1 20 57 https://projectdaps.org/files/original/945af69d922251c7e1f01532a76c248e.pdf 3a859672a4d32613de1d494ba46bfee8 PDF Text Text B L A C K E D U C A T I O N IN A R L I N G T O N 1 8 5 0 s T O 1954 !. TITLE SLIDE 2. A R L INGTON HOUSE - HIST O R Y OF ARLINGTON 3. A R L I N G T O N H O U S E - G E O R G E W A S H I N G T O N P A R K CUSTIS, O W N E R OF T H E ESTATE, HA D M A N Y S L A V E S E V E N T H O U G H HE W A S O P P O S E D TO S L A V E R Y A N D ID F R E E S O M E OF H IS S L A V E S D U R I N G H I S L I F E TIME. ALSO, G E O R G E W A S H I N G T O N P A R K E C U S T I S L EFT A P R O V I S I O N IN HIS W I L L TO F R E E A L L S L A V E S 5 Y E A R S A F T E R HIS DEATH. 4. S L A V E Q U A R T E R S - H O U S E D S L A V E S W H O W O R K E D IN T H E HOUSE. F I E L D S L A V E S W E R E H O U S E D IN L E S S E L O Q U E N T HOUS I N G . S L A V E S W E R E N O T T A U G H T T O R E A D A N D W R I T E FOR T H E F EAR OF E SCAPING. T H E R E F O R E , F O R M A L E D U C A T I O N OF S L A V E S L I V I N G IN A L E X A N D R I A C O U N T Y N O W A R L I N G T O N DID NOT BEGIN UNTIL AFTER THE E M A N C IPATION PRO C L A M A T I O N AT T HE CLOSE OF TH E C I V I L WAR. 5. SALINA GRAY - 6. F R E E M A N ' S V I L L A G E - ON D E C E M B E R 4, 1863 F R E M A N ' S V I L L A G E W A S O F F I C I A L L Y D E D I C A T E D ON A P O R T I O N OF T H E A R L I N G T O N ESTA T E . T H I S E N G R A V I N G S H O W S F R E E M A ' S V I L L A G E A S IT A P P E A R E D IN H A R P E R ' S W E E K L Y , M A Y 7, 1864. HERE THE FREE SLAVES RECEIVED SOME HELP FROM THE GOVERNMENT: E D UCATION, M E D I C A L CARE, A N D J O B TRA I N I N G . TH I S W AS THE B E G I NNING OF FORMAL E D U CATION ARLINGTON. IN 7. IN T H I S P H O T O G R A P H T A K E N B Y M A T T H E W B READY, S T UDENTS, INCLUDING A D ULTS ARE S T ANDING INFRONT OF A B UILDING THAT S E R V E D A S A S C H O O L A S W E L L A S A CHAP E L . T H E S C H O O IN FREEMAN'S VILLAGE WAS STAFFED BY VOLUNTEERS, MOSTLY FROM THE N O T H - "C A R P E T B A G G E R S ." 8. 580 G R A V E S 9. IN T H E 1 8 8 0 s T H E U N I T E D S T A T E S G O V E R N M E N T B E A = G A N A C T I O N TO CLOSE T HE C O MPOUND DUE TO Y E A R S OF P R O B L E M S AND COMPLAINTS. SOME OF THE R E S E I D E N T S M O V E D TO SOUTH W E S T W A S H I N G T O N , D.C. A N D T O P A R T S O F A R L I N G T O N , "ROSSLYN" �10. ARLINGTON VIEW F O R M E R L Y C A L L E D J O H N S T O N H I L L - 62 A C R E A W H I C H I N C L U D E D 19 A C R E S F O R T H E H O F F M A N - B O S T O N SCHO O L S . 11. HOFFMAN-BOSTON HIGH SCHOOL BUILT B L A C K S IN A R L I N G T O N . 1949 T O S E R V E A L L 12. AN A D D I T I O N W A S A D D E D T O T H E S T R U C T U R E IN 1 9 5 2 A N D W H I T E B U I L D I N G ON T H E L E F T S E R V E D A S T H E F I R S T E L E M E N T A R Y S C H O O L F OR T H E N E I G H B O R H O O D . 1 ^ / 13. E D W A R D C. HOFFMAN 14. MISS ELLA BOSTON 15 . HOFFMAN - BOSTON ELEMENTARY SCHOOL BUILT R A Z E D IN 1970. A S I X - R O O M STRU C T U R E . IN 1951 A N D 16. H-B SCHOOL T O D A Y STIL SERVES TH E COMMUNITY. S ERVICES. NAME 17. C H U R C H E S P L A Y E D A N I N P O R T A N T R O L E IN E D U C A T I N G B L A C K S IN A R L I N G T O N . MT. O L I V E B A P T I S T C H U R C H H A D ITS R O O T S IN F R E E M A N ' S V I L L E G E - 1874. 18. NAUCK COMMUNITY THE LARGEST BLACK COMMUNITY ARLINGTON . 19. IN L O C A T I O N OF N A U C K - G R E E N V A L L E Y 20. MT. ZION, "THE M O T H E R CHURCH" S T A R T E D A S T H E CHURCH" IN F R E E D M A N ' S V I L L E G E IN 1874 21. L O M A X A . M .E. Z I O N C H U R C H F R E E M A N ' S V I L L A G E TOO. (ORAL HISTORY) "OLD B E L L JUNE 1866 22. O U R L A D Y Q U E E N O F P E A C E C A T H O L I C C H U R C H - S T A R T E F D 1945 A S A M I S S I O N CHURCH. PROGRAM 23. AND ST. J O H N ' S B A P T I S T C H U R C H - O R G A N I Z E D 10 W O M E N . LOCATION IN IN IN 1903 BY 13 M EN 24. T H E N A U C K N E I G H B O R H O O D H A D S E V E R A L B L A C K E L E M E N T A R Y S C H O O L S P R I O R T O 1924. ONE OF THESE S C HOOL W A S T HE KEMPER S C H O O L B U I L T IN 1924 A T A C O S T O F J U S T U N D E R $33 , 0 0 0 . THE �B U I L D I N G I T S E L F C O S T $30 , 0 0 0 , $ 2,951 FOR H E A T I N G SYSTEM, $ 4 2 5 F O R A W ELL . A N D T H E S C H O O L W A S S T A F F E D BY 3 TEA C H E R S . DREW AL L THAT REMA I N S OF TH I S S C HOOL THAT WA S LOCATED ABOVE IS T H E C O R N E R S T O N E . 25. T O D A Y , T H I S T O W N H O U S E D E V E L O P M E N T O C C U P I E S T H E S I T E OF T H E K E M P E R SCHOOL. 26. D R E W M O D E L S C H O O L A T O N E T I M E P R I O R T O 1971 D R E W ELEMENTARY SCHOOL WAS THE LARGEST BLACK ELEMENTARY SCHOOL T H E C O U N T Y S E R V I N G T H E N A U C K OR G R E E N V A L L E Y C O M M U N I T Y . IN D R E W S C H O O L W A S B U I L T IN 1944 T O S E R V E T H E B L A C K C O M M U N I I T Y A N D N A M E F O R DR. C H A R L E S R. DREW. T H E S C H O O L H AD THREE ADDITIONS. 27. D R E W M O D E L S C H O O L W A S N A M E D A F T E R C H A R L E S R. DREW, A B L A C K DOCTOR, W H O S E R E S E A R C H IN B L O O D - P L A S M A S A V E D T H O U S A N D S OF L I V E S IN W O R L D W A R II. 28. DR, D R E W ' S H O U S E IS L O C A T E D IN T H E B U T L E R - H O L M E S COMM U N I T Y . DR. D R E W ' S F A M I L Y P U R C H A S E D T H E H O U S E IN 1920. HE L I V E D IN T H I S H O U S E F R O M 1920 T O 1938. 29. TODAY, THE HOUSE IS B A S I C A L L Y U N C H A N G E D , 30. NATIONAL HISTORIC LANDMARK 31. VIRGINIA HISTORIC LANDMARK 32. IN A D D I T I O N T O DR, D R E W ' S F A M I L Y H O M E B E I N G A H I S T O R I C LA ND M A R K , A U N I T E D S T A T E S P O S T A G E S T A M P W A S I S S U E D IN 1980 IN H I S H O N O R A N D R E C O G N I T I O N O F H I S A C H I E V E M E N T IN M E D I C I N E . 33. (BLACK CHILDREN PRAYING) DREW SCHOOL REMA I N ALL BACK U N T I L 1971 W H E N S Y S T E M - W I D E I N T E G R A T I O N T O O K P L A C E IN ARLINGTON. 34. LET'S MOVE TO NORTH ARLINGTON TO HIGH VIEW PARK F O R M E R L Y K N O W N A S H A L L ' S HILL. 35. (BASIL HALL'S HOUSE) SOLD LAND CHEAPLY TO BLACKS L O C A T I O N OF N E I G H B O R H O O D �36. IN T H I S N E I G H B O R H O O D , TOO, C H U R C H E S P L A Y E D AN I N P O R T A N T R O L E IN T H E E D U C A T I O N O F B L A C K S IN A R L I N G T O N A N D T H E I N T E G R A T I O N OF ITS SCHOOLS. CALLOWAY UNITED METHODIST CHURCH IS L O C A T E D ON L E E H I G H W A Y ORGANIZED IN 1866 A N D 37. MT. S A L V A T I O N B A P T I S T C H U R C H H A S ITS B E G I N N I N G IN 1879. IN A D D I T I O N A S A P L A C E O F W O R S H I P , MT. S A L V A T I O N W A S U S E D A S A S C H O O L T H E B E G I N N I N G O F J O H N M. L A N G S T O N S C H O O L IN ARLINGTON. 38. HIGH V I E W P A R K HAD ON L Y AN ELEME N T A R Y SCHOOL BUT NO L I G H SCHOOL, B E C A U S E H I G H S C H O O L S T U D E N T S W E R E B U S S E D TO H O F F M A N - B O A T O N H I G H S C H O O L IN S O U T H A R L I N G T O N . T H E J O H N M. L A N G S T O N E L E M E N T A R Y S C H O O L W A S B U I L T IN 1925 ( M I D D L E S E C T I O N ) A N D A D D E D T O F O U R T I M E S A N D T H E N S U R P L U S E D IN 1971. N O W T H E S C H O O L IS U S E D F OR A D U L T E D U C A T I O N , A N D O U T R E A C H C O M M U N I T Y SERVICES. H E A D START. T H E S C H O O L W A S N A M E D IN H O N O R OF J O H N M E R C E R LANGSTON, W H O W A S B O R N IN 1829 A N D D I E D IN 1897. F I R S T B L A C K E L E C T E D T O T H E U . S C O N G R E S S F R O N VA. T O W N C L E R K IN O H I O A DELEGATE FROM V A . T O TH E HOUSE OF REPRE S E N T A T I V E S IN 1976 T H E N A M E W A S C H A N G E D T O L A N G S T O N - B R O W N C O M M U N I T Y CENTER. ( GIVE R E ASON) 39. A R L I N G T O N I N T E G R A T E D ITS S C H O O L S S T A R T I N G IN 1959 W I T H STRATFORD A F T E R T H E B R O W N VS. T O P E K A SUPREME COURT D E C I S I O N O U T L A W I N G S E P A R A T E B UT E Q U A L E D U C A T I O N IN T H E U N I T E D STATES. 40. A R L I N G T O N T O O K T H E L E A D IN I N T E G R A T I N G B E C A M E T H E F I R S T IN T H E S T A T E OF V I RGINIA. ITS S C H O O L S A N D 41. NOW, T H E S T R A T F O R D S C H O O L B U I L D I N G H O U S E S T H E H - B W O O D L A W M PROGRAM. 42. HOWEV E R , F U L L S C H O O L I N T E G R A T I O N OR S Y S T E M - W I D E I N T E G A T I O N DID N O T T A K E P L A C E IN A R L I N G T O N U N T I L 1971. �43. S I N C E 1971, T H E A R L I N G T O N S C H O O L S Y S T E M H A S M A D E G A I N S IN O T H E R A R E A S B E S I D E S T H E I N T E G R A I O N OF ITS S C H O O L S T O P R O V I D E E Q U A L O P P O R T U N I T Y F OR A L L CHILDR E N . 44. B E G I N N I N G IN 1971, T H E A R L I N G T O N ' S B L A C K S H A V E B E E N R E P R E S E N T E D ON T H E S C H O O L B O A R D . 45. WILLIAM VOLLIN 46. CAMAY MURPHY 47. 48. IN A D D I T I O N , W E H A V E A M I N O R I T Y A C H I E V E M E N T PRO G R A M TO P R O V I D E O P P O R T U N I T I E S A N D I NSURE S U C C E S S OF O U R B L A C K STUDENT POPULATION. � 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 Text of slide presentation, "Black Education in Arlington 1850s to 1954" Description An account of the resource Text of slide presentation, "Black Education in Arlington 1850s to 1954." 5 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 unknown 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 1950s 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_1 https://projectdaps.org/files/original/465bd22fab9372475e37c8c63c3393de.pdf ae43a2c59c3e052f32201233e3f8b366 PDF Text Text FOR YOUR INFORMATION: The Associated Press is reporting the vote today in the Senate on busing to achieve racial integration. The vote was 58-38 in favor of limiting busing to 5 miles .or^!5 minutes for the purpose of integration. The legislation also forbids the Justice Department from having Federal Courts become involved in busing cases. The legislation is retroactive, but there is some question as to whether it applies only to court-ordered busing situations. has a court-approved plan. (Arlington The legislation was sponsored by Bennett Johnston (D-LA) and Jesse Helms (R-NC). (A quick glance at the map seems to indicate that busing to Tuckahoe, Nottingham, Jamestown, Williamsburg, and Yorktown might violate the 5 mile limitation; I assume that most of our bus runs from the Drew and Hoffman-Boston areas are longer than the 15 minute limitation.) NOTE: The above notes were taken via telephone from a quick reading of the AP story. Details are not .specific. � 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 Notes taken via telephone from a "quick reading" of an AP story regarding busing. Description An account of the resource Notes taken via telephone from a "quick reading" of an AP story regarding busing. After a Senate vote on the subject. 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 unknown 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_6 https://projectdaps.org/files/original/9ad8f8d11643eb17a8061309afaf9e9e.pdf 903636c578d3fcd2d924bd1f27d287af PDF Text Text HISTORY ARLINGTON 1952 Last Year Open SCHOOL - 1985 S t u d e n t s To: School 1952-53 1956-57 1961-62 1963-64 1963-64 1964-65 Shirley Hume Marshall School & Annex H o f f m a n - B o s t o n Sr. H i g h K e mper H o f f m a n - B o s t o n Jr. H i g h 1965-66 1967-68 L a n g s t o n (Gr. 1-6) Monroe Wilson Cherrydale Elementary Drew E d i s o n Center Hoffman-Boston Elementary L angston (Kindergarten) Lee E l e m e n t a r y Stewart Elementary Woodlawn Elementary None Clay/Fillmore Elementary Maury Elementary None Madison Elementary * None Page E l e m e n t a r y Gunston Junior High * * Stratford Junior High** Hoffraan-Boston Jr. H i g h (alternative program) Woodlawn Program ( a l t e r n a t i v e G r . 10-12) Custis Elementary Fairlington Elementary Jackson Elementary George Mason Ft. Myer Woodraont E l e m e n t a r y Claremont Reed 1970-71 1971-72 1972-73 1973-74 1974-75 1975-76 1976-77 1977-78 1978-79 1979-80 1982-83 1983-84 1984-85 ♦ -Firs t school in A r l i n g t o n CLOSINGS closed because Unknown ■ J a m e s t o w n , T aylor Wakefield, Washington-Lee U n k nown G u n ston, S t ratford, S w anson, T h o m a s J e f f e r s o n Lee, Reed, T a ylor, W o o d m o n t Key Key Glebe, Key, Page, W o o d m o n t T h r o u g h o u t the C ounty McKinley T h r o u g h o u t the C o u n t y Glebe, Reed, Taylor Reed, N o t t i n g h a m Tuckahoe Glebe, Reed Long Branch L o n g B ranch, Jamestown, Page Taylor G l ebe, J a c k s o n , Key, W o o d m o n t Jefferson, Kenmore J e f f., Swa n s o n , W i l l i a m s b u r g H-B Wood. S e c o n d a r y P r o g r a m (at Stratford) H-B Wood. S e c o n d a r y P r o g r a m (at Stratford) Oakr idge Abingdon Ashlawn, McK i n l e y J a c k s o n (opened as Spl.Ed.) Long Branch Taylor Abingdon McKinley, Tuckahoe of shrinking enrollment. ♦ ♦ - R i s i n g n i n t h g r a d e r s in all j u n i o r h i g h s w e r e m o v e d to the three schools. T h e r e m a i n i n g j u n i o r h i g h s b e c a m e i n t e r m e d i a t e schools G r a d e s 7 and 8. high for � 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 History -Arlington School Closings; 1952-1985 Description An account of the resource History -Arlington School Closings; 1952-1985 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 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_7 https://projectdaps.org/files/original/249db22bd847a3974e24ebcbc6643448.pdf 097d7ed512f9fa1ddc4c11e47f94fc3e PDF Text Text �� 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 Handwritten notes on school buildings, etc. Description An account of the resource Handwritten notes on school buildings, etc. 1 page, front and back 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 unknown 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 1960s 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_8 https://projectdaps.org/files/original/4821f9244a95c78e190a84960257e175.pdf 44440f46874ecc12390fb8262e6f3ac0 PDF Text Text ARLINGTON COUNTY PUBLIC SCHOOLS Personnel Office REPORT ON STAFF INTEGRATION COVERING THE PERIOD 1963-64 TO DEC. 1966 During the past four years there has been a constant increase in the amount of staff integration in Arlington. This has been brought about largely as a result of the closing of two Negro schools. However, normal transfer procedures, re-employment of Negro teachers who had resigned or had been on leave, and em ployment of new Negro teachers have each contributed to the integration of our te'achirtij staff. Prior to the 1963-64 school year, there was no integration of the teaching staff in the school system. The first steps toward integration consisted of a regular transfer of a general science teacher from the Negro junior-senior high school to our largest high school. Also two Caucasian teachers were employed to teach in the largest Negro elementary school. way, three people integrated two faculties. Put another During the 1964- 65 school year, as a result of a study by the staff and a citizens' advisory committee, the School Board closed the senior high portion of the small Negro jr.-sr. high school. This meant that approximately one-third of the school's Negro staff had to be assigned to the other secondary schools in the county. The Personnel Office and the Division of Instruction agreed upon the teachers who could best make the transfer. The primary �Report on Staff Integration 2 criterion was that the teacher have a reasonable chance to succeed in an assignment for which he was trained. After having decided upon which teachers were to be transferred, the Assistant Superintendent for Personnel conferenced with each individual explaining why his particular transfer was being recommended. All transfers were agreed to by teachers and principals, and all, with one exception, worked well. This exception resulted in an administrative transfer the following school year, 1965-66. In addition to the transfers, which had integrated two additional secondary schools, a small elementary school was integrated as a result of the employment of a Negro teacher new to the county. The same process resulted in the integration of one of our small junior high schools. During the next school year, 1965-66, the Board closed the Negro junior high school which resulted in the transfer of the balance of the staff of the former Negro junior-senior high school. This re quired the transfer of 22 additional teachers and the integration of all of the secondary schools in the county. The same procedure of assignment and conferencing was used this year as had been used with the senior high teachers the year before. Three additional elementary schools were integrated as a result of hiring and one as a result of regular transfer. For the 1966-67 school year, as a result of a citizens advisory committee/ School Board study, the middle-sized Negro elementary school was �Report on Staff Integration 3 c l o s e d a nd s e v e r a l o f the a d j o i n i n g d i s t r i c t s ' re-drawn. T he s t a f f o f the N e g r o scho o l , o n e - h a l f t e acher s, procedure was boundaries were c o m p r i s i n g e l e v e n and transferred using a slightly different t h a n h a d b e e n u s e d at t he s e c o n d a r y level. A re p r e s e n t a t i v e o f the P e r s o n n e l O f f i c e a n d t h e A s s i s t a n t S u p e r i n t e n d e n t for I n s t r u c t i o n m e t w i t h ea c h teacher ind i v i d u a l l y prior take to a n y d e c i s i o n a b o u t a t r a n s f e r . An attempt was made i n t o c o n s i d e r a t i o n the i n d i v i d u a l t e achers' concerns before making assignments. e n c o u r a g e d to u t i l i z e desired. effected. wishes to d e s i r e s a nd The teachers were also t he r e g u l a r t r a n s f e r p r o c e d u r e i f t h e y so T hree o f the t e achers did this The rest w e r e a nd t r a n s f e r s w e r e a s s i g n e d o n t h e b a s i s o f the t e a c h e r ' s a n d t he a s s e s s m e n t o f the P e r s o n n e l O f f i c e and the D i v i s i o n o f I n s t r u c t i o n as to t h e i r p l a c e m e n t f o r o p t i m u m su c c e s s . In a d d i t i o n t o t h e e i g h t e l e m e n t a r y s c h o o l s i n t e g r a t e d as a r e s u l t o f t r a n s f e r s , t h r e e w e r e i n t e g r a t e d as a r e s u l t o f e m p l o y m e n t a nd r e - e m p l o y m e n t . e m p l o y e d f or i n t e g r a t e d , In a d dition, six Neg r o e s we r e predominately Caucasian staffs and t h r e e C a u c a s i a n s w e r e e m p l o y e d f o r the p r e v i o u s l y i n t e g r a t e d N e g r o e l e m e n t a r y school. D u r i n g t his f o u r y e a r pe r i o d , 26 s c h o o l s h a v e b e e n i n t e g r a t e d o f a t o t a l o f 42. There has only b een one case in which subsequent administrative transfer has b e e n required. terminations h ave b een necessary. No Du r i n g this total period of �Report on Staff Integration 4 time, the number of Negro teachers employed by the county has risen from 97 to 105. The number of teachers assigned to faculties which are totally Negro has decreased from 57 to 0 while the number of assigned to predominately Negro integrated faculties has increased from 42 to 50. The number of teachers on predominately Caucasian faculties which are not integrated has decreased from 995 to 253 while the number on integrated faculties have increased from 127 to 959. In terms of recruiting qualified Negro applicants, the outlook is rather discouraging. We visited approximately 80 campuses last year, the majority of which are integrated and are in the mid-west. Middle Atlantic states, and New England. Only a handful of Negro applicants from these schools applied. Our analysis is that qualified Negro applicants who have been prepared by these institutions can successfully compete for a position in any Metropolitan area of the country and do not choose to apply in our area because of segregated housing patterns and the Old South aura they seem to associate with any Virginia school system. We are not convinced that recruiting in Negro colleges will result in finding the kind of applicants we want since the administrative policies of quality colleges have resulted in draining off the highest quality Negro college students as well as faculty members from Negro colleges. As a �Report on Staff Integration re s u l t , 5 relatively few graduates of Negro institutions can compete w i t h t h e b e s t g r a d u a t e s o f t h e b e s t s c h o o l s in t h e c o u n t r y . therefore, place It, s e e m s r e a s o n a b l e to a s s u m e t h a t a l t h o u g h w e h i r e and a p p l i c a n t s w i t h o u t r e g a r d to race, w e w i l l n o t f i n d l a r g e n u m b e r s o f q u a l i f i e d N e g r o t e a c h e r s w h o c a n c o m p e t e w i t h the Caucasian teachers we T he o n l y n e g a t i v e of integrating our a re e m p l o y i n g . f a c t o r o f s i g n i f i c a n c e in o u r e x p e r i e n c e schools trators and supervisors. h a v e 3. There is t h e i m p a c t o n t he N e g r o a d m i n i s I n 1963 - 6 4 , 12-13-66 — today we follow several charts which demonstrate the t r e n d s m e n t i o n e d i n t hi s repor t . FGSjr/be w e h a d 4.5 some of �CHART # I PREDOMINATELY NEGRO FACULTIES Integrate 2 F a c u l t y d No. of Schools No. of Schools No. o f Teachers 1 42 - 2 1)* 1 42 4 1 1 41 27 - 2 1 9 6 3 - 6 4 Ele. J.H. S.H. S pec.Ed. 1 9 6 4 - 6 5 Ele. J.H. S.H. S pec,Ed. PREDOMINATELY CAUCASIAN FACULTIES N o t In t e g r a t e d No. o f Teachers 19 26 12 Integrated Faculty No. o f Schools - No. o f Teachers - Not Integrated No. o f Schools NO. o f Teachers - 1) - 30 6 2 1 57 1 127 39 9 94 20 1 2 2 18 92 265 472 234 90 7 1 127 463 317 207 7 - 2 1 9 6 5 - 6 6 Ele. J.H. S.H. S p ec.Ed. “ 30 4 1 1 68 2 20 5 375 36 803 2 52 - 1 8 - 4 6 3 74 3 44 358 26 - 4 11 _ Same b u ilding 1 8 1 8 13 776 27 419 50 - - 15 6 3 “ 273 346 340 15 1 247 “ “ 2 2 * ■■ 52 0 0 24 9 59 _____ 2 1 9 6 6 - 6 7 Ele. J.H. S.H. Sp e c . E d . - 5C ______ _____ 16 _ - 8 255 FGSjr/be 12-13-66 �CHART # II NUM B E R OF TEACHERS TEACHING IN A FACULTY COMPOSED PREDOMINATELY OF A N O T H E R RACE Caucasian* Teachers 1963-64 1964-65 1965-66 1 966-67 * 2 7 5 6 Negro Teachers 1 10 40 58 Includes a small number of M o n g o l o i d teachers. figures h a v e b e e n kept. CHART # No separate III N U M B E R OF TEACHERS ON AN INTEGRATED FACULTY Predominately Caucasian Faculty 1963-64 1964-65 19 6 5 - 6 6 1966-67 CHART # Predominately Negro Faculty 42 68 52 50 127 375 776 959 IV NUMBER OF TEACHERS ON UNINTEGRATED FACULTIES Caucasian Teachers 1963-64 1964-65 1965-66 19 6 6 - 6 7 FGSjr/be 12-13-66 Negro Teachers 994 803 419 255 57 20 8 0 �CHART # V R e - e m p l o y e d o r N e w l y E m p l o y e d N e g r o T e a c h e r s A s s i g n e d to P r e dominately Caucasian Integrated or Then All-Caucasian Faculties 1963-64 1964-65 1965-66 1966-67 CHART # - None 2 8 17 VI R e - e m p l o y e d o r N e w l y E m p l o y e d C a u c a s i a n T e achers A s s i g n e d to P r e dominately Negro Integrated or Then All-Negro Faculties 1963-64 1964-65 1965-66 1966-67 - 2 7 5 6 CHART # VII TOTAL NUMBER OF NEGROES EMPLOYED 1963-64 1964-65 1965-66 1966-67 - - 97 /a 104 105 n CHART # VIII NEGRO ADMINISTRATORS AND SUPERVISORS 19631964- 64 65 - 4.5) 4.5) one of whom; was juniorsenior h igh school Principal 1965-66 3.5 junior-senior h i g h school P r i n c i p a l t r a n s f e r r e d to h i g h school Asst. Principal, G u i d a n c e D i r e c t o r t r a n s f e r r e d to counselor 1966-67 FGSjr/be 12-13-66 - - 3.0 full-time principal reduced to h a l f - t i m e � 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 Report on Staff Integration covering the period 1963-64 To Dec. 1966 Description An account of the resource Report on Staff Integration covering the period 1963-64 To Dec. 1966. 6 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 1966 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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_9 https://projectdaps.org/files/original/53ce7a7a1b34c03adda2b18d525f7c3a.pdf 2526bf43cd7075b0996ee08634cbe98b PDF Text Text ARLINGTON PUBLIC SCHOOLS Office of the Superintendent MEMORANDUM TO: May 21, 1970 Superintendent's Cabinet and Mr. Palmer E R O M r / O ^ Robert L. Chisholm \ o' SUBJECT: Cabinet Meeting - Wednesday, May 27 The cabinet meeting will be held Wednesday, May 27, beginning at ir^i p.m. rather than on Wednesday morning. Mr. Simmonds will be present to discuss with us some of the aspects of the Drew School case. Attached is a letter from him posing some of the questions which he will want answered. RLC:hh �S I M M O N D S , C OLE II U R N , T O W N E R & CARMAN (1'O HM liHI.Y S IM M O N R S , C H U B B , DAM M & C O L E B U R N ) James H.Simmonds John L. C u lle r (i ji- i G ) Gkohob Da m (mrg-iog*) m R o b ert C. C o lis b iirn Geohoe C.Tow ner,Jr. John F. Carman Edmund L. W alton, J r. 9 93 At t o r n e y s a n d J.-.T II S T . ^ Co u n s k i . i .o r s a t La w N. G O U R T ir o r s T , ROAD Telephone JACKSON 3-7700 Area Code 703 A l iL I N tiT O X , V I R G I N I A 22201 E r n es t W. P r o c t o r Gb eo o b y U. E v a n s M a y 20, 1970 CONFIDENTIAL D r. R o b e r t L. C h i s h o l m Arlington County Public Schools 1426 North Qu i n c y Street Arlington, V i r g i n i a 22207 Re: D e a r Dr. H art, et a l v. C o u n t y S c h o o l B o a r d e t a l ( D r e w S c h o o l Case) Chisholm: I w o u l d appreciate your assembling some information to b e c o n t a i n e d in a c o n f i d e n t i a l c o m m u n i c a t i o n t o m e for the pr e p a r a t i o n of the above case. I w o u l d l i k e to h a v e the following: 1. W h e n w a s the p r e s e n t school if any, it r e p l a c e d . 2. The history of schools erected and w h a t scho o l s , in t h e G r e e n V a l l e y area. 3. T h e v a r i o u s g e o g r a p h i c a r e a s t h a t h a v e b e e n u s e d for th e a t t e n d a n c e d i s t r i c t for D r e w S c h o o l a nd its p r e d e c e s s o r schools. 4. The number of w h i t e residents located wit h i n the pr e sent D rew School attendance district, including the names of a p a r t m e n t h o u s e s , i f any. 5. T h e n u m b e r of p u p i l s in a t t e n d a n c e a n d t h e n u m b e r o f white and non-white, and school capacity. 6. A r e a n y c h i l d r e n w h o are r e s i d e n t s of this a t t e n d a n c e ar e a p e r m i t t e d b y the S c h o o l B o a r d to a t t e n d p u b l i c schools o u t s i d e o f t h e a t t e n d a n c e a r e a and, if so, h o w m a n y a n d o n w hat basis. �Dr. Robert. L. C h i s h o l m -2 - May 20, 1970 7. A r e p u p i l s r e s i d i n g i m m e d i a t e l y o u t s i d e of t h e Drew a t t e n d a n c e a r e a b u s s e d to o t h e r e l e m e n t a r y s c h o o l s and, if so, t h e d e t a i l s o n l o c a t i o n o f s u c h p u p i l s a n d t h e n u m b e r b u s s e d , t h e s c h o o l s to w h i c h t h e y a r e b u s s e d , a n d t h e r e a s o n s f or w h i c h t h e y a r e b e i n g b u s s e d . 8. The number of parents w h o are owners of their homes a n d th e n u m b e r o f p a r e n t s w h o a r e t e n a n t s . It m a y b e w e l l for us t o a r r a n g e a c o n f e r e n c e w i t h t h e p e o p l e o n y o u r s t a f f w h o a r e i n t h e b e s t p o s i t i o n to g i v e t h e a b o v e i n f o r m a t i o n and o t h e r i n f o r m a t i o n w h i c h y o u d e e m to b e p e r t i n e n t . I suggest that you g i v e m e a ring M o n d a y to a r r a n g e a n a g r e e a b l e time. V e r y trul** v n u r s J a m e s H. JHS:MSP Simmonds � 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 from Office of the Superintendent, Arlington Public Schools, May 21, 1970 with enclosed confidential memo dated May 20, 1970 from law firm re "Drew School Case" Description An account of the resource Memorandum from Office of the Superintendent, Arlington Public Schools, May 21, 1970 with enclosed confidential memo dated May 20, 1970 from law firm re "Drew School Case." 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 and Simmonds, Coleburn, Towner &amp; Carman Date A point or period of time associated with an event in the lifecycle of the resource 1970-05-20 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_17 https://projectdaps.org/files/original/263ea1f43de175516f9499fad6e8bee4.pdf 371fcf0a7e44cfc0837550ed484fffd8 PDF Text Text ARLINGTON PU BLIC SCHOOLS 1 4 2 6 N O R T H Q U I N C Y S T R E E T • A R L IN G T O N . V IR G IN IA . 2 2 2 0 7 R o b e r t L . C h is h o lm . S u p e r in te n d e n t January 8, 1971 Mrs. Marianne Karydes 4934 North 27th Street Arlington, Virginia 22207 Dear Mrs. Karydes: Attached herewith are copies of responses to the questions submitted to the School Board by the Committee for Equal Education. Upon review you will understand that our delay in responding to the questions was caused by the need to go to many sources in order to provide the informa tion requested. I trust you will find this information responsive to your questions. Sincerely yours. Superintendent R LC :b:S Att: 2 cc: Members of the Board Superintendents Cabinet - �ARLINGTON PU BLIC SCHOOLS 1 4 2 6 N O R T H Q U I N C Y S T R E E T • A R L IN G T O N . V IR G IN IA . 2 2 2 0 7 January 7, 1971 INFORMATION FOR THE COMMITTEE FOR EQUAL EDUCATION INQUIRY: 1. What is the number of reading teachers in each school? Separate table attached from Account #22 Budget Detail. 2. What is the average expenditure per pupil at each school? See separate table for Staff Expenditures Per Pupil. In addition to Staff Expenditures (see separate table), general pupil expenditures are made for textbooks, instructional supplies, library materials (see Budget Document - Pages F6, 7, and 8). 3. What is the expenditure per pupil for textbooks at each school? Minimum basic text outlays are assigned to schools according to a county formula. This amounts to $10.13 per elementary pupil and $19.65 per secondary pupil in the 1970-71 budget. 4. How many black administrators are there in the school system? Spanish surnamed? Am. Indian? Oriental? Of the 122 Negro and 2 Oriental full-time instructional staff, there are II black administrators. 5. What is the average number of years of teaching experience among the full­ time professional staff at each school? (See separate table.) 6. What is the number of full-time professional staff members at each school with Master's or additional advanced degrees? (See attached table.) 7. Which elementary schools have a gymnasium separate from a multi-purpose room? The following schools either have separate gyms or they are under construction: Key Glebe (new) 8. McKinley (new) Tuckahoe (new) Taylor (new) Oakridge (new) Jackson Abingdon (new) Are there any elementary schools with neither a gymnasium or a multi-purpose room? Maury has basement area used for library, cafeteria, and limited physical education areas. �CONTINUED - 9. INFORMATION FOR THE COMMITTEE FOR EQUAL EDUCATION INQUIRY: Are there any schools without separate library facilities? Maury Elementary only. 10. What is the number of books in each school library? Use latest library report (attached). 11. Are there any schools without teacher aides, and if so which ones? (See attached table.) 12. Which elementary schools do not have kindergartens in their own buildings? For 1970-71: In 1971-72: 13. Barrett, Cherrydale, Fairlington, Henry Page, and Wood lawn. Only Henry will be housed elsewhere. What is the distribution of ESEA funds by school? See attached memorandum from Mr. Joseph Guter. 14. D o you have data on family income by school attendance area which we may have? The 1970 census data, when available, will have to be used by the Committee to approximate this computation for each attendance area. 15. Is English, as a second language, offered as a regular part of the curricula in our Junior or Senior high schools? Yes. 16. How many Spanish speaking teachers do we have? Information not available. 17. Is there any kind of bilingual education program in Arlington? The Foreign Language offering is a bilingual secondary education program some exists at the elementary level. 18. What program do our schools offer for autistic children? None. 19. Do we accomodate all applicants in any programs for the hard-of-hearing? Yes. 20. Please list all programs available for Arlington students other than regular or seminar classes. In particular those programs for students who have any type of "learning disabilities". Programs other than regular or seminar classes include: Page - 2 - �CONTINUED - 20. 21. INFORMATION FOR COMMITTEE FOR EQUAL EDUCATION Educationally mentally handicapped - elementary, Jr. Trainable " " - ages 5 thru 20. Hearing handicapped - preschool, elementary, Jr. and OrthopedicaI Iy handicapped " " Visually handicapped " " Emotionally " " " NeurologicaIly handicapped " M Homebound Instruction " " Speech handicapped - Kindergarten thru 12th grade. INQUIRY: & Sr. High Schools. Sr. High Schools. " " " " " " " " " " " " " " " Is black history taught in any of our Junior or Senior high schools? which ones: If so, Black History is included in the study of Virginia and U.S. History in each of our secondary schools. In addition, a semester elective, "History of Africa", and a semester elective, "The Black Man in U.S. History" is offered at senior high level. 22. Please name any schools with ungraded classes. No school is completely ungraded - most elementary schools have some elements of urigrading. Mentally retarded classes are maintained at Key, Drew, Ash lawn, Thomas Jefferson and Wakefield. 23. Please list any schools with modular or flexible scheduling? No secondary school has variable-module scheduling. Independent study arrangements and team teaching arrangements provide some students some of the benefits of this type of flexible scheduling arrangement. * * * * * * Page - 3 - �ARLINGTON COUNTY PUBLIC D e p a r t m e n t of R e s e a r c h Jan. 1 971 Date SCHOOLS Q. #6 0. #1 0- I I AIDES Read ing Advanced Teachers Decrees Attendants Teacher Kind. Library A b in gd on UP . 9 . ___ 1 As tlawn i u o ___ LQ_ .. . ______J . ____L . Bareroft _UQ. . _ 3 . _ . . . L J. J _ Barrett _____ _ 9 . . / . ,- . Q-. _L . __ . 4. - . .Q . J _ . Q 1 .. Cnerr yd a 1e 4 1. 5 -0 _ ..I,0. .. C1aremont 6 2 . . UQ . . C-iay . . . ........ _ -Q-. . . .. . . __l t _ ...3_. .. . . . t . ... IiL j more -0-0... L . J _ Cus tis 1.0 2 ____ ___ i _____ . D rew 2.0 ’ 7.0 1 5 i Edison J i _ --. . _ Q.. . -0 .. -Or. _ . . . . fairlington ! -0- _. . . !. 0 2 i t . Mye r i 1.0 3 _ .. 25 Geo Mason _ -0- . 3 _ _-0- ..___ j 4 .... - . .. _ Glencari yn _ .UO-... . 2 ! . _ L5_... ___ 2 5 ^. Henry ....0 .I.. i . . ... -0 l o f f • os t . i B . 0.5 1 1.0 } jacKson 1. 0 6 _ 1 . . james town 1 _J.°. J 5 ..,.. Hey j 1.5 8 2 __ ... .. . ... . . . . ... L.D . J ... . Langston -00.5 4 -o- _ . 1 ! Lee -Reed 1 0 2 1 .. . .. L . . . 1-5 . .. 1 I .J Madis on 1.0 4 0.5 i Maury 0.5 0.5 i 2 . KcKinic y 1.0 5 1. 0 1 No ring nam 1. 0 ._ 8 . 1.5 Oarcridge 5 !. 0 1.0 Page 1. 0 8 -0- . R"ndoipn a 4 1. 0 i 2.0 • . TtVw arc-Tuckj 1. 0 4 1.5 L ___1 __ SCHOOLS Tay1or wood lawn woodmont TOTAL ELEM. Gunston Jefferson K enmore Stratford Swans on Wmsburg, | 1. 0 |.Q 0.5 29.5 . . ... . ___ _ ! I 9 5 1 1.0 . -00.5 . 165 5 TOTAL JR. H. 67 73 69 209 32.5 1.0 j i i _ ______ _______ 11 2 Via Re field t ash -Lee v Yor K .own t 20.5 ___ _ . . .. ___ . . 1 ..... .16. : 9 .. . . _.. 9 _ 2 _ 24__ L__ 1 1 9 1 24 TOTAL SR. H . ..... . 1 __1 . .____ _ . . .. .. J . ____ .. . . _______ ____ J Aides used i lieu of teacher assign-i J n ment at rate of 3 aides f i 1 teacherj o* �ARLINGTON! PUBLIC SCHOOLS D epartm ent of R esearch HOOLS A in o n ’ o oo ' cvoit ydalo AVERAGE EXPENDITURE PER PUPIL ARLINGTON.PUBLIC SCHOOLS, 1970-71 FOR SCHOOL BASED PROFESSIONAL STAFF _l/ WITH AVERAGE STAFF EXPERIENCE IN YEARS. BY SCHOOL *5= Average Staff 0. //2i Staff Expenditure) Per PupiIjy Experience in Yrs. 7.7 I I.4 10.7 14.6 I I.5 12.6 - ;1 14 J? 16.7 Falrlincton Joe. Mason : o; f-Doscon : 2 2 .6 J i2 _ S January 5, 1971 505■40 683.17 624.42 533.77 651.99 542.38 577.85 66.V JJL. 717.3-3_2J.23J5.2_ __55QJ>5_ JJL JA - _S>-3_ _LLC_ -UI2Z-Z3- ! 1.1- _fi42-9i- 14.0 J 2 .L 460_63_ _£za-oj_ _5 5 5 .7 I.. _5Z5_U_ 532-95- ___2fi4— 56_ Lar.crston Medison Mnv.ry McKinley 8.8 581.94_ _645.87_ Taylor vrooclawn _£6±JS- I I .0 I I .2 551.85 _653.33_ 13. I Rar.coloh 14.4 15. I 17.6 554.20 10.7 _5V7.73 jz e _ J..CUQ- J}££l J>1 I I. I I ! .4 Geo. Mason :: for son ■ Stratford , Wnuburej Geo. Mason akofield York tov/n (Sr r ahove) 14.8 8.9 I6 ,.6_ I2 ,4 17.8 14.4 599.09_ 509 .6 6 .1/ 526-42- _fi2U-2_ J3ZLS12-. _jU 4J-2_LL2-3£_Z S Z J2 _ (S<ae above) 14. I ______ 16.4 11.8 5/70 - Ai-S, Research D e p t . _8I7.98_ Staff includes budget principals and librarians together with teachers, staffed at different ratios, i.e., Reg. teachers Gr 1-3 @25.0, Gr 4-6 @27.0, Kind, teachers @45.0, Spec. Ed.@3-15.0, Special Teachers @varying rates and in selected schools. Variations in cost in^ony given school are contributed to by many factors of which the five most important are: I. Difference from budgeted,estimated number of pupils reporting to school; 2. Average years of staff experience; 3. Whether school has a kinder­ garten program, or serves as a kindergarten center; 4. Whether school is used as a center for special exceptional children— from gifted to handicapped; 5. Inclusion of Federal Programs. �ARLINGTON PUBLIC SCHOOLS Division oi Instruction l Department of Libraries R I P O R T S L I 8 R A R Y SCHOOLS AVERAGE DAILY MEMBERSHIP Abingdon Ashlawn l are ro it > Barrett Cherrvdalc Claremont Cl a v—Fillmore Custis Drew Edison Pairlington Ft. Mvor Glencarlyn Henrv Hoi fma n-Boston Jackson Jamestown Key Langston* Lee-Reed Madison Maury McKinley Nottingham Oakridge Page Randolph Tavlor Tuckahoe Woodlawn Woodmont Gunston JeffersonJefferson Annex Kenmore Stratford Swanson Wakefield Washington-Lee Williamsburg Yorktown TOTAL 550 . 397 34 7 405 280 483 360 289 765 21 402 369 584 574 154 4 63 557 747 F O R 1 97 0 NO V E M n E R MATERIALS COLLECTION BOOKS AUDIO-VISUAL 2146 1325 2076 2000 1271 1543 1417 1064 2302 256 1729 1928 2071 2092 874 1985 2122 1955 303 2313 14 96 985 1454 2904 1486 2026 973 1286 2450 1499 1132 2029 801 300 190 302 567 439 465 486 607 546 130 185 870 8791 8720 7956 8588 7768 9800 7062 7330 13383 693 7575 8916 8590 10016 4597 8701 10068 12336 2092 13435 6781 4861 7962 11051 8060 7908 7811 8589 9207 7268 6324 13795 1035 1144 879 875 1909 1898 1168 1841 15057 15630 11804 12300 38575 2 9750 17202 34169 2678 2469 1884 2183 4065 3307 2655 4289 24,387 1 440,521 76,022 . (18 days) BOOKS CIRCULATION AUDIO-VISUAL TOTAL 2925 2233 2110 2180 1155 3341 3040 2438 3246 90 3425 2254 4236 4 704 1808 2948 3144 3371 4 917 1852 753 2303 5136 1909 3384 2103 3143 3920 1243 1695 1645 • n 300 560 156 104 141 226 85 141 578 55 331 213 . 482 199 252 173 153 376 290 241 115 12 7 157 130 261 273 84 1057 152 465 226 5207 2093 868 2430 52 93 2039 3645 2376 3227 4977 1395 2160 1871 1862 1591 1123 3160 1682 1269 1907 2258 434 211 283 268 186 68 466 348 2296 1802 1406 3428 97,514 10,447 107,961 . 3225 2804 2206 2364 1206 3567 3125 2579 3824 '14 5 3756 2467 4718 4 903 2060 3121 3297 3747 i Nor operating as a central library ' \ 1S68 133 7 2373 2606 �LIBRARY RKRORT FOR NOVKMURR 1970 INSTRUCTIONAL MATH RIALS Average per pupil Books Other Materials 21.2 18.1 3.1 CIRCULATION Average per pupil Books Other Materials 4.4 4.0 .4 r erage per day Books Other Materials 5418 580 �ARLINGTON PUBLIC SCHOOLS Division of Instruction MEMORANDUM Docomber 22, 1070 TO: John Palmer PROM: J. G. Guter SUBJECT: Question 13 - Committco for Equal Education Currently Arlington has grants from the following titles of the Elemental Secondary Education Act of 1965, Public Law 89-10: Title I, Program for Disadvantaged Children; Title II, Library Resources; Title III, Supplementary Educational Centers and Services; Title VI, Education of the Handicapped. The breakdown of funds allocated to various schools in Arlington by program is as follows: School Drew Hoffman-Boston Gunston Stratford Jefferson Woodlawn Cherrydale Children in Program No. of Teachers No. of Aides 4 1/2 1 1 2 0 0 100 16 100 100 200 25 25 Amount of Allocation $61,650 6,994 10,000 11,292 20,000 4,397 4,397 4 0 0 0 0 1 1 A speech therapist and a psychologist have been employed to work with the Title I children in the above schools. Cost.- - - - 19,970 Total cost of. Title I Program - - - -- -- -- - $137,700 Title II, ESEA School Randolph Washington-Lee No. of Pupils Amount Allocated 422 1988 Total - - - - - - - - - - - - - - - - - - - - - - - - $190 885 $1075 �Title III, ESEA School Lany.aton Loo-Rood O.lenoarlyn Hoivoy Randolph Jackson No. of Pupils in Program 23 113 GO 109 55 150 No. of Toachors 3 i i i i . i Amount Allocated $30,000 13,000 13,000 13,000 13,000 13,000 Title VI, ESEA This grant provides for the hiring of a teacher trained in the area of Special Education to evaluate tho existing programs throughout the county and to recommend changes, additions, deletions, etc. in the existing program. Total Cos' $19,0^6 � 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 Marianne Karydes from Robert Chisholm, Superintendent of Arlington Public Schools, January 8, 1971, and enclosed copy of responses to questions submitted to the School Board by the Committee for Equal Education Description An account of the resource Letter to Marianne Karydes from Robert Chisholm, Superintendent of Arlington Public Schools, January 8, 1971, and enclosed copy of responses to questions submitted to the School Board by the Committee for Equal Education. 10 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 1971-01-08 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_20 https://projectdaps.org/files/original/671dc43a1c6ed0ea53de58f5def4e424.pdf 92a0d2b16fb9c7edd14206f8433b0fc9 PDF Text Text ARLINGTON COUNTY PU BLIC SCHOOLS O ffice of the S u p erin ten d en t MEMORANDUM T o: May 6, 1964 Ja m e s G. S to ck ard om: R ay E . R eid S ubject: In fo rm atio n R equested re C hronology of D e se g re g a tio n in A rling ton County F e b ru a r y 2, 1959 By C ourt O rd e r, fo u r N egro stu d e n ts w e re assig n ed to S tra tfo rd Ju n io r High School w ithout in cid en t. S ep tem b er 21, 1961 The A rlin g to n C ounty School B oard re s c in d e d its a ctio n of S ep te m b e r 21, 1959, w hen it adopted a s School B oard P o lic y th e V irg in ia H ouse Jo in t R eso lu tio n #97 co n cern in g p a rtic ip a tio n in A th letic E v e n ts . A p ril 19, 1962 T he School B oard adopted the R ev ised R e n ta l P o lic ie s fo r U se of School B uildings and G rounds w hich included th e p ro v isio n th a t sch o o l fa c ilitie s m ay be re n te d to re s p o n sib le p a re n t g ro u p s to sp o n so r su ch a c tiv itie s as d an ces fo r stu d e n ts of the sch o o l and th e ir g u e s ts , and th a t th e ra te be $9 in ste a d of $6. A ugust 16, 1962 In approving E x tr a c u r r ic u la r A c tiv itie s in the Ju n io r and S en io r High Schools fo r th e 1962-63 sch o o l y e a r, the B o ard u n d e rsto o d th a t in the s e n io r high sch o o ls a ll d an ces w ill be sc h o o l-p a re n t sp o n so re d ; in the ju n io r high sch o o ls th e only dance w ill be the 9th G rad e P ro m , w hich w ill be s c h o o l-p a re n t sp o n so red , and th a t no building r e n ta l fe e s w ill be ap p lic a b le to sc h o o l-p a re n t sp o n so re d d a n c e s. Ju n e 6, 1963 T he School B o ard adopted a P e rs o n n e l P o lic y w hich p re c lu d e s ra c e as a co n s id e ra tio n in a ll p e rs o n n e l a c tio n s. The School B oard re m o v ed the re q u ire m e n t fo r a p h o tograph to be attach ed to ap p licatio n fo r m s . Ju n e 20, 1963 In light of the S u p rem e C ourt R uling in the c a se of G oss v . K noxville, T e n n .; B oard of E ducation e t al, the B o ard adopted the Change in the R ules & P o lic ie s G overning A ssig n m e n t of P u p ils, a s re c o m m e n d e d by the S up erin ten d en t, and d ire c te d th e P u p il P la c e m e n t O fficer to re a s s ig n th o se p upils attending sch o o ls o utside th e ir re g u la r atten d an ce a re a s th ro u g h e x e rc is e of the "M in o rity C lau se" to th e sch o o l se rv in g the g eo g rap h ic d is tr i c t in w hich th ey re s id e . �2 --C h ro n o lo g y of D e se g re g a tio n in A rlin g to n A ugust 1963 One N egro s u p e r v is o r w as a ssig n ed to two w hite sch o o ls, and one w hite s u p e r v is o r w as assig n ed a N eg ro s c h o o l--a ll on the e le m e n ta ry le v e l. (The seco n d a ry s u p e r v is o r s have alw ay s se rv e d H offm an-B oston J r . - S r . High School as w ell as the o th er ju n io r and se n io r high sch o o ls, and the v is itin g and helping te a c h e rs also have alw ays b een a ssig n e d to N egro as w ell as w hite s c h o o ls.) One N egro p h y sic s te a c h e r w as a ssig n e d to a w hite high school, and fo u r w hite te a c h e rs w e re assig n ed to N eg ro s c h o o ls--tw o on a p a rt-tim e b a s is . N ovem ber 21, 1963 T he School B o ard adopted a re s o lu tio n d ire c tin g the S u p erin ten d en t to p ro ceed w ith a d m in is tra tiv e a rra n g e m e n ts r e q u ire d to te rm in a te as of the s t a r t of th e 1964-65 sch o o l y e a r the s e n io r-h ig h p ro g ra m at the p re s e n t H offm anB oston Ju n io r-S e n io r High School, including tr a n s f e r of the stu d en ts affected and the re a s s ig n m e n t of su ch teac h in g p e rs o n n e l as becom e su rp lu s to the n eed s of the continued o p eratio n of the H offm an-B oston Ju n io r High School. (The re a s s ig n m e n t of teaching p e rs o n n e l is now s u b s ta n tia lly co m pleted in a c co rd an ce w ith o u r n e e d s, and the s tu d e n ts a lso have b een re a s s ig n e d .) A p ril 9, 1964 T he B oard adopted the 1964-65 S chool A tten d ance A re a s , elim in atin g the H offm an-B oston S en io r High A ttendance A re a and re z o n in g th e 2200 and 2300 b lo ck s of D inw iddie and C u lp ep er S tr e e ts to the T a y lo r E le m e n ta ry School, th e W illiam sb u rg Ju n io r High School, and th e Y orktow n S en io r High School. f , S u m m er 1964 F o r the 1964 S u m m er School, c h ild re n liv in g in South A rlin g to n w ill attend th e D rew E le m e n ta ry School w hich is now airc o n d itio n ed and re m o d e le d . F a ll 1964 F o r the re g u la r sch o o l te r m beginning in S eptem b er 1964, c la s s e s fo r the E d u cab le M entally R e ta rd e d w ill be re lo c a te d w ith th o se on the h ig h -sch o o l le v e l assig n ed to W akefield High School; ju n io r-h ig h p u p ils w ill be assig n ed to H offm an-B oston Ju n io r High School, and on the e le m e n ta ry le v e l a s s ig n m e n ts w ill be fo r F o r t M yer, B a r r e tt, o r D rew E le m e n ta ry S chools. A s s ig n m e n ts of p u p ils in th e A rlin g to n C o u n ty P u b lic S c h o o ls w ill c o n tin u e to be d e te rm in e d on th e b a s i s of " g e o g r a p h ic d i s t r i c t " a n d w ith o u t r e g a r d to r a c e . S p e c ia l E d u c a tio n s tu d e n ts w ill b e a s s ig n e d w ith o u t r e g a r d to r a c e , b u t to th e s c h o o l w h e re f a c i li t ie s a r e a v a i l a b l e . R E R :gw t ) cc; M em b ers of the B o ard , I *? (>¥ / f J . I9 G 6 b u d. : f* �ARLINGTON PUJJLIC SCHOOLS June 25, 1971 PLAN FOR DESEGREGATING DREW AND HOFFMAN-BOSTON ELEMENTARY SCHOOLS UNITED STATES COURT OF APPEALS FOR THE FOURTH CIRCUIT No. 71-1791 JOHN K. HART, et al.. Appellants, COUNTY SCHOOL BOARD OF ARLINGTON COUNTY, et a l., Appellees. Appeal from the United States District Court for the Eastern District of, Virginia at Alexandria * In light of the foregoing, and for the reason heretofore stated, v;e submit that the decision of the District Court is clearly correct and should be affirmed, • Respectfully submitted, JAMES 1 . SIMMONDS 1 GREGORY U. EVANS 1500 North Courthouse Road Arlington, Virginia R. D. MCILWAINE, III P. O. Box 705 Petersburg, Virginia '\ Counsel for Appellees �ARLINGTON PUBLIC SCHOOLS June 25, 1973. PLAN FOR DESEGREGATING DREW AND HOFFMAN-BOSTON ELEMENTARY SCHOOLS �SECTION I STATEMENT OF POLICY ISSUED BY THE ARLINGTON COUNTY SCHOOL BOARD CONCERNING CURRENT LITIGATION SEEKING INTEGRATION OF DREW AND HOFFMAN-BOSTON ELEMENTARY SCHOOLS �Plan for Desegregating Drew and Hoffman-Boston Elementary Schools CONTENTS SECTION I. SECTION II. SECTION Statement of Policy Guidelines to be Used in Desegregating the Schools III, Map and Table Showing the Consequences of Applying the Guidelines SECTION IV. SECTION V. SECTION VI. SECTION VII. SECTION VIII. Plan for a Model School at Drew for the 1972-73 School Year Plan for the Use of the Drew and Hoffman-Boston Buildings During the 1971-72 School Year Plan for Attendance in Secondary Schools of Students Assigned According to the Plan Described in Sections II and III Plan for Staff Desegregation Plan to Seek Federal Assistance to Facilitate Desegregation �ARLINGTON PUBLIC SCHOOLS June 28, 1971 STATEMENT OF POLICY ISSUED BY THE ARLINGTON COUNTY SCHOOL BOARD CONCERNING CURRENT LITICATION SEEKING INTEGRATION OF DREW AND HOFFMAN-BOSTON ELEMENTARY SCHOOLS The School Board has held many lengthy conferences with its attorneys on the suit instituted by parents in the Drew School area asking the federal courts to require further integration in the Arlington School System. A consultant,attorney experienced in this field participated in these conferences. The School Board was eventually advised that the recent Supreme Court decisions and subsequent decisions by the United States Court of Appeals for the Fourth Circuit, which includes Virginia, make it clear that the ultimate result of that case would be a federal court order requiring the Arlington County School Board to take further steps to integrate its school system into a unitary system. The School Board has worked with the staff and the attorneys to develop a plan for integration of the two schools which would best meet not only the anticipated legal requirements but also the best interests of all Arlington students and of the community as a whole. During this process the School Board instructed its attorneys to consult with the attorneys for the plaintiffs in order to try to reach an agreement on a desegregation plan that would reduce rather than increase tensions. Several meetings and conversations took place, but no agreement was reached. The School Board discussed many times the possibility of inviting the public to take part in the development of a plan. For some weeks, consultation between our respective attorneys looked like a better procedure; by the time it became clear that further consultation would be unproductive, there was too little time for meaningful public participation. For this reason and because of the legal and technical complexities, the Board decided that the obligation and responsi bility could not be so shared, nor would the community benefit by public discussion of an issue of this nature, especially under these circumstances. The Board will release tonight the plan it has developed. Briefly stated: The students in grades 1-6 of Drew and Hoffman-Boston will be assigned to elementary schools throughout the Arlington School System. Kindergartens will continue at both Drew and Hoffman-Boston. No present school boundaries will be changed. A school will not be assigned students in such numbers that its total enrollment will exceed its rated capacity by more than 5%. Every elemen tary school will b . integrated. In future years, students advancing from an e elementary school will attend the -junior high school or schools serving that elementary school and then to the. senior high school or schools serving that junior high school. During the coming year the School Board will develop plans for a model school to be located in the Drew building and operated on an integrated basis. We hope that imaginative new approaches to elementary education and smaller �Statement of Policy Page 2 classes will attract many parents who wish their children to have this type of education which we '-annot now maintain in all schools. Time does not permit the planning, nor are the funds available, to implement the model school concept by the beginning of the new school year in September, 1971. However, the School Board is very willing to explore this possibility on a reduced scale. It is planned that the Drew School facility will be used for the Montessori pre-kindergarten, the Drew kindergarten, adult education, and for other school programs; the HoffmanBoston building will be used for the Hoffman-Boston pre-kindergarten, kindergarten, and for the 7th grade of Thomas Jefferson Junior High School. The details of our plans are being made available to the news media. Summary sheets will be placed on the table outside the door for interested individuals. The full details will soon be available at the information desk in the lobby of this building. They will also be mailed in response to a phone call to the Information Office— 558-2838. Speaking for the Board as Chairman, I now move (1) that we instruct our attorneys to file with the U.S. District Court the plans described in the staff memorandum and documents of today’s date, and (2) that we instruct the staff to proceed to carry out the plan. �SECTION II Guidelines to be Used in Desegregating Drew and Hoffman-Boston Elementary Schools 1. Drew and Hoffman-Boston kindergarten students will remain at Drew and the Thomas Jefferson Annex (where Hoffman-Boston students are presently housed). 2. Drew and Hoffman-Boston students for grades 1 through 6 will be assigned to other elementary schools: a. When the added students, would not cause the receiving school to h ave an enrollment exceeding its established rated capacity by more than 5%. b. ; At a ratio of black to white of as close to 11% as is practical • within a range of 7% to 15%, with the exception of the following elementary schools whose present attendance areas enroll more than 15% black students: (1) (2) Fort Myer, whose ratio is approximately 18% (3) George Mason Center, whose ratio is approximately 19% (4) 3. Glebe, whose ratio is approximately 22% Patrick Henry, whose ratio is approximately 18% Family groupings will be taken into account in assignment school. 4. Transportation will be provided as needed. .*-0 a particular �AR1 INC,ION n.mnc SCHOOLS Dop.ir 1mh >n 1 of Research June 25, 1971 ELEMENTARY RJPIL MEMBER SHIP— E s t . 1971-72 GRADES I thru 6 Only With DREW 4 HOFFMAN-BOSTON - Grs. 1-6 Housed Outside Their Present Elementary Districts SCHOOLS Memb. Est. Tota 1 1971-72 470 AbI nodon Ash 1awn 358 314 B a r c r o ?t 410 Barrof t C 1arory^n f 408 C 1ov-' i ! 1• • V; •■ 300 Cusf is 253 Drew 590 Fa 1r 1 ?" • on 309 Ft. 277 Geo. * '! m •.v 69 G lobe 421 Glen r 1 /n 4 39 Henrv 553 1 14 Hoff- - -Jacks — 408 Jar os 489 *r6 ■. Key 4(0 Mad i'/«' Maur t 156 723 McKi4 7b N o t ‘ '_ • Ratr: 9 (5TT r •. • 7 19 Po y '- b '3 Ror-':' . • n 7) ]<nf ■ _________ ' s w __ ' 3 ' T<»' ' * * ,i ■ _______ r. 1 — 11.733 ~ ~ ---- No. Negro Now 11 14 . 3 3 5 6 -08 50 12 89 35 100 2 -013 -0- 3 13 2 29 2 8 7T ~ 59 2 -0- 546 NEGRO PUPILS Add From Tota 1 Drew and Negro H-B 71-72 52 30 39 -049 27 34 32 -0-0-0- 7 -012 66 11 36 17 30 28 37 42 46 -010 58 41 704 Est. New Tota 1 1971-72 63 44 42 3 54 33 34 40 50 12 89 42 100 14 66 24 36 20 43 30 -066 44 54 77 69 60 41 522 388 353 4 10 457 327 287 -0341 277 69 421 446 553 -0420 555 677 299 173 353 524 5 556 360 481 510 .596 523 342 1,250 11,233 Rated Capacity PerCent Negro ~ T 5SFT-----.Cent Over Capacity 675 385 350 375 450 325 300 12. I JS 1 1 .3 1 1 .9 0.7 1 1 .8 10. 1 1 1 .8 1 9 2 1 - 350 425 70 500 425 632 400 575 645 325 175 425 500 1 1 .7 18. 1 17.4 21.1 9.4 18. 1 5 - 3.3 1 1 .9 3.5 12.0 1 1 .6 12.2 6.7 5 5 5 705 425 475 556 650 500 450 11.9 12.0 1 1 .2 15.1 1 1 .6 11.5 12.0 1 5 - — 11 .\i _ - �SECTION III Map and Table Showing the Consequences of Applying the Criteria ��SECTION IV Plan to Develop a Model School a : Drew t for the 1972-73 School Year It is intended that careful planning by the school staff take place early enough in the next school year to describe the details and satisfy the operational requirements necessary for establishing a model school to be conducted, at Drew School for the 1972-73 school year. Members of the community and competent educational specialists will be involved by the staff in this planning. It is expected that the program developed for the model school would be attractive enough to elicit requests from parents all over the County for their children to be admitted to the school, e.g. the pre-kindergarten and kindergarten Montessori program might be enlarged to permit white students from other attendance areas to attend; the Westinghouse computer managed, highly individualized program Program \ y ' for Learning in Accordance with Needs (PLAN)" might be instituted for grades 2-6; or a less formal program modeled after the British primary integrated day plan might be used, or a combination of these and others might be developed. Such a school will be planned with a lower pupil-staff ratio and consequently a higher per pupil expenditure than usual and will require special budget support. Such a school might well be staffed l?y especially competent teachers and used as a center for others of our staff to come for observation and further training. In any event, it would offer parents of the community a highly attractive alternative to the elementary school in their regular attendance area. Some control will be established to insure that the model school would not result in a resegregated Drew School. Transportation will be provided as needed. �SECTION V Plan for Use of the Drew and Hoffman-Boston Bui]dings Purinft the 1971-72 School Year 1. The Drew building will be used during the 1971-72 school year to house a. The kindergarten children from the Drew attendance area - 2 rooms b. A model pre-school Montessori program for approximately 100 three and four year old children from the Drew attendance area (Enclosure "A") - 2 rooms A part of the day-time Adult Education High School Credit Program (classes in English, History, Government, Psychology, etc.) - 2 rooms d. An Adult Accelerated Learning Center (Enclosure "B") - 2 rooms e. The Adult Clerical Office Training Education Program (Enclosure "C") - 2 rooms The Adult Education Industrial Work Experience Program (Enclosure "D") - 2 rooms Adult Education Courses in Nutrition and Consumer Economics - 2 rooms h. Adult Education Manpower Development (Enclosure "E") - 2-6 rooms i. Curriculum Materials Centers for Science, Mathematics, Reading and English, Social Studies, etc. - 8 rooms Community rooms where staff members from the other elementary schools can meet with their parent constituents near their homes 2 rooms c. f. 8 « j* 2. — The Hoffman-Boston building will be used during the 1971-72 school year to house: a. b. The Title I pre-kindergarten program c. 3. The kindergarten children from the. Hoffman-Boston area As an annex to the Thomas Jefferson Junior High School for 34A seventh grade students and for 30 special education students. In addition, the schools will continue to be used by the Recreation Department and by other community groups �SECTION VI Plan for Attendance in Secondary S chools of Students Assigned According to Sections II and III It is planned that students from the Drew and Hoffman-Boston School areas assigned to another elementary school, will on completion of the sixth grade advance to the junior high school or schools serving that elementary school; and on the completion of the ninth grade, advance to the senior high school or senior high schools serving that junior high school. Transportation will be provided as needed. �SECTION VII Plan for Staff Desegregation It is intended that the teaching staff of each of the Arlington Schools be desegregated at a ratio as close to the ratio of black to white teachers of the school system as is practical - approximately 9% - and in no case less than 5%. In the process of accomplishing this desegregation, the wishes of teachers who are to be transferred will be sought, and whenever possible, assignment will be made in accordance with their wishes. Guidelines to be followed are set forth below: Guidelines to be Followed in Desegregating Teaching Staff 1. The teaching staffs of Drew and Hoffman-Boston Elementary Schools, excluding the kindergarten teachers, will be reassigned to other elementary schools, to positions for which they are certified. 2. Following the assignment of students presently attending Drew and HoffmanBoston Elementary Schools to the other elementary schools in the system, teaching vacancies that are created by the additional students will be announced to the teaching staffs of Drew and Hoffman-Boston. Those teachers will be given the opportunity to request their choice of assignments. Wherever practical, reassignments will be determined by their choice. 3. No vacancies in the elementary school teaching staffs will be filled from outside the system until these transfers have been implemented. 4. The teaching staff of all schools will be reviewed to determine that the ratio of black to white teachers in the schools is near that of the staff of the school system as is practical (approximately 9%) and in no case less than 5%. In those instances where the number of black teachers assigned falls below 5%, reassignments will be made between schools to bring all staffs up to this lower limit. 5. No employees salary shall be reduced as a result of the implementation of this plan of desegregation.6 . Policies formulated with regard to the reassignment and new assignment will be distributed to all professional employees. 6 �SECTION VIII Plan to Seek Federal Assistance to Facilitate Desegregation Drew and Hoffman-Boaton students accustomed to attending all-black schools will in many instances be attending formerly all-white elementary schools. For both black and white children this will be a new experience. White teachers unaccustomed to teaching black children and black teachers unaccustomed to teaching white children will be asked to work sensitively and productively with students who are learning to go to school with each other. The quality of the human relationship created by parents, students, and teachers will determine the extent to which students learn and have satisfying school experiences. A program to help students, parents, and teachers understand each other and learn how to be helpful to each other is essential. A proposal will be developed along the lines suggested in draft form in Enclosure "F" and submitted for funding under the Emergency School Assistance Act. In addition, consultant services from the University of Virginia, Virginia Technical Assistance Program, Consultative Resource Center, will be secured. Special Federal funding is warranted and expected, however, in the event it is not forthcoming a program using available local resources will be established � 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 from Ray E. Reid, Superintendent of Arlington Public Schools to School Board Member James G. Stockard re "Information Requested re Chronology of Desegregation in Arlington County," May 6, 1964. Description An account of the resource Memorandum from Ray E. Reid, Superintendent of Arlington Public Schools to School Board Member James G. Stockard re "Information Requested re Chronology of Desegregation in Arlington County," May 6, 1964. 17 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 1964-05-06 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_30 https://projectdaps.org/files/original/504ec68929c0459b357a00ab34ee8756.pdf ffabb7c4bdaa8587c33e4d8fc3a5ae8f PDF Text Text ARLINGTON PUBLIC SCHOOLS 14 2 o N O R T H Q U I N C Y S T R E E T • A R L IN G T O N . V IR G ’N -A » 2 2 2 0 7 December 13, 1971 TO: Cabinet Members FROM: Henry D. Gardner SUBJ: Conference Re Integrating the Desegregated School On December 9, Dr. Mack/ Mr. Guter and I met with Mrs. Edson's committee, consisting of Frances D. Washington, Guidance Counselor at Wakefield, Arthur Claiborne, Assistant Principal at Gunston, and Rita J. Ringwood, Guidance Counselor at Gunston. They discussed their experiences this past year at desegregation workshops conducted at the University of Virginia and Virginia State. On the basis of their experience they proposed the formation of a Human Relations Program for the school system. A copy of the organizational structure is attached. This proposed approach has, in my opinion, merit. It would have official sanction from the Superintendent, and the Board of Control would be appointed by him indicating a systemwide program with leadership from the Head Administration Officer of the District. In addition, local schools could maintain flexibility in their programs which I feel is an important aspect of any Human Relations Program. HDG/mh Enclosure cc: Dr. Harold Mack Mr. Joseph Guter � 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 Memoir from Henry D. Gardner, Arlington Public Schools to Cabinet Members re Conference Re Integrating the Desegregated School, December 13, 1971. Description An account of the resource Schools to Cabinet Members re Conference Re Integrating the Desegregated School, December 13, 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 1971-12-13 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_47 https://projectdaps.org/files/original/4122114796d27b5c28d89063deea7f34.pdf 710cd0f01e97309ec2fa43fecc4f5b14 PDF Text Text HUMAN RELATIONS Pi^QGRA.*! FOR .ARLINGTON PUBLIC SCHOOLS Board■ Superintendent Appointed 1 Central office 1 School Board 1 Senior High 3 Junior High 4 Elementary Assembly 1 Team from each school 1 Black 1 White Each School Human Relations Committee Principal or Representative Staff Students Parents Supporting Services � 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 Human Relations Program for Arlington Public Schools Description An account of the resource Human Relations Program for Arlington Public Schools 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 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_48 https://projectdaps.org/files/original/a0a219f3652a12bd4f890b7b1cb24216.pdf f98c0c4cd896a13f8a558eeb9eac6604 PDF Text Text June 30, 1971 Deai> 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 Adult Education, kindergarten, Montessori-pre-school, and a model elementary program. 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, 1 " ,r. y / . Henry 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 20, 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 20, 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 1971-06-20 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_49 https://projectdaps.org/files/original/2ae24141edc3dc08353c2aec5eece498.pdf f93b6fedce215e857fbb2c7d210dce61 PDF Text Text ARLINGTON PUBLIC SCHOOLS June 28, 1971 STATEMENT OF POLICY ISSUED BY THE ARLINGTON COUNTY SCHOOL BOARD CONCERNING CURRENT LITICATION SEEKING INTEGRATION OF DREW AND HOFFMAN*-BOSTON ELEMENTARY SCHOOLS The School Board has held many lengthy conferences with its attorneys on the suit instituted by parents in the Drew School area asking the federal courts to require further integration in the Arlington School System. A consultant.attorney experienced in this field participated in these conferences. The School Board was eventually advised that the recent Supreme Court decisions and subsequent decisions by the United States Court of Appeals for the Fourth Circuit, which includes Virginia, make it clear that the ultimate result of that case would be a federal court order requiring the Arlington County School Board to take further steps to integrate its school system into a unitary system. The School Board has worked with the staff and the attorneys to develop a plan for integration of the two schools which would best meet not only the anticipated legal requirements but also the best interests of all Arlington students and of the community as a whole. During this process the School Board instructed its attorneys to consult with the attorneys for the plaintiffs in order to try to reach an agreement on a desegregation plan that would reduce rather than increase tensions. Several meetings and conversations took place, but no agreement was reached. The School Board discussed many times the possibility of inviting the public to take part in the development of a plan. For some weeks, consultation between our respective attorneys looked like a better procedure; by the time it became clear that further consultation would be unproductive, there was too little time for meaningful public participation. For this reason and because of the legal and technical complexities, the Board decided that the obligation and responsi bility could not be so shared, nor would the community benefit by public discussion of an issue of this nature, especially under these circumstances. The Board will release tonight the plan it has developed. Briefly stated: The students in grades 1-6 of Drew and Hof fman-Bos ton will be assigned to elementary schools throughout the Arlington School System. Kindergartens will continue at both Drew and Hoffman-Boston. No present school boundaries will be changed. A school will not be assigned students in such numbers that its total enrollment will exceed its rated capacity by more than 5%. Every elemen tary school will be integrated. In future years, students advancing from an elementary school will attend the junior high school or schools serving that elementary school and then to the senior high school or schools serving that junior high school. During the coming year the School Board will develop plans for a model school to be located in the Drew building and operated on an integrated basis. We hope that imaginative new approaches to elementary education and smaller �Statement of P o l i c y Page 2 classes will attract many parents who wish their children to have this type of education which we ^annot now maintain in all schools. Time does not permit the planning, nor are the funds available, to implement the model school concept by the beginning of the new school year in September, 1971. However, the School Board is very willing to explore this possibility on a reduced scale. It is planned that the Drew School facility will be used for the Montessori pre-kindergarten, the Drew kindergarten, adult education, and for other school programs; the HoffmanBoston building will be used for thie Hoffman-Boston pre-kindergarten, kindergarten, and for the 7th grade of Thomas Jefferson Junior High School. The det&ils of our plans are being made available to the news media. Summary sheets will be placed on the table outside the door for interested individuals. The full details will soon be available at the information desk in the lobby of this building. They will also be mailed in response to a phone call to the Information Office— 558-2838. Speaking for the Board as Chairman, I now move (1) that we instruct our attorneys to file with the U.S. District Court the plans described in the staff memorandum and documents of today's date, and (2 ) that we instruct the staff to proceed to carry out the plan. �D E R I V A T I O N OF S T A T I S T I C S Total Elementary School Capacity S t u b b i n g s R e p o r t T a b l e 3 --- 1 3 , 5 4 6 less M a d i s o n - 345 plus G l e n c a r l y n R e l o c . 4- 75 13,276 Enrollment Projections B u d g e t Inf o I t e m # 6 0 8 M a r c h 1976 K 1-6 1,295 8.665 9,960 E L E M E N T A R Y E N R O L L M E N T A S A P E R C E N T OF T O T A L C A P A C I T Y = 7 5 -0 2 3 % C a p a c i t y of G l e n c a r l y n S c h o o l Stubbings Report Table plus r e l o c a t a b l e s Enrollment Projections 3 --- 439 75 514 for G l e n c a r l y n S c h o o l B u d g e t Info I t e m # 6 0 8 March 1976 K 1-6 62 430 492 G L E N C A R L Y N E N R O L L M E N T A S A PERCENT'- OF C A P A C I T Y relocatables) (excluding 112.073% G L E N C A R L Y N E N R O L L M E N T A S A P E R C E N T OF C A P A C I T Y relocatables) ~ 95.720% (including �D E R I V A T I O N OF S T A T I S T I C S Total Elementary School Capacity Stubbings Report Table 3 ---13,546 less M a d i s o n - 345 plus G l e n c a r l y n R e l o c . 4- 75 13,276 Enrollment Projections B u d g e t I nf o I t e m # 6 0 8 M a r c h 1976 K 1-6 1,295 8.665 9,960 E L E M E N T A R Y E N R O L L M E N T A S A P E R C E N T OF T O T A L C A P A C I T Y 9.960 13|276 75.023% C a p a c i t y of G l e n c a r l y n S c h o o l Stubbings Report Table plus r e l o c a t a b l e s 3 --- 439 75 514 E n r o l l m e n t P r o j e c t i o n s for G l e n c a r l y n S c h o o l B u d g e t I nfo I t e m # 6 0 8 M a r c h 1 976 K 1-6 62 430 492 G L E N C A R L Y N E N R O L L M E N T A S A P E R C E N T ' O F 1C A P A C I T Y relocatables) (excluding 112.073% G L E N C A R L Y N E N R O L L M E N T A S A P E R C E N T OF C A P A C I T Y relocatables) 492 514 - 95.720% (including �D E R I V A T I O N OF S T A T I S T I C S Total Elementary School Capacity S t u b b i n g s R e p o r t T a b l e 3 --- 1 3 , 5 4 6 l ess M a d i s o n - 345 p lus G l e n c a r l y n R e l o c . 475 13,276 Enrollment Projections B u d g e t Info I t e m # 6 0 8 M a r c h 1 976 K 1-6 1,295 8,665 9,960 E L E M E N T A R Y E N R O L L M E N T A S A P E R C E N T OF T O T A L C A P A C I T Y 9,960 .13,276 _ „„ _ 75.023% C a p a c i t y of G l e n c a r l y n S c h o o l Stubbings Report Table plus r e l o c a t a b l e s Enrollment Projections 3 --- 439 75 514 for G l e n c a r l y n S c h o o l B u d g e t Info I t e m # 6 0 8 Ma r c h 1976 K 1-6 62 430 4$2 G L E N C A R L Y N E N R O L L M E N T A S A PERCENT'-OF1C A P A C I T Y relocatables) (excluding 112.073% G L E N C A R L Y N E N R O L L M E N T A S A P E R C E N T OF C A P A C I T Y relocatables) -j- = 95.720% (including � 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 of Policy Issued by the Arlington County School Board Concerning Current Litigation Seeking Integration of Drew and Hoffman-Boson Elementary Schools, June 28, 1971 Description An account of the resource Statement of Policy Issued by the Arlington County School Board Concerning Current Litigation Seeking Integration of Drew and Hoffman-Boson Elementary Schools, June 28, 1971, including derivation of statistics. 5 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 1971-06-28 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_50 https://projectdaps.org/files/original/1ec8da442176f3260ca6fca51e520609.pdf ee92fa77e55035f9fdb5128cefab41f3 PDF Text Text Lower academic achievement by Negro pupils who have attended or are attending all-negro schools presents an additional problem. An analysis of scores on stand­ ardized achievement tests and group intelligence tests clearly shows that the median scores of pupils attending all-Negro schools in Arlington are significantly lower than the median scores for the county. academic achievement. This is interpreted as an indication of lower Therefore, not only to help improve the Negro students' self- image, but also to provide him with a more appropriate curriculum, we must provide teachers with the opportunity to develop new approaches for creating a mere effective learning environment. The following scores indicate the differences between pupils' achievement attending all-Negro schools and those for the rest of the County. In the case of intelligence scores, no other school has a median score of under one hundred. California Test of Mental Maturity - Fall Testing. 1964 - Grade 3 1970 - Grade 3 County-Wide Drew Hoff-Bost. L- IQ 112 98 97 County-Wide Drew Hoff-Bost Grade 6 NA NA NA NL-IQ 109 95 96 Tot-IQ 113 96 96 L-IQ 104 90 98 NA NA NA 111 85 87 108 91 87 California Achievement Tests - 1964-Pall Testing Grade 4 Grade Equivalents Area tested Read. Voc. " Comp. County 4.9 4.7 Drew 3.9 3.7 H-B 4.3 3.8 NL-IQ 105 98 100 Grade 6 108 98 89 6.6 7.0 109 93 87 Calif. Ach. Tests. Basic Skills 1970 Fall Testing Grade 41 Grade Equivalents County 4.4 4.2 Grade 6 Read. Voc. Read. Comp. Tot.IQ 105 93 99 Drew 3.1 3.1 Hoff-Bost 3.1 2.9 Grade 6 4.9 5.3 5.3 5.4 6.9 7.1 4.6 4.2 4.7 4.4 � 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 Paper describing problem of "lower academic achievement by Negro pupils who have attended or are attending all-negro schools" Description An account of the resource Paper describing problem of "lower academic achievement by Negro pupils who have attended or are attending all-negro schools" 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 unknown 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 undated 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_56 https://projectdaps.org/files/original/3f79c9a496c289051a19ab9247091463.pdf 9ef003fe6c7360de60ebf1542e445389 PDF Text Text ARLINGTON PUBLIC SCHOOLS 1 4 2 6 N O R T H Q U I N C Y S T R E E T • A R L IN G T O N , V IR G IN IA . 2 2 2 0 7 July 12, 1971 Custodial Personnel and Cafeteria Employees: (Drew and Hoffman-Boston) The School Board on Monday, June 28, announced a plan that it is submitting to the u. S. District Court to desegregate Drew and Hoffman-Boston 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 for Adult Education, kindergarten, Montessori-pre-school, and a model elementary program. Hoffman-Boston will be used by Thomas Jefferson Junior High and as a kindergarten. Once a final decision has been made regarding the transfer of pupils, we will be able to determine where vacancies will occur in your field. At that time a representative of your supervisory staff will contact you to arrange for the most suitable new assignment for you. In no event will anyone lose their job with the Arlington Public Schools. Sincerely yours, HENRY D. GARDNER Assistant Superintendent For Personnel HDG/mh � 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 Custodial Personnel and Cafeteria Employees at Drew and Hoffman-Boston, July 12, 1971 Description An account of the resource Memo to Custodial Personnel and Cafeteria Employees at Drew and Hoffman-Boston, July 12, 1971 describing plans to desegregate Drew and Hoffman-Boston Elementary Schools and potential effect of employees. 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 1971-07-12 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_57 https://projectdaps.org/files/original/f133b30260f6bfef2282249bdd71f8f5.pdf 59e3ed703032cf2b2f4fd5fb51430862 PDF Text Text 1971 June 30 Mrs. Rebecca Ann S. Lincoln 5824 Syphax Drive Bailey's Cross Roads, Virginia 22041 Dear 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 for Adult Education, kindergarten, Montessori-pre-school, and a model elementary program. Hoffman-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, *r^ , '■ > ■■ c" V / -V . . o f e ; "L'ia-4.•< 'Henry D. Gardner Assistant Superintendent For Personnel HDG/sau Enc. J ‘ � 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 from Henry Gardner, Assistant Superintendent for Personnel, Arlington Public Schools to staff member Rebecca Ann S. Lincoln regarding plan to desegregate Drew and Hoffman Boston saying a plan for staff desegregation has been prepared and enclosed, June 30, 1971 Description An account of the resource Letter from Henry Gardner, Assistant Superintendent for Personnel, Arlington Public Schools to staff member Rebecca Ann S. Lincoln regarding plan to desegregate Drew and Hoffman Boston saying a plan for staff desegregation has been prepared and enclosed, 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_58 https://projectdaps.org/files/original/a17a3590a3c118696740e95748865c70.pdf 4f1688b10b5ae3850bdaefd98763f764 PDF Text Text June 30 1971 Mr. Thomas Bellamy 2914 S. 23rd Street Arlington, Virginia 22206 Dear 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 for Adult Education, kindergarten, Montessori-pre-school, and a model elementary program. Hoffman-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 > J ■■ Henry D. Gardner Assistant Superintendent For Personnel HDG/sau Enc. �VyiAUHUudd July 30, 1971 mo-sf 131 friW 0 .0 -io'i zJoclH 29 } tdW Dear Staff Member: 0:0 I etoortoS 2 ^ 3 6 f8 e.S iia a liiu i 0.0 natHHJ I moiY II aajrriW |] u.O ''ot expai~8 2s.1rrtH a^unia aloorto-:_ 0.0 O.S 0.0 nobgrlfi'; As you have probably learned through the media, the Arlington Schools are -• - U.Q 0 .U . .-til 0 ■ ,fl 0. 2 ■v nr - currently engaged in litigation over plans for the desegregation of Drew and ! j ;..o 0-0 i.S 0-0 nddiA-ifr O'­ Hof fman-Bos ton Elementary Schools. While at this writing a decision has not been .jj,-.’-‘ ;j : •: o.o o.r o.o ztjaio rendered, the time factor requires that we proceed with planning for impTemen-noinnr I1 o.S o.O C.C O.S nv.hsonelD tation of the Board's plan. Transfers o f personnel on the elementary school -.ptir.: t j ! ?. 0.0 O.f ...e nwalasa;... level will be required and will have to be made prior to the return of staff - members next month. He have also been advised by our attorneys that our secondary staff should be balanced racially. A listing of the positions and/or needs to accomplish this are shown on the reverse side. I intend to keep affected staff members informed of all actions relating to them as soon as they become known to me. At this point, I can only say that what­ ever transfers will have to be made will be made taking into account as much as possible the wishes of all staff members concerned. Requests will be made initially for voluntary transfers, giving applicants an opportunity to state preferences for new school assignments; however, involuntary transfers may have to be made in the event of an insufficient number of applicants for voluntary transfers. We have included on the reverse a listing of available vacancies and a form upon which you may make an application for a voluntary transfer and state your preference of a new school assignment if you so desire. Your returned application must be postmarked no later than August 6, 1971. I want to thank you in advance for your anticipated cooperation in this matter. Sincerely yours, RLC/ses Robert L. Chisholm Superintendent > . �SECONDARY ELEMENTARY Schools Vacancies for Blacks Whites Transfers from Whites Blacks Schools & Subjects Vacancies for Whites Blacks Transfers from Blacks Whites 2.0 0.0 0.0 0.0 1.5 0.0 1.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.5 0.0 0.0 0.0 1 .5 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 .5 2.0 0.0 0.0 0.0 0.0 2.0 2.0 .5 .5 .5 0.0 1.0 2.0 .5 0.0 0.0 1.5 0.0 0.0 ‘MODEL SCHOOL - vacancies for: 9 Classroom Teachers, 1 CDC , 1 Librarian, 1 P.E. Teacher, and 1 Resident Specialist. ‘These vacancies are for either Black or White. *S Schools not listed are not directly affected at this time. 0.0 2.5 0.0 0.0 T. J. 1.0 Eng. .17 P. E. 0.0 1.17 0.0 0.0 T. J. Annex 1.0 Eng. 1.0 Read. 1.0 Soc. St. .17 P. E. 0.0 3.17 0.0 0.0 Stratford 1.0 0.0 0.0 1.0 Swanson .5 Math .17 Bus. Ed. 2.0 0.0 0.0 1.33 Wmsbq. 1.0 Math 0.0 1.0 0.0 0.0 Wakefield 0.0 3.33 0.0 0.0 2.0 0.0 0.0 2.0 Yorktown 1.0 Bus. Ed. 0.0 2.0 2.0 2.0 0.0 1.0 0.0 1.0 2.0 2.0 3.0 1.0 1.0 1.0 2.0 3.0 2.0 9.0 2.0 2.0 2.0 0.0 Gunston .5 Bus. Ed. 1.0 Ind. Arts 1.0 Gen. S c i . Wash-Lee Abingdon Ashlawn Bancroft Barrett Claremont Clay-Fill. Custis Fai rl ington Glencarlyn Jackson Jamestown Key Madison Maury McKinley Nottingham Oakridge Page Randolph Taylor Tuckahoe Woodmont 2.0 0.0 0.0 1 .0 1.0 1.0 0.0 0.0 1.0 Lib. 2.0 Read. .33 Latin Woodlawn Proq 1.0 Eng. 1.0 Soc. St. TRANSFER REQUEST EMPLOYEE'S NAME RACE h o me p h o n e PRESENT ASSIGNMENT SHADE AMO/OR SUBJECT ON POSITION REQUESTED ASSIGNMENT SCHOOL ON DEPT. ( L i l t ) * f t choict SHADE AND 'OH SUBJECT ON POSITION OATE. SCHOOL PHONE � 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 from Henry Gardner, Assistant Superintendent for Personnel, Arlington Public Schools to staff member to Thomas Bellamy regarding plan to desegregate Drew and Hoffman Boston saying a plan for staff desegregation has been prepared and enclosed, June 30, 1971. Description An account of the resource Letter from Henry Gardner, Assistant Superintendent for Personnel, Arlington Public Schools to staff member to Thomas Bellamy regarding plan to desegregate Drew and Hoffman Boston saying a plan for staff desegregation has been prepared and enclosed, June 30, 1971. Enclosure included. 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 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_59 https://projectdaps.org/files/original/db0b4c0cfd10167f6613e7baff415e51.pdf 0ae707ecce47081e14c5aefcd98cc394 PDF Text Text ARLINGTON PUBLIC SCHOOLS 14-?.o N O R T H Q U I N C Y S T R E E T . A R L IN G T O N . V IR G 'N IA . 2 2 2 0 7 December 13, 1971 TO: Cabinet Members FROM: Henry D. Gardner SUBJ: Conference Re Integrating the Desegregated School On December 9, Dr. Mack, Mr. Guter and I met with Mrs. Edson's committee/ consisting of Frances D. Washington/ Guidance Counselor at Wakefield, Arthur Claiborne, Assistant Principal at Gunston, and Rita J. Ringwood, Guidance Counselor at Gunston. They discussed their experiences this past year at desegregation workshops conducted at the University of Virginia and Virginia state. On the basis of their experience they proposed the formation of a Human Relations Program for the school system. A copy of the organizational structure is attached. This proposed approach has, in my opinion, merit. It would have official sanction from the Superintendent, and the Board of Control would be appointed by him indicating a systemwide program with leadership from the Head Administration Officer of the District. In addition, local schools could maintain flexibility in their programs which I feel is an important aspect of any Human Relations Program. HDG/mh Enclosure cc: Dr. Harold Mack Mr. Joseph Guter � 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 Cabinet Members re Conference Re Integrating the Desegregated School Description An account of the resource Memo to Cabinet Members re Conference Re Integrating the Desegregated School proposing the formation of a Human Relations Program for the school system. 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_61 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 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/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