In 1970, two of Lynchburg, Virginia's elementary school districts were combined to accomplish court-ordered pupil integration. The Elizabeth Kizer School housed grades K-2 and Dearington School, grades 3-5. Prior to the desegregation order, Kizer's enrollment had been 100 percent white and Dearington's enrollment 100 percent black. In 1989, as part of the Community Accelerated Learning Partnership Schools Project, each of these schools again serves its own area, with pre-kindergarten through grade 5. Kizer is now about 60 percent white, and Dearington is 80 percent black. Area residents frequently head single-parent families and possess limited schooling, skills, or job qualifications. The children often become Chapter 1 clients, are academically frustrated, and tend to drop out, repeating the poverty cycle. At least one-third are high-risk students. To decrease the number of elementary students for whom secondary school success is unlikely, the two schools proposed a strong community involvement component and intensive instructional reprogramming. The project includes the following strategies: (1) mobilizing the entire community around a shared vision of lifelong educational objectives; (2) creating pride by developing unity and purpose; (3) extending the school into neighborhood facilities when necessary; (4) providing outreach services, even to parents of newborns; (5) activating a broadly representative planning council; (6) enlisting the cooperation of the neighboring college, high school, and businesses; and (7) planning specific adult, parenting, and pre-employment opportunities for parents. To accomplish these goals requires a strong, facilitative brand of leadership. (Six references) (MLH)