolyn Banks is a fourth generation Atlantan and a known political and civil rights leader in Atlanta. She graduated from Henry McNeil Turner High School, Clark College and Georgia State University. She was one of the organizers of the Atlanta Student Movement and was the first African American woman to serve on Atlanta's city council."],"dc_format":["image/jpeg"],"dcterms_identifier":["VIS 158.01.08","ahc158001008a.jpg"],"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Southline Press, Inc. Photographs, Atlanta History Center"],"dcterms_subject":["Civil rights leaders--Georgia--Atlanta","Politicians--Georgia--Atlanta"],"dcterms_title":["Carolyn Long Banks"],"dcterms_type":["StillImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["https://album.atlantahistorycenter.com/digital/collection/southline/id/176"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through The Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["photographs"],"dcterms_extent":["4 x 5 in. black and white print"],"dlg_subject_personal":["Banks, Carolyn Long"],"dcterms_subject_fast":null,"fulltext":null},{"id":"auu_auc-047_auc-047-0055","title":"C. Eric Lincoln, 1986","collection_id":"auu_auc-047","collection_title":"C. Eric Lincoln Collection","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1986"],"dcterms_description":["C. Eric Lincoln stands at a podium and speaks."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["C. Eric Lincoln Collection||http://hdl.handle.net/20.500.12322/fa:047"],"dcterms_subject":["African American authors","African American scholars","Portraits"],"dcterms_title":["C. Eric Lincoln, 1986"],"dcterms_type":["StillImage"],"dcterms_provenance":["Atlanta University Center Robert W. Woodruff Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/20.500.12322/auc.047:0055"],"dcterms_temporal":["1980/1989"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["photographs"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_ajc_14584","title":"Congressional candidate John Lewis waiting to speak at Antioch Baptist Church during a campaign rally, 1986","collection_id":"gsu_ajc","collection_title":"Atlanta Journal-Constitution Photographs","dcterms_contributor":["Addicks, Rich, 1954-"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Atlanta Journal-Constitution"],"dc_date":["1986"],"dcterms_description":["Printed on assignment sheet: \"Congressional candidate John Lewis waits outside Antioch Baptist Church after services to do a little politicing. 1986. Photog: Rich Addicks.\""],"dc_format":["image/jp2"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Atlanta Journal-Constitution Photographic Archive;"],"dcterms_subject":["Politicians","African American Politicians","Civil rights workers","City council members","Political Campaigns"],"dcterms_title":["Congressional candidate John Lewis waiting to speak at Antioch Baptist Church during a campaign rally, 1986"],"dcterms_type":["StillImage"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/ajc/id/14584"],"dcterms_temporal":["1980/1989"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: AJCP452-148d, Atlanta Journal-Constitution Photographic Archives. Special Collections and Archives, Georgia State University Library."],"dlg_local_right":["This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["black-and-white photographs"],"dcterms_extent":null,"dlg_subject_personal":["Lewis, John, 1940-2020"],"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_ajc_14601","title":"Congressional candidate John Lewis with campaign manager Judi Gerhardt, 1986","collection_id":"gsu_ajc","collection_title":"Atlanta Journal-Constitution Photographs","dcterms_contributor":["Walker, Kenneth"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Atlanta Journal-Constitution"],"dc_date":["1986"],"dcterms_description":["Printed on assignment sheet: \"John Lewis talks with his department campaign manager, Judi Gerhardt, at the 354 Peachtree St. headquarters during the election result watch for the 5th district house race. 1986. Photog: Kenneth Walker.\""],"dc_format":["image/jp2"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Atlanta Journal-Constitution Photographic Archive;"],"dcterms_subject":["Politicians","African American Politicians","Civil rights workers","City council members","Political Campaigns"],"dcterms_title":["Congressional candidate John Lewis with campaign manager Judi Gerhardt, 1986"],"dcterms_type":["StillImage"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/ajc/id/14601"],"dcterms_temporal":["1980/1989"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: AJCP452-148c, Atlanta Journal-Constitution Photographic Archives. Special Collections and Archives, Georgia State University Library."],"dlg_local_right":["This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["black-and-white photographs"],"dcterms_extent":null,"dlg_subject_personal":["Lewis, John, 1940-2020"],"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_aflcio_105268","title":"COPE, 1986-1988","collection_id":"gsu_aflcio","collection_title":"AFL-CIO Southeast Division Civil Rights Department Records","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["AFL-CIO. 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Committee on Political Education","United States. Occupational Safety and Health Administration"],"dcterms_title":["COPE, 1986-1988"],"dcterms_type":["Text"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/AFLCIO/id/105268"],"dcterms_temporal":["1980/1989"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: L1989-17_08_0001_008, Series VIII: Subject Files, 1965-1986, AFL-CIO Southern Area Civil Rights Department records, Special Collections and Archives, Georgia State University, Atlanta."],"dlg_local_right":null,"dcterms_medium":["files (document groupings)"],"dcterms_extent":null,"dlg_subject_personal":["Dukakis, Michael S. (Michael Stanley), 1933-","Bush, George, 1924-2018","Quayle, Dan, 1947-","Bentsen, Lloyd"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_898","title":"Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 1 of 3","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1986"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","School integration","Educational statistics","Student assistance programs"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 1 of 3"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/898"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSubmitted October 14, 1986\napproved February 27, 1987\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nl APPENDIX 67-69 2 APPENDIX 81-364 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 1 of 3 NLRSD Proposed Desegregation Plan Part 1 submitted on 3/17/86 was supplemented and became the Plan submitted on 10/14/86 Parts 1 and 2 SEE APPENDIX PAGES 000''6/ - 005-:35 00067 a'\\ ...J I a'\\ 10 N :r,, \"d \"d l:,j z 0 H \u0026gt;\u0026lt; c:c ~ I w a'\\ V, STUDENT ASSIGNMEI 2 APPENDIX 81-365 UITMENT PLAN SPECIAL EDUCATION PLAN ro t.O ~-~... / ~ I g {) if) 0 ~ ~ 0 Q) _q ' u t: Cl) -~ ~ .u.. .. ...c:: pwe 4 ...,..o 111114 ~ 0~ z !N THE UNI~ED STATE:S DIST~:c~ COUR~ EASTERN DISTRICT OF ARKA~SAS w'ESTERN D!VISION LITTLE ROCK SC~OOL DISTRICT vs. NO. LR-C-d 2-aoo PULASKI COUNTY S?EC!AL SCHOOL DISTRICT NO. l, et al. MRS. LORE~E JOSHUA, et al. DE:ENDANTS INTERVE:,lORS ?LAN FOR IMPLEMENTING ?HE REMEJ_AL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS !'I' A?P~IES TO rHE ,'..O~L'\"i :,Ir\"!'LE ROCK SCHOOL D!S:'R.:CT 00069 \u0026gt; '\"d '\"d t,j z t:, 1-1 \u0026gt;\u0026lt; CX) I-' I w O'I V, NORTH LITTLE ROCK SCHOOL DISTRICT SUPPLEMENT TO DESEGREGATION PLAN APPROVED FEBRUARY 27, 1987 STUDENT ASSIGNMENT PLAN STAFF RECRUITMENT PLAN SPECIAL EDUCATION PLAN -------- ------- ~~ V Cl) f , Ii 0 . t 0 ~ 0 Q)~ - u .::.:. ..\u0026lt;.. I) ~ .u,.. . -d Fas 4 .,... ,..o ~ ~~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT Of A~KANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l, et al. MRS. LORE~E JOSHUA, et al. ?LAN FOR IMPLEMENTING ~HE REMEDI~L ORDER PLAINTIE'E' DEFENDANTS INTER VE NO RS Of THE COURT OF APPEALS FOR rHE EIGHTH CIRCUIT AS !T A?PSIES TO rHE NO~r~ .rrTLE ROCK SCHOOL DISTRICT 00082 C/l 8 c:: 0 l:lj z 8 :i:C/ l C/l H Ci) z z~ 8 \"d ti :zi: C/ l 8 !l:\" \"'l l':j ~ l:lj n ~ c:: H 8 ~z 8 \"d ~z Iti':'RODUC':I'O N In 1c.s decision of Novemoec 7, 1985 in this matt~r, tne Court of Appeals speci.f1cal1y addcessed tne 1nterdistrict vtolac.ions i.e. :ound nad oeen committed by t~e Nortn Little ~ock scnool J1scricc and ordeced tne NLaSD to ta~e S?ecifi.c C-=meJ1a_ action: It [:ne NLRSD] will tnus oe reauired to\nnake tne necessacy modificac.ions to its.studenc assignment plan, tie employment of olack adminisccatocs and princi?als, and the ado9tion of a rac1ally neutral plan evaluating and placing students requicing special education. It will also oe cequiced to cooperate in t~e ~ntecdisccict aspeccs of c.ne cemedy outlined herein. Little .:tock Sen. L\u0026gt;l:5t. v. ?ulasKi Cty. Sceci.al Sch. Dist., Memocandum Opinion at 61 (Nov. 7, 1985), 778 E'.2d 404, 435 (3tn Cir. 1985). As d r\n:SUL':, tne tlLRSD cecogn1z~::1 that Lt :13.S a li\nnit-=d role, and t~us a li~1ted interest, in furt,!r re~~dlal proceeding:\noe:0ce tn1s Cour':. ':'he sco9e cc i:s ?lan is S?@c1tically de:\nigned witn cnese l1m1tacions in :nind and is l1mited ~o\nna~ing tne cnanges in tne N:JSD's scuden: assi\nnment plan, L':S rec:::.ii.c.::ient and assignment of olack tedc:i,~r:\n, govecning the evaluacion and placement of scudents requiring spe~ial education nec~ssctCJ to comply Jtch tne mandate of th~ E:igntn Ci CCUl ':.. and :\ncope oi cne Di:\ntcict':\npact1cipation 1n any other interdistcict celief ordered oy the court cecause it would be pcematuce to address tnis 1ssue at this time. Before any 00083 meaningful consideration canoe given to an/ interdistcict cooperative programs, tne more pressing Lssu:=s oE .)011nrldry c:ianges, excnanges of propectJ, assignment oE ces?onsio1litJ for oonded indeotedness, reassignment of teac~ecs oetween districts, and che adoption of student ~ssignnent ~nd transportation plans for the districts as wod1Eied nust oe resolved. At tnis time tne Nortn Little ~ock School Jistrict does not perceive how these issues affect its interests and, therefore, has nothing to offer to the resol tic,n of tnese questions. Once these issues ace reso ved and tne District court deems lt appropriate tne NLRSD will make proposals regacaing its participation in magnet scnool and otnec cooperative programs. Should tne other parties propose sucn programs oefora these issues ace resolved ~~i~n involve th~ tnis time, t:.e :~:RSD -..,ill provide sucn ::,efoce t:ie .:une 16, 1936 nedrings. 3cwevec, as stated aoove, gi~~n :~a fact tnat all ~LRSD suomi:s tndt Lt is pre~ature to deal ..,i:n tne aoove descci::,ed ?rogr3ms at tnis time. NLRS0 suomits that tne Eollow1ng pl3n will, iE ~EEec:ivelJ implemented and monitorad, remedy tne vtol!tions Eound the tne circuit Court. of tn1s plan. Tne District pl~dges :o =amply ~itn tne teems 00084 Cl) 8 c:::: t:, t:%j z 8 ::r,, Cl) en H G') z 3: t:%j z 8 'C t-\u0026lt; ::r,, z Cl) 8 ::r,, l\"lj ~ :::0 t:%j n :::0 c:::: H 8 ~ z 8 'C t-\u0026lt; ::r,, z '\"o t-\u0026lt; ::r,, z STUDENT ASSIGNMENT PLAN HISTORY OF STOR~ PLAN Elementary students witn1n tne Distric: ace assigned accocding to tne St~,~ ?lan in gcades 1-6. The stoc~ ?lan pairs a scnool in a 9redominately olacK acea with one or moce schools in a predominately white area. These scnools are gcouped so that eacn gcoup's racial make-up represents the racial maKe-up of the Distcict. This plan is based on two pcimary premises: first tnat it accomplishs tocal integration and, second, that it is the least discriminatory met:'lod possible 1n that no area of the District can be considered to be favored in any way. In ceder to oe as faic as possiole students we,e initially selected at cancan for transportation. ~tie following 9coceuuce ~a~ used: a:l l~ctecs of tne alpnaoet wece placed in a container and an a:pnaoet was drawn from tne containP.r. aeginning wi=n tnat lettec of tne alpnaoet tne stadent oorly in each scnool .. .a s di1iced into gcou9s of at)pcopciat: .\n.1,~. .rno::n the end of tne al9naoet is reached, the 9rocess 3tar:s ovec and tne Di.strict continues to regcoup alpnabeti.calty. ELEMENTARY SC2OOLS The Noctn Little ~ocK Scnool Di.stcict desegregation plan, approved by the couct of appeals, see Davis v. 3oacri of Ed., 449 F.2d 500, 501 (8\n::i Cir. L97L) ,rnd c-:vi.sed wi.tn the approval of the district court, see Javis v. 3oacd of Ed., Oeder (E.D. ArK., May 12, 1978), incorpocates tne following features: 00085 1. Since the total student population of the elementary scnools in the North Little RocK School District is approximately 42 percent blacK and 58 percent nonoldck students, eacn elementary scnool in the district ~ust have a ~tudent population wnich approximates as nearlJ as is feasiole these percentages. 2. ro assure tnat eacn school ~ill have a student population which is composed of approximately 42 percent black students and 58 percent nonblacK ~tudents, schools ace placed in groups so that students within eacn group can be assigned to sc~ools in such numbers as is necessary to achieve tne desired racial composition in eacn school. see Addendum lA. 3. Children entering tne first grade after May l, 1978, as well as all cnildcen ent-=ring tne district from anutnec scnoo1 district afte, May i, 1978, will enter the District pupil assign~ent plan dccording to tne last nane of tne cnild shown on nis official b1rt:h certificate (or n1s previous scnool record if he is -:ntectng Ecom anotner sc:1001 -:i..\ntn..:::t) -,nd will continue in the r:otation cycle und-:r tnat: n.l:ne. 4. Kindergar:ten students ar:e assigned to their neighborhood scnools and ar:e not transported foe purposes of racial oalance. 7nis Nas approved by the court in Davis v. 3oar:d of Ed., 362 f.Supp. 730 (E.D. Ack. 1973) -2- 00086 5. alacK students living in predominately white aceas and white students living in predominately clack aceas ace not oused oc tcansfecced. Tne questions and answers concerning tne District's student assignment plan (Addendum 18) ace puolisned in August of each year dnd mailed to all patrons of tne Nortn Little Rock Scnool 01stcict. The decision of the Court of Appeals directs tnat the student population in the District n~ve ~ cacial composition within 25% of tne racial composition of the District as a wnole. Mem. Op. at 62\n778 E'.2d at 435. The NLRSD has 4,620 elementary students of #nom 2,467 (57.9%) ace nonolack and 1,793 (42.1%) a,~ olacK. Tt1us, in order to meet the +25% standard, eac:1 school must nave a nonolack population betwe~n 42.4% and 73.4%, i.~., 57.9% ~ 15.5%. All tne elemdntacy scnools in the Distc1ct ace pcesent1y in compliance wit~ tnis .\ntandard. JJNIOR HIGH SC~OOLS Junior nigh sc~ools, grades eight and nine, ace also assigned cy zones. :ne only exc~ption to tnis is an acea bounded on the east oy Intecstatd 30, on cne sout, and wouthwest by tne Ac1\u0026lt;ansas Riv~,, and on ti1~ ,10,tn oy Twenty-s~cond Street. See Addendum lC. alack students in this area ace assigned to Ridgecoad Junior Hign Scnool\nall other students ace assigned to Rose City Junior Hign School. ~a.en junior nigh ~~hool reflects the racial make-up of the -3- 00087 oistcict. ':'hese zones will be changed if and when necessacy to maintain the racial oalance within the District. One school, central Junior Hign, serves ali seventn graders in tne Distcict. T~e j nice nigh schools in tne Distcict have a student population tnat is 63.8% nonolacK and 36.2% black. See Addendum lD. The nonblack population in each scnool must oe between 47.8% and 79.8% nonblack, ~' 63.8% + 16.0%. All junior high scnoois in the North Little RocK School oistcict satisfy tnis standard. See Addendum 1D. SENIOR HIGH SCHOOLS The s~nioc hign school ooundacies wee~ dcawn in 1970 so tnat each high scnool's racial ~ake-up ceflected tne rac1al make-up of the District. These ooundaries nave not been cnanged. They ~ill oe cnanged if and when necessary in ocdec to keep eacn scnool racially oalanced. The Ccial com~osition of the District's senioc nign schools i3 67.2% nonblack and 32.8% olacK. Tnus, ~~en sc:1OO1 must nave a nonolacK population oec,1een 50. H and 64. 0%, ~' ,0. 7.2% + 16.8%. -:-ne senioc nign scnools in ':ne Uoc::1 L.i.ttle ~oci\u0026lt; s.::1OO.L Distcict satisfy tnis r~4uic~!nent. STUDE~T orsrRI3UT[ON NORTH AND sou-HOF [-40 The following scnools aca locat~rl soutn of Int~c~cate 40: ELEMENTARY Argenta Boone ?arK Glenvie.., Lyncn Drive Meadow ParK J?ine -4- SC:CONDArtY Ole Mai:1 Hign School Rose City Junior Hign Scnool Centcal Junior Hign Scnool 00088 Red .. ood Ros~ City seventh Stceet Bacing Ccoss Centec Skills Centec 7he follow1ng schools ace located nocth of Intecstat~ 40: Amooy aelwood cr:est .. ood Indian Hills Lai\u0026lt;ewood tl or t :1 Hoi: g ht s ?ac1\u0026lt; :UU P11\u0026lt;e View SECONDAaY Northeast Hign Scnool LaKewood Junior: Hign School Ridgeroad Junior High Scnool A ma9 snowing tne appcoximate location of all Nor:th Little Rock Schools is attacned as Addendum lC. The cacial composition of tne Distcict as a whole is 61.8% nonolacl\u0026lt; and 38.2\\ olacl\u0026lt;. 7nus eacn acea must oe oetween 46.3\\ and 77.3% nonolac1\u0026lt;, i.e., 61. 8% data in ~ddenda 1~ and lJ discloses tnac tne cacial composition of all scnools nor:tn of I-40 is 65.0% nono1ac1\u0026lt; and 35.0% alack and of tnose scnools soutn oc I-40 the composit1on Ls 58.2% none Lac!\u0026lt; and 41. 3~ oldci\u0026lt;. :'nis is .. itnin tne st\nndard set O'J tne Couct oc ~991:als. -5- 00089 SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOT.A.LS GROUP 8 PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVEN7H STREET BOONE PARK 'i:'OTALS GROUPE PARK HILL NORTH HEIGHTS REDWOOD 7OTA.LS GROUP F MEADOWPA RK ROSE CITY ':'OTALS BARING CROSS* DISTRICT TOTALS NORTHL ITTLE ROCK ELEMENTARYSC HOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDINGK INDERGARTENS TUDENTS NONBLACK No. ( % ) 143 (63.6) 100 (57.1) 61 (55.0) 93 (53.l) 397 (57.9) 234 (60.6) 97 (53.9) TIT (58.5l 104 (58.8) 123 (51.0) TIT (54.3) 172 (58.l) 209 (63.5) 169 (57.ll 239 (54.8) 789 (58.l) 116 (61.7) 238 (63.2) 133 (54.1) 487 (61.0) 117 (56.5) 116 (53.5) 233 (55.0) 3 ( 30. 0) 2,467 (57.9) B~ACK No. ( % ) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.l) 152 (39.4) 83 (46.1) 11'\"5(' 41. 5) 73 (41.2) 118 (49.0) TIT (45.7l 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 560 (41.9) 72 (38.3) 127 (34.:3) l13 (45.9) 312 (39.0) 90 (43.5) 101 (46.5) 191 (45.0) 7 (70.0) 1,793 (42.ll TOTALS 225 175 111 175 686 38 6 180 )66 177 241 418 29 6 3 29 296 436 1357 188 365 246 799 207 21 7 424 10 4, 260 *Bacing Ccoss was cceated as an altecnative to placing sevec~ly nandicapped cnildcen in state institutions. Tne only stuJents assigned to tnis scnool ace tnose who ac~ pcofoundly and multiply nandicapped. 00090 I 1. Q. CONcn.'fING THE ll:VIS!Z\u0026gt; ~ARY SCSOOL DESEC?-ECA'l'!ONP U.\"f /~c(j_t. o FOR THE NOl!H Lim.E ROCK SCHOOL DISTRICT -~_if What about children ia:'\"the same family vho have different names? A. A child who enters tba School District after ~ay 1, 1978, as a first grader or aa a newcomer to the district on any grade level vill be placed in the pupil uaignment rotation according to his/her last nace as it appears 011 the official birth certificate. Special consideration cannot be given to families vhose members have different lat names. 2. Q. After the number of uaignments have been made in the spring to achieve the proper racial balance, vhat provisions vill be made to protect that balance from losses resulting from moving during the su=er? A. An additional 10 percent vill be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to p:-e:ent s:\n.\n:ie:.:z fro:: ha\ning t,j ... it at school longer than is desirable. It should be noted that no child .n.!.l be t=a~sported more than 7.5 miles one vay\ntherefore, the s:aggerec tice schedule causes only slight dif:erences in school schedules. 4. Q. Can a student avoid being transported if he/she attend~~ private school during the year(s) he vas assign~J to a school outside his neighborhood? A. Any movement vithin the District will place the student i~ the rotation plan or assignment present!.} i:1 effect in the attenda:-:ce zone where he will be residing. If a student attencs a private sc~cc~ ~e rec~~~~ to the ~orth Little ~ock Pu~lic Scheets. 00091 5 .. Q, Where do stuaents attend school vho enroll after the school year begins? A. Students will b usigned according to their place in the alphabetical rotation system. 6, Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q, Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. 'No stops will be made to receive or discharge pupils at any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in cwo schools. The zones were revised so that some students who would have attended Crest~ood Elementary will now attend Indian Hills, Soree students who would have attended Crestwood will now attend Lakewood, and scree students who would have attended Saventh Scree~ will no~ attend Redvoo~. 00092 9. Q. How were the groupings of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enroll~ent of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial CO!lll)osition such that their race is in the minority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the district to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special educ3tion program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enroll=ent in special education classes be sc3ll enough to allow for as much individual atte~ticn as is needed for each child. Exceptions rnay also ~e made for children with a medical disability if the situation ~arrants. These must be considered on an individual basis. 00093 STAFF RECRUITMENT PLAN NORTII LITTLE HOCK runL lC SCIH)OL\n, 1,--------------------- ,. ...,...,,.~ .,. ..... ,, ,,111 ... , 1 .,. ... ,. .., a .I. .......... , ~ fl,.,.,.. l'\nnL , . \"''\"'\"'\" \" ti\"-:mit: 1, ,  ,,:111 '''\"\"'  '\"lt.._, .. tJ ...I )n,h lhh~ Ill. ~k.-,t.,. 1.a,L II. N,,.,h 11.-irtw, I! l'L 11,11 IJ l'il..- \\'k u. l'iu\u0026lt; \" th',1...-.,J '\"M ,,..,(.'.i t\u0026gt; 11. '.'M.hnth su~1 \"'\"'\"' 1111h S.l,,,.,h IM C.totul ('I I aL.,.,.,J ~ kiolrcu,,J 21. ku-.c l i11 lll11t S. ..... .._ .? ? Nut1ltla,1 11 Ilk M\noin 2-1 I, .. ,. IJ.nioa (. '\"'' ( cmn lJ. I'\"' 'ilifh t \"\"'\"' --- \" Ridgeroad Junior High-black students' Rose City Junior Jllgh-white students 0 e .. ,.( . ... ,( C\n---- 0 I lul, kJ \\ UIIII) l lnt'I \"'\"'\" ..\" ,.., ,. ' ' .., Ol 0 0 0 SCHOOLS CENTRAL LAKEWOOD RIDGEROAD ROSE TOTALS SCHOOLS NORTHEAST OLD MAIN TOTALS SCROOLS Baring cross NORTH LITTLE ROCK PUBLIC SECONDARYS CHOOLS RACIAL COUNT AS 0~ OCTOBER 1, 1985 JUNIOR HIGH SCHOOLS NONBLACK BLACK TOTALS No. ( % ) No. ( % ) 423 ( 61. 0) 270 ( 39. 0) 693 348 ( 69. 0) 156 ( 31.0) 504 413 ( 6 4. 0) 23 2 (36.0) 645 274 ( 61. 6) l 71 ( 38. 4) 445 1,458 ( 6 3. 8) ~ ( 3 6. 2) 2,287 SEtlIOR HIGH SCHOOLS NONBLACK BLACK TOTALS No. ( % ) No. ( % ) 769 ( 7 3. 5 J 2 27 ( 26. 5) 1,046 665 ( 61. 1) 424 ( 38. 9) 1,089 1,434 ( 67. 2) 70i ( 3 2. 8) 2,135 aARING CROSS* ( Scnool foe multiple handicapped) NONBLACK BLACK TOTALS No. ( % ) .l O. ( % ) 7 ( 22. 3 l 23 ( 7 6. 7) 30 *Baring Cross was cceat~d as an alternative to placing sev~cely nandicapped cnildcen in state institutions. The only students assigned to this scnool ace tnose wno ace ?Cofoundly and multiplf nandicapped. 00095 C/'t-3 :i:,i \"rj 1-:,?\nl::t?j n ?\nl::c::: H \u0026gt;-3 z~ \u0026gt;-3 STAFf RECRUIT~ENT ?LAN ~he Eighth Circuit directed tne Noren Little RocK Scnool District to develop a plan to comply with earlier decrees regarding inc:easing the representation of alacks as principals and administrators in tne North Little Rock scnool District. To ensure that a greater numoer of olack applicants ace attracted to teacning positions wnich would improve the pool of qualified applicants for administrative positions, and in order to meet the scandards set oy applicaole law, the North Little Rock scnool Discrict proposes the following components of a comprenensive recrui=ment plan. INTERNAL ACT!VI~IES 1. The District ,\nill develop a oudget that anticipates activities related to all components of the plan and provides the necessary funding for these activi:ies. 2. North Lit=le 2oc1\u0026lt; Scnool District personnel wil_ oe notified of ~~canc~-=s in ddministtative and principal positions and ~iLl oe ~ncouraged to apply. 3. ?eriodica1.:.:r, tne :iocth Little Roel\u0026lt; Scnool District will conduct an in:ec~sc survey among its teacners and admini~tratocs wit~ the purpo~e uf ~ien=i~ying tnose individuals ',\nno ,,01llr.i os: inter~sted in advancs:ment to administrative or ~rincipal position~. 00096 COLLEGE A~D UNIV?RSITY CONTAc:s colleges and universities are perhaps tne oest 5ource oE qualified applicants Eoc teacning positions. ~~erefoce, tne District will contact these institutions foe the purpose oE recruiting qualified black applicants. 1. The District will identifJ regional colleges and universities wnic~ nave strong teacner education programs witn significant black enrollment. 2. The District will identiEy regional universities having post graduate education programs witn significant black enrollment for tne purpose of soliciting olacK applicants for administcat1ve positions. 3. Tne uistrict will contact tnose instit~tions identified in paragrapos land 2, as well as otners, using a letter of introduction (~ddendum 2A) and will provide tnem ~ith a ococnuce containing ori~f infcc:na::.ion aoout tne 9istrict, occupational o~por~uni~ies ~nd ~  pioyee bene~its\nan Equal Opportuni~J 2wployer statement\nand a~~: con:a~n~ng otnec pertinent information. 4. District personnel will visit tnose teacnec ::raL~1ng institutions expressing int~cest, witn special e~pnas1s on estaolisned career Jays or special ~vents ~ponsoreJ OJ :ne institutions and witn special attention given to institutions ::.nat nave nistoricaliJ ?reduced greater numoers of clack educators. -2- 00097 5. Disccict pecsonnel will attend visitation seminars at interested institutions at ti~es agreed upon oy the institution and tne District. Pceaccangements and announcements would be made thcough t~e appcopciate officials at the instit tions. 6. The Jistrict will deve op appccpciate ~atecials Eoc distribution to institutions and their interested students, including an intcoduccory letter (Addendum 28)\na description of employee oenefits (Addendum 2C)\na District orocnuce (Addendum 2D)\nan application\nspecific informational items on teacning, coacning, and administrative positions\nnotices on c~rr=nt joo vac~ncies\na scnedule of vis1tations and seminars\nand the brocnure descrioed in paragraph 3 dbove. COMMUNITYA C7IVITIES Anotn~r excellP.nt sourc-: ,or recc\nit.:ie\"l:: can be Eound in communit/ f)Cog:a,:is anr.i dCtivities. :o t:1is end, tne Ji5trLct ~ill ensue~ cnac its paccicipation in =ommuni~y pccgc3~s and ac:ivities is consistent wit~ its commit~en:: as an ~qudl o~f)ort~nity dra~loyer. L. alack community leaders will be 1nvic~~ co tal~ ~Lt~ the North Little Rock Scnooi D1stcict concer~ing c:1e e~ploy~~nt of alack administ:3tocs. 2. The Jistrict will also contact community organizations, such as tne Uroan League of Greater Li:tle RocK, ~hicn ~covLde employment cececrals for olack professionals. -3- 00098 - PROFESS:ONAL ASSOCIATIONS Placement services provided by proEessional associations :or their members is an additional method of rc~r~i.t~ent. 1. The 0istric: will identiEy tnose educational organizations wnicn could serve as a source of olack appl:cants for administrative positions. 2. T~e ~iscri.c~ ~ill contact those organizations which provide employrnenc information and will provide them with relevant materials regarding employment with the ~LRSD. 3. Where appropriate Discrict personnel w:11 actend regional or national confecences sponsoce\u0026lt;l oy ?roEessional associations Eoc tne purpose oE recruiting administcati'le personnel. OTHER OU1SIDE AC~!VI~I~S 1. Recru1:ment activities will ce administered oy tnose ~ully aware of tne Jistci~ts non-disccimina~ion and equal ernp:oymenc oppoccunity policies. 2. ~ecruit::io::nt ~:\u0026gt;rograrns rnay oe neid in nocel/:.iotel conf?cence cooins 1n cii:io::s considered a :,:,cur.11.,\ni.ns.\nourcc 0f. .\n19pli.-:ant3 - Eor e:\u0026lt;ampie, Mem~nis, Ttl\nJackson, :1S\nJacon ::tuuge, i:..A. Suen programs would oe preceded oy extdnsive local !\n)Ublicity. 3. It ,1ill oe cne pollcy oE tne ~locth Little ,:\\CC'\u0026lt; scncol Disi:cict to nocify in ~citing all recruitment suuccas and to state i.n ill recruiting materials, includin1 news9dpec advertisements, that it is an \"Equal Opportunity Emplot~c. -4- 00099 PROFESS:ONAL ASSOC:ATIONS Placement secvices provided by proEessional associations :or their members is an additional method of re~c~i::.~ent. 1. The Jistric: will identiEy tnose educational organizations wnicn could serve as a soucce of clack applicants for administcative positions. 2. T~e Jistri.ct ~ill contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the ~LRSD. 3. Where appropriate District personnel will attend regional or national confecences sponsored oy professional associations foe tne purpose oE recruiting administrati~e personnel. OTHER OU1SIOE AC~!VI~I2S l. Recru1::.ment activitLes will oe adminis::.eceJ oy tnose ~ully awace of tne Jistri~ts non-discrimination and equal employment opportunity policies. 2. ~ecruit::ient programs may be neld in noc:el/:.iote.!. conf:!cence cooi.ls u1 ci::i1:s consider.:ed a pc0m1si.ns source vi:. 19pli-:ant.\n- Eoc e:\u0026lt;ampie, Mem9nis, Ttl\nJackson,\n1S\nJaton ~ouge, C,A. Suen programs would oe preceded oy ex::.~nsive local publicity. 3. It  .. i 11 oe the policy of tt1e tloc:::.h Little ~eek Scncol Dis:c:ict to notify in ~citing all recruitment suucc2s dnd to state i.n ill recruiting materials, includinJ newspd~ec advertisements, tnat it is an \"C:qual Op~,ortunity Emplof~r. -4- 00099 4. ~he Distcict will pccduce a 10-minute slide snow oc videotape pcesentation desccioing the Distcic: and occupational oppoct nities 1n the District foe ,1se at ceccuitment sites. 5. When appcopciate, the Distcict will advectise teacning and administcacive vacancies in newspapecs and othec wedia in communities that have colleges and univecsities tacget2d foe ceccuitment efforts. -5- 00100 ! I AddendumA Add.JA uIMI~1 trr@mu!llLiIi luu!L~m @~~ ~@IID!Lr~r~~ IMI@@!L~ ADMINISTRATIVE OFFICES 2700 POPLAR Sii=lEET January 14, 1986 ME1'T0 O: Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk wi:n groups of prospects if it appears this would be mutually beneficial. NORTLHI TTLER OCKS CHOODLI STRICTIS ANE QUAOLP PORTUNIETMYP LOYER P.O. SOX 687. NORTH LITTLE ROCK. AA 72115/CE87 5011758-1760 00101 AddendumB Al~(. J /J u'.I=J~~ ~ulliJ rL,JrJuib~~ @~~ ~l::IDrr,,~rr~~n =J@/1~ ADMINISTRATIVE OFFICES 27C0 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials tJ acquaint you with the advantages and desirability of employment with the North Little Rock School District. If beccming associated with this District appeals to you, we encourage you co complete and return th~ application form. P.O. 8OX687. NORTH LITTLE 9CCK. AA 72115/C687 501/758-1760 00102 Adcendum C iiorth Little Rock, Ar~ansas Benefits of Teaching in North Little Rock School District Sal arv Teachers are paid on an indexed sa ary scale that rec:gnizes training and experience. Increments are provided for each 12 hours of graduate st dy beyord the Bachelor's Degree, and for each 15 hours beyond the ~as~er's, and for each year's experience up to eight years at the Sachelor's Degree level, and up to 15 years at the Specialist's Degree level.  For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment '\"'ith a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611. Fringe Senefi ts Each teacher is provided a fully paid Blue Cross-o ue Shield 11ajor\n-ledical Coverage, a dental insurance coverage, and a hospital iridernnity plan, 'Nith the option of having f~nily members included through payroll deduction. ~e provide $21,000 life insurance coverage on each ~eacher. Each teacher is provided an amount of S15.83 per month ',ihich may be applied to the :::ost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. Al 1 teachers must be members of the Arkansas Teacher Rei::~rement Syste,n. Beginning on July 1, 1986, they '.iill have t~e oo:ion of joining the co1tributory plan (63 of salary) or non-contribucory ~lan (Q~ of salary). Those choosing the contributory system .~ill qualify for a greater ari:iui:y uoon retire1,1ent. Deferred tax opticns are also available for rer:irement planning. Teachers also participate in the Social Security retire,.1erit system. Si ck ~eave Teachers in the tlorth Little Rock system receive 1i:1e days per year sick leave for- the first four years in the Distric:. These days per year then increase for each of next six years until 20 days oer year are awarded for the terich year and thereafter. Unused sick days c.re ac:::u111ulated up co 100 days. Perso,al Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accu1,1ulation provisio:1 for :nese ddyS if tl1ey are unused. 00103 Page 2 (Benefits of Teaching in North Little Rock School Oistric~) Inservice Training The North Little Rock School District maintains an ongoing, indepch program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Profess iona 1 Le~ve Upon approval of request, teachers are granted professional leave for a wide variety of activities. 00104  Addend1JTD1 NORTH LITTLE ROCK PUBLIC SCHOOLS-- jf - - ... -~- --=--- -- .~ ,,____ :.::-:.-\n-~ iii:.~.. ~~\n~~-~{\n-:.--,~,,--~._~ _\n_ moving in the right direction, helping every child achie\\'e Cl) \"'d l:rj n H\ni:,, t'1 tJj c:, c:::: n\ni:,, t-3 H az From the Superintendent ~.:.:\"':'-S_ - .--- a\n:.\n.\nWe are pleased chat you wane co icnow about public schools in Sorth Lmle Rocle.T his brochure ,,.,II~ ve you some basic fac-...asb out our schools. students. teach~ and educmonal programs. We hope you will also \\1Sit our schools to see for yourself why we have one of the state's best school systems. Quality education has been a standard in the :'-forth Little Rock School D1stnct since the first school door opened in 1901. Since then. the Discncr has grown to approximately 30 square miles W'lth 15 schools serving nearly 9.500 students, the founh largest in Arlcansa.s. Along with growth in siz.e and enroUment. the District has also grown in educational stature to become a recognized leader in learning opportunities and student performance. To ensure individual student growth, school cumc-.ilum 1s broad in scope while empha.sizmg basic slcills in re:iding, commurucanon and computation. ,\\II schools have earned accredJCat1ons tatus by the ~Orth Central Acc:-editauon Assoaat1on, and all are rated A\" by the State of Arlcansas. Public support for our schools is reflected through Parent Teacher Assoc1at1ons (PTA). the Dmr:ct PT A Council. advisor\ncommitt~ and ocher groups. The District enJoys the help of patrons through the Volunteers in Public Schools program. Through these :ind other eiforu. community members are involved in the educatton of our children. The School Board and ,he staif agree with the public th.it schools are rlaces for karn1ng. and the~ belie\\e in strong, fair dbc1piine m the ~ch1A.b. The result 1s the !aclc of senous disciplinary problem~ that disrupt the educational process. We like co thinlc of our ciscnct as responsive to community needs. Please fee! free to cill upon me. our ~nncipals or any of our staff for 1nfor.nat1on or to e:~press vour concerns. I believe that when schools and homes work together, life imprO\\e5 for everyone wtthin sc:iool distr:ct bcundar.es. I urge you co ccamme our s.:nocis and join us in support oi our public school SYStem and our commumt\\. Joe -\\u~11n, Ed. D. Sup,=rinrendenr bf S.::iool,  Addendun D NORTH LITTLE ROCK PUBLIC SCHOOLS-- =~ - ----\ni-:P: .. .f--.-- -~-- ~-:=~--\n~-s, i_~__:_ ~.. ~ ==-.' ~-, ---~~-.-\u0026lt; \\. ..~. - moving in the right direction, helping every child achie\\e en \"'d trj n H :i=t- 1 t:r:I t, c::: n :i=- 1-3 H 0 z \"'d t-1 :i=z Twelve ways we help children achieve ...  a comprehensive. coordinaled cumculum that stresses basic skills in reading, ~ommunication and computation  an expcnen~. highly trained and dedicaled st.1ff, nearly half oi whom hold masler's deye:s  a regular program of curnculum n:newal and textbook evaluation  guidance and counseling services al all elementar)' and =onda.ry schools  a gifted and talented program for e!emencary and junior high children  computer assisted instruction projects with more than 300 microcomputers available to students  a range of high school course offerings for vocational. coll~e-bound and handicapped students  a range c,f \u0026lt;peciai educanon\n~:\", 11:es wah Ll!d1v1d~: 1! education pl:l~s  advance plact:ment classes for\ne,:ondary students  :ict1ve parent involvement through PT A's. PT A Council. ad,isory commmees and booster clubs  an eifec{lve disciplinary program wnh i:,aremal input  low studenu teacher ratios ana high\n,er-pupil e:\u0026lt;~ nditures for effec:1ve dassroom learning moving zn the right direction, helping every child achieve 00108 Educational Programs North Linle Rocle teachers believe that all chtldren may learn - the vocauonaJ student. the coUegebound srudent. the student Wlth spe-=:al gifts and the handicapped student. They re:ogmze :hat each chlld has an individual learning pattern. and they encourage each to progress according to his or hc=r best ab1liucs. Careful appraisal. frequent evaluation and nexible grouping ensure that each chlid W'IU receive instrucuon according to idem1iied srrengths and needs. The curriculum at seventeen elementary schools places primary emphasis on the basics of reading. spdling, English. mathemano. '4nting, social studies. science and health. Children also pamcipate in music. an and physical education acuvmes. Mastery of learning skills in each subJect is stressed. :ind career awareness is a component in many of the basic subject.S. The Junior high provdes a period of transition from the elementary si:hool to senior high schoob. Tne tranmion covers aJl areas or s.:hool life: academic. CO-c'Jrricular and soc:al. All seventh-grade students attend Central Junior High. Three other junior high schools se:-.e students in gr:\n::::\neight and nine. At the junior high level, connnued emphasis 1s placed on the indi\\1duaJ and on basic skills instruction. while a wider scope of insr.rucr:onal programs and co-curricular aci:1vities is introduced. In additton to basic disciplines. junior high ~rudents may selet:r electives in modern foreign languages, 1ndustnal am. home economi.:s. expl0ratory busine,s, :in. commumc: irions. choral music and band. lntrodu~1ions to competitive athletics. stude:,~gove-:nment, sp1nr clubs and special interest organiutions encourage self-Je_ velopment an9 pre\n:,aranon for high school. Two high schools sene students in grades ten through twei,e '4'ith a comprehensi\\e course of srud~ based on the distncr's commnment to prov,d1ng J c!assical colkge preparatory cumculum :ind career preparation programs. A strong basic academic program and J \\\\tde range of decti\\es in tine arts. fure1gn languag~. forensics. business and \\O.:at1onaltecnn1cal skills offer :i :nultnude of options to hq\nh school\ntude~r~. . .\\ te:i\u0026lt;:hin! ,tJ!T oi more than 550 d\nis\nroom in\u0026lt; rru,:ors prc,,1des for :in erie::t1ve a,erage 1eac~cr,1.. 1J.:m rauo of vnc: w ,\u0026lt;!,cnt.:en. movmg in the right direction, helping every child achieve Gifted Education More than 500 students pamciparc in spec,al programs for gifted and talented children in kindergarten through grade nine. Placement is based on case studies of students who demonstrate outstanding intelligence. ability, c:-e:iovHy and task commitment. Placement is documented by test data. teacher input and parent input. Gifted dementary students are assigned :o regular classrooms tor basic mstrucuon and receive additional instrucoon from a gifted.' talented resource teacher. Junior h1~h\ncudems arc placed in duster classes usuall~ in :he areas of E:1glish. mathematics. science and social studies. Addicional mstrucnon is also a\\ailablc from resource teachers. and a separate gifted math program provides au:~iliary opponuni.' ties for elementary and junior h:gh students two evenm. sessic:,s pe~ '-': ::le sc:-.:ondary scuden,~ a, ,he ju.-:ior and ~c:r.ior high leveb may tx placed in honors classes based on grades. ta.\nhe:- rec0mml!n.i\n,rion~ and ~tandardized test scores. The total gifted program ensures the mastery of basic skills while offenng t1e:(ibilicy, independent inquiry. ennchment. ,11.:.:dc:rationa nd ht~her :e,el :earn::, g a\n::t\\'t!:~. :. Special Education Special education ser.1ces enable approxuna:ely 1,500 handicaoped stude:,ts to receive maximum educat1onal be.-:eiits chrough individual programs. Learnmq n~..s are dete!inlned by a crained staff of special ~ucac1on ccach~ and school psvchologists. They work closely w1th students and parents to develop mdhidual cducauon plans. The 'ionh Lmle Rod .. schools are dedicated to the ::,roposmon rhar rhe -ruder.: ,,.,rh s~:i! :-:ee--s..hsc :.:!:i noc be 1solate-J from pee:-s. HandicipfX(i scuJent, ar~\n,lac~ in spcc::ll .:lasses or regular classes, de~ndtn!! er. the :e::\n: ::i::~e5: cf :he students. Plac:mem 1s based on hancicappmg conditions and accompanytnll educauor.ai deficits. E,e:-y effon 1s made :o ::.-:su~ e\nrucenrs :~! a par. vf :he scnool e:1,1ror.~e::t. A, \\4 1Ji! ral\n!,C ~i~r V~i::ii7'i' l:i-:!l.des:~ J.SSc!S r~: :,:..:. de:11 w11:, l~r:img ji~actliues. beha\\tOr ad1us,meru ..:las,c:s . .:!asses tor .-:ie~:111~ handicapped scuce~:s. s~rv1~es tor ortho~d1.:a lv handicapped srude:1ts a:::.: s~!'l :he~:i.c, .:ia~,c:~. H::indi,appcd students ma, acce:1d the s:..11~ C ~nee~. :i ,e\n:,arate facdn, ,,.,th 'o:: rnc::al\n::o~:l.:7:S,e :\"- :::\u0026gt;?, c:-:onJary ,cudencs in na,. cta, ,ess1on\u0026lt; c,i1c~e'.\"'. 1ges 5 10 :1 \"'l!h muiur:1e handicap\u0026lt; \":io -.::i.nnL,r: :.rnrnon 1n rhe regular ..:!aS\u0026gt; rovm are\n.\n:-.d ac :~~ 3\ninng Cross c~ni:::. -..h:: fun,lll'llal J ::demi, ,r.,,~\n.i,t1on inC:ude, a rcx:\n.i, 0n , l'~J11un~I ::r~:::-ar:::uc~. Student~ \"n,\"c: mc:.J,, . : ... ,rhilf1\\,r~ ..:.:.:::-_ i1 .. ~-\n-_. ..: :en Jt h,)r:-:~.l ~~ \\c:!~\\:.:J =-'' .. t lh':~:.\"\" \"I' - : . ..! ... 7\n::- Computer Education Recognizing the tremendous impact oi computer technology on learning styles. teaching techniques. occupational skills and car~r choices, the d1stnct 1s committed to a comprehensi,e program of computer educ.'.ltion. :'viore than .300 microcomputers are available to students distnctw1de. Computer literacy in grades kindergarten throu2h twelve incroduc::-\nscudencs to the fundamental skills ne-.\n:ss:ir:\n:o li.-c and -... nr~ in a high-!~h sv..:ic:::. C-Jmputer i1tc:rat:y 1s de,eioped throu2h seconda\n..,. Lour~~ in co1:1pu_tesrc ience. as well as ~omputeras\n!~! ed ?nstr!.!:t:on:~ :!~::id::-:-:::i:r e:s a: all grade level.\n. Compl!ter science courses include insm.iction in computer languages and programming skills. Thev rre\n:,are stuaerm tor\n:,ost-se-:ondary e.,penenc:s in .om\n:,1.\n:::r-\neiaccd,\nel-:l\nihruu~h ..:ollege c:t.lu1.:auun, ,ocat1onal edu.:auon or on-1he-J0b tra1mn2. Computer ass1s,ed and computer ma~a2ed instruc: 1on are ,1e\"'ed as ,iul assets in manv cu~cular areas. \\.1i..:ro.:ompucers ~sis1 students in.masterv oi basic skills in mathematics. i-eading and lan2~a2e arts. Cumput~r :i:\n,ist~.! instruction supplement\nre~ular .:!a~sroom ac:1\\ ll1es but does not replace bas~.: 1n,truct1on. .:la,,room te-st1o r home,...ork. .\\s a result of :he distnct\"s .::ommnment tu ..:omputer 1nstrut:11ona. Nor:.th Little R0t:k juni,ir h12h .,.a. s \u0026lt;cks.:tc:Jt~! a \\ite ior a t\"'0-' ear pilnt pro~rJm throuizh the \\fi,rP,0rr.r.utc~ Pt,,e:: it,r \\r\\.\nJn\u0026lt;J\u0026lt; l\n.1,,\n,,,,\n1, tl\\fl \\l~L , 1\n\"1::\"\"\n,:.. Jii,.\n... r i1r.d11 .. :..1I :::~:11 .. Vocational Education Voc:rnonal education is another way Nonh Little Rock ~hools prepare students for life after graduation. Educat0rs believe that those studentS who s-eek e:noloyment after high school should have encry-leve! Job skills to accompany their basic academic kno\"' ledge. The combination be:ter prepares them for producuve cmzenship. Studem.s may e!~t ro attend vocational edu.:auon courses 1n business education. home econom1cs. markeung and industnal ans. Pract1c.'.lal .n.s courses inc!ude computer onented ao:ounting, intem1,e office laboratory, shonhand. typewming, marketing. merchandising, child care, home economics. auto mechanics. construcuon. electronics, graphic arts and power mechanics. E ~ploratory courses ~n at the juruor high school level. Cooixrati\\e programs. invo!v1r.g on-th:-jot: training:. ar~ lature:i Jl tne high school !~,cl. The.e indude cooc\u0026lt;:rat1,e orfice edu.:auon. markeuniz. distnbutive ec~cat1on. occ11r\ni1i0nal home ~on~m1\u0026lt;.:s ar.d 1ndustr.al cooperau\"e training. Athletics .\\thieuc, for t,n,, J:,c~, and g:r!s Jie ~ :m::o:-:::-,: pan oi school life in .'ionh Lmle Rock. Secondar\\ studc!nt\nmav par,1,:pate in iootball. basJ..e::-ai!. track and rield. golf. vollevball and :enms :e:ims. H,gn schools ..:orr.pe:e in :~e 4A .::omoeuuon di\\!s10n. :he d1,111on 01 school, \"1th the scares :arsest c!nrollmc!:m. E!ig:1ctl1:f\\ ur par:i 1rat1un in athletic JCtl\\ 1t:e-si, ~0, .:rnc:ub ~ the .l..ri...1r.s:.1. is.. cti\\lues. .\\ssoc1au0n. In gen.:rJI. ,t1 .. .:::n1, mu\u0026lt;t ra,\u0026lt; ,hr~ JCademK ,ut-_1::--.::, 1r0111 :h.: ,:-r~-~~uin-~.: :-nesterf or clt\"g1btl1t\\. 00111 Excellent Performance North Little Rocle students consmemly score at or above the state and nauonaJ norms on standardized tests: and in general. scores improve each :,-ear. The .\\.letropolitan Achievement Test is administe:-ed annually to students in grades t,,.,o t.hrough ten. In accordance wnh state regulauons. m1rumum\n:\u0026gt;e!'formance tests are admmmered to students in ades three. sue and eighc. Compome scores on college entrance e.'taminat1ons re\\ea] that North Linle Rock students are more than adequately prepared for academic success aiter high school graduation. Also. as a result oi high scores on the :~auonaJ Ment Scholarship Qualifying r~r. ~rndenrs r~e:ve r~o!,:niuon e:ich year. \\/onh Little Rod high school~ are consistently among :he state leaders in numbers of students rcce1, mg cc:!ege ~cholar\nh1p\u0026lt;t hrough the :--.:ationa\\JJ te:,t Scnoi:i:sn1p e.~aminat1ons. High periorrnance is the result of program de,d- 0r,menr. curriculum renewal Jnd qualiry teJ.::.ing. nrher honors uid a,,Jrds re-:ogr.:ze studenrs for 0utilanding achievement 1n many academic areas ~ach ~ear. s1gnsf:,ing the dismct's commnment to ~.:cat1onal e.\"eUence. Guidance Services Gu1dJnce program\u0026lt; in a:!e:-r.enrarayn d\necondary schools are conmtc:nt \"'irh ,tJte and North Central A~s0\\.1ationr egulations. The progr~s proV1dec oun~ eling for student~. parents and school per~onnd rdat1,e 10 students progress! beha, 1or and per\\on:iJ '.TlJttcr~.P arents and ~rudc,m Jre en,0ur Ji(c:J to \\c:~k !\nUldJncc \u0026lt;er-ic~. Health Services Stude:1r he:ilth\nervi.:es a.re pro,ided by prot'c:ss1onaJ nurses \"'ho ,tar'f the dimes at ach school. The -chool nurse\nror.iores health educarion. provides e'.Tlergen.:,: :.~: :o r suc.lde:,i llness or injurv and prc,1de~ ,1~100 Jnc ~e:mng sc~eensngs. The nur,e \"L'r~~ \"1th paren!\u0026lt; Jnd the s,h\u0026lt;..'01s taff in ident1r\\- 1nt.:q uJcn, hc:.dth\n-r. ..c !c:~ .. .!~t .\ne~~ing s.:u:\\:J..::\\,:-. mov11H! 1n rhc righr direcrion, helping erery child achiere  Staff 5upcrior teachen and a strong suppon staff are the most valuable assets in the Nonh Little Rock ,chools. The professional staff renects the high standards of the people who live in the communny and who\n,i.ac: .:ducauon as a top pnoncy for their ctuldren. With an approximate S21.CXXavl ~age. Nonh Little Rocle teacher salanes rank in the top five percent in the state. Nearly half of the staff hold advanced degr~ and cerufo:ation. All principals. supervisors 211d te:iche:-s rec~ve training in improving 1nstruc- 11onatle chniques and classroom management. Media specialists. special educauon teachers and elementary tc:ache:-so i gifted students complete specially developed management sessions. ~1any tcai:hers participate in proies.s1onal organizations such as the Arkansas Assoc,auon of Professional Educators (AAPE). :he :\\m~c:in Feeention of Teai:h,m (AF1) or ihc National Education _.~ssociauon (NEA). Finane1al grants. recognmon grants and honors awan.Jc:-tJu ta.:hcri iet1.:c, ,he -=~=:cateds\n,int of al! proressional staff members. In 1981-82 and in 198-4- SS. a \"'onh Lmle Rock teai:her was named Arkansas T ea..:her oi the Y e:ir. and the state runner-up m 1983- ~ ,..as anotr.er :--,ionh Lml.: Ro..:k tea..:her. Discipline The Soard of EJucacion and administration ha~e imple:-ne~ted m.::isures to ensure acceptable benav1or at all sc:iools: Handbooks-based on student, teacher anJ pa,e:it input outline student nghts and re\u0026lt;p0n\u0026lt;1- bdit1~. a~ ,..ell a.~ ,1mer school-relat.:d information. 01,..:1rlinarv ,\nanc:1on, an: .1Jrn111i-1c:r\u0026lt;p'Jru mptl\\ \\\\ :: 1- ..!i :: ,\"~l\"W,_~:. , Administration The adm.mistration of the :--lonh Little Rocle School D1stnct operates under the policies established by a six-member Board oi Educ:rnon. eleced at large. Policies are administered by the supenntendent and four div1s1onaJa ssistant supenntendents for admmistrauon. instrucnon, business affairs and student affau,. D1~tn::\nx:,l!1:1easr e !mplemented and eniorc:d 1n each\nd10vl by the ca.~p:is pnncipal. The Board meets the four:h Tuesday or each month at adm1rumat1\\e offices. :-co Poplar Street . .',,1eetmgs begin ac S\n,.:n. The public 1s encouraged to attend. Curriculum Renewal A ,.\numcc1lumr er:e\"'aJ proJe-::- :.:illedP racucal .. \\p preach to Cumcuium and lnstruct1ona.J Rene,..al (P .. \\CIRJ ensur~ that .:!assroorn IC3!TUnmg ee\"!st he c,pe-.\n:auons vi\"\n:-arencsa na se:ve-,\nt udems. In P.\\ClR. learner goals based on a commun1tv survey ana\nro~ram goai, b~,cJ on a\nur.ey ut edu.:.: itors ~1\\e 111re-:t1otno cur.icuiar ar=. ObJc:-~tt\\e, arc: Jc,duc:-.:1: ,,udent progress 1s measured: student nd, :i.re 1Jc:lllcied: :ind r~ograms. prarn..:es :ind ~esource, are ad_1uste\u0026lt;lT. hus :i.dm1mstrattved ec:s1ons arc b\ni,_.J ,n s:uder.c\n:-err0rmancc data . .:0mrnum1, .Enrolling Your Child Rc:gistration for !le\\1,- srudem.s beg\nr.s in :nid-Au~t\n,.each year. Pupils who are age five before October I rare eligible for kinderganen,enrvllment in neighbor-  hood schools\nKindergarten studems may request to transfer to a school \"'here their race is in the minority. :-.ew students en.roiling in the rirst grade must be six years old by October l. All students new to the district must ,ubmir a complete he:ilth record certified by a licensed physician. No child will be admitted without proof of immunization against poliom~elitis. diphtheria. tetanus. pertu, sis. red measles (rubeola) and German measles (rubella). This information should be presented with a birth cemficate upon registraticn. For additional enrollmenr informarion, parents should contact the principal at the assigned school. Parenc.~ with a.~signmem questions\nhould c:ill the Oifke of Student Affairs. iil-6109. r. Racial Balance Approximately J9 percent of the :'-Jorth Little Rock students are black. and 61 percent are white. :\\t the elementary level. the ratio is J3 percent black to 57 percent white. The district follows a U.S. Federal Court ordered desegregation plan which governs the assignment or students to schools. To ensure that each school building's student population approximately ref1ects the racial makeup of the district, schools are placed in groups for purposes of busing co achieve raciJ.1 balance. Students within e:ich group are assigned to schools in numbers necessary to achieve the desired racial composition. Transrer of students w1thin e:i.::i group is determined by the random selection or a letter of the aiphabet. The initial selection was mad_e in I 9i:!, and a student assignment rotation based on that selection remains in effect. New students enter the assignment plan according co the last name on the students bir:h :::nifiote. Education Expenses in 19~-85, ::ie dismct spent nearly 52.500 for each -:hiid', \u0026lt;!d:1.::ition. With a 1985-86 budget 0f S:6.J 16. l l ::. that figure dimbs to more than 5:.WJ. one or the :o~ ,Jnl.:ings 1n the ~tate in e.xixna1ture, per child. Appru.,imatci, ,.3 per(~nt or\" all revenues are t\"~om lcxal sour.:es ( reJI property Jnd personal propci\nv ta,es1. State sour-:es pro, 1de for J8 percent. Fcdc~JI ,our::::s\n:ro, 1c:~: :inlv ti, e pe~~~rn.J nd four percent ,, t'rom other sour~c~. __ ,._ppr0,1m:ite!v: 3 percent 0r' rhe di,ffict', ~uJ\n~: i\u0026lt; ,rent t'or ,:ilan~. ,l!ld nine pers:ent :,!\u0026lt;X\u0026lt; ,0\" JrJ cmpio, e-e bcneiits. Othc:r c,r,:nJitures are for , ... ,,. rlie\u0026lt; :ind maren:ih. five ~~~~nt: ut1l1t1c~.\n\"our r\u0026lt;:r ,cnt\ndci:lr ,~r, ices. four rcrcent: :ind ti, c per.:~n1 :ur 0th~r c:-.rcn,cs. 00114 (/) rd t\nrj n H ::i:,, t:-1 t,j t:, cn: : ::i:,, 8 H 0 z E.lemtnW'Y Schoob I. Amboy 2. Argent. 3. Belwood 4. Boone Parle 5. Crestwood 6. Glenview 7. Indian Hills 8. Lakewood 9. Lynch Drive I 0. Meadow Park 11. North Heights 11. Parle Hill 13. Pike View 14. Pine 15. Redwood 16. Rose City I 7. Seventh Street JuniOf' Hi1fl Schoob 18. C.:ntral 19. Lakewood 20. Ridgeroad 21. Rose City High Schools 22. Northeast 23. Ole ~1ain ::'.4. The Baring Cross C.:nter Z5. The Skills C.:nter a,-::-.::-~-=~.-:-. _.._ .-. ~ --.:i. . =-=:_~-\n~~~~-:~ :- - ~:.: ~ --  --r--~:_  i: - .~ ..,._ ... ._ -  Information The district publishes a quarterly newsl.:uer to keep parents and other residents iniormc:\u0026lt;l oi progr: ims, activities .md issues. The district welcome-\nquestions and concerns. P:itrons m:iy re:ich th.: lnfor. n:rnL,n ()r'ii.:~ a1 -7 I -Ii I :s :,~:\u0026lt;\"\" e:1~ a.m. an.:! '--- ...0. Club Rd. Counrry Club Wildwood Hwv. ~o ,_ii.,-.r'.:  -.,.. ... --:-..,,:, - ... ,- .. - .. 00116 .....,._:._ .\". I I I     SPECIAL EDUCATION PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a ttracially neutral plan evaluating and placing students requiring special education. Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. first, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide.special education to a black child who did need it would be a violation of Public Law 94-1~2 and Arkansas Act 102 of 1973. Recognizing the te~sion between these important public policies, the District conside:s that the emphasis of its special education plan must be an ensuring the accuracy of its evaluation programs and the elimination of any ~asking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court oE Appeals' pr~macy concern is with the classification of black students as educably mentally retarded (EMR) and has, therecoce, tJcused ~pecifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. 00117 Since 1980, however, significant changes have been implemented in the State and federal regulacions governing evaluation and placement in special education programs, many of which were spec::ically aimed at safeguarding against the misc.assification of students as needing special education. See generally, Referral, P~acernent \u0026amp; Aooeal ?rccedures: For Soec~al Education and Re at~d Services (Ark. Dept. of Educ. 1985) (Addendum 3A\nhereinafter referred to as \"Referral Procedures\") and Program Standards and SLigibility Criteria Ear Soecial Education (Ark. Dept. of Educ. L985). (Addendum 3B\nhereinafter referred to as \"Program Standards\"). With these factors in ~ind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. STRICT ADHERENCE TO ?ROCEDURAL S~FEGUARDS RSQUI~EJ BY S7ATE GUIDELINES The Arkansas Depart~ent of Education, as :r.e requlat~ry agency responsible for the enforce~ent of t~e Eudcati0n 0f ~he Handicapped Act of 1975, P.L. 94-142, 20 rJ.S.C. 1401 et ~-, has issued detailed regulations governing the cperat:on of special education programs in Arkansas public schools. These detailed guidelines were Eirst issued in L931 and wee~ upda:~d and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" (198L) contained in NLRX 28 and Addendum 3A and 3B hereto. -2- 00118 These guidelines incorporate provisions which specifically act as safeguards against i~proper evaluation and placement. ---DUE PROCESS ?RO~~CTIONS In \"ReEer:al Procedures (1981 \u0026amp; 1985), the ~epartment oE Education adopted detailed requirements Eor due process designed to safeguard against the misevaluation oE a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. for a comple:e understanding of all the details of these procedures, ~ne ~s reEerred to the proce~~res themselves. A surrmary of sc~e Jf the ~ore important :eat~rcs follows: ?arents must be not~:~ed oE every s:ep in the referral, evaluat~Jn and placerr.ent process and given t~e opportunity to attend and participate Ln aLl meet1ngs and conferences. 2. Parents must gi'le their consent teEore any formal evaluation or testing af the child may be done. 3. The parent has the right to be represented by the person of theLr choice at all proceedings. While not required by State or federal regulations, the ~L~S~ provi~es the parents of children being evaluated with a list of indeoendent agencies who provide assistance to parents in this process. See Addendum JD. -3- 00119 I I I I I I I I I I I I I I 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. Addendum 3E. While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is Eound to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See \"Referral Procedures at 24-33 (1985). 7. :n any appeal, the bucjen GE proof as :o any place~ent is upon the school district. See \"Referral ?rocedures a: ,1.B, 9. 24 (t935). a. The ~Laso advises ?arents 0f these rights in writing at the beginning of the referral and evaluation process. ---SAfEGUARDS AGAINST IMPROPER USE Of TEST [~STRUMENTS In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State cequlati0ns firsc adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: -4- 00120 I I I I r ' I' r I I I I I 1. Tests and other evaluation materials: 2. 3. 4. C: .J. a. b. Have been validated Eor the speciEic purpose for which they are used\nand Are administered by trained personnel in conformace with the instructions provided by their producer. c. Include materials tailored to assess speciEic areas oE educational need and not merely those which are designed to provide a single general intelligence quotient. No single ?rocedure is used as the sole crite:ion for determining an appropriate educational program foe a child. The e~aluation is made by a .multidisciplinary team oc group of persons, including at leas: oJne teacher or other specialist with ~~cwledge in the a:ea of suspected iisajility. The chi:d is assessed :n all areas related to the suspec:ed disability, incL.i.ding, ,1hece a9pr0~c~a-:e, health, 'lision, hearing, social and e~otional status, general intelligence, academic pecfor~ance, communicaci'le scatus, and motor abilities. Intellectual ability mus: je ~easured by an individual intelligence test appropriate to the student and such testing may only be done by a certificated educational examiner, licensed psychologist JC Licensed psychological examiner. See \"Referral i?coceduces at 3-4 ( 1985). -5- 00121 I STATE REGULATIONS SPECIFY WHICH TESTS ~~y SE US2D IN MENTAL RETARDATION ASSESSMENT In furtherance of the requirement that tests ~ust have been validated for the purpose for which they are used, the Arkans?s Department of Education, in its program Standards specifies by name which tests may be validly used for what purpose. 7his is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards (1985). The North Little Rock School District is in compliance Hith these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVE ASSESSME~T ?ROCEDURES AND !NSTRUCT:ONAL PRACTICES S~ECI~ICALLY DESIGNED AVOIJ OVERREPRES2NTATION Cf MINORI~Y S7UDE~TS IN E.1R l?ROGR.!J1S In addition to ~aintaining its comp~iance Hi:h all State and fede~al regulations governing special education, particularly those provisions designed as saE~guards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to 3ddress the problem of overrepresentation of minority children in EMR programs. -6- 00122 ---~ The System of Multipluralistic Assessment (SOMPA) is a recently developed test Ear intellectual ability specifically designed to eliminate the cultural or socioeconomic bias octen associated with other tests oE intellectual ability. The District does not currently use this test because it is not one of those tests presently approved by the Arkansas Depart~ent oE Education for measuring intellectual ability. See \"Program Standards\" at 13-2 to 13-3 (1985). The NLRSD has Eor~ally requested that the Department oE Education approve the use of SOMPA as a test oE intellectual ability in performing ~ental retardation assessments and evaluations. As soon as the State grants its approval, the District will use SOMPA when appropriate in assesstng ~inority students. ---C~NTALICCAN STUDY [n 1984 the Cantalician foundation, ~~blished a booklet entitled \"Technical Assistance on Alterna~i?e ?~ictices ~etated to the ?roblem oE the Overrepresentation oc Blac~ and Other Minority Students in Classes Ear the Educably ~entally Retarded\" (Cantalician foundation, rnc.: 19d4). (.l.ddendum 3f\nhereinaEter referred to as \"Cantalician Study ac \"). This publication ,,.as commissioned by the Ot:Eice or Ci.vil Rights, United States Department of Education in an eEEort to provide technical assistance to state and local educational agencies in the reduction oE the overrepresentation oE minority students in EMR programs. -7- 00123 As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assess~ent practices which appeared to be effecti'le in reducing minority placement in E~R classes. The alter~ative instructional practices were endorsed by the Foundation because, ic implemented successfully, they would enable some students at risk of EMR placement to improve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct rnstruction with DISTAR (Cantalician Study at 10) 2. Exemplary Center for Reading rnstruction (rd. at 13) 3. ?::ecis:.an Teaching ( :d. 3': L5) 4. ?eer Tutoring (rd. at 20) .:..-.:!apti,e Learning En1i::on::-.en:. :-!odeL ([j. a: 23) 5. (:)mpui:er Assisted [ns':r.ic':ion (:i. at 2 :j) l The No:::h Little Rock School Distr~=: ~as ~~plemented or is in the process of implementing all six Jf these alternati'le instructional practices. The Cantalician Foundation also rec:mrr.ended :our alternative recer::al and assess~ent practices: 1A detailed description of these practices is contained in the Cantalician Study attached heret:) as Addendum 3F and will not be repeated here. -8- 00124 1. Pupil Appraisal Assess~ent Program (1.. at 30) 2. Rapid Exam Eoc Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) 4. Interactive Model Eoc PcoEessional Action and Change Eoc Teac~ecs (Id. at 4 6) . The alternative cefeccal and assessment practices listed above will ce closely studied by the NLRSD. rf ':here ace critical at:ributes within the above referenced practices that ace not cuc:ently in use in the North Little Rock School District and :he addit:on of these attributes will lower cefeccal and ~lacement rates in the District without compromising educational quality, these 3ttributes will be added cc used to ce~lace current practices. ---OTHER AL~EiNA![VE PRACTICES endorsed by :he Cantalician foundation, the ~LRSD has also implemented a Chapter I Project Eoc Elemen~ary Sc~ooLs designed to identify children in grades K - 2 who lack the basic learning skills necessary Eor successcul per~orrnance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids -9- 00125 the need to place a student in a special education program and permits advancement through the normal curriculum. A more detailed description of this program is contained in Addendum JG, entitled MNorth Little Rock Public Schools: A Cha9ter r Project for Elementary Schools. ---rNCREASED REVIEW SY I~DEPENDENT PARTIES State regulations provide that the Departxent oE Education will conduct a review oE each school district's special education program at least once every three years to determine compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 ~Monitoring Checklist and Compliance Letter attached as Addendum 3H. All 3u~1ested improvements were i~plemented by January 31, 1985. See Let~er t0 Ark. Dept. oE Education jated L/31/85 attached as Addendu~ JI. In addition to this regularly scheduled c=~pliance rev:ew, the District will invite the following organizations ta conduct in-service training and/or periodic review oE ~he District'3 policies, practices and procedures related to 3pecific education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. federal Office of Special Education -10- 00126 5. Arkansas Department oE Education 6. OEEice oE Civil Rights, U.S. Depart~ent oE Education As a Eurther eEEort to open the Distric=s assessment process to outside review and constructi~e criticism, child advocates will be invited to attend conferences where children's needs are being discussed, subject to ~arental approval where necessary. The Superintendent of the North Little Rock School Dist:ict will also appoint a committee whose ~embers will include, but will not be limited to, parents, patrons, scudents, teachers, licensed examiners, counselors, princi?als, speech therapists and special education administrators which committ:e will be charged with r:viewing student records a~d special education procedures and whose me~bers will be asked :0 attend student conEerences. Additionally, this cJmmi:::e ~ill ~e 3sked to ~onitor all phases 0f =he Districc's 3~ecial educacio~ ?roqcam 3nd its compliance with State and cederal reguLatiJns a: lease every 18 months. -11- 00121 REFERRAL PLACEMENT \u0026amp; APPEAL PROCEDURES: FOR SPECIAL EDUCATION Mct/:JJ.t t AND RELATED SERVICES ARKANSAS DEPARTMENTO F EDUCATION ----- TOMMY R. VENTERS DIRECTOR GENERAL EDUCATION 198S 00128 ( ~.\n_ ~:c:~~~~, ~~=~c~c~ ?-8~ec: f_~cs .::.:vi..:es _,c=~ ':CL1.:. . 17:Ci-1 -'F P.~RT 3, Fu~l~c ~2~ ?4.~~2 -- ...,. - ' !.\n-=- 00129 TABLE OF CONTENT~ PART I. CHILD LOCATICN ANO qffERRAL . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .        l PART II. EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .          3 PART III. PROGRAMMING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . .         9 PART IV. INDIVIDUAL PROTE::TIONSA NO PROCEDURASL AFEGUARDS.. ....... 12 A. PRICR NOTICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .       12 8. INOE.~Et~OEN2T/A LUATIONS .................................. 13 C. CCNF!OENTIALITY .......................................... 14 0. CONSENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .               16 E. ENFORCE~NT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . .              17 F. NONO!SCRIMI~ATCRYT ESTII-G ...................... 17 G. LEAST RESiRICT:VE SETTING ................................... 17 H. SURRCGTAE PARENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .      .  18 I . HEARINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .              24 PART V. FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . .            36 A. SA1\"PLE FORMS FCR LOCATION, IOENT!rICATICN, ANO E1/ALUAT:ON . 37 8. SAMPLEF QRMSF GR PROGRAMMING... .................. 63 C. SA1\"PLEF ORMSF CR SURROGATEP ARE~TS .............  69 0. SAM'LE FORMS FOR HEARINGS ................................... 76 \\ 00130  S'E:'.NING CHILD FI1'0 AWARENESS C~PAIGNS FLOWC !-lAAT FOR PLACEriENTF ROCEOLRES SL'RVEYS Oir,ER AGENCY RE=cRTS ~GE:'liS, TEAC:-8S, OTl-8S AUTC~ATIC AI\\NUAL REVi:E'i'I .=i:RST PARENT 'lOTIFiCA ION ( 60) ,, (30) ::'/.OLuAT :CN/ROGRM-1MIN G :SNFBENCE I ::\u0026gt;QRENCTC 1'6ENT I / / I ~ ( 7) C(60T i~FCR~RY SETT~NG J ::::.oRENT'IO TIF ICAT ICN OF :'.'ltll 1JA TION 'JUTCCMEA W OEC:!S:C N 7 ?~RENT NOTIFIC.~i:GN lJF CUTc:J~E r----------1 :::i.aRENTC '.:NSENT :.JRJN rRE-EVALUATION TO BE 1- - I CONSIO ERED AN1'1UALYL- I RECUIREEDV ERYT HIRD L - - YEAR - - - - - J (15) ~NNUAL REVIEW INITIAL =t.ACE~ENT :\u0026gt;ARENTN OTIFICATION OF CONFERENCE ?ARENT, TI ICATION F !lNNUAL REVIE'i'I DEC IS ION (~ERS H-OICATE MAXIMl.MN t.J,48E~O F CAL::NJAA QAYS CN 'ol/H!Q-i EVENTS SHJULO OCM.) 00131 t r I r 9CIAL ~01...CAfICAlN-0 RE'...AfExJ. ~VICES I NrRCOLHCO N 7hese :e\nulaticns are ::-e ::rccecures :a 1:rolement ::-e\nJol!.:!.es ::\u0026gt;f :~e State \".an for Soec!.al ~::t.cat!.:n, orovislcns of .let :02 of 1973, as ~encea, 3/'lC \"l.:::!.c Law ?u-:.:.2. :acn :ocal ecucation agency 3f'C eacn ::.ubllc agercy ::\u0026gt;rovic!.ng eo.\ncat!.cr.al servi:es ror arc!.:accea st:.\ncents snall acopt ano !.:nole~ent ~~e ~ollc!.es out:lnea tn tnis :ccunent. The .:cci_i-:'len:t: =nsists ct' f.i,e\nar:s. :lar:s ! , ire ::: c1..:::::\"'e ::cc~OJr~s :'er ~oc3t!.rg, refer:!.~g, evaluat!.r.g, ano c::igramming 'or s:-cents .no :ece: ,e scec!.a ecucat!.::n lnO :elateo services. ?art rv is a statement cf\nJol!.cies and ::::ecu:es or :::visicn Jf !.nolvicual protec:!.~ns ano :::-ccecural safe~uaros as :ecui:eo :y ?._. ,i.-~.:.2 ano ~c-,\u0026lt;ar.sas Act lC2, as Amer.Ceo. ?art 1 c::ntai,,s samole fo:\nns 31'10 :et:e:s ro: ~se !.n ::-e :::-ocess\nf :erer:al, evaluat!.cn, placemer-t, ano ci::-:iivs icn of scecial ecucat!.::n ano :elate() se:, !.:es.\niefererce snoulo ':le 'l\\3Ce to these ror:ns as tne nar:at:.,e 'er ?arts ! :nr:iugn :v !.s :eao. Efror:3 :o \"\"'ina :~1!::-en -,re .,av ~e eli:\ni::e C'cr 3e:,~:?s ..r.. c?: Stai:e ino =-~cer31 :aw c::nsisc Jt' tNO elements: c.,1:j ~!.no anc :erer:al. r,-, :!.sc~ar\n:.-g ~=3 =~s~:nsiJi:~::, :: ~,,si..:? :.--.ac --3r,c~:Jc:?~ :.-:!.:.::~n t\"':O 1:! :e~al :esicents :f ::---e .::!.st:!.c-: 3re :::v:.:e~ ..,!,:,\"'\\ 3 :-:~e 3cc:-:~::3:e :_::!.: ~Cl..C3t~Jn, ::-e :.:c31 sc:-iool :l!.s::!.:: m.\ns: nake eve!:\"/ '!~r~rt :o ~.:c3te 1r.c _:e~t!. ::, i.:: :~:::::?!\"I .no 11ay :\ne\nar.c!.:3ccea. 7hi\n~f'Jr: .-11! ~nc!.~ce 3:: :~!.!..:::e,, 3e:,ea ~nc\nrs~:,ea. ~s a .1a:4: or :-1:j ::cJt!=n, :!s::!.=t:s :i- 0 '!!\"'C:w:1c\n!: :~ ?s:ao_:s:i =~1...:!.ne sc:eening ::,ro:::!O..\n:es :n ==~~~ :: ~...:er't:1f, =~~~::'!!\"'\\ i::i :~,s:.:J:. :e-\n.:::31, :1rc ?~ ... c1:~,\nna: :::::.:.~s  nic\"'I l\\8y !.i:te:.:!:e ..: t, -:.-ie:.: :Jcac:.::.::, -.: 1c:-:.-!v:.--\n:_::~s3 :.n :c:-.:o:. - ..e. sc:e~n!.:ig :~sul~~ -nay !.t~c!.:a:e :O\"\"e- eeo ..: : :?.:~::3l. ::: ~ .::.-~: !4:_ .a:::Jr\". =--:::-::ai: 1r:a/:: !.:if::,al ~::-?en:r.g !.3 Sl.i~\nest?C .. :::en !r,~:1 ~\n1 \u0026lt;:-::~:\nJ::?,.. 1~:. :: .t'::s~\n:1ce ir= ~Jr ::1::.:::en ::ansf!::!ng ttito ':... e. :!s::!::~. ilfi':.\n:n i:.--:e ~:,3::::::'\u0026gt; ::.: ..... =-=~::-e ic:ee'\"\"~:-c\n, is 1cvi3acle :.J !....,c!.:.Jc:ae ~!.:c!.: sc:?~!..-c\n-\"\"::1...:\nr,:ut :-e ic.-::: :a:?~:. :c:eer.~,-c\n~.:-\n::esc:-:col ~!.:::!,, :if'ld ~:it'ar.~s ~==~a r-:1 :e-:~:.:.:ri :.- .,acic!.:J:::.-\n:::- :!. ::=ns 3i':C'J:: :e 3 :3:: Jf :~e ~~::: := ::cace -anc!~ap~?a r.:!::~n. ~~r~ntJl :e~:ss!.:~ :s ~a: :!~ui:ec ~J: sc:e2~:-~ ~~ :~-? :::? !n:~g ~~~J:: :3 :::ec:?,: :: .. a:: 1 5et\n...,er: :f :~e iC:\"'OOl -\nc:~:a:::::m, !..~., ::--e ?1\"'1:!.:? \u0026lt;!.-,\ne:\n3::en lS\n:::sec :o :re ::\"\"!::~ :.n \u0026lt;i.:ce:\nJr:an. :nly \"'t\"'er :ne en!.:.:: :,3 5_:r\n:ec :1...t 3r:c :~s:~ i:e =c:'ll,,!.s:::ec :o :~a:: .::-:.:a 1l~~e i:: :arental :e:~!\n3~~n oe :equi:ed. \"' :l.O:~.:\n.a:eness .:amoai\nn -::use :a urcer:J,\u0026lt;en - ':,(~:., --~ -~,nt..ni , 1ccuc .::-e =~:nt :\ni Jrio --.r.e 1vai:ao i:i. :y of ~cucat!.orial serv tees or ,\n~ai~a\n:e-: .:\n:,':,\n:e,, ..... 3c:--.:ois 5i1c1...lC~ a:~c.a:n ::-:c:::3 .Jr\" i:: .1.. a:eriess 1c:i,ities . .:.~: :ei~v~nc :ecor=s :n ::ii!.c:en :ecei,i~r\ncec!.31 3e:,::es .. :!.: :e :-e,t.?\"'eo 1f\"'lnuai:/ :o ~:c3c? ~nose :rn:c:en ,i,no :1r':! :naoor ~cr:.J::~l/ inc,~r :..-aceCt...3Cei/\ne:,'!C :, vt::L..t! Jr\" :.--eir ,:~sent :J:acement. :::cce:atlon anc ::or:!.rat!.cn -,1,\n::--: ::::--er :=r.mun~:y ac\nenc:es, 5e:-,:.:e J:~3r::at!.:ns, t1a:ents. 1nd icne: :~aiv::~als !~cu:a :1~e :!aca :J 1s3!st jisc::=:i:e =c:?erii~g 3f\"ldl ocat!.on ef\"J:'::. ~efer '::J ::\"\".e: ...:.: .: =-t:\"\\C.. .,\nr,_al acr .jcc:.::.~na! t:ifo::-nac!.:n. \u0026gt;ef~::Jl ls -,\nice .,r :r~ :u,: ~se :f ::mo:.1r:\n'.rih::iac!.:c, J:cuc 1 :,!.::l ~oer.enci:-c\n.Jr:o:~.,,s ..,nicn :ncerf:?r'? -,1::1 :e3r-i:rig. InitioL :er~r:-al Si'OulC :e 4'aCe .ren ,1 .:nilo Ls -?r.Ccl.!nte::.rg 1if'!.cui.:~es 'n ,ia-\u0026lt;'c,c\n---~-ss ,,.,  ,. ocul1r ~CL.~Jc'~-3 ---c\n-3111 cme ~ypical ::ienav~Jrs\nuc\n~estlv~ of Ji::::-::~anyi.~\n.., c~~~o::ii g ~-=r.oi:!.c~~-H\n-\ne~ .:o-r:., ~n ?7ogr:?m '.3tariaar::s and oi!.:::iili:v -:ri:er:3 ~or 5oe:!.at .::::uCJtl~n, :ne .:::moani\nn ouoli::Jt!.cn \"..O\" ..!'11sc oc:.inenc. A -:enavLor r:nec\n.:Est er sc:e~nir\n~.,,entc:1 aay :::e ,\n~ea :o ::-:i.:Jt! ::-e \"eeo for referral. 00132 -1- QJ u \",.' ,. ::m r ',,\". . .~. . \" II . ,' ' ., Q,J ,\nu ::, u M QJ lJ' ll .\".' !l u C. V u L \"\u0026gt; ' _QJ, 0.1 . .r,. .....  _VI, n, ::, .,~.. .. , 0 C. .. OJ !\nn ... ., c, E . .,....._ , u'\" \u0026gt;- c.. ..C\" ' \"'u (l \"' 0--t\u0026amp;-.\u0026gt;,QJ .UfTlOJDC. ... J. ' ~~\n~~o o ':\n-,_ ,n.\n? . --' .o: ,  m fi ~ t: 1! - t\n~ ft I .I Vl ~ 1 GI~ C -~ :JO ! 1n ~ ,g j ~ ~ 1)~.\n~t:~ . t u ... 01 V1 -4 v, C O ,._ QJ r ru .....,.._ a, ~ ,.V1 Ct-, CO ,.... r4 --t JGJ IJ 8 C ~ g{, ,,\nC L U E OJ - u ffl...-4 f\nc~ ~m ~ a) g ~ ~ l'l 1t: u o a -4 c~~E~-0  ::i 5 M ~ :.! _. f! o .~ ~G gg~-i'\"~ C. 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' t: I N ' \u0026lt;') \u0026lt;') .-1 0 0 Oct.!.cns for :ne qerer:al Conference i:.ec!s1on include: l. evaluat.!.on (Ein:: iua:act:ioorno)a nce 1th =,o ram Standarcs 3nd E.: .!. !bU!tv :::teria 'or Sce:!al (a) speci1lized evaluation (b) comcrehensive evaluation 2. no evaluat.!.on ( remain in :egu!ar ecucat!:in program *ith -:ir -itnout otner tyces of program modification). If tl\"le :ecisi:n is to Jt:.!.!.ze the refer:al -:iut::ome !nvolving evaluat.!.on, a temporary sett.!.ng for ::.~e st cent 11ay ::e agreed con oy oarent/gwar::.an 3r.o the clst::.!.ct. Temporary\n:ilacement is U::iited to a ce:!od of sixty (6C) ca_encar oays ::ur:..-1g hi:::, :ne evaluation '!lust t:e co110leteo. ~ temoorary setting should Jnly oe ut.!.lizeo 'or Jne of\n:ne 'oilowing reasons: (l) ooserveo e:ucaticnal neeos constitute necessity ro: 11'YT!ed1ate inte:vention anc/or (2) diagnostic data gather.!.ng is reouireo. The :eason(s) 'or ~emporary placement 11\\Jst oe stateo on a '\u0026lt;eferral C.::nference Jecision Fon,. ~n .!.nteri ~ =~sh ould be ceveloped for tne cnila, hicl'1 sets out tne scec.!.fic conoit.!.ons anc t.!.mel.!.nes 'or the temporary setting. F'rior to comcrerensi-,e Jr soec.!.alizeo evaluation, ca:ents 1\\JSt ::e fully !nformed about the ~inds or tests t  .,at ill oe seo. -\u0026lt;n !rformed Consent Statement ::'A.ist t:ien :e obtaineo from the ,::arents/guar::ian. The I:,for:neo Consent Statement 1lso :::ntains ,::er:nission to ,elease personal:y !:ent.!.fiaole .!.nfor:nat.!.on to tnlrd oart.!.es as :eter:nined oy tl'1e scnool off.!.:.!.als and acoopnrsoecnrt.e!o.a te tor or 'Jym eet.t\".!i.en go ta:rieisn tsr. eouireFm\"oern,,ts. similar to Samele Form e: and Sarrole Form ::-1 are F'arer.ts ::iust :ece!ve -r.:.t::~n ,ot..!.'.!.c:.t.!.::, Jf ::-e :ec:s:.:n :eac!\"'eO at :::-:e '\u0026lt;eferr:.l C::n'::ence. rr ::,-,e ::,arent is ,,oc Present, noti.f.!.cat :in :.s ,ace *i::i:.:i seven (7) :alencar cays after :he Referral CJnference :y (:) :egistereo -:,ail, C:2) ce::.!.r..!.eo ,11ail, ,r (3) rirst class mail. Sa110le ,or\nn 0-l is aoproo.:.ate for not.!.f .cat.!.on. ~ ,:nor.e :ontact and/or home visit sroJld be 11ace #hen t ., ere :.s any reason to :i l!eve :-,at ::-e\n:a:ents ,ay :equire assistance in understanding e~e not:.f.!.cat..!.on Jf ::.~e :., .er:al :cnferer:e Sec.!.sion. ~11\n:arent :eq1,.\nests for furt.\"ier lnfor:naticn snoul: :ece.ive 3 :es1 :nse at t:'e ~ar!..!.est\n:iossi::ile Cate. PARTU . EVAlUATI ON The purpose or evaluat.!.on is to determir.e ~\"le\n::esence or 1 -arc:.:aopi\n-g c:rd.:.t..!.on -ni:~ :esults in an eeucational Cef!c!t and the :cr:esoond.!.r.g .-:eea 'or\ncec.!.ally :esi\nr.eo ..!.r.s::-.\nc:icn. Evaluation :ata :.s :.:ilized .!.n program\n:ilanning, incli..\nOl!\"'g :.-e :eter.111.,atlcn :~ a .-:eeo 'or :elated services. :valuat.!.on\n:irocecures ,l)Jst :e :::mc!etea *ie.,.!.n\n..!.::\u0026lt;, ( SCl :aleridar\nays or :!\"e '\u0026lt;ef er.al Conference =ec.!.sion noti:\"..!.cation to ::iarents. Consent for ~v\"'--a:.!.::n uti!.!.z!ng 1n !nfcr:::ec :onsent cFo\"morp:nlse ltmedi:.a r :o Samele Fon :: 1nd ::-1\n:iust :e ()O:ai.-~ea :ef::e 31'v '::-:ial ev\"!l1\nat.!.::n\n:ir::cecures ue A. Assessment Saf~guards rn orcer to acnieve as tnorour\nn an unce:standi.-:g Jf ::-e -ee:s ::J :ne :ni:o 3s\n:ass.:.: e, :ne assessment snould .!.ncluce inf Jr.nat.!.on f:om tne sc!\"'oo:, ::-e nome, 1nd :elevant ::::rm,1,.\nni:1 vsoaruirecteys . or Its ettiisn g!sm coarntaa nt. !.ntchivati cu1a1lse.a sures of the c:ii_j's :e!\"'av:.:: 1nc/or ~e:f:ir:nance :c~e '::m 1 As reouired liy F'. L. 94-142. the roll owing c:noi t.!.ons ,use :e .net :e\nar::ing evall.a t:.on Jr a stuoent ::ir.!.or to placement in a soec..!.al educat..!.on program: (l) rests and other evaluation materials: (a) ~re proviceo and 3dministerea in the c.,i!c's native language or other moce of cotl'fflunicaticn unless it is clearly not ~easible to oo so\n(b) Have been validatea for t~e specific pur\n:,ose 'or whicn tney are used\n1nd (c) oArroev iOacemd lnbiys tetrheedi r pbryo outrcaeirn. ed personnel .!.n conformance -.!th the instruction\n\" L. 94-142, Section l2la.532 -J- 00134 areas of idueat!onal need and not merely tnose wnicr. are oesii\n-ieo to provioe a si~gle gereraJ. intelligence cuotient. (3) Tests are selected and administered so as best to 1!1'1sure t.,at hen a test is acministered to a child with ill'Oaired sensory, manu\n1l, or speaking skills, the test results accurately reflect t e child's aotitU\u0026lt;1e or acn:.eve.,ent level or whatever other factors the test purports to measure. rather than reflecting the cnilo' s i~aired sensory, manual, or speaking skills (except where those skills are the factors wtiich the test purports to measure). (4) No single procedure is used as the sole criterion for determining an appropriate ecucat:.onal program for a cnild. ( 5) The evaluation is made !Jy a :nultld!.sc!.plinary ::eam or\n:ouo of ,:\ne:scns, including at least one teacner or ot:-:er specialist with l\u0026lt;nowleoge in tr.e area of suspected oisaoillty. (6) The cnild is assesseo :.n all areas reldted to tne susoected disaci_:ty, ir~luding, ,.nere acorcpriate, heal::h, vision, hearing, social anc e!l'Ot.!.cnal status, general intel:i~ence, academic perfc::nance, ccmnunicative status, and moto: aoilities. (7) Testing and evaluation materials ano procedures used for t:-:e ~u:poses of evaluation ano placement of handicapced chilcren must ::ie selecteo and aoninistered so as not to be racially or culturally discriminatory. (8) An evaluat.:.cn of the c!iil.d, ::iased on\nirocecures nic., .,eet ':he :ecui:ements under Sect.:.:n 2la.532, is conducteo every three years or ~o:e frecuently if conditions war:ant or :f tne cnilc's oa:ent or teacher requests an eva.:uat.:.cn. a. c:more.,ensbe :'.valuat.:.on C:mconents T,e components of a co~:ehensive evaluation snculo include all ~eas~res r.ecessary for :eter::iin:ng, as\ni:ec:sely as possiole, :~e barriers to learning ::resen::eo :y ~,e hand!.caooing c::ndition. ~inimum components: 3.1. Academic ?erfon,ance rr..:.s :.ncll..des tests 3nC: measures ni:n evaluate t!\"le level Jf ac\n:e'lli: 3-\u0026lt;::l attainment ::r ecucat:cnal achievement of ~he stucent. s~cn ,ieasures shoulo resu:: :.\ni a s\n::ec:f:.:Jc:.cn cf ::ie 3:wdent's academic st:engths 3nd ea,\u0026lt;r.esses, snould indicate scec:':.: s~:.1: :e::.:.:.: 1reas, 3nd snculo\ni:ovice :.nfc:mat.:.on .:in .. nic:, ::: :ase recc1TVr.encat.!.ons. ~:: :es:'...\":\nn:,.:J :e :cne ':Jy :ert.:.f:catea sc:-:col\n::ersonnel anc/c: ot:i~r aoprocr.:.ate\nr::fess.:.::-e: ,:e:~cnne: ,:e::ificated ano/or :i:enseo ::iy :ne State or ~r-\u0026lt;ansas. !naiv icual acnievement :est3 ire :.\n-c_1..cec .:.n tnis area. 3.2. Intel!ec:wa. Sk:lls :\nitellectual aoil:.:y of tne stucen~ -nus: be measurea 'Jy 3n :_-,c:.1:.:l..a: :.:-:e:::.-\ne\"ce :est acoroori3te co :hf stuoert. Suen testing ~,ust be done oy a cer:::.:':.:a:ec ::c...:Jt:.~:-a: examiner, licensee\nsycnolcg1st, or-licensed\n::sycnol:\nical examiner. 3.3. Acaotive 3el\"avior and Soc:al ~l..rc::.::~ Aoaptive benavior :efers to tl\"e effectlveness it:i ni::\"I ::i: s:,,c .r,:\n::es .,it:i the natural and social oemanos of :,:,s or ner envi:onment. ~as~:es :.:-:c:-~e ,n :v~iuJt.:.on of the degree of tne stucent 's .:.ndecendent funct.:.oni..,c\n, :\n::.:.:. :. ::rnl..nicate, perceptual-11otor aevelopment, anc socialization and se:f'-:~e:.o ~\u0026lt;:.~:s. 3enavioral ooservation tecnniques, interviews ,.ith the stuoent ano ::t:ie:-s, 3nc ac:ioc:.ve '.:lenavior scales are employee. Data snoulo come from several sources. a .. :i Co11VT1ur,icativAeb ilities Assessment :ir Language !lbillties Cnl, The aetermination of the level of assessment (e.g. cc=unic:n:.,e a:::::.::.es o: language only) ana appropriate appraisal\niersonnel is maae oy tne ~efer:al Ccmni:tee. A ~eneral language abilities assessment may ::ie concucted by certif~e J schOol i:\nersonnel and/or other appropriate professional\niersonnel certificated and/or ::.censec \u0026gt;:Jy i\nne State of' Arkansas. If oisaoilities are suspected or inaicatea, ~\n.\n:-:ner Jssessmer.t( s) for specific dlsorders in the area of COnYnunicative aoilit~es ~st ::e .:onauc:ed by a licensed and/or certificated sceecn-language patnologist. Suen te'.\n:5 :etc!r:nine levels of fuictioning in r?gard to soeecn (fluency, voice, articulatl.:n), '..mguage, ana he~ring processes. This includes aonormal c:mprene,sion ano/or exp:ession of spcl\u0026lt;en vr -ritten language. -4- 00135 11 r I I 8.5. Soc!.al History ihe history shr.iuld 1r.c!uce existing ,ert!.r.ent Cata, sucn :1s the student's ::iecical recoros, report\nof orevious evaluat!.ons, :.-eoor:s f:om .\ntr.e:.- ::::v!.ce:.- ac\nenc!.es, the cunulative scnocl :ec::ircs, ar:O tr.e ramily infor:nat.:.:n. Contact ith sne\nJarents snould t:e mace to gain aaca on the stuoent' s cevelopment:il histcry aiid\n,cme cehavior. Such cata snould ce\natnered t:y the\n:ir:ifessional ces!.g,ated :es\n::cnsit:le :.n the i'\u0026lt;eferral Conference. 8.6. Additional Co1TOonents Additional components ::ir t:-e c:l!'Orenensive evaluat!.cn\nnou d ::e :.r.c!.uCed as cete::11ined necessary oy the :earn. 3ome acoitional :cll'pcnents 11ay je: 1. cur:ent ,eai:n stacus\n:ir:iviced :ya _icersec\n:nys!.::!.an 2. ophthalmologi:al eva!.uat!.::n 3. audiological evall1ation 4. neurological evaluation 5. psycniatric evaluation C. Soec.:.allzed :'.,aluat!.on .ifhen it has Jeen cete:\"l!.\n1ea :y ::--e ~ei:e::al -::mnit:ee :, ac :-:e _r.i::.\ne -:ef:c.:.ts of ':.~e 3::.\ncent do :io: necess!.:ate 3 :::no:er-er\"si.v~ ~v\nl~uat!.~ri, .3 3pec.:.~~.:.z~aa sses3::-:e!:!s: nould :e ::ec:..:es~e~ ana c::itai,,eo :.n :r.e a:ea :.r.c:.::J:~: :y :-e 3va:.:ao:e :efe:.-::11 :.nf::::iar::!.::n. ~ny s::ec:. ':.c or :.~a:.,:.::ua! cc:r.pcnenr:: Jf :~e ::,::er-eris:.,e e,a::.:at.:.:r cay ::e exc:3c:eo 35 a s\n:e::.alized evaluation. a. '::-'!e ::--:i~j s ::ec\nu:ar teacrt!!r, or if ':.:-e ::ii!: Cces ,at \"\"lave a :egular :eacr!::. 2 =~~:..\n.\n.3::2 .2ss::::cm ~.?ac~e: ~~a .. :f:.ec :::J :aac.., .3 =~ila .Jf nis or l\":er ac\ne\n:,. 3t :eas: ::-:e\n:e:s:n ~:.:al: '!.e,j -~ ::::nct..c~ inc::,i:i.:al aiac\nnost.:.: ~:\u0026lt;a.1'li.:iat:~rs :f ::i.:.:.:::en, s:_c:, 1s an ~!:l..cac~:~al axa:nir~e:-,\n::sycno~:gi:::al axam!~e:, ~s1c~:::Jgist, ~tc.\n2. T\nie ::eam -nay ceter::iire ::-:at a ,:n:.:o \"las a s\n::e:~f.:.: :ea::ii:-:c\n:!.saoility if: a. t:ie c:-,ild -:c~s iO~ ac:iieve .:crr:nen.s.. :.3 t? .,:~:i i!S :1r r.er age ana 3oi:::1 :evels Ln c:-:e Jr .11ore of tne :::i1~:w1:-:c\n.3re3s .nen\nir:vicea i,\n, :e:u:ii:-:g e~oe,:.::!:-:ces 3o\nircpri3,e ~o: ::-:e ::-::..:.:\n1c\ne .:\nr 3oili!:y le' els: (.:.) oral ~xp:essicn (2) ~!.s~:ning comp:enensicn U) :eac :.ng c:mp rehens :.on (,) -nat:-eciat~cs calc~lat.:.cn ( :) .-nat~ematic3 reasoning The team :TIUst oetermire\ni severe 1iscre\niancy :eteen icnievement and intellectual aoil.:.ty in one or more\nf t:Me above-named areas. Sum-nar!.zefa: om ?. L. ]4-142, 3ect.:.cn :~:a.5-.0-543 ucoa.S.:.C-543 as ..,e..,11: !es.:.gnated) 00136 -5- - J. Ooservac.:.on: At least one evaluation team lllel!'bero ther than the d'U.ld' s regulu teacher snall ooserve the child's acadelllic performance in the regular classroan setting, 4. Written report: The team snall prepare a written report of the results of the evaluation. The r~ort must include a statement of: a. whether the child has a specific learning disability, b. the basis for making the determination, c. the relevant behavior noted during the ~bserv~tion of the ct,ild, d. the relationship of that benavior to the child's academic functioning, e. the educationally relevant medical findings, :r any, f. hether there is a severe disc:epancy bet,teen achievement and ability which is not correctaole without special eO'JCation ano related services, and g. the determination of the evaluation team concerning the effects of envirorvnental, cultural, or economic disadvan~age. Eaci team memoer shall certify in writing whether ':he report reflects his or her c:::nclusion. rr it does not, the team merroer rust suomit a separate statement presenting his or her conclusions. E. Evaluation Confer~e Within thirty (30) calencar days following the c:::~let!on of 3:.,: f:::rmal evaluation activity, the Evaluation/Prograrrrning Conference rust be held. Notificat!on of t.'\"le parents should precede this conference by a mini!IUII of fourteen (14) calenoar days. If the parents do not respond to the first notice 'llithin seven (7) calendar oays, a second notice lll.lst be sent. Sa,rple Forms F and F-l are appropriate for the required notificati~. Every effort rust be made to inform the parents of the scheculec ::inference and its purpose. If the parents fail to respond at all, or indicate that they ::o ~ot wisn to participate, the conference lllJst prcce~ ithin the thirty (30) calendar cay ti11e f:3111e. The Evaluation/Progranmi~g Conference is called and chai:ed :y the pr:::fessional who as cesignated at trie Refer:-al Conference to assune :esoonsioili:y #:: ~aving ~~e cecision carried out. It is c~:.-!.seo of 3 11in!!T'I.Jomf three (3) 11emoers ar: 11ust incluce at least one professional ccmpetent to review and !.nter\n::i:et ~~e eval\"..Jat.:.:n :esults. Aoditional members shal.!. include persons such as the follow:.ng: l) the stucen~s :Jarent or\nuardian, 2) the student's present teacner, 3) other professionals or soec!.al ec\"...cation oersomel who may be involved in providing services. The stuoent may be !.ncluoeo .:.n al: or part of the Conference, when appropriate. After reviewing all the oata, the person! attending trie Sva!_ac!.:::n/ ?rograimiing Conference will: (1) Oe~e:mine wnether the stuoenc is nancicacpec.\n5ee ?rcg:am Standards and E..'..cibilitv Cr!.teria For Scecial E:::lucation. ::-:e cnilc coes not meet ttle el.:.gioility cnteria, tne oecislon of cne .::cmm.:.::ee ,,ill be \"hat no special eoucacion services are neeceo.) (2) Sp~!fy the primary hanoicapping condition if the stucent is determined to be hanoicapped. (3) Design an Individual Educational Plan (IE.OJ. (See i:!I. ?RCG~AMMit-CA. lso see Sa11-pleF orm J for developing the I.S.P.) (4) determine appropriate placement for i~lementacion ,r the Individual Educational Plan. Decisions must be based on careful analysi\nof the evaluation caca. Severity of handicapping condition, behavioral cnaracteristics, and emotional needs of c:ie student 111.Jsbt e considered in making plac=t and service decisions. -6- 00137 ] 1 I I 1 1 A cent '.r.uvm 'J f ecucat'.cnal services ror nandlcacced stucents ls :ecui:eo. Serv lee set t!ngs vary ac:c:olng to ::ie severity or tl-e stucent' s nanclcao. The\n:,lacement decision ':imulateo at the :'.vakat1cn1Prcgramming C.:::nference :nust aaoress th!.s ccnt'.r.uum of services to assure that ':.he stucent' s !nc'.vlcual ::01.icaticn ?~an can :::e !.\nnc\n.ementeo .'..n the least :estr.!.c~lve settir.g. The continUI.Jffl of services ls as follows: l. Regular Class - Indirect 3erv1ce (resource consultant or 1:lnerant instructor) 2. Regular Class - Some Dire:t Inst:uction (itinerant inst:uctor) 3. Regular Class/Resource Room (up to 50% of tne instructional cay in a qesour:e Rocm) .:i. Self-Ccntained Class with/it:-:out 'l.egular C~ass (miniirum of 50% of instr:.Jctional cay in self-c:::ntained) 5. No Instruction in Regular :lass (special Oay Service facility) 6. Residential School 7. Hospital Program 8. i-'omeoound Inst:uction All cecisicr,s :nade at t.:ie :'.'lal-..iat:.cn/P\n:,\n:arrmi:ig '.:.:::nference are :ec:r::eo on an :'.valuaticn C.:::nfere!\"1CCe ecision ,or~ simi:l: tJ ~2\"'0:e ,o:~ G arc si\nrec :iy ::iose 3::enoir,g the c:infe:enc~. ~t il'IJSt 3lso :e si\nr.~~ Jy ':..~e :~civicual ~c::ti:-:i3:.:a~:,\"!l/ :esocnsi:~e fur scecial\nervices in :he Oist:ict. At .'..eas~\nne ::i::fessional is ces:.\nna:ec as :esoons:.::e fer ensuring ::nt ::ecisions :eacneo at ~:,e .::-,alyatiJn/?::g:arrming :::nfe:e!\"1ce\nre ca:::.eo out. ?arents/guar-:lians ~st :e\n,rovi:ea\n#rit:en scacemenc :f :~e i::2c:s::n :Js:.r.g :an 300:cp:-iate ?are.it Notification ,arm ~xpla.:.ning ::,e :easons leacing :o ::r.e cec:.sion. Sairple F\"o:~ rl is an exarrpie :if an appropriate ~er~. Not.:.f:.caticn or :ne :ecision -:iust ::ie -:iaoe ~i::nin sev~., ( 7J :alencar .:ays of the :'.va.'.Jation1P::::\n:=ir.c\nC.:r,ference :f\n:a\ne!\"1tS are :iot\n::-ese~:. A ,cme contac: ,1nc/o: '1ome v:$iC -~st:! \":1aC#en en :~er! ~s any :eas:r. ~o ~eli~ve :~a::-!\na:en:s ~ay :ec_::~ assistance :.n ..r.cers~anc!r.g :~e nc::~!.cat!.\nn J: :~a :'.valuat::r.,~:::\n:\n-~i~c\n:\nr.fe:ence :ec:sion. All ~:J:-en:: e~ ...e.s ::s ~c: ~Jr'::\"er: nf':r-:at!:n s~cu:: Je :esccr:cec :.: 3S -:t.J::i\u0026lt;:/\ns\ncssi:Jle. ~ny\ner:!nenc !~f~:~ac!\nn :e~a:~!rg sce:!31 !C~cac~~n s~:,::es. 1ssc:.:..3:e~ ~ea!~al 3nc icc:al 3er,ices, :,are!\"': :r\nani.:a,:i.~ns, and :areri: :r:grJms sr.cu.:.: =~\n::::vi:e~ :: :are!\"ts. ?3:-erical ass.:..s:ance .:...,. . ~:icer\n:recac.:..cnof ~13.:.\"Jat:.v:ea c.1 :Jr oc.~er -:-:a~:-!:S:e ::J.:..~~r.t\n: ~ ::--e :cucJ:.:..:r.al sta:us of ~-e\n,~cent m.Jst Je\n:,rovi.:ed. ?arental :onsent\nnust :ie ootaineo oefore initial\n:,.'.ace~e!\"1~J r J ~anc!.:Joc:ec st:.JCe!\"1t :n a arog:am orovi.:ing sc:ec!.al eoucJt.!.cn ano :elateo servi,:es ...s !.r,c\na ',:\".1\n:.,,ilu ::i 3amc:e =-o:::i L ::.,ceot\nor evaluation ano initi ,l\nilacement, consent ..,ay '\"'Ot :e :ecui:e-: 35 1 -::::no::::n of any :ienefit to ':.'1e parent or cr.ila C\n:nt!.:iwation of placement :n :re same set::.ng :ces not requi:e an annual consent form. ~a ental 3\u0026lt;\n::eement :o c:-e annual :e,iew ,no .c:eacance Jf tne rE? thereafter il!'plies consent. 11 ,weve:, snculd a cnange in placement or service jei:very occur, an uooateo placement consent\nnould ::ie octained. rifteen ,15) calenoar days foEo ing\n:,arental notif:::Jt::::n of :::ie C:valuat.!.on/Prog::a!T'ming :::orference Ceclsion, the recommeno, a serv i:es snall oe\n:::::viced, unless tne\n:,arent/gua.aian oo:_ects to ::ie placement. If\nucn an :ejection is receiveo pr:cr to :ne exoi:ation of_ the f 1-teen ( 15) calenoar day per ice, the s :~cent shall remain :.n t:ie then curreN. eoucat ~anal pl 1cement penoing the outcome of tr e approoriate :eview ::cceoures. The oarent/\nuaroian and tM sc:,ool ::istrict may agree to a temporary placement .::ienoing tne .:utc:me of t,,ose proceoures. To the maximun extent approoriate, exceptional children :.n .:lrkansas shall Oe eoucated with chilaren wno are not hanoicappeo. Special classes, se:,arate sc!\"lool!.!\"1go r otrier removal of hanoicappeo Children from the rec\nular class environment snail occJr :ni, hen the nature or severity of the nanoicao ls sucn tnat ecucation in re\nular clJsses witn tne use of suoolemeritary aios ano services cannot oe satisfactorily acnieveo. Furtner, it is ~he policy or tne Arkansas Deoartment or ::c~cation :h'lt \u0026gt;ianolcaoceo cnilcren nave the r.!.ght to be eoucateo 1 :n their non-nanaicacpeo\n:eers, unless dear ev icence Ls avai:acle ~tiat partial or full :emoval is aesiracle for the elfare of tre cnilO or other children. 00138 -7- - When an exceptia,al child 111.CSbte usig,ed to a special program, ec1Jcational goals snall be specified. If-en tnese goals 1r11 111et, the student shall be returned to the most normal setting possible, consistent witn the d'lild's capacUities and eci.cational needs. G. Independent Evaluation- The local school district shall inform parents at the Evaluation/Programning Confererce that they hav,! the ril1lt to obtain an independent evaluation at puolic expense if they disagree with the evaluation provioed by the local sehool district. However, the local school district may initiate a hearing (see Part IV, Section I) to show that its evaluation ls appropriate. !f the hearing decision is that the evaluation is appropriate, the parent still has the rig,t to an independent evaluation, but not at public expense. Ir the parent obtains an independent evaluation at his or her own expense, the results or the evaluation: l. ITIJSt be consicered by the State and local educational agercy in any decision made awnidth respect to the provision or a free appropriate pu::,lic educatioo to the Cl\"lild, 2. may be presented by either party as evidence at a hearing re\narding that child. rr a hearing officer reQIJests an lnoependent evaluation as part of a hearing, the cost or the evaluation lllJst be at p1..0lic expense. Any and all evaluations conducted at pl.tllic expense ( including independent evaluations) :11Jst be conducted by persomel licensed and/or certificated by t\"le apprcpr!ate regulatory agencies and/or boards according to Arkansas law. ~or the purposes or this sect!on, \"!ncependent tvaluation\" means an evaluation c~ted by a qualified examiner who is not e!!Cloyed 'Jy the public agency responsible for the education of the child in question. -8- 00139 r [ I I ..- \\:! i r( ( Cl u a: n r- ~ n. r OJ a, c u u r. J. 1fl c \"' ,. ,, ,u 11 ,~. ~ ft I' n CJ 1, ll t,f) .! I (l ~: ,'\n- ,, .,, r ::,1 ~ o 1'1 I I, Vl -f~ \n, f -~ ., I tl QI V'I n , n \nu :: (\\J r. .~~: :u fl u ~~ ,, 3 :..! ~ u ., d ,: t\\t '' rn  11 Vl U ,,. f1J CU l. -4 VI u .... 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'_j L I' t t - 11 'It L L {} tJ  t ' :-- n. 1 n ']1 l -(I' C: !J' C r L' t .~:'' .,_.'~.~ 9 IJ QI o t ,1 C u U 1 C (' J U QI VI ll - I:  I E !{! .,, ~. ~! ~ r: ,, ........ , ,, .1 'J , .. '. ' J .J \"' IJ c .. .,-, tl L'   - 'l' fll ff_\\! F00i\n'\nt:::\n: !'\n,,.. ~   : J '1 .. ,. !. . I,:  -I ,, .,  . .u , ' ~ C'VI.C L--' 'lJ ..... u 1,1'1 r\n,, r, or. --ov__, -t !~I' '\n':: ,:\n\u0026lt;:,: ,. r I 1. ... - r_:, _. 0.: r- ~ C \"tJ .... ~ t.' f\"'J  L, - L C c,\n:,. u I - ~ g ~: ~ i. ~~ ~ ~ \\~ _,,\n:~ ! .. ... (_ .C...:.. -... ,.. r: u- ,.\n:. (\nl, C:' \"!: . .~,\n' r ,, u l .... '.\"-:: r_ t:  ....\"., ~ ~ E\" -~ ,. .. ,_, , .S -~\n\"=~:~ ~ :j\ni'. .-. ~ .. '.'-.:\nl\ni\nUC J.J ( - _. C ,., -:' ,. ,.. ,::, ,... '..! 11 k J\n\" .-1 .\n.: '. ,. ...:. -: -. u .. ,. !: j I ,:. !, I  ,\n: . ]! . I' .\n, .. :1 -. ' ,L I \"I ' 0. .. rl 0 0 I interest grou0s or clu:is. C:acn puclic agency ITl.JSt\nirovice spec.!.al ecucat!.cn 3M :elatec ser,::es :o a anc!.cacpeo cnild in accorcance ,i :.n an inciv1cualized education plan. However, tr.e :nciv icualizeo ecucation plan is not a oinoing contract, and federal law ooes not :equire :~at any agency, teacner, or omer person t::e held accountaole if a cnilo aces not acnieve t.\"'e c\nrowtn\nirojected in the amual c\noals and objectives. s. Annual ~eview of Child Progress All scecial services are to be vie~ed as :.ransitional arrangements, 1th the -\noal or changing services to :::e ,-nost acPrcpriate ln response to ~,angi:ig c:,ilc ~eecs. F~r :nis reason, continual monitoring and review of ct,Hd\nirog:ess :.a1\u0026lt;es :,lace f.:ect.\nently to 3s~ re tre rost appropr:.ate service For tr,e cnilo. The :evie'II shall incluce: (:) :e.evant .:.nFor:nat.:.onf rom al. these\nirov.tc!ng .:.nsc'-.lct.:.:::n=3aln d/or relateo services, (2) an 3nal\ns.:.s of t:-e c:iil::l's ce: for:nance !.n _all acacem1c areas, ano (3) an anal,sis of :.\"le C.\"l:..o's :ur:ent soc:.al ano/or acaptive func::oning. Thls :ev .. e'II 1s mace in :elation co t:ie c:,i o's !ncivicual Education Plan. The plan is uccateo in a :corcance it:, c:,e res.\nlts of '::..--e:e vie\"' at least annually. Revie'II of cni.O's progress snoulc1 be mace at any t.:.me l..pcn reql..est :if aoprcpr.:.ate :nofessicnal personnel anc/or the cni_d's pare,ts. An annual report of eac:, nanoicaoped cnild' s progress '.s\ni:-epared .,ear tne eno of eacn school year, with ,ri~ten results suomitteo to t.\"le pa:ents ano co ~r.e :::.rc:.pal for sc.'iool records. one professional is designateo by the princical as :-esponsi:iie for\ni:epar:.ng tne annual reoort. The cnild's inoiviCual eoucation plan is uooateo in acc::-::ance it:i :-esults of the report. Parents have tne ric\nnt to attend ano ce .:.nvolvto in tr.e annual revie'II. rr :-e-evaluat.:.on is :-ecui:-ed ano agreed con at t:-:e ::i-e ::if annual :-evie.- ano t. e sixty (60) day time line 'or c::mplet.:.ng tne evaluat:.Jn ,cu:::i , 3::. :l..:-:ng tr.e :.:.me\n::~cl.:.: scncos are not in session, special ag:eement oeceen pare:--t 3nc sc\"'.ool .:ay specify :.--:e .Jate 'llhen re-evaluat.:.cn cculo reasonaoly :e excec:eo :o :e ~c~c:eceo. Nr:.::e-, :oc~mentaticn stating the oate for completion of the :-e-evaluat.:.an ano reasons fer ::ie extens.:.cn :eycnc\nixty (60) cays are required. c. Hanoicaoped St:.icents :01aceo inc: 'le'er:ec :::i \"::.,at~ Sc!'1cols Under .J.ct 102 of 1973 as amerceo anc ::--e St:\n:? \"~an 'Jr ::::~:::.al ::-:ucat:.::in, local sc.'iool distric\u0026lt;\ns and public ac\nenc!.es are\n::e:-mit':ec :a olace .,anc:.:acpec ::-::.:::~n :.n\n::rivate schools provioing special ecucat.!.on. ?uol.:.c La\" ]4-i.~2 .~as necessitatec a clarification of tl\"le policies regarding\nirivate scncol\n:::lacement: 1. 11hen a scticoi cis::r.:.:::t or\n::uol!.c ac\n~r.cy i:i ac::o:::ance it.'\"1 S:a::e :egulations has cecermined :.\"lac ~\"le mst ac~rcp:!.ate :::c\n:~m f:::r a ~ancicac:e:: s:Jcent :.s 3vailable on a puoli: sc..,ool :amcus and :::ie\n:::a:enu forego ::iat Joco::i..n.:.:1 :.:i aver :Jf\n:::lac.:.ng the st:.ioer.t in a\n::r.:.,ate\ner.col, :nen :ne scnool a!.s::i::c 's :'.:.ranc:.a:. :espcnsibil.:.:y for eCl.cat:.:--g ~~at\n,~:enc .:.:\nal\no aive::l. 2. ~nen a sc:--ccl Jis:::.c: :ece:,i:-:es :.a: aco::::::r:.a::e ser,:.:es :arr.c: :e\n:::rcv:.cea at tne site :\nf .:r.e _:.:. i ., ::iey -:iay encase :o ::int:act ith anot.\"ler agerc-\nt'.J '.molement the i:ioiv:.cual educat:.~n\n:::lan. ?a:ent.s .no ::.s.\ng\nee it:, Sl..c., i\niiiCe\"le,t. :eci\nion nave t,\"1e rignt to appeal. 3. The fol:::.ng -\n:eps rnust :e ~3Ken i:h :es\niec: :o :~e ::ic:.,i:uai. :::ucat:.cnal ?lans cevelccea ror st~=ents placeo in ~r:v=3r:e rac:.lity: a. Eacn sc~ccl ~ist\n:.ct Jr =~c!.:.c a~ency Jr.all ~~ :esconsi:l! for ~ne =~velccment and implementation of an :::.\" r-c: ~acn ,ano.:.:.icceo c:iil.:: .no is p~aced in or referreo to a :rivate :ac:.lity, ls enrol:eo in a ~aroc:-i.al or other\n:irivate school, ano :eceives spec:al !Cuc3ticn 1no relateo servi :es From cnat school district or ~uolic a~ency. b. Each sc.'1ool district or\n::uolic agency shall ae responsible for the initi,1tion of 1Teetings or conferences for tne pur\niose of oevelcoing, rev ie.,.ing, or revising tne IE?. c. Eacn sc:icol district or\n:uol:.c a~ency snall ::e respcns.:.::ile for Jrov iding a representative of the private school witn tne copor~unity to attend the conference at wnich tne ::? is cevelcceo. tr tr.is reoresentat:ve cannot attend, tnen the scnool oistrict or agency ITl.JSt use oc.:,er ,netnods such as telepnone calls, pre or post conference meetings, etc. to ootain participation. This ,T,eeti:ig snall ta1\u0026lt;e place cefore tne nanoicapped cnilO is placed in tne private program. -10- 00141 r l l 4. d. After tne ,\n:,i .!.:: as ence :e::: '::\"le\n:ir\n.v ace sc:ioo.!. :ir ~ac!.ll :1 , any -neet!.r:\ns :o :eview ano :evlse ::-.e c:-::.:cs i~ eay ~e !.nlt!.ateo :r ::ro..c:eo oy t:ie ::r.:.vate sc:-:ccl or fac.:..!.i:1 . s1..c:1 eeet.:.nc\ns a:e conci..c:eo, it is t:-e\ncncol Oist:ict' s or cublic a,\nency 's resoonsibill:y to insure :nat trie recuirements for\n:iarental\n:iar:ic!.\n:i.tion ano consent are carrieo out. e. Eac:i school d1s:::!ct or\n:iuol!.c agency mus: insure ::?s are cevelcced for all randicappeo cn1lcren it olaces !.n ::ir!.,ate scnools. r. T-e school district or\n:iuclic a,\nency ~ay :eculre ~:,e ::rivace sc:iool or facility tJ furtner :ef!.ne ~e :~ :evelcceo at ':ne ~valuat.:.cn/\n::,\n:alT'l!ling ::nference. g. A '.l of t~e above :equi:e'l!ents also apply :o .,anci::ac::ed stuoents err::il.'..ed in p:!.vate or :\narccn!.al\ncreels -ho :eceive scec!.al ecucat!.en f:cm ::ie CUJllc a~ency or :ocal sc~ool cist:!ct. For c:iilcren enroLed in\n::r!vate sc~cols Mr o c!.st:.:.cts or puol.!.c a,\nenc.:.es, :ne fo.!..:.ewings n\nere not :i aced or :efer:eo Oy ac\n:,ly: scnool a. To the extent :onsis::ent shall make orovision ror\n::r:.vate scnools in scecial with Title vr-a funos. -i'::i ::iei: '1L -oer anc ~:cat.:.er., local sc.\":ool c!.s::::.::s ':ne ::ar:.:.c.:.::, :.:.en :if ~ane:.caccec cn:.:c:::en enrol:eo in eci..cac.:.:in aro :ela::eo services f:.:,anceo -nolly or .:.n\n::art b. ihe neec!s of Jri' ate scnool ,ancicaooed c:-il::::en, ::ie ,unoer -no ,,ill\n::art:.::.\n:i:.ate :.n Ti:.!.e VI-3 services, ano :.-e :ypes or scec.:.al ecucac.:.:n and :elaceo ser' ::es ,,nicn !:.~e local sc:iool :Hs::::.c: -111\n:ircvice 11us:: :::e ::ete:.,:..-~eo af:er c:insi..l:a-~:n -n\n.,\n::ersons ,\u0026lt;nowlec,\neacle aoeuc : . .,e ,eecs :if :.-ese :n .. .!.::en. The oasis 'o: :::-:e cec:.sicn is ~:-.e leve.!. cf ser' !.:es orcviceo .,anc:.caopec :::-::.:cren enroUeo .:.:i ,:1..ol.:.c sc:iools. c. Se:1i:es co\n:r:.,a:e scree~ arc:.:aecec cn:.::::e:-: ay -~ ::i:oviCed :.-::iuc\nn suc:i ar:Jr~ements as :uai ~n\n:l~~enc, ~CLcacicnal :3c.:.= 3nc :e:~visicr., ana ~~e ~=~vision of 110oile ecucaticnal ser,i::es ar\n:1 e~u!.\n:,ment. d. A lccal :\nc:-ocl j.!,st:!:: eay ::::ivice scec:.al ec-~cat.:.:::n ire :elat~c ser,::es to :ir.:.vate sc:iool rianc.:.:Jcped ::i.:.:::en ~ni::, are :::.:~re\"'i: ':::n ::ie\ncec.:.a~ e:1..cJt.:.:::n \u0026lt;1nc relateo services :.t ,:r\n:iv:.:es :o :1..ol!.c scneol c.-:..:.cren, :.f c.-e diffe:erces are :iecessary to ,11eet :re scec:.al .,eecs\nif ::,e :i:bace\n::-:ocl iar.c:.cai::\n::ecc :i:.:.a:en, ano ~.,e scecial ecucat.:.cn ar.c :e:acec serv :.:es are ::rr::anc.:.e !.n ~uali:y, sc:ce, ano\n~f c. .c. -uni y f ...r \"\"a- L...,:\"\"\"4a-tn ::: :~cse\n:-oviCe~ -=~ ::...a:!.=\n.:..-:eel ,:!1!.!.c:en ii::i ~eeas w e\n~al lrnco\n'\n~c~.----~ - ~ :,~o:!c sc~col :e:sor.ne! ~ay =~ ,ace 3,a::Jc:~ :.~ ::-e:- ::'i\nr. :------ 5C'.\"\"CC.~.3 c:..:.:.::es :r:l\n1 to t~e e.\"c\u0026lt;~ rit -e,:es3a:, . .J : ::, :..:e s~:, ~.:es =~~-,: =~-:=y ..... Q ,ar:::..:3c\n:::ec ::ii~:ren ana cn:y .-ne!1 :.,as~ sar,.:.:es lre ........ ::-a.:.:_1 ::::,.:.:e-: :, :.\"'le :::,ate sc:icol. ~3c~ lccal scnool 1ist:i=~ :::v:c1~g se:~!:es ~: :~!!::!~ ~~::!!ec :~ Jr.:.,ate sc:iools snall :naintain conc:.:iu.:,.g ac:ar.isc:a:.:.ve ::!\"'::ol ire ::.:~c::..:n :v~= ::-:csa ser' iCes. g. rne ser,ices provicaa ,,,ith f'. .r c: i...nce: 7i:!~ ,r--:, ..: : :l:.\n.:.:~e ,3r.c.:.:3oce:: :,::::=n enrcl:eo in\n:ir:.' ate scr.ools nay ~oc .:.rc!~ce :~e :ay~enc Jf sa!ar:.es cf :eac~ers Jr nr.er ef!'Oloyees of\n:1r:.,c1ce sc: eels exceot :r sa:,ices :er:::nec Jwtsi:e :~ei.: :egular ncurs of .Juty ano uncer ::uol:.c super,isi:n ano .:cr.::::il or ::ie ::ns::: ..c. :.:.cn of private scnool facilities. h. C:cuipment accuireo -it.\"1 funos _ncer Title ,r-a ,ay :\ne ::laceo on ::iri'lace sc:iool ::iremises for a limiteo per.:.oo cf t:.:ne, ouc t:-:e :.:.cl: :o ire acm~niscrative :cnc::-ol over all equipment 1\\.JSC oe cetai,eo ano exerc:.seo ::ya :uolic ac\nercy. In exercising aominlscncive ce,trol, !:he ::iuoli.c a,\nency sr:all -\u0026lt;ee::i recoros o: ano account for the eouioment, sna. l insure that !:.ne ecui::iment :s Jseo solely for the pur::ioses of the program or c::ojE:t, ano remove the :cui\n::ment from Che\n:,rivace sc:iool premises Lr nece,\nsary to avoio its being useo for ot11er\n:iurposes Jf the i::rogram or project. 1. Programs or projects car::.eo out tn public ~aclli~ies lnQ involving joint part1cicat1on by eligible nanc .cacoed ch110ren enrolled in private scnools and hanoicacped ch1ldren enrolled . , PL.Olic scnools, may :,oc include classes that are separated on the Oasis of scncol enrollment or t:,e rel!.c\n:.cus arfiliations of the Children. -11- 00142 J. Funes\nirovicea uncer Title ,r..a and ::,rcoerty oer:.ve::i f::::m '::iose ~t..nos 11ay ~at :::e used as an advantage to any private scnool. k. P:-ovisions ror serving\nirivate scnool nandicapped cnildren .11ay nc t include tne fi:,a\nc:.r.g of :ne existing level or instruction in tne private sc:iools. PAATI V. Il'-OIYICi.JAPl.R OTECTIONSA W PRCCECI.JRAS.L.F EGUAAOS A~ Prior Notice - Polley and Procedures Prior \u0026lt;tritten notice snall oe given :o tne parer.ts, guard!.ans, or sur:::ga:e\n::arents of a nandicappeo cnilo or a cnild .,itr, a suspecteo nanc icap Oy the ~ccal sc:icol :::.scr:.ct. ?::.or notice snall. oe affcrceo to the cn:.ld him/herself in tne event tnat r.e/sne :s :s years of age or older. The agency shall ,,ave :he opt!.cn of ei':ner ut!.1.!.zing the ::ontent ano n\nan:.zat.:.cn of the .,ritten materials proviced in :nis :::ocument for\nir::ivicir.g pr!.or not:.ce or ut::iz:ng any otner written materials so :cng as tney -neet the fellowing standarcs ar.d ir~luCe: l. a full explanation of all of tne procedural safeguaros avaLaol~ ta tne\n::arer.ts unoer tnis\niart\n2. 3. 5. 6. a Cescri::iticn ::\nf ':he ac:!.cn oroposed or refused '::ly ':he agency, an exolanaticn of ny the agenc, or::ooses or ref~ses co take ':ne action, and a Cesc::.::it!.cn of any ::pt:.ons !.n tne agency :cnsice:eo ano tne reasons ny :nose opt!.:ns ere :e~ec:ed\na cescr:.ot:.:::n :if each evaluat!.cn pr::ceoure, test, rec::ir-:l, :ir :ecor: :he agency l.Ses as a basis for the\nirc:osal or refusal\na ::escr:.::.::.:n ::if any :ther factors nlcn are relevan: :o :~.e age,-.::,' s pr:posal :ir refusal\nlanguage ..r,ce:s.:arcao:e ':o '::'le\neneral puol!.:: and :roviceo :.n t~e :\"'ative :anguage :f tne\n:iarer.t or Jt:\"'er -:ioce Jf ::11m.Jnicat:.on usea oy ':ne\niarent l.11less it is c~aa: ly not Feasible:: co so\nand an :iral :::-arislat:.on or a ::anslat:.on by :it:-:er 11eans t:, ':he event that t:ie iati,e lang~age Jr ot:-:er ~ace of :::ctrmuni::aticn of tne parent is ,ct a rit::.en language, so tnat ~,e\n:iarent ..rioers:ancs =~e :::intent of t:,e ~ot:ce,\nr.J a wr:.::en r~cord :e:ec:s that this t::-anslat:.on as\n::roviCed. Prior :iot.:.ce :nusc :e aff\":r:ed :n t!-e :':::i.owing .Jccas!.ons: 3. cest:uct:cn : f :.n fo:~ac.!.:n :n ac::JrCance 111itn :\nie ::nf :.:ent!a.!.!. :y Jr:ce~u:es\n1.i. refusal :y ::ie agency to amend stucent recor:s in ~c::r:ance ic:, ::ie c:ri f icer.:::al.:..- .: , :::ccec .. Jres\n5. en any :c:as:.cn hen t:-:e scnool district or:coses :o :nic:.3te ,.\n:-:anc\ne ::-e icentifi:at:.cn, ~valuat!.on, nr ~cucaticnal placement of u-:ie C:\"'i::\n6. on anv :ccasion nen ::ie scnool district refuses to ini:.:.a~e Jr c:iani\ne ::ie icentificat!.on, ~valuation, or acucation olace~ent of c:'le :nild. Prior ~otice relateo t:i :ef~rral recuires the following proceoures: l. Parents and otner parties may refer their child for c:n\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_920","title":"Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 2 of 3","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1986"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","Educational statistics","School improvement programs","School integration"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 2 of 3"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/920"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSubmitted October 14, 1986\napproved February 27, 1987\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n3 APPENDIX 365-634 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 2 of 3 \u0026gt;  NORTH LITTLE ROCK SCHOOL DISTRICT SUPPLEMENT TO DESEGREGATION PLAN APPROVED FEBRUARY 27, 1987 ( Du! PROC!SS Sn:PS FOR APPRAISAL SO.VIC! It i.s ~,e intent of ~~is guide to provide necessary infor=tion md foes to insure that the rights guaranteed to individU\u0026amp;l. students and the Sor:~ U:tle Rock Sc~ool District by Public !.aw 94-142, Ark..ulsa.s State Lav 102 of 1973, as Az:lended, md other laga.l actions are protec:ed. 1:l orde:- to h.av-e a :nore thorough understanding of t.he needs of the stude':'lc, assessment should include infor1aation from home, sc.'lool and co=un:.:y i: relevant. :'hese measures of behavior and/or pe:-!or:iianc:e should c=e free a varier:7 of sources. No single procedure is to be used~ ~,e sole cri:2rion for dete:-::i::i.'lg an app'C't)priate education.al progra:n :or t~e s:~de~:. The evalu.ation i.s to be ':ll\u0026amp;de by \u0026amp; team vith t.he child bei::g assessed L'l al! areas related to the suspected ~ability including \\lhere appropriate: he.a.1th visiou h e..a:- _' n g soci\u0026amp;l and aiotional status ge:era.l iA~genc:e ac:adadc perfor::ance c0llllltm.ie\u0026amp;1:ive sta.tus :ocor abilities Please remember that a.11 11:eps sbould be followed both for the ?rotection of students a::d the school cil.si:rict. This guide as an at:e:::pc to i~sure cot:ll)liance ~i:h 1981 Stat Deparnent of Education Gu.::.~eli::es h.as also been prepared to help in dec:rea.sing legal vulnerability. Staff of Appraisal Se?\"'rices are readily available to ansver any questions concerni~g t~is g~ice. Ne~ in!or:uti.on and for.ns wi..ll be sent as needed to kee? this guide upda:a6. All for:ns should be requested by 11um.ber frot:1 Cu:-:-ic.tl.ar Se:vices/!-!.at:er:.als De?arc:nent:. 00365 l ( CONTEXTS* DUE PROCESS FLOW C-dART ?REPARATIONR ES?ONSIBILIT': DUEP ROCESS ST.M!ARYO F PRINCI?AL !~ A.'ID RES?ONSI3IL::-r srEP l RE:E\nl.RAI. For:ns: AS l (Rev. 8-83) Elemencar,Secotldary AS 2 STE? 2 REF=3.RAIC. ONFE.WiCE For:ns: AS 3 AS 4 (Rev. 8-83) AS S (Rev. 8-83) \"Parental Rights\" STEP 3 RE:E::i...'UI. TO APPRAISAL For:ns: ASS (Rev. 8-83) (Now parental per::u.ssion also) Letter for Social History Social History (Rev. 8-83) STEP 4 EVALUATION STEP 5 EVALUATION/PUC~ CONFE:RDICE For.a.s: AS 8 (Rev. 8-83) AS 9 (Rev. 8-83) STEP 5 EVALUATION/PUC~T/PROGR.\\.'!MINGC ONFERE.~CE Forms: IEP pages l, 2 \u0026amp; 3 CnECKSHEEFTO R DUE PROCESS/REFOR.A(IR. ev. 8-83) (cakes place of AS 6) STEP 6 PUC~ ADDITIONALIN FORMATION I. Release of Information For:n: AS 7 (Rev. 8-83) II. Rec:ests Form: AS 11 (New 8-83) III. Parental Permission and Relac:ed Issues i?ROGR.\\.R'1E VIEW Form: AS 10 (Rev. 8-83) IEP page 4 00366 Daca Gache-::i:ig I C:Jnsulcac:.oo ~o Solucioo !E!!ll+lorary I ?lace:!!enc RZ:':::,RAl. CONFEREJ!CZ No Solucion RE!'.::3-.'Ul.T O1 A.P? RAISAL,._ _ _. .:U'?!UI SAL S ERV! CES ~Al.UAT:ON CONFERE.~CE..,..--~ ,A I'\\ I ?ossi:ile Cur-::ic:.i.lar cnan~es I Fur:her I Referral ~o rl.,UID!C..\\P?ING COND!:'ION i I ' I HANDICAPP!~!G CONDITION -----I Fur::ner 1 :'.valuation P:l.OG\u0026lt; l.\\i.'1MING CONFBE.'!CE (IE:?) ?LlC21E:lT RECOMMENDED Office of Special Services and Student Affairs ~o PUCZ:-!E:IT RECO~DIDE!) 00367 0 0 (,l C1\u0026gt; (l) ECEHu: STEP I ERSON RESPONSIBLE Fonns) Must be present tlust be invited tidy be included ~ ~~1 /_ ttUNCll'AI. (AS 3) Notification (AS 4) attempts (2) l'E.f.CIIEll or tl.FEHIR N C: Fl\u0026lt;StlN lur:\nc/otl1crs ( AS I), (,\\S 2) l11f,1r111.il d.il\u0026lt;l .,1 l,,,1 l11~ Teacher Principal or Designee l'arent AtI.east) Persons lAS 5) ~ r PREPARATION/RESPONSIBILITY DUE PROCESS I'll INCll'AI. (\"Rights\") PARENT (Rev. 8-8)) 11 EXAHINER Observation lntellectual Achievemenl l'erceptual Language Sununary (Social History) (Explanatory 1.etter) (AS 11) for Retest Decision not to r..,fcr Lo Appraisal (AS 9) l'IU NCil'AI. No Handicapping ~ (AS 9) CondiLion ~ Office of SL11Je11t Affairs E.V Pl.,..,~, .. \" co ... ...._.. ...... l'lllNCll'AL (AS 9) llandicapping-} Condi Lion (AS 8) Notification (AS 4) attempts (2) Examiner Principal or Oeslgnee Parent AtI.east 3 Persons Teacher Speclul Teacher OLher11 Vt t NC 1. t::llgihlllLy 2. TEP (1 ,2 ,\u0026amp;)) 3. l'laccment reconnuendeJ l. ~a:\u0026lt;.:.::\u0026lt;\n=~r::ts avai!able t:J teac:::ers ar:.d pa.re:-:.4:s. 2. :1oci=:,i::g and sc:1eduli::g conferences w 1th parent:s, teac::ers, and exa.ininer s, being sure co obser,e requi:ed c:.:ne l.i=l.i cs and co dcc=enc noti=icacion. 3. ~olding conferences being sure t.~e ~ini.mw:l nllll'lber of persons and c::e correct: persons are present: and doc-.Jlllent:ing that: the conference ,.\nas held. 4. 3eing sure the parent: is noci=ied of conference decisions and t::ac t::e parent: has given ..ri:cen pe..~ission for testing or L,i:ial placement:. 5. 3eL,g sure that the Social Histor:, for:n is gi,en to parents  .. r.en a :.ew cest is being planned and being avai:able to expla.i..~ and assist: parencs as needed. 6. Being sure parent:s understand their righcs and giving t.~em a copy of \"Your Rights as the l?arencs of a !iandicapped Chi-d.\" 7. Being sure that: the Evaluat:ion/Planning/Programming Conference is held promptly after receiving the wriet:en repor-:. (Due process :or t:he se~dent is not compleced uneil this i.m\n:ort:.anc seep is :~,ished.) 8. 3eing sure due process and refec-al for::ts are ccmpl: . md are senc Special Services whichever is indicaeed. Copies of c::e Eor~s are also to be sent: to Special Educat:ion. 9. 3eing sure that: st:udent:s already placed in special educacion c~asses are referred for reeese.i..,g every t:iree years. (Referral should be made ac lease t~o monchs prior to expi:acion dace.) I':' :s V'E:RY I.\n1PORTANT THAT :'HIS INFORMAT:!:ON BE '/'S'ii'ED AS .\nSu~r-\u0026lt;ARY c:-1t.c.  Also included in 1983 Elementar/ Principal's Handbook 00369 w r l. SI!: l Referral is m.ade for the put7ose of compili~g :~for::ation about a chi-d ~ho is e:t?er:.e~cing problems which interfere r..ith le.ar:ii..:lg. Initial referral should be made when a child is encountering di::icclties L~ maki..:lg progress in che regular educational program. Referral can be :nade by any person ~i:h nlevant loowledge about the child. Aily infot'\"\"'...ation TJhich would assist in deter.:ii..:lation o\"f che nature of t:ie chi.:d's learning problems and TJhich is presently available should be co1!!piled wic.:i the R.efer.:al Fo= su6 as home or classroom behavior check.lists, e:c'..sci~g medical, social and educational data, and/or Sa!lli)les of the child's. ~erk. Infor.:ial data gathering ~ust be completed prior to the Referral Conference. When appropriate, the student should be infor::ed about the referral and be given an e~lrntion of its purpose-Refenal. Placement, and Ao~eal Proced~res, State Depan:ent of Education, 1981. 00310 A. Refe:-::-:..,g person completes (AS l rev.) and gives co ~u:se :or completion of medical section and sig:iacure. Ot~er specia-iscs =ia.y also.assise (AS l rev.). ~ote thac student !.D., currenc add:ess and cor:ec: date of ~irch are requested. !his hel?s :educe :ecor~ confusion in case of duplicate ll.1l:les and ensures ac:u:acy of cesc daca. B. Refer=i.ng person completes (AS 2) and gives ooth (AS l rev.) and (AS 2) to che principal. (In secondary sc.::ools, the counselor may receiJe ches fOt\"\"\"-S.) C. Wic~ seven davs the principal or secondary counselor contacts the pare: to sec a R.efer=a.l Conference by one of the folloving :ethods: l. re~stered ~il (AS 3) 2. cettified oail (AS J) 3. first class mail (AS J) 4. home rtsit (AS J) 5. phone call and first class JI.ail (AS J) If either J4 or 15 is ~ed, ~it:en documenea.cion (AS 3) is required. D. If parents do act respond to~ notice w-ithin seven (7) calendar days. a second notice lolill be senc specifying chat the Refer.al Conference ~i:: be held no sooner than seven calendar days from chat dace. Ever/ reascc.able effort should be ::iade to infor::i and include che parencs. If no response is made to the second notice by the parents, the Referr3: Conference is held. Although the Referral Conference may be held lolic~ouc parents, ic is very helpful for thee co be present in orde:- that they :n.\n:. provide additional infor:nacion, lear:i more about available educational ser-Jices and become a part of the decision. (Rev. 1:!-83) 00371 ~ u: r RETEST (Circle One) ~OR!n LI!TI.Z ROC~ SCnCOL Drs:1:c: RE!nRAL FO R..'1 El.E:IDITARY To Be Compleced By Classroom !eac~er or Reier\"ing Person SCnOO_L_ _________________ _ DAE OF REQUEST_:_ _______ _ STUDE.'IT'S ~'!E ---------------------- SEX- ---- AGE- ----- ID. Nt,'}!BE\nt ----------- ADDRES--S- ----':\"='\"--------,------------- P~ONE- --------- (Be sure currenc) DATZO F an::~------------ PA.RE.'ITs' NA..'!_E_._ ____________ _ (From per.:ianent record) FATHERIs OCC'..,\"PAT_IO_N_ ______ MO~ Is OCG:?ATIO_N_._ _________ _ RE?EATIN_G_ _____ REFZ...\"L~GP ERSON_. _______ _ ATTS'IDA.NC!EU :CORD: Missed less than 20 days Missed more than 20 days !. PREVIOUS EVALUATION: Kl23456 Kl23456 (Circle grades that apply) Has this child had a comprehensive evaluation previously? Check all possible sources. If so, briefly describe the results and recommendations (e.g. all I.Q. 's, perceptual troubles, etc.) Speech/Language Development Dace !est Scores (Ag_ency) Individual Intelligence N1.R.PS? Dace Test Scores (Agency) II. SPECIAL SERVICES: (Circle services which the student has received or is receiving presencly. Daces are helpful.) Child Study Center Consultant Remedial Reading Remedial :-ta th Early Childhood Program Gifted Resource Resource Self-contained Skills Center IEP Goals :-!et of Speech/language !II. PRESENTI NSTRUCTIONALE VELS Reading: Mach: '- Book _________________ _ Level _______________ _ Race of :-1.ascery:- ---- Repeating __ _ Race of M:ascery: _________ _ 00372 CIO tJ: Refer-:al For::i STUDD r. ' S AA.'1-.E- ----------------- IV. ADDITIONALT EST DATA: BOES'! TEST FOR BASIC CONCE.?TS DALLAS Pre Tesc Dace ___ Posc Tesc Dace __ _ ?-:e Test Date ___ Post Test Dace a.i.w Score(~o. correct) ___ :taw Score Age ?.:quivalenc ___ Age E:oui,ale~: ?ercencile _____ Percentile _____ _ ~rlL'11..:1 P=3.:\"0R.'!A.'ICTEE ST (}fay have been given ac third year) Record ~cered Objectives Reading ~ord Recognition of Comorehension ---of __ _ Study Skills of== !-!at::.e!l!atics Numeration wnole ~umbers --- of --- --- of --- Xeasure:enc of Racional ~umbers ___ of __ _ Go?omecry of== IOWA TEST OF BASIC SKILLS DATE: Vocabulary _______ ...!.-\nfa c h Concepts Social Science Reading ________ _ Xach Problems Science Spelling ________ _ !fac:i Co1II?utacion Composite Language Total _____ _ Mach To cal SRA or Other Achie1e!l!enc (Lacesc grade equivalent infor:iation) DATE_: _____ _ Leading_______________ Strongesc Area _____________ _ Language Arcs ___________ _ Weakest Area\"_ ______________ _ Math _______________ _ Algebraic Apcitude _________ (Percen: V. Please use this space to w-rice any pertinent coamiencs as co che urgenc:, of chis referral, special classroom problems or ocher information which l!IAY be useful in diagnosing this child. VI. EVALUATIONBY RE'frnING PERSON: (Please state your reasons for referring chis chi:~ Be explicit.) To Be Completed by School Nurse: VII. PHYSICALC ONDITIONO F SIUDDIT: ______________________ _ Vl SION SCR.E~!NG_ ___ ...,..._....,_.._. ____ HEARINGS CREE.'IW_G__ --:-::-,---:------ (Date) (Date) Describe any physical defeccs which may impair educational or social functioning (e. glasses, braces, childhood diseases.) YES NO (Circle One) IF YES, WHAT KIND? __________ _ NURSE'S SIGNATURE_ ______________ DATE_:_ ________ _ AS-l (Rev. 8-8:J) 00373 ac \"' co c:, l. RE\"!:'.S\"! (Circle One) NORT:1L ITI~Z ~ocx SCEOOLu IS:3.lC~ REF::~~ FOR.'i SECONDARY To 8e Completed 3y Classroom Teacher or Referring Person SCEOO-L- -------------------- DA:Z OF REQ~ZS7-: ----------- STUDEY r' S ~A.'!E- --------------------- SEX- ------ AGE- ---- ID. ~BE.'l ---------- ADDR .ES S- -----,.(-:-.3-e_s_u_r_e_c_u_r_=_e___n___t.,..) ______ _ ?~ONE_ ________ _ DATE OF BIRTH PAREYI''S NAHE ---,---------------,,-- ----------------- (From ?er::ianent record) FATHER'S OCCUPATIO-N- ---------- ~OTPL.~'S OCC-JPATIO-N- ----------- PR.ESEN T GRAD_E_ ____ R.EPEATD!G_ ___ R.EERRDIG ?::RSON__ __________ _ ATI'~A.~CZ RECORD: !tissed less th.an 20 days :-Ussed more th.an 20 days Kl 2 3 4 5 6 7 8 9 10 11 Kl 2 3 4 5 6 7 8 9 10 11 ( Circle g:-aces that apply) I. PREVIOUS EV ALUAT!ON: Has this child had a c0111preheasive evaluation previously? Check all\n,ossible sources. If so, briefly desc=ibe the results and recommendations (e.g. all I.Q. 's, perceptual troubles, etc.) Speech/Language Developmeat Date Test Scores (Agency) Individual Iatelligence Dace Test Scores (Agency) !I. SPECIAL Sl::RVICES: (Circle services which the studeat has received or is receiving presently. Dates are helpful.) Child Study Center Consultant Remedial Reading Remedial Ma th Early Childhood Program Gitted Resource Resource Self-contained Skills Center IE? Goals ~et ___ of __ _ Speech/Language !II. SCHEDULE(P lease indicate Basic, Resource, etc., and lase nine weeks grades) Subject Grade Subject Grade - 00374 00 c:, Referral :or: STUDa!'S ~AM_E_._ _____________ _ IV. ADDI::oN.AL T~ST DATA: A. OTIS QU:O: SCOR:C:GIQ : __________ _ ~EI.SON :U:..\\DI~G GE: DAT~------------DAT~------------ B. !OWAE S7S OF BASIC SKILl.S DAT_E_ ____ _ Vocabul.ar-1 _____ _ Visual ~cerials ______ _ ~ach Concepts ___ _ Readin\"'-------- Reference Materials ____ _ Spelling, ______ _ Work Study Total ______ _ Mach Compucacion __ _ Language To cal ___ _ ~ach Tocal. ____ _ Composite ______ _ C. !iI~~ PE3FORMANCE DATE_. ___ __,_ _ (Indicate number of objectives mastered) Reading Word Recognition of of ~thematics Nume:-acion ___ of __ _ Compr e hens ion Study Skills Critical Reading --- --- --- of --- --- of --- Library __ of __ Ref. /Study Skills __ of __ Whole ~umbers Rational NU111bers Measurement Geometry ___ of __ _ ___ of __ _ ___ of __ _ --- of --- Probability \u0026amp; Statistics ___ of __ _ 0. OTHER TESTS (Brigance, Silvaroli, etc.) _________________________ DAT_E_. ______ _ ___________________________ DAT_E_. ______ _ V. EVALUATIOBNY REFERRINGP ERSON: (Please scace your reasons for refer:-ing this student. Be explicit.) Signature of Referring ~erson *******************************~********************************************~********~~~ To Be Completed By School Nurse: VI. PHYSICALC ONDITIONO F STUDENT_: _____________________ _ VIS ION SCREEN!N_G_ __ =-_-,-- _____ HEARI~GS CREE~!NG_ ________ _ (Dace) (Dace) Describe any physical defects which m.ay impair educational or social functioning (e. glasses, braces, childhood diseases.) !1EDICATION: YES NO (Circle One) IF YES, WHATK I!-ID?_ _________ _ ~URSEIs s IGNATUR_E__ _______________ DATE: _ __________ _ 00375 ~ 0 0 2 s l'OK F:N t.r.m\nui\\r.E I. Ability to apenk 1n complete sentences using accurate sentence structure usually u9ee Incomplete eentencee wlth grammatical errore 2. Vocabulary oblllly usually usP.s immature or Jmproper vocnbulory J. Ability to recall words usually unable to coll forth the exact word 2 frequently uees incomplete sentenceo and/ or numerous grammatical errore llmlted vocabulary including prJmnrfly simple nouns\nfew precise, descriptive words often gropes for words to express himself 4. Abllit to tell stories and relate ex eriences unable to tell a sequential story has difficulty relatinB ideae in logical sequence 3 unee correct grnmmar\nfew errors of omission or incorrect use of prepoeltlons, verb tense, pronoune adequate vocabulary for nge occasionally searches for correct word but adequate for age average ability to tell stories 88 4 above average oral language\noccasionally makes gra111111atical errors above average vocabulary\nusee numerous precise, descriptive worde above average ability\nseldom hesitates on a word above average\nuses logical sequence flllrly cone latently 5 speaks in grammotlcally correct sentences high level vocabulary\nueen preciee words to convey message\nuses abstraction ueuslly speake well\nrarely hesitates or substitute\u0026amp; words exceptional ability In relating facts appropriately ID r--. (') 0 0 ----------------------------------------------------------- ----- 5. Ability to formulate ideas from Isolated facts usually unable to relate Isolated facts hoe difficulty relating isolated (nets\nIdeas are incomplete scattered usually relatee facto intn cct11i11gful ideas\nadequate for ege relates facto and ideas well --------------- ... --- - ..... - outstanding ability in relating facts appropriately . -- ---- -------- 4 88 2 Unme __________________ _ i\\dd reenR ________________ _ llOR lit 1.1 TTLE ROCK SCllOOI. Ill STRICT PUPIL BEhAVlOR IU\\TlNG SCALE lS'hcohnoeo _l_ ___________ _ Please circle the deecrlptlon under each heeding which ls most charocterletlc of thle chlld in relation to other chl ldren of thia age. AUDITOP.Y COHPREIIENSlON AND LISTENING I. Ability to Collow oral directions l ueunlly confused\ncannot or le unable lo foJlow directions 2 usually follows simple oral directions but often needn iml1vidunl help 2. Comprehension of close dlscueeione usually inattentive and/or unnble to follo~ and understand dlecueelone lieteno but rarely comprehend a we 11\nmind often wonders J. Ability to retain lnformotlon that he hears almost total lack of recall\npoor memory retaine simple ideas and procedures lf repeated often 4. Com reheneion of word meanln s AS2 Extremely poor level of understanding foils to grasp efmple word meanings\nmleunderetande words nl appropriate oge 10 vcl 3 follows directions that are femllinr and/or not complex listens and follows discussions according to age average retention of mater lals\nade'luote memory for ace good grasp of grade level vocabulary for age 4 remembers and follows extended directions understands well and benefits from discueslone remembers procedures and information from various 5 unusually skillful in rememberinR and following directions becomes_ involved and ehowe unusual understanding of material discussed superior me~ory for both details and content 11ources\ngood i11W11ediate and delayed recall understands ell nge level vocabulary ee well as higher level word meaninge superior underetan~ing of vocabulary\nund!rstends many abstract liords r--, r--, (') 0 0 2 4 tl\u0026lt;l'IOH I. C:rg!}_!?_S!,mrillnatlon (running, cllmhing~_plng, walking) I 2 3 very poorly coordlnnted\nclumsy below average coordination\nawkward average coordination for\ni~e 88 4 5 exceptional ability\ner.eels in this area above avernge coordination\ndoes well in -- -----------------------------,---------------\"-'--__\n:__\nthese_ _ actlvltiea .:.__ __________________ _ 2. ! !..!~~_s-~~!:~_!_!1~-o!n!_ ~( d row l n_h_ cut t ~B.~h _': .~E.:. .\u0026gt; very poorly coorill- below overap,e coordl- 11oted\nclumsy nation\nawkward ). -O-o--lo--n-ce very poor hnlance below average average coordination or age average balance (or age\nnot outatandlnp, hut adequate for ahove average coordination\ndoea well in these actlvltlea above average\ndoes well in activities requiring balance exceptional ability\nexcells in this area exceptional ability\nexcels in balancing _________________________ e::..q_.__u=llib_r_iu___m__ _____________________ _ ,, . !'hllity to monl 111lote very poor In manunl m1111Jp11lntlo11 llF.IIAVIOR I. lml!ulse control continually disrupts classroom\n1111able to inhibit responses 2. Attention ). ls seldom attentive\nvery dlstracllble ~bllity to le highly ized\nvery or~anlze dl!lorgnncareless materials, utenolla nnd nwkwnrd In mn1111nl dexterity equl~ent: mam13l_ dexter!!l_ ndequnte dexterity frequently center of attention\noften speaks out of turn rarely listens\nattention frequently 1,1andere often dleorganlzed in rnnnner of working\ninexact\ncareless for nge\nmnnlpulatee well 'Wnite hie turn\naverage for age attends adequately for age and grade maint~lns average organization of work, careful nhove avernp,e mnnual dexterlty good control\nabove average without adult encouragement above avl!rage almost al1,1oya attends above everage ability to organize and complete 1,1ork\nconsistent exceptionally dexterous in performance\nread! ly manipulates new e ul ment excellent control without adult encouragement or su ervlelon al1,1aye attends to important aspects\nlong attention span always completes eseignmenta in highly organized nnd meticulous  raanner (l) i--, C') 0 0 0 OHi Elffi\\TION I. rrornplness l:1cks grn!lp of lhe me\ninlng of tJme\nusually late or confused 2 2. Spatial orientation generally confused\n11nnhle to nnvlgnte nrouncl cJns,noom or echooJ, playground or neighborhood 4 2 poor tJme concept\ntends to dawdle: often late frequently p,e ts loot ln relatively fnmillor surroundings J overnRe underatandlng of time for ap,e can maneuver in fnmiliar locntJons nvernp,e or age J. Judgment of relationships\nbig, little\nCar, close\nllght 1 heavy J11dp,me11ts of reJaUon11hJpe very J11ode\u0026lt;1uate 4. Spatial directions highly confused\nunel, Je to dlatinguf!!h direct:lon!'I ns rlr,ht, left, north ond !'loulh, up ond down makes r,ross Jmlgments successfully frequently exhibits dlrectionol confusion average ability in relation to age average\nuaea right vs. left\nN-S-E-W, up vs. down 4 prompt, late only with good reason above average nbiltty\nseldom lost or confused 88 accurate judgments but does not always generalize to new situations good sense of direction, seldom confused 5 very sklllful at handling schedules\nplane and organizes \"ell rnrely lost\nadapts to new locations, oituotions, places unusually precise judgments\ngeneralizes them to new situations and experiences excellent sense of direction Ol t-\u0026lt; (\") 0 0 0 0 (,.) (X) 0 IJ ,- llEIIAVIOR (cont i nucd) 4. Abtl l ~y t~ _f.QP~illLD.IJ_J\\ t t 11ac.Jo ns _ loa.I.t..!e ~ i. tf!P~, y!sitors and 3 other unanticipated changes in routine) - I becomes extremely excitablei usually lacking in aelf- 2 often over-reacts\nnew situations are disorganizing adapts adequately fJr age 4 adapts easily and quickly \"1th 11elfconfJ, leuce --~c~o~n~t~r~o~_l_c__ _________________________ _ 6. 1: 8. 9. 10. Social Accept~nce avoided by others tolerated by others Acceptance of responsibility cannot assume respon- limited reaponai-sibility\nseldom bility\nnot coDUnen-initiatea own surate with ase activities Completion of assignments rarely able to work seldom finishes \"ithout supervision assignments Tactfulnesa uaually socially inept .!ssresaivenejlS very cruel to other children, combative, oflcn requl rcu reprtmandu Activity acutely hyperactive, restless, not still a minute independently often socially inept\nlittle understanding of feelings of others belligerent and dominating, aggressive, dewandJnc, LoHHY restleus, frequently moving about, but able to settle down \"Jth encouragement 11 ked by others\naverage for age accepts responstb111ty\nadequate for age average ability to fol low through on assignn1ents average tactfulne~s\noccasionally eocially inappropriate not outatandinsly aggrcHliive or poaaive, very ueldo111 atrikes except in self-defense, makes reasonable deoands well lJked by olhers enjoys responsibility\nabove average\nfrequently takes initiative of volunteers above average ability to cowplete asstgnmenl: 1 above average tactfulnese\nsocially inappropriate seldom tends to be picked on by olhcra, puts up L1iniu1al rcuiatancc, reluctanl to wake appropriate demands energetic and busy uloY, not spontan- \"ilhout excetia of eoua requiree extra unnecessary acttvily titlmulatlon to act s excellent adaptation, utilizing initJatlve and independence sought by others seeks responsibility\nalmost always takes Jnltiative \"llh ' enthusioani corupletea a6signmenta \"ilhout supervitdon exceptionally loctful rarely socially inappropriate often hurt hy oLhcru, docs not ilcfc11tl tiClt, extremely putitiJvc inert, quite leLhargic, 11tareu blankly 'l 1 OOIJ.:XmlJNI 0 0 I,) (X) .... ,,........ w BEttA YTuR (wnuouc.dJ 11. ~ euphoric, ah.mys joking, never serious ACADEtliCS 2 enthusio\u0026amp;tlc, happy likea joke\u0026amp;, usually emf ling 1: Reeding ability (for alli very poor or falling below average 2. Arithmetic ability (for age) very poor or failing below average 3. Spelling ability (for age) very poor or failing below average 3 \u0026amp;table balance between happy, optimistic and unhappy, peseimilltlc average average average 4 rather sober, quiet, and unhappy above average above average above average 5 irritable, 1111frlc111lly extremely unhappy, cries easily super tor superior supedor --------------------------------------------------------------- - 4. Handwriting ability (for age) very poor or failing helou average 5. Ovcral l academic a~J!ievenicnt (tor age) very poor or failing below average 6. Native intelligence (your estimate) mentally retarded below average average above average aupcrior average at,ove average \u0026amp;upcrtor average above average auperior -------------------------------------~-------------:------------ ,,.- . R8 1 001,I~Nl NORTH LITTLE ROCK PUBLJC SCHOOLS PARENT NOTIFICATION OF REFERRAL CONFERENCE Date Dear _____________ _ Your child Fir,t Lut has been referred as one to be considered for receiving special services. These services would provide additional educauonal assistance. We have scheduled a Referral Conference on _____________________ _ at ------- in ____________________ . The purpose of tn1s conference is to r,me plc talk about your child's educational needs. It will also give you a cnance to learn more about special services including speech and resource. If this date, time and/or place are inconvenient. please contact ________________ _ at _______ as soon as possible. Please complete the enclosed form and return it w1tnin seven days as we are required to nold tn1s conference within a specified time period. Please feel free to call if you have questions or concerns. We look forward to hearing from you. (Principal) (Scnool) 00382 00 a: 00 (\") STE? l -- RE!ERRAL {cont:io.ued) Toe (AS 4) m.ay be used io. oocifyio.g parents ao.d gives\niarencs several alcer.iacive ~ays to respond. !c has beeo. revised so t~ac it~ be incluced wic~ AS J, AS 8 or AS 10. 00383 -2 SCHOOL: STUDENT: NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT NOTIFICATION OF CONFERENCE ENCLOSURE D I can attend the conference as scheduled. 0 I cannot attend the conference as scheduled. D.0.8. ------ 0 Please reschedule on --------------------------- 0 Please contact me by pnone at ____________ to reschedule the conference. 0 I cannot attend a conference at all. l!\"c1oee .,,,. conterenc 1\"10t1hc1-on AS- (10,.MI NAME: DATE: ----------------- 00384 C0 C0 \u0026gt; 00 0::l Complec~d AS l (Revised) and AS 2 for.:is along wich ocher cescs and/or data shculd be brought to the con:erence by the classroom teacher or a teacher fam.iliar with the student. The Re:e~al Conference is held. At least three ?ersons should be ?resent including che princi?al or designee and a teacher directly invol1ed .1ith the education of the student. A special teacher or others '-lho can ?rovide relevant info=tion, the parent, and c.he student (when appropriace) should also be invited. Only those persons actually in at:endance should sign the Referral CQnference Record For::i(AS S). The ASS is pri::iarily used co document attendance at the conference, to record the group's decision and to document ?arental permission prior to referral for services. TE:-!PORARPYU C~r:: The ASS is used for temporary placement. TemporarJ placement is limited to a period of not more than sixty (60) calendar days during which evaluation mu.st be completed. Note that the AS S does~ give ?er.nission for TE.~.: ORARY PUC!:!DI':'.'. !olhen placing a student tecporarily, such as in the BA classes or other special cases, t7Pe stateinent in after \"Infor=.ation for Parents and Guardians\" and over parent signature line: I a~ree to temporar/ placement. (See For.n) Temporar, placeinent occurs (l) when a student comes from Special Class placeinent in another school district and receipt of test data is pending or (2) \"when observed educational needs constitute necessity for immediate intervention\". The latter should only be considered in extreme cases and only then after consultation with appropriate supervisors and the student's parents. All temoorarr placement must be aonroved bv the Office of Student Affairs ~rior to Placement in a soecial class. Students are ver/ unlikely to be te:!!porarily placed after a complete evaluation. * In this case, temporary placement necessitates Referral to Appraisal S~rvices for evaluation. (Revised 8-3J) 00385 I I-:'  NORTH LITTLE ROCK PUBLIC SCHOOLS REFERRAL CONFERENCE RECORD STUDENT -::-:-:::-----------o----------- tlur1 1F,r,11 ,.,.,001e1 OATE OF a1RTH _______ _ AGE---- 10 --------------------------- SCHOOL---------------- PARENT _____________________ _ OAT: CF CONFERENCE ___________ _ AOORESS OAT: OF \"1AILING Oear Parent or Guara,an: In accordance w,t1, our previous nouticauon. a Referral Conference was neld concerning tnIs student's e\u0026lt;iucauonat needs. The signatures :eiow indicate tne persons on 1n,s Referral Committee. 1. 2. 3. NAME Princ1pal/Oes19nH Refernng Teacner POSITION After r8'11ew1ng all ava1laole 1nformauon. tn,s committee recommends tnat tne above named student receive tne tollow1ng services: __ 1. EVALUATION (cneck onel You will be notified of an evaluation conference. Comprenens,ve ___ Spec1a11zed --- -- 2. NO EVALUATION (Rema,n In tile regular scnool pragram w1tll program mod1ficauons) _ 3. OTHER (specify) PROGRAMMING RECOMMENOA TIONS -- 4. TEMPORARY PLACEMENT (specify type) You will be noufied of a permanent placement conference w1tll1n 60 days. REASONS FOR TEMPORARY PLACEMENT IEP D WAS D WAS NOT developed at tll1s conference. If not. state wny _______________________ _ Protess,onat Oes19natltd Respons,ote tor lmptemenung Oec1s1ons Autnorizauon is nereoy granted to Nortn Little Rock Public Scnools to conduct a formal 9'1aluat,on. interview or test w1111m y cn1ld. I agree 10 TEMPORARY PLACEMENT 11 recommended above. I nave read and understand \"Your Rlgnts as tile Parent ot a Handicapped Cn1ld.\" (Signature of Parent or Guard1an1 Oa111 00386 ST~ 2 Rc\"~\"UI. CONFE~~CE (concinued) If parencs are ~ present at the RefeTTal Conference copies of c~e (AS S) and \"Your Hghts As The Parent Of A Handicapped Clild\" should be sent home regardless of the decision. The Social !liscorJ for::i with accompanyi~g letter and (ASS) should also be given to them 1: the decision was made to refer to Appraisal Sern.ces. This mu.st be done by one of the following: A. registered mail B. certi!ied mail C. first class mail 0. direct contact A phone contact and/or home visit may be necessary if there is any reason to expect that the parent may not understand the notification of Referral Conference Decision and/or  Parental Rights and Social History. (Rev. 8-83) 00387 I Io r ( The rol!c,.iflg .!.nfor::aticn .!.s a ::etai!ed state::-~nt of\n,arertl.!. ::.:\n:its. The ::.:.:at!.::is a: :r-e :ef': sice or tne page refe: to ti-.e s\niecif.:.c sec:icn of tne F'ecenl il.ec\nulat.:.cns. In t.'\".e !.nte:est :f simplicity, tney nave ee~ para\n:.\"lrased here. l2la.SOA(a}(ll(2} l2la.5C6(~l(ll(2) l2la.50!1(c)(l}(2l(J) l2la.505(al Ol 12la. 505( a)(2) l2la.50!1{a)(4) 12la.5CC(a) l2la.504(~l(l}{il l2la.504(b}(ll(ii) l2la.5CO(a) 12la.50A(cl\u0026lt;2l As a parent ycu have a r!ght to: be not.!. r.!.ed t:e rore the sc:-:::ol lC:ent!.f!es, assesses, or ::-aces ycur chi.!.d cn g:::uics er r-.avir.g a nar.c!.::a::\nir.:\nc::-.::!.:!.:n\no: ~anges an icen:!r:cac:cn, assass~ent, or plac~~ent c~ac nas :e~n 111aoe\nor rejec:s ye.Jr rec~~st tr.at :~~se ac:!.cns ce taKen. receive all sl..C' not!~s in ...r !:ir.g and in t~.e lar.c\n-..::?c\nyec u sceaK and unc:erstand t::est. tr t.'\".e:e are parer.:s .hose nat.:.ve lar.c\n.:a,\ne 1s not a ...r itte:i lar.c\n~a\ne, t~e sc.\"'lcol ofricials ::rust see t:-:at :~e nct!ce is e:xolair.e-:i ,o tr.em orally or in a Tic::e or c::.=n.:.cat.:.::n t.\"1ey unC:erstar.d, that they 1..1'\\C:erstand t.\".e info:~at!::.\"I :-.~ey have been given, and tJ'\\at t.\"le:e is writ:en evicer.ce t.\"'lat t!\"lis requirement has t::~ met. be notH!ed of each testin:\nprc::e-:u:e, :ec:lr::l, or :e-:::::-: t:-:e scnool will use as tr.e cas.:.s fo: any cec.:.slcn :ec\n.u::.:.:-.c\nye:.\n: ct1ild. a desc:!pticn of the plan ror your c!iilo wit!\"I an ex::.!.an:it!.cn or why it is rec:::mel\"\\ded, wnac: other o\n:t.:.ons were consi~e:!!o, ana wrr, tr~se O?t.:.cns ,ere :-ulec out. be inform~ of ar.1 ot.'ier relevant rac:o:s that s:::~-::o!. or~!::.als ccnsiC::ered iii t.\"\".iii: ci:c.:.sicn. The notice you rece.:.ve r::ust also 1ncl~C::e all or t.\":e info~at.:.cn contained in this ::o~!.et. Your written ccnsent ls necessary Cefore t.'ie sc.\".Col may: test your d\"lild indivicJally witn arry tests tnat are net generally given to most ot~er stucents. place your cM.ld in a special ecucaticn p::lg:am fo: tne fi:st time. Before your ccnsent is given, tJ-.e sc.\"lool must e:xolain in ycur na.:.:.ve language wnat you are agreeing co, ana t..'\"'.es e:'lcol must t:e sur~ ,nae you unaerstand H. The consent for::, must cesc:.:.!::e wnat you are agreeing to, list which or ycur c..,ilc's rec:lr\u0026lt;ls (if any) wil! t:e ~leased, ana specify wl\"IOw ill\neceive tnem. Your consent is to Ce given f:eely, and you may withdra., it at any t.1lne. If yo.J do not give your ca'\\,Seilt,ycur child's baSiC right to at~.c. scho:\u0026gt;l and pa.rticipat.e in sr..col ac--..iviues ....-ill not be af:ec-...cd 'c-/ 'fOU:: refusal. 00388 12la.504 (cHl) 12la.504(c)(2)(l)  l2la.504(c){2)(.:.i) l2la.504 (b )(2) 12la.504(c)(l) l2la.50A(c) (2) (i) l2la.504(c)(2)(.:.i) l2la.s:n l2la.S:5'Z(a) (l) l2la.5JO(b) l2la.SJ2(.)(2)(J) l2la.SJ2(e) l2la.SJ2(r) l2la. 5J2(b) l2la.SJ2(d) l2la.SJ4{b) l2la.5J4(a) Ir you refuse to give ycur c::rise!'lt, and the scr.col ac::iinist:at:J:s believe what t..'iey pr::::cse is in ye:.\n: child's t:\nest inte:st, tl\"'.e sc:,c::l may request a !'\\earing. An ince::ercenc nea::ng office: wcu~::l ~:-en decide wnet:-ia: ycur c:,ild sncul::l ::e tested or place::l .,.i~:-:ct.\nt ycu: consent. Ycu have a rii\nnt to at:er.c c:iis :-.ea:ir.g ano tell wny 1cu refuse to gi,e ycur c::nsent. Ycu a.!.so nave a :.:.:\n:it to a::\n:eal ~.--:e decision to tne State if L'ie\n:r::cecu:e as a lccal hearing. 1r you do not give ycur c::nsent, ye:.\n: child's basic ri:\n:it to ac':.erd sc:nool and paruci\n:ate in sc~ol ac~:vit.!.es 'Ifill r.oc t:e aff'ec~eo -:,y yOI.Jt refusal. Ir you reruse to give ycur c::nsent, and the sc.'iool ac::iir.ist:at::s believe .nat t.\"\\ey prc::::se is in :,cur c.\"ii.!.::ls' best ir.~e:es:, ~ne s~ool may ri?:\n-.\nest a hearing. An :.nceoerc:e:it ne:u:.ng off.:.ce: wcu:o then decide w~t..,er ycur c:,ild snc:.:lc be tested or p.!.aced wi ::-:c:.\nt your consent. Ycu have a ri\n:,t to at':.end t..,is nea:.:.,\"1g ano te.!..!. ny you refuse to give your c::ns~~t. Ycu also nave a ri~nc :o ac\n:eal the decision to the Stace if t.'ie p:::ce:::.\n:e was a lccal hearing. Before your c..,ild receives any scec:al ed'~caticn se~1ices, a rull ar.d indivic:ual evaluat.:.cn ir.ust t:e c::r.c1.:ctec. Th.:.s\nneans ycur c:,i:C .,.ill be given scecif.:.c test.\nwhicn are not usually given to r.1est s\n~ccl children. In this circ--1:Star~e ycur cnild has a r!~nt to: be tested in the lanqJa\ne whic!\"I he or she speaks and uncerstan=s best, be tested in sue.\" a manner that :esults are not a ff'ected ':.1 :ace or CtJ1ture, be tested by qualif'ied proress!.::nals using valid tests .nic:i ..... given ao:ortiin\nto prcpe: inst:-..:ct.:.c:is, be evaluated by a grcup or pr:fessicnals indud!.ng at least cne teac:ner or special!.st who is kno .. lec\n~aole aoout tne kine of pn:oiem your ~ild is tnoui\nnt to nave, be tested in all areas related to his or r-:er suspected pn:olem, be tested through proceCu,es hic!\"I Cete:-:iine seed nc areas of edl.Jcational need, r.ot just an !.ntellli\nerc:e (\"IC\") test, have his or her eCucat.l.cnal pr::gram determined on the basis of 1110reth an one test, receive a coll'Qlete re-evaluaticn every three years. or more f~quently if necessary or if rc~estetl by you or your cnilc' s teacner, have his or her individualize::l ecucat.:.on program (!EP) reviewed annually. 00389 l2 L I \\.. 12.la.5J2(::) l2la.5JJ(a)(l) l2la.!iJJ(a)(2) l2la.5JJ(a)0) l2la.5JJ( a)(4) l2la.5JJ(~) Tests l!l.JSt :e given to c!\"!ildren wit.\"'! i~ai:ed heJ::.rg o: vis:cn, o: rest:icted ao:!ity to ,no,e o: sceak, in s .. c:i a av as :o ~e:\ns:.\n:e :.-e cnild' s cocencial aoil!ty or wnat tne c:,i!d l'as !ea::-e: ar.c no: :.-e degree of :.::-cai~enc (unless, or c::u:se, ,r,easur:r.g i::-::ai:::-.enc is ~:-.e purpose of ~'\":e test). tthen looking at test results and de::!ding on ::.-:e ces:\n:i::\n:1.-:1 r:: y01Jr child, tl'le sc.-.col mus:: c::illec: infor:nat.!.cn r.::~ ~any scur:es, guarantee that this in(c:::-.at.!.::n is dcc~~ented and caref:..:l:y C\"'...nsice:ed, insure that the place:nent dec.!.sicn is :nace cy a c\n::::.::: of profess:.~als 1r.c.luoing s:.~e wno l\u0026lt;r.a accut ycwr c~i:c= ar.c:1 a:~ professionally cacaole of inter:::etin\nt:-e test resu::s anc relatir~ those resul~s to a~prc::riate oo:icns, insure that t.'\":e olace::-.cnt ce::isicn !.s mace in su::n a .. ay t.-:a: y01Jr C!'lild's ec1..,:aticn Lll t:e to t.rle ex::.ent ac\n:::::ia~e, wii:,\"1 children wr-.c are net handicacped. H it 1s Ce':e\n:\".:lined that ycur c!'1ild is hand:.::ac:ed and :.s :.n nee:: or spe::.!.al e::-...:::aticn ana re.laced services, an :~:i :r..Js: :c ce,e.!.:::ec.  An lE? 1s a~ :r.clv1ouaJ.!zeo e~.J:JCJ.c.,al pre\n=~~ wn1c., '\"use 1r.c_uc~ a sca::.e~enc or ,cur c:i:iC's : present levels of e-:uca:ional cerfo~ar.::e, a statc~ent or annual ~:::Jls ar,a s\n-ic:: ':e:::i ::::Jec::,es! ror ycur c.,ild, a state~ent of t~e s\n:ecif:.c s:e-:ial e::-~::aticn and :elated services :o ce ! provideo, tr:e exte:,t to hi:::, ycur cn::o ill t:e aole to\n:artici::a:~ :.n :e~...:ia: ~c~c~:::n programs, and t:ie proJe:::ed d~c?s fc: ~e~:nn1ng t~e sczcia.!. ecucJti::n ar.a new ~en\n:.~ :s excec:ed to c::nt:nue. It :r.:.zs::a lso ~ncluce an oojec:ive way of oece::n1n1r.g, at :case .\n:-.nl.\nally, whether ycur C!'1J.!d is ac:i!.eving t:ie s,,:ir: ter:n ooje:::i\"les that ere se~. This :~? ::1us: :ie dec!.Ced u::cn in a :neeting '#hie:, ir::.!.:.\n::?s a :cc:esen::Jti,e of tr:e sc~::::l ycu: c:iilc ac:en::s (this must t:e sc~eone wno is ~ualif:ed to\n:irovice or su::ervise !Cccial ecucac::::i,) you: c.,!.l::'s teacr:er, you as t:ie c.,ild's pare:it or C3rencs, and ycur c:ii.!.O if tl\".a:: 1s acor::::::~te. E!.~:-e: yau or :::-.e sc~ool m.y !\"lave otners oa::i::icate. H you wisn acoiticnal infcr::,aticn ac::ut ye\u0026lt;..: child's!~ ,ou srculO ask vour ::iild's teac:-:er or an official or 1c1..::c nil::\"s =c-c:::. l2la.50J(a)(b) l2la.50J(al(J)(1l l2la.50J(a)(J)(i1) 12la.50J(b) 12la.50J(a)(2) Ir you do not agree with the evaluation provided by the sc:'lcol that is, if ycu ocn't think they gave :::ie rl\n:-:::. test:\nor :eac:'led t.-:e rii\nnt conclu:.icns - you may nave an incecencerit eCucJc.:::-.Jl evaluation ccnC\\Jcted at puolic excense. \u0026gt;\u0026lt;n \"ir.ce\n:cr.ceri::. ecwc\nic::nai evaluation\" means tnat y01Jr cni.l.d will be tested oy a c:wal:::~::: person who is not emoloyed by the scncol your cnild at:er.c5. The sc.\"lool will eitner pay for a private evaluacicn or will ar:arc\nz ro= one at no cost to you. However, t.rle scnool also nas ~ ,:c\nnc co a hearing, to snc-,, tnat its evaluation .. as ac:irccr:.ac.e. lf tne near:r.g officer decides that the sc~ool's evalu:ition was acc:::\n:::\ni:c, yew still have tne rignt to an incepencenc. eoucational evaluation, Cuc not at public expense. The school l!l.Jst inform you, 1.9cn your reauest, where ir.ce\n:encent evaluat!cns are availaole. 00390 L22. 121-i.50:(c)( ll l2la.503(cl (2) 12.la. !03(d l l2la.503(el 121:i.56~ l21.l.562(al -l2la. 566(b) l2la.5S2(bl(l) 121\n.562(!:)}(2) l2la.S52(o)(J) 12la.562(cl l2la.S67(a) 121:J.567(!:l) l2l\ni.567(cl Ir y1'11hJw \"! an in::e:::~r.c:ent e'lalua:.:.::i c::r.C:uc:'!1 at 'JOU': c-.-n e\n,~e:,se, the. resul:s. of this \"!v'-lluac.:.::m: rust be c::nsic:!ered ':.y t!'le sc:.c::l !.n ar.y c:!ec.:.sicn :e\n,::::!.:-c\nyr.u: c.~ild\"s ec..\nc~::r.:i, and Ir an inC:e:er.c::en: e,~luaticr, !.s :ec-...:es~ed !:ly a hea:.:.n:\n: cf~i:e:. as p~,t or , \"c-...:e prc:es .. r.ear.:.ng,  t..~ c,alua~.:.::i :::us,: ::I'!\nit pucl!:: expense. Evali.:aticns c=.iic_-::~ed at pt.:olic ex:e:ise rr.us: r.,e!~ t~e sa~! c:-:. ~!::a (qualirica:i:ns of exa~ir.er 1 etc.) as ~~~se c:r.c~::ed ~Y ~~~ sc~col. \"!\u0026lt;ECO!'mS\" You have a ri\n~: to: Tl'-!! re::c.1.ve, l..:cn your recuest, a list or the ty~es or ec...:cat.:.:::i reco:ds ke~t en your c:ii!=. whe:~ tn~y a\n? r..a:n:iir.e::, ar.~ rvJ,1 yOAJ cwi g~t ac::e:s to tne~, ar.~ in~pect a:id :?v!.ew any of y~Jr c'\"tild's reco::s. scncol rust c~ly wit~ your :e~..\nest to do so: without t.ntiecessar1 c:elay before an IE? meet!r.g or hear!r,g within 45 day!\nhave sor::eon\"! at yc~r c~ild's sc:-:ool explain o: int:r\n:,:et a.1y ite~ in yOtJr child's re:::r:~ ro::eive cc-\n:,ies of tlie r~::m~s lr tNs !.s the only way to ins1,\nr:::i ttlat you will~~ able :o :evie~ 2~d ins:e::~ t:-:~. Th~ s:~nol ~ay d'lu-ie a rec re~ t\"'e cc:.:.es, if $Jc:'' ~ crar:\n!! d:.:!s not\ni::v!'-,: yr:,J fr0:1 \\.nsoec-::.:-:::a\n.-.a r!'!v1e,dr.,\nti,c rcr.o:::s have a reoresen~att,e lnsocct 2nd :evieN the records The school r.:ay assu.-:? that ycu have t~~ 2ut:-:ori ~, to :.r.:oc!'-::~ a,:::i review your criilc's recc:os unless it has ::iecn :.nfo::::c:l l:\":a, ~c., c:: not have this rii\n.,t (b~ause of scr.:e le\u0026lt;\nal ac:.:.on sucn as cust::c'/, for exa,r,ple). rr you feel that an'/ state:::ents in yOtJr child's records are wrong or misleacing, you ~ay as~ the scl\"\\col to cnan::c tri~r.i. Th? sc:icol must either cr,\n.ing~ :uc::i state~en:s in a reaso:iaolo! per:.co of ti,-nc or romally refuse to do so. tr H refuses, sc:-::ol offici31S mus~ infor:n you of tr.cir refusal and ac'lise ycu of your rii\n::it to a nca:~ng on the m.2tter. 00391 NORTH LITTLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD Pac\ne J of J STUDENT DATE OF 3IRTH ______________ _ 1.1.. uo ID------ SCHOCL CCNF:'.RENCE PLACEMENT REC:MMENDATIONS ----------------------------------- EVALUA TION/PRCGRAMMI NG/PLACEMENT COMMI TTE:'. ,. 2. 3. NAME POSITION Princ1pal/Des1gnee E.tam1ner1Speecn Therapist Agree Disagree \"Eacn commI1tee member who disagrees must attacn a written statement ot 1111re1a son(s) tor disagreement w1tn signature ano Cate. IEP WAS  WAS NOT O developed at 1nIs conference. II not. state wny Proress,onal(SI Oes1gnatea Respons,ote lor Implementing Oec1s,ons As parent or legal guardian. I was consulted regarding an evalua11on ot tne learning needs ol my cn1ld. I 010 D 010 NOT D attend tne evaIua1Ion conference. I receIveo a copy of and understand tne decision reacned at 1neconlerenc11. I received prior written nouce ot rne conference ano a copy ol '\"Your Aignts As The Parent of a Hano1cappea Chila: 1 understand rn,s placement will be recons1aered and reviewed at least once a year. I give perm1ssIon for ----------------------------- 10 receive special eaucauon services from rne Nonn Little Rock Puohc School District. (Signature or Parent or Guardian) Date Reviewed by _________________________ _ 00392 CD tJ:l CD (') STEPS - EVALUATION/PUC~'IT/PROGRAMMI~GC ONFER-~CZ( conti.~ued) If eligibility c=iteria are 111et, a HAND!CAPPI~GC ONDITIONe xists and is w-ricten on the AS 9. Recommendation stace.:nencs for c~e AS 9 are as follows: 1. Receive resource services 2. Receive speech services 3. Receive speec.~ and resource services 4. Receive special services in a self-contained setting (Specify S hour day or other) G. After eligibility criteria are ~et, ~~e P.AND!CAP?I~GC ONDITION and recommendations are w-ricten on the AS 9, the conference also becomes a Programming Conference and pages l, 2, and 3 of the !El' are completed. NOTE: Specific classes or other specific programming are w-ricten on the !El',~ on che AS 9. a. Questions co be answered in .rriting the IE? and in recotI:l!lending the least r~trictive setting are as follows: 1. What does the student have the ability co achieve? 2. What is the student achieving? 3. Why is there a discrepancy? 4. w'hat can be done? I. The parent is asked to sign the bot:om of che AS 9 giving per.nission for placement. If the parent does not attend che Evaluation/Placement Conference, the AS 9 is sent home for a signature for olacement (hand-delivered, regular, certified or registered mail). If there is any reason co believe that the parent may require assistance in understanding che notification or decision, a home cont~ct or visit should be made. J. Completed copies of the AS 9 are sent to che following: l. white copy - Mr Andrew Power, Assistant Superintendent Office of Student Affairs 2. pink copy - Mrs. Diane Zook, Supervisor Special Education 3. yellow copy - Student's personal folder 4. green copy - parent 00393 NORTH LITTLE ROCK SCHOOL DISTRICT INOIVIOUAL EDUCATION PLAN Sirthaat\u0026amp;: ________ _ Age: ___ _ 2. ScMol: ___________________ _ Grad\u0026amp;: __ Principal _________________ _ J. Date plan dr,elooed: ____________________ _ ReV1sed __________________ _ Plan Oevelooe~: (Signatures) ?os1t1on Pos,tion Position Position Position Oescripuon of student's pat1ic1patIon In regular educational program: (Suo1ects ana amount of time allocated tor eac~.) Soec1a1 Education Services Provided: (State spllClflc services and amount of time allocated for eacn.) 1. 2. J. E.xcect\u0026amp;d date 1. tor servI\ne(s) 10 oe InIt1a111\u0026lt;1: 2. J. Ant1c1patltd Duration of Service: Placement for ______ school year. Oates 1. termIna1ea: 2. J. Placement will oe reviewed informally throughout the year, and tormally at lhe request of lhe parent. any 01ner memo er of the I. E.P Team. ana/or at the Annual Program Review Conterence. IEP/1 00394 Name: Age: --------------- Grade: ___ _ Individual Education Plan Oescriot1on of present level of functioning: Long-Range GoaJs: (Annual) Cate Initiated: _____________________ _ Short-Range Goals: (Instructional Objectives) One Per Six (!) WNk PeriOd IEPt2 reacner: ______________________ _ Sub1ect: Sc~ool: ---------- Cate Completed: ___________________ _ Evaluation Cate Matenals Proce\u0026lt;1ures ln1t1ated Completer 00395 0) C0 N '------------------------------------------------~~~---- School:--------------------------------------- Grace: ______ _ ,!:! ST RESTRICTIVc SETT'ING A. Cin:le aie placement (saMce setting) which is least restncove for this chtld based uoon data obtained dunng his/her evalua11on and ~con :components at this pIan: Indirect SeMces Some lnstruetJon In Regular Class Self-Contained Class Min.  Day Res1denoal School Facility Regular Class Some Direct Instruction No Instruction In Regular Class SeifCont.atnlld Class Hoscltlal Program Regular C!ass Max. 3 Penods Per Dav Resoun::e Room No lnstruetion In Regular Class S~1al Dav SeMce Facility Homebound lnstrucoon B. ist any other placement or programming opnons which the plan developers considered and the reasons why thosa options were re1~ed '1pt1on: _________________________ Reason: _______________________ _ Uption: _________________________ Reason: ________________________ _ lptlon: _________________________ Reason: _______________________ _ ~ Descnbe parent/guardian's role in helping child meet goals:-------------------------------- 0. 11elated SeMCes: (Trans0011alion, Ther10y, Adagtive P.E.. Specialized EQuipment, etc.) _____________________ _ E. onacademic Services In which student is participating: (Extra Cumcular. etc.) ________________________ _ F. isciplinary proceduras for ,napp~nate behavior: (Time Out. etc.) ------------------------------ G. \"escnbe the involvement of the parents in the development of this plan: __________________________ _ H. 1rent Notmcat1on 1f not ,n Attendance: (Date: ___________ ....., 00396 IEP/3 00 Ill 00 (\") NORTE ROO: SC-!OJL ors:~rc Name of S :~c:enc. ________________ Schoel ____________ _ 1. AS-1 ~efer:al ?or.n __ ~urse's signature __ ~efer:ing ?erson's signature 2. AS-2 3ehavior rating scale ~ame of ?e:son cccpleti~g __ ~ach item a.nd page completed 3. AS-3, AS-4 Not.i.:ication of parent __ ?arent noti!ied within presc:illed time 4. PAREmAL RIGHTS Nine page desc:iption __ Parent given copy of \"Your Rights As The Parent Of A Handicapped Child\" __ Parent appears to unde:stand rights S. AS-5 Referral conference record and parent per:nission to test __ Th:ee persons present __ Parent signature 6. AS-11 Notification of parent about retest and parent per:nission to retest __ Parent signature 7. socr\n.r. HISTORY Developmental and medical hiseory of student __ completed by pa.rent 8. AS-8, AS-4 Notification of parent __ Parent noti.:ied within prescribed time of the evaluation conference 9. AS-9 Evaluation/place111ent/?rogramming (~i:ed for) (New and :-et.est) (New and retest) (New) (New) .( Retest) (New) (New and retest) conference record (New and retest)  __ Three persons present __ Examiner present __ Handicapping Condition or No Handicapping Condition __ Signature of Principal __ Parent signature if placement is decision __ Student address and phone n\\ll!lber May be used i~ place of AS-6 00397 co ca co (\") C I \\ ST'2 6 PUC2-!L'IT A. 7:1e student's name, address and phone nc=ber are ~itten i~ the upper left-hand cor:ier and the (AS 9) is for-#arded to the Office of Stuce~c Affairs. 3. At che Of!ice of Studenc Af:airs, the sc~ool assi~ent is ~i::en on the bottom of t..~e (AS 9) and the school~ notified. !! transporcation is required, this is done at t..~e same t:.=:e. C. Toe student is placed wit..~in fifteen (15) days of parental per.nission. D. The (AS 9) is for-.ra.rded to Appraisal Se~1ices where it is kept on record along with the coll1l)rehensive evalu.i.tion data. E. A co=i.ttee selected by the Assistant Superintendent for Instruction shall serve a.s an appellate body whenever parents disagree with the decisions of the referral or evaluation committee. 00398 ADDI7IONAL I~OR.'!ATION I. Release of Infor.:iation (AS 7) A. If a parent wishes to have a copy of the writ:a!l re?ort, t~e (AS 7) is used. B. If another school, agency or medical facility requests a copy of the written report, the (AS 7) is used, being sure to .n-ite in the full name and address on the bottom. C. If a copy of a written psychological report or other infor.:iation is desired from another agency, school or medical facility, the (AS i) is used. The second box should be checked, being sure to ~rite i~ the full name and address of agency, school or medical facility. ( D. Be sure to forward additional information to Appraisal ~d Referral , Services. Copies of tests from other agencies should be in the student' Appraisal file. The school may have this sent directly to Appraisal an Referral Services by writing this address on the bot:cm: Appraisal and Refer:-al Ser-1ices North Little Rock Public Schools P.O. Box 687 North Little Rock, Ark.ansas 72115 The material will be copied and sent to the school by Appraisal Ser,ices. E. Copies of all psychological test reports will be released~ from Appraisal and Referral Services. F. Copies of all communications to and from parents should be kept in the cumulative record. Also the (AS 9) and written test report should be placed there, although the original information will be kept in Appraisal and Referral Services' files. 00399 NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RELEASE OF RECORDS OAiE OF SIFHH ___ _ 10 ---------------------- GRACE SCHOOL----------------------------- D Authorization is hereby granted to the North Little Roel\u0026lt; Public Schools for the release ot psychological information to: Name of Thira Party _______________________ _ Aadress ---------------------------- D Authorization is hereby granted to: Agenc:y ---------------------------- Address ---------------------------- for releasing medical, social and/or psychological information to: NORTH LITTLE ROCK PUBLIC SCHOOLS Appraisal Services/Administrative Annex Box 687 North Little Roel\u0026lt;. AR 72115 Parentl\\.egal Guardian Oare 00400 ADDr::oNAL I)ITO~'-!.ATION(c onci:J.ued) !I. Re:::s cs \"An evaluation of the child, based cc. procedures 1Jhich :ueet t:ie requi:-e::-.e!:).::s uncer Sectioc. 12la.SJ2, is conducted ever7 t:iree years or ~re frequen::y i: coc.citions ,\narrant or if the child's parent or teacher requesc:s an evaluation . , 1981 SDE Gu.ideli.:l.es. A. Retest:.ui.g is pr~rily doc.e to deter::une ,\nhether coc.ti~ued special place=e~t is ~eeded. If this is che case the following procedures are to be obser,ed: 1. AS land AS 2 completed 2. ?arec.c notified prior to the evaluation and parenc:al per.:iission received. (Documented AS 5/other) 3. !uelines obse::-ved in noci!ying parent of Evaluacion/?lacemenc:/ Programming Coc.ference (AS 8) 4. Record of F:::/P Conference (AS 9) S. Handicapping Condition and placement decision of AS 9 6. Assign::i.ent by Of!ice of Student Affairs B. If t=ie student is being referred again after being tested previously ,\nhen special cl.ass ?lace:nenc I.las~ reco=ended procedures are identical co a new refer~al beginning with the Referral Conference. This also applies to chose students having a suggestion to \"retest in one year\", etc., if no initial olace::ent was reco=ended. C. A t=iird tn,e of retest 1Jould be after TI:-!PORARYPU C~~T is made. P:-ocec~:-es to follow ,\nould be the same as mentioned in A. (If temporary placement is ::..ace prior to~ testing, procedures for an initi.l referral beginning 1Jith Referral to Appraisal should be followed.) D. In swmary, if an nlITIAL PUCEME..\"ITis anticipated all procedures should befollowed beginning ',lith the Referral Conference. If CONTINUEDP UC~~ is anticipated, parent notification prior to the retest and parent permission (in writing) are required in addition to (AS l rev. and AS 2). 00401 C0 n NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RE-EVALUATION SiUOENT --IL-.-\u0026amp;-1-1-1-1-1- -~--------- tF1r1t1 (Mu:ICJel OATE OF BIRTH __ _ SCHOOL _______________ _ Dear ______________ _ tPvWtuW.,a1an1 Every student who receives special services classes must be re-tested every three years. Our records show that the above-named. student was last evaluated on If this student has been evaluated by an independent agency such as Child Study Center, Elizabeth Mitchell Children's Center. Stepping Stone or another school district, please have a copy sent to the school at once. It is your right to: 1. Go over all records related to the placement 2. Go over the procedures used in placement 3. Be informed of the results of the evaluation When retesting is completed, you will be contacted to arrange a conference to discuss test results. Please return this form to us as soon as possible so we may proceed with retesting. Sincerely, Principal PLEASE READ CAREFULLY, SIGN ANO DATE Authorization is hereby granted to North Little Rock Public School District to conduct a formal evaluation, interview or test with my child. I have read and understand \"Your Rights as the Parent of a Handicapped Child.\" (Parent or Legal Guara,an) Cate 00402 ( ADDITIONALL 'ITOR.'!Al'ION(c ontinued) !II. Parental Per=ission and Related Issues A. Parental per.u..,sion i.s needed in c--.-o (2) instances: 1. to conduct a for:n.a.l evaluation 2. for initul placement B. CONTL'rnZD PUCE?mrr - a copy of t.'le (AS 9) is gi1en to t:ie parent even though continuation of placement does cot require parental per::iission. C. ~O FiJRl'KERl 'UCE?mr! aeeded - a copy of the (AS 9) is sent by cer~ified mail ~en though parental permission is cot needed for re~oval from special class placement. 00403 l50. J,i :2 ----------------- '.lear Scudenc :fame (E\"i:-sc) :\ne sc:1.edule confer\u0026lt;:nces\n:,e-::-icd.:.cally ~-- ~---~~n::\n1.-h..: ::~:1= , .:~-~~- rece:v:.ng special ~.:uc.J.cion and re_,i~_-..: 3e:-,i~e..:. ::~-:\"':~ .:.::::.:\n~.\n~:.::.~ us an oppor:uni::y to discuss your :\"..:.~.:' 5\n,\n:\n:-c --- .:m:: - .... needed. Since a studenc ,1nose '1arenc. uard.:. ...n .. -or~,\n,::, ,\n2!. -::.:~. .,.:::,.\n,_ is !.lSuall:, ::ore successful ::.n sc:100L, r know ::o,. :.::. .:,1::-.: : ,::.:::_ =-\" confe:-ence. :he conference will be __ _ Ti.me .l~ '....c~: :i c ion ::. : :-~ Ple.:ise cr.u-:r,lec:e che enc.:loseu:, for.:-: so '.-:~ :i:: .:: .. .- p l.m co ac :end che c:onfaren..:e ac c::i:, :\n,::,c:.:ul-::s: ~ ~ :-:  ~ for us co resc:1.edule. Recurn c::1.e enc~Jsed for~ oefcre ~nuw  . .-h.:ic :-.:i~-\n:,l.:insm. = :c:'u :!~,,i:? .:.1r\n:: quccions :Le\n.!:::\n~ .:J:-i::::.c: -~ ,-j ,.,,nc [,,sure :,::-~ .',\n-\n-iO 11:~v ~j) ':Le,,_. - \"\".!1,,Li, ....... r:i ...-.. .~ , , ci11.r: i .... 00404 1--' N ne: - 1 -....,----------------- 1\n,...,,....----------------\"-\u0026lt;-.,-.-.- .-., ._-, 31r:!\"'cai:e_:_ ______ .:.~e:_ Sr.noot -------------------------------------------- Graae: _________ _ -\\. iAAM REVIEW ~ -view of tl'Ht students crcqress In relanon to is/her lndMdual Education clan Is reauired annuaIlv. Th,s review mav oe concuc:ed more 1rec1..entIv ,f so d ,red. To as.surw aoproonate service. progress ,s cont1nuattv monitor-ea and rev,ewea. A Progress :o date: (Numoer of shortrange oblec\".Nes met per subIec:l a t'tacement Recommenaaoons: (Check as aoproonate) ----- Cononue the same placement (service setting) next year. _____ Rerum to flJll-ume ntgular classroom. (Must be accompanied by appropnate cue process forms.) ---- E\n,plore other altemawes. such as: C. 'rogramm,ng Recommendations: (Leaming style. strengths. weaknesses. matenals/eou,omen~ moa1ficat1ons. social. ana/or aaaoove n.mc:1on,nc\n. etc.: C D )ate of Rev,ew: ___________ _ E.\nate of Last Comprehenwe Evaluaocn: ___________ _ F. G ~ames of Persons Contnbut,ng To Rev,ew: ----------------------------------------- P-..1ENT~L PARTlCtPATlON ~ Jescnbe the involvement of the parentS In the review of this program: a Parent No11ficat1on if Not ,n Attenaance (Date: ___________ __, C \u0026gt;arent Signature: _______________________________________________ _ ( ther Pertinent lnfcrmaoon: ----------------------------------------------- 00405 ! '4 N. L R. ADMINISTRATION OFFICE'S COPY LS 2. 00 tc ( 121a. 56c l2la.5i0 12la.565(al llla,!69(:il 12!a.569(c)(.)(2) l2la.572(al l2la.572(!:l} l2la.572(c} l2la.572(d) l2la.5cll l2la. 57l(a}(1) l2la.571Ccl l2la.57:l(a)(b) l2la.56l(al .This hc?3r!.l\"'qC .:e3 r,ot ne~!?5s~:-.ly r'ollc\"' 1.i~\n::~:!~S c...?::.:-::~d ~n ~:-~ \"hc?u..tlr-~11 s -\n~,::.:c:i or ~r::.s ccc-~. il~:.:11 of ::.:~ :l ,~:\n:.~ r1..-\nr,~ ...,. :c.-\n1 7). Tnc! h1::.:.:.,\"1 r:-.:it t:.? c.\n:.:,::..-:.~~ :1\n.r,y ~~~~l ctr:::.\nl .r,\nc:.::~ r._\n: have a O!.:ec: in::!~::i': :n i'::: cut:::.:e. Ir the lieo:!r, .. 1 is C?-::.:\n:d i:, ye-..\n: fav':.:, !~-.:..:~ ~\"t::.::.:s IJ...~t ::iar  .\n~ tl'1e inf.:r::.a:.:.cn ,..-,., .:.nr\"u:::iy e:.\nC~...\n'n/ a1\u0026lt;! _c-\\C\n.:. Ir the .:.nfo:-:1s:.c:i is r.?:-:l - '1e .\n:::--:::~, r:::..: 1.:\n,.: t~.'? ::  ! -:.:,  .:.~ your own s:.:.-::::-.!n~ to tn~ :-!-.:~::\n. Y~-~= s:\n:~:,!: t 1r,t...:-:=. .,\n~ i~_,c. o-:, lc.,,q a:s tt,e ::::,ce~:?:.J\n:i:::-: of tr.a ovc::-~l!. :ec:::: is .,e:c:  .,,,c :.~ c~.1: r~=~ is sr,c,.-n t~ anycric?, Jv-..J\nsc~:e, .. t..\"!~:. :J:..~::.a .:.s..\n:! . ::--.\n.,  Th.? scr.o:,l is !\"es\n..:.:,s:~:! r':,:\n:::te~!..:.r:, tr.e ~=~r::.:r\nn._J  / ut ,c_-: cnild'S ec:.::ati~, :e:o::s ~,: na,nin1 the injiviC~al ,.1,-J ls r-c:~:-::isi::e ror inur.:.n\n,:,e confidentidlity of :ec::\ns, ~ar ..n t?~ir'\\1 tn.Jt all ce::.:n\n..t. ,o ::l:e:: c:.: u~e ~1..:!i :~r:.\n:-~:.t:.:\nn r~t:~iv~ t:-al:i::-1 in ::i~ S~a~as p-:!.:..c:'!s a,a~\n1r~.:!.\"c...::2s :-e~:::::iC) ccnf:c:a:i:i\nl:.,\n, k~!n~ for\n:~li: ins\n:::::.:::-: a U.s:: of til.:lse e:r.\n~o.ees ,.,.o :.? per::,1ttcd ~c::es~ co tr.es~ re~:rcs, p~:rr.ittir,q p:r~n~z to s~~ O:'\\l'/ t:-.~t inr'\"~r:-:-atic.:_i ,icn :e!:.~!.:S :c. their o-m cn!.l!:l ~Mn r\"!c:::-us .::ntai:i inr\"or:::at:.on on :-.:::: ,,,an c:-:e child, recuirin~ yo,.\nr consent :efore ycur c!i.:.ld's ecucat:cn =ec::~s l:e yiv::n t.J an\n,,rn~ ,,J~ !.n,:11.i.\n.:.111 ~-...: c:11lo's ec...\nc\n\n.:.,.n re~i:ir.g ,c~= c:::i:eni: t::ero:'! u:in~ yc:.\nr cnld' s reco~~3 for .. -, l)\\Jr::oscs o~r.~: th~n tt.os,~ re~~~'!~ to\n:i=:v~d1r.g oec1al i.c:... .:i ,::., anc rcl.i:::o :erv::.ces. 10 ..~. ver, ~::,::s ~.ay riave policies a o procec:.\nro:s wnic:1 a:::!.y in :r.e t:!vent tna~. you ca::l.:.ne to :J.:.,e ::i1s consent and th.Jt tr,e sc~ool re!!ls ~r-.e ,eco:::s sr,c:.uld oe g~ven :::i the crson wM rcc,.:~sci::d :..-.c:n. These o=::e~.Jres c::\".Jl.j .. llc\" c:ie school to send c:c=ics cf c:-:c: r~-:::rtJ: co t11a rec-.\n~s,.:.rg :::erson c: agency, under c~r\nJ1n ci::-:uns:.:.n:es, oes\n:iite you:- ooJec:ion. informing ycu when ccnf~:'!:i~ial 1nfor,,atic,, on ycur c:iild :.s no longer nee-::~o. At your :eci.:'?st, this infor::iacicn r.u:,c be de:st::-oyed (or char.:\n:d so tl'1at ~t c..rmot be iaenc~ f :.eo\ns belo~1ng to yvu::- cn1idl. Stat~~ are teci.:iu:u to 11ave cc:itinuous proc?dl..ae:. to identUt t,ar.dic:ic\n:ied c.\u0026gt;iilaren and to \"u::lisn a statewioe noc~ce in n~. ..s pacers 00406 12la.56l(a}(l) 121a. 561( alC2) 12la.56l(a)Ol 12la.56Ha)(4) l2la.550(b)(l) 12la.550(bl(2) l2la.'5l(b) (l) 12la.55:'5 l2la.552(c) l2la.552(a)(l) 121a. 552(a)(2) l2la.552(al(J) 12la.55l(a) 12la.552(b) l2la.55l(t:J)(2J l2la.552(d) or ot.\"le: mecia wnic.\"'I infc:-:is oa:?nts or t.,e :e:\n-.Ji:e~ents re\nJ::::~\ni icentification of hanoicap\n::e: cnilc::en. lt 111.JSt i.rlc.!.ud\u0026lt;!: a cesc:ipt:cn of the c:ii:oren en .r.c~ ::nfi:ent:al infcr~a:!:n is ke~t and l:Jie uses of :~a~ info::-.a~~=n, a cesc:-!pt.!.cn of he., t.\"lis info::::at!cn is :.Ce::t and p:::ec:e::, a des.::-iot.!.on of t.\"\\e rii\n.\"'lts or parents and child:~n ret\na::.!.:-.g Ws infor::iation. YC\\Jr c.\"lild has a r:\nnt to: be e=uc:ate:j to the extent .p\n:::-:priate with cnilc:en who are not h.nei:apped, t:e in a recular c!assroo~ unless the nature of seve:-i:.y of :.he hanoicao is- su:n tna: he or s~e car,r,oc :e:eive a s\n,t:sf .. ::::, ecucation in tne re~lar c.lassr:c.-:i, us:.:-.g acoit:.c:-.al a.ics ar.c services, have a ranc\ne or place~rits avai!a::ile, 1nc!1.\n::ing classes, sce:ial classes, s\n:ecial sc:icols or residential placements, ano nc.-ue inst:~::icns, re\n~lG: s=~o:l ins:i:utions, partic!\n::a:e with non-hanc:ic:icced c:iild::n in ext-:a-cur:i:ular anc: non-acaccm.ic activi:i~s, attend the school he or sh~ .. culd at:?nd if not hanC:ica:\n:ec, unless the IE? calls for a Oifrer?nt :ilJ:e~ent. YC\\Jr Child's ec:ucatic:ial placement ~st be: revie-.,,ed and dec!ced upon at least ar~ually, based on tl'le lE? , as clo,e to hcme as possible. Every school must have availa:Jle a variety of set~!n~s to me:t the ec:ucaticnal needs of na,.c:i:aocec c:iilcr:n. This ran-:.: \"'us: inc :-~::e any plac~m:nc wi1icn is nec::ec to im:il::::-.enc tr.e  c:,il:i' s !S\"'. Provisio:, m:..st also tle mac:\u0026lt;?r or s1.:::ol'iIn :\ni Jny s1..:0:?:i:l- :lentar'I se:, i-:es ne:deO when a hanoicacceo c:iila is :n a re\nular class. In selecting the least rest-:ic:.i,c environ~ent for your cnild, s.::~col ofricia.ls rust consi:er any possible har::,ful eiicc~s tr,Jc a particular place\"'ent may have on ycur cnild or en services yuur cnild is to receive. 125. 00407 l2la.555 l21a.!56 l2la.SC6(a) l2la.506(b) ( 121 a. 507 (a}( l) l2la.!07(alC2) l2la.508(a)(l) l2la. 508(a)(2) \u0026lt;... 1113kea r:an~e~nts i~~ pu~ ~=ar .d pr:.vae lnst:.:-..:t:.::ns t::: lnsu:e that to t~e extent 2::0:::0::.a:.e, nar.cica~::eo cnilc:en are e::~::3,?C wit.~ nc:,-hanCiC3C~e~ c.,.:.lc:en,  insure t!\"lat teac.-ers ar.0\nC\nni:iist:at::::s are rully infor.::ed at::::.:t the itr.cl:.::aticns or tr.e c::r.::e::t of tr.e le3st :es:.::.:::::,e envir-...,1\".'ller.t and receive t:a.inir.g ar.0 ass1s:.ar.ce in i\ns appHcat.ion, insure that all sc:-.cols ln t~e state are ca::-1ir.g cut t:-.ese rec:ui:~::-..ents. tr ~-.~=i:s~ evi::!r.c~ c_-,at  s.::..-:c:l lS r,c:, ~. ..~ State Ce::ar~.er.t or E::-..:~ati:n ~s c::li\nateC to :evle~ tr.e sc:-.:::i's perfo~..\n.\"\\Ce and to see t~at any ~~o:t::::::i.:.r.\ns are c:::ec:ec. lf .t any time ycu cannot c::.-:1et o a~ree:r.ent ith the sc!,ool re\na::::.:-.g your d'\\ild' s ec~-cation, ycu nave tr.e ri~nt to asK for an im::ar-:.:.al heari.-,,g. A nearing tr~Y be helo on any matter :elating :o t:-.e identification, evaluation, er placeir.ent of your cnilo or tr.e provision or a \"f:ee ac::rccr:.ate\n:uolic ec:.\n::3t:.cn\". Hear:n~s a:e to be held by ei\n:-.er t.:,e State Ce::ar:ment of c:::-..:::ati:n or i:.-.e sc:-.::::.!. dire:tly resccnsiole fo: your cr.il::'s ecucati:n. To obtain a ~~arir,g, you should ~ak! a writ:en :e::~es: t~ ~~e ~erscn 'Who 1s responsible fo\nthe ec~caticn pr:i~:am your c.~:!j a::e~cs. An 1\nr.oartial hearin~ office:- will be assic\nned to presica over ar.y such hearing ar.d ar:-ive at a eecisicn. io insure i::-.\nar:iall.:y, a hearing oificer may net be: an em\n:lcyee of a public a~er.c:y (sc.',col syst~'II, !.ns:!.t!Jticn, whicn is involved in ~~e e::ucaticn or care of ycur c~il:, anycne who has a per'Sonal or pr:ifessicnal lnta:est wnlc.~ cul:j ca,rlict wittl oojectivity in :~e near:ng. Each scnco! 111Jst kceo a list or ~er:cns .no se:ve as hearing off~ce:s and t.t~ir qualifications. Rigt,ts whicn cot.ti you and the sc.\u0026gt;iool are ent!.tled induce t~e :ic\n~t to: be acc:icoanied and advised by legal ccun~el anc by perscns ,. ith special 1\u0026lt;n0.\nledge of tr'\\e pr-colems of nanoic~cpcd ciiloren, present evicerce and c:-oss examine and con\n:iel tne at tenoance or witnesses, l26. 00408 l2la.SCS(al0l l2la.!0S(a)(4) l21a.!C3(a)O) l2la.506(cl(ll(2) l2!a.508(b)(l) l2la.5ca(b) (2) 121a.5l2(d) l2la.512(a)(ll(2l 12la.512(cl 12la.509 l2la. 510( a)(b) l2la.510(b)(l) l2la,510(b)(2) l2la. 5l0(b) 0) 12la.510(b)(4) l2la.510(b)(5)(6) l2la.5l0(cl prc:iibit tl-.e :nt:::=uc~!.cn of evicer:c: tr.at r.ad not tee!'! :evea!e-::i to you at least five (5) days t:e(c:e t..~e r.ear:~~. . . receive a wri::en f!.nding of fact and the cec!sicn of t~e ~ea::~~- You also have t~e r!~nt to: be told by t..\":e sc:iool wne:e f:ee o: le.., c::st le~al r.e!::, !.s availaole. The sc:-.ool '11.JStg lve yotJ t:iis inf::~a::i::n at ar.y t!.\n::e yo.J re~~~st it o: wnenever a nea:lr.g is :o ta~e place, have yCJ..JcrM ld attend tr.e hea:!.r.g if you wisn, c~en tr.e hearing to the p~~l!:: ~r you wisn, have t-:e heJrir.g c::no..-c:e-::i at a t!me and place reascnaoly ccnvenient to ycu. w1t:iin ~5 days of :e~eiot of your re01.Jest for a hearing, the hear!ng office: must :eac:i a cecisicn and mail ycu a c:::::y of tr.e cec.:.s.!.c.,. The hearing officer ~ay grant an extensicn to tnis ti~e pe:!cd at ~-:e recuest of eitner party. The cecisicn or t:-.e r:earing offi:e: is f!l'lal unless ei:~r you or the sc.~col c:J-.ooses t:: a::::eal. Ir your hearing was held,by tne State ar.~ ycu are net satisf~ed, you can bring civil a::ticn !n a State c:urt o: a U.S. oist:i:t c:ur:. If yC\\Jr hea:in~ was held by ycur scncol rat:ier tn\nn t:ie St1:::e, ar.d tr ycu are dissatisiried with tne cecisicn or t!\"le riear.:.n~ of'.:.::?r ano would like tc a~e3.l it, ycu must J.nrc:::i t:-.e Sta:::e OecJ:::::ent of Ecuc .. ticn or yo-\": cesire to co so. The St.ate Ceca:::::en::: of ::::-..::\nti.en will then c:::ric1,\nc: an i~art!a.l revie-,, of tr.e hearing. The office: ccnductir.g tr.e review will: examine the entire hearing record, insure that the hearing was conc:uc:ted prc::erly, seek more evicer.ce if necessar,, 1r a hearing ls held to receive this adoiticr.al evicer.ce, t:-.r.n the hearing ri~~ts previcusly described would app.ly, give both parties an opportun1:y to present ar\nunents, make an lnc~\nencent decisio~ and give ~cth par:ies a ccoy of t:-.e decision. The decision or t~e imoartia.l revie-w rust ce reached and a ccoy of it mailed to you anc tl\":e sc:iool wit:i1n 30 cays of tne reauest for tl'1e review (unless an extension is granted Oy t!\":e :evie..,ing off.i.c.:.ail. The decision 1s final unless eitr.er part, encases to or.:.ng civil action and pursue tne matter in court. Our ing tl'1e tir.:e tna t t.~e l ::!i . 00409 ( l2la.5l4(alC!) 12la.Sl4(a)(2) 12la.Sl4(al(J) l2la . .Sl4(!l) 12la  .Sl4(c)(l) l2la  .Sl4(c)(2)(i) l2la  .Sl4(cl(2l(ii) l2la.Sl4(d)(ll(2l l2la . .Sl4(e) hear:.~ an ac:ells p::::ess is ~ .. k!r.g p!ace, 'fC-.Jr c:-.i::: l.s !o ~e:-a::i in his o: her present place!T:e:-:t, unless yc-.J ar.d t..e sc:\".ccl a-\n:?e other\n.,ise. rr t~e di~cute c::r.cer:is t,\"'-e l.ni::al ac::.ssicn cf ye~: child to PL:Jlic sc:,col, then he or sne, ..,i t.\"I yOT.Jrc :::isent, ..,! ..!.! :e placed in a pu~llc sc~.ool pr:g:am until t.r\ne cc.~.\n,!et!:n of ~~e prccee-::!.!.nc\ns. no parent can be icent!f.!.ed, tl'le whereaocuts or the pa:ents is not l\u0026lt;no.,,, tr.e c.\"lild is a war:: or t.\".e State. It ls t.\".e sc.\"l::ol's cuty to appoint a star.c-in or sur:::~ate, or to see tl'lat one is a::\n::ointe::i. E.:.::.\"'.e:t:r .e state or ycur sc.-.co.i. .:::.Js: h3ve a 111ethod of ac\n:oint!r.c\nsur:c:\nat~s. The sc:-:ool or state ,'!lay sele::: a sur:::-\nace in ar.y manner i::e::n.it:ed by State law, but i:,.ist maKe su:e tl'lat the i:\ners::n selec~e::i: does not have a c::r,rllc~ or interest, is ~lHied to re-\n,resent tl'\\e c.\"lild, is not an ~loy~ or a :::uolic ac\ner.cy involved .!.n the ec..\nca:!.on or care or tne c~ild (a ce:scn is not c:::isic~:e::i an e~\n::~:'fee solely beczuse he or sne se:ves as a sur:::\nate). The surrcc\nate may re:,resent the child in all mat~e:s ::elat:~1\":\nto icentificaticn, evaluaticn, ph.:e~ent, and l:.~e p~vis!.cn of a f::=e 1ppropriat:= i:\n,..\n!:llice c..11:aticn. 00410 NORTH LITTLE ROCK PUBLIC SCHOOLS 2700 P011laSr tmt P. 0. Box 687 SOAAO OF :CIJC~7'C-\" AOMINISTFU rive CF :,c~, North Little Rode, Ark\nuuas 72115 Dear ?arent/Guardian: As .e have already indicated, you as the responsible adult for this student have very i.:npon:ant infor:nacion to share. Resear~~ has sholol'Tl thac med:.cal and developmental infor:nation leads to a more c~orough and acc~race evaluation of learning problems. Also i.:nporcanc is infor.:1acion whi~~ describes a student's accicude and behavior at home. We realize the highly personal nature of this Social Risco~\nfor::t and assure you that t~is inior-,...acion will be held in confidence. Thank you for your assistance in helping us gee a better picture of your child. Principal School , AS/Social History 00411 129. ( NORTH Lir:\"L:: ROC:\u0026lt; SC~COL Drs:~:c: SOC:::.U HIS'i'ORY l Clild's Na::e __________________________ Date __________ _ In.for...anc 's Nace ___________________ ~e-acioc.shi? __________ _ FA.'fILY DA':.\nFac!-ter' s Na:::e _____________________ Age E:ducation. ______ _ E::lploymen:: !i::~ --------------- ~ocher's Na=e Age :'.:iucac.:.on_ ______ _ E:nploymenc !ic~ ------------- Clildren (O:.::es t to Youngest) Name Age Nair.e Age l. 4. 2.------------ s.------------- 3. 6. Phys~i_c_a~l-,-=-e_n_t_al--,-e-=--_t-i _oor_ ns_cahlo ol-relate_d_?_r_o_b_l__=_s o__t_ b_ r_o_t_h_e_r_s_/_s_i_s_::ers: ------ Physical, =e=::al or e?nOtional problems in .family: ___________________ _ Clild li,es ..,.. :::i. _________________ Nu:nber family ::ioves_ ________ _ Others in ::oc:e Numbe::-schools attended _______ _ Parents di,orced _______ deceased ______ Age of child at deach or di,o::-::e __ _ Age of chi:d at remarr.:.age ___________ _ ~echods of discipline used in home ___________________________ _ wno most :::-equencly disciplines? ___ ,.....--~---=--,------ How of::en? ______ _ Has discipline been strict, lenient, inconsistent? (ci::-cle one) '..ihat ti::ie does child go to bed?~~,-,---,-----,----,,....G~t up? ______________ _ What responsibilities does the child have at home? __________________ _ wnat activities are shared by family? _________________________ _ ?REGNANC\"H: I STORY Number chil:i::-en bor:1 ______ Number of living children ______________ _ P!-tysical, ::iental, emotional problems during pregnancy: ________________ _ BIRTH HIS:'OR\"! Number of hours from first contraction till birth -------------------- ~ e di cation __________________ Asleep or natural childbirth? _______ _ Birth wei~hc Induced or elective? ________________ _ Deliver/? Labor less than 2 hours 2-8 hours more than a hours Circle one Physical, ::iencal, emocional problems or anything unusual at birth and/'or during baby's first mon::h? _______________________________________ _ DEVELOP~E!l7AHLI STORY Age walked alone __________ Rocking __________ Unusual fears _______ _ Age said 4-10 words Head bumping Temper tantrums _______ _ Age used sentences Sleeping problems Overactive __________ _ ( Right or lefc handed? (circle one) Coordinacion? ___________________ _ Age this settled ________ _ (Rev8-8J) 00412 tJO. soc:.u. HIS:ORY C1ild' s dee :or Hos pi :al Vis ion chec ked-=?:===========.=\n.h =_-e_n_?===================--,,.-ih-e-re-?- ---------- Hearing checked? ~ben? __________ ~bere? Speech problems? ---------------- Relative with speeci or heari.:lg problam.s? (Please indic.ate ages beside iLness/dise_a_s_e~)---------------------- Flu?_-:---:---,------ Convulsions? __________ _ Meningitis?______ High fever?_-,- ________ _ E:lcephali:is?..,....____ Abcessed ears? _________ _ 'H.-!eeaads leIns?ju ries? --------:\u0026lt;.i-.-~-ci.-? ____________ i._n_c__on_ pg__lC. _o_u___g___h___?_ __ _ Mumps ?\"'.'\"\".....,,-:----------C'-.....icken ?o:\u0026lt; ? ________ Ji\n, c:heria ? ___________ _ Allergies? ________________________________________ _ Ocher injuries, :_~esses, operations, hospic:alizac:icns? _______________ _ Please be speci!ic ___________________________________ _ C1ild's feeling coward school (li.:\u0026lt;es, hates, indifferent) _______________ _ Attendance (good, poor, average) _________ If poor, why? ___________ _ Parent's perception of how chi_d adjusting in school: Academically ______________ Behaviorally..,..,, ______________ _ Any c:utors? _________________ Su=er school? _______________ _ wnen?~-,-----------,---,--,-.....,..--How successful? _______________ _ l. Child does c::i.ings impulsively wnicn result in spills, break..i.ge, bruises, ec:c.? 2. Child stays with a specific acciviC-/ such as reading, playing a sic-down game or small task? J. Child becomes anxious in new situations (such as c:ri\n,s, visitors, unanticipated changes in rouc::'.ne)? 4. Child gees .l.long with other children? S. Child accepts responsibility in home (chores, etc.)? 6. Child finishes task or activity that be begins? 7. Child \"cakes tur.is\" and oc:her-.-ise plays well with ocher children? 8. The child moves his hands, feec: and/or legs excessively when sitting? 9. Child has bad !llOods? PARENTALC OHMENTS Rarely Socec:imes Often Rarely Someti!nes Often Rarely Sometimes Ofc:en Rarely Sometimes Often Rarely Somec::imes Ofc:en Rarely Sometimes Often Rarely Sometimes Often Rarely Sometimes Often Rarely Somec:imes Ofc:en Any other infor.:iation such as especially upsetting events in the family? _______ _ (Rev 8-SJ) 00413 ( RITERR.ALC ONFE1~CE (continued) 1::e:-e are several possible ouccomes of a Re:er..:-al Conference: l. No evaluation services are needed with only :ninor curricular adjusc=encs sue~ as change in teaching scracegies or alcer..a.cive ?rog:-a=.ing anc/or grouping. For e.~ample: dif:erenc level in read:'..:lg or ocher subjec: :naccer, seating assignment, parent coope:-ation ..nth home~ork, disci?li~e, attendance, etc. In this case the princi?al directs the appropriate individual co carry out the decision and also requires che indivicual co observe for follow-up for possible re-re:erral. 2. Referral to other specialists within the school such as re~edial reading teacher, VIPS volunteer, Child Study Center Consultant, Distar teacher. 3. lefer for specialized test:.ng (Speech Therapist). 4. \"-efer to Appraisal Ser,ices for comprehecsive eYaluation. If ?arents are present ac the Referral Conference they should be gi,en a copy of \"Your Rights As The Parent Of A Handicapped Child\". If a decision is :nade for referral to Appraisal Set\"'rices, parents should also be asked co sign the (AS 5) giving pe~ssion to test, and co complece a Social HisCOt\"'/ for,n. Assistance in completing chis for:n should be available if needed. If che group chooses ll3 or #4, parental oer.nission co cesc muse be obcained by using Che (AS 5). Use (AS 5) for ~er:nission co cesc. The (AS i) is now ONLY used for releasing and re~uescing psychological information. ~!ore discussion of these for.n.s is in the Additional Infor::iation sec:ion. 00414 NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RELEASE OF RECORDS rv STUOENT -::--::------------,-\n:--,,-------.,.,.-- OATE OF BIRTH __ _ (L..ul:) tF,r,tJ 1M1001e1 10 ---------------------- GRACE SCHOOL------------------------------ 0 Authorization is hereby granted to the North Little Rock Public Schools for the release of psychological 1nformatIon to: Name of Third Pany Address ---------------------------- 0 Authorization is hereby granted to: Agency---------------------------- Address ---------------------------- for releasing medical, social and/or psychological information to: NORTH LITTLE ROCK PUBLIC SCHOOLS Appraisal Services/ Administrative Annex Box 687 North Little Rock, AA 72115 Paref'lti\\..egat Guardian Oate 00415 l ( s:E: 3 - aEFE::ulATLO APPRAISASLE RVICES A. The ?rincioal sends the following coc:i,leced for.:is co Appraisal and Referral Se?:'-rices in one packet: AS-*, AS 2, AS 3 wich documentation, AS 5* and the Social i-iiscor\n* Doc=encac:.on This indicates the parent was notified in advance. I: che ?arenc wanes to have the conference earlier than prescribed ci~elines, chis is documented on the AS 3. Parental Per.nission (AS 5) The law states chat sixty days from the dace of parent's signature and/or the Referral Conference, the evaluation has co be completed, thus the completed referral packet~ be sent to Appraisal Services as quickly as possible. Social Hiscor, If incomplete or if parent refused to complete it, the reason is wric=en on the for:i and sent anv-.rav. A parent may be unable co complete chis form. or may not understand. Specialises such as the Child Study Center consultants, resource teachers and/or examiners can help the Principal with chis responsibility. Medical and developmental information, as well as the student's attitude coward school and his behavior ac home help in for.ring a more accurate conclusion about scudenc needs. Mentioned previously, a cover letter is available to send with the Social History for:n when sending it home for parents to complete. This letter explains the purpose and the confidential nature of the Social History foni. B. Appraisal and Referral Services reviews the referral packet for completion and stamps it. (If incomplete, the referral packet is returned co the school with accompanying note of explanation.) C. The referral packet is given to an examiner for scheduling. *(Revised 8-83) 00416 ( EVAI.U.AI!ON .A. Toe exa:minar or speecll t!lerapi..st obs er-res :.::a student. B. Toe ~er /~ecll c.baral)ist a.ssesse.s c!le student in one or =re of the followi:lg areu: ability, achievem9nt, pereepe~ou and :.anguage C. A summary of all in:for:iat~n gat!lereci p-rev:.ously f'rO'lll nco-rd.s, ce.aciler, parent: and e,!i.e for.11\u0026amp;1. testing i.s wrltun. o. Toe ~i:un report: 1.s mailed to the p-r:!nc:.\n,a.l. 00417 A. The pr:.:ci?al or second.aq counselor aoci!!e.s t~e ?arenc (AS 8) t!lac t.!le evaluacion 1.s completed and sc:iedules a con:ference. The e:tami.:ler/ speec= ::~era.pi.st: is consulted about sc:iedu.ll!:g and 1.s for'\"'-a.lly noc:.!ied when dace and t=.:.::ie ar-9 set. 1'he e::i:aminer c.!len lla.s tile oppor:uniey to prepare adeqwittly for c.!le conference and ~ing samples o:f t:ie scudenc' s test per:o=n.ce to tile conference. (~oc:.!!cation of parencs should precede the conference by fou::een (14) days.) If parencs do not respond '-Tithi.:l seven (7) days, a second ll0tice mu.st: be sent. I! parena fail to respond or indicate t:!l.at c:iey do not '-Tish to par~C?ate, ~'ie conference should sc!ll. be held 110 longer ~'ian t!l.ir~ (JO) days aicer recei\n,t of c.!le ~!::en repor-:. P.U-1:\"\\!T.U. CONS~ ~ST aE OB'!.ADED aE:FOR.E OII:AI. ?UC~ OF A !iANDI~!'!D C'alI.D. B. Persons ~ho~ be at: Eva.lu.acit:Jn/Placeinent Conference (ac lea.st 3 persons) l. Ex.ami:ler or Speech Therapist: if Speech Evaluation (person legally competent: to inter\n,ret evalu.at~n) 2. P':'\"'.-:ici\n,a.l or person responsible for having Re:ferral C-Jnierence decision carried out The parent: muse be !10ti!ied in advance but ~ ~ have to be present. C. Persons Jho aiay or a:ay not be at E.raluacion/Place::ient C.:,n:ference: l. ~'iose involved 'Jith scudent' s daily inscruction 2. chose providing special ser\"7'l.ces 3. those having addition.al input 4. parent noci!ied in advance followi.ng ti.meiines (Rev. 8-aJ l ooua L~6 . Dear PAa..::.\\'\": :\no,:?ICAHON uf EVAI.UA!:C!l?/L\nC~E.'r. / ?il.OCi\u0026lt;A.~!)ICc cs\n:\n:t:\nxc:\nDace --------------- ----------------- The evuuacions recomm.eoded for your child, _____________ _ by the referTal committee ~ve been cO'lllpleced. Therefore, we are holding a coofereoce co discuss the re.sulcs and to :axe ed1catiocu.l plans for your child. Once again, we would like for you to be there. ~e have scheduled a conference on _________________ at ___________________ _ Dace !ice in ______ ....,...,----------- Phce Please contact - by pnone ac _______________ if you have any questioiu or if you need to reschedule the conference. I aa looking forward to hearing fros you. ,\\$-8 (Rev.SJ) S1.ac:erely, ______________ , Principal _______________ , School 1. .vn,1e ~- Pink ~ Yellow 4. Green .:.or-rd1sal Service, Sot!c1a1 Eeluca111JOnf f1c11 P1Jr5ona1 Foleler Parent 00419 D. Those attenc:..::.:::5 t!le conference present the data and re.rie,.\nit. Sased on this data they ~il:: l. deter.:ii.:l.e .nether student meets the eligibility criteria 2. specify t~e handicapping condition on the AS 9 3. design an ::::::? (\n,ages l, 2, 3) 4. recommend appropriate placement At any ti..:ne in this sequence of steps, the conference can be discontinued-if e::!.gibility criteria are not ~et, if no handicapping condition e:d..sts, or if appropriate placement is dee:ied to be the regular classroom. All three steps must be in agree~e~t \"'7ith 1981 Guidelines prior to decision to recommend place=ent. ~bile the committee can over-rule an individual, it still :!.s bound by law to establish: a. eligibility criteria b. handicapping condition prior to recommendi:lg special class place:i:ent. E. Only those in actual attendance sign at the top of the AS 9 and it also must be signed at the bottom by the individual adaiinistratively responsible for services in that school. Those in disagreement -:n.t!l the placement decision should state \"disagree\" by their signat'1re and attach reasons for disagreement to the AS 9. F. An AS 9 is completed when: there has been an evaluation (new or retest) there is a change in placement there is a conference to review placement If eligibility criteria are not met, NO HA...'IDICAP?I~CGO NDITIONe xists and is written on the AS 9. Recommendation statements for the AS 9 are as follows: l. No Special Services needed 2. No Special Services needed at this time, but progress will be monitored closely J. Return to regular program of study 00420 NORTH LITTLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD ?age 01 CA TE OF BIRTH ________ _ AGE ___ _ 10 --------------------------- GRACE __ _ SCHOOL _________ _ PARENT/GUARDIAN CATE OF EVALUATION ____________ _ AOCRESS ----------------------- CATE OF CONFEi'lENCE ___________ _ PHONE _______________________ _ CATE OF MAILING _____________ _ Cear Pa~n!/Guardian, In accordance w1tn our crev1ous notification an Evaluat1on/Pogramm1ng/Placement Conference was neld concerning tn1s student's !!ducatronat neeos. A summary ot aata cons1aered t:\u0026gt;y tn1s committee follows: EVALUATION CATA Vision ScrHning lntelle-ctual Acnievement Adaptive 8enav1or Social History Hearing Screening _______________ _ Communicatrve At:\u0026gt;rlity ------------------------------------------- Language Skills Receptive _________________ _ Perceptual (Auditory, Visual, Motor) -------------------------------------- Functional S~ills/Classroom Observation Otner CIAGNOSTtC IMPRESSIONS (as relate\u0026lt;l to primary handicapping condillon) R.,.1ewed t:\u0026gt;y ------------------------ 00421 I NOMI H LIT fLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD Pac\ne 2 ot J STUDENT DA 7: CF 3IRTH ______________ _ SCHOOL CONF::iENCc ADDITIONAL IMPRESSIONS (Complete tl1Is ~ 11 suspec:ed pnmary handicacp1ng condItIon ,s specific teaming d1sab1!1ty ) A severe d1screoancy between acnIevement and 1ntetlectuat abliity is found In one or more of the tollow1ng areas: (Check all tnat acplyJ ____ Oral ocressI0n ---- 'Nntten expression ---- L1s1en1ng comprehension ____ Basic reading skills ____ Reading comprenensI0n ____ Mathematical calculauon ____ MatnamatIcaJ reasoning And this discreoancy betw\"n acnIavement and intellectual ability Is NOT pnmar1ty tne result of ---- Visual. heanng or motor handicap ____ ~1v1ronmental. cultural or economic disadvantage ____ Mental re1arda1Ion ____ Emotional dIs1urcance lnaoproonate 1nstruc:Ional programs. lack of readiness. lack of mouvatIon, delayed maturation or factor external 10 1111s1t uoent. PRIMARY HANDICAPPING CONDITION Student eligibility tor s0ecIal education Is certified by tne 11sta0I1snment ot this pnm.iry 11and1ca0pIng condItIon by 1ne Evalua110n1Programm1ng/Placement Comm1tt\". (Evalua1ton/Programm1ng1Placement Committee Chairman) This statement of pnmary nand1capcIng condition is a rec:iuirement of Act 102 of 197:l as amended. and PuOlic Law 9'-1,2, 1f a student 1s to rece,-e special educational services. This Is note 1taternent of the studenrs general alllllty but onIy InvoIves 1ne narrow area ot public education. Ttw, statement will be used only tor determIna110n of elig1b1lity tor special education services. Th1S primary nanoIca0pIng condItIon will no longer aoo to 1nIs student wnen special service delivery Is terminated. DESCRIPTION OF EDUCATIONAL DEFICIT PROGRAMMING RECOMMENDATIONS PROGRAMMING/PLACEMENT CONFERENCE DECISION ---- Special education services appropriate ____ Special education services not appropnate at tn1s time Reviewed by------------------------ 00422 ~OR!~ L-rnE ROCKS CEOOLor snrcr Special Services Depart~ent Persons/Agencies who Assist Parents In the Referral/Evaluation/Progran:ming/ Place~ent Process l. Advocacy Services 2. Arkansas Department of Education Special Education Section 3. Arkansas Coalition For the Handicapped (371-2171) (371-2161) (376-3420) 00423 I Special Services Depa=nient Agencies and Schools that may assist in Independent Evaluations Ar child, Inc. 5310 Wast 10th St. Little Rock, AR 72204 Ph. 666-2484 Ark\u0026amp;naas Children' Hospital 804 Wolfe Street (Also) Children's Developmental Cen:e Attn. Glen Lowitz, Ph. D. Little Rock, AR 72202 Ph. 370-1100 Arkansas School for the Blind 2600 West Markham, P. O. Box 668 Little Rock,_ AR 72203 Arkansas School for the Deaf Ark. Children's Hospital 804 Wolfe Street Little Rock, AR 72202 2400 West Mar~h\u0026amp;m, P. O. Box 3811 Little Rock, AR 72203 ATTN: Jerri Finch 371-2211 A:k~~s~~ 5?~~:~ a~c ~ea:i~g Cli~i: ATTN: Fred BE:ggs 4E:s ~E:s: ~a=~~Ae t~::lc- K~cl.., A.~\n::o\n00424 !he Br idg eway P. 0. Box 8500 Little \u0026amp;ock, AR 72215 Child Study Center 4301 West Markha.m Little Rock, AR 72205 (2) The Bridgeway 21 Bridgevay Road No. Little Rock, AR 72118 Debbie Pipkin 771-1500 Ph. 661-5800 00425 Eascer Seal Society of Arkansas 2801 Lee Avenue, P. O. Box 5148 Lic:le Rock, AR 72225 Ph. 663-8331 Eaatgate Clin~c #60 !aatgate Terrace No. Little Rock, AR 72114 Economic Opportunity Agency Special Day Cencer #l Oakland Place Little Rock., AR 72206 Ph. Elizabeth Mitchell Children's Center 6601 West 12th St. 753-8983 Little Rock, AR Ph. 666-8686 Family Service Agency of Central Arkansas 2700 ~o. Willo11 No. Liccle Rock, AR 72115 Ph. 758-1516 00426 Fullerton Adolescent Center 4313 West Markham Little Rock, AR 72201 Little Rock Public Schools Special Educatiou Dept. 100 So. Arc~ (A.uuex) Little Rock, AR 72201 Memorial Hospital _1900 West Pershing Blvd. ( 4) Ph. 661-4500 Ph. 370-1654 North Little Rock, AR 72114-1899 MR-DDS Suite 400, Waldon luilding 7th aud Main Streets Little Rock, AR 72201 Nort~ Hills Exceptional School 207 Rain'oo\u0026lt;J Lane SherJooci, AR i:116 Ph. 835-i3J3 00427 ( 5) North Pulaski Social Services P. 0. Box 5791 Nor:~ Little Rock, AR 72119 Pat~finders, Inc. 310 John Rardin Drive P. 0. Box 338 Jacksonville, AR 72076 Ph. 372-2755 Ph. 982-0528 Pulaski County Special School District Auxiliarv Services Building 1500 Dixon aoad, P. 0. Box 6409 Little Rock, AR 72216 Sp. !d. records Ph. 490-2068 ATTN: Mary Moon Stepping Stone, Inc. 3500 South University Little Rock, AR 72204 Ph. 562-1809 00428 ( 6) United Cerebral Palsy of Central Arkansas, !nc. 5917 Ir S::r-ae-r---- L i t :: 1 e Ro. c k , AR 7 2 2 0 5 P h . 6 6 6 - 9 4 7 8 University of Arkansas at Li::::le Rock 33rd and University Little Rock, AR. 72204 You::h Rome, Inc. 143 Crestviev No. Little R.ock, AR 72116 Ph. 753-2939 (Speech Clinic ATT~: Dr. Rope Keizer Ph. 569-3155) Youth Home, Inc. 924 Marshall Li:tle R.ock, AR 72202 Ph. 376-9231 00429 Technical Assistance on Alternative PracticesR elatedto the Problemo f  the Overrepresentationf B lack and Minority Students in Classesfo rt he Educable Mentally Retarded U.S. DEPARTMENT OF EDUCATION  CANTALICIAN FOUNDATIONI,N C. I/al BUFFALO, NY \\WI 00430 INTRODUCTION This pamphlet, ~echnical Assistance on Alternative Practices Related to the Problem o( the Overrepresentation of Black and Other ~inority Students in Classes for the Educable Mentally Retarded\", has been commissioned by the Office for Civil Rights, U. S. Department of Education, to provide technical assistance to state and local education agencies. The puri\n,ose o{ this project is to identify and disseminate lcnowledge o{ alternative educational practices which show promise o{ contributing to a reduction of this overrepresentation. Our selections derive from a model which differs significantly from the traditional testing paradigm. We propose that educational practice, particularly referral and assessment practices, be predicated on a functional relationship to the instructional process. The practices we have selected are characteristically part of a larger design which recognizes the limitations of the traditional testing paradigm by shifting emphasis to instructional interventions which have been successfully applied to students expe~iencing educational difficulty or iailure. Given this emphasis, the selection of specific testing devices would perpetuate the traditional testing paradigm and possibly obstruct the shift of attention we pra\n,ose. When assessment procedures are used they must, of course, be valid and non-biased. Moreover, given these criteria the use of appropriate testing instruments should be left to the discretion o{ state and local education agencies. The majority of practices we have chosen are alternative instructional programs which can be used in the regular classroom. Our criteria are based on a fundamental concern. Do these programs show evidence of improving achievement rates of students experiencing learning problems and consequently enable local education agencies to retain these students in the regular classroom? Improving the educational outcomes of these students is, in our opinion, the most promising approach for reducing minority overrepresentation in classes for the educable mentally retarded. ~~kew=- 1Sister Raphael Marie, CSSF President, Cantalician Foundation, Inc. 00431 ACKNOWLEDGMENTS This pamphlet is the result of a cooperative eifort by many indivicuals. The Cantalician Foundation gratefully acknowle\u0026lt;lges the direction and support provided by Office for Civil Rights' staff members, Edmund Drake, Project Officer, and L. Lawrence Riccio, Psychologist. Project Consultants Robert Algozzine, James Ysseldyke, Jane Mercer and Johnnie Mayo, offere\u0026lt;l valuable insight and perspective. John Weaver, Rose Adkisson, John Taylor, Doug Carnine, Russ Gersten, Raymond Beck, Denise Conrad, Ethna Reid, :Ylartha Knight and Margaret Wang cont:-ibuted generously to our understanding of individual programs. James \"vtarillo served as Project Director and Daniel Mombrea as De?uty Director. Richard Towne served as Senior Analyst/T,ainer and Lawrence Maheady as Associate Analyst/Trainer. Sharon Lansing, Management Instruction Resources, :\n,rovided tech nica.l support. The Cantalician Foundation is especially appreciative of the dedication and assistance of Lucille Panek and Laura Steinbom. Linda Cisternino and Theresa Drennan served as Management Instruction Resources Assistants. Additionally, we would like to thank Sister Mary Patricia Tomasik of the Cantalician Center for Learning for her assistance. 00432 TABLE OP CONTENTS INTRODUCTORMYA TERIALS ALTERNATIVE INSTRUCTIONAL PRACTICES Direct Instruction with OISTAR Exemplary Center for Reading Instruction Precision Teaching Peer Tutoring .-\\captive Learning Environment '.'ltodei (Redefinition of Roles) Computer Assisted Instruction ALTERNATIVE REFERRAL PRACTICES Pupil Appraisal Assessment Program Rapid Exam for Early Referral and Classroom Learning Screening ALTERNATIVE ASSESSMENT PRACTICES Reclassification and Declassification Interactive Model for Professional Action and Change for Teachers FOOTMO'l'ES BIBLIOGRAPHY CONT ACT PBRSONS 00433 1 9 10 13 16 20 23 26 29 30 35 39 40 46 51 53 56 DfTRODUCTORY MATERIALS There are more, often many more, minority students in special education programs for educable men tally retarded (E :11R ) students than would be expected if predict ions were based solely on the proportion of minority students in the community. This is called disproportion or overrepresentation. It is neither a new nor an isolated phenomenon and it is especially true for black children.l For example, the 1980 Office !or Civil Rights (OCR) biannual nationwide survey of students revealed that while 16 percent of all elementary and secondary students in this country are black, 39 percent of the students in classes for EMR students are black. The proportions vary Crom place to place but the overall pattem is clear.2 What is not so clear is what causes the situation. ts it our students, our culture, our history, the way our schools are organized? Is it prejudice and discrimination? ls it technically inadequate tests? And just as there is disagreement about the cause, there is also disagreement about the remedy. Do we eliminate the category \"educable mental retardation?\" Do we eliminate intelligence testing? If we eliminate the statistical disproportion wi 11 we solve the problem? While disagreements continue, policies are made, programs are set in motion and children go to school. What should be done? What needs to be done? To help answer such questions, understand minority overrepresentation better and formulate sound policies to protect minority school children against discriminat\"on, the Office for Civil Rights, within the Department of Education, sought guidance from the National Research Council of the National Academy o( Sciences. In 1979, the Council established the Panel on Selection and Placement of Students in Programs for the Mentally Retarded and charged it with a twofold mission: (1) to determine the factors that account for disproportionate representation of minority students and males in special education programs, especially programs for mentally retarded students and (2) to identify placement criteria or practices that do not affect minority students and males disproportionately. The Panel recommended \" .. .six principles o( responsibility that must be adhered to in order to ensure valid re(en-al, assessment, and placement and high quality programs of instruction.\" (The six principles are reproduced on page 5.) The six principles, the Panel felt . are consistent with current law and educational theory, (but] to a large extent they are not followed in practice, nor do they underlie current systems of assessment, classification, and instruction. Faithful adherence to these principles would have far-reaching efCects on the organization of both regular education and special education system. This project i.s based on and draws Crom the Panel's work. The Panel provided perspective and background\nit made recommendations and referred to a number of possibly helpful practices. We have taken the next step by searching the country !or state education departments and school districts which are successfully applying or have successfully applied the principles recommended by the Panel. 1 00434 The U. S. De?artment of Education defines eleven categories of handicapped children. The focus o( this research was on individuals whose primary handicap !alls within the category o( mentally retarded. However, this project was not designed to include all students placed in this category. Our targeted pC9ulation was mildly mentally retarded or educable mentally retarded. We have searched especially !or successful alternative instructional practices within the regular program for students who are experiencing academic failure. We have also searched for referral practices and for alternative evaluation and assessment practices that have been used to guard against the misclassification of minority children.' We did not search for \"a grand solution\" because we do not believe there is one. Instead we have identified a number of programs, particularly alternative educational practices, that are helping a great variety of students learn in regular claS'!lroom settings. There are c!asses where special education students study with regular education students and you would never be able to pick them out. There are classes where the teacher will point to a student and tell you that were it not for the suceessful alternative practice, that student would have been referred to special education. Look at the data\nbetter still look at the programs in C9eration. There are many schools doing a wonderful job teaching students who too often would be assigned to special classes. Instead we find these students succeeding in regular classrooms. The practices we have located are described here as case studies. Enough detail is included to provide basic knowledge of how the practices work, of the resources needed to implement them, and of their applicability, limitations, and effects to date. References and additional resources are provided. Readers of the case studies will become more familiar with suceessful regular education alternatives !or students experiencing academic failure and with more valid referral and assessment techniques and procedures !or assigning children to classes for the educable mentally retarded (E:'rfR) or other mildly handicapped students. Readers can compare the case studies to their own situation and should they have questions or need additional information, pursue their interests through the resources and references provided. Readers may adC9t or adapt these or similar practices in their own schools. When this happens, when more schools use successful regular class altematives to special education placement and valid referral and assessment procedures for assigning students to special classes, we believe the number o( black and other minority students in claS!es for the educable mentally retarded will be reduced and an increasing number of all students will be apprC9riately and successfully educated in the regular classroom's less restrictive environment. In the most general sense, education for all children will have been improved. But a few cautions are in order. 1. We are dealing, here with complex, long-standing problems that are not amenable to a \"quick Cix.\" There are no overnight solutions in the descriptions which follow, and there are no shortcuts. These practices can help, but by themselves they will not solve the ongoing challenge of helping our schools respond better to existing needs. 2. Because the practices have been successfully implemented in one site does not mean they will necessarily work in another, or that the only way they will worlc is to reproduce exactly what has already been done. These practices are p053ibilities that need to be studied and discus-sed within the context of particular school districts. 2 00435 3. We have not, given the scope of this topic, been able to t,eat it ex aus :ive!y or comprehensively. We are satisfied, after an extensive research effort, that the educational practices selected are consistent 'Nith the model reforms we propose and have generated sufficient evicence of e ff ecti veness to .,..a.r ~a nt inclusion. We do not wish to infer that other worthy programs do not exist or discourage individuals in their efforts to develop, identify and/or disseminate knowledge of such programs. Foundations of the Reoort This report has two related foundations. The fir-st is the Office (ex Civil Rights' charge to protect school children from discrimination, especially as defined by Title Vl of the Civil Rights Act o! 1964, Section 504 of The Rehabilitation Act of 1973, and Public Law 94-142, Education !or All Handicapped Children Act of 1975, as it is related to Section 504. The second is the recommendations of the National Academy of Sciences' Pane! on Selection and Placement of Students in Programs for the :vtentally Retarded which were reported in Placing Children in Soecial Ecuc\u0026amp;tion: A Strategy for Eouitv. An overview of e!lch foundatton 1s presented below. Today, ecucators are very concerned with how litigation and legislation affect their programs. The Fourteenth Amendment of the t.:nited States Constitution, which guaranteed the equal protection of all citizens under the law, was the foundation of much early litigation. Title VI of the Civil Rights Act of 1964, proscribed discrimination in federally funded programs and served as a model for other remedial legislation that followed. Title VI applications occurred primarily in the Cield of public education and legal action and precedent derived from those applications reflect that focus. :vtore recently, Section 504 became important because it mandated that the handicapped could not be discriminated against. The regulations for Section 504 and Public Law 94-142 established requirements central to this report. Two concerns requiring special attention are protection in evaluation and least restrictive environment. Protection in Evaluation The regulations !or Section 504 and Public Law 94-142 include requirements designed to prevent the misclassification oC students and to identify their educational needs. Requirements seek to ensure that: (1) children suspected o! handicaps receive an individual evaluation\n(2) a child's placement decision and educational plan are based on an overall educational assessment, not on the results of a single educational test: (3) tests and other assessment procedures are not racially and culturally discriminatory: and (4) all evaluation materials must be validated (or the purpose for which they are being used. The regulations clearly call !or the development oC alternatives to the traditional assessment and evaluation model, and they deemphasize the use o! a single criterion, such as the resulb oC an intelligence test, in making placement decisions. The regulations require that te,b and other assessment procedures be valid and that they not be biased. Much wcxk has been done to en.sure such conditions but to date with little success. We have chosen lmtead to empha,ize alternative Instruction.al practices and referral systems. Doing thi3, we believe, will focus attention on practices that in the long run will more likely have a positive impact on the d~proportion ot minority students in classes tor the educable mentally retarded by improving the educational outcomes for these studenb. :l 00436 Least Restrictive Environment Regulations for both Section 504 and Public Law 94-142 require that to the extent possible, handicapped children are to be educated in the regular education environment. Section 504 directs that handicapped children be educated in the regular class environment unless it can be demonstrated that they cannot achieve satisfactorily in this environment, even with the use of supplementary aids and services. Public Law 94-142 parallels Section S04's requirement by allowing the removal of handicapped children from the regular education environment only when the nature or severity of the child's handicap or behavior is such that education in regular classes even with supplementary aids and services, cannot be achieved satisfactorily. These provisions apply to students who have already been labeled as handicapped and have resulted in the enormous growth of \"mainstreaming\" prog?\"ams. Within the context of this report, as recommended by the Panel on Selection and Placement of Students in Programs for the Mentally Retarded, the lea.st restrictive environment principle is equally appropriate for children not yet labeled as handicapped. This suggests that before a child is recommended for special education placement, teachers and administrators must implement alternative instructional strategies and demonstrate that such strategies did not help the child learn. Only then is it legitimate to assess the child for placement. Panel on Selection and Placement oC Students in Programs for the Mentally Retarded The Panel on Selection and Placement of Students in Programs for the Mentally Retarded was formed to help the OCR (1) enhance its understanding of minority disproportion in special education and (2) formulate sound policies to protect minority children against possible discrimination associated with special class placement. ln pursuit o( these tasks, the Panel broadened its concern from specific actions or procedures that eliminate or reduce minority overrepresentation to the underlying conditions that make overrepresentation a problem. The Panel concluded: Two key issues are at the heart oC the debate about disproportion. First, disproportion is a problem when children are invalidly assessed for placement in programs for the educable mentally retarded children. Second, disproportion is a problem when children receive low quality instruction. This problem may arise in the regular classroom, where opportunities (or academic success may be restricted, or in the special education classroom, where a child's educational progress may falter due to lowered or inappropriate expectations and iOals.5 Following a period o( study and debate, the Panel proposed six \"principles of responsibility\u0026lt;' to guide school districts in their efforts to validly assess educational needs and provide \"appropriate, high-quality services.\" The recommendations were consistent with existing laws and regulations and were already being practiced by some school districts. The section of the report that details the Panel's recommendations is reproduced below: 4 00437 --,~ -~_,.-. t\n. .,\n,. -1~--- ' ~ Each of the six principles listed below aslcs par :icipan ts in the placement and educational proces-s to demonst:ate that an individual child needs special ecucation services. Each also stipulates that improved educational outcomes should be the final criterion on which to judge all decisions. 1. It is the responsibility of teachers in the regular classroom to engage in multiple educational interventions and to note the effects of such interventions on a child experiencing academic failure before refen'ing the child !or special education assessment. It is the responsibility of school boards and administrators to ensure that needed alternative instructional resources are available. 2. It is the responsibility of assessment specialists to demonstrate that the measures employed validly asse~ the functional needs of the individual child for which there are potentially effective interventions. 3. It is the responsibility of the placement team that labels and places a child in a special program to demonstr'ite that any differential label used is related to a distinctive prescription for educational practices and that these practices are likely to lead to improved outcomes not achievable in the regular classroom. 4. It is the responsibility of the special education and evaluation staff to demonstrate systematically that highquality, ectective special instruction is being provided and that the goals of the special education program could not be achieved as effectively within the regular classroom. 5. It is the responsibility of the special education staff to demonstrate, on at least an annual basis, that a child should remain in the special education class. A child should be retained in the special education class only after it has been demonstrated that he or she cannot meet specified educational objectives and that all efforts have been made to achieve these objectives. 6. It is the responsibility of administrators at the district, state, and national levels to monitor on a regular basis the pattern o! special education placements, the rates !or particular groups of children or particular schools and districts, and the types of instructional services offered to atCirm that appropriate procedures are being followed or to redress inequities found in the system.6 The Panel discussed each of the recommendations, indicated implications !or implementation, and suggested research that needs to be done. The proposal, are not radical: Indeed, nothing new Is recommended, yet individually and collectively, should the recommendations be implemented, the school's present way oC operating would be greatly altered. For example, the Panel points out that recommendation one, 5 00438 . shifts attention from presume\u0026lt;! deficiencies in the child to possible contributor, in the child's environment. The child who has been unable to learn under certain conditions of instruction in the regular program should not be judged as unable to learn under any conditions of regular instruction until a variety of such strategies has been attempted and demonstrated to be unsuccessful. 7 The Panel also stated two broader goals it considered to be \"o( special significance.\" First, the current categorization system, which includes a class of children labeled EMR, would gradually evolve into a system that emphasizes the functional educational needs o( children e:q,eriencing learning dif(iculties. Second, the ~e of global IQ scores would be deemphasized in favor o! techniques that link assessment more directly to the provision of educational services.8 While the Panel provides the background and conceptual framework and its recommendations estaolish a direction, state education departments and school districts must translate the Panel's work into concrete programs and practices. This report is designed to help districts do that by describing existing practices that are in accord with the Panel's recommended principles. The examples provided here may not work everywhere but the practices that are described have already worked in the programs identiCied and show promise of being adaptable elsewhere. Should these and other practices in accord with the recommended principles be implemented on a broad scale, it would appear that our schools' referral, assessment, and special education placement practices would be improved, and more students would receive an appropriate education in the least restrictive environment. We believe the adaptation of these practices on a broad scale would contribute greatly to reducing the overrepresentation of minority children in classes for the educable mentally retarded. 6 00439 Procedure Sates R:gulations which implement Section 504 of The Rehabilitation Act of 197 3 require that, to the extent possible, handicapped children be educated in the regular education environment with non-handicapped children. The Panel on Selection and Placement of Students in Programs for the Mentally Retarced suggests that this princ1\n,al applies e~ually well to children not yet labeled as handicapped and recommends that teachers and administrators exhaust all available educational strategies in the regular classroom before referring a child who is experiencing academic and/or behavio~al problems for special education assessment and possible placement. Piis project, therefore, has searched for alternative instructional practices that can be !.!Sed within the regular classroom. While our concern is the overrepresentation of minority children in special education classes for E:'ttR students, we have not searched for exemplary programs specifically designed for DIR students or specifically demonst:ated as effective with E.\\1 R students. Instead our concern has been to locate and describe programs that are effective with students experiencing academic learning problems but who have not yet been referred and labeled. We believe that the programs and prac:1ces described here would be effective with E.\\1R students, and, indeed, several programs (Peer Tutoring, Direct Instruction, l:'Y!PACT, and ECRI) have already demons t:at ed such effectiveness, and that is why special education programs are not the main focus of this project. Instead, this report emphasizes alternative regular education practices that will enable local education agencies (LEAsl to retain students currently being placed in E.\\1 R class es. Since this project is concerned with the overrepresentation of minority children in classes for E~R students, it has searched for practices and programs where minority students have been involved and data can point to ef!ects !or minority populations. Doing this has created two difficulties. First, just because this project sought minority data, it should not be inferred that the practices described in this report work only with minority students, and second, searching for practices that have minority related data should not be interpreted to mean that for a practice to be effective with minority students, it must h3ve been developed for a minority population. We highlight these points to protect against the mistaken inference that there are uniquely minority and non-minor-icy interventions. (This is similar to the history of special education programming, which developed under the assumption that there are distinctly different interventions for various mildly handicapped categories like E:'t1R and learning disabled. Cun-ent evidence disputes this. There appear to be no effective interventions unique to various categories, and there is evidence that a set of method\nis effective across the major mildly handicapped categories.) As this seems to be true for special education programming, it also seems true for the education of minority an non-minority students. Instead, there appears to be a set of direct instruction treatments that may benefit all children, minority and non-minority alike. 7 00440 Referral Rate Data Does eCCective instruction result in fewer minority students being referred for special education placement in programs for the educable mentally retarded? Do various instructional programs demonstrate different effects on minority referral rates? Most places, it appears, have not kept data to examine such trends. School districts and programs do keep achievement data, and in a number of programs these data point to very positive achievement gains a.s.,ociated with various interventions. Since such data support the reason for instituting the intervention in the first place, there has been little or no need to collect referral rate data. The absence of such data weakens the case for the approach taken here, and for recommending given practice5 as an effective means for reducing 1isproportion. But it is not a fatal weakness. Achievement gains have b~n rigorous., documented, and until referral rate research is undertaken it is sufficient to agree \"~t when students are achieving academically and being successful learnel'S, their t :-!hers are not as likely to feel the need for help or to ref er them for special class\n:,:ac ement. 8 00441 I AL TERM A TIYE IMSTRUCT'IONAL PRACTICF.3 In keeping with the emphasis of the project proposal and the recommendations o( the Panel on Selection and Placement o( Students in Pro rams for the :r1entall Retarded. we have identi 1ed six separate practices which appear to be et ect1ve in improving the academic performance o( children who are at rislc (or re(erral Cor special education services. For the most part, these practices are applicable to regular classroom settings. In addition, each type o( practice has been used with success in a variety o( settings and with a diversity o( minority populations. The rationale behind emphasizing alternative instructional practices is that i( they can be implemented success(ully, and the child makes adequate progress, then referral for special services may not be necessary. In addition, i( these practices are described in sufficient detail, they can be replicated for special education students being returned to regular classes as part o( a local education agency's declassification program. The six practices identified are: Direct Instruction With OISTA R Exemplary Center for Reading Instruction Precision Teaching Peer Tutoring Adaptive Learning Environment Model Computer Assisted Instruction 9 00442 TYPE OF PRACTICE Alternative Instructional MAME OF PROGRAM Direct Instruction With DISTAR DESCRIPTION OP PROGRAM For many yea.rs now, educational researchers have tried to identify specific educational variables that improve the academic performance of children that traditionally experience academic difficulty. These students typically include poor Black, Hispanic, American Indian. and non-minority students. Initially, researchers were concerned almost exclusively with examining specific teacher characteristics and/or variables such as war:nth, ent'lusiasm, and empathy to determine if and how they were related to academic growth in basic skill areas. Unfortunately, this line of investigation did not prove fruitful.9 ~ore recently, researchers have shifted their attention to speciCic student variables such as a student's \"opportunity to learn\" content and the extent of student involvement with the content. Collectively, these two variables have come to be known as academic engaged time (AET). Numerous investigations of AET have repeatedly revealed the same finding\nLe., increases in academic engaged time are significantly correlated with improved test performance on criterion measures. Essentially, this means that students who spend more time directly engaged in reading, math or spelling tasks will outperform peers who spend less time engaged in similar activities. The implications of these findings for practitioners are in no way startling. They merely suggest that if teachers want their low achieving students to improve their performance in basic skills, then they must get them to spend significantly more time performing the desired behavior, e.g., reading, computing, etc. Furthermore, if their ultimate goal is to help these students \"catch up\" with their peers, then they must get the students to cover more material in a shorter period of time. Such a task is much more easily said than done. One system that offers a plausible solution is Direct Instruction. The term \"Direct Instruction\", is used to refer to activities and settings designed to systematically move students through a seQuenced set of academic materials (i.e. reading and math). More specifically, Direct Instruction re?ersto a~~ teaching behaviors focused on academic tasks having clearly soecified goals\ntime allocated for 1nstruct1on is sufficient and continuous\ncontent coverage is extensive\nstudent responding is raoid and at a high frequency\nand feedback to the student is immediate and academically oriented.llr'Tn Direct Instruction programs, the teacher controls instructional goals, selects material appropriate !or students' ability levels, and ~ the instructional episodes. Perhaps the most widely-known Direct Instruction program is DISTAR. DISTAR programs in language, reading and ma th are commercially available through Science Research Associates, Inc. In addition to the program characteristics noted above, D[ST AR incorporates the following features: (a) emphasis on small group instruction as opposed to students working independently, (b) systematic correction procedures, (c) principles for cumulative review of previously learned material, and (d) Insistence on mastery of each step in the learning process. 10 00443 In a typical DCSTA R program, one will iind a mtnimum ot t:1ree instructional groups. Detailed Teacher Preparation Books provide classroom instructors ,11ith specific information on how a lesson must be taught. This in!or11ation is written in the form of a script and provides an easy-to-follow format. }!ore importantly, the content of DIST AR materials has been carefully scrutinized to ensure that: ( l) concepts are clearly presented, (2) tasks are developmentally sequenced, (3) errors are systematically corrected, and (4) requisite skills are learned to mastery. DIST AR instruction usually takes place in small groups (8-10 students), moves at a rapid presentation pace, and frequently involves choral responding. DIST AR lessons can be easily incorporated into a regular classroom to take the place of traditional reading and/or math groups. EVIDEMCE OP EFFECTIVEMESS Perhaps the \"true\" test of any alternative educational practice is its ability to improve the academic performance o{ students who traditionally experience problems in acquiring basic skills. Throughout the late 1960's and early l970's, the United States Office of Education (USOE) funded a massive research study designed to evaluate the eUectiveness of a variety o{ instructional approaches in improving the achievement scores of low income children. Results from this Follow Through Project indicated that the Direct Inst:-uction Model (DIST A !\\l was substantially more successful in raising achievement levels than any o{ the other programs studied. Further11ore, the D!ST .\\ R system was much more successful in raising student self-esteem, self-confidence, and sense of responsibility. Additional support for DIST AR prognms can be found in the special education literature. A recent review by Gersten concluded that a large number of experimental studies have shown that, \"Direct Instruction reading and language programs consistently produce higher academic gains than traditional approaches in both mainstreamed and selC-contained classes, and across a range of handicapping conditions.\" Empirical evidence supports the eUectiveness of DISTAR programs. In Mount Vernon, New York, administrators report that there has been a steady decline in the number of students assessed below minimal competency. Houston Independent School District reported significant improvements on Iowa Test of Basic Skills scores following DIST AR instruction. It is particularly noteworthy that the average achievement levels oC their minority children following three years of DIST AR, were slightly above national norms. In North Highlands, California, di.strict oWcials reported that before using DlSTAR programs, 23 percent o{ their first it'aders were below the national median in reading. However, aCter only two years in DIST AR, the percentage of students scoring below the median, Cell to 4.3 percent. Additional support for DISTAR came on recent field site visits. In San Diego Unified School Di.strict, for example, a primary objective wa.s set that by the end of grade two, student, with continuous participation in DISTAR programs since entering lcindergarten would. on the average, be performing at or above the national average. A recent report notes that at it'ade two the objective was attained in all subject areas, i.e., reading, math, and language. In addition to improving basic academic performance, district personnel report that students in DISTAR classrooms are referred and placed in special education proit'ams at approximately one-half the rate o( those in traditional classrooms. 11 00444 A.PPIJCABILITYT O LOCAL EDUCA TIOM AGEMCIES As noted earlier, DISTAR can be easily integrated into existing regular and/or special education programs. However, inservice training is crucial to its effective implementation. Such training provides users with appropriate strategies for ~ daily lessons. It is a skill that ty\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_916","title":"Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 3 of 3","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1986"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","Educational statistics","School improvement programs","School integration"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 3 of 3"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/916"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSubmitted October 14, 1986\napproved February 27, 1987\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n4 APPENDIX 910--937 5 APPENDIX 1032-1033 8 APPENDIX 1737-1745 14 APPENDIX 3584-3816 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 3 of 3 PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S STUDENT ASSIGNMENT PLAN AND TO CLOSE CENTRAL JUNIOR HIGH SCHOOL FILED. U.S. 01S UICT COUIIT. (. C ..... OISTlltlCT A.OJftAI JUL ~Of~ _,_ IN THE UNITED STATES DISTRICT C~ R. BRENTS,~ EASTERN DISTRICT OF ARKANS~-------::-:~- WESTERN DIVISION OiMLu LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT PLAN AND TO CLOSE CENTRAL JUNIOR HIGH SCHOOL DEFENDANTS INTERVENORS INTERVENORS Come the North Little Rock School District and the members of its Board of Education through their attorneys, Jack, Lyon \u0026amp; Jones, P.A., and for their Petition state: 1. The North Little Rock School District presently maintains two senior high schools, Ole Main and Northeast High School, which serve grades ten through twelve. Currently, the senior high school population in the North Little Rock School District is thirty-four ( 34%) percent black and pursuant to the Eighth Circuit's racial balance guideline of plus or minus twenty-five ( 25%) percent of the minority population, the permissible range for senior high schools would be between 25.S and 42.S percent black. 2. In the 1987-88 school year Northeast High was 27. 9% black and Ole Main was 41.6% black. While these populations are narwly within the permitted range, they are at the opposite extremes of that range and it is expected that within two years the population would move out of compliance. Rezoning the high school attendance areas to approximate the 66-34% district-wide balance would require the movement of several hundred high school students from one attendance area to the other with the attendant disruption that such a move would cause. J. As an alternative to simply re-drawing these boundaries with the probability that demographic shifts would require further changes in the future, the North Little Rock School District decided to explore the possibility of reorganizing its secondary structure to provide for one high school serving all students in grades eleven and twelve and another serving all students in grades nine and ten. 4. After several months and numerous public meetings to solicit community input, the North Little Rock Board of Education voted on May 10, 1988 (See Minutes of Special Board Meeting of 5/10/88 attached as Exhibit 1) to reorganize its secondary schools, both junior and senior high, in the following manner: a. Ole Main would be designated the single North Little Rock high school for grades eleven and twelve and Northeast High School would be the single district facility for grades nine and ten. -2- 00911 03-025  b . Central Junior High School, which currently serves all North Little Rock seventh graders, would be closed and the three remaining junior high schools, Ridgeroad, Rose C-ity and Lakewood would serve grades seven and eight. c. To insure proper planning and to allow the current students in the senior high schools to matriculate from their present school, the reorganization would be implemented for the 1990-91 school year. 5. As is more fully set forth in the Superintendent's Memorandum of May 2, 1988 (Attached as Exhibit 2), there are numerous advantages to this reorganization including the following: a. It would achieve a permanent student assignment plan for grades nine through twelve which achieves ideal racial balance. b. Central Junior High School is thirty-five ( 35) years old and closing it would permit the District to avoid approximately 2. 2 million dollars in renovation costs which, when coupled with operational savings, would save the District $258,000 per year. -3- 00912 03-025 0 w r-J I ~ 0 l.,J l.,J  c . The Minimum Performance Test (MPT) is given at the sixth and eighth grades. Having middle schools serving grades seven and eight offers a better framework for remediating inadequate MPT performance than the current structure which has schools housing grades K-6, 7, and 8-9. d. The economy of scale that will result from having all students in particular grades housed in the same school will also permit increased course offerings and the use of more high technology equipment which could not previously be afforded when it had to be purchased for two schools each having one-half of the students interested in programs utilizing such equipment. e. Transportation would be provided for all secondary students who reside more than two ( 2) miles from school where in the past such transportation has only been provided to seventh graders with all other secondary students being responsible for their own transportation to and from school. 6. The North Little Rock School District is aware that this Fall the Special Master will be making recommendations to the Court regarding long-term student assignment and desegregation plans for the Pulaski County and Little Rock School Districts. While we cannot foresee how the North Little Rock School -4- 00913 03-025 0 r-J I I-' 0 w w Dis.rict's second~ry reorganization could in any way impede this planning effort, we recognize that the Court's approval of the District s secondary reorganization and the closure of Central Junior High School will be contingent on their not impeding the development of long-term desegregation plans for the Pulaski County Special School District and Little Rock School District. 7. The undersigned parties do not object to the granting of this petition. WHEREFORE, the North Little Rock School District Defendants request that the Court order the amendment of the North Little Rock School District desegregation plan to permit the secondary reorganization adopted by the North Little Rock School Board on May 10, 1988 and to permit the closing of the Central Junior High School facility contingent only on the requirement that the implementation of this reorganization will not impede or interfere with the long-term desegregation plans of the Pulaski County Special School District and Little Rock School District and for all other just and proper relief. July 6, 1988 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, Arkansas 72201 (501) 375-1122 K. LYON and \\STEPHEN W. JONES, Attorneys for North Little Rock School District -5- 0091' 03-025 u, Re~ewed and Approved: ~ -?' -'? lli..il.le ~~,r- ~ /p'G'laski County Special School District Ji~u~ Arkansas Department ot_~tion J~~~@ Knight Intervenors -6- 00915 03-025 u, \u0026gt; \"'d I'd ttj ZI t, H \u0026gt;\u0026lt; 1--' 0 w I\\.) I H 0 w w C0 ~  CERTIFICATE OF SERVICE I hereby certify that a true and correct copy of the foregoing Petition was sent via U.S. Mail, postage pre-paid to the counsel listed below, on this 20th day of July, 1988. Herschel H. Friday, Esquire Walter A. Paulson, II, Esq. Christopher J. Heller, Esq. H. Charles Gschwend, Esquire FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, Arkansas 72201 M. Samuel Jones, Esquire Alston Jennings, Sr., Esq. WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 Steve Fedo, Esquire NEAL, GERBER \u0026amp; EISENBERG 208 South LaSalle Chicago, Illinois 60604 Tim Humphries, Esquire ATTORNEYG ENERAL'S OFFICE Heritage West Building 201 East Markham Street Little Rock, Arkansas 72201 -7- H. William Allen, Esquire Attorney At Law 1200 Worthen Bank Building Little Rock, Arkansas 72201 Sharon Streett, Esquire ARKANSAS DEPT. OF EDUCATION Education Building #4 Capitol Mall Little Rock, Arkansas 72201 Noman Chachkin, Esquire LEGAL DEFENSE FUND 99 Hudson Street, 16th Floor New York, New York 10013 John W. Walker, Esquire Attorney At Law 1723 Broadway Little Rock, Arkansas 72201 Richard W. Roachell, Esquire MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, Arkansas 72201 00916 03-025 I'\"\" 0 l.\nJ !SJ I I'\"\" 0 l.\nJ l.\nJ CCI J~Jullian, Esquire H~E, WALLACE\u0026amp; JEWELL, P.A. 3800 Capitol Tower Capitol at Broadway Little Rock, Arkansas 72201 Steven T. Shults, Esquire SHULTS, RAY \u0026amp; KURRUS 1600 Worthen Bank Bldg. Little Rock, Arkansas 72201 Stuart W. Hankins, Esquire HANKINS, CAPPS, HICKS \u0026amp; MADDEN 800 West Fourth Street Post Office Box 5670 North Little Rock, AR 72119 -8- Stephen L. Curry, Esquire IVESTER, HENRY, SKINNER \u0026amp; CAMP, P.A. 212 Center Street, Suite 900 Little Rock, Arkansas 72201 Thomas B. Staley, Esquire ROBINSON, STALEY, MARSHALL \u0026amp; SHIVELY 111 Center Street, Suite 410 Little Rock, Arkansas 72201 00917 03-025 ) NORTH LITTLE ROCK SCHOOL DISTRICT Office of the Superintendent MINUTES SPECIAL HEETING, BOARD OF EDUCATION Administration Building, 2700 Poplar Street Tuesday, May 10, 1988, 5 p.m. A special meeting of the North Little Rock Board of Education was held on Tuesday, May 10, 1988, 5 p.m., in the Board Room of the Administration Building, 2700 Poplar Street, North Little Rock, Arkansas. The meeting was called to order by the Chairman, Vicki Stephens. Expulsion YH.S: NAYS: Secondary School Purpose of Meeting First item of business was to consider the ac..uinistration's recorr..~endation on a student expulsion. Mrs. Stephens asked if anyone was present to represent Kevin Jones. Mrs. Jones, Kevin's mother, was present and requested the hearing to be in a closed session. The Board retired to the Superintendent's office to consider the ex?ulsion at 5:02 p.m. At 5:17 p.m. the Board reconvened in ope~ session. Hrs. Stephens called for a motion. Mr. Witcher moved to uphold the adr.tinistration's recommendation for the expulsion of Kevin Jones for the remainder of tt.e present school year due to his violation of Board Policy FB~, Assault on School E~ployee. Mrs\nJones seconded the motion. Earrison,Jones,Lazenby,Stephens,Willshire,Witcher None Mrs. Stephens called for a motion to consider t~e qraje organizat~on of ~he secondary schools. Mrs. ~nnoc c~~tg~ that sh~ had a mo~ion in nine parts a~d read the following: \"I move ~hat beginning w~th the school year .1990- 9- that our, 1. High schools be realigned so that there is one high school with two c~~puses. Or.e campus will house grades 11 - 12 and or.e campus grades 9 - 10. 2. That the Ole Main camcus be used for the 11 - 12 grades, and the Nor-:heast Cilmpus be used for the 9 - 10 grades. A-12 00918 u, \u0026gt; '\"C \"d t:,j z C H X I'\"\" 0 w N I H 0 w w c:o Minutes, Special Board Meeting page 2 Tuesday, May 10, 1988, 5 p.m. A-13 3. The junior highs shall include graces 7 and 8. 4. We seek approval for this grade realignment from the Special Master and Judge Woods as quickly as possible. 5. We request th~ Court's permission to discontinue using the building at 2300 North Poplar to house students. 6. The Superint~ndant recommend to the Board for approval a Steering Co~~ittee to develop a planning guide for use throughout the planning for these changes. 7. The planning guide be submitted to the Board for approval. The Steering Committee will submit to the Board monthly reports. 8. All final reports of any sub-committee be submitted to the Steering Committee to be presented to the Board for approval. 9. Financial planning for the renovation or additions to any building be submitted to the Board for approval.\" Murry Witcher seccnded the nine-part motion. Mrs. Stephens called for d~scussion and comments from the Board. Discussion included forming committees first and doing the planning before approval of suggested changes\nconcern about millage passing\ncriteria for designation of the two campuses\nadministration giving direction to the Board on the proposal\nsix-year plan for the District\nlooking at facilities that are available\nfinancial situation\npreserving Central Junior High\nnumber and individuals to serve on steering committee\nimfortance of consistency for seventh and eighth grades on same campus\nand student performance on testing. 00919 Minutes, Special Board Meeting page 3 Tuesday, May 10, 1988, 5 p.m. Amend.ment_ YEAS: NAYS: Discussion Vote YEAS: Nil.YS: Adjournment YEAS: NAYS: Mrs. Harrison moved to amend the motion to omit part three--the junior highs shall include grades 7 and 8. Died for lack of a second. Mrs. Willshire moved to amend the motion to address transportation costs with the information being brought back before the Board. Mr. Witcher seconded the motion. Harrison,Jones,Lazenby,Stephens,Willshire,Witcher None Other discussion covered taking alternative approach by using cor.unittees first and taking the plan step by step\naddressing the courts for approval\nmoney being available for the proposal. Chairman Stephens called for a vote. Harrison, Jones, Stephens, Willshire, Witcher Lazenby It was asked that as many individuals as possible be involved in committees on all segr.lents and to ask for volunteers. Mrs. Jones moved to adjourn with Mrs. Willshire seconding the motion. Harrison,Jones,Lazenby,Stephens,Willshire,Witcher None Vicki Stephens, Presidant Rosa Willshire, Secretary A-14 00920 1.11 :i:,, 'C 'C t,j z 0 H \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w co .... ., ...-... :.\nOFFICE OF THE SUPERINTENDENT May 2, 1988  MEMTOO : Members,B oard of Education f\nOM: ~ Joe Austin, Superintendent of Schools SUSJECT: Realignment of Secondary Sc~ools For the past several weeks, the realignment of our secondary schools has been considered. The proposal calls for grade 7-8 middle schools to be housed at Ridgeroad, Lakewooda, nd Rose City Junior High School with grades 9-10 at one high school campus and grades 11-12 at the other. It is recoffimendetdh at the plan becomee ffective at the beginning of the 1990-91 school year. This amount of time is advisable in order to do some facility modification and to conduct comprehensive planning necessary to a smooth transition. A great amount of study and evaluation leads to the reccmnendation that the present Northeast High School be designated as the 9-10 grade campus and the present Ole Main High School serve grades 11-12. Several pieces of infonnation are appended for your study. These i_nclude: I. Advantages of a Two-CampuHsi gh School. II. Advantages of the 7-8 Middle School. III. Criteria for Determining 9-10, 11-12 CampusD esignations. IV. Model for Planning Transition to the 7-8, 9-10, 11-12 Organization. V. Observations about the 7-8, 9-10, 11-12 Organizational Structure. VI. Student Transportation Information VII. High School Building Capacity VIII. Cost Savings in the Closing of Central Junior High School IX. Desegregation of High Schools X. Realigrment and Scholarships 00921 OR. JOE AUSTIN ADV~!TAGESO F A TWO-CAMPOSH IGH SCHOOL _ltter Student Schedulina By increasing the student population in t~o grade levels, less scheduling conflicts will develop. Presently, advanced students that select courses offered. only one t::ne during the cay t-.ave great difficulty i~ making a schedule. Mere Course Offerincs Sc~e higher level classes have been ca'\"celled due tc low o::nrollment at each ca..1T,ous. Othe::r courses need to be offerec. for beth the high and low ability students. Vocational shop classes would be better utilized. Better Utilization of Staff The number of preparations for ~eachers would be reduced a~d allow teachers to work in their major field. Elimination of Racial Balance Proble~ Presently, Ole Main has a much higher po?ulation of black students than Northeast. It will be necessary to racially balance the t,o10 schools in the next year or two. New bounc:ary lines can be drawn or combining the schools would solve the problem. Imoroved Athletic and Other Extra Curricular Proarams All progr~~s would be strengthened by providing earlier trainin~ for advanced competition. More stude~ts would be actively participating rather than just being a rne~ber of an organization. Eliminates tha Perceotion of Two Unecual Schools Presently, one school is perceived to be a better school and the other one is becoming the less desirc~le. They are cor..rnonly re:erred to as the \"poor\" and the \"r:c~ schco_, Prcmote Citv Gnitv Al_ students would have the opportunity to interact with others frcro across the city and develop lasti'-g friendships. The school administration and business people would not be perceived as favoring one school. 00922 V, \u0026gt; '0 '0 t,j z 0 1-1 \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w co Appendix 1 page 2 4est Side Propertv Values Property on the w~st side should ~a more desirable to new people moving in to the city, if all stuaents are attending the sa~e school. TrClnsoortation With seventh gradars going to neighborhood micdle schools, transportation could be provided for all secondary stucents wr.o reside two or more miles from school. 00923 1.11 \u0026gt; \"cl \"C t\u0026lt;:1 z 0 H \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w CX) APPENDIX II ADVANTAGEOSf THE 7-8 MIDDLE SCHOOL ~ The success of Central Junior High School is r.ot questio~ec. The i-8 middle school provides an excell~nt opportunitv to expand the type of programs offered at Central to  cipproximately twice the number of studencs. 2. The i-8 middle schcol provides fer better cor.tinuity in allo~ing teachers, counselors, and administrato:s to become rr.ore familiar wit~ students and t~eir parents. 3. The i-8 middle sc~ool preserves t~e neighborhood school conce?t for one additional year as most seventh graders will attend middle schools n~arer their homes. 4. Student conduct in the 7-8 schools will be much improved over the current S-9 junior high organization. 5. The 7-8, 9-10, 11-12 plan allows for the closing of a secondary school facility. It is estimated that operating costs will diminish by $250,000 per year with one less school. 6. Th~ middle school allows for a more student-centered approach for ~ighth graders. With hi:h school credits beginning at grade nine, the middle s~hool approach is ffiore concerned with student success than ~ith Carnegie units for credit. 7. The Minimu.-n Ferforrnance Test (MPT) is given at the sixth and eighth grades. Remediation, as needed, is planned for grades seven and eight. The 7-8 middle school offers a remediation framework far superior to the existing K-6, 7, 8-9 grade arrangement. 00924 l,J1 \u0026gt; \"O ~ t'rj :z: 0 1-1 \u0026gt;\u0026lt; t--' 0 w N I t--' 0 w w C0 I APPE~rorx II! .RITERIA FOR DETE\u0026amp;INING 9-10, 11-12 C~~PUS DESIGNATIONS There are many factors th~t can be considered in deter.nining which campus is bet~er suited for grades 9-10 and which for s=ades 11-12. Net all quantity and ~uality factors, howeve~, are relevant to such decisicn making. For example, a cafeteria to feed the approxim~te s~~e number o: students is needed at each campus. It is r.ot possible to determine that one cafete=ia 1o,ould serve a particular campus any better than it would serve the other. The same should be said a:out office space, teacher work areas, geographic locations of the buildings, and several c~ter considerations. Scme factors do, however, seem to have programming at the 11-12 grade level. identify those factors and to evaluate ability to provide for those factors. l::elow. a greater impact on An attempt was made to each high school's Those results are shown SCIENCE FACILITIES: More higher leve_ science courses will be needed at the 11-12 campus. More courses call for more lab space and oth~r instructional areas suited to science teaching. Ole Main facilities for science are more ~lentiful and better suited for grades 11-12. DRAMA/FINE ARTS: Both ca.mouses are forti:nate to have top-flight drama/fine arts facilities: The Northeast facility is more modern and better suited for complex settings and advanced stage productions for grades 11-12.d A7ELETIC FACILITIES: Ole Main athletic facilities are more favorable for grades 11-12 utilization. The gym has more seating and is used for high school athletics exclusively. Track and football facilities would a_so favor the Ole Hain campus. P.!.?3:ING AREAS: More automobiles woulc. be expected at the 11-12 g=ac.e campus. Northeast has much more available space for student, faculty, and fan parking. Additional space can be prov~ded at the Ole Main c~~pus. voc\n.::IONAL FACILITIES: !-!ore shops and other vocational edcation spaces are needed at the 11-12 grade campus. Such spaces are much more abundant at the o_e Hain ca.'!lpus. 00925 t--' 0 w N I t--' 0 w w I I Apendix III page 2 MUSIC FACILITIES: As with drama and other programs, adequate music facilities are needed at each campus. The Ole Main music ..,.tacilities do, however, provide more space and are better ituated to serv~ ~he more advanced music student. OTHER FACILITIES: s~veral other facilities such as libraries, journalism, art, and other teaching spaces were considered. rt coes not appear that those facilities at either campus offer advantages over th~ other for use with graces 11-12. SUM..Y~RY: When all curriculum and student activity possibilities are considered, the Ole Main campus is more ideally suited to house grades 11-12. Due to its proxL~ity to Lakewood and the need to share f~cility with younger students, Northeast is better suited for the 9-10 campus. 00926 APPE~~rx IV WDEL FOR PLANNING !HE TRANSlTION TO THE 7-8, 9-10, 11-12 .GANIZATION Decisions for implementing a new secc~dary grade structure woul~ obviously nQ'l\\ber in the hundreds. Decisions that.relate to course offerings, staff assignments, student activities, athletic programs, and countless othe: concerns will need to be made through the intervening months ahe~d. A:though the planning to be done is cetailed and tirr.e consQ~ir.g, one should find comfort in this major fact: the two most L~portant ingredients in planning are ~~ple time and capable people. Both ingredients are in good supply in planning for a t=ansition that should occur in the 1990-91 school year. It should be further noted that along with the expertise and experience within our o~n district, other districts using the se.me or sL~ilar approaches are availcble for study and comparison. As in the case with all educational planning, the true wexpertsft are to be found among the teaching, counseling, and building administrative corps. Their direct involvement in the planning process is not just L~portant--it is essential to the establishment of an effective program fo= the secondary students of North Little Rock. Tha planning model, therefore, is primarily a model for the involvement of staff and others in the planning process. THE COORDI~ATION OF THE PLAfi\"NING EFFOR~ will be provided by a twelve member steering committee appointed by the Superintendent of School$. The steering committee will be c~aired by the Assistant Superintendent for Instruction and include representati~es from all secondary ce.I.lpuses, the Board, the student body, and parents of secondary school students. The steering co~.mittee mav choose to use the services of educational consultants as d~emed.necessary. ~.mong the early tasks of the ste~ring cc~~ittee will be the development of a pldnning guide for use throughout the planning e::o:t. Along with ~esc:ictions of the various planning objectives, time lint$ wili provide check poin~s to determ~ne i: satisfactory progress is being made and will allow for \"in-flight\" adjustments to the planning process. 00927 SGB COMMITTEESto study and plan specific elements will be appointed and their work su~ervised by the steering committee. Although the determination is to be made by the steering c.Pmmittee, it seeffis likely that sub committees would be needed a, deal with such i~~ms as staff assignments, devising student activity programs, designing instructional programs, and manv other areas of op~ration.  Sub committees should be representative of the buildings, students, and parents served. Their findings should be submitted to the steering committee in the form of highly specific recommendations. PERIODIC REPORTS of the progress being made and of decisions reached should be made by the steerin~ committee to the Superintendent and Board. A?PENDIX V CBSERVATIONSA BOUTT HE 7-8, 9-10, 11-1: ORGANIZATIONALS T?.l:CTl!RE , 1. Contrary to the cpinions of some, student participation in school activities actually increases ir. the 9-10, 11-12 organization. With larger numbers of students of sir:.ilar ~ges _and_incerescs, scudent activities are limited only by 1mag1nat1on. 2. Total numbers o: students in bane, athletics, drill te~~, and cheerleading ~ay actually increase with the 9-10, il-12 arranc:\nement. 3. The strong intramural athletic ar.d music program now at Central Junior High School can easily be continued in the 7-8 middle school setting. 4. Increased numbers of eleventh and t .. elfth grace students presents tremendous opportunity to expand courses for students of all ability levels. More Advanced Placement courses, additional courses in higher ~ath and science, ROTC, a~d strings programs are all possible. In addition, courses such as cor.mercial art and expanded conputer offerings are well within possibilities. Several additional vocational programs should be given ~trong consideration. S. Although realignment brings certain fears and concern_s to some, it clearly provides additional educational, financial, desegregation, transportation, and other advantages that probably cannot be realized in ar.y other way. 00929 V, NORTR L!TT~E ROCK SC~OOL DISTRICT STUDE)IT TR.\nNSPORTATION INFOR.'-t.:\\TION / .rrently, the North Littl: ~ock Scheel District operates a rleet of 42 buses for the ca1ly trar.s~ortation of regular er.d sp~cial education stucents to and frc~ school. Under feceral law, all s~ecial ecucation students are eligible for daily transportation.  Approxi~ately 1400 elener.tary studer.ts are bused in accordance 1-:ith the court mancatec \"Storm Plan.\" All seventh crac.e stuc.ents who resic.e more than two miles from Central Jur.ior,P.ich are bused to ar.c from desig!'\nated stops ttroughout the City. A court crder requires a Si:'tall a.:-,ount of busi::g of secondary stuc.er.ts. Euse~ are used to transport students to the six ~agnet schools and to Metropolitan Eigh School in Little Rock. In addition, buses are used for transporting ele~e::tary, junior high, ar.c high school students to a variety o: student activities, field trips, athletic contests, ar.d perfor~ances. Stucents from all secondary schools are bused to the Skills Cer.ter and some high school students are enroll~d in courses dnd receive transportdtion to the other high schccl campus. During the 1987-88 school year, approximately 1500 students in grade 8-12 who reside two or more miles !ram school are not provided transportation. Although most do not experience major problems in g~cting ~o and from school, some have great difficulty with transportation. High school principals report that many of these students are fre91ently absent due to a lack of transportation. Students with hig~ absenteeism usually have grace prcblen~ and are the most likely to drop out of school. Under the proposed 7-8, 9-10, 11-12 s=ade structure, a total o: 3200 secondary students would live two or wore miles from school. (900 in grades 7-8 and 2300 i:: graces 9-12.) Through t~e past several years, apprcxL~a~ely SO percer.t of eligible seventh gracers actually r:ce the bus to and from school. Applying this ex?erience to t~e 3200 eligible seco~cary s~udents under the propo~ed plan, tra~s?ortat1on would be r.eedec fer a max~mum of 1600 students. It is r.ot ar.tici?ated that 50 perc~nt o: grad25 11-12 student~ woulc chocs2 bus trans?ortatio\n: i: availa:ile. ~1th the addition of ten or less school buses, all stucents residin~ t~o or more m~les from schoo_ could be transported on a c~ily bisis. With elementary classes teginning at 8 a.m. and seconcary classes begi~ni~g at 9 a.m., thirty-one buses would be sufficient. 00930 \\J1 \u0026gt; \"O \"O t,j z 0 1-1 \u0026gt;\u0026lt; 1--' 0 w N I 1--' 0 w w 00\n\u0026gt;g t,j z 0 1-1 Student Transportation Information page 2 l Arkansas, transportation costs are allocated to school stricts based upon the nwnber of eligible students. (Residence of two or rr.ore miles from school) . With fifty percent or less of the eligible students actually riding the bus, i~ is expected that all transportacion costs would be reimbursed ar.d th~t all eligible secondary students .would be transported at no additional cost co the school district. 00931 u, p::,. 'O 'O t:,j z t, H \u0026gt;\u0026lt; I-' 0 w t\\.) I I-' 0 w W1  NORTH LITTLE ROCK SCHOOL DISTRICT HIGH SCHOOL BUILDING CAPACITY APPENDIX VII The following graphic shews square footage and student capacity at Northeast and Ole Hain High Schools. The scudent capacity nu.rnbers represent an 80 percent utilization rate. NORTHEAST SQUARE FEET O.PACITY Main Building 86,020 Fine Arts 1,092 Building 41,389 165 Gvmr.asium 22,437 100 C~:eteria 15,313 ------ TOTAL 165,159 1,357 1357 X .80~ = 1,086 Stucent Capacity OLE MAIN SQUARE FEET CAPACITY ~ain Building 121,270 1,100 Music Building 8,119 100 Vocational Building 18,762 175 Science Building 31,268 325 Gym and PE Dressing 34,787 100 ------- TOTAL 214,206 1,800 1800 X .80\\ = 1,440 Student Caoacitv The proposed 9-10, 11-12 grade align.'!lent \\.-ould necessitate additional classrooms at the Northeast High School. Twelve regular classrooms would allow the Northeast campus to accommodate 1400 students. An addition of 10,200 scruare feet would be constructed for approximately $357,000.  Such addition could be made with a minimum disruotion of classes and other activicies of the school. It is proposed that building costs be paid from the current building fund. Although not essential to the proposed realig~nent plan, Ridgeroad Junior High School should also be renovated and U?-dated at this time. It is estimated that renovation costs would total approximately $1,500,000. These monies should also be paid from the building fund. 00932 U1 \u0026gt; \"ti ttj tii :z: t:, 1-1 \u0026gt;\u0026lt; I-\"' 0 w N I I-\"' 0 w w C0 ~ ttj tii :z: t:, 1-1 NORTH LITTLE ROCK SCHOOL DISTRICT COST SAVINGS IN THE CLOSING OF CENTRAL JUNIOR HIGH SCHOOL APPENDIX VIII  Central Junior High School was constructed in 1953 and is located on a 10 acre site at 2300 Poolar Street. The building is structurally sound but shows the ~ear and tear of 35 years us~ as a junior high school. Certain portions of the non-air conditioned facility are prone to flooding. Several cost savings are obvious in the operation of five rather than six secondary schools. Although the 7-8, 9-10, 11-1i olar. is not proposed as a way to eliminate staff positions, cost savings are likely to occur as staff is more efficiently assigned in new settings. The fig~res below show cost savings as related to custodial and cafeteria personnel. They do not reflect reductions in a~uinistrative, secretarial, and counselor costs that may also be realized. All reductions that do occur will be handled t~rough attrition and no personnel, certified or classified, will lose jobs as a result of the proposed realignment plan. Although no value is shown, the trans:er of furniture, e~uipment, and supplies to the three middle schools should provide for more efficient use. The following annual savir.gs are expected to result from the closing of Central Junior High School: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Cus~odial Salary (through attrition) Custodial Supplies Water Natural Gas Electricity Insurance Security Waste Disposal Normal Maintenance Exoenses Estimated Savings - C~feteria Departuent Avoidance of renovation cost of $2,167,567 divided by 30 years useful life Added cost of $350,000 for Northeast addition assuming one half value left with other one half d:vided by 30 years useful life $54,600 2,750 4,360 17,582 49,526 21,600 1,075 1,550 16,700 22,000 72,252 +5,833 Total Annual Savings $258,162 00933 u, \u0026gt; '0 '0 trj z 0 1-1 \u0026gt;\u0026lt; .... 0 w (\\.) .I. .. 0 w w C0\n\u0026gt;g trj z 0 1-1 \u0026gt;\u0026lt; Savings in Closing of Central page 2 No determination has been made at this time as to the future use ~f the Central Junior High School campus. Demographic 'rojections do not show a n~ed for additional classroom soace in the foreseeable future. Possibilities that might be considered include the following: 1. The property could be sold with the proceeds to be s?ent on other facility needs in the District. Once sold, the value of the property is placed on the tax roll and adds to local tax revenues. 2. The property could be leased for commercial or industrial use. 3. The property could be converted for uses as an elementary school if needed. 4. The property could be used for other district purposes. Such need is unforeseen at this tL~e.  NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATIONO F HIGH SCHOOLS APPENDIX IX The Federal District Court has ordered, dnd the U.S. Eighth Circuit Court of Appeals has upheld, a desegregation plan for the high schools of North Littl~ Rock. The plan calls for two attendance zones with comparable numbers of black and white students in each zone. The order allows for a certain amount of variation in the assignment of students. The schools must be balanced \"to.within plus or minus t~enty-five percent of the minority race.\" The meaning of this phrase is explained below through the actual n~~ber of students enrolled in Northeast and Ole Hain High Schools curing the 1987-88 school year. NORTREAST Black 329 Wnite 850 % 27.9 % 72 .1 Total p~rcentage Total percentage Black White 34% 66% OLE 1-'..AIN Black 424 White 59 5 \\ 41. 6 \\ 58.4 The \"plus or minus 25 percent\" rule is a~?lied as follows: our total percentage of black students at Nor~heast and Ole Main is 34. Twer.ty five percent more than 34 is \u0026lt;2.5. Twenty-five percent less than 34 is 25.5. Therefore the percentage ~f black students at each school must not be more than 42.5 percent and not less than 25.5 percent. -- Trends of the past several years indicate that both high schools are likely to be outside of the plus/minus t~enty-five percent rule within the next t~o years. Rezoning the high school attendance areas to account for a 66-34 balance would require several hundred high school students to change from one zone to the other. As our district moves toward a unitary sta~us with the courts, the 9-10, 11-12 grade structure would be a strong drgu.~ent in our favor. In addition, the stability a::orded students and their parents should lead to a greater co~~unity wide support of the ecucatior.al system. 00935 u, \u0026gt; \"O I'd trj 21 t:j H \u0026gt;\u0026lt; I-' 0 w IS.) I I-' 0 w w CX) I Rca.1.1.g,_-\n-,enta nc ~ct-.olarsr..1.ps page 2 4. Strong four year foreign language programs provides local glo~a\nfirms the opp?rtunity to :ncourage advanced language tra1.ning through the.Lr sponsorsh.1.p. Global firns frequentlv ~ncourage bilingual development as a procedure to enhance  world trade. Scholarships to outstanding language students are a by-product of strong progr~~s. 5. A high school with a magnet program in each curricular area encourages student achievement. Students that are products of such a system would find opportunities available nationwide. These students become more competitive for scholarships and fellowships due to their advanced training. 6. As student enroll.rner.t increase in AP classes, the success rate of students with the ACT and SAT tests will increase due to advanced course preparation. Increased scores on the ACT and SAT make scholarship opportunities available. Although few in number when compared to academic scholarships, some North Little Rock seniors receive scholarships in athletics and music. It likewise is anticipated that more, rather than fewer, scholarships will be awarded in these important areas with implementation of the 9-10, 11-12 high school concept. College and university recruiters are ac~~ely aware of two major factors as they seek talent for their programs: The quality of the student performer and the quality of the program that trained the student performer. It is a well understood fact that larger high schools with quality programs produce a much higher proportion of athletic and music scholarships than do their counterparts jn smaller high schools. 00937 IJ1 \u0026gt; '0 '\"Cl trj z t:, H \u0026gt;\u0026lt; 1--' 0 w N I 1--' 0 w w CX) \u0026gt; ~ trj z t:, H \u0026gt;\u0026lt; 1--' ....J w ....J I 1--' ....J ~ IJ1 ORDER APPROVING NORTH LITTLE ROCK SCHOOL DISTRICT'S PETITION TO CLOSE CENTRAL JUNIOR HIGH SCHOOL AND MODIFY STUDENT ASSIGNMENT PLAN 1.11 :i:,, \"'C \"C t,i z t:l H \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w cc :i:,, \"'C \"C t,i z t:l H \u0026gt;\u0026lt; I-' -.J w -.J I I-' -.J 1\".1\"1 I IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS ':~RL R. ~i''ffS. CLERK l ,:\ny: /1111\u0026amp;1m-\u0026lt; WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT j PLAINT I FF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MS, LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al INTERVENORS ORDER There are several issues pending before the court. The North Little Rock School District (NLRSD) has moved for approval of a modi(ication of its desegregation plan to permit reorganization or its secondary schools. The proposed changes would make Ole ~ain High School the only NLRSD school for eleventh and twelfth grades and Northeast High School the only NLRSD school for ninth and tenth graders. Further, Central Junior High School, which currently serves all NLRSD seventh graders, would be closed, and the remaining NLRSD junior high schools would serve seventh and eighth graders. The proposed changes would not be implemented until the 1990-91 school year. NLRSD's motion acknowledges that this court's approval must be contingent since the parties to the case are charged with the task of developing long-range, cooperative desegregation plans (September Plan) by September 30, 1988. The proposed changes in NLRSD appear to be desegregative in nature and are, accordingly, approved, with the caveat that the changes not in any way impede 01032 I I I I I I the yet-to-be developed September Plan. -There is also a motion pending to approve the annexation of certain territory into NLRSD from the Pulaski County Special School District (PCSSD). The territory is located within the North Little Rock city limits, but is currently a part of the PCSSD. In conformity with prior holdings of this court and the court of appeals, the annexation is hereby approved. The annexation takes place pursuant to state law. This court will expect the parties to comply fully with state law regarding the exchange of tax base and debt. The current stipulation w~ich governs majority to minority (M to M) transfers should be reviewed and evaluated !or effectiveness. Any changes should be submitted as a part of the September Plan. However, there is one clarification which deserves irrrnediate attention. Students who transfer from one district to another to aid desegregation efforts will be allowed to participate in athletics at the receiving school so long as the transfer is made by Labor Day. This comports with the eligibility requirements of the Arkansas Athletic Association. IT IS SO ORDERED. This 1st day of September, 1988./\" , ?bL------ 01033 (X) PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN (Part of Interdistrict Desegregation Plan) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN PLAINT I FF DEFENDANTS INTERVENORS INTERVENORS Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXl:iIBIT 20 01737 outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-00lJ 01738 I 1989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the same racial composition. To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-00lJ ,: 22 01739 I Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSO. North Little Rock will also accept the transfer -of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July l for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the P~n, the District ------- ----------- -4- 3-00lJ - ._. .. 01740 proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-00lJ 01741 Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching !!!!-handicapped students. The North Little Rock School -6- 3-00lJ ,--- 25 01742 District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-00lJ 26 01743 I CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. February , 1989 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas 72201 (501) 375-1122 By: ~tv.-~ STEP!i]\n}l W. JONES, hlorneyfu North Little Rock School District By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 (501) 374-3758 Attorney Intervenors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 (501) 371-0808 -M--+==-=--+==:---r-.-:-:t:.~:-::-::y:-:f.:o::-:r=-- P School D -8- 3-00lJ 01744 I I I I The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT By:~--?------:- :'-5-.,.,..\u0026lt;.i\n--==~r~b'... . ..,.~-- ~- STATE DEPARTMENT OF EDUCATION By: _____________ _ KNIGHT INTERVENORS //  By:__._f_/~_IL_1l_J~_ --- (/ -9- 3-00lJ 01745 NORTH LITTLE ROCK SCHOOL DISTRICT'S STIPULATED COMPENSATORY EDUCATION PROGRAM IMPLEMENTED WITH SETTLEMENT MONIES FILED U S. DISTRICT COURT EASTERN DISTRICT ARKANSAS OCT 2 5 1989 IN THE UNITED STATES DISTRICT ~~R.BRENTS,CLERK EASTERN DISTRICT OF ARKANSA9y: OE? c o:o WESTERN DIVISION  L_.,K LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. DEFENDANTS INTERVENORS INTERVENORS STIPULATED COMPENSATORY EDUCATION PROGRAMS TO BE IMPLEMENTED BY NORTH LITTLE ROCK SCHOOL DISTRICT WITH SETTLEMENT MONIES The programs listed below will be implemented with settlement monies pursuant to paragraph VIII. D, at page 39, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989, as amended. The District cannot presently implement these programs without funds from the Settlement Agreement due to the financial condition of the District. In its October, 1986 Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District, approved by the Court in its Order of February 27, 1987 (LRSD v. PCSSD, et al., 659 F.Supp. 363, 367-68 (E.D. Ark. 1987), the NLRSD described in Section 4: Compensatory Edtication, certain educational programs needed to address achievement disparity of black students which could be implemented only with additional . . funding from the State. With the settlement monies from the State, the NLRSD will now be able to implement those programs as described below. SETTLEMENT PLAN FOR COMPENSATORY EDUCATION Programs to be Implemented with Settlement Monies I. Learning Resources Goal: A. Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. Basic Skills Computer Laboratories The first priority of this Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading\nlanguage and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. -2- 3-00ld B. Diagnostic and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive test and the use of the Curriculum Management software that  IBM has under development. The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and releases the .Curriculum Management software in early 1990. II. _Pupil Services (and Program Monitoring) -Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. A. Diagnosis and Prescription Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. B. Beginning in year one of the Settlement Plan, the District will provide up to $5,000.00 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. III. Staff Development Goal: Provide teachers with additional skills and awareness which will more greatly involve -3- 3-00ld IV. I minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations student and Achievement (TESA) Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. Early Childhood Goal: A. To better prepare disadvantaged and minority four and five year old students for school success. Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Glenview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent.involvement in the learning process of the students is a component of the program. -4- 3-00ld 03587 One attendance zone will be added each year beginning in 1989-90 school year and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. v. Summer Learning Experiences Goal: Provide tuition grants and transportation to low socio-economic students to attend summer school A. Summer School for Secondary Students B. To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be madeavailable the second year of the implementation plar.. Summer School for Elementary and Junior High School Students Goal: To enable low achieving students the opportunity to receive small group remedial instruction. Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades l, 3, 6 and 8. An evuluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. -5- 3-00ld VI. Basic Skills Instruction Goal: Provide remedial instruction for basic skills mastery to reduce achievement disparity between black and non-black students A. Remedial Reading Laboratories at the Senior High School Level B. Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed by a reading specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, conm1unication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. Remedial Reading and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or n1athematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the sett~ement plan. -6- 3-00ld 03589 VII. The implementation of the District's compensatory education programs will also be monitored by the State pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 425 West Capitol Avenue 3400 'l'CBY Tower Little Rock, Arkansas 72201 (501) 375-1122 September \"J4, 19 8 9 By, ,_/4..L,_,.__, c.J~ ~ STEPHEN W. JONES, ~rney for North Little Rock School District The undersigned parties join in this stipulation. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Al:kansas 72206 Attorneys for Joshua Intervenors FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, Arkansas 72 1 Attorneys for Little Rock School District -7- 03590 3-00ld WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 laski County Special School District ALLEN LAW FIRM 1200 Worthen Bank Building Little Rock, Arkansas 72201 Attorneys for the Arkansas Department of Education MITCHELL \u0026amp; ROACHELL 1014 West Third Street :::t/42J\nJ\n:\n Rich\u0026amp; W. Roachell 72201 Attorneys for Knight Intervenors CERTIFICATE OF SERVICE I hereby certify that a true and correct copy of the foregoing has been sent to the attacl\n_eg.,-iist of counsel, via  U.S. Mail, postage pre-paid on this _._A_: ::\u0026gt;+ _1f.-..daoyf Ser I ember, CJck ber 1989. -8- 3-00ld 03591 North Little Rock Public Schools 12/ 1/89 NORTHL ITTLE ROCKS CHOOLD ISTRICT REVISED DESEGREGATIOPLNA N IN THE UNITED STATF.S DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINT Irr DEFENDMJTS INTERVCNOPS Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: Section 10: Section 11: ~ABLE OF CO~TENTS Student Assignment Plan Staff Recruit~ent Plan. Special Education Plan Introduction Compensatory Education and Elimination of Achievement Disparity Page ,i 1 15 21 31 Compensatory Programs Aimed at. 50 Dropout Prevention Extracurricular Activities. . 58 Discipline, Expulsions and. 62 and Suspensions Gifted and Talented Education. . 64 School Construction and Inadequate. 88 Facilities Desegregation Monitoring 91 Community Relations . . . 92 Referral Evaluation Placement and Programming. 95 Procedures for Handicapped Students INTRODUCTION In its decision of April 13, 1984, the Court found lhe tlJr.tlt Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification ,-,1: North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F. Supp. 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were underrepresented on the administratLve staff and teaching faculties of the NLRSD schools. Id. at 3 4 8, Paragi:aph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. ld. at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) and ( 1) ( g). ii 6. Blacks were underrepresented in the NLRSD's Jttt~~ and talented program: Id. at 349-50, Paragraph 100 and Paragraph 103(1)(a). 7. A disproportionate number of blacks drop out 0E school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from schocl. Id., Par.Jgraph 10:. 9. The NLRSD did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c). 10. A disproportionate number of black students w~re bussed in the NLRSD with \"less than satisfactory desegregation results. Id. at 351, Paragraph 103(5)(a). However, only four of these violations were found to have had a continuing interdis tr ict e f feet. Spec if ical ly, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching positions\n(b) concentrated whites in schools north o~ Interstate 40 and blacks in schools south of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (dJ failed to apportion the burdens of transportation equally on black and white students. Id. at 353, Paragraph 10. n-012 iii The Court of Appeals for the Eighth Circuit affi.rmect th~s~ findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required \"to comply fully with the prior orders of the district court and this Court.\" LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The NLRSD's rem-2dial plan, Jti.gi1:a.lly suumitted dS ill~RX k-i, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did n0t address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Flan and Supplement addressed all violations found by Lhe Dislrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D. Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on ,Tuly 21, 1987 and approverJ by Order of July 27, 1987. n-012 iv 03597 2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, l'.l88 and approved by Order of September 1, 1988. 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989. PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan and all amendments thereto into a single document. Second, the District committed in its original Plan to implement certain compensatory education programs if adequate funding was provided by the State. The Settlement Agreement does provide additional funding to the District for compP.nsatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 19 89, the Stipulated Compensatory Education Progr-ams to be Implemented by the NLRSD with Settlement Monies was fil':!cl which details the programs that will be impl~mented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education ~rograrns, the District n-012 V proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan. n-012 vi 03599 SECTION 1: STUDENT ASSIGNMENT PLAN HISTORY OF STORM PLAN Elementary students within the District are assign8d according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial composition represents the racial composition of the District. This plan is based on two primary premises: first that it accomplishes total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS The North Little Rock School District desegregation plan, approved by the court of appeals, see Davis v. Board of~, 449 F.2d 500, 501 (8th Cir. 1971) and revised with the 1 approval of the district court, see Davis v. Board of Ed., Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion of black and nonblack students in District as a whole. 2. To assure that each elementary school will have a balanced student population. Schools are placed in groups so that s~udents within each group can be assigned ': to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA, p. 8. 3. Children entering the first grade after May 1, 1978, enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F.Supp. 730 (E.D. Ark. 1973). 03601 5. Black students living in predominately white areas a~d white students living in predominately black areas are not bused or transferred. The questions and answers concerning the District's stuce~t assignment plan (Addendum lB, p. 9) are published each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the NLRSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the~ 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard. JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School\nall other students are assigned to Rose City Junior High School. Each junior 3 high school reflects the racial composition of the District in grades 8 - 9. These zoDes will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District. In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum 10. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% ~ 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum 10, p. 14. LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A let~er was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be dace on a first come first served basis. There were about 35 students to transfer. Another letter was mailed to all white.students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first come 4 03603 first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school rucially balanced. The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0~ + 9.5%. The senior high schools in the North Little Rock school District satisfy this requirement. SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is. The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12\nthree schools housing grades 8 and 9\nand one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12\none school 5 housing grades 9 and 10\nand three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will n0 longer be in operation. Tte attendance zones wi~l be revised and reestablished as necessary to assure proper rdcial balance in each 7th and S~h grade school. Transportation will be provided in the 1990-91 school year to all students who reside two miles or more from school. This will be a part of the restructured secondary schools program. Par~nts are encouraged to make recommendations and express concerns to the District's Transportation Department. Concerns and recommendations made to the Transportation Department will be investigated and corr~cted as theneed arises. The North Little Rock School District will continue to provide safe transportation by (1) well trained drives, (2) good discipline on buses, (3) proper bus maintenance, and (4) bus routes as short as possible. STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 The following schools are located south of Interstate 40: ELE~1ENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine SECONDARY Ole Main High Rose City Junior High Central Junior High 6 03605 Redwood Rose City Seventh Street The following schools are located north of Interstate 40: ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC. The racial composition of elementary students in the District as a whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area .must be between 35.6% and 59.4% black, i.e., 47.5% + 11.9%. A review of t~e data in Addenda lA and 1D discloses that the racial compos~tion of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black. The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all we:l within the+ 25% standard set by the Court of Appeals. 7 NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTE~BER 20, 1989 EXC~UDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B PIKE VIEW ELEMENTARY ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUPE PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS * ELEMENTARY TOTALS: NON-BLACK ne (57 .5l 117 (56.5) 79 (53.4) :.03 (53.1) 437 (55.4) 2:6 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48.7) 112 (56.6) 241 (52.1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46.9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 13: (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (50.6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43.4) 2:2 (47.9) 11 (52.4) 2,271 (46.2) :40 : o-:: 4 8 194 789 424 :20 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 19 8 463 21 4,915 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 8 03607 QCESTIONS AND ANSWERS CONCER~iNG THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the District on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in t~e - spring to achieve-the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent students from having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered 9 time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attends a private school during the yearls) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools. 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. No stops will be made to receive or discharge pupils at 10 any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the District's responsibility to retur~ the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend .Indian Hills, some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will now attend Redwood. 9. Q. How were the groupi~~s of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrol~ment of each school and the capacity of each school were considered. 11 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial com?osition such that their race is in the minority. Also, there may be instances where some handicapped children will r.ot be transported although it is the general policy of the District to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which m~y not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much indivicual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. 12 HORTII LITTLE R\"-i{ PliDLIC SCHOOLS ... .....,,. ....... I: ,_,, ,.,,. .... ...........  .._,_ ....., , ......-., ....  ....... ...,. ... ..... .......   ...,,,. . .J .. I u.11 , ... ,, Ill ia. ....... ,  .,., II ,.w,i. 11,'fl I! ..,. .. ... II 111L,.:\"  \" ....... u \" \"\"\"' ..... t ., ll ~\"\\t,,\"'Ntl. ~Un.1 . .- .... ~ ..', ........ ... , .. I I ..l,,,  .J )t .... \", .... ... ?I ll,,-.c l .. . 111.~ ... ~ ... !? ............ \"\" ?I ,,.. - ?t II, ..._..~ l ,.,,, C .,. .. c, U 1i..-\\l,a,1-n --- \\ ' * Ridgeroad Junior High-black \u0026amp;tudents' Roae City Junior High-~hite atudents ' 0 e - - . - e ... ....' ...... .. \\\\,I.I . J e 111 ... e SCHOOL CENTRAL LAKEWOOD RIDGE ROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56 .5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. ( %) 686 ( 69. 3) 528 ( 54. 5) 1,214 ( 62. 0) BARING CROSS* BLACK No. (%) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 ( 30. 7) 4 40 ( 45. 5) 744 ( 38. 0) (School for multiple .handicapped) SCHOOL NON-BLACK ESACK No. (%) No. (%) BARING CROSS (Secondary) 9 (34.6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) 701 488 626 4:. 5 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 14 SECT:ON 1  STAFF RECRUIT~IBNT PLAN The primary goal of the North Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored. All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In :urtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persoos in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15 03614 ANALYSIS OF STAFF Computer software specifically designed to provide a profi:e of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs. ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff represent~tion in all five secondary schools. PROMOT:CN District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16 the Central Administrative Office Building and in each of the Tiistrict's schools. In addition, this information wi:1 be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minori~y personnel currently employed in administration or areas with under-representation to provide support anc guidance for those with similar aspirations. The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17 03616 Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District pr9poses the following compor.ents of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all compon~nts of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer.\" 3. All individuals participating in the recruitment process will be made dWare of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of mir.ority educators. 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18 employee benefits, an Equal Opportunity Employer's statement, and a packet containing other perti~ent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee bene:its a District brochure (with minorities prominently shown throughout) - an application for employment - specific infor~ational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions. Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, \"letters of intent to employ\" will be offered to applicants who present verifiable c~edentials and recommendations. 14. The District will request identified teacher training institutions to provide the names and directory information of minority students enrolled in upper level courses. Periodic communication will then be mailed to these students. 15. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. 16. A 10-minute slide show describing the District 19 03618 und occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the p~rsonr.el office sta:fs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants. COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that couldprovide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District. When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting ~inority educators. 20 Section 3: SPECIAL EDUCAT:ON PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of specia~ education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act 102 of 1973. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with tie classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional prac~ices related to its mental 21 03620 retardation progra~s. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant changes have-been implem~nted in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement \u0026amp; Appeal Procedures: For Special Education and Related Services, (Arkansas Department of Education 1985) (Hereinafter referred to as\"Referral Procedures\") and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as \"Program Standards\"). STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS ~EQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were f~rst issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" (1981) (provided to the Court in NLRX R-1 and NLRX 28). 22 621 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. ---DUE PROCESS PROTECTIONS In \"Referr~l Procedures\" (1981 \u0026amp; 1985), the Department o: Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests o: the child were of paramount importance. The North Little Rock School District has complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum JA. For a complete understanding of all the details of these procedures, one is referred to the procedur~s themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federa~ regulations, the NLRSD provides the parents of children bei~g evaluated with a list of indepe~dent agencies who provide assistance to parents i~ this process. See Addendum 3B. 4. No child can be placed in a special education program without either parental consent or court order. 23 03622 S. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum JC). While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See ttReferral Procedurestt at 24-33 ( 1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See ttReferral Procedurestt at Pl.B p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the .beginning of the referral and evaluation process. :, ---SAFEGUARDS AGAINST H!PROPER USE OF TEST INSTRUMENTS ~ ''r,\n\u0026lt;,. In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. 24 03623 c. Include materials tailored to assess specific areas of educational need and not ~erely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educatio~al program for~ child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certified educational examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY~~ USED IN MENTAL RETARDATION ASSESSMENT in furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its \"Prograr.i Standards\" specifies by name which tests may be validly used for what purpose. This is done for each handicap category. The provisions re_ating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" ( 19 85 l . The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved 25 624 in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNAT:::VE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTAT!ON OF MINORITY STUDE~TS IN EMR PROGRAMS In addition to maintaining ics compliance with all State and Federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs. Individual schools :ound to have overrepresentation problems must submit a school action plan which addresses the disparity in their special education population. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not 26 necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with ex~mplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only i~ implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the Districts actions have been consistent with the intent of the Cantalician Report. Therefore, the parties agreed that the North Little Rock School District should not be required to implement the Adaptive Lear~ing Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit 3D attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching ~-handicapped students. The North Little Rock School District made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The parties have agreed that the 27 03626 North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its e:ficacy for non-handicapped students. The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) The alternative referral and assessment practices listed ~bove will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. ---INCREASED REVIEW BY INDEPENDENT PARTIES State regulations provide that the Department o: Education will conduct a review of each school district's special education program annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 28 1989. See \"Compliance Letter\" attached as Addendum JE. Al!. suggested improvements were implemented by October 1, 1989. See \"Followup Letter\" attached as Addendum JF. In addition to this regularly scheduled compliance review, the District has invited the following organizations to conduct in-service training and/or periodic review of the District's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's need are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock Public School District will appoint a Special Education Advisory Committee with the responsibility to conduct compliance reviews every 18 months. This committee will be established with the following additional requirements: 1. Chaired by a member of the North Little Rock Public School Board. 29 03628 2. No fewer than seven (7) members. J. Minimum of two (2) members to have expertise in special education or related field. 4. No employee of the North Little Rock Sc~ool District may-serve as a member. RECORD KEEPING The District will maintain records suf:icient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program\n(b) evaluated for such placement\nand (c) actually placed in a special education program. This data will be maintained in the central administrative offices although separately from each student's individual file. This data is to be re.viewed by the central administrative staff and reported to the Court annually. JO SECTION 4: COMPENSATORY EDUCATION AND ELIMINATION OF ACHIEVEMENT DISPAR!TY The North Little Rock ScAool District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexib:e grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science, and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The middle school program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-cur=icular and social. At the middle school level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, middle school students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music and band. 31 Introduction to competitive athletics, student government, spirit clubs and special interest organizations encourage self-development and preparation for high school. The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes that the regular curriculum is often insufficient in aiding disadvantaged students to achieve mastery of basic skills. Therefore, within the framework of a comprehensive ~urriculum, which meets and exceeds State Standards and which is structured to meet ~te varying individual needs of all students, the North Little Rock School District must address identified remedial :eeds of disadvantaged minority students. The District also recognizes that achievement disparity does exist between the black and nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. ~he summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 32 * components of progracs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM Pre-Kindergarten Program. To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Gleview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students in a component of the program. One school will be added each year beginning in 1989-90 and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be . , - ' utilized until after year four of the Settlement Plan. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Note: * Program descriptions preceded by\"*\" are dependent on the monies to be paid to the N~RSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 33 03632 approved by the Court, the District will not be able to implement these programs. The Boehm Test of Basic Concepts is administered to all kindergarten children at the first of each school year. The Boehm Test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 34 deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are correlated with the instructional lessons provided by the teachers. BASIC SKILLS INSTRUCTION The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily. 35 * Basic Skills Computer Laboratories The first priority o: the Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elemen~ary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Basic Skills Computer Laborato~ies have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School. The basic skills computer laboratories provide supplementary 36 * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software anc other course softwar~ materials, th~ supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive tests and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has request~d that IB~ Corporation allow North Little Rock School District to part:cipate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Cur~iculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990. A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 37 2-10\nMinimum Performance Tests in grades 3, 6 and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand health screening. Test data is used in planning appropriate compensatory programs and services for stucents. Again, particular emphasis is placed on the needs of minority and disadvantaged students. * Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. * Achievement data by race will be developed for each school by ~ grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. * Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. * REMEDIAL READING AND MATHEMATICS SUPPLEMENTARY INSTRUCTION AT THE ELEMENTARY LEVEL Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. 38 * An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed instruction by a reading 39 specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed\nstudents' progress is measured\nstudents' needs are identified\nand programs, practices, and resources are adjusted. Th~ough this emphasis on the mastery of the basic skills, the ~orth Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary students are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 40 difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans Stat~ Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests. Each individual student plan includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL 'SERVICES AND PROGRAMM ONITORING In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. Beginning in the 1990-91 school year, basic cla~ses will be eliminated in phases. Seventh and eighth grade basic classes will be eliminated in 1990-91 and the following year basic classes will be eliminated in grades 9-12. Students will be taught in regular or honors classes. Teachers and counselors 41 will make a concerted effort to identify minority students who can be successful in honors classes. Guidance Services. A guidance program will be provided in each school to aid students in educational, per~onal, social and vocational development. All students will have access to a guidance counselor. The ratio for secondary and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home and .. .-,: f,' ~J,- . ! _,.. , .  community and.will assist students in overcoming academic, social and behavior problems. Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES Library/Media Program The library/media program is a key component of the instructional program. The District Instructional Materials 42 036U Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand a~d enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance leve~s, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is .charged with the responsibility of reviewing the literature ' ... ~     1  \" \u0026lt;,\n_,.,pn .mul.~icul tural., education :and studying the needs of the ..~ t . #'  { ~-- _.,. \"\u0026gt;\".'. :.. ,.. , :\n.:.,'\\ .~.. ~~.,:\n-~f'\nt~ \" . ~ :\n:' .. district. This committee has written a developmental guide for multicultural education in the North Little Rock School District, and that guide is in the implementation process. The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic and cultural groups will have an equal chance to achieve academically in school. In accordance with recommendations from our parents' advisory group, parents and students will be more actively involved in the implementation of the District's multicultural plan. Computer Assisted Instruction 43 For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language and mathematics, computer assisted instruction is erovided. Computer activities are integrated into the instruct\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"nge_ngen_m-6650","title":"Don West","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, West Virginia, Summers County, Pipestem, 37.54456, -80.96009"],"dcterms_creator":null,"dc_date":["1986"],"dcterms_description":["An educator, activist, preacher, and poet, Don West worked throughout his life for social justice and the preservation of mountain culture. 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