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PLANNING EDUCATIONAL CHANGE:

VOLUME I. TECHNICAL ASPECTS OF
SCHOOL DESEGREGATION

CENTRAL CIRCULATION AND BOOKSTACKS

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U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

OFFICE OF EDUCATION

Robert H. Finch, Secretary

James E. Allen, Jr., Assistant Secretary and Commissioner of Education

PLANNING EDUCA'
VOLUME I. TECHh
SCHOOL DESEGRE

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

OFFICE OF EDUCATION

Robert H. Finch, Secretary

James E. Allen, Jr., Assistant Secretary and Commissioner of Education

Superintendent of Documents Catalog No. FS 5.238: 38014
U.S. GOVERNMENT PRINTING OFFICE
Washington: 1969

For sale by the Superintendent of Documents, U.S. Government Printing Office, Washington, D.C., 20402 - Price 45 cents

PREFACE

The responsibility for desegregation of public schools is clear. The Supreme Court recently made local
school districts accountable for expediting elimination of the dual structure of schools. In addition, the
Office for Civil Rights in the Department of Health, Education, and Welfare is requiring school districts
to develop plans for complete elimination of the dual structure by academic year 1969-70. For most
school districts these requirements mean an end to freedom-of-choice plans, which have resulted, at best,
in limited progress toward complete desegregation and, at worst, in little or no desegregation.

The problem is how to develop effective desegregation plans in the light of Supreme Court decisions and
the policies of the Department of Health, Education, and Welfare. Local school officials involved in the
desegregation process have expressed need for a guide to equip them with information necessary for de¬
signing such plans.

Nowhere does there exist an organized compilation of the kinds of data needed or the steps that could be
taken. For the most part, knowledge and information have been acquired through actual experience in
plan development, often by trial and error, and passed on by word of mouth, frequently in piecemeal
fashion.

This guide describes a step-by-step process for planning the complete desegregation of school systems.
Since it represents the first known attempt to collect and organize this type of knowledge and informa¬
tion and since local school districts vary from State to State and from region to region, the material
should be used only as suggestions.

Further, it emphasizes only the process of physical desegregation. The process of integrated education
may be said to begin where desegregation ends.

CONTENTS

CHAPTER PAGE

I. Data Required for Desegregation Plans. 1

II. Effective Use of Data.3

III. Desegregation Techniques. 5

IV. Faculty and Staff Desegregation.17

V. Effective Desegregation.18

VI. Presenting Completed Desegregation Plans.21

APPENDIX

Building Information Form.A

Pupil Locator Map.C

School and School Site Map.D

Transportation Map.E

Demographic Smear Map.F

Checklist for Recommendations.. . G

Sources for Technical Assistance.H

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I. DATA REQUIRED FOR DESEGREGATION PLANS

The development of a sound desegregation plan depends upon cooperation between the local school officials
and technical assistance personnel in collecting accurate data and information about the school system. Some
of the kinds of information needed include:

o Student enrollments by school, grade, race
o Staff assignments by school, position, race
o Capacity, age, location and adequacy of all school facilities
o Curricular and extracurricular offerings in each school

o Demography and geography of the community, including potential safety hazards
o Distances between schools and between population centers
o Transportation facilities available
o Tax base and fiscal information

o Organization and current policies of the school district
o Past efforts to desegregate

o Office for Civil Rights, D/HEW, compliance requirements.

The following are suggested as means of obtaining the necessary facts:

1. Building information

To develop a plan, data on staff, building capacity, students, grade level, and so forth are necessary.

This type of information can be supplied by each school principal on a form such as that suggested in the
appendix on pages A and B.

2. Proposed building information

Information on future construction plans, including long-range projected plans, should be obtained.

See the form in the appendix, pages A and B.

3. Pupil locator maps

A pupil locator map for each school should be prepared by local school officials. The lowest
grade of each school usually enrolls the greatest number of pupils. Thus, plotting the location of the
students in the lowest grade of every school in the system should prove to be representative of total
student distribution. For example, if the school system is set up as 6—3—3, three pupil locator maps
should be prepared. The first map would locate every student in the 1st grade, the second map would
locate every student in the 7th grade, and the third map would locate every lOth-grade student. If the
school system is 4—4—4, a separate map should be prepared for students in grade 1, students in grade 5,
and students in grade 9.

In addition, it is important to obtain projected figures for the student population over the next 5
years, and to foresee changing housing patterns in the community. These procedures may prevent re¬
segregation in the future.

The residences of Negro and white students should be plotted on maps by the use of different sym¬
bols or colors. For example, white students could be plotted with red dots and Negro students with green
dots. (See appendix, page C.)

Maps of adequate size should be used. They may be procured from the local Chamber of Commerce,
State and county highway departments, or other municipal agencies. Duplicate copies of these maps will
be needed.

In some cases a separate locator map for each school may be necessary. These maps can show the
flow patterns of students as established under present policies.

4. School and school site map

A map should be obtained which shows the location of each school in the system. Schools should be
placed on the map, coded as to level. In addition, all proposed buildings and sites owned by the board
should be shown. All schools should be located in blue; elementary schools O, intermediate schools Zi,
and high schools CH . (See appendix, page D.)

5. Transportation maps

Maps should be obtained showing all bus routes, the schools served, the number of miles driven for
each route, and the number of students living on each route. Students should be designated by race. (See
appendix, page E.)

6. Demographic smear map

This map shows the community population distribution by race. (See appendix, page F.)

II. EFFECTIVE USE OF DATA

As a preliminary step to the use of data obtained, an on-site inspection should be made of community hous¬
ing patterns and existing school facilities. A ride through the community surrounding each school and an
external examination of schools and school sites will usually be sufficient. This inspection will provide the
background necessary to work effectively with the data collected, and a demographic smear map could be
prepared at the same time. (See appendix, page E.) The following materials are useful in working with the
data collected:

1. Acetate overlays sufficiently large to cover the maps being used. Acetate at .0035 thickness seems
to be the most appropriate. This may be obtained at engineering and art supply houses.

2. Grease pencils -- red, blue, green, and black

3. Cloth or tissues for erasing

4. Transparent tape, thumb tacks, paper clips

5. An adding machine, if possible .

It is best to develop two copies of all overlays and maps.

The following steps have proved successful in the development of desegregation plans and might serve
as useful guides once the data have been assembled.

The examples used are based on an average-sized school district organized on a 6—3—3 grade struc¬
ture. As the size and grade structure vary, these steps may be modified. For illustration, the maps included
in the appendix have been reduced in size, with the exception of the pupil locator map. For urban areas of
dense population, a map scale of 1 or 2 inches to a mile is recommended.

1. As a reference guide, the following symbols and colors will provide easy identification:

White students
Negro students
Elementary schools
Intermediate schools
High schools
Zone lines

Red dots
Green dots
Blue circles
Blue triangles
Blue squares
Black

2. In most cases, it is advantageous to start with the elementary schools. Place a sheet of acetate
overlay over the school locator map and mark all elementary schools on the acetate with a blue circle.
Either on the edge of the acetate or on a separate sheet of paper place the following information for each
school:

a. Name of school

b. Date of construction

c. State rated capacity

d. Current enrollment

e. Number of portable classrooms, if any.

As additional information is needed, consult data sheets for individual and surrounding schools
(appendix, pages A and B, Building Information Form.).

3. Remove overlay from school locator map and secure over elementary pupil locator map.

4. Consider the location of pupils in relation to the existing elementary schools (page D in the
appendix).

5. Where simple zoning does not result in significant desegregation, techniques should be considered
such as:

a. Pairing of schools

b. Grade structure reorganization

c. Central schools

d. School closing

e. Special-service schools

f. Education parks

g. Education complexes

h. Metropolitan plans

i. Magnet schools

j. Construction (where financially feasible).

Conditions favorable to the use of these techniques are discussed in the following section.

6. Using zoning and other techniques, establish on the acetate a plan for elementary schools which is
educationally sound and administratively feasible. All techniques used should be clearly indicated on the
acetate.

7. Repeat steps numbers 2—6 for the intermediate schools, keeping in mind that elementary school
zones should, where possible, feed intermediate school zones. The acetate containing the elementary plan
can be occasionally placed over the intermediate overlay to check for desirable feeder patterns.

8. Repeat steps numbers 2—6 for the high schools, keeping in mind that both elementary and inter¬
mediate zones should feed high school zones.

9. A permanent map for each level should be prepared from the acetates and a narrative description
of the plan should be prepared for explanation to those involved in the desegregation of the school district.
The written plan should include pertinent background information as well as specific recommendations de¬
veloped for transition to a unitary system, including desegregation of faculty and staff, elimination of a dual
transportation system, and policy on future construction and minority transfer policies.

10. Alternate plans should be developed where it is clear that more than one technique would result in
complete desegregation or where other factors might be present that would dictate the need for an alterna¬
tive, such as the relative educational soundness of various techniques.

Following are descriptions of various techniques for use in developing desegregation plans and a de¬
scription of the manner in which a final plan should be presented. Presentation to local school officials and
the public should be kept in mind throughout the development process, with particular emphasis upon the
kind of plan(s) developed and why.

III. DESEGREGATION TECHNIQUES

The techniques for developing an effective plan vary, since they are contingent upon such factors as size of
the student population, residential patterns of the community, number and location of schools in the sys¬
tem, and grade levels served by each school. Those discussed in this section have been used by many school
systems. In some cases one of the techniques will be adequate to do the job, but in larger systems a com¬
bination of one or more may be needed.

It will become necessary to analyze the data obtained and the maps and overlays developed in order to de¬
termine which technique is most effective in a particular situation.

ACKNOWLEDGEMENT

Charts illustrating desegregation techniques were adapted from Civil Rights Commission Clearinghouse Publication No. 8,
June 1967, "Schools Can Be Desegregated."

GEOGRAPHIC ATTENDANCE ZONES

In many school systems it will be possible to assign students to schools on the basis of geographic attendance
areas. Zone boundaries should be drawn in a manner promoting a maximum of desegregation in each school
and in as many schools as is administratively feasible. This would tend to deter the process of resegregation
or exclude it altogether as a possibility. In many cases it will be sufficient merely to enlarge existing attend¬
ance areas. In others, new and imaginative attendance areas must be drawn to assure that schools serve a
racially and socially heterogeneous student population. Many systems have used school bus routes as a basis
for establishing attendance areas.

GEOGRAPHIC ATTENDANCE ZONES
Illustration #1

■ DESEGREGATED
SCHOOLS

GEOGRAPHIC ATTENDANCE ZONES
Illustration #2

B DESEGREGATED
SCHOOLS

SCHOOL PAIRING

This method of desegregation is best suited to an area of a school system which has two comparable schools
located within a relatively short distance of each other. Before pairing, one school might be a predomi¬
nantly Negro school serving grades 1—6. The other school might be a predominantly white school serving
the same grades. After pairing, one school could serve grades 1—3 and the other 4—6. In this way the former
attendance patterns for the two schools would be merged to form one larger attendance area for both schools.

PAIRING

BEFORE PAIRING, STUDENTS ENROLL ACCORDING TO EACH SCHOOL'S
ATTENDANCE AREA. AFTER PAIRING, STUDENTS OF BOTH ATTENDANCE
AREAS ENROLL IN THE TWO SCHOOLS ACCORDING TO GRADE.

REORGANIZATION OF GRADE STRUCTURE

In some school systems, desegregation may be accomplished through changing the basic grade organization.
Prior to reorganization there might be a predominantly Negro school serving grades 1—12, one predominantly
white high school serving grades 9—12, and two predominantly white elementary schools serving grades 1—8.
The system could be reorganized on a 6—3—3 basis for all schools. The formerly white high school could
serve grades 10—12, fhe formerly Negro school could serve grades 7—9, and the formerly white elementary
schools could be zoned to serve grades 1—6. Utilizing this method would not only completely desegregate
the system but would also make full use of existing school plants.

REORGANIZATION OF GRADE STRUCTURE

□

PREDOMINANTLY
NEGRO SCHOOLS

PREDOMINANTLY
WHITE SCHOOLS

DESEGREGATED

SCHOOLS

CENTRAL SCHOOLS

Central schools are established by converting one or more facilities into schools which serve a single grade for
a much larger geographical area. Thus, when a central school is created, attendance areas for the remaining
schools can be enlarged. For example, a predominantly Negro elementary school could be converted into a
school for all 6th-grade students in the community. The remaining elementary schools would then serve only
five grades.

CENTRAL SCHOOLS

BEFORE

AFTER

GRADES

1-5

r 1 i

GRADE

GRADES

1-5

PREDOMINANTLY NEGRO

— BOUNDARIES
>_■ BOUNDARIES

FOR GRADES
FOR GRADES

1-6

1-5

SCHOOL CLOSING AND CONSOLIDATION

In many systems small inadequate schools exist which were originally established for students of a particular
race. Such schools deny students equal educational opportunity and should be closed and the students as¬
signed to other schools in the system. Consideration should be given to recommending, when administra¬
tively feasible, that schools not meeting State or other accreditation standards be closed. Recommendations
should be made of other uses that could be made of the facility, such as adult education center, recreation
center, reading center, special materials center.

SCHOOL CLOSING

BEFORE

WHITE WHITE WHITE

,_1

GRADES

7-9

WHITE MOSTLY NEGRO WHITE

AFTER

DESEG.

THE PREDOMINANTLY NEGRO JUNIOR HIGH SCHOOL IS CLOSED AND
THE STUDENTS ARE ASSIGNED TO OTHER SCHOOLS.

UNIVERSITY OF
ILLINOIS LIBRARY
AT URBANA-CHAMPAIGN

ESTABLISHING SCHOOLS FOR SPECIAL SERVICES

A school formerly attended predominantly by students of one race may be converted into a special-
services building to serve the entire system. The special-services needs of the system should be as¬
sessed to determine how the building might be best utilized. Such a facility could be used to house
classes for the educable mentally retarded and physically handicapped students with hearing or sight diffi¬
culties, or as an adult education center, advanced learning center, or recreation center.

ESTABLISHING SCHOOLS
FOR SPECIAL SERVICES

DESEGREGATED

SCHOOLS

EDUCATION PARKS

For some communities the education park plan may be one of the best techniques for achieving desegrega¬
tion, as well as for improving the overall quality of education and providing opportunities for specialized
training. The education park could consist of one facility, centrally located, which would serve all students
in the area. The park plan usually calls for new construction but it also permits more innovation and special¬
ized facilities.

NEW YORK EDUCATION PARK PLAN

PLAN FOR NEW YORK'S NEW EDUCATION PARK PROVIDES FOR PRIMARY SCHOOLS FOR 2,800
PUPILS, INTERMEDIATE SCHOOLS FOR 3,600, AND A COMPREHENSIVE HIGH SCHOOL FOR 4,000
STUDENTS WILL BE GROUPED IN UNITS OF 700 EACH IN THE PRIMARY SCHOOLS, 900 IN THE
INTERMEDIATE SCHOOLS, AND 1,000 IN THE HIGH SCHOOL. THE CENTRAL UNIT WILL OFFER
COMMON FACILITIES FOR ALL SCHOOLS IN THE COMPLEX.*

‘DIAGRAM ADAPTED FROM SATURDAY REVIEW, NOVEMBER, 1966.

EDUCATION COMPLEXES

This method may be suited for communities in which there are several schools of the same grade structure
located relatively near each other. While it might be impossible to draw attendance zones that would deseg¬
regate such schools, reorganizing the academic program in each school so that course offerings are distributed
among the schools on a departmentalized basis would result in all children attending all schools sometime
during the day. This method would also provide for the best distribution of specialized personnel, since all
children would be gathered in one building for each curricular area. One situation conducive to reorganiza¬
tion into an education complex would be an area of a community in which there are five elementary schools,
two predominantly Negro and three predominantly white. The five schools could be reorganized into the
following: a social science building, a language arts building, a math and science building, a central library
building, and a special education building. The reorganization would result in more concentrated programs
for all children in the area.

EDUCATION COMPLEXES

BEFORE

GRADES

1-6

■ PREDOMINANTLY
NEGRO SCHOOLS

□ PREDOMINANTLY
WHITE SCHOOLS

AFTER

SOCIAL SCIENCES
PRIMARY GRADES

LANGUAGE ARTS
PRIMARY GRADES

MATH & SCIENCE
PRIMARY GRADES

SOCIAL SCIENCES
INTERMEDIATE GRADES

LANGUAGE ARTS
INTERMEDIATE GRADES

MATH & SCIENCE
INTERMEDIATE GRADES

,_J-

METROPOLITAN PLAN

The metropolitan plan may embody some or all of the features of education parks and complexes but differs
in that it includes surrounding suburban areas. Thus, one large complex of buildings and facilities located in the
the city would serve central city and suburban children. The site of the complex should be as convenient as
possible to all areas that it serves and should be large enough to permit growth.

METROPOLITAN PLAN
Illustration #1

Illustration #2

MAGNET SCHOOLS AND SUPPLEMENTARY CENTERS

To attract students from a wide geographical area of a school district, programs which are innovative or which
are designed to supplement activities existing in traditional schools could be offered exclusively at ''magnet''
schools. A supplementary center could also offer a special curriculum taught nowhere else in the system.
Many students should be eager to choose to attend such a school on a full-time or part-time basis. Attract¬
ing students from as large a geographic area as possible would assure a more racially and socially heterogen¬
eous student population.

MAGNET SCHOOLS

□ PREDOMINANTLY
WHITE SCHOOLS

IV. FACULTY AND STAFF DESEGREGATION

Faculty and staff desegregation is an essential part of the total desegregation process. In developing a plan
for the complete desegregation of a school system, local school officials are responsible for reassigning staff
so that no single school can be identified as being for one race. Since the reassignment of total staff must
take into consideration the academic preparation and certification of each staff member, no specific
guidelines can be formulated that would be applicable to every situation. There are, however, certain
generally applicable criteria for the reassignment of staff on a desegregated basis:

1. To the extent possible, no school should have a faculty that can clearly be identified as intended
for students of a particular race, color, or national origin. Where staff size permits, Negro and white per¬
sonnel should be placed on the faculty of each elementary and secondary school in the system.

2. In the event of a reduction in staff or assignment to lower status due to complete desegregation,
the staff members to be released or assigned to lower status positions must be selected from aH the school
system's professional staff members without regard to race, color, or national origin and on the basis of
objective and reasonable standards. In addition, no vacancy may be filled through recruitment from out¬
side the system unless school officials first determine that none of the displaced staff members is quali¬
fied to fill the vacancy.

3. In no event should teachers or administrators be assigned to positions for which they are not
properly certified. If retraining is planned for the reassignment of staff in different positions or for up¬
grading of skills, the expense should be borne by the school system or some outside source, such as the
Education Professions Development Act. Funds from Title IV of the Civil Rights Act of 1964 can be
used for inservice training of staff to prepare them specifically for functioning in desegregated settings.

4. The salary of no employee should be reduced as a result of the implementation of the proposed
plan of desegregation.

Statements of policies formulated with regard to the reassignment, new assignment, and promo¬
tion of staff should be distributed to all professional employees. Similar policy statements should also be
distributed to nonprofessional staff.

5. In the reassignment of staff, sound personnel procedures should be practiced. Assignment of
staff members to desegregated teaching situations should be made as early as possible in the spring of the
school year preceding the new assignment. Along with this assignment process, meetings should be held
with staff members to answer questions and clarify any new policies with regard to the desegregation of
faculty.

V. EFFECTIVE DESEGREGATION

The problems faced by school officials during the desegregation process are numerous. Many are complex
and require comprehensive analysis if adequate and lasting solutions are to be found. Most local school
officials and their staffs have had little or no preparation for dealing with problems incident to desegre¬
gation. Also, it is often difficult for those most closely involved to give attention to specific details while
maintaining an overall view of the many different aspects of the process. Personnel policy and deploy¬
ment, curriculum content and organization, materials and resources, program planning, inservice teacher
training, school-community relations, extracurricular activities, parent-teacher relations, evaluation, student
grouping methods-these are just a few of the many areas which should be considered if a district is going
to move smoothly toward a unitary school system.

The following checklists of specific factors may serve as a guide by which school officials and their staffs
can assess their efforts to provide the best possible educational experiences for all students under their
responsibility. They will aid school officials in planning for desegregation, in assessing activities already
underway, and in moving from physical desegregation toward the more complex curricular changes re¬
quired for effective integration. Each factor in the checklists may be assessed by placing a "no”, "some¬
what", or "yes" answer in the space provided to the left.

SCHOOL OFFICIALS:

- 1. Are the Board of Education and other local school officials providing active and

progressive leadership toward the elimination of the dual school system?

- 2. Are local school officials carrying the major responsibility for school desegregation

rather than depending upon the voluntary choices of parents and students ?

- 3. Is desegregation being carried out as fast as is administratively feasible, without

unnecessary delay ?

_ 4. Are school officials meeting with and involving representatives of local organiza¬
tions, white and black, interested in education ?

_ 5. Are positive steps being taken to keep the total community informed of major

decisions, plans, and progress ?

_ 6. Are efforts being made to take full advantage of all available technical assistance

from local. State, and national sources ?

_ 7. Does the Board of Education have a clear written policy of providing maximum

education for each child ?

- 8. Are school officials doing the program planning necessary to provide each child

with a maximum educational opportunity ?

- 9. Does the Board of Education have a policy which encourages all students, regard¬
less of race, to participate fully in all of the activities of the schools ?

_ 10. Are positive efforts being made to staff each school with qualified teachers of

differing races and/or national origin ?

_ 11. Are positive steps being taken to hire qualified minority-group teachers ?

_ 12. Is the staff being prepared for school desegregation through inservice training

programs ?

_ 13. Is the district planning for staff and student human relations activities prior to

desegregation ?

_ 14. Is positive action being taken to avoid resegregation in classrooms and school

activities after desegregation has taken place ?

_ 15. Are curricular reforms necessary for successful desegregation being studied,

developed and implemented ?

_ 16. Are multi-ethnic and minority group materials available in the classrooms and

the library ?

CLASSROOM TEACHERS AND OTHER STAFF :

_ 1. Are you able to identify problems that .block or hinder open and nonest com¬
munication between yourself and your principal, your fellow teachers, and your students ?

_ 2. Do you inspire your students to respect one another and be open and honest in their

communications with you and with other students ?

_ 3. Do you read books or articles to increase your understanding of and sensitivity to the

particular aspirations, needs, problems, and frustrations of minority or disadvantaged
children ?

_ 4. Do you take the initiative in dispelling prejudices, stereotypes and misunderstandings

among students under your responsibility ?

_ 5. Do you listen with an open mind to students and faculty members of other racial

groups, even if their ideas are divergent from your own thinking ?

_ 6. Do you strive to avoid expressions and actions which are offensive to members of

other groups ?

_ 7. Do you help to discourage or prevent patterns of informal discrimination, segregation,

or exclusion of minority group members from school clubs, committees, and so forth ?

_ 8. Do you utilize classroom techniques and methods, such as improvisational dramatics,

role-playing, joint planning of programs by teachers and students, small-group sensitivity
discussions, and analysis of group roles that will increase spontaneity and honesty of ex¬
pression and an understanding of the dynamics of group interaction ?

9. Are you aware that group prejudices and antagonisms might be reinforced by homo¬
geneous or ability grouping and have you taken steps to prevent this reinforcement ?

10. Are your teaching methods and materials appropriate for heterogeneous groups of
students ?

11. Do you suspect that latent prejudices or stereotyped thinking may unfairly influence
your discipline or evaluation of students ?

12. Do your outside reading assignments include accounts of all races ? If not, are you
familiar with bibliographies containing such readings ?

13. Do you continually check with your school librarian to learn how much material of
this type is available in your school library ?

14. Do you show Negro as well as white groups in your bulletin board displays ?

15. Do your classroom pictures of great people include Negroes as well as whites ?

16. Have you discarded pictures or posters that may reinforce Negro stereotypes or
stereotypes of other minority groups ?

17. Do your pictures of cities include representatives of different cultural groups ?

18. Do you use magazine and newspaper articles relating to interracial experiences and
problems that can be discussed in class for better human relations ?

19. Do you evaluate your textbooks to determine whether they contain fair and appro¬
priate treatment of minority groups ?

20. Do you make efforts to overcome any deficiencies of your textbooks' treatment of
minority groups ?

21. Do your students have opportunities to learn democratic skills and values by inter¬
acting in problem-solving groups ?

22. Do you encourage your problem-solving groups to concern themselves with problems
in intergroup relations that have immediate relevance to their lives ?

23. Do you organize and present your material (units of work) to include contributions of
minority groups and individuals ?

24. Do you visit or otherwise personally familiarize yourself with the families and com¬
munities of your students ?

25. Do you make efforts to involve the parents or guardians of your students in school
activities ?

VI. PRESENTING COMPLETED DESEGREGATION PLANS

Any plan presented for adoption by a school system should contain the following elements:

1. The plan should satisfy all requirements of Title VI of the Civil Rights Act of 1964 and/or of the
court. Approval should be obtained from these sources prior to presentation.

2. The plan should employ the most educationally sound technique(s) for the district.

3. The plan should be administratively feasible.

While school officials may want to negotiate the provisions of the plan with Federal technical assistance
personnel in the area, it should be kept in mind that any negotiations for the purpose of official plan ap¬
proval must be between the Office for Civil Rights (Title VI CRA) and/or the court and the school system.

The materials to be used in presenting the plan should be reviewed thoroughly before the presentation and
should be organized in an orderly and coherent manner.

As a suggested format for the presentation:

1. Outline briefly, if necessary, the legal requirements for desegregation, including recent court
decisions.

2. Distribute copies of the written plan to each person present.

3. Explain the desegregation plan in great detail, using maps, overlays, charts, overhead projector,
and a detailed written description. For districts that are made up of several attendance areas, it is suggested
that the presentation cover one area at a time.

4. Make educational recommendations that are pertinent to plan implementation. Explain the
various sources of technical assistance available for plan implementation.

5. Make recommendations that are not only pertinent to short-range plan implementation, but that
also deal with effective desegregation and prevention of resegregation.

APPENDIX

BUILDING INFORMATION

Name of School _

Address-

Name of Principal -

Grades in School -

Number of Permanent Teaching Stations-

State Rated Capacity_

Maximum Building Capacity (without portables) -

Portable Classrooms - -

Number Capacity

Temporary Classrooms - -

Number Capacity

Current Student Enrollment - -

White Negro

Total Student Enrollment --

Number of Teachers Full time or Part time - -

White Negro

White Negro Total

Fulltime_ Fulltime_ Fulltime _

Part time- Part time_ Part time _

Other Professional Personnel - - -

White Negro Total

ENROLLMENT BY GRADES

1st

4th

5th

6th

7th

8th

9th

10th

11th

12th

Total

BUILDING INFORMATION (Continued)

Number of Students Transported

Age of Building _

Type of Construction _

Number of Acres in School Site _

Number of Square Feet in Building -

This building contains the following facilities: (please check)

Cafeteria -

Gymnasium -

Library -

Multipurpose room -

Teacher lounge -

Auditorium -

Attach a list of the subjects and courses offered.

CHECKLIST FOR RECOMMENDATIONS

Recommendations should be made concerning the following areas:

* Elementary Schools

* Inter mediate Schools
*High Schools

School Plant Site Selection
Desegregation of Bus Routes
Faculty Desegregation
The Education Program
Training of Staff

*ln some cases it may be more feasible to make recommendations concerning all the schools in an
attendance area rather than one level of schools at a time.

SOURCES FOR TECHNICAL ASSISTANCE

For technical assistance in desegration, centers sponsored under Title IV of the Civil Rights Act now operate
at the following universities and colleges:

Auburn University at Auburn, Ala.

University of South Alabama at Mobile, Ala.

Ouachita University at Arkadelphia, Ark.

University of Delaware at Newark, Del.

University of Miami at Coral Gables, Fla.

University of Georgia at Athens, Ga.

Western Kentucky University at Bowling Green, Ky.

Tulane University at New Orleans, La.

University of Southern Mississippi at Hattiesburg, Miss.

University of New Mexico at Albuquerque, N. Mex.

St. Augustine's College at Raleigh, N.C.

University of Oklahoma at Norman, Okla.

University of South Carolina at Columbia, S.C.

University of Tennessee at Knoxville, Tenn.

University of Virginia at Charlottesville, Va.

Technical Assistance programs sponsored under Title IV of the Civil Rights Act now operate in State depart¬
ments of education in the following states:

California, Colorado, Florida, Georgia, Illinois, Indiana,
Iowa, Kentucky, Maryland, Massachusetts, Michigan,
Minnesota, Mississippi, New Jersey, New York, North
Carolina, Ohio, Oregon, Oklahoma, Rhode Island, South
Carolina, Tennessee, Texas, Washington, and Wisconsin.

In addition, technical assistance personnel are located in
the Division of Equal Educational Opportunities at U.S.
Office of Education regional offices in Atlanta, Ga.;
Charlottesville, Va.; Dallas, Tex.; and San Francisco,

Calif.

Or call or write:

Division of Equal Educational Opportunities
U.S. Office of Education
400 Maryland Avenue, S.W.

Washington, D.C. 20202

Telephone: 202/963-5836

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