This transcript was created using Optical Character Recognition (OCR) and may contain some errors.
CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Meadow Park Elementary 1) Ljmited amount of African-American displays. 2) Lh1ited documentation of African-American activities in lesson plans. 3) There are three split classrooms (K/1, 2/3, 4/5). STAFF At!D STUDENT DEVELOPMENT 1) There is a need for more black teachers
only 3 of the 12 are black. 2) All specialists are white. 3) The two new hires were white teachers. JOHN W. WALKER RALPH WASHINGTON MARK BURNE'ITE wrLEY A. BRANTON. JR. AUSTIN PORTER, JR. JOHN W. WALKER, P.A. ATIORNEY AT LAW 1723 BROADWAY LITILE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 DEC 9 1991 Office of Desegregation Monitoring Also admitted to Practice in Gt'orp:ia & the District of f-0lumbia December 5, 1991 Ms. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown: Enclosed are monitors during District and the our final report copies of some of the concerns noted by our their visits to Pulaski County Special School North Little Rock School District. A copy of is forthcoming. I would appreciate your sharing similar concerns and findings with this office as they become available to you. Thank you for your cooperation in this matter. I remain, Sincerely yours, OaJ~~I{- 2J~tlt<l{r_ti)p, Walker JWW: lm Enclosure I CURRICULUM JOSHUA JJJTERVENORS PRELIMINARY SCHOOL REPORT R]dgeroad Middle School 1) Li111ited number of African-American displays. 2) Limited examples of multicultural infusion j nto lesson plans. 3) Ther-e is a disproportionate number of blacks in resource classes. 4) Whites exceed blacks two to one in gifted/talented classes. 5) Whites exceed blacks thr-ee to one in honors classes. DISCIPLINE 1) There is a disproportionate number of long forms issued to black students, more blacks are sent to Alternative School, and more are given in-house suspension. 2) Th is school is reported as one who refers the most students to the Alternative School. STAFF AND STUDENT DEVEJDPMENT 1) There is a need for more black teachers
only 4 of 38 are black. 2) Al I specialty teachers are white. 3) Tltu gifted/ta]cnted proqram is not representative of the overall blacL student population. PARENTAL IIIVOLVEMEl~T 1) Tile re is no documentation of parental contact regarding interim reports. 2) Black parent pilrticipation is extremely low. EXTRA CURR J CULAR ACTIVl 'l' I ES 1) The cheerle:1di11g squad has too few black membc r-s. 2) Gifted/talPnteJ program is not representative of overall population concerning black studenls. GENERAL SClIOOL CLIMATE 1) Pr-incipal seems resistant to the incorporation multicultural education
this is reflected in staffs' sel f-expecta U ans regarding this area. of the CURRICULUM JOSHUA ItlTERVENORS PRELIMINARY SCHOOL REPORT Redwood ~lementary 1) Lj111ited amount of African-American displays. 2) Limited documentation of African-American activities infused into daily lesson plans. DISCIPLHIE 1) E3lack students were given twice as many behavior documents and referrals as were whites. 2) Black students also received more in-house suspensions. STAFF AND STUDENT DEVEIDPMENT 1) All specialty lcachers ,ire white except one. 2) All functional resource students are black. 3) A]l mentally retarded resource students are black. 4) 'l'lie G/T program has sj x white students and only three black
this is disproportionate when compared to the black population of the school, which is 62%. 5) '!'!Jere is a need for mo1 e black teachers. (Only 2 of the 11 teachers nre black.) GENERAL SC IIOOL CLIMATE 1) A large Ji tel1 loc
a ted to the east of the school's entrance poses an exlteme danger to any student who may be in that particular area. Next to this ditch is a qulley that is approximately fifty feet deep, which creates an intolerable and hazardous settin<J. CURR1 C(l It 11 I JOSHUA ltl'rERVENORS PRELIMUIAR\' SCHOOL REPORT Hohinson 81ementary 1) 1 i1,1ited amount of Al ric<1n-American displays. 2) 1 i,11ilud documenti.1l iu11 ul African-American activities into .i .1i ly 1esson pL1n~
. orscrpr.1111 : 1) 1t1<.erc are no pi:!rents or students involved in pl an ,l,Nelopment. STAFF fa.I I I, .
1'UDEM'r DEVE LOPl-1EI 1'1' 1) 1 11 ,! t"E:! j s a need f()r mace black teachers. 2) :: 1, I it classes urc p1 0I, I umatic. J) '1'l1 ' entire school administrative staff is white. 4) 111 1t:i and MP1' scor0s ol' I, Lacks are disproportionate ~) 111ly three or l11c si
..:teen non-certified personnel are ti lack. PAREll'rJ-1.1 , I tlVOT.VEMENT 1) 1:1<1ck parent participi.iLion is not in proportion with that "t whites. 2) :. 11 P'L'A oftice1s <11 ,2 \lllite. CURRICll f.l 111 ,JQ~
lltlA l ll 'l'ERVENORS PREl.11 fllARY :.
CHOOL REPORT Hob i nson ,I unior High 1) 111111sion isn't hi9hligllt0d in lesson plans. 2) 1.i111ite:cJ documentation ()t African-American activities into d<1 i l y lesson p] ans. DIS CT PL I 111: 1) 'l'l,.:?re is a dh
p1opo1tionate number of disciplinary ,,,
t i ons taken a<Ja inst black students. STAFF AIJl1 :i'l'UDE!IT DEVET.OPMEll'P 1) 't'l1L!rc is a need for more black teachers
3 white male , '-'Pl a cements we 1e mc1dc. 2) l't ,,:.
unce of one r<1cc.
classes. 3) 11!:'l't) and MPT scores o t Li lacks are disproportionate. -1) 11 ",te is a di sptopol"l. i onate number of whited in G/T , : l <1sses compc1 red lo Ii I acks. PAREtl'l'A t. I I !VO LVEMEtlT l) 11,I erim reports aLe not required to be signed by parents. 2) 11-, monitoring process in place for the use of interim n.:ports, ie. fol luv, up phone calls, visits, or letters. EXTRA CUI ' I< 11 :lJLAR ACTIVJ'rIE:
l) l'.i1 ticipati0n of blact students in most extracurricular acti Jilt,: .. is dispropotti~>n.,tL,. CURRIClJ 1.1111 ,JO::ltlJA l ll'l'ERVENORS PRJ::l.rtlllll\l~'1 SCHOOL REPORT Roki_g__ U LY 1-l i_ddle School J) 1.i111ited amount of Atd,:<111-American displays. 2 ) 1.i1,1iteJ documentaliun <>L African-American activities into .i. , i l y 1 esson pl.in~. DISCTPT.1 111: 1) '1'l1<:1e are no records mc1j ntained when students are removed 1 ,om classrooms a11Ll into hallways. 2) '1'1.
,n:hers are able tu p I uce students in hallways. 3) 11,__,1.-e are no jncent ivu~ or reward programs to recognize l lie entjre stuclt.:nt pnp11lation. STAFF Allli ~i' l'IJOE tl'1' DEVELOPflEll' I' 1) 11,ere is only one black male in the G/T program. 2) 'l'l1e assignment o t \viii tes compared to blacks to honors ,
lasses is disp1oportionate. 3) :iL:'Jeral special edu..:ution classes are all black. 4) 111'.'l'o and MPT scores o t lJ lacks are disproportionate. CURRJCU r,1111 ,10'.:llllA i ll'l'ERVENORS PRT::1.lfIIIIAI~\' ~
CHOOL REPORT Hc1h i 11son High J) 'I'll i:..
school is wec1k j n the areas of defined correctives ,,11d goals/objecLives. 2) l.'-.:. 1y limited multi...:ult11rul displays. 3) 1. '-' 1 y limited dm:un,entu ti un of African-American activities i 11 daily lesson plt1n :.i . DISCJPLI 111 : 1) 11.illllbooks are not uiven the attention needed
there is 1 itt]e emphasjs plucL!J on them. 2) '1'11,~te is no program L11c1 t promotes good behavior as of yet ,,L this school. 3) 'l'll,1e are only 2 lJ1ack advisory council members. STAFF Alli :
1tJl)EtlT DEVELOPlIEll'I' 1) 11t,,re is no requj cement in place to ensure the return of interim repoits, L:Ve11 if the student is failing. 2) 'l'l1L! school 1s adminisLtative staff is virtually white
l l1et-e is only a vi cc-principal who is black. 3) 11,.:,1u scores of bL1cl(s d te disproportionate. PAREIITAI. 1111/0LVEMEN'J' 1) 11tL!1e is no act ivu i''l'A at this school. EXTRACUI I' I 1 :lJ LAR ACTIVI'l' (E'.
1) 111e1-e are severt1 l bl t1ck students who voiced concern 1 erJardiny trea trne11t t ,om teachers. CURR T CU I .l II I Jo:
l!llA l ll 'L'ERVENORS PRE'LTMTllAWt SCHOOL REPORT 1) 1. i 1,1 i ted displays o E l.Jlacks in media center. 2) :
'-''- ~td l teachers voiced concern regarding split classes. 3) 1. i111ited multicultural displays. 4) 1 i111ited documentcitil>n oE African-American activities in ,111ily Jessons . DISCIPLllll: l) I 'u n::nts and st11dents a re not fully utilized in developing lite school's discipline plan. STAFF AJIIJ :i'l'lJOENT DEVELOPflEtl'l' l) lit three replacements and one addition to the staff, none \J<.!te black. PAREtlT/\ 1. 111'/0LVEMENT 1) 1/ul11 nteer program js not where it should be. CURRTC(J 1,111 I JO:,I!lJA fllTERVENORS PRELI n r t/AH'L SCHOOL REPORT Scott. A I tt, 111ative School 1) Tl, ,, I ibrary is be I 011 ~
tc1ndards and needs to be completed .,nu updated. 2) 11i1,imal multi-cultural Llisplays. J) 1.i111i.ted documentatiun ol' African-American activities into ,ldi Ly lesson pldn:..
. DISCIPLllil': ] ) ,i1 the seventy-thi:-ee lK:llavior documents issued, all were qi.ven to blacks. 2) 11 I ucks recej ved a higher percentage of counsel or 1aferrals th~n whites. 1) F1111 er Junior II i gll ~
chool and Oak Grove High School ,cterrred the mosl. sludents. STAFF Allll :
'l'UOENT DEVEl.OPtlEl/'l' l) <>11 I y one black tet.1chcr out of twelve on staff. PAREtl'PAI. I /IVOLVEMENT J) ' l 'l,,J ce is no active l''l'A or PTO. CURRICU 1.1111 ,fOSlllJA l ll'l'ERVENORS PRE L TM 1 tlAllY SCHOOL REPORT She n-100< ! __ Elementary 1) Ii,)\ much diversity seen in the classroom. 2) t.i111ited multicu)tut ... il infusion in lesson plans. DISCIPLI m: 1) 110 1<::?c...:ords main ta i ,1cd I ot 11 time-out 11 periods. STAFF Allll :i'l'llDEl'l'I' DEVELOPMEll'l' 1) only four of t\1enty clc1ssroom teachers are black. 2) crn1 y seven of the thirty-two students in G/T are black. 3) llt the three resource Leacher, all are white. 4) 'l'he entire administ1ative school staff is white. 5) HA't'G and MP'r scort..:s of ulacks are disproportionate. 6) n11 l y two of the fo111Leen non-certified personnel a re lilack. CURR] Cl! 1,1111 ,IO~:l!llA I tl'l'ERVENORS PRELl tl l JJARY ~
CHOOL REPORT ti~:Q ~-L t
l ementa ry 1) 1.i11,ited multicultucal dbplays. 2) 1,i111ited document.ition of multicultural infusion inlo d.i i I y lesson plc111s. DISCJPLI Ill:: 1) :
L11dents arc placed in the hallways. STAFF Allli ~
1CJDEN'I' OEVET.OPMEll'I' 1) <11 the 19 students 111 Lile G/T program, only 4, or 21% are 1,1 ack. 2) 11 \'1'6 and MP'l' scores of black students a re .1 i sproportionate. 3) 'I'll .... enU re a<lmini s trati ve school staff is white. CURRI CUl.111I ,TOSIIIIA lll'rERVENORS PRET.H11 II AR'f SCHOOL REPORT Sevent_h_St1..,et Elernenta.r.y 1) 1.i111itcd amo'..!nt of African-American displays. 2 ) 1.1111ited documentation ot African-American activities. 3) (J11c split class, whjch needs to be eliminated. 4) 'l'llcre is a dispropo1tion<1te number of blacks in resource . 5) 1
11 program has a uispcoportionate number of whites based un the black student population. ,lOSlllJA ltl'rERVENORS FRET.IM EN ARY SCHOOL REPORT full V.2.!L!! i 11 s Elementary CURRICU LlJlI J) Limited displays of Afdcan-American culture. 2} 111,lUcultural i.lCLivity is minimal in some lesson plc1n l,ooks. DISCIPU Ill: 1) 'l'hc, population of the school is approximately 18% black, y~t black~ still receive more discipline than whites. S'i'AFF Allll :i'l'lJDENT DEVELOPMCll'l' J) l'llL: MA'l'6 and MP'I' scores of blacks are disproportionate. 2) 'l 'hc.!rc is a need for mote black teachers. J) 'I'll<-! number of black students in G/T is disproportiona Le j n comparison to the total black population at this school. JOSlllJA TN'PERVENORS PRELIMillARY SCHOOL REPORT Sy1 va1L1!ills Junior High CURRICUT.1111 l) r.ittle emphasis placed on infusion of multiculturul ilctivitie~ in lesson plans by principal. 2) Mu1jtcultural resource quides aren't being utilized. J) I. i 11d ted mu 1 ticuJ tu ca I displays. 4) s~veral teachers did not have their lesson plan books. DISCIPLJ!I I'. 1) 'l'il '-'ce is no student input in developing the handbook. 2) l{t!l~s are nnt posted j11 the classrooms. srAFF Atlll ~i 'l'UDEtl'I' DBVELOPMEN'l' 1) 'l'hete are no records maintained for short periods of time spent outside tile classroom
ther school has no I imctioning policy regarding this area. 2) MA'l'o and MPT scores of b1acks are disproportionate. PARENTAL I IIVOLVEMEN'P 1) '!'here is no fol] ow-up documentation regarding parentteacher conferences. EXTRACURIHCULAR ACTIVITIES 1) Ulack students'purticipation on the drill team isn't representative of the school's population. GENERAL SCHOOL CLIMATE 1) Several students rlont feel welcomed as M to M transfers. JOSl!UA 111TERVENORS PRELIMfNARY SCHOOL REPORT ~lvari Hills High CURRICULUM 1) Limited mult.icultural displays. 2) Limited documentation of multicultural infusion into dc1i]y lesson pluns. 3) 'I'll'-' teacher in room 108 did not have her plan book. DISCIPLIIIE 1) '!'here have been 51 suspensions this year, of which 3 2, or 62.7% have been black. 2) lhJ parents or students involved in development of disL:iplin1:: plc1n. 3) Hul<..!S aren't: posted in most classrooms. STAFF Allll ::
'J'IJOENT Dt:VEI.OPflEtl'l' 1) '!'here are no black counselors at the school. 2) 'l'h<..!Le is a need fur moLe black teachers. 3) 'J'llde are no black AP teachers. 4) 'l'he office support staff is virtually all white. 5) 'l'here are no black students in the G/T program. 6) 'l'llere were sever a 1 classes with no black students E:::nro1 l ed--AP English, Algebra, Writing, Calculus, and Art. 7) 'f'he office staff is virtually all white with tile exception of one bluck vice-principal. PARENTAL IIIVOLVEMENT 1) 'l'he school has no PTA, and there is no parental involvement. 2) The VIPS program is lacking in black participation. 3) Phone contact is seldom made for cases of failing academics or interim reports. EXTRACURIUCULAR ACTIVI'L'IES 1) '!'here is only one black cheerleader. GENERAL SCHOOL CLIMATE 1) 'l'here is a racial tension in the school. 2) There was a crossburning a few days prior to our visit. 3) Blc1ck students voiced concern that the counselors are not affording them the same opportunities as white students. 4) 'l'here is a witlespreatl feeling that the principal isn't receptive to bJack students. 5) Black students feel that they are more strongly disciplined than are white students for the same reasons. CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Tay_lor Elementary 1) Not much emphasis placed on multicultural education
therefore, lesson plans did not reflect this. 2) LimLted, if no, displays in classrooms. DISCIPLINE 1) No responsibility for behavior placed on student
no parent involvement. 2) Rules not consistent throughout building
many sets of rules that may be difficult for elementary students to comprehend. 3) No records maintained for disciplinary referrals or actions. STAFF AND STUDENT DEVEIDPMENT 1) Students are responsible for returning interim reports
no system to monitor their use. 2) Administrative leadership is lacking regarding multicullural education
this is also evident in the classrooms. 3) Only three out of eighteen classroom teachers are black. 4) MAT6 and MPT scores are disproportionate. 6) Only three of the fifteen non-certified personnel are black. PARENTAL INVOLVEMENT 1) !lo PTA. 2) Awards and rewards are viewed as a "waste of time", parents .ire not invited to the school very often this reason. and for CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Tolleson Elementary 1) Very limited number of multicultural displays, particularly those depicting African-American culture. 2) Very limited documentation of the infusion of multicultural activities, particularly of African- American culture. DISCIPLitlE 1) The black principal does all the descipline in the school, whereas traditionally, vice-principals have this respnnsibility. The vice-principal is white. STAFF AND STUDENT DEVELOPMENT 1) There are o!1ly four black teachers out of the twenty-four assigned to the school. 2) MAT6 and MPT scores of blacks are disproportionate. 3) 'l'he number of students in functional or academic resource is all black. CURRTCU I .I Ii I l ) Limited JOSl!lJA rll'l1ERVENORS PRI::LJM WARY SCHOOL REPORT !'.! i L1 ~- !! i 9D School 1mlj tcu I ti1r<11 diversity ,:lussrooms. 2) i1o1ited higllliCJhtinq ol Lesson plans. DISC(PT.11 11 . displayed in the l) 1
,1 ,, 1 70% ot the disciplinary suspensions have been issued tu black studenls. STAFF Alli, :i'l'lJDEt1T DEVELOPMEll'I' 1) I lu111t::i/ school counsc l ui:-s only make regular contact with )00 .,tudents. 2) 'l'li i s year, this schoo l 1eplaced staff vacancies with all lillite teachers. 1) < 11, I y tHo of eleven dcp<1rtment heads are black. f'.ll.REtl 'I'A I , I II VOLVEMENT 1) llu requirement to rL!tucn interim reports. 2) II,> rnonitoring sys te111 b.H' ensuring parent contact. 3) 'l'l1ere is no PTSA or V l PS at this school. 4) 'l'l1ere is no one emp I oyed at this school to act u s ,:oordinator tor u pi.nental involvement group. 5) 111L!l'.'e is no activL: IJi-1<1cial committee at this school. EXTRACUI :I, I CU LAR ACTIVI'l' [E:
1) ISl.tck cheerleude1s an2 not representative
neither are L11c school's J1 L!v1spile r staff, advanced placement, or ll<1tional Honor Society. 2) 111 -1ck participati on in Lhe TAG seminar is low. GENERAL :i<:I IOOL CLIMATE l) l/idening disparities between black and white students. CURR I Cll I I 11 I ,JOSJIII/\ IIl'rERVENORS PRl~LTMTIIAH't SCHOOL REPORT North lleiqllts Elementaa 1) 1, i 111 i ted amount of A It i c ,111-American displays. 2} t.i111ited documentation 01 African-American activities into , L1 i I y lesson plan:.
. 3) 111 ,. urea of scjence v1.i:..
found to be highlighted with the ,,,ust tcequency
ol lll:1 :.
need to document infusion, also. 4) '1'1,, n ~: are thee'-' sp) il L: lassrooms (J/4, 4/5, 5/6). STAFF Alllt : i'l'llOEN'l' [JEVELOPMEll'I' 1) 'l'l,c,1-e is a need fo1 n1ti1 ~ black teachers
only one of the l':J are black. 2) 'l\:.ichers need more mu 1 ti cultural training on infusion and iJentifying materiul tor daily lessons in all subjects. JOSlllJA I ll'l'ERVENORS PRELIM111AWt SCHOOL REPORT llorth Utt le Hod, Alternative Center CURR [CU I ,III I 1) 1.i,11ited nurr.ber of A11iciln-Arnerican displays. 2) 1, ,1 instai,ces of 11H1 I l.icultural infusion into lesson 1, I ,1 ns. orscrr,r.IIII 1) 1I.i specific jncenl:i 11L!:
for good behavior have been incorporated as o I Y'-' t Gf.:NERAT. : ii 'IIOOL CLIMA'fE 1) II,1n1ber of black students present is disproportionate
,11urc than 50 :i. . CURR I CU 1.1111 JOSIIIIA I ll'rERVENORS PRELIMDIAR'l SCHOOL REPORT tlorth Little Rock High School--East ]) 1.111iited amuunt of Af'riL:dn-American displays. 2) 1. i111i.teu documentation uL African-American activities into ,lu i ly lessson plans. 3) 1111 ..
cl assruom vj sited \1herein the teacher did not have IL!SS0l1 plans. DISCTPLI 111 : 1) 111c1c.
k students received 49 of the 71 suspensions issued to date. 2) 111 is school is repor:-ted to be one which refers the most ~tudents to the Altecnative School. STAFF Allli S'L'UOEN'r DEVELOPMEH'l' l) 'l'l,L!re is a need for more black teachers
only 15 of 78 ,n.-e black. 2) 11A'1'6 scores of blacks u ce disproportionate. 3) 111il y 2 of the 8 depu rhnent heads are black. CURR l ClJ I .l i I I c10SllllA I ll'rERVENORS PRELTMTtlAl<Y SCHOOL REPORT t!orth Li tt1 e_ Ro,
I: High School--West 1) I , i 11li ted amount of Afri c,rn-American displays. 2) 1, i 111 i ted documentation of African-American acti vi ti es into daily lesson plc1ns. 3) 'l'l,,,ce were several one-tace classes. 4) 111c media cente1 1::
African-American collection is 1 nadequate
ovet-a 11, not visually stimulating. 5) ,
1 program docs not i:-0present black enrollment
seminar 1,a~ no black studl:!nt:::.
. DISC[PJ. I 111 -: l) 111.ick males receive Gu ~ of disciplinary actions issued. STAFF P.llll :
'l'lJDEtlT nEVEJ.OPMl::11'1' 1) 11,'-'rc is a need fat- rno1e black classroom teachers
only 12 of the 72 are l>!<icl: 2) '1'l1L! majority of the ildvc1nced placement classes are white
<1t least seven arc <11 I white. 3) 11,"" majority ol' tlle spe,.:ial education classes are black. 4) 111 .... ck coaches are 10\-1 i1l number. PAREtl'l'A I. I IIVOLVEMENT l) ~
i qnatures aren I t r0quj red of parents on interim reports. EXTRACl 11 " I ClfT ,AR AC'l' [Vl 'l'I E::
l) '1'11c cost of the homecoming dance prevented a number of :
tmlents from i.1 tt L!nd i 11g, particularly black students. GEN!-:l<AI . :
, 1100L CLii-iATE I) 1111pcoved schoul rnott1L compared to previous year. CURR I CU 1.l 11 I JOSllllA l llTERVENORS PRELJMTtlARY SCHOOL REPORT North_ Ptl lask i High School 1) Limited amount of multicultural displays, particularly lhose depicting Africun-American culture. 2) I. i ,ni ted documentation of the infusion of multicultural .,cti vi ties, parti cul ,u-ly African-American culture. J) ! ,, lvanced placement classes and gifted/talented classes .ire disproportionate: in number. DISC I PL I Ill : 1) 'l'L.: clChers are not reqtd nJd by the principal to post school oc classroom rule!
. 2) l>t the five susp~nsions, 3 or 60% were black male students. J) 11ie school's discipline plan was developed by a few :.
elect students, tL.:,1chers and the principal, but no parents were involvc.:u. 4) 1i.-, records are ma i ntu i 11ed for time spent away from the classroorr.s. STAFF Alli> STUDENT DEVELOPMEll'T' 1) l>I the 52 certified personnel, only 6 are black. 2) lJ 1 the 8 department heuJs, none are black. J) 'l'l1cre is only one black male teacher in the school 4) 111ere were seven new teachers hired this year
none were 111 ack. ~) 'l'ltere a re eleven Cine race classes at this school
half dt'C advanced clQsses, which may indicate tracking. 6) 'l'l,ere is no systern in place to monitor the use of interim 1eports. 7) lft..'1'6 scores of b 1 aclzs a 1e disproportionate. PAREN'T'P. t . 1 IIVOLVEMENT 1) 11t,
re is nu P'l'A/PTO onJnnization. EXTRACllld< I CU LAR ACTIVl'rIES 1) '1'l,e student counci"l is ull white. 2) 11,cre is only onc.: IJ lack cheerleader. J) 11,~re are no black dr j 1 l team members. 4) 1-L
. Pierson, the cheer:leading sponsor, was not willing to Lecognize the imp) ications of having only one black ,:heerleader and makes no special effort to improve blacl( particjpati011. CURR ICU l .llll JOSl!lJA l l!TERVENORS PRELHI fllARY SCHOOL REPORT tlort-hwuocl Jr. High l) Limited multic11ltur<1l infusion into ~,specially in tile social studies area. lesson plans, 2) llu ctdministrati ve 1 eadership in th is area on the part of the principal. 3) lli:...
p]ays not consistent in the classrooms. 4) lll1111bers of black students in advanced placement and in 11.::itional Honor Suci l:ty are disproportionately low in n,lation to school population. DISCJPT.IIII
1) '.ii m'lents are not afforded the opportunity of some type of Lemporar:/ suspension before they are automatically :...
uspended for three uays for a first time infraction. 'I'll is practice j s inconsistent \ti th the need to teach iind reteach llE:si red behavior that the principal ,:ontends that he l:lllp I oys. 2) tl<J parents or s l.11dents involved in developing the llandbook. 3) ~
l tHJents are pernd tted to stand in the hallways, Lecords are muilltained
also, classwork that enable the student to continue learning 11ecessar i.ly taken i11to the halh,ay. and no would isn't 4) 'l'l1o..
re is nu empha::
is 011 reteachinrJ desired behavior. ::
TAFF Atlll STUDENT DEVELOPMEll'I' 1) All counselors are \thite. 2) l-1A'L'6 and Ml''l' scores of black students a re di sproportionat..:!. 3) 'l 'l1ere is a need tor mon~ black classroom teachers
only 7 ut 47 are bluck. PAREWI'A I, I ~IVOVEMENT 1) Ninimal pctrent involvement expected regarding interim reports
110 follow-up after required nine week contact. EXTHACIJl,I, I CUT.AR ACTIVI'l' f E~
1) lll"ck participation in cheerleadinrJ is low. CURR I CU 1.1111 JO~llllA I ll'l'ERVENOl<S PRE:LHl ltlARY SCHOOL RElJORT Oakl)looke Elementary 1) Limited amount of multicultural displays, particularly l.hose depicting Africun-American culture. 2) 1.imited docume ntation of the inLusion of multicultural u cti vi ties, pa L-ticu la rly those of African-American , :u1 ture. 3) l.i11iited review of plan books by principal. DISCIPI.1 !II: 1) 'l 'l1 is school reports 58 behavior documents issued, but the L-ecords show Jll. \Jhat is the racial makeup of the other 20 documents? STAFF Alli > S'l'UDEtlT UVELOPME!l'L' 1) <>t the six department chairpersons, there was only one !Jlack. 2) ll!,1'6 and Ml.-'T s c ores at blacks are disproportionate. PARENTAi , 1 IIVOLVEMENT 1) 'I'll ere is only one black out of six persons serving on Ll1e lJ'rA board. ,JOSllllA THTERVENORS PRELIMINARY SCHOOL REPORT Oakgrove Elementary CURRICUI.lJH 1) Limited multicultural displays. 2} Limited documentaUon of the infusion of multicultural c1ctivities, particularly Afric<1n-American culture. STAFF Atll> S'PUDENT DEVELOPMEtlT 1) 'l'here is a need for more black teachers. 2} 'l'l1ere is a wide disparity in test scores for black students. 3) 'l'he school's entire administrative staff is white. PARENTAL INVOLVEMENT 1) nlack parent participation is low. ,JOSII\JA I rnERVENORS PRELIMINARY SCHOOL REPORT CURR1 cu I .I II 1 l) 1 i111ited multiculturn1 displays. 2) 1,i111ited documentation of multicultural infusion into , l-1 i. I y lesson plans. DISCTPLI Ill 1) 1", i ncentha programs . :l:hool
c.ttendanc~
i 11 place for students excelling Ln only Honor Roll and academic , .,:cullenc:::. 2) 1 11 is school has a rn1H11Jer of referrals to Alternatj ve :
choo). STAFF Alli :
'l'llOEtlT DEVEl.OPMEll'l' J) r1, , Le is a need for mon:! black teachers. 2) 1. I .aven new tea{.
hers \Jen:! hired this year
all were white. 3) 11 " :.
t of thP AP classes are white. We observed one 10th ,Jrade English class Lhat was all white. 4) 1111ly 3 of the 22 non-cettified personnel are black. 5) 11 11'6 ,mu MP'l' S{.
ores ol l>lacks are disproportionate. EXTRACUl, I< I c:llLAR ACTIVI'I'IES l) 'l'l1~re are no black cheerleaders and only two blacks on L11e drill team. GENERAL :
c 'IIOOL CLIMATE 1) ll I c1ck students do not l C:!el welcome in the school. 2) 111 i::
school cut:-rent I y llc1s a white male vice-principal 1
1ho 11scs derogatory L1nCJlld(Je toward black students. ClJRRJ ClJ I ,lll l JOSllllA 11l'rERVENORS PRELTMitlAR'l SCHOOL REPORT Park II i l I _ Elementary 1) J.i111ited amount of Al d c i.ln-American displays. 2) 1. i ,,,ited documentation 0 1 African-American activities into dc1ily lesson plans. 3) '1'I ,,~ school has sevcr.i I split classes which need to be , , I i min a ted. 4) '1'l1 <.1 Chapter One pt-ogram is overloaded with black ,
l_udents
tracking s e E:ms apparent. STAFF Alli
1uoEMT DEVELOPME!l'l' 1) '1'11 .: r:e is a need for mu1 e black teachers
only one of ten i:
black. CURRIC(Jl ,I It I ,TOSHIJA l ll'PERVENORS PRELTMitli\RY SCHOOL REPORT Pikev i e\/ 1nementary l) 1.iuiited amount of African-American displays. 2) 1 i "' i ted docclrnentation ot African-American activities into , 1 ... j 1 y 1 es:=
on plans. 3) 'l'l,,~ce are four spUt classes in 2/3, 3/4, 4/5, and 5/6 i 1c1des which need to I.Je eliminated. 4) '1'11,, G/'l' cl ass at this sdwol is not racially balanced. STAFF Alli> ~i'l'UDENT DEVELOPMEll'l' 1) llP.'1'6 and MP'f scores of blacks are disproportionate. 2) 11 .. , i:-e is only one b1ack teacher out of eighteen on staff ., t this schoo L. 3) 11.-services hi..!Ve Uttle to do with the importance of 11111 l ti cultural infusion and education. PARE1l'1'At. I l!VOLVEMEN'r 1) 'l'ltc!Le are no black oftic.
ers on the PTA. CURRTCIJ I .I lil JOSl!llA I ll'l'ERVENORS PRELIMHIARY SCHOOL REPORT Elrie Fur~~t Elementary J) 1.i111ited multicultural displays. 2) t. i 111i Led documentat i.011 of multicultural infusion into .i,d ly lesson pl <.111::..
, particularly African-Americun , :untent. 3) ts .. ..
ed on the population of the school, the black student ,,opulation in the G/'l' program is too low. DISCTPLI 111-: 1) 'l'l1c discipline plan ,,as developed by administrators, unly
no parents o~ sludents involved in this process. 2) Ill, documentation foL ti 111e spent outside the classroom. STAFF Allll :i'PIJDEN'I' DJ::VELOPMEll'l' 1) 'l'I, ,~ school 1 s adminjstralive staff is totally white. 2) 1,"~ MAT6 scores of blacks are disproportionate. Also, tile blacl-: 6th grade MPT scores in mathematics, science dt1d sociul studies ari.
disproportionate. 3) 11i~re is a need for 11101-e black teachers. 4) Tl1L!re are no blacl<: sc.:cjalty teachers on staff. CURRTCU 1,111-1 1 ) Limited JOSHUA 111TERVENORS PRELIMINARY SCHOOL REPORT Pinewood _ E1ementary documentation of multicultural infusion into du i Ly lesson plan:.
, particularly African-American l:ulture. 2) I, i ,,ii ted multi.cu 1 tur,11 di splays DI SCI PI:I I I I: 1) 1'l1L!re were no current statistics regarding discipline. STAFF Allll STUDENT DEVELOPMEJI'[' 1) 'l'l1<! MAT6 and MPT scores of blacks are disproportionate. PAREt-!TA I I IIVOLVEMENT 1) 'l'l1c P'PA board is totally white. JOSI Ill/\ I rl'l'ERVEtlORS PHl:L1MJ 11/\1, '/ SCHOOL REPORT CURHICll11111 I) 1 i111ited multicult11Lcil /1111c1 ican c11ltun~. i11tennediate levl..!l l<3ve1. 1. i111ileu documental i o n displays, particularly '!'here were very few .inu almost none at the l\fricanat l:he primary of multicultural infusion into il<1ily lesson planLl, particularly African-American , :11 I ture. J) 1, <1chers were not ,n1,1 re of their role regarding the i11f't1sion of 111ulticull11ral activities. DISCll ' l.1111 is no document io11 regarding the time students spend Lile 11 confe1 e11, 1. room 11 used for discipli11ury I 11 I (! f" e 1 J" il I S . 111~1e js no e111pl1 ,1si :
, ,,:pected of studl..!11L
. STAFF f..111, :
'l'lfl)Ell'l' DEVELOPMl:11'1' on reteaching desired behavior I) 'l'l1cte is 011ly u11e black classroom teacher out of L It i 1teen. . ) 'l 'liu 1e \JaS an excl..!s~
i ve number of substitute teachers it11i:-ing the visit. 'I) 111,!te \vere five neu l1i1 es for this school year, of which 11O11e v1ere bl nck. l) 111\'1'6, :ird g1: t1de fll ''I' ,ind several of the 6th grade MPT :
cot e~
o I: b I aclz !
l.11, lt:11 ts a re disproportionate. C1IRR fClJ 1.1111 JOS!lllA I ll'PERVENORS PRtLIMTIIAl< 'i SCHOOL REPORT .Am!>.(>Y 1-: I ernentary l) 1.11,1ited number of Al r-ic <rn-American displays. 2) 1 i 111 i ted documentatiun o t African-American activities into ,1 ,ii Ly 1 es son plan::
. STAFF Al I I , : i' l'lJDEtlT OEVELOPMEI l' l' l) 1 1, ,, MA'1'6 and MP'r sca n
:, of blacks are disproportionate. 2 ) 11, ,, n.i is n neeJ for mc ,n, black tea(
hers. CURRlCIIJ 11 11 JOSIIIIA l ll'l'ERVENORS PRl:LIMill /\ 1,, ~CHOOL REPORT Ar!] <~ h1 ! lementary l) ~,ry limited a1110 1111L of multicultural displays, 1,c1 Lticu la cly thosL, d ,
f> i cting African-American culture. 2) 11 , 1 y limited mount ,, J documentation of multicultu1al 1L:Livjties, partic11l.11ly those of African-Americ,rn ,
111 ture. STAFF Alli > :i'l'lJDEtlT DEVELOPME!l'l' l) 11.1, 16 and sevecal a Le-1:.
of the 6th grade MPT scores of I i I acks are di spropo1 t i onate. 2) , 1111 y one of the eleven ,,on-certified personnel is black. PARE!l'I'i, 1. 11 IVOLVEMEtlT l} 11, L, 1,::ircnt orguniznl ic111 board is all white. JOSHllA IIITERVENORS PRl:LIMitlAHY SCHOOL REPORT B<d<er I: I e,,,l'ntary School CtJRR I Cl) I I I i I I) 1 111,ited mulitc11ltur,tl di::..
plays. 2 ) 1 111,ited documentati on u t multicultural activities being 111fu~ed into Jaily 1....,:...,::..
ons. S'T'AFI~ l'\ 111, :: 'l'lJOEtlT DEVEI.OPMEll'l1 1) T l ,,. entire school adnd 11 i strative staff is white. 2 ) 11i.,t"<2 .1re only t,-10 !Jl i.1,:L classroom teachers. 3 ) 4) 11 .. ~ only suspension t.l,i ~
year was a black male. 1 IA'L'6 and MP'l' s,:u ces of black students disproportionate. CURRJ Cll I .1111 JOSI!lJA I ll'l'ERVENORS PRELTMitl!\W/ !
CHOOL REPORT I) 11,11 l>ooks r1re not hi9l1lighted in some classrooms. :n '!'Iii:..
ls the only ~
c.
l,uul in the district with a MAST 1LOCJram, but its e11t,JI lment is primarily white. ::J) '1'11, Alpha classes arL.: 111ustly white. 4) 11 I <1cks outnumber ult i l.es in al 1 areas of resource .. 11cL! compar-ed to l l!L, l otal percentage of blacks in the ,.d1ool . 5) 'l'l,L! number of blackt
in G/T cl asses falls below the .,L:ceptable level u L 1i.1 r-ticipation when compared to the 1.,_,n
entage ot blac:I:~ in the school. O[SCIPl. 1111 : 1) 'l'I,,~ number of suspL~,1~ i uns and behavior documents issued 1t.1 blacks exceed Ll1use given to whites, although the 1, I c1ck population is u11 tnumbered l.Jy the white. STAFF J\1111 :
'l'llDENT DEVELOPMEll'l' l) '1'l1L.: MAT6 and MPT scuru:.
of blacks are disproportionate. 2) 1 I, ,.:d for more black tL:,1cl1ers. PAREtl'l'l\ I. I I 11/0 LVEMEtl'l' 1) ,>i1ly one of the six 011 icers of the PTA is black. 2) 11 .. system is in plc.1,:u to monitor- the use of interim 1eports. EXTRACll 1,1: 11 ' IJ I.AR AC'rJVl 'I' 1 ES - -1 ,t, qua te-- GENEHl\ I. :
, 1 IOOL CLTMl\'PE I) :iume effort~_
sl1 ou ld be made to encourage 1,i11t ici pation in l:lk :..
chool 's breakfast program. more CURRlCIJI 1111 JOSllllA 11l'l'ERVENORS PRELIMINARY SCHOOL REPORT Bc1y5?1L 1:1et.c1 Elementary 1) .. , 1 y limited 111ultic11l l 111-al displays of African-America n 2) 11 l ture. " ,a Ly lir:,ited docum0ntation of the infusion of ,1111JjtcultaraJ actjvjties, particularly African-American .11 l ture. CURRIClll I'll JOS!lll/1. 1 ll'l'ERVENORS PRELJMIIIAl<Y SCHOOL REPORT fiel \:!OQ<I I: I ementary l) 11111iled num\Jer of A1ticL111-American displays. ~) 1 1, .. itcc.l doc11rne11tatiu11 ,,1 African-American activities into 1__. i ly le~
:
on plan:..
. STAFF /I.I II I
J'(JDENT llEVEf.OPMEll'l' I) Tl".:te are r.o black cl d:..
sroom teachers at this school. L) Tl1L! MA'l'6 and MP'l' scan.:~
of blacks are disproportionate. J) 11,ctL! are fiv<2 blac.:J:.
uut of twelve students receiving
pecia l prog cams. -l) " 11001 honors and c1\1.i 1ds are disproportionate to blc1ck . .
t11dents. EXTRACIJI I: 1, 'llLAR ACTJVI'l'JES I) 11,L!re j s only one lJ I dc.:k male serving on the schoo I I s :..
tudenl council. CURR I ClJ 1,111 I JOSHUA I ll'rERVENORS PRELIMIIIAHY SCHOOL REPORT Boone Pu 11: Elementary 1) 1.i111ited number of Afd,:<1n-American displays 2) 1.iu1i tc,u documentatio11 ul African-American activities into l esson plans. 3) 11, .. 11:..
e of munj pulat i Ve.!::
is given unwarranted emphasis us 1l1L.: con, of multjc1iltural education. Accordingly, , ,~achers should lie L Lained, via in-services, on the ,, .. ~Lliot.ls of teachin,J 11111Lti-cultural education. S'rAFf A111, : :'1uDrt1'r DEVE1.OPME111 l)
1, ,:d for more bluck te<11 l1ers. 2) 11, 1,, scores in gradL:::.. :~ -6 are disproportionate for black .
ll1<lentl::
. 'l'lJe scun, :..
in grades 1-3 are low, overall. J) 111 1 scores of \Jlack:..
<11 L.: disproportionate. 1) 11.LL.:tim reporls arL: 111>l reviewed by the administrative ldClllty. 1-'AREll'rAI . I IIVOLVEtIEll'l' 1 ) Tl,cte is only one bl<1 c k PTA officer out lolal members. of the seven 2) !. I I Union Paci L ic '1'0am members are white. !.d ..:q11ate emphasis i :
11ut placed on the return of interim 1L:ports or the not i I i, ution of parents regarding these. 3) CURRTCU 1,1111 JOSillJ/\ 11 l'l'ERVENORS PRELTMIII/\HY SCHOOL REPORT Centr~l !: 1ementary 1) 1 i .. , i ted amcrnt of At d ,:an-American displays. 2) 1.i, .. iL~J docnmentatio11 ut African-American activities into , 1, 1 i I y 1 es son plan::
. 3) 'l'li..: Chapte1~ One prog 1- <1rn appears to be tracking black .. Lllllcnts
24 stuJ unL
ure enrolled and 21 of them aLe 1,1 <.1 c k. DISCJ PLI Ill . l) 11 ,, pc.1rents or students v1ere involved in the development ., 1 the disci1Jline pL,n. SCAFF Alli
'l'UDE!l'P CEVET.OPME!l'I' 1) 1 !,, ,e is a need for 111 c, 1~ black teachers. 2) ::,,veral teachers vo i ..
,~d concern that those teachers ,:oming from Pine ::il L"l.: <3t received better equipment und ,oorns. FAREH'1'A I , I IIVOLVEMEt:r 1) !'I'.'\ officers are prL~do1t1inantly white. CURRTClJ f .I Ii I JOSllllA 1 ll'l'ERVENORS PRELIMINARY SCHOOL REPORT College [_
tc1l"ion Elementary l) 1 11is schoul's gifted and talented program serves 152 .,Ludents--27 black and 125 white. There should be a .. 1 i.ni mum uf 50 b I ack students participating in the 1,1-ogram. 2) 1. i 11ii ted African-Amer ic.:.:.in displays. 3) 1.i111ited documentation ut African-American activities into , 1,1 i ly ) es son plan::
. DISC[PLI Ill , 1) Tl. ~, ::
chool issued rnor...: behavior documents and counselor , I..! rerra ls to blacl:~ Llwn to whites. srAFF Alli : i'l'(JDEll'I' l)EVELOPMEll'l' l) 111(! MAT6 and MPT scor0::
of blacks are disproportionate. '1'11e MP'l' scores are: c.1 Ltocious. 2) 1'li., school needs mote Ii I uck teachers. J) 11,.-' L.I..! are seven speci.il ists at this school, and only one i :_
black. CURRTCU I .I 111 JOSHlJA l llTERVENORS PRELTMIIIAHY SCHOOL REPORT 1) "i :
i ble mu] ticu 1 tura l di splays are lacking throughout the .,diool. 2) 1.1111 i ted documentation of the infusion of multicultural .,c..:ti v j tie::
, particu 1 u L. Ly African-American culture. DISCTPT.I 111 1) , , 1 tlle two behavior cloc11ments issued by the school, they .1._
n
issued to b 1 t1cl. 111<.l les, only. STAFF JI.Ill :
' t'lJDEtl'r DEVELOPMEll'I' 1) Tl,-..
re are only sevc.:nl L:L:11 blacks assigned to G/T out of L lie ninety-t\vO studc.:11 ls. 2) Tl,<..!re are only two blucks out of the twenty-three non- . :erti fie~ personne 1 i..tl this school. 3) Tl,'-' faculty advisory cu1nmi ttee has only one black membc.:L 4) 11NI'6 and Jr-d q1.i1k MPT scores of blacks i.1re , l i sproport ion ate. CURRTCU I .I ii I JOSHUA l lJTERVENORS PRELTMTIIAl<Y SCHOOL REPORT l) 1.i11ti ted amount of Afric<1n-American displays. 2) 1.i1t1ited documentation uJ African-American activities into ,I,1jly lessons. 1) 1-<,11c ut the eleven clc:i~
:.
Loom teachers are split K/1, 2/3, I/ 5, a nu 5 / 6) . DIS CT PT.1111 : 1) ~ I I nine suspensions issued thus far have been given to 1, I ack students. 2) !, di spropo:!'."tionate n11ml
c r of long forms were issued to l , lack students. STAFF l\III1 ,:'t'UDEIIT OEVELOPMEll'l' l) 11,,an, :is a need for 11\0LL! black teachers. 2) ,. II specialists are uliilc. 3) ,. II the school's sl:dff members are ,,,.:ception ot 2 b] acl. teachers and one white with the black lunchroom .iide . 4) 1J11ly 5 of Lhe 29 st11dcnts assigned to G/T are black. PAREH'l'AI. I IIVOLVEMENT l) Tl,,: P'I'A has no blacl: lJ I J i cers. EXTRAClJi 1: I l:lJl.AR AC'I'l V1 'l'IES l) !. I I the student counci I officers ar-e white. CURRTCll I ,1 IM JOSII\IA l ll'l'ERVENORS PRELIMHIAR\' :
Cl!OOL REPORT R!.![ffnQ !: \gmenta ry ~( \ ,1 (,I" ~i' l ' I l ,, .. - l) 1.iu1itcd mnlit~ultural displays. 2) I, i 111 l. ted documenta t ion of multicultural daily lesson plans. 3) 1111,Je disparity in Alpha program between \/liites . DISCIPI.I Ill': blacks and 1) 11, ,Le is a feeling amon':J several students that discipline o1t this school is mo1l! punitive than strict, ie. ru]es 1orbid,Ung talkinCJ in the cafeteria. STAFF Al I I l :
I'lJDENT DEVE LOPMEll'l' 1) 11, ,:d for mere black te<.1chers. 2) 111l.l!r im reporls aru CJ i ven only casual attention by t.lle i'cincipal. 3) 11!.'1'1, and ME''l' scores o l I> I acks are disproportionate. PAREWl'A I. I I 11/0LVEMEll'l' 1) 1 , ,uun i ttees have a <.Ii :
porportionate number of white to 1,lack me1Pbers. CURRTCO 1.1111 ,TOSIHJA I IITERVENORS PRELIMINARY SCHOOL REPORT Ful]g_r Elementary 1) 1, i rni ted documentat:i on of the infusion of multicultural .activities , part:icular1y African-American culture. DISC1 Pf.I 111-: 1) 111c.: three suspension noted were black males. STAFF Alli> :
ruDEN'l' DEVELOPMEtl'l' l) '1"I 12r-e is a need for rnote black teachers. 2) Tl,s2r-e are 26 or 74% b1clck students enrolled in resource ,
lasses. 3) '1'l10..:: pr:incipal and vice-principal are white and four of t.lle other five office administrative staff persons a re 1 Lso white. 4) I I!, l'G and MrT test sc..:oL(.! ~
of blacks are disproportionate. GENERAi. :
1 "ll()OL CLHiATE l) 1' i 11c.lergarten students \-,ere observed lying on the bare 1 loor in Ms. Percil/11! 's class. JOSHUA TtlTERVENORS PRELIMINARY SCHOOL REPORT Fuller cTunior High School l\ .... ,t 11 ,,. CURR I ClJ I.I If 1 (i \1 1 1i 11 f"II'' 1) 1,i111itcd mulitcultural1 displays. 2) 1.irniled documentaUon of multicultural infusion into , 1.1 i l y lesson plans. STAFF Al JI l
'I'IJ[)EN'I' DEVELOPMEtl'l' 1) l,L!v iewing of lesson pl.,rns are not a part of monitoring done by the pr-incjpc1]s. 2) 11/.'t'G and MPT scores of blacks are disproportionate. EXTRACUl,I, I i:ll LAR ACTIVITIES 1) llc.
lllbership in the t-fa ti anal Honor squad and drill te:<.1111 are not black stuJent populc1Lion. GENERAL
, IIOOL CLIMATE Society, cheerleading representative of the 1) ' t '!" ! English department chairperson, Ms. Porter, voices Ll1e opini.on that al I black people speak poorly. She -..11.so has ill-defined objectives for the English department reg a nl i 11,J multicultural infusion and <1ctivities. CURRICUT.l lM JOSHUA TIJTERVENORS PRELIMINARY SCHOOL REPORT g_lenvi\-J . Elementary 1) Limited amount of Afcican-American displays in the ,:lass rooms. 2) l,indted documentation of African-American activities into daily lesson plans. 3) '1'l1, ! te are three spUt clussrooms (3/4, 4/5, 5/6). 4) 111'" G/T program should be more in line with the school Is !,lack enrollment of ~6%. DISCIPLI Ill< 1) 1a1ents and students should be involved in developing the discipline plan. STAFF Allll :
TUDENT DEVET.OPMEll'P 1) 'l'lwre is a need for mon~ black teachers
all those in I, -6 ure white. 2) MA'P6 and MPT scores of blacks are disproportionate. 1)verall MAT6 scores j n grade 3 and MPT areas of reading ,rnd social studies j 11 grade 6 are particularly low. PAREIITAI. I 1IVOLVEMENT 1) I 11terim reports should be sent at least once per year to ~very student inste<ld on only at times of failure. ,JOSHUA T ll'I'ERVENORS PRELIMINARY SCHOOL REPORT Harris E}ementary CURR ICU I ,lll-1 1) ll e i.ther multiculturi.11 infusion nor displays are c onsistent in the classrooms. 2) 1111usion into 1esson pldns isn't adequate in many of the 3) 4) ,ooms. l{L,source guides were library and were not 1110 media center \Jas c 11ltures, especially STAFF Alli > :
'l'UDENT DEVET.OPMEM'l' located in an anteroom of the uccessible to the teachers. lacking in emphasizing different African-American culture. 1) , >11 I y seven out of twenty-three black classroom teachers .ir-e on staff at this school. 2) tl!'.' l'G and MP'f scores or blacks are disproportionate. GENERAL :
( 'IIOOL CLIMATE 1) l-1cdia center was 1 <.lcking in emphasizing different cultures, especially African-American culture. CURR ICU f.l Ii l JOSHUA I ll'l'ERVENORS PRELIMIMAR'! SCHOOL REPORT Indian _!! i I Is Elementary 1) I, i 111 i ted amount of Atril
,111-American displays. 2) 1. i 111 i ted documentation u l African-American activities into dujly lesson plans. 3) t'll,L-e are three split clnssrooms (K/1 , 2/3, 4/5). DISClPT.1111 : 1) 1\d1ninistrative input, only, in developing the discipUne plan. STAFF Allli :i'l'!Jf)EtlT OEVET.OPMEtl'l' 1) 'l'lt~re is a need for moi:c black teachers. 2) 111ily 10 of the 32 studc:nts assigned to G/T are black. J) ,,, i nclpl does not rev j L:\I interim reports. PARENTA I. i llVOLVEMENT l) llc<...!d to increase black parent participation. 2) '1'11<...!re js only one 1Jl<1cl_ officer out of five on the PTA !Juar-d. EXTRACUlrn I l :ULAR AC1'1VI'l'IES 1) l11il y 14 of the student ambassadors are black. CURRICUT.1 111 JOSillJA l ll'l'ERVENORS PRETJMINARY ~CHOOL REPORT Jagkso~yiJle Elementary l) 1,i111ited infusion of multicultural activities in lesson 1 I ans. 2) llt1llic11ltural clisplc1ys ~1 ren 1 t consistent throughout tile ,.chool. STAFF Al'II 1 :
"L'UDEN'l' DEVELOPMEtl'l' 1) n nly 12.6% of the stat f are black
there is a need more l, 1 ack teachers. 2) 'l\.
achers had inadequate knowledge of their roles in Leaching multiculturul perspectives. 3) 11/\' l'b and MPT scores of IJ lacks are disproportionate. PARENTAL I IIVOLVEMENT 1) 11l.i c.:t parent participation is low. 2) 1,1,ly one of five PTA boiled members is black. JOSHUA I ll'l'ERVENORS PRELIMINARY ~iCIIOOL REPORT ,Jacksonville tlorth Junior High CURRJ CUl.1111 1) llol much emphasis pl acec.l on infusion at the principal' s level of administration. 2) 1,i111itcd amount of Africdn-American displays. J) 1.i11dtec.l documentation of African-American activities in I esson pl ::ms. DISCI PL 1111: 1) 'l'llere are no records maintained for time spent outside l l1e classroom. STAFF Atlll ~
'rlJDENT DEVELOPME!l'I' 1) for this school show that there are only seven classroom teachers
3 white staff members were and only Oil<.! of the staff replacements were !.:cords Ii lack ,idued
lj Lack. 2) 'l'l1ere is no consistency among staff members concerning Lhe use of interim reports. 3) M/\'1'6 and MPT scores of blacks are disproportionate. PAREtl'l'AI. IIIVOLVEMEtlT 1) '!'here is no active PTA or VIP's program. 2) '!'here is minimal black participation in PALS program. 3) 1111rnber of black student office monitors antl gifted and Lalented participant~ is disproportionate. GENERAL :i<'IIOOL CLIMA'PE 1) :
,.,vera l of the tea1
hers visited displayed resistant .ittitude~.. one vildte male coach, in particular, I iterally walked a\1ay from me as I approached llim l,efore class to talk \1ith him. JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT JdCkSQIWil 1 e South Junior High CURRTCUJ.llfl 1) Limited African-Amer ici.ln displays. 2} Limited documentation of multicultural daily lesson plans, particularly of c 11lture. 3) A l I specialty teachers are white. DTSCIPLl Ill'.: activities into African-American 1) 'l'hc school's racial makeup is only 30% black, yet blacks teceive more behav j or documents, counselor referrals, Alternative Schoo] an~ in-house suspensions. STAFF Alli> S'I'UDENT DEVELOPMEIIT 1) Wjth the exception of the principal, the school's udministrative staff is all white. 2) Only one of the seventeen non-certified personnel, the custodian, is black. 3) '!'here is a need for more black teachers. 4) 0111 y eleven of the fj fty-three students assigned to G/T ure black. 5) Only thirty-nine of the one hundred sixty-seven students assigned to honors classes are black. 6) 'l'he MAT6 and MPT scores of blacks are disproportionate. 7) All certified additions and replacements to staff were \
hi te. EXTRACUl<l<'I CULAR ACTIVI'l'IES 1) Clleerleading and dri 11 team squads are not represented with an equitable number of blacks. GENERAL :WIIOOL CLIMATE 1) 'J'l.u cafete1ia needs to be renovated. CURRICUT.IJII JOSII!JA TIITERVENORS PRELIMHIARY SCHOOL REPORT Jagksonvjl]e High School 1) I. i mi ted multicultural displays, particularly those depicting African-American culture. 2) Limited documentatLoll of multicultural infusion into daily lesson plans, particularly African-American .
nlture. DISCIPL 1 !JE 1) !lo parent involvement in school's discipline plan. 2) 1>1 the 22 '5Uspensions jssued as of 11/1/91, 12 or 54.5% \Jere black. 3) over 50% of disciplinary referrals were issued to black :..
tudents. STAFF Atll> STUDENT DEVELOPMENT 1) Advanced placement classes are predominantly white. During our visit, we saw one all white European Histoc:-y class. 2) 'l'here are three counselors and all are white. 3) 1'here are no blacks on the faculty advisory committee. 4) Only 10 of the 64 certified personnel are black. 5) '!'here are only 11 black students in the G/T program. 6) 11A'l'6 test scores of black students are disproportionate. 7) 'l'llere is no moniotor ing system of interim reports. PARENTAL fllVOLVEMENT 1) 'l'llere is no PTA/PTO organization. 2) communication with parents is poor. 3) 'l'llere is a lack of total parent involvement. 4) '! 'Ile parent advisory/Bi-racial committee is selected only !Jy teachers. EXTRACUfUU CULAR AC'l'IVITES 1) 111e school's student council is 84 % white, while the student ~opulation Js 24% black and 76% white. 2) 'l'l.<2re is only one black cheerleader and one black drill Learn memrer. 3) 'l'l1<.!re are five head coaches at this school
none are l.Jlack. 4) c
yrnnastics should not be permitted in the try-out process 1or cheerleading. Allowing it to remain still creates " bias for those v1l10 have training in this area. GENERAL :
t~IIOOL CLIMATE 1) :
u111e teachers voiced concern regarding the school's lm-1 111orale. CURRICULllM JOSHUA TU'I'ERVENORS PRELIMINARY SCHOOL REPORT Lakewood Elementary 1) Li 111 Lted amount of African-American displays. 2) Limited documentation of African American activities infused into daily lesson plans. STAFF AtlD S'l'UDENT DEVELOPMENT 1) lleed for more black teachers
currently, there is only one black out of the 12 teachers on staff. 2) All the specialists are white. CURRICULllM JOSHUA TNTERVENORS PRELIMINARY SCHOOL REPORT Lakewood Middle School 1) 1,j 111 i ted amount of African-American displays. 2) Li11iited documentation of African-American activities daily lesson plans. 3) Ulack resource students outnumber their counterparts two to one. 4) '!'Ile fourth period resource class is all black. 5) lH the 7 3 resource students, 68 are black. 6) c
/ 'l' classes total approximately 183 students, of only 28 are black. According to the school's population, there should be a minimum of 64 students in this program. OISCIPL111 E a wide between black and into white which black black 1) '!'here is disparity white referrals (6/7 students at the Alternative School are black.) 2) !'lo parents were involved in the development of the discipline plan. STAFF AtlD S'ruDENT DEVELOPMENT 1) '!'here is a need for more black teachers
only five of the thirty-five teachers are black. 2) MA'l'6 and MPT scores for blacks are disproportionate. PARENTAL INVOLVEMENT 1) There are no black officers on the PTA. EXTRACUIW rcuLAR AC'l'IVI'l'IES 1) 'l'he number of black students involved in office monitoring is low in comparison to white participation
the same is true for student council. . ' .. JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Landmark Elementary CURRICULUM 1) There was limited displays on African-American culture. 2) T,irnited documentation of African-American activities into daily lesson plans. srAFF AN I) STUDENT DEVELOPMENT 1) '!'he school's administrative staff is totally white. 2) 'l'here is a need for more black teachers. 3) 'l'he MAT6 and MPT scores of black students are disproportionate. 4) All of the students in resource (MR) were black. 5) The school needs to review interim reports. PARENTAL INVOLVEMENT 1) '!'here are only two blacks out of the seventeen PTA board officers. l I I Ill CURRICULlH-1 JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Lawson Elementary 1) The school ueeds more in-service training on the infusion uf multicultural activities into daily lesson plans . 2) Minimal displays of African-American culture. 3) '!'he principal should monitor curriculum more than rnonthly. STAFF AND STUDENT DEVELOPMENT 1) '!'here is a need for more black teachers. 2) 'Pile school's administrative staff is completely white. 3) Only two of the fourteen non-certified personnel are black. 4) The MAT6 scores of blacks are disproportionate. 5) 'L'he MPT scores of 6th grade black students in the areas of language arts and science are disproportionate. 6) Only three of the twenty-three G/T students are black . 7) All specialty personnel are white. CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Lynch Drive Elementary 1) Limited amcunt of African-American displays. 2) Limited documentation of African-American activities into daily lesson plans. 3) 'l'h Ls school has several split classes which need to be eliminated. DISCIPLIHE 1) No parent input in discipline plan. STAFF AND STUDENT DEVELOPMENT 1) There is a need for more black classroom teachers
only two of the thirteen are black. PARENTAL INVOLVEMENT 1) There are no black PTA officers.
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.