2 20 57 https://projectdaps.org/files/original/72a4c768e098b948ca6eb88e9f0a8712.pdf c4f1b91ad1a7a45df311a0a52d43d170 PDF Text Text September 17, 1984 Mrs. Sarah Collins c/o Arlington County Dept, of Libraries 1015 North Quincy Street Arlington, Virginia 22201 Dear Mrs. Collins: Enclosed is the article on Cherrydale School, as well as one on desegregation that was written by Mr. Stewart in Personnel. Sincerely, HENRY D. GARDNER Asst. Superintendent for Personnel � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter to Sarah (sic) Collins from Henry D. Gardner, Asst Superintendent for Personnel, September 17, 1984, enclosing an article on Cherrydale School and another on desegregation Description An account of the resource Letter to Sarah (sic) Collins from Henry D. Gardner, Asst Superintendent for Personnel, September 17, 1984 enclosing an article on Cherrydale School and another on desegregation. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Henry D. Gardner Date A point or period of time associated with an event in the lifecycle of the resource 9/17/84 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_119 https://projectdaps.org/files/original/a491cbce7f32e55f17456cb0fd601710.pdf 1a596738c3eff6f58461955add78de6c PDF Text Text A RLIN G T O N P U B L IC SCHOOLS O f f ic e o f th e S c h o o l B o a rd MEMORANDUM MARCH 20,1984 TO: D r. FROM: E v e ly n SU BJECT: Request P le a s e p r o v id e C h a r le s th e N u n le y Syphax fo r I n f o r m a t io n f o l lo w in g in f o r m a t io n f o r me by A p r i l 2, 1984: 1. s c h o o ls W hat i s t h e r a c i a l o r e t h n ic d i s t r i b u t i o n in th e t h r e e t h a t r e c e iv e d t h e s t u d e n t s e f f e c t e d by r e d u c e d b u s s in g ? 2. r e la t e d Have t h e r e been to t h e c h a n g e in an y p r o b le m s b u s s in g ? at th e 3 r e c e iv in g s c h o o ls 3. I f t h e b la c k s t u d e n t s t h a t a r e now e n r o l l e d in t h e 3 r d g r a d e b u t s c h e d u le d t o be b u s s e d t o o t h e r s c h o o ls w e r e t o r e m a in t h e i r p r e s e n t s c h o o ls , w o u ld t h e r e be a n e g a t iv e e f f e c t pm t j e s c h o o ls t h a t w e r e t o r e c e iv e them ? in � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memorandum to Dr. Charles Nunley, Superintendent of Schools, from Evelyn Syphax requesting information on bussing, March 20, 1984 Description An account of the resource Memorandum to Dr. Charles Nunley, Superintendent of Schools, from Evelyn Syphax requesting information on bussing, March 20, 1984 Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Evelyn Syphax Date A point or period of time associated with an event in the lifecycle of the resource 3/20/84 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_118 https://projectdaps.org/files/original/e8266a6efe879ff528dd95e6b83e8b28.pdf d6430e33d18477b8b2030622e5f27e64 PDF Text Text AR LING TO N COUNTY, VIRGINIA INTER- D!-: PA rtm ental ( S L Q § ~ ~ & ~ c u ~ d a t e memorandum : su bject : to : June 25, 1971, P la n For S ta ff D esegregation In A rlin g to n P u b lic Scnools C h a rle s N unley, S u p e rin te n d en t o f Schools FRnM: D ecem ber II, 1 1 98 C h a rle s G. F lin n , A c tin g C ounty A ttorneyC /^H You have asked me about any c o n tin u in g e ffe c t o f the 197! School P la n for S ta ff D esegreg ation and pro vided me w ith the M arch 5, 1977, le t t e r from James H. Sim m onds s t a lin g th a t the plan was a one-tim e s h u fflin g o f the te achin g s ta ff and d id not in c lu d e any a f firm a tiv e a c tio n in h irin g . ! agree w ith th a t except th a t I th in k in the p e rio d a fte r 1971, i f the issue arises, the re is some c o n tin u in g need to co n side r w hat e ffe c t should he g iv e n to the fo llo w in g language o f the Plan: "In those circu m stan ce s w here the num ber of b la c k teachers assigned f a lls below 596, reassignm ents w ill be made between schools to b rin g a ll sta ffs up to th is low er lim it . " In many situ a tio n s , it may have no e ffe c t, but I w ould not want to reach a g e n e ra l co n clusio n to apply to a ll situ a tio n s. H a v in g said th is , I th in k it is necessary to odd th a t 1 th in k you have a co n tin u in g duty to see th a t the le a c h in g s ta ff and o th e r s ta ff o f th e A rlin g to n P u b lic Schools rem a in desegregated. You should make sure th a t the num ber of b la c k teachers and em ployees, and th e ir'a s s ig n m e n t in the school system keeps the schools in a desegregated state and co n tin ues to com ply w ith cciual em ploym ent laws. In th is co nnection you may w ant to review p e r io d ic a lly the percentage of b lacks and o ther m in o rity persons in order to see i f the va rio us re le v a n t fa cto rs to be co nsidered lea d to the co n clusio n that the present percentages arc consistent w ith n o n d is c rim in a tio n and desegregation. T h is docs not mean th a t you should e s ta b lis h p quota in a r a c ia l category and h ire to f i l l the quota, but you should co n side r the inferen ce s th a t co uld be made based on a study o f e x is tin g percentages. C G F:lm b � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memo to Charles Nunley, Superintendent of Schools from Charles G. Flinn, Acting County Attorney, December 11, 1981 Description An account of the resource Memo to Charles Nunley, Superintendent of Schools from Charles G. Flinn, Acting County Attorney, December 11, 1981 indicating the necessity "that the teaching staff and other staff of the Arlington Public Schools remain desegregated." Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Charles G. Flinn, Acting County Attorney Date A point or period of time associated with an event in the lifecycle of the resource 1981-12-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_117 https://projectdaps.org/files/original/de1b65b9df6773a109b30e9c54c3365b.pdf f551cb73bba57f440bf3151500ace40c PDF Text Text AMJHOTOH ASSOCIATION OF SCHOOL ADMINISTRATOR AND SUPERVISORS Statement to School Board April 26, 1979 We do appreciate the delay in your action on Dr. Cuban's recommendation of February 26th on the subject of proposed changes in P-scale seniority. At the School Board Meeting when this recommendation was an agenda item the AASAS rep resentative did make a statement saying that the seniority idea was not the big issue, and that the real concern is job security. The whole problem of a diminishing school population ana the decrease in positions available is a very difficult situation to meet and so we P-ecala employees are very cogni zant of the problems you face in dealing with the situation. We have found it very difficult to come up with any one proposal, or a set of proposals, that would provide any im provement over our P-seale subcommittee1s previous report on this subject to' the Superintendent. Let.'3 look at what is gcin. on. Currently personnel placement actions are based on the existing ASD's. These may or may not be satisfactory and there is nothing sacred about them - they can be revised or terminated. The Alloca tion of Administrative Resources plan which was developed over a period of two years and approved by the School Board had �2 m a n y elements t h a t w e r e m o r e a c c e p t a b l e to P - s c a l e p e r s o n n e l t h a n s eme o f t h e c u r r e n t p e r s o n n e l a c t i o n p o l i c i e s . o f t h a t p l a n w a s good. be co m m e n d e d The tone T h e top s c h o o l a d m i n i s t r a t i o n is to for m o v i n g ahead w i t h some o f the p a r t s o f the t , p l a n and w e w o u l d e n c o u r a g e f u r t h e r i m p l e m e n t a t i o n o f t hat d ocument. I I n a d d i t i o n t o t h e A S D ’s a n d t h e p a r t s o f t h e A l l o c a t i o n o f Administrative Resources that have been implemented, con s i d e r a t i o n c o u l d be g i v e n to r e v i s i n g the c u r r e n t A S D ' s so 1 / i t h a t m o r e of th e A l l o c a t i o n o f A d m i n i s t r a t i v e R e s o u r c e s c o n cepts an d r a t i o n a l e c o u l d be i n cluded. t his a c o m p a r a t i v e In o r d e r t o a c c o m p l i s h r e v i e w a n d d e v e l o p m e n t o f a n e w p l a n by S c h o o l B o a r d r e p r e s e n t a t i v e s a nd P - s c a l e c o u n t e r p a r t s m i g h t be c o nsidered. W e K n o w t hat t he S c h o o l B o a r d a n d t h e S u p e r i n t e n d e n t h a v e m a n y concerns about the personnel situation n o w confronting t h e A r l i n g t o n P u b l i c Sch o o l s . too have cern s , We several major con a n d t h e y i n clude t h e f o l l o w i n g . 0 J o b s e c u r i t y n u m b e r one c o n c e r n ! ^ T h e i n t o t he c a t e g o r i e s is the reasons for classifying vacancies o f a d v e r t i s e d a n d non-aclvertised p o s i t i o n s is a n o t h e r c o n c e r n ^ ? ) T h e e r o s i o n o f P = s e a l e p o s i t i o n s b y the ^ a n y p l a c e m e n t s o f T - s c a l e p e r s o n n e l in p o s i t i o n s t h a t p r e v 1m ” iously had P-scale status is a n o t h e r i t e m o f c o n c e r n . W e see the s u r p l u s P - s c a l e p e r s o n n e l s i t u a t i o n a c o n t i n u i n g p r o b l e m that needs the p o o l i n g o f t h e b e s t t h i n k i n g o f a l l c o n c e r n e d in _ y �r order to meet the needs of the total school system* Camay Brooks will fellow my comments with some suggestions and ideas for improvement of the current approach to meeting the situation. We hope you will give serious consideration to each of the ideas* � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington Association of School Administrators and Supervisors statement to School Board, April 26, 1979 Description An account of the resource Arlington Association of School Administrators and Supervisors statement to School Board, April 26, 1979 re Dr. Larry Cuban's recommendation on the subject of proposed changes in P-scale seniority. 3 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Association of School Administrators and Supervisors Date A point or period of time associated with an event in the lifecycle of the resource 1979-04-26 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_114 https://projectdaps.org/files/original/bd8f71769d6208ef18cb447f3365a5cd.pdf f8481df625ea9a7e7565abe4fdde3eed PDF Text Text ARLINGTON EDUCATION ASSOCIATION 915 North Stafford Street Arlington, Virginia 22203 RESOLUTION OF DELEGATE ASSEMBLY ADOPTED ON MARCH 12, 1979: WHEREAS, Superintendent of Schools Larry Cuban has consistently exhibited a callous and cavalier attitude toward employees by presenting a series of budgets which have consistently lowered the standard of living of Arlington school employees, and WHEREAS, his reluctance to seek adequate financial support for the schools has resulted in a decline in morale which, if unchecked, will cause the deterioration of the Arlington schools, and WHEREAS, the Delegate Assembly of the Arlington Education Association feels that an "adequate budget" with a less than adequate salary improvement is a contradiction in terms, BE IT RESOLVED that the Delegate Assembly of the AEA has lost confidence in Dr. Cuban’s leadership of our school system and urges his resignation. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington Education Association resolution adopted on March 12, 1979 calling for resignation of Superintendent Larry Cuban Description An account of the resource Arlington Education Association resolution adopted on Marcy 12, 1979 calling for resignation of Superintendent Larry Cuban Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Education Association Date A point or period of time associated with an event in the lifecycle of the resource 1979-03-12 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_113 https://projectdaps.org/files/original/865d5c45974cb634aaa7074ee59817b0.pdf 9c9f59a54c0acc9d4414cbea5e815cbc PDF Text Text / \ L..__.. > .. . J A R L IN G T O N E D U C A T IO N A S S O C IA T IO N • 915 North Stafford Street. A rlin gton, V irg in ia 22203 • (703)522-0850 Florence L President L K.tns-n f.» srner Vice President Harvey W Wynn Treasurer Lee Vosper Worth. Past President George R Long. Executive Board Weston Willis. Executive Board Michele B Milden. Executive Board Sharon E. Boyd. Executive Board Marjorie P. Sale, UniServ Director March 13, 1979 Mrs. Mary Margaret Whipple, Chairperson Arlington School Board 1426 North Ouincy Street Arlington, Virginia 22207 Dear Mrs. Whipple: At its regularly scheduled Delegate Assembly on March 12, the Arlington Education Association adopted the attached resolution expressing "no confidence" in Superintendent Larry Cuban and urging his resignation. The staff of the schools has witnessed the third year of recommenda­ tions from Dr. Cuban for salary adjustments well below increases in the Consumer Price Index. The impact on the employees I represent is a 12 percent drop in the value of the salaries received in just three years' time. In spite of well articulated advice through proper channels supported with data and rationale, the Superintendent has stubbornly refused to alter the pattern of his advice. The School Board was able to adopt a budget below that recommended by the Superintendent which included a larger pay adjustment, program improve­ ments and additional capital improvements without eliminating or reducing any current service. The resources were available when Dr. Cuban prepared his budget, and others came to light during the budgeting process. Still the Superintendent would take no initiative to protect the employees of the schools from a sharply diminished living standard. The salary schedule is now worth less real buying power than in 1967 and has lost $900 per step in just five years. Teachers now believe this will be Dr. Cuban's pattern as long as he remains here. We can stand no more. The draft of the attached resolution was discussed at our meeting in February. Delegates were urged to discuss the matter with the staffs they represent and come prepared to vote the consensus they received. After a full discussion and several amendments, the resolution was overwhelmingly passed. We urge the School Board to consider whether the good of the Arlington Schools will be served by Dr. Cuban's continued employment. MPS/ljf ■ Attachment O R G A N IZ E D T O A D V A N C E T H E P R O F E S S IO N A L S T A T U S O F T E A C H IN G ■ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington Education Association (AED) letter to Mary Margret Whipple, chair of Arlington School Board, March 13, 1974 urging resignation of School Superintendent Larry Cuban. Description An account of the resource Arlington Education Association (AED) letter to Mary Margret Whipple, chair of Arlington School Board, March 13, 1974 urging resignation of School Superintendent Larry Cuban. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Education Association Date A point or period of time associated with an event in the lifecycle of the resource 1974-03-13 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_112 https://projectdaps.org/files/original/59c3458a7a81ee829ee4cb0d88b4f003.pdf f44dfad7ebd776394bca9c6940bfd776 PDF Text Text 5 3 ARLINGTON PUBLIC SCHOOLS Office of the Superintendent MEMORANDUM • TO: 17^ 1975 Members of the Board FROM: Msy Larry SUBJECT: Consideration of Alternative Guidelines for Proportions of Black Students Since the implementation of the desegregation plan in 1971 the percentage of black students in Arlington Public Schools has increased from eleven percent to thirteen percent. At the time of the implementation of that plan the school system sought to maintain the proportion of black pupils in each school at a value as close to eleven percent as possible and "within a range of 7$ to 15$ with the exception of" Glebe, George Mason Center, Ft. fy£yer, and Patrick Henry. The criteria for Drew were set at 20 percent for grades 1-6 while the kindergarten was to serve the community. The increase in the county-wide proportion of black pupils has prompted a question of what constitutes the appropriate racial mix of youngsters now. There are two aspects of the current guidelines which might be examined. The first deals with increasing the midpoint of the percentage range from eleven percent to thirteen percent. The second deals with the spread on either side of the midpoint. Moving the midpoint from eleven to thirteen percent appears justified on the grounds that this is consistent with the change in the county-wide composition of our pupil membership. Values that have been suggested for the spread are four percent and six percent. Thus, if the four percent spread were used an effort would be made to maintain the proportion of black students at each school in the range of nine to seventeen percent. Application of the six percent spread would require that schools maintain proportions of black pupils in the range of seven to nineteen percent. (These ranges assume that thirteen percent has been chosen as the midpoint.) The attached Table 2, Schools Outside the Criterion Range, specifies for each school the percentage of black youngsters at that school on 31 October and indicates with a "yes" entry those schools which are outside (a) the current seven to fifteen percent range, (b) the alternative seven to nineteen precent range or (c) the nine to seventeen percent range. The number of schools outside the specified ranges is summarized belcw in Table 1. Table 1 Number of Schools Outside Selected Ranges Level Elementary Possible Number Outside Ranee for 7-15$ 9-17$ 7-199 (Now) U% ) _[6£ 25 12 11 8 Junior High 6 2 1 1 Senior High 3 2 3 2 (a) The alternative schools have been excluded from these counts. �- 2- In summary, one might consider the following alternatives with regard to guidelines on the proportions of black pupils in our schools: 1. Leave the guidelines at the present seven to fifteen percent and consider the wavs in which those schools outside that range might be brought within the range 2. Change the guidelines to the seven to nineteen percent range and consider the wavs in which schools outside the range might be brought within the range 3. Change the guidelines to the nine to seventeen percent range and consider the wavs in which the schools outside the range might be brought within the range 4. Select one of the three suggested ranges and limit adjustments to application of present policies in a manner consistent with moving a larger number of schools closer to or within that range. Alternative 4 with the range specified as seven to nineteen percent is recommended because it (a) provides the greatest flexibility and (b) creates the least disturbance to the school system in that it minimizes the number of changes that may be necessitated. �ARLINGTON 1'iml.u: NCI100I.S Department of Research Tfiblo 2 Schools Outside the Criterion Ranges SCHOOLS EL. . NTARY: a Abingdon Ashlawn Bareroft Barrett Claremont Custis Drew Model Fairlington Ft. Mver Geo. Mason Glebe Gler.carlvn Henry Hoff-Boston Jackson Janestown Key Long Branch Madison McKinley Nottingham Oakridge Page Ra l' on Reed Taylor Tuckahoe Woodmont Pet. ( a> Black 10/31/75 27 7 13 2 12 U 21 16 30 29 15+ 20 3 9 3 10 Outside i' i Criterion is 7-15 9-17 7-19 (Now) (6i) Uti) Yes Yes Yes Yes Yes Yes Yes (b) fb) (b) Yes Yes Yes (b ) Yes(b) Yes(b) Yes(b) b Yes(b) Yes(b) Yes( J Yes Yes ? (b) ? (b) Yes Yes Yes 9 Yes Yes Yes Yes ? Yes Yes Yes 25 11 17 10 15 15 9 Yes Yes Yes Yes 9 2A 6 Yes Yes 7 i i 16 15+ 11 10 11 9 A Yes Yes Yes TOTAL ELEM: JR. HIGH: Gunston Koff-Bost. Prog. Jefferson Kennore Stratford Swanson tesburs. ? 9 ? TAL JR.H. SR. HIGH: Wakefield V.'ashington-Lee Yorktown Wood lawn Proj. 8 5 Yes Yes Yes Yes Yes Yes Yes Yes TOTAL SR.H. GRAND TOTAL: 13 (Over fc c notes) �• '(a) From 31 October 1975 Summary of Civil Rights Survey (b) Percentages for Drew were specified at 20$ for grades 1-6. for grades 1-6 this year is 17.4. The percentag The plan specified 22$ for Glebe, 18$ for Ft. Myer and Henry and 19$ for George Mason. A question mark indicates that the percentage for a school is on an endpoint the range. LC:HOT:sa 5A7/76 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memo from Larry Cuban, Superintendent of Schools to School Board members on "Consideration of Alternative Guidelines for Proportions of Black Students" May 17, 1976 Description An account of the resource Memo from Larry Cuban, Superintendent of Schools to School Board members on "Consideration of Alternative Guidelines for Proportions of Black Students" May 17, 1976. 4 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-17 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_108 https://projectdaps.org/files/original/1c00e0f49bbdb0d3e50e34a66012866f.pdf 7145489b15b6f38476af4c3dedac2e9e PDF Text Text ■ 3 /) ARLINGTON PUELIC SCHOOLS Office of the Superintendent May 17, 1976 MEMORANDUM TO: Members of the Board FROM: Larry Cuba SUBJECT: Instructional Transfer Policy The School Board raised the question of whether or not over-crowding should be considered in the instructional transfer policy. The current policy already includes a statement that instructional transfer is possible as long as "The enrollment of the school is not in excess of its rated capacity." Rated capacity is defined in the Report of the Committee on Pupil Enrollment for elementary schools and is determined by the Principal for secondary schools. This condition statement provides a safeguard for the receiving school against having an undesired situation (more students than the space was designed to accommodate) become even more undesirable. Of course, the question then becomes one of degree and the relationship of two desired benefits in conflict— the benefits of the transfer vs the benefit of not increasing an already undesired situation of space and/or staff for students. This is, therefore, a qualitative value judgment. It should be noted that the current conditional statement can be consistently and equitably administered because it is based on a defined quantity— excess of rated capacity. Although this definition may be somewhat controversial there does not appear to be a better one. This criterion of space is one of three standards that must be met in approving in-coming transfers. The others are: (1) racial composition which is based on a defined percentage; (2) the number of students already attending the school on instructional transfers which is based on a defined percentage. Therefore, the condition of space which is based on a defined situation appears reasonable and should remain as a part of the policy affecting receiving schools. The only condition in the current policy affecting transfers out of a school is the condition of racial composition. This condition derives from the desegregation plan. It should not be compromised by permitting transfers out to relieve an over-crowded situation. The instructional transfer policy was established for instructional reasons and should not be used as a means for resolving redistricting problems related to space/ pupil problems. The means for resolving over-crowded conditions is redistricting, not instructional transfers. LC:AN/sa � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memo from Larry Cuban, Superintendent of Schools to School Board members on Instructional Transfer Policy, May 17, 1976 Description An account of the resource Memo from Larry Cuban, Superintendent of Schools to School board members on Instructional Transfer Policy, May 17, 1976 Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-17 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_107 https://projectdaps.org/files/original/ed13280acdacea8587e394b2c0095a08.pdf 0ab9964f2e50f9580759b89b79d13239 PDF Text Text REGULAR SCHOOL BOARD MEETING #20 May 20, 1976 A regular meeting of the Arlington School Board was held in the Board Room at the Education Center on May 20, 1976, Thursday, at 7:50 p.m. Those present were: Mrs. Ann C. Broder, Chairman, Mrs. Diane Henderson, Vice-Chairman, Mrs. Mary Lou Dietrich, Member, Dr. Thomas L. Penn, Member, Mr. Michael Timpane, Member, Dr. Larry Cuban, Superintendent, Dr. Harold M. Wilson, Associate Superintendent for Instruction, Mr. Joseph Ringers, Jr., Deputy Clerk of the Board and Assistant Superintendent for Finance and Business Management, Mr. Henry D. Gardner, Director of Personnel, Mrs. Adele Pennifill, Clerk of the Board. - 0 - The Superintendent introduced Mr. Robert Weeks, Co-Chairman of the Volun teer Advisory Committee, who informed the Board that the annual report of the committee would be presented to the Board in June. Mrs. Virginia Karl, ESOL volunteer at Stratford, Mrs. Zora Kunde, Red Cross volunteer clinic aide at Glebe, Mr. Fred Flowers, VIGA, Miss Pat Hagan, volunteer tutor at WashingtonLee, Harriett Houghland, kindergarten teacher at Nottingham, and Mrs. Mary Margaret Whipple, special projects, described various functions and services of the volunteer program. Mrs. Susan Zajac, School Volunteer Program Coordi nator, recognized Mr. and Mrs. William Tyrrell, Mrs. Martha Zupis, Mrs. Margaret Marston and others present who have assisted in the program. - 0 - (Non-agenda items) The following citizens addressed the Board on non-agenda items: ... Mr. John Robinson, Martin Luther King’Center, speaking on some concerns of the black community, including elimination of the summer school program. The Board and staff responded that although the summer school program was cut reluctantly due to budgetary restrictions, it is possible that students may take advantage of summer school programs in neighboring jurisdictions. ... Mr. John Donovan, speaking on matters pertaining to his child's schooling. The Board requested written information on the problem. ... Mrs. Sharon Atherton, pointing out the value of summer school for handicapped students. ... Ms. Carol Pardon, speaking on funding of the junior high interscholastic program. ... Mr. Harry Archer, President, Wakefield PTA, supporting retention of the reading program at Wakefield. ... Miss Ruth Taylor, Wakefield student, outlining the benefits received from the reading program. - 0 - (Administrative Items) Dr. Penn moved approval of the following administrative items. was seconded by Mr. Timpane and passed unanimously: .... The motion (Minutes) Minutes of the regular meeting of May 6 and the recessed meeting of May 13, 1976, as presented; �(Reappropriations) A recommendation that the Arlington County Board be requested to reappropriate the cash balances of the following funds: 1. School Construction, including only: a. Elementary (Bond Ref. Nov. 5, 1968) (McKinley) b. Thomas Jefferson Junior High School c. Thomas Jefferson Recreation d. Elementary Schools (Bond Ref. Nov. 2, 1971) (Henry) e. Tech. Ed. Career Center f. Wakefield High School Library g. School Improvement (Bond Ref. Nov. 11, 1972) (W-L, Randolph, Custis, Barrett, Barcroft) 2. School Food Services Fund and, further, that the Arlington County Board be requested to reappropriate the unobligated appropriation balances of the following funds: 1. 2. 3. 4. 5. Title I and Title VI Title II Title III Special and In-Service Manpower Training; (Revision of Arrangements for Program and Staff Development) A recommendation that the present regional task forces be consolidated as a single staff located at the Education Center; .... (Appointments to Negotiations Committees) Appointments of citizens to the Negotiations Committee, with an additional appointment to be made from a list of recommended appointees. Copies of the foregoing items are bound in the Supplemental Minute Book as a part of the record of this meeting. 10:00 - 0 - (Final Report - Space Options Committee) Mrs. Marianne Karydes, Chairman of the Committee on Options for School Space, presented the final committee report including answers to questions raised by the Board when the preliminary report was presented, and a revised ASD 40-9.3 Utilization and Disposition of Real Property. The Board accepted the report with appreciation for the work done by the committee, and referred the report to the staff for response by June 17, with recommended changes to the ASD under I. Policy, 4, and II Procedures, B. 10:40 - 0 - (Attendance Area Policies) The Superintendent presented information prepared by the staff on attendance area policies. it was not recommended that the instructional transfer policy be used as a means for resolving redistricting problems related to space/pupil problems. In consideration of alternative guidelines �4 for proportions of black students, the Superintendent recommended Alternative #4, "Select one of the three suggested ranges and limit adjustments to application of present policies in a manner consistent with moving a larger number of schools closer to or within that range," with the range specified as 7-19 percent. Mrs. Dietrich moved that the guidelines for racial balance be changed to 7-19 percent with adjustments being limited to application of present policies, with the under standing that staff will be looking at central Arlington enrollment as a whole. The motion, seconded by Mr. Timpane, passed unanimously. Mrs. Edith Morrison and Mrs. Laura Howard addressed the Board on Glencarlyn matters and requested an explanation of the transfer of building funds. Following discussion, the staff was requested to work with the school community on a priority list of small projects. In consideration of changing Glencarlyn attendance area boundaries, the Superintendent recommended that the Board take no action on redistricting Glencarlyn at this time, but that the matter be put on the agenda for next year to consider redistricting along with other schools affected. Following dis cussion, Mr. Timpane moved no action be taken on redistricting Glencarlyn at this time. The motion was seconded by Mrs. Henderson and passed unanimously. - 0 - (Budget Matters) The Chairman announced there was no further information on the budget at this time, awaiting response from the County Board. - 0 - Following review of the communication items, the Chairman recessed the meeting at 11:19 p.m. AP ATTEST: Adele Pennifill, Clerk Ann C. Broder, Chairman � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource School Board Minutes, Meeting # 20, May 20, 1976 Description An account of the resource School Board Minutes, Meeting # 20, May 20, 1976 at which John Robinson spoke re "concerns pf the black community 3 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-20 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_104 https://projectdaps.org/files/original/7ebfa4a9878da68ffe11dcb6e331959a.pdf db9f01f41235d6dd72191bd0d56fbc9e PDF Text Text S T A T EMENT BY R O NALD A. BOSS T O T H E ARLINGTON COUNTY SCHOOL BOARD 6 May 1976 L e t m e b e g i n by s t a t i n g that I f e e l that an i n s t r u c t i o n a l t r a n s f e r p o l i c y r e p r e s e n t s a r e a l i z a t i o n of o n e of t he b est k n o w n p r i n c i p l e s o f e d u c a t i o n --- n o s c h o o l p r o g r a m is ideal for a ll c h i l d r e n . The instructional transfer policy permits a l i m i t e d n u m b e r o f p a r e n t s to t r a n s f e r t h e i r c h i l d r e n to sc h o o l s w h i c h t h e y f e e l w i l l best m e e t t h e n e e d s of their c h i l d r e n . I a p p l a u d t h e S c h o o l B o a r d for i m p l e m e n t i n g t his p o l i c y and I u r g e t h e m to e x p a n d it. I do f e e l that t h e r e is a s e r ious f l a w in t he e x i s t i n g in s t r u c t i o n a l transfer policy. T h a t f l a w is the c o n t i n u i n g u s e of the s a m e r a c i a l g u i d e l i n e s w h i c h w e r e i n c l u d e d in the o r i g i n a l d e s e g r e g a t i o n plan. T h e 7 % and 1 5 % l i m i t s of that plan w e r e , I b e l i e v e , b a S e d o n t h e 1 1 % a v e r a g e b l a c k e n r o l l ­ m e n t c o u n t y w i d e at that time. S e v e r a l f a c t o r s , w h i c h h a v e b een e f f e c t i v e s i n c e that t ime, s u g g e s t that t h e s e g u i d e l i n e s s h o u l d be r e v i s e d . 1. T h e c o u n t y w i d e a v e r a g e b l a c k e n r o l l m e n t h as i n c r e a s e d to 13%. 2. T h i s i n c r e a s e h a s a f f e c t e d some s c h o o l s d i s p r o p o r t i o n ­ ately. 3. W e a r e p r a c t i c i n g r e v e r s e d i s c r i m i n a t i o n if w e deny t r a n s f e r s to w h i t e c h i l d r e n b a s e d on b l a c k e n r o l l m e n t . T h e r a c i a l g u i d e l i n e s in A r l i n g t o n are p r e s e n t l y b e i n g i n t e r ­ p r e t e d in a m a n n e r w h i c h is f l e x i b l e e n o u g h to m e e t t h e individual n e e d s of e a c h s c h o o l as i n d i c a t e d in the l a t e s t C i v i l R i g h t s Survey. A s of 31 O c t o b e r 1 9 7 5 t h e r e w e r e 8 s c h o o l s w h i c h e q u a l l e d or e x c e e d e d t h e u p p e r 1 5 % l i mit a n d 6 w h i c h w e r e e q u a l to or l ess t h a n the l o w e r 7 % l i m i t . D r e w and G e o r g e M a s o n w e r e e x c l u d e d f r o m this count. T h i s r e s u l t s in s o m e s t u d e n t s in 14 of the 2 4 regular elementary schools being prohibited from transferring for e d u c a t i o n a l r e a s o n s . So far t h i s p o r t i o n of t h e i n s t r u c t i o n a l t r a n s f e r p o l i c y has o n l y b e e n a p p l i e d in o n e s c h o o l : ~ --- G l e n c a r l y n . I would t h i n k that a n y t r a n s f e r out of G l e n c a r l y n S c h o o l s h o u l d be w e l c o m e d in v i e w o f the c r o w d e d c o n d i t i o n s . In a c o u n t y w i t h a p r o j e c t e d 1 9 7 6 / 7 7 ' e n r o l l m e n t w h i c h is o n l y 7 5 % of b u i l d i n g c a p a c i t y G l e n c a r l y n u t i l i z e s t h r e e r e l o catable' c l a s s r o o m s to r e m a i n b e l o w 1 0 0 % of c a p a c i t y . If the r e l o c a t a b l e s are e x c l u d e d f r o m t h e c a l c u l a t i o n , as I f e e l they s h o u l d be, then G l e n c a r l y n is p r o j e c t e d to be at 1127. of c a p a c i t y for next year. T h i s is r e d u c e d to 9 5 . 7 % if t h e r e l o c a t a b l e s are i n cluded. I d i d not c o m e h e r e t o n i g h t to p r o p o s e s o l u t i o n s to t he c r o w d e d c o n d i t i o n s at G l e n c a r l y n School. I o n l y a s k that y o u a l l o w t h o s e w h o f e e l as I do, that t h e c c r o w d e d c o n d i t i o n is u n a c c e p t a b l e , to t r a n s f e r to a n o t h e r scho o l . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement by Ronald A. Boss to the Arlington County School Board, May 6, 1976 Description An account of the resource Statement by Ronald A. Boss to the Arlington County School Board, May 6, 1976 re transfer policy. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-06 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_103 https://projectdaps.org/files/original/53a9b730a3d551c88c323c8c679cd31c.pdf 13370c462c12807c9b53c58ceb7a03fc PDF Text Text S T A T E M E N T B Y RONA'LD A . B O S S T O T H E ARLINGTON COUN T Y SCHOOL BOARD 6 May 1 9 7 6 L e t m e b e g i n by s t a t i n g that I f e e l that an i n s t r u c t i o n a l t r a n s f e r p o l i c y r e p r e s e n t s a r e a l i z a t i o n of o n e of the best k n o w n p r i n c i p l e s o f e d u c a t i o n — - n o s c h o o l pr o g r a m is ideal for all children. The instructional transfer policy permits a l i m i t e d n u m b e r o f p a r e n t s to t r a n s f e r t h e i r c h i l d r e n to sc h o o l s w h i c h t h e y f e e l w i l l best m e e t t h e n e e d s of t heir c h i l d r e n . I applaud the School Board for implementing this policy and I urge them to expand it. I d o f e e l that t h e r e is a s e r i o u s f l a w in the e x i s t i n g i n s t r u c t i o n a l transfer policy. T h a t f l a w is the c o n t i n u i n g u s e of the s a m e r a c i a l g u i d e l i n e s w h i c h w e r e i n c l u d e d in the o r i g i n a l d e s e g r e g a t i o n plan. T h e 7 % and 1 5 % l i m i t s of that p la n w e r e , I b e l i e v e , b a s e d o n t h e 1 1 % a v e r a g e b l a c k e n r o l l ­ m e n t c o u n t y w i d e at that time. Several factors, which have been e f f e c t i v e s i n c e that t ime, s u g g e s t that t h e s e g u i d e l i n e s s h o u l d be r e v i s e d . 1. T h e c o u n t y w i d e a v e r a g e b l a c k e n r o l l m e n t h as i n c r e a s e d to 13%. 2. T h i s i n c r e a s e h a s a f f e c t e d some s c h o o l s d i s p r o p o r t i o n ­ ately. 3. W e are p r a c t i c i n g r e v e r s e d i s c r i m i n a t i o n if w e deny t r a n s f e r s to w h i t e c h i l d r e n b a s e d on b l a c k e n r o l l m e n t . T h e r a c i a l g u i d e l i n e s in A r l i n g t o n a r e p r e s e n t l y b e i n g i n t e r ­ p r e t e d in a m a n n e r w h i c h is f l e x i b l e e n o u g h to m e e t t h e individual n e e d s of e a c h s c h o o l as i n d i c a t e d in the l a t e s t C i v i l R i g h t s Survey. A s of 31 O c t o b e r 1975 t h e r e w e r e 8 s c h o o l s w h i c h e q u a l l e d or e x c e e d e d the u p p e r 157. limit a n d 6 w h i c h w e r e e q u a l to or l ess t h a n the l o w e r 7 % l i m i t . D r e w and G e o r g e M a s o n w e r e e x c l u d e d f r o m this c o unt. T h i s r e s u l t s in s o m e s t u d e n t s in 14 of the 24 regular elementary schools being prohibited from transferring for e d u c a t i o n a l r e a s o n s . S o f a r t h i s p o r t i o n of t h e i n s t r u c t i o n a l t r a n s f e r p o l i c y has o n l y b e e n a p p l i e d in o n e s c h o o l fr-.--- G l e n c a r l y n . I would t h i n k that a n y t r a n s f e r out of G l e n c a r l y n S c h o o l s h o u l d be w e l c o m e d in v i e w of the c r o w d e d c o n d i t i o n s . In a c o u n t y w i t h a p r o j e c t e d 1 9 7 6 / 7 7 ’e n r o l l m e n t w h i c h is o n l y 7 5 % of b u i l d i n g c a p a c i t y ,- G l e n c a r l y n u t i l i z e s t h r e e r e l o c a t a b l e ' c l a s s r o o m s to r e m a i n b e l o w 1 0 0 % of c a p a c i t y . If the r e l o c a t a b l e s are e x c l u d e d f r o m the c a l c u l a t i o n , as I f e e l they s h o u l d be, then G l e n c a r l y n is p r o j e c t e d to b e at 1127. of c a p a c i t y for next year. T h i s is r e d u c e d to 9 5 . 7 % if t h e r e l o c a t a b l e s a re i n cluded. I d i d not c o m e h e r e t o n i g h t to p r o p o s e s o l u t i o n s to the c r o w d e d c o n d i t i o n s at G l e n c a r l y n S c h ool. I o n l y a s k that y o u a l l o w t h o s e w h o f e e l as I do, that t h e ' c r o w d e d c o n d i t i o n is u n a c c e p t a b l e , to t r a n s f e r to a n o t h e r s c h o o l . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement by Ronald A. Boss to the Arlington County School Board, May 6, 1976 Description An account of the resource Statement by Ronald A. Boss to the Arlington County School Board, May 6, 1976 re transfer policy. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-06 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_102 https://projectdaps.org/files/original/dfcb0073c7dcec806939a8eefeca7d3c.pdf f5e5d55474a785850827b8d6b5a9b5cd PDF Text Text STATE M E N T BY RONALD A. BOSS T O TH E ARLINGTON COUNTY SCHOOL BOARD 6 M a y 1976 L e t m e b e g i n b y s t a t i n g t h a t I f e e l that an i n s t r u c t i o n a l t r a n s f e r p o l i c y r e p r e s e n t s a r e a l i z a t i o n of o n e of t he best k n o w n p r i n c i p l e s o f e d u c a t i o n --- n o s c h o o l pr o g r a m is ideal for all children. The instructional transfer policy permits a l i m i t e d n u m b e r of p a r e n t s to t r a n s f e r t heir c h i l d r e n to s c h o o l s w h i c h t h e y f e e l w i l l b e s t m e e t t h e n e e d s of t heir c h i l d r e n . I applaud the School Board for implementing this policy and I urge them to expand it. I do f e e l that t h e r e is a s e r i o u s f l a w in the e x i s t i n g instructional transfer policy. T h a t f l a w is the c o n t i n u i n g u s e of the s a m e r a c i a l g u i d e l i n e s w h i c h w e r e i n c l u d e d in the o r i g i n a l d e s e g r e g a t i o n p l an. T h e 7 % and 1 5 % l i m i t s of that plan w e r e , I believe, b a s e d on the 11% A v e r a g e b l a c k e n r o l l ­ m e n t c o u n t y w i d e at that t i me. Several factors, w h i c h have been e f f e c t i v e s i n c e t h a t t i me, s u g g e s t that t h e s e g u i d e l i n e s s h o u l d be r e v i s e d . 1. The countywide average bl a c k enrollment has increased to 13%. 2. T h i s i n c r e a s e h a s a f f e c t e d some s c h o o l s d i s p r o p o r t i o n ­ ately. 3. W e are p r a c t i c i n g r e v e r s e d i s c r i m i n a t i o n if w e deny t r a n s f e r s to w h i t e c h i l d r e n b a s e d on b l a c k e n r o l l m e n t . T h e r a c i a l g u i d e l i n e s in A r l i n g t o n a r e p r e s e n t l y b e i n g i n t e r ­ p r e t e d in a m a n n e r w h i c h is f l e x i b l e e n o u g h to m e e t t h e individual n e e d s of e a c h s c h o o l as i n d i c a t e d in the l a t e s t C i v i l R i g h t s Survey. A s of 31 O c t o b e r 1 9 7 5 t h e r e w e r e 8 s c h o o l s w h i c h e q u a l l e d or e x c e e d e d t h e u p p e r 1 5 % l i m i t a n d 6 w h i c h w e r e e q u a l to or l e s s t h a n the l o w e r 7 % l i m i t . D r e w and G e o r g e M a s o n w e r e e x c l u d e d f r o m this c o u n t . T h i s r e s u l t s in s o m e s t u d e n t s in 14 of the 2 4 regular elementary schools being prohibited from transferring for e d u c a t i o n a l r e a s o n s . So far this p o r t i o n of t h e i n s t r u c t i o n a l t r a n s f e r p o l i c y has o n l y b e e n a p p l i e d in o n e s c h o o l f r - --- G l e n c a r l y n . I w ould t h i n k that a n y t r a n s f e r o u t of G l e n c a r l y n S c h o o l s h o u l d be w e l c o m e d in v i e w of the c r o w d e d c o n d i t i o n s . In a c o u n t y w i t h a p r o j e c t e d 1 9 7 6 / 7 7 ’e n r o l l m e n t w h i c h is o n l y 7 5 % of b u i l d i n g c a p a c i t y ,- G l e n c a r l y n u t i l i z e s t h r e e r e l o c atable' c l a s s r o o m s to r e m a i n b e l o w 1 0 0 % of c a p a c i t y . If the r e l o c a t a b l e s are e x c l u d e d f r o m t h e c a l c u l a t i o n , as I feel they s h o u l d be, then G l e n c a r l y n is p r o j e c t e d to b e at 1 1 2 % of c a p a c i t y f or n ext year. T h i s is r e d u c e d to 9 5 . 7 % if t h e r e l o c a t a b l e s are incl u d e d . I d i d not c o m e h e r e t o n i g h t to p r o p o s e s o l u t i o n s to the c r o w d e d c o n d i t i o n s at G l e n c a r l y n S c h o o l . I o n l y a s k that y o u a l l o w t h o s e w h o f e e l as I do, that t h e ' c r o w d e d c o n d i t i o n is u n a c c e p t a b l e , to t r a n s f e r to a n o t h e r s c h o o l . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement by Ronald A. Boss to the Arlington County School Board, May 6, 1976 Description An account of the resource Statement by Ronald A. Boss to the Arlington County School Board, May 6, 1976 re transfer policy. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-06 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_101 https://projectdaps.org/files/original/40d799123910758a0a9ec76f6699ac81.pdf de61aa07427368e9492c289fb1227f1b PDF Text Text 6 d ARLINGTCK PT3BLIC SOtCGlS Offiea of the Superintendent MBMCRAHDtH March 4, 1974 Members of the Board FROM: \s sberf l„ Chisholm i 3'tBJECT: attached Material re "Plan for Desegregating Hoffman-Bosten and Drew Elementary Schools'' f e the Board approaches the time that attendance areas will be adopted far l next year, it was felt that you would like to have available a copy of that portion of the desegregation plan that was submitted and approved by the courts at the time that Drew and Hoffman-Boston were desegregated. Section VI deals with the secondary schools aspects of the desegregation plan. Next year students through the 9th grade will be assigned in accord­ ance with the attendants area maps which will be adopted by the Board in April, students who will be in the 10th, 11th and 12th grades next year and who reside in the former Drew and Hoffman-Boston areas, under the pro­ cedures of the Board, are entitled to an option of attending Wakefield or the high school designated to serve their residence. r<lC:b/s att. cc: Mr. Ware � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memo from Office of the Superintendent, Arlington Public Schools to members of the Board with attached material re "Plan for Desegregating Hoffman-Boston and Drew Elementary Schools," March 4, 1974 Description An account of the resource Memo from Office of the Superintendent, Arlington Public Schools to members of the Board with attached material re "Plan for Desegregating Hoffman-Boston and Drew Elementary Schools," March 4, 1974 Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1974-03-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_100 https://projectdaps.org/files/original/5c4b8a21cfe00a4248c8a9b2272f25f5.pdf fd95f18fee54e348bd879780cf6cb8cd PDF Text Text Staff P hoto By A dele S ta r r VIES HAVE CHANGED — Bobby Eldridge and his >ther, Mildred, right, are surrounded by fifth-graders at trick Henry Elementary School in Arlington. In 1958 Eldridge became the first black student to attend Patrick Henry. Today the school has children of all races, 7irst B lack S tu den t R ecalls E xperience RLINGTON—In 1958. Bobby Eldridge de history by becoming the first black dent to enter the all-white Patrick Henry ^mentary School. Thursday, Eldridge returned to Patrick nry to talk about his experience and answer 2Stions from fifth-grade students. Tldridge is a musician currently working in Tap Dance Kid. His appearance at Patrick nry was part of a program to celebrate the i o o I ’s 60th anniversary and to teach students iut its history, not all of which was proud, laking the concept of segregation un-stood to fifth-graders in a school as racially xed as Patrick Henry was no easy task, and bridge's mother, Mildred B. Eldridge, exined some of the difficulties surrounding the ht to get her children admitted to an ali ke public school system. Tldridge was admitted as the first black in trick Henry’s 33-year history after his ents took the case to court when Fillmore ‘mentary and Patrick Henry turned him her husband decided to fight to get Bobby into Patrick Henry because it was close to their First Street home. He attended Burgundy Farms Day School, a private school that the Eldridge’s church paid to get Bobby into, but she said “we knew that we were not going to stand still knowing the law of the land was that you could go to the school closest to home.” Old newspaper clippings showed pictures of the 10-year-old Eldridge waving to a neighbor on his way to school, but they didn’t reveal the fear of his parents or the preiudism that surrounded his history-making entry into the all-white system. “We walked him to school every day for the first month.” Mrs. Eldridge told the students. Eldridge said there were times when he was taken to school by a police escort, and was harrassed by the American Nazi Party. Teachers Mary Ann Peterson and Laura Stowers emphasized that Eldridge was unique because he had all white playmates at school, and black friends at home. None of his black neighbors attended Patrick Henry, and he was Junior High School. Students asked Eldridge questions, such as “Were you nervous?” , “Did you know you were special?", “How did it feel to not be able to attend the school you wanted?” Peterson told students that Eldridge was allowed into Burgundy Farms but he had to pay for it. “There are many types of segregation,” she said. “If you could pay it was OK. If you couldn’t pay, it wasn’t." The fifth-graders reviewed clippings Eldridge brought in, learning about a court decision denying him entry into white public schools because "it would be too much of an emotional adjustment for a lone Negro child registered among 600 white children. “Do you think that's right?” one teacher asked. “No” came the resounding and loud response from the class. Students also asked Eldridge about his career as a musician, such as "what was Stevie Wonder like?” He has played wood-wind in- i j ! j ! , j ! �Northern Virg tnia V ol. 8 , No. 5 5 P U B L I S H E D SIX D A Y S A W E E K S I N C E I M7 manage... stru m en ts’ fofr “ D ream girls,” “Dancin,” “The Wiz,” and has accompanied Tina Turner, Cab Calloway, Johnny Mathis and Lena Home. The program is designed to teach students about the school’s past, and in preparation of Eldridge’s visit they were assigned to list the major events of the Civil Rights Movement beginning with the 1954 Supreme Court decision outlawing Saturday, March 8, 1 9 8 6 from page one segregation, to the 1968 assassination of Dr. Martin Luther King, Jr. They also learned about famous black Americans and their con tributions to history, including Dr. Daniel Hale Williams who per formed the first successful heart operation in 1893; P a tricia R. Harris, the first black woman ap pointed to a Cabinet position in 1977; and Harold Washington, Chicago’s first black mayo* elected in 1983. Students have interviewed numerous Patrick Henry alumni, including a teacher from 1928, a student from 1926, and former principals. In April they will visit Patrick Henry’s home, and his history, along with the school’s, will be documented on videotape, Peterson said. —D. Marois � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Newspaper article from Fairfax Northern Virginia Sun, March 8, 1986. "First Black Student Recalls Experience." Description An account of the resource Newspaper article from Fairfax Northern Virginia Sun, March 8, 1986. "First Black Student Recalls Experience," regarding Boby Eldridge becoming the first black student to enter the all-white Patrick Henry Elementary School in 1958. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Fairfax Northern Virginia Sun Date A point or period of time associated with an event in the lifecycle of the resource 1986-03-08 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_98 https://projectdaps.org/files/original/d0e40b57298fe30337ed895c6c04bf0b.pdf f06b35938ed1ec6c062a136458862b1b PDF Text Text HISTORY OF HOFFMAN-BOSTON HIGH SCHOOL ? ] Hoffman-Boston School was formerly Jefferson Elementary School, a fourroom structure built on the present site in 1914. There have been several ad­ ditions and improvements. In 1930, the present front of the building was con­ structed for the housing of high school classes. In 1932 the school's name was changed from Jefferson to Hoffman-Boston in m emory of Mr. E. C. Hoff­ man, former principal of Jefferson, and Miss Ella M. Boston, former prin­ cipal of Kemper Elementary School. The year 1941 saw the construction of the Vocation Building, which housed the Home Economics and the Industrial Arts Departments. In 1948, the temporary building, containing two class­ rooms, was constructed to house the primary grades and to relieve the con­ gestion in the main building. Also, in the same year, the library and audi­ torium, in the original structure, were enlarged and renovated. In 1952 an additional construction included three shops , Industrial Arts , Auto Mechanics, Electronics, A Home Economics Department, gymnasium, cafeteria, two classrooms, offices for the principal and guidance counselor and two teachers lounges. The building formerly used for vocations was renovated for use by the Art Department and the Band. The temporary structure was also renovated and is now being used by the Vocal Music Department. Hoffman-Boston has made much progress in the last few years and we are looking forward to greater achievements in the future.9 9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sketch and history of Hoffman-Boston High School Description An account of the resource Sketch and history of Hoffman-Boston High School Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Ralph Stone Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant unknown Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_97 https://projectdaps.org/files/original/9c21b5735e16879fe85dabf9f4c32380.pdf 819ec3e9a1dc4dba85e639b4c968189a PDF Text Text June 30j 1971 Dea.’ Staff Member: The School Board on Monday, June 28, announced a plan that it is submitting to the U.S. District Court to desegregate Drew and HoffmanBoston Elementary Schools. Under the provisions of the plan, students and staff from the two schools in question are to be distributed among all of the remaining elementaries. Drew is to be used fcr Adjit Education, kindergarten, Montessori-pre-school, and a model elementary prog-ram. Hcffman-Boston will be used by Thomas Jefferson Junior High and as a kindergarten. Enclosed is a plan at the direction of the as to how the plan will tunity to meet with you teachers lounge at Drew questions. for staff desegregation that has been prepared School Board. Undoubtedly you have many questions affect you. As a result, I would like an oppor­ on Wednesday, July 7, at 2:00 o'clock p.m. in the to discuss this matter further and respond to any Sincerely yours, , <. • v / , Kenry D. Gardner Assistant Superintendent For Personnel HDG/sau Enc. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Memorandum to staff from Henry D. Gardner, Assistant Superintendent for Personnel regarding School Board announcement of a plan being submitted to the U.S. District court to desegregate Drew and Hoffman-Boston Elementary Schools, June 30, 1971. Description An account of the resource Memorandum to staff from Henry D. Gardner, Assistant Superintendent for Personnel regarding School Board announcement of a plan being submitted to the U.S. District court to desegregate Drew and Hoffman-Boston Elementary Schools, June 30, 1971. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1971-06-30 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_96 https://projectdaps.org/files/original/44a9bfb4c4047e2667567674f28cabf3.pdf ea3e154bc8edf441ef8c46d0c26511b8 PDF Text Text ENCLOSURE "A' MONTESSORI �Plan to.Implement'a Montessori Program in The Arlington Public-Schools At the May 27, 1971, meeting of the Arlington School Board, funds were approved to establish a-Montessori pre-school and kindergarten program in the Wakefield attendance area. The School Board’s rationale was that patterns are acquired during the first five years of life which have implications for a child's ability to succeed during his entire school career. The works of many of today's learning theorists support this view. Thus, the action of the Board represents an innovative and pragnat approach to the long range solution of learning problems at elementary, junior, and senior high school levels. The plan to implement the decision to establish a Montessori program has five components: 1. 2. 3. 4. 5. Definition of purpose Staff development Organization of classes Evaluation Proposed budget. The following brief discussion of each component represents the planning to this date and has involved Mrs. Camay Brooks, Mrs. Ann Lewin, principals, and kinder garten teachers. More complete plans will need to be developed with the consultant and with staff members when the proposal and the budget are approved. 1. Definition of purpose Imp1emantation of a Montessori program will involve a. b. 2. Teacher training, both pre-service and in-service, in which the goal is to develop Montessori instructional capabilities in two Arlington kindergarten teachers. They may become potential model teachers if the program is expanded, and theJ,r experience will demonstrate the feasibility of Introducing Montessori materials and teaching approaches in a public school pre-school and kindergarten. Initiation of two Montessori pre-school classes in which the goal is to establish classes that can be used for demonstration purposes during the period of in-service training and as model classes if the program is extended in subsequent years. The benefits to children will be evaluated in a longitudinal study of at least three years duration. Staff development a. Pre-service training A ten-day summer training program will be held in July, 1971, at Oakridge School and will involve seven kindergarten teachers and a Montessori consultant. The teachers will receive preliminary training that will emphasize the philosophy of the Montessori approach and introduce the �- 2- technlques of using Montessori materials. Experiences will include observation, demonstration, video-tape programs, manipulation of materials, and guided reading and discussion. During the pre-service days in August, two of the kindergarten teachers will have guidance in preparing their classrooms and setting up the Montessori materials that will be used with four and five year olds. Provisions will be made for the classroom aides who will work with the program to be present during five of the ten days of pre-service training. The aides will be helped to understand those developmental goals that involve adult/child relationships in the classroom and will be taught how to maintain order in the physical environment. b. In-service training Five days of released time will be provided the two kindergarten teachers who will participate in the program. These days may be scheduled as ten half-day sessions for observation, demonstration, use of materials, informal evaluation, and seminars with the Montessori consultant. Aides will also be involved in four of the half-day training sessions. The major purpose of the staff development program is to change teacher behavior, inculcating a new understanding of the teacher's role in relation to the child and the environment and equipping teachers with the specific technical skills necessary to the Montessori approach. These include: - establishing and maintaining an environment carefully structured to help children attain specific developmental goals - using a large body of manipulative materials which are in effect diagnostic/resource tools - working with a mixed age group of children - functioning as a teacher in the role of facilitator/observer rather than central director - individualizing instruction on a one-to-one basis, either adult to child or child to child. 3. Organization of classes1 Montessori classes will be established at.Drew School with the employment of two trained Montessori teachers who will work in a cooperative relationship with returning kindergarten classes. The proposed class organized as shown below will require three full-time and one half-time teachers to serve 75-95 five year olds, 64 four-year olds, and.36 three^year aids. -Adjustments in the number of three and four-year olds will be made if necessary to accommo date all enrolleas who will reach their fifth birthday on or before October 1, 1971. Kindergarten (1.5 - 2.o teachers) AM 30 five-year olds 20 four-year olds PM 15 five-year olds 10 four-year olds Montessori (2 teachers) AM (Sept.) 14 four-year olds 16 three-year olds (Phased in) 20 three-year olds PM 30 five-year olds 20 four-year olds �-34. Evaluation Evaluation of the program will be specified as part of a proposed State Pilot Project. It will include three general procedures: a. b. Subjective records of the children's development which will be kept by the teacher using annecdotal journals of the type developed in the British Infant Schools and reported by the Educational Development Center in Newton, Massachusetts. Consideration will also be given to the longitudinal evaluations process of "early learners" now being developed by the University of Maryland Research Team and Dr. Laura Dittman. c. 5. Objective evaluation of children's progress using pre-school inventories and standardized measures of achievement. The objective evaluation measures will extend over a three year period with a comparative study developed at the kindergarten and first grade levels. Observation of the classes, which will include measures of the number of Montessori materials in evidence in the classroom, the number of times the teacher uses the materials with the children and the quality of the children's response, and the number of instances of spontaneous use of materials by the children and the quality of use. Budget a. Staff 2 Montessori teachers @ $7575 2 Aides b. Staff development Preservice for 7 kindergarten teachers,10 days @$22/day $ 1,540.00 Preservice for 4 aides, 5 days @ $ll/day 220.00 Inservice for 2 kindergarten teachers, 5 days 0$22/day 220.00 Inservice for 4 aides, 2 days @ $ll/day 88.00 Montessori consultant, 26 days 0 $65/day 1,690.00 $ 3,758.00 c. Equipment and Supplies . Montessori equipment, 2 classrooms @ $2,000/rm Kindergarten furniture, 2 classrooms @ $l,200/rm Supplies, 4 classes, 0 $250/class $15,150.00 6,100.00 $21,250.00 $ 4,000.00 2,400.00 1 ,000.00 $ 7,400.00 TOTAL $32,408.00 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Plan to Implement a Montessori Program in the Arlington Public Schools. Description An account of the resource Plan to Implement a Montessori Program in the Arlington Public Schools. 4 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_92 https://projectdaps.org/files/original/25e9a804dc416274d68d2ed81c87bde5.pdf b80fb4698fbefe695895a55ab0228113 PDF Text Text ENCLOSURE "A" MONTESSORI �Plan to Implement a Montessori Program in The Arlington Public-Schools At the May 27, 1971, meeting of the Arlington School Board, funds were approved to establish a-Montessori pre-school and kindergarten program in the Wakefield attendance area. The School Board's rationale was that patterns are acquired during the first five years of life which have implications for a child's ability to succeed during his entire school career. The works of many of today's learning theorists support this view. Thus, the action of the Board represents an innovative and pragmatic approach to the long range solution of learning problems at elementary, junior, and senior high school levels. The plan to implement the decision to establish a Montessori program has five components: 1. 2. 3. 4. 5. Definition of purpose Staff development Organization of classes Evaluation Proposed budget. The following brief discussion of each component represents the planning to this date and has involved Mrs. Camay Brooks, Mrs. Ann Lewin, principals, and kinder garten teachers. More complete plans will need to be developed with the consultant and with staff members when the proposal and the budget are approved. 1. Definition of purpose Implementation of a Montessori program will involve a. b. 2. Teacher training, both pre-service and in-service, in which the goal is to develop Montessori instructional capabilities in two Arlington kindergarten teachers. They may become potential model teachers if the program is expanded, and thei,r experience will demonstrate the feasibility of introducing Montessori materials and teaching approaches in a public school pre-school and kindergarten. Initiation of two Montessori pre-school classes in which the goal is to establish classes that can be used for demonstration purposes during the period of in-service training and as model classes if the program is extended in subsequent years. The benefits to children will be evaluated in a longitudinal study of at least three years duration. Staff development a. Pre-service training A ten-day summer training program will be held in July, 1971, at Oakridge School and will involve seven kindergarten teachers and a Montessori consultant. The teachers will receive preliminary training that will emphasize the philosophy of the Montessori approach and introduce the �- 2- ' techniques of using Montessori materials. Experiences will include observation, demonstration, video-tape programs, manipulation of materials, and guided reading and discussion. During the pre-service days in August, two of the kindergarten teachers will have guidance in preparing their classrooms and setting up the Montessori materials that will be used with four and five year olds. Provisions will be made for the classroom aides who will work with the program to be present during five of the ten days of pre-service training. The aides will be helped to understand those developmental goals that involve adult/child relationships in the classroom and will be taught how to maintain order in the physical environment. b. In-service training Five days of released time will be provided the two kindergarten teachers who will participate in the program. These days may be scheduled as ten half-day sessions for observation, demonstration, use of materials, informal evaluation, and seminars with the Montessori consultant. Aides will also be involved in four of the half-day training sessions. The major purpose of the staff development program is to change teacher behavior, inculcating a new understanding of the teacher's role in relation to the child and the environment and equipping teachers with the specific technical skills necessary to the Montessori approach. These include: - establishing and maintaining an environment carefully structured to help children attain specific developmental goals - using a large body of manipulative materials which are in effect diagnostic/resource tools - working with a mixed age group of children - functioning as a teacher in the role of facilitator/observer rather than central director - individualizing instruction on a one-to-one basis, either adult to child or child to child. 3. Organization of classes Montessori classes will be established at-Drew School with the employment of two trained Montessori teachers who will work in a cooperative relationship with returning kindergarten classes. The proposed class organized as shown below will require three full-time and one half-time teachers to serve 75-95 five year olds, 64 four-year olds, and-36 three^year aids. -Adjustments in the number of three and four-year olds will be made if necessary to accommo date all enrollees who will reach their fifth birthday on or before October 1, 1971. Kindergarten (1.5 - 2.o teachers) AM 30 five-year olds 20 four-year olds PM 15 five-year olds 10 four-year olds Montessori (2 teachers) AM (Sept.) 14 four-year olds 16 three-year olds (Phased in) 20 three-year olds PM 30 five-year olds 2 0 four-year olds �-34. Evaluation Evaluation of the program will be specified as part of a proposed State Pilot Project. It will include three general procedures: a. b. Subjective records of the children's development which will be kept by the teacher using annecdotal journals of the type developed in the British Infant Schools and reported by the Educational Development Center in Newton, Massachusetts. Consideration will also be given to the longitudinal evaluations process of "early learners" now being developed by the University of Maryland Research Team and Dr. Laura Dittman. c. 5. Objective evaluation of children's progress using pre-school inventories and standardized measures of achievement. The objective evaluation measures will extend over a three year period with a comparative study developed at the kindergarten and first grade levels. Observation of the classes, which will include measures of the number of Montessorl materials in evidence in the classroom, the nuaber of times the teacher uses the materials with the children and the quality of the children's response, and the number of instances of spontaneous use of materials by the children and the quality of use. Budget a. Staff 2 Montessorl teachers @ $7575 2 Aides b. Staff development Preservice for 7 kindergarten teachers,10 days @$22/day $ 1,540.00 Preservice for 4 aides, 5 days @ $ll/day 220.00 Inservice for 2 kindergarten teachers, 5 days @$22/day 220.00 Inservice for 4 aides, 2 days @ $ll/day 88.00 Montessorl consultant, 26 days 0 $65/day 1,690.00 $ 3,758.00 c. Equipment and Supplies . Montessorl equipment, 2 classrooms @ $2,000/rm Kindergarten furniture, 2 classrooms @ $l,200/rm Supplies, 4 classes, @ $250/class $15,150.00 6,100.00 $21,250.00 $ 4,000.00 2,400.00 1 ,0 0 0 .0 0 $ 7,400.00 TOTAL $32,408.00 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Plan to Implement a Montessori Program in the Arlington Public Schools. Description An account of the resource Plan to Implement a Montessori Program in the Arlington Public Schools. 4 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_88 https://projectdaps.org/files/original/0475e55ec52176fc798f3b51c271ffcb.pdf df6ed1444332cc64752341862211a383 PDF Text Text DREW MODEL SCHOOL Arlington, Virginia March 30, 1972 Dear Parents, In Jul7 , 1971 the Arlington School Board approved a proposal for the establishment of an integrated model elementary school (Grades 1-6) to be located in the Drew School building, 3500 South 24th Street. In August of that year, I vaa selected to be principal of the new school. Staff and curriculum were organized and school began for us on September 27th. Now we are entering our second year and want to make you aware of plans for 1972-73. The Model School is an attempt to provide families with an alternative educational option to the regular elementary school program. The faculty and staff at Drew are concerned with arranging learning experiences around Individual differences. The school, however, is not an alternative for spe cial education of children with severe learning or emotional disorders. In order that we may fulfill our function as a model school, our pupil population must be comparable to the other schools in the county. The pupil population will consist of 300 boys and girls who volunteer to attend the school. At the present time, there are vacancies on all grade levels. If the number of applications exceeds the number of vacancies, quotas for each school will be established. Teachers are assigned on a pupil-teacher allocation formula of 25/1. Three teacher teams have been organized, each serving one hundred children. Each team la composed of one team leader, three team teachers, and one teacher aide. In Team I there are 6 , 7, and 8 year olds, in Team II, 8 , 9, and 10 year olds, and In Team III, 10, 11, and 12 year olds. Children are reorganized for skills, for interests, and for special projects. C In addition to the inatructional teams, the staff includes a child develop ment consultant, principal, librarian, library aide, reading teacher, mathematics resource teacher, physical education teacher, educational secretary, Ins truetional secretary, supervisors, and supportive personnel. Parent* are welcomed to volunteer as tutors for individual students, to raaa" art, music and social science labs and to participate in a Thursday after t noon prograa to teach children of all ages leisure time skills and activities. The school curriculum has been and will continue to be developed by staff and advisory committees of parents and of pupils. It is tailored and kept flexible to meet the abilities and interests of children. Instruction Is per sonalized for both skills and concepts. Children have freedom to explore, to choose nany of their own learning activities, and to work individually or to gether with guidance from the teachers. �- 2- We balieve in having a balance between a concept program and a skills program. We have a strong skills prog ran becanse without such a base, the ability to apply ideas, especially in reading/language arts and mathematics will be beyond the child's reach. Concepts are emphasised, for without them, •kills are not meaningful. Subject matter is integrated. For 1972-73 social studies and reading/ language arts will be taught during one block of time, while science and mathematics will be taught at another. Learning will be related to attitudes, feelings, and ways of thinking. There are a reading/language arts laboratory and a mathematics laboratory in the model school for all pupils, but especially for those who need skill strengthening as well as for those who would profit from extension. Art, music, and movement will be emphasized. Special rooms are available for these activities. Pupils will, as interest is shown, be engaged in pro jects such as writing and producing a school handbook, newspaper, and magazine. Drew is for children who wish to become or remain independent, creative, and self-disciplined. Although the atmosphere is relaxed and informal, the children are expected to act responsibly. The staff believes that a motivated child learns more readily and effect ively than one who is not motivated. Learning motivated by success is preferable to learning motivated by failure. Therefore, children need practice in setting realistic goals for themselves. Active participation is preferable to passive reception when learning. We believe these theories are valid and their imple mentation is our goal. If you are interested in having your child attend Drew, please call to make an appointment to visit the school. Upon application, and before a final decision is made - hopefully by your child as well as you - the child may spend a day participating la the school program. Applications are available in all the neighborhood elementary schools and at Drew. Initial registration will be closed on Friday, May 12, 1972. Transportation Is provided for those children who attend the model school. If you have any questions, please call 979-1500. Sincerely, Beth Hoffman Principal B H :h h � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter to parents of Drew Model School informing them of the establishment of an integrated model school (Grades 1-6) to be located in the Drew School building, March 30, 1972 Description An account of the resource Letter to parents of Drew Model School from principal Beth Hoffman informing them of the establishment of an integrated model school (Grades 1-6) to be located in the Drew School building, March 30, 1972. Program and goals discussed. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1972-03-30 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_86 https://projectdaps.org/files/original/b09fca054361d15732c7d065445f2a81.pdf 1d3be43c51c23b0768f622cf88104ba1 PDF Text Text ENCLOSURE MF ' PROGRAM FOR FACILITATING DESEGREGATION IN THE ARLINGTON PUBLIC SCHOOLS (this is the draft of a proposal that will be submitted for funding under the Emergency School Assistanca Act) �There will be 26 elementary schools in Arlington in 1971-72. An enrollment of 11,233 pupils is anticipated and of this number 1250 are Negroes. Langston School was eliminated as a 1-6 elementary attendance center in 1967-68. Hoffman-Boston and Drew will be eliminated as 1-6 elementary attendance centers in 1971-72. These statistics show that we are leaving the middle stages of and entering the final stage of integration. desegregatio The goal of the citizens committee, appointed by the Arlington County School Board in June, 1964, was stated as follows: "...In its broadest sense, the aim of public education will be realized only when equality of opportunity for a fine education is made available to all of our citizens. To accomplish this, we must provide an educationally sound program, with facilities needing no apology. these facilities be subject to challenge because they are unequal. aspirations are within the grasp of our comnunity.''^ Nor should Our "This realized goal is not accomplished so long as (1 ) certain children are artifically segregated by race because they live within school districts whose boundaries were at some previous time fixed to preserve segregation (2 ) certain children are required by virtue of their residence to attend schools that do not meet the standards for the best education that can be given today . . . " 2 When a school moves from segregation to integration, the reassignment of pupils and teachers is merely the first step, prejudice and discrimination continue and sometimes increase within the schools. These latter conditions sometimes are accentuated by differing value systems of pupils, and the reflection of home and community feelings by pupils, teachers, and other 1 �professional staff members. The following quotation from a report cn Research Conference on Education and Cultural Deprivation held at the University of Chicago describes one of the major dilemmas that can arise from integration when just the shifting of pupils and teachers is done: ’ 'Within the school itself the poor relationship between teachers and pupils, the use of tests for purposes of classification rather than diagnosis, the primers and readers, and the curriculum as a whole soon damage severly the confidence and the basic self-esteem of the child from low socio-economic groups. Finally, his subordinate place in the schools, as in society, tends to weaken his self esteem. This self-depreciation is typical of all low-status groups and is the result of their being stigmatized in most relationships with dominant groups, including teachers."^ Further implications for schools are pointed out in the same report: "It is when the negative attitudes and feelings of individuals are translated into institutional practices (school, social welfare agencies, churches, police and courts, business and industry) that the Negro (or any other group) most despairs. Under these conditions there can be no hope or optimism abcut the future and little incentive to work for distant goals. "We do not regard the school as the agency for the solution of the social ills of a society. However, we do regard the schools as providing a setting in which all can learn under as nearly ideal conditions as possible. Furthermore, the school is responsible not only for the learning of subject matter and intellectual skills, but also for the learning of basic attitudes and values. "There is considerable evidence that teachers (both white and Negro) respond differentially to white and Negro children as well as to children of different social classes. We regard such differential treatment as harmful to the learning of the child as well as harmful to his own self-perception." 2 �Project Title Program for Facilitating Integration in the Arlington Public Schools Statement of the Problem A proposal to complete the effective integration of the elementary school pupils of Arlington Public Schools has been designed by the Arlington County School Board. Statictics from a report prepared by Mr. John Palmer indicate the following:* Elem. School Abingdon Ashlawn Barcroft Barrett Claremont •Clay-Fillmore Custis Drew Fairlington Ft. Myer Geo. Mason Glebe Glencarlyn Henry Hoff.-Bost. Jackson Jamestown Key Madison Maury McKinley Nottingham Nat'l Orth. Oakridge Page Randolph Reed Taylor Tuckahoe Woodmont Totals Est. Total Enr. 1971-72 470 358 314 410 408 300 253 590 309 277 69 421 439 553 114 408 489 6 6 6 263 156 323 496 5 519 326 435 510 586 465 301 11,233 Negro Number Negroes Now Pupils Add From DrewSH.B. Total Negro 71-72 52 30 39 50 0 63 44 42 3 54 33 34 40 50 12 0 1 2 89 0 89 42 1 1 14 3 3 5 0 0 49 27 34 - - 8 32 6 _35- 7 ioo 1 0 0 0 - - 2 12 14 0 66 6 6 13 0 3 13 2 0 546 67 S 385 350 375 450 325 300 350 425 70 500 425 632 _ 0 704 1 ,250 11,233 37 42 46 2 341 277 69 421 4H6 553 58 41 36 17 30 28 29 77 59 Capacity 0 10 24 36 2 0 43 30 0 6 6 Per cent Negro 1 2 .1 11.3 11.9 0.7 1 1 .8 1 0 .1 1 1 .8 0 44 54 77 69 60 41 11 - 8 522 388 353 410 457 327 287 420 555 677 299 173 353 524 5 556 368 481 510 596 523 342 - 2 - Est. New Total Enr. 71-72 11.7 18.1 17.4 2 1 .1 TTi 400 575 645 325 17 S 425 500 3.3 11.9 3.5 705 425 475 550 650 500 450 11.9 * note that additional students have not been added to this building 1 2 .0 1 1 .6 1 2 .2 5.7 1 2 .0 1 1 .2 15.1 1 1 .6 11.5 1 2 .0 1 1 .1 �Arlington, a southern suburban community, is undergoing and will continue to undergo changes in its school system as a result of desegregation. are faced with the problem of the inti.."ration of 3 The schools small screen i?3 3 , ipprcxcmacaly :. 10% of our students who are Negro into previously ail-whi”- er.'.ocis. . The Negro community *s social-economic level as significantly lo-'er than the lares rancrir/ of white families in Arlington, test scores indicate the academic achievement level is lower, and some parental and adult attitudes regarding integration ar** negative. Ne need to develop a more effective educational program ft-- til up* is as a result of integration. In addition to developing a desegregation plan that will ctfec.tj.vej** ' l - i ' *-.nt iate all physical vestiges of a dual structure, thure are other factors th-‘L art . equally important in the process and must be given due -ers id oration If true equality of educational opportunity is to be a reality. One of these is the human aspect of ''moving kids and teacher.: acouri : Care shouJ.d be taken by school officials to avoid ;*aving students and teachers approach complete desegregation without adequate preparation. Students who c\ra to change schools and students previously assigned to schools should be courseled concerning their anxieties and/cr expectations. T*ery effort should be uadc to uncover potentially difficult situations as veil as special problems cf students. Planning should be done in advance to ensure that students who n»c /e to other schools make a smooth transition from their former ccv-oorr ir.ulat, as well as academic activities into similar new cr.es. Teacn^rs chouu/i be intic due » u to their new faculties and buildings trior to permanent assignment. Interaction through in-service meetings, faculty teas nv *ther ways should be encouraged. Non-instructional personnel should also be prepared for the change, according to their functions in the system, e.g., lunchrcom workers should underst-iic. ways of being helpful to all who rass through lunch l n . * , regardless of race. ie'; �School desegregation lends itself very well to educational inn- vaticn. In fact, it is often easier to accept desegregation if it is acccrrrp«. nied by positive change in the educational structure. Equally important is the chance to modify curriculum to meet the needs of a more heterogeneous social and economic student population. Methods such as team-teaching, flexible grouping and individualized instruction have proven to be positive companions of the desegregation process and could be introduced as a part of it. Reassignment of staff on a desegregated basis should prove to be very profitable to the system if care is taken to place each person where he can best exercise his skills, regardless of race. In-service training programs focused on preparing staff for desegregation are a great aid in making the whole desegregation process a smooth one.5 5 �OBJECTIVES The desegregation of students and faculties is viewed in Arl Ington as an important movement in providing equal educational opportunity for all of the children and youth of our community. The changes necessary to accc irplish deseg regation involve considerable adjustment in the pattern of student cid staff assignments. These changes in student and staff assignment patterns iust be accompanied by a determined and thoughtful examination of the implication of these changes for continued student and staff development. The physical movement of students and staff must coincide with an intellectual and emotional awareness of the opportunities for creating more effective learning situations that are being made possible by these new assignments. Robert B. Knapp's comment ’thus, ’ the urban public school, to serve fully its integrative purpose, will have to become a truly 'common school,' common to all races. And since various forms of discrimination and 'social segregation' may still continue within an integrated school, it becomes imperative that schools with racially mixed groups undertake a continuing self-study to make sure that all educational experiences afforded in school are equally open to all, in spirit as well as by official policy..." is especially appropriate in this context. The specific objectives to be accomplished are: To prepare the school personnel at the elementary level who are directly involved in desegregation including principals, teachers, custodians, cafeteria workers, secretaries and other supporting services personnel. Some cf this preparation must be done immediately; continuing attention, however, will be necessary during the next school year. Consultants with knowledge in the areas cf human relations will be utilized in working with us in this phase of the program. �to train individuals from our school system to become Personnel Specialists for Effective Learning Programs who can work with all of the school personnel during the ensuing years when desegregation will have its greatest impact upon our system. This work will involve not only those staff members in the schools being affected for the first time this year, but also those who have recently faced desegregation and have not been provided the opportunity to examine their assumptions, their practices, their informational background, or their feelings. To develop plans for the involvement of parents from the Drew and Hoffman-Boston districts in the work of the schools to which their children will be assigned. To design programs and activities which provide for the interaction and cooperation among the students to be integrated and the students whose schools will be affected by the influx of black children. To devise practical ways and means to insure face-to-face contacts between the black parents and teachers to whom their children have been assigned. The final objective will be one of much longer duration than the previous. We hope to utilize our specialists in addition to outside consultants, to effect change on the part of all staff members over the next three to five years. This will be accomplished by continual inservice which is described in8 our section on Procedures. 8 �It is our conviction that these experiences will enable our staff to grow in their ability to work in understanding and competence with individual students of widely varying ethnic and social differences. It is our intent to utilize the new staff perceptions and insights generated during this process to plan for and conduct educational programs which recognize the needs of our students and the demands which they will face in a society of increasing complexity. PROCEDURES Our program is organized in six phases: Staff In-service Training, Intensive Training of Personnel Specialists for Effective Learning Programs in Integrated Schools, Parent Involvement, Student Interaction, Parent-Teacher Interfacing, and an Extensive Program for Continual Staff Development and Effective Curriculum Changes. I. Staff In-Service Training (a) Type of Program: A series of 20 sessions for teachers, guidance counselors, nurses, psychologists, visiting teachers, administrator! and school secretaries who are receiving significant numbers of Negro pupils for the first time; Negro school personnel who are going into white schools for the first time; and personnel who are presently in their first year of working in integrated schools. (b) Program Content: The programs will be designed to: effect change in attitudes on the parts cf participants relating to racial relations; to raise discussions and offer possible solutions to concerns on the parts of individuals relating to integration; questions raised regarding integration of public schools and discussions of the need for creating new teaching methods for pupils who are academically disadvantaged. 9 �Discussions will involve areas of concern such as the following: (1) The community racial conditions and needs such as economic, health,etc. (2) Integration as a continuing achievement, rather than a state of being (3) Value systems associated with sub-cultural groups within our society, i.e., ethnic, economic, regional, etc. (*0 Conflicts that might arise within the schools as a result of integration and ways of dealing with them (5) Misconceptions surrounding the influence of heredity (6 ) The structure of human personality and conditions for its growth (7) Plans that will provide for continual change (£) Plans for providing pleasant experiences that all students may share (9) Plans for providing opportunities that will build identification to the school on the part of members of minority groups. (10) Plans, that are not perceived as charity, that will enable students from low income families to participate in activities involving personal expense beyond their means (11) Establishing relations that will lead to creative solutions rather than defensive reactions to difficulties that will arise (12) Plans to involve student leaders in effecting positive change on the part of all students. (c) Methods: Lectures to the group by our consultant; panels consisting of principals in the schools receiving Negro pupils and teachers next year; teachers presently working in an integrated school; viewing films; and group discussions of concerns raised by participants. (d) Frequency and Duration of Training Sessions: 20 Our program consists of two-hour sessions held weekly, conducted after school from 3:30 p.m. to 5:30 p.m. These sessions will begin on Monday, September 13 and will conclude on Monday, May 29, 1972. 10 �(e) Evaluation; At our last session we will conduct an evaluation to determine the effectiveness of the program and develop guidelines for ensuing phases of the program. II. Intensive Training of Personnel Specialists for Effective Learning Programs in Integrated Schools (a) Type of Program: An intensive training program designed to develop specialists in dealing with race integration and all of its ramifications; i.e.* interpersonal relations, curriculum needs, human relations and group dynamics. These individuals will be selected from personnel presently employed in the school system. This training will be conducted by a coordinator and social psychologist who we will employ as the administrators of our five-year program designed to facilitate integration. (b) Program Content: This phase of the program will be designed along the classical graduate seminar method. The specialists will be expected to do individual research on specific phases relating to integration; participate in field trips to obtain greater know ledge of the community; hear outstanding consultants knowledgeable in education and human relations relating to integration; view films and participate in seminar discussions in depth which are designed to broaden the individual's ability to cope with ideas and educational concepts designed to improve the learning environment. (c) Methods: Intensive study as outlined in Type of Program; the coordinator and social psychologist will incorporate specific methods as the program develops. 11 �(d) Frequency and Duration of Training Sessions: This program will be conducted during the Fall Semester of 1971, through a local university. Meetings will be arranged weekly for a period of 2 - 1/2 hours each. (e) Evaluation: One of the duties of the social psychologist will be to develop procedures for evaluating not only this phase of the program but ilie entire program. Due to the length of the proposed program, realistic evaluation cannot be performed until at least one year has elapsed. (f) Dissemination: The major purpose of this phase is to train specialists who will in turn work with other school personnel in conducting continual programs in individual schools, countywide, or with individual teachers in an effort to not only change attitudes but develop more effective methods of presenting the curriculum to Negro pupils. Therefore, dissemination of the knowledge acquired by the specialist is the primary purpose of this phase of the program. III. . (a) Parent Involvement Type of Program: A series of meetings for parents, principals, counselors, psychologists, visiting teachers, and other school administrators will be arranged in the Drew and Hoffman-Boston areas as well as at the schools serving the children affected by integration. (b) Program Content: The program will be designed to: familiarize parents with the academic and extra-curricular programs of the school; help both black and white parents understand desegregation imposed tasks; elicit parent cooperation; raise discussion and seek solutions to parental concerns regarding the integration of the 12 �schools and other matters; seek parental guidance and support in coping with the learning disabilities of disadvantaged students. (c) Methods: Individual school principals supported by central office staff, counselors, teachers, and psychologists will meet with parents whose children they serve and will: conduct panel discussions on academic, social and economic issues; present slidelecture programs to groups of parents; conduct question-answer sessions; provide opportunities for parents to suggest inputs into the total school program. (d) Frequency and Duration of Sessions: Two meetings per school per month with parents from the Drew and Hoffman-Boston areas will be conducted in the evenings during the months of September through January. hours. Each meeting will last a minimum of two and one-half Beginning in February, 1972, one meeting per month will be conducted with these parents. Parents from other school areas will also be involved. (e) Evaluation: Feedback mechanisms including the use of questionnaires and surveys will be utilized to determine periodically the success of the program. (f) Dissemination: Individual school publications and reports will be distributed to parents of children being served. In addition, results of the questionnaires and surveys compiled on a county-wide basis will be disseminated to all county agencies, parents, and interested comnunity organizations. IV. Student-Student Interfacing (a) Type of Program: The class meeting concept as developed by Dr. William Glasser would be incorporated into each school program. 13 �The psychiatric version of the three R's as defined in Glasser’s concepts are (1) reality, (2) responsibility, and (3) right-andwrong. The human relations interaction process is well defined and lends itself to the student-student interfacing to solve both personal and mutual problems of the students. (b) Program Content: The learning of responsibility comes through involvements with fellow students, responsible teachers and other staff members and parents. The reality concept is based on the factor that a person who has been unable to fulfill his needs, no matter what behavior patterns he displays, has the characteristic of denying the reality of the world around him. The success of those who work until this person is dependent upon their ability to convince the student to give up denying the world and to recognize that reality not only exists but that he must fulfill his needs within the structure of reality. The third "P", right-and-wrong, is not as easily defined because it may not always be clear what is right and what is wrong. Glasser points out that for an individual to feel worthwhile he must maintain a satisfactory standard of behavior. He must learn to correct himself when he is wrong to credit himself when he is right. He must be able to evaluate his own behavior and having evaluated it, where it is below standard. and improve his conduct Morals, standards, values, or right- and-wrong behavior are all intimately related to fulfillment of one’s needs for self-worth. 14 �(c) Methods: The class meeting concept used by Giasser would be the vehicle for establishing both personal and group inter actions on a positive scale. The class meeting implements the reality therapy concept in five basic steps. These steps are: (1 ) become involved (2 ) deal with present behavior (3) get the individual or group to make a value judgement (4) formulate a plan for change, and (5) get the individual or group to make a commitment to change. There is, of course, a necessity for an adroit, responsible adult to conduct and guide the class meetings. Generally this is the classroom teacher but other members of the school staff or the conmunity could be involved. (d) Frequency and Duration of Sessions: There should be at least weekly class meetings extending through the school year but no definitive time level should be set. In many cases there could be daily sessions lasting from a few minutes to an hour each. (e) Evaluation: Questionnaires regarding the effectiveness of the techniques and the concept will be designed and utilized. Frequency measures of specific racial problems will also be maintained. (f) Dissemination: Results of the survey will be compiled and distributed to parents and school system personnel. 15 �V. Parent-Teacher Interfacing (a) Type of Program: Weekly work sessions involving the teachers and parents of children integrated into the elementary schools from the Drew and Hoffman-Boston areas will be arranged by the individual school principals supported by central office personnel. Teachers will be paid a supplemental salary stipend of $5.00 per hour for participating in work sessions extending beyond the normal working day. (b) Program Content: Parent-Teacher Work Sessions will provide an opportunity for parents to meet with their child's teacher(s) in small group conferences to discuss individual problems of adjustment and academic progress. Frequent parent-teacher contacts hopefully will result in better communication between home and school. Teachers will visit the homes of parents who are reluctant or unable to come to the school. Open invitations for parent visitation and observation must be extended to develop feelings of mutual trust and concern. (c) Methods: A variety of means should be used to achieve parent-teacher contacts including sessions held at the school before school hours, sessions held after school in the afternoon, sessions conducted at the Drew and Hoffman-Boston buildings in the evening, and home visits by the teacher at hours convenient to the parent. (d) Frequency and Duration of Sessions: The weekly meetings extending through the school year should last a minimum of one hour each. 16 �(e) Evaluation: Questionnaires regarding the effectiveness of frequent parent-teacher contacts will be designed and utilized. (f) Dissemination: Results of survey will be compiled and distributed to parents and school system personnel. 17 �.VI. Extensive Program for Continual Staff Development and Effective Curriculum Change (a) Type of Program: A three year in-service program for school personnel, i.e., teachers, supervisors, administrators and secretarial employees. The coordinators will administer the program utilizing the services of the personnel specialists, the head consultant, and other out-of-county consultants. In addition, extension courses will be arranged with a local university to enable teachers to pursue individual interests. (b) Program Content: Programs will be designed to include all school faculties, teachers in academic departments, individual personnel or individuals from a cross section of the entire county. The development of more effective educational programs, tailored to the needs of low-achieving Negro pupils, will be one skill or goal of the entire in-service program. More effective solutions in interpersonal problems that might arise between students or teachers and students is also a goal. Effective solutions to problems of academic deficiency or of an interpersonal nature as a result of desegregation are the two primary goals of this program. (c) Methods: The services of the coordinators, psychologists, personnel specialists, and consultants will be utilized in conducting workshops, classroom instruction, seminars, and other methods of instruction that will develop as the program evolves. More effective instructional programs will be developed in specific subject areas by departmental staffs working with consultants and our specialists and curriculum supervisors. School staffs will be encouraged to design new approaches to grouping and instruction for low-achieving pupils. 18 �(d) Frequency and Duration of Training Sessions: This three year program will be conducted primarily during the regular school year. These sessions will be scheduled after school hours or on Saturdays. The coordinators will be available during the summer months to work with curriculum committees of teachers and supervisors. (e) Evaluation: The coordinators will be responsible for evaluation of methods and procedures. (f) Dissemination: This will be accomplished by the in-service programs which will eventually involve a large majority of the teachers, supervisors, and administrators. Other methods, such as publications and evaluation reports will be developed by the coordinators. 19 �Selection of Participants The selection of Personnel Specialists for Effective Learning Programs will be done by the Assistant Superintendent for Personnel, head consultant. Associate Superintendent for Instruction, and the Directors of Elementary, Secondary, and General Programs. The specialists to be trained in 1971-72 will be selected from the teaching, administrative, and counseling staffs of the schools most affected by integration. We intend to identify members of the teaching and counseling staffs who have indicated an interest in improving instruction for children, have exhibited evidence of leadership (such as being faculty representatives to the county-wide committees or who have served on special projects), and are knowledgeable of the community and school system as participants in the in-service program. Participants in future in-service programs will be selected by principals, program coordinators, and personnel cited above. It is highly probable that entire school faculties will constitute the majority of participants in this phase of the program. 20 �Facilities All training sessions, meetings, and activities involving parents and students will be conducted in Arlington Public School facilities. All facilities needed for extensive in-service will be available in school buildings including classrooms, libraries, conference rooms, etc. Materials and Equipment Equipment such as mimeograph machines, ditto machines, typewriters, audio visual machines and other training devices are available in the school system. Materials in the form of paper, overlays, film, transparencies, etc. will need to be purchased. Special Administrative and Service Requirements Program direction and support will be provided by the Arlington County Public Schools, by the Superintendent and Associate Superintendent and their staffs. Liaison and communication with community agencies will be provided through the School Board Advisory Council on Curriculum, the County Council of PTA's, the Arlington Community Action Program, school staff, etc. Staff Personnel The program described will be coordinated by staff personnel presently employed in the school system and by a social psychologist to be hired. These persons will work directly under the Associate Superintendent for Instruction. A head consultant and several additional consultants must be employed to provide stimulus and new approaches aimed at solving problems engendered by desegregation. 21 �Social Psychologist Distinguishing Features of Work: The social psychologist will serve as associate to the coordinator in the development and coordination of this project. He will be responsible for establishing and conducting an evaluation of the program. This person will conduct workshops and seminars for teachers, administrators, parents, and community groups. He will be available to teachers to help them • with problems arising from the integration of students. Qualification Requirements: (1) A graduate degree from an accredited college in either social psychology, psychology, or sociology. (2) At least five years of professional experience, some of which includes field work related to integration. (3) Ability to speak and write effectively. (4) Ability to establish and maintain effective working relations with associates, subordinates, and community groups. 22 �FOOTNOTES 1. Arlington County School Board, 1965. "Report of Advisory Committee on Criteria for Defining School Attendance Areas," pp. 8-9. 2. Ibid., pp. 2-9. 3. Benjamin S. Bloom, Allison Davis, and Robert Hess, Compensatory Education for Cultural Deprivation, (Department of Education, University of Chicago, 1964), p. 21. 4. Ibid. 23 �Proposed Budget 1971-72 200 Instruction $18,000.00 Salary Social Psychologist Consultants Honoraria One chief consultant and three other consultants 3 days per month @ $100 per day for 10 months. Teacher supplemental salary stipend for work beyond normal day 400 teachers X 2 hrs. per week X 36 weeks @ $5.00 per hour In-service Training of teachers in Use of Glasser Methods 400 teachers X 6 hrs. @ $5.00 per hour 3,000.00 144,000.00 1 2 , 00.00 0 Materials and Supplies 1 ,0 0 0 . 0 0 Travel A. Consultants (1000) B. Social Psychologist (500) 1,500.00 800 Fixed Charges F.I.C.A., Hospitalization, Retirement 1,980.00 ieo,7co.oo Total 24 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 66, Personal Papers of Henry Gardner Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Program for Facilitating Desegregation in the Arlington Public Schools Description An account of the resource Program for Facilitating Desegregation in the Arlington Public Schools. 24 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 66_1_1_1_62