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Comprehensive Desegregation Plan
ADOPTED APRIL 14, 1980
Portland Public Schools Portland, Oregon
Portland Public Schools
Comprehensive Desegregation Plan
APRIL 14, 1980
PORTLAND STATE DriP/ERSITY LIBRARY
Board of Education 1979-1980 Steve Buel Herb Cawthorne Frank M,cNamara Sarah Newhall Wally Priestley Forrest Rieke William Scott
Superintendent Robert W. Blanchard
Portland Public Schools 501 N. Dixon St. Portland, Oregon 97227 (503) 249-2000
'... .. .. .... ... ' . . . .. .......... ...... . ... .... Middle School at Eliot Improved Early Childhood Centers Improved and Targeted Program at Strategic Locations Boise Fundamental Magnet Staff Training Curriculum Improvements Discipline in the Schools High School Magnets Voluntary Transfer Policies Boundary Changes Classroom Additions Humboldt Pre-Kindergarten .... .... . . . ...... ... . .. 26 Early Childhood Education ... .. 4 Desegregation Plan Resolution Policy Goals Strategy . ".. . . ... ...... .... 7 8 9 10 12 12 14 16 18 19 20 20 21 21 21 22 22 23 23 ..Fifth Grade Assignments Residential Integration Citizen Involvement in Staff Assignment Staff Hiring Implementation Plan .... . ..... .. .. .. .. Summaries of Staff Working Papers Middle School . Monitoring and Evaluation 5 6 ... ........... . .TABLE OF CONTENTS Foreword .. .. 28 Boise Fundamental School 30 Staff Training 32 MultiethnicfMulticultural Curriculum 34 Discipline 35 Summary of Plan Inside Back Cover .. . . ..'.... .. . . .. .
The product of eight months of research. staff training. though. Chairperson Board of Education April 14. An important change. together with broad choices for all students for voluntary transfer. compromise and conciliation. discipline and citizen involvement in determining the criteria for school staff.FOREWORD Volunteering has been the backbone of public life in Oregon since the first pioneers trekked through our forests and fields. public testimony. Portland Public Schools' volunteer desegregation plan continues the tradition of allowing students and parents a choice of schools. this plan emphasizes improving educational quality in minority neighborhood schools. William Scott. This is Portland Schools' new direction for the 19808. If you are one of the hundreds of Port landers who offered advice to the School Board during this long and sometimes difficult process. On behalf of all of the child ren of Portland. Volunteering continues to be a key part of our community life as we look to school desegregation in the 1980s. your voices were heard. 1980 . discussion. thank you. It strengthens the Early Childhood Programs and places a new pre-school program at Boise Elementary School while strengthening Boise's fundamental skills magnet program. It provides a new middle school in the Albina community. is that every child now has an assigned school near home for all grades. The plan also makes strong new commitments III the areas of multicultural curriculum.
RESOLVED. and governmental officials to support your schools as we carry out this plan for the benefit of the children of Portland. Oregon . 1980 Board of Education Portland Public Schools Portland. directs the Superintendent and staff to comply with and implement this plan and programs emanating from it. the leadership of church. and calls upon the people of Portland. Adopted April 14. professional and civic organizations. That the Board of Education adopts the attached Desegregation Plan. labor. business.
we shall seek genuine respect for individ uals as well as mutual understanding and acceptance of ethnic and cultural diversity throughout our schools. --- ~-~ . class differences and/ or institutional discrimination. It shall be the policy of this Board to afford each child an equal opportunity for ed ucational achievement and to employ public school resources to that end. POLICY It shall be the policy of the Portland Public Schools that integration is among our highest priorities. Integration shall be viewed as the complete elimination of barriers to educational attainment resulting from prejudice. social. · . and legal responsibility to provide integrated educational settings at the same time we strive in other ways to improve the educational experience of all children. We reaffirm our ed uca tional.. afford each child an equal opportunity for educat ional ment achieve- In pursuing integration. racism.I.
Each of the above goals is essential and no one is to be pursued to the exclusion of the others. 2. To create an excellent education for all children. 5. and integration To provide education which more fully meets the needs of each child. 7. ) To comply with federal and state laws. To avoid and eliminate inequitable burdens imposed by desegregation. policies and regulations. To increase educational district. 3. 6. and choice for all children in the . multicultural! multiethnic I ! J 10 To promote interracial acceptance and understanding among students and staff. each goal is essential the plan • ~ j t J . 4.. . The goals of this plan are: GOALS compulsory through 1.II.. To increase desegregation equitable means.
not forced.STRATEGY The Desegregation Plan seeks to achieve its goals by encouraging Portland families to voluntarily choose integrated schools. integral ion I hal is chosen. is more successful and secure Each segment of this plan is designed to help make this strategy work.special programs in some schools. it must work. We reaffirm our belief that integration that is chosen.III. Progress toward the goals of the plan must be made or alternative strategies will be mandated. is more successful and secure. either through their choices of residential neigh borhoods or through attendance at schools in other neighborhoods. The Board of Education recognizes that the adoption of a plan does not fulfill its ed ucational and legal 0 bligations. . not forced. In order for a plan to do that. Its twin features are (1) availability of quality education in an assigned school for all children. (2) well developed. attractive .
It will open no later than September. space will be available for transfers. Staff and parents at the existing Eliot ECEC will be involved in the advance planning and design of the new facility. Beyond those assigned. *A summary appears on page 26 of this booklet. . A. The program will open at Monroe High School which will allow time for Eliot renovation. . The Eliot ECEC will be moved to Monroe or another site once renovations and building preparations are complete. The program will be based on the proposed middle school concept paper from Appendix. There will be a maximum effort to support the Eliot program and to disrupt it as little as possible. pages 25-29. open 1980 September. . 7th and 8th graders. Draft II. King and Eliot will be assigned I .* absent the section on admissions and school name. PLAN ELEMENTS AND PROGRAM IMPROVEMENT DIVERSIFICA TION Middle School at Eliot A middle school will be established at the Eliot site which will be renamed for a prominent black historical female figure and open to at least 600 youngsters. 1. The program details and school name will be decided upon after consultation with parents of assigned students and potential transfer students and advice from national consultants.IV. 1980for 6th.. middle school youngsters from Humboldt. King and Eliot.. The school will have an assigned population of middle school youngsters from Humboldt..
" parents. community I e ode r s hip. • ."* with the involvement of parents. a dminisirat i o n and consultants involved • • • • "learning maps" which stress each child's unique style of learning "continuous progress" classroom assignments which allow each child to learn at her! his own rate of speed improved evaluation of achievement with an emphasis on child-parent-teacher communication "learning contracts" which emphasize attainment of achievement goals for each child through joint schoolhome cooperation appears on page 28 of this booklet *A summary .) more intensive emphasis writing and arithmetic) on basic skills (reading. administration and national consultants in determining the best ways to achieve the goals contained in the paper. stall. Key improvements • in the Early Childhood Centers include: smaller adult-child ratios (These changes would add approximately 7 FTE in a 500 student school. New centers will be added at Boise (1980) and perhaps Buckman (1982) schools with facilities improvements scheduled as soon as financially feasible. staff. Improved Early Childhood Centers The existing schools with Early Childhood Centers will be maintained and improved along the lines suggested in the staff paper "Early Childhood Education.2. community leadership.
music and foreign languages strengthened home-school ties including options for parent-teacher planning for each child's learning expenences new opportunities for parent education development programs for . visual arts. parel1ls as volunteer tutors . .. .• • special attention to the newest curriculums in multiethnic/ multicultural education for each child new curriculum enrichment electives for each child including science... new enrichment electives for each child • • • • strengthened staff teachers and aides expenences the involvement of parent volunteers as tutors and the use of private homes for school related support activities.
. Consideration shall be given to a program which prepares students and parents to understand the relationship between how they may be perceived or stereotyped and performance in order that they may increase their ability to control their own responses. [urther strengthen the program at Boise This program at Boise School should be further strengthened and its exemplary learning environment should be made better know to parents and students elsewhere in the district. A counseling process will be established to help parents throughout the city select quality programs. administration. and national consultants on the best ways to strengthen Boise's program. . . create programs 10 better serve (he needs oj all students The administration will work with staff and parents at schools in strategic locations to continue to strengthen and to create new diversified programs so as to better serve the needs of all students. Boise Fundamental Magnet . 4.3. These special programs should be developed to attract students of different racial backgrounds and socioeconomic status and should focus on the improvement of these students' achievements. . Improved and Targeted Program at Strategic Locations . motivation and sense of responsibility. staff. * A summary appears on page 30 of this booklet. The staff paper on the "Boise Fundamental Magnet"* should serve as a point of departure for discussion with parents. community leadership..
writing and arithmetic) extensive attention to positive behavior and regular attendance for each student addition of Early Childhood Education program. add an Early Childhood Center at Boise • . grades PK-4 smaller adult-child ratios in all primary grades "learning maps" for all primary students which identify each child's unique learning style strengthened student achievement evaluation and reporting procedures which stress child-pare nt-teacher communication special attention to the newest curriculums in multiethnicj multicultural education for each child . speech and communication skills added teacher I aide support personnel (4 PTE) to implement upper grade enrichment program enhanced mathematics skill mastery through use of computer assisted instruction continued strong emphasis on basic skills achievement (reading.Key elements are: • • • • • • • • • enriched upper grade curriculum to include emphases in language arts...
Implement the staff paper entitled "Inservice Training for Desegregation/Integration"> with all teachers so identified by 1981. 5. Staff Training help teachers enhance the self-esteem of black students and improve racial under· . teachers.• strengthened home-school ties including options for parent-teacher planning for each child's learning expenences new opportunities strengthened staff teachers and aides for parent education development programs for • • • experiences The involvement of parent volunteers as tutors and the use of private homes for school related support activities when appropriate.. Such training should be made available to all. . and req uired of staff identified as needing improvement. and aides. The training should give particular attention to the ability to enhance the self-esteem and cultural identity of black and other ethnic students and to improve racial understanding among all students. standing *A summary appears on page 32 of this booklet. 10 Carefully analyze the needs in the present inservice training and staff development programs for additional training and staff development experiences in teaching and managing integrated classes for administrators.
. .. administration and national in developing the training program . each school with 200/0 minority enrollment will have a training plan I • • • each principal of a school having a combined total enrollment of blacks and other ethnic groups of 20 percent or more will draw up a staff training plan which creates opportunities for his/her staff to interact with parents and/or community groups for the purpose of increasing staff awareness of the cultural uniqueness and positive community and personal contributions made by blacks and members of other ethnic groups. Staff Training and Community Relations departments will help schools plan. community staff. consultants will be held with parents.Key elements in the staff training program are: • • • the training will be provided at each school based upon staff. program and community needs the training will be presented in the format best suited to the individual school teams of teachers and principals from selected schools will participate in workshops during the 1980 spring and summer quarters and those teams will assist in planning and conducting the program in individual schools the district Curriculum. conduct and evaluate the programs discussions leadership.
community leaders. his/her own staff.. 6. help st u d e n t s understand stereotyping the principal should consult with the Office of the Superintendent. and community members in drawing up the plan. teachers. Curriculum Improvements ... help students live in a mulsicuttural world Implement staff paper "Multiet hnicj Multicultural Curriculum and Instruction?" to insure that students of all races attain the knowledge and skills required for competence and excellence in a multiracial world. . administrators and national consultants regarding the best ways to achieve the goals contained in the paper. . The plan will be carefully monitored by the process put forward in this document and there will be timely reports made to the School Board • consideration shall be given to a program which prepares students and parents to understand how they may be perceived or stereotyped in order that they may understand how they may better control their own responses and motivations. The staff paper shall serve as a point of departure for discussions with parents.. Intensive training and support for teachers will also be supplied to insure that objectives are properly taught and all children benefit from these improvements. *A summary appears on page 34 of this booklet.
American Indian and Asian communities) provision of new curriculum resource materials designed to assist teachers in implementing revised curriculum goals provision programs provision principals Centers of teacher inservice and staff development of specialized assistance to teachers and through the district's Teacher Support I \ • • • • . 19801 Materials for teacher use developed School Year ]980-8 II At least 15 school staffs will receive full training.These timelines will be followed: a) b) c) d) June 30. major revisions in literature. Hispanic.15. music. art and social sciences participation by representatives of various ethnic groups (including the black. music. 1980/lmplementation plan developed August . art and social sciences Key elements include: • major revision of the district's curriculum Scope and Sequence guide in the areas of literature. including those directly involved in the desegregation/integration plan. 1980/ Scope and Sequence materials rewritten June 30.
. improve discipline p r a c t i ce s. . * The goal of the plan is to improve discipline practices. and racially disproportionate ones in particular. 7.report 3/12 j 80). reduce the number of suspensions and expulsions generally.• • provision of systematic help to principals and teachers in the evaluation of the effectiveness of multiethnicj multicultural curriculum efforts specialconcern for students whose stereotyped selfperspective imposes limitations on their motivation and the achievement of curriculum goals. by use of a general program involving: • • expanded staff training for the development of a more complete understanding of the value of individual attitudes. • *A . reduce suspensions Discipline in the Schools The district will implement a discipline program which will generally adhere to the "Philosophy of Discipline" (contained in the working paper .. backgrounds and values preventative discipline strategies relating to schools and homes in a "partnership" aimed at preventing more dramatic misbehavior problems continuation of the extensive due process requirements now in place summary appears on page 35 of this booklet.
.. and the requirement for staff to exhibit adequate skills for working in a constructive and effective manner with student behavior development of alternatives to suspension. 8.. use of alternative programs and schools. and statistics in the area of student behavior and discipline. parents and local school advisory committees with respect to issues relating to discipline and student conduct . improvement in school climate by the provision of student instruction and training designed to assist in the development of self-esteem and school survival techniques attention to the use of truancy and attendance counseling. and other staff developed techniques extension of the efforts to strengthen the relationship of the schools with community agencies." discipline on buses. strengthen the . High School Magnets The system of magnet programs at high schools will be continued and supported.• • implementation of codes of conduct. and develop self-esteem school survival techniques • • relationship of schools and parents The Superintendent will monitor this effort and will report at least annually to the Board on district success. . use of "time-out rooms. . problems.
if necessary. The administration is directed to carefully analyze and monitor the possibility of crowding at Sabin and recommend timely solutions. BOUNDARY CHANGES King III students will be assigned a choice of Sabin or Alameda schools. · . encourage continued and increased voluntary transfers VOLUNTARY TRANSFER POLICIES The district will make possible and encourage continued and increased voluntary transfers to and from school programs throughout the district..B.) . C. (See "C" above. The Superintendent will review existing transfer policies and recommend such revisions as may be required to reflect the goals and strategy of this plan. Southern portion of King School Attendance Area Dotted line outlines the Area III portion of King. King III children presently attending King and their siblings will be permitted to finish at King.
F. Two classrooms will be added at Humboldt. STUDENT ASSIGNMENT CHANGES .. RESIDENTIAL INTEGRATION . 1979. analyze possible overcrowding at King and Humboldt The children in grades Pre K-5 in the Humboldt attendance area shall be assigned to Humboldt. 1980. including additional restrooms. E. If necessary..D.. CLASSROOM ADDITIONS The administration will promptly (through surveys or other techniques) analyze the possible overcrowding situation at King School (with the resulting inadequate space for racially-balancing transfers). The district recognizes its commitment to help maintain the financial integrity of the King Neighborhood Facility. These facilities will be ready for use no later than August 27. . . steps will be taken to negotiate with the city to regain use of some or all of the five classrooms under lease to the King Neighborhood Facility. work with the City of Pori land to promote residential integra/ion The administration is directed to propose to the Board of Education a specific plan for implementing resolution X6125 adopted January. calling for working with City of Portland and others to promote residential integration and eliminate discrimination in housing in Portland. with any additional space available for transfer students.
.501. 1983. 1980 VI. and temporary hires (mandatory transfers shall not be assigned in these schools). 3... the district shall rake s t ep s t o increase minorit v job applicants STAFF HIRING The Superintendent shall present a plan to the Board which outlines specific steps to be taken to increase the number of applicants of black and other ethnic group mem bers within all job categories in Portland Public Schools. I. and recommend the degree to which implementation is possible. shall apply to all voluntary transfers. as to the personnel recommendations set forth by the Black United Front and endorsed by the Urban League. in such instances the principal shall explain the nature of the emergency to the parent interview committee. . This policy shall be subject to emergency situations. new hires.. This process shall apply to schools targeted for desegregation by the Comprehensive Desegregation Plan. The Superintendent is directed to issue regulations implementing this policy to be effective July 1. Policy #500. Adopted November 24. parents will develop criteria school staf] help for The Board of Education declares it to be the policy of the district that there be a process of parental involvement in assignment of teachers and principals. 1981 and to be a pilot program to be evaluated July.II V. . The Superintendent will review the organizational placement of the Office of Affirmative Action and recommend to the Board whether its status and functions should be revised. clearly stating reasons where implementation may not be recommended. and shall not abridge employee rights including those contained in collective bargaining agreements. CITIZEN INVOLVEMENT IN STAFF ASSIGNMENT . The Superintendent shall report to the Board of Education by May 30. 2.
transportation. IMPLEMENTATION PLAN The administration is directed to prepare a detailed Implementation Plan by May 30. . and budgeting components. surveyor "market analysis" techniques. MONITORING EVALUATION AND The Board will establish a monitoring advisory committee inviting membership made up of one representative each from: The Black United Front The Urban League of Portland The League of Women Voters Schools for the City The NAACP The Albina Ministerial The Ecumenical American Alliance Ministries of Oregon Friends Service Committee *This plan is available from the Public Information Office. Portland Public Schools. VIII. staff relations.VII. capital improvement.* This plan win include necessary public relations. 1980.
The Committee will report to the Board of Education at least twice each year. ..T.. Oregon Minority Educators Committee of Spanish Speaking People of Oregon of Black School Ed ucators Commission Schools The Oregon Association The Metropolitan Committee Human Relations for Kids in Neighborhood Parent Advisory Committee Project Portland Council of P. the Board of Ed ucation win reconsider its strategy if satisfactory progress is not being made. The Superintendent will provide appropriate staff assistance. On the basis of such reports. on the Indian Education ESAA Advisory Committee The American Jewish Committee.A..
On the following pages are summaries of staff working papers which will be used to implement the desegregation plan as passed by the Board of Education. .
Portland Public Schools. foreign languages and social studies.MIDDLE SCHOOL* A Summary of the Staff Working Paper Programs in math. Opening for 600 sixth. 1980. it will have strong programs in visual and performing arts. Students living in other parts of Portland may choose to attend this new middle school. *The full text of this document is available Information Office. The school's program win weave multiethnic/ multicultural activities into all classes. seventh and eighth graders in September. however. Although the school's primary emphasis will be on computers. gymnastics and soccer and an emphasis on the continuous progress of all students through the basic skills. math and science. as space permits. Students in the Albina community are assigned to the middle school. They may. choose to attend other schools throughout the district. through the Public . science and computers highlight the new middle school created by the School Board's desegregation plan. the new school will draw from two populations: students in the Albina community and students throughout the district.
Key to the school will be parent participation. The new program was based. ." available through the Public Information Office. in part. Parents wil1 help determine the criteria for the staff at the school. And. Helping each child be as excellent in school as he I she can be is the goal of the school. the school will follow the guidelines of the publication "Goals and Standards for the Educational Programs of Portland Middle Schools. The staff will forge strong links with the home to plan the education of each child. on the results of a random survey of families with middle-school age children.
Better adult-child ratios. Facilities improvement for these sites will be scheduled as soon as funds become available. New centers will be added at Boise in 1980 and perhaps at Buckman in 1982. available from the Public Information Office. and national consultants.EARLY CHILDHOOD EDUCATION* A Summary of the Staff Working Paper Existing Early Childhood Education Centers (ECEC) will be maintained and improved. The major activities designed to improve Early Childhood Centers include: I. staff administration. *The full text of this document is in the Desegregation Plan Appendix. 2. Portland Public Schools. Plans for these improvements will be developed in cooperation with community leadership. . Each child will and weaknesses will be planned most of his/her be tested at least yearly for strengths in the basic skills. His/her instruction to overcome problems and make the strengths. Fifty-eight full-time positions have been budgeted.
visual arts. Local schools will provide information for parents about what they can do to help their children in school. 5. 7. There will be more conferences between parent. 6. teacher and child. so that they can work together to help the child make the most of his / her learning opportunities. More training win be provided on an on-going basis for teachers and aides. . Each child win be given classroom assignments which allow him! her to learn at his! her own rate of speed. planned to provide the best teaching methods for each child's unique style of learning. 4. will be developed. Parents will work more closely with the school. Schools win keep current with the most recent developments in multiethnic / multicultural education. music and foreign languages. and may help to develop the child's school program in cooperation with his / her teacher.3. Curriculum enrichment electives for each child will include science. Individual learning maps. 8.
available from the Public Information Office. and private homes will be used for school-related support activities. secure place for students to wait for their parents in case of illness or delayed transportation. The school district will continue to recruit and assign teachers and aides who are committed to the ECE program. Portland Public Schools. reading. in a straightforward.9. Volunteers will be recruited as tutors. BOISE FUNDAMENTAL SCHOOL* A Summary of The Staff Working Paper Open to four-year-old through eighth grade students district-wide. speaking. and arithmetic. the Boise Fundamental School will continue its strong emphasis on language arts. "Extended Homes" will be sought near each ECE school to provide a comfortable. spelling. *The full text of this document is in the Desegregation Plan Appendix. . "no nonsense" environment.
for as much of the school year as possible. That the child should be in school. he or she should be removed from the class or school until the problem is solved. That the child knows that his or her parent and teacher agree and are working closely together. . 4. That the behavior of the child in class and around the school depends heavily on parent support. The child should return to school as soon as possible. and in a social and learning situation. That if a child threatens the welfare or learning of other students.Parents and school staff agree: 1. 2. 5. An Early Childhood Education Center (ECEC) program with program enrichment will be added to the existing Boise Program. That the classroom teacher has the major contact and effect on the child. The enrichment activities will enhance the basic skills learning. The focus of this program will be on mastering the basic skills. 3.
*The full text of this document is in the Desegregation Plan Appendix.STAFF TRAINING* A Summary of the Staff Working Paper Teachers have long recognized the importance of continued training for top performance in their jobs. . Portland Public Schools. or units of it. To provide teachers with an understanding of multiethnic history and culture. available from the Public Information Office. Those completing the three-graduate credits class provide a cadre of personnel who are helping present the course. and (3) skills required to deal effectively with all students and adults to meet the district's desegregation goals. district personnel. (2) the history and culture of ethnic groups. Portland State University staff and representatives of the Portland Association of Teachers developed and offered a pilot program. to other staff members. Specialized training is needed in the areas of (1) the legal aspects of desegregation.
. There are several options for staff members to achieve competency in multiethnic / multicultural instructional areas.A multiethnic standard of performance for district staff members has been incorporated into present district evaluation procedures. appreciation and sensitivity to cultural diversity. The process will be monitored by an advisory committee assisted by the Community Relations Department. A plan for school changes will be instituted after there has been an evalauation of the needs of the staff in the individual school. This standard of performance evaluates administrators' and teachers' competencies in instruction.
The work necessary to revise the Portland curriculum will be carried out by a complex collection of people organized into several committees. Timelines call for the curriculum materials to be ready for use in the c1assroom by the fall of ]980. for advice concerning the content considered for inclusion into the district Scope and Seq uence. Portland Public Schools. to address questions of content. (I) Curriculum Steering Committee. format and other professional/ administrative questions. available from the Public Information Office. (3) Working Committees. These improvements initially are planned for language arts. "The full text of this document is in the Desegregation Plan Appendix. music. art and social studies. the district's Scope and Sequence documents. (4) National Consultants. to provide input on each subject matter. (2) Community Advisory Committee. to review proposals and make suggestions for revision efforts. .MULTIETHNIC jMULTI CUL TURAL CURRICULUM* A Summary of the Staff Working Paper The fundamental task in the district's effort to improve its curriculum will be to incorporate multiethnic/multicultural teaching into the plans which define the progression of studies for all students.
Parents must work with the school and with the child as full partners in the learning process. organized program of instruction is perhaps the greatest factor for good discipline in the classroom. including ethnic differences. students and teachers must respect each other. to help students develop a sense of responsibility and identity. . Learning must be respected. A good teacher with a stimulating. available from the Public Information Office. Portland Public Schools. and the safety of individuals and property must be assured. and for the goals and activities of learning. That teacher must understand all factors.DISCIPLINE IN THE SCHOOLS* A Summary of the Working Paper Good education can only occur in a climate of respect. *The full text of this document is in the Desegregation Plan Appendix. Students must accept responsibility for their conduct to show respect for others.
the Board adopted. alternative programs. and a progress monitoring system. parent-citizen role. the Metropolitan Human Relations Commission. due process. the Committee was to look at disproportionate suspensions and expulsions of minority students. in August of [979. the Community Coalition for School Integration. which addresses the following issues: staff training. teacher evaluation. and the Black United Front. Resolution #X7102 and appointed a Board Discipline Committee to deal with the issues of discipline. school planning and strategies. codes of conduct. reducing suspensions. Particularly. discipline on buses.In response to the proposals from the Blue Ribbon Panel for Disruptive Youth. . The result of their efforts was the eleven-part program currently in force. assistance from community agencies.
and open to at least 000 youngsters in the fall of 1980. and strengthening taff development. black. Create new. at Boise School. reduce the number of suspensions Involve school advi ory committee members to set the characteri in the school. Increase the number of minority Establish advi . Add an Early Childhood Buckman in 1982. tics of the staff • • • • • for jobs in the school district. Expand and reorganize the curriculum to in ure that student of all races learn the skills and knowledge required for competence and excellence in a multiracial world. diversified Strengthen Education to • • • • Center at Boise in 1980 and perhaps programs better serve the needs of all students. preparing learning maps for each child. emphasizing home-school cooperation and communication. named for a prominent. . .SUMMARY • • OF THE PLAN Establish a middle school at the Eliot ite. to monitor the progre s of thi plan. inten ifying emphasis on basic skills. Improve Early Childhood Education Centers by adding staff. Improve discipline practices. female historica 1 figure.ory committee applicants and expulsions. the fundamental magnet program Analyze needs and prepare programs to train taff in the ability to enhance the self-esteem and cultural identity of minority students and improve racial understanding among all student.
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