Exhibits: Pulaski County Special School District, monitoring reports

Exhibit numbers 456-457
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EXHIBITS 456 - 457 PULASKI COUNTY SPEGAL SCHOOL DISTRICT OFFICE OF DFSEGREGATION FIRST SEMFSTER MONITORING REPORT FEBRUARY ll, 1997 RUIH SIMMONS HER: DIRECfOR OF DffiEGREGATIO I C EXHIBIT INTRODUCTION ELEMENTARY SCHOOLS TABLE OF CONTENTS Adkins Elementary.............................. 1 Amo Id Drive Elementary. . . . . . . . . . . . . . . . . . . . . . . . . 8 Baker Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Daisy Bates Elementary .......................... 14 Bayou Meta Elementary. . . . . . . . . . . . . . . . . . . .. . . . . . 1 9 Cato Elementary ................................ 23 Clinton Elementary Magnet . . . . . . . . . . . . . . . . . . . . . . 27 College Station Elementary. . . . . . . . . . . . . . . . . . . . . . 31 Crystal Hill Elementary Magnet. . . . . . . . . . . . . . . . . . . 33 Warren Dupree Elementary ...................... 36 Fuller Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Harris Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Jacksonville Elementary .......................... 54 Landmark Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Lawson Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Oak Grove Elementary ........................... 66 Oakbrooke Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . 6 9 Pine Forest Elementary .......................... 73 Pinewood Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Robinson Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Scott Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 5 Sherwood Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . 9 O Sylvan Hills Elementary ......................... 95 Murrell Taylor Elementary. . . . . . . . . . . . . . . . . . . . . . . . 99 Tolleson Elementary ............................ 103 SECONDARY SCHOOLS Fuller Junior High ............................... 107 Jacksonville North Junior ........................ 112 Jacksonville South Junior ........................ 120 Jacksonville High ............................... 131 Mills University Studies High ..................... 136 North Pulaski High .............................. 142 Northwood Junior High .......................... 155 Oak Grove High . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Robinson Junior High . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Robinson High .................................. 170 Sylvan Hills Junior High .......................... 181 Sylvan Hills High ............................... . 188 RESPONSE TO CONCERNS REGARDING FACILITIE ... 195 FOUR-YEAR COMPARISON ............................ 204 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING REPORT FIRST SEMESTER, 1996-97 The Office of Desegregation has the responsibility of monitoring and evaluating the desegregation progress of the Pulaski County Special School District. The Office of Desegregation is assisted in this process by biracial committees of parents and teachers in each school. Monitoring reports are submitted biannually to the superintendent and to the court via the Office of Desegregation Monitoring. The monitoring teams conduct one scheduled visit each semester. Prior to the first visit this school year, inservice training for the monitoring teams was conducted. The purpose of the training was to acquaint team members with their roles and responsibilities in monitoring and to clarify the concepts, equality and equity. Principals were also inserviced regarding the monitoring process. The Office of Desegregation, principals and monitoring teams work closely to coordinate the visits. teams: The following areas are monitored and evaluated by the monitoring 1.0 Separation by Race in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement/ Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous The monitoring team analyzes race and gender data which are submitted by each school in the form of the School Profile. The data are verified by the team at an entrance meeting with the principal and through interviews with school personnel. After the visit has been conducted, the team and principal have an exit meeting. The purpose of the exit meeting is to share information about the visit with the principal. If the team shares concerns regarding equity/desegregation issues, principals are to submit a written response to the team and the Office of Desegregation . School Equity and Improvement Monitoring Report Page 2 The second semester monitoring report is a summary of the individual reports of thirty-seven schools in the District. The report identifies equity/desegregation issues and conditions that were evident on the day of the visit. Since the visit, principals were encouraged to address the equity/desegregation concerns. Therefore, current conditions may be different. NOTE: The principal's response(s) is attached to the team's report. For the sake of brevity, all positive observations have not been included. However, all concern responses have been included. ELEMENTARY ANALYSIS At the elementary level, there was a total of sixty-one possible responses on the monitoring instrument. The total number of responses received for the twenty-five elementary schools was 1,525. Of the total responses, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of separation by race in school programs, curriculum, student achievement, special education, talented and gifted, staff development, student discipline, building leadership/management and miscellaneous. All monitoring teams expressed concern about student achievement (e.g., the achievement disparity based on race). In comparison to the 1995-96 second semester monitoring report, the first semester monitoring report reflected improvement in some areas. Specific information will be discussed in the analysis section of each elementary school's report. Areas which remained concerns will also be discussed. SECONDARY ANALYSIS At the secondary level, there was a total of sixty-two possible responses on the monitoring instrument for the *twelve secondary schools. The total number of responses received for the twelve secondary schools was 7 44. Of the total responses, 13 percent were responses of concern and 87 percent were positive responses. The concern responses were in the areas of separation by race in school programs, curriculum, school/district initiated honors and awards, extracurricular, student achievement, special education, talented and gifted education, parental involvement, student discipline, building leadership/management and miscellaneous. All monitoring teams expressed concern about student achievement (e.g., the achievement disparity based on race). In comparison to the 1995-96 second semester monitoring report, the first semester monitoring report reflected improvement in some areas. Specific information will be discussed in the analysis section of each secondary school's report. Areas which remained concerns will also be discussed. *The Alternative Learning Center is not included in this report . School Equity and Improvement Monitoring Report Page 3 RESPONSE TO CONCERNS REGARDING FACILITIES The report includes a response from the Maintenance Department regarding facilities. FOUR-YEAR COMPARISON The report includes a four-year comparison of the concern areas at each school. All concern areas are denoted by an X mark . ELEMENTARY ADKINS ELEMENTARY Homer Adkins Elementary School 500 Cloverdale Road Jacksonville, AR Mr. Toney Abbott, Principal Positive Observations and Comments 2.3 All students are actively involved in classroom instruction. 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. 7.2 Special education facilities are comparable to those of the campus in general. 9.1 The staff development activities related to educational equity have been provided. 10.3 Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. 11.3 Classroom instruction proceeds in an orderly manner. 1.2 6.1 6.2 8.1 8.2 12.6 12.12 13.0 Concerns The school enrollment is not in compliance with the court order. There is an achievement disparity based on race. There are no goals and strategies implemented to decrease the achievement disparity. Software can not be purchased for the computers in the talented and gifted classrooms because the computers are outdated. The talented and gifted facilities are not comparable to those of the campus. There is graffiti on one of the doors. The campus is not clean and the restrooms have a strong odor. Many of the floors in the classrooms are dirty. A sink in one of the classrooms is dirty also. The guidance program does not provide equitable services to all students. These are the concerns regarding the facilities: The outside lighting is very dim. The entrance door to the media center should be replaced. The roof leaks in #400 building. There are holes and water stains in the ceiling tiles. In one of the classrooms, the tile has fallen . \ Homer Adkins Elementary Page 2 The tile needs to be replaced in the outside restrooms. Cafeteria concerns: There are cobwebs and di rt in the corners. The blinds need to be replaced. The windows are not clean. There are mops and brooms left in the cafeteria. This adversely impacts the appearance of the cafeteria. The roof leaks. The walls need to be scrubbed and painted. ANALYSIS Of the sixty-one evaluation response items, 13 percent were responses of concern and 87 percent were positive responses. The concern responses were in the areas of separation by race in school programs, student achievement, talented and gifted, building leadership and miscellaneous. In comparison to last year's second semester report, there remained concerns in the areas of student achievement, talented and gifteq, building leadership and miscellaneous. There was improvement in the area of school/district initiated honors and awards. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXl1 CONFERENCE PRINCIPAL'S RESPONSE SCHOOLHomer Adkins Elem PRINCIPAL Toney Abbott VISIT OATEDeceml,er 11 1 1996TEAM CHAIRMelba Miller TEAM CO-CHAIR Anita Straw ASSESSMENT AREAS: 1 .o Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 1 2 Response The school rofrority enrollment continues to in~rease The sixth grade wiJJ be ma Ve d n e X t ye(\ r t O the .,Ta Ck s a mti 1 J e M j d a 1 e s Cb O C 1 The enrollment ~dll be re-evaJnated at that time ~o see if changes in the attendance zone to the court. Assessment Area No. ______ Response ________________ _ 3 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Homer Adkins Eleril.PAINCIPAL Toney Abbott VISIT DATE Dec. 11, 1996 TEAM CHAIR Melba Miller TEAM CO-CHAIR Anita E,traw ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development ., 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 6 1 Response Part of our COE self study is being devoted to develop_i nt~_.: new st r a t e g 1 es ta reduce the disparity in test scores. Assessment Area No. 6. 2 Response Goals & Stratefies bave been developed. They ar e b ein g revis e d sjnce they baue not been successful in reducino t 0 est score disparity There is no disparity in grade distributjqp between races 4 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Homer Adkins Elem, PRINCIPAL Toney Abbott VISIT DATE Dec. 11, 1996 TEAM CHAIR Melba Miller TEAM CO-CHAIR Anita Straw ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development ,, 10.0 Parental Involvement ' 11 .o Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 8 .1 Response Fundin~ has oat kept up pace with technology. The teacher is following the adopted curriculum. The lack of funds has ke_pt new equi p-ment from being purchased. Assessment Area No. _8_. 2_, __ Response Tax money purchased com-puters for the third and fonrth grade c]assrooros No J acrar e source of funding is available to purchase multjp]e coropnterg and programs . s PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Horner Adkins Eler.i PRINCIPAL Toney Ahbar t VISIT DATE Dec. 11, 1996 TEAM CHAIR Melba Miller TEAM CO-CHAIR Anita straw ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/D1smct Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Statt Development 10.0 Parental Involvement , 11 .0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 12. 6 Response A work order has beeu called ln requesting the plexiglass in the ,Jaors be replaced. The custodians have been made aware pf the co~pJaint and will be monitored to see if the prph]em bas been correct9Q Assessment Area No. 12. 12 Response The district is now providing a substitute when the counselor bas to b9 absent ~~&U:lt S[g
.f Principal b Homer Adkins Elementary School \ Principal's Response to items in area 13. 0 - Building Concerns. 500 CLOVERDALE ROAD JACKSONVILLE, ARKANSAS 72076 TELEPHONE (501) 982-3117 All items will be grouped into two areas: items which can be corrected at the local level
and items which will need help through Central Office. Items which can be corrected at the local level will be given to Mr.Mitchell, Maintenance Custodian, with instructions to correct. Work orders will be secured for items which need district workers to correct. Richard Wilkerson, Don Stewart, or Jerry Holder will be contacted for advice on correcting items which require special funding or policy clarification . A SCHOOL OF THE PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1 ARNOLD DRIVE ELEMENTARY Arnold Drive Elementary School 798 Arnold Drive Jacksonville, AR Mr. Doug Newkirk, Principal Positive Observations and Comments 2.3 There was evidence of active student participation in all classes visited. 3.2 Procedures are evident to insure that students are apprised of requirements governing honors and awards. 5.0 There is a fair and equitable plan of involvement for extracurricular activities in the school. 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. 9.1 There is documented evidence of well-planned staff development activities available throughout the year for the entire staff. 12.1 The school staff and District have clear concise goals as far as the educational equity and monitoring programs. Concerns 6.1 There is an achievement disparity based on race. 12.6 The restrooms are not clean . 13.0 The parking lot should be repaired. There are potholes in many areas. The ceiling panels in the east bathroom and classrooms (11, 12, 13, 14, 15, 16 and 17) are split and have holes. These panels should be replaced. This is the third time the Monitoring Team has reported this concern. The tiles should be replaced in the cafeteria. The lights should be replaced in the media center. Also, the media center needs more space for audio visual equipment and computers. The panel around the pencil sharpener should be replaced in classrooms 13, 15, 18, 19 and 20. The light coverings in classrooms 1,3, 10, 11, 12, 14 and 18 are broken and hanging down. The socket cover is not in the multipurpose room. The brackets are loose in the vent and there is soot around the vent. Arnold Drive Elementary Page 2 The lights in the Teachers' Lounge should be replaced. The screens are missing in two classrooms. The door in the boys' restroom is broken. The Monitoring Team suggests that the space on the north side of the school be used for a parking lot. If a new parking lot is built in this area, it would alleviate the congestion at the front entrance. ANALYSIS Of the sixty-one evaluation response items, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of student achievement, building leadership and miscellaneous. In comparison to last year's second semester report, the areas mentioned above remained concerns. There was, however, improvement in the area of special education. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Arnold Dr. Elem. PRINCIPAL Doug Newkirk VISIT DATE lZ/l0/96 TEAM CHAIR Faye Presley TEAM CO-CHAIR Beverly Ward ASSESSMENT AREAS: . 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 SchooVOistrict Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 6. 1 Response ___________ _ Team learning and TESA techniques are being used in the classroom to help eliminate the disparity in test scores. Assessment Area No. ____ Response ___________ _ Signature of Principal \0 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY ANO IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Arnold Drive Elem. VISIT DATE 12/l0/96 P RINCIPAL _D o_u_ g__ N_e_wki_._r_k ____ TEAM CHAIR Faye Presley TEAM CO-CHAI R __ Be_v_er_l_y_w_a_r_d _ _ ASSESSMENT AREAS: . 1 .o Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _ 1_2__6_ Response ___________ _ Restrooms are cleaned daily and extra help is not needed. 13.0 Assessment Area No. ____ Response ___________ _ Many of the concerns will be taken care of locally, some already have pending districtmaintenance "work-orders", and others are "capitol outlay" projects . ~of Principal \ \ BAKER ELEMENTARY Baker Elementary School 15001 Kanis Road Little Rock, AR Ms. Ila Newberry, Principal Positive Observations and Comments 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court order. 2.2 Portfolios, which give information about students' performance, are kept in each classroom. 2.3 Students were on-task (i.e., working in groups and working on individual assignments). 2.5.1 The posters, brochures and books in the school reflect the multicultural curriculum. 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. 3.2 Procedures are evident to insure that students are apprised of requirements governing honors and awards. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational 5.0 10.1 10.2 10.3 12.3 12.12 12.14 programs for a varied student population. Participation in extracurricular activities generally reflects the school population. All identifiable groups of parents are actively involved in school functions and are working me,mbers of groups (PTA, PTO, PALS, School Equity and Improvement, Principal's Advisory, etc.). The Home School Counselor assists the school in the area of parental involvement. Teachers do make phone calls to parents to discuss student behavior. The school has an effective home/school communication program. The guidance program is available to all students. Teachers are encouraged to use African-American resource speakers each semester. Concerns 6.1 There is an achievement disparity based on race. ANALYSIS Of the sixty-one evaluation response items, 2 percent were responses of concern and 98 percent were positive responses. The concern response was in the area of student achievement. In comparison to last year's second semester report, concern remained in the area of student achievement. First Semester Monitoring Report, 1996-97 . PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL &k:Pr El~1
-i0ntr1r.v PRINCIPAL t1 -~ NewbP.rrv VISIT DA TE 12-12-9h TEAM CHAIR C:onni.0 Phi.Hin!=: TEAM CO-CHAIR ~11hv Tfashi.'1gton ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. r-,. 1 Response Tenchcrs work to r.ieet i.nrl i virlual needs and learning styles hy usin~ PET, TESA rmci cooper
:itive lenrni.n~. A tutorcil prograri h~fore, nfter r1nd during ~chool. is provicier1 tn Assist students needi.ng more help. Assessment Area No. ____ Response ___________ _ ( . 'l ,V~/)~Vdl
J: (. \ ~ Sign~~ of PrincipaIX' '--' BATES ELEMENTARY 2.4 2.5.1 3.2 4.0 6.2 9.4 12.3 Daisy Bates Elementary 7000 Murray Street Little Rock, AR Ms. Sue Martin, Principal Positive Observations and Comments Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. Bulletin boards, publications and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body. Procedures are evident to insure that students are apprised of requirements governing honors and awards. The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. The school has an effective home/school communication program. Concerns 1.2 The school enrollment does not reflect the racial composition prescribed by the court order. 2.1 The teachers need more VCRs, filmstrips, reading book sets, encyclopedias, reference materials, pencil sharpeners, world maps, globes and a transparency machine. These concerns have been reported several times. 6.1 There is an achievement disparity based on race. 7.1 The special education classrooms do not have adequate materials. 9.3 Staff development activities are not focused on multicultural teaching strategies. 11.2 More African-American students, especially females, are being disciplined than white students . Daisy Bates Elementary Page 2 12.11 There are no strategies to increase the number of African-American students in the advanced courses. 13.0 The electrical wiring is old and faulty. The Team is concerned about the possibility of an electrical fire. The lights flicker continuously in the building. This concern has been cited several times. There are cracks in the first grade hallway wall. Rodents are in the school. ANALYSIS Of the sixty-one evaluation response items, approximately 13 percent were responses of concern and 87 percent were positive responses. The concern responses were in the areas of separation by race in school programs, curriculum, student achievement, special education, staff development, student discipline, building leadership and miscellaneous. In comparison to last year's second semester report, there remained concerns about the areas of separation by race in school programs, curriculum, student achievement, special education, staff development, student discipline and miscellaneous. First Semester Monitoring Report, 1996-97 \S PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Daisy Bates EL:m. PRINCIPAL Sue s. Martin VISIT DATE 12/12/96 TEAM CHAIR- E-ss-ie -Ne-al ------ TEAM CO-CHAIR ASSESSMENT AREAS: I --------- 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7. 0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _2_.1 __ Response With Central Offices' s help on increasing our instructional budget, school fund~ajsers, and/or Title I monies, more materials and equipnent can be purchased for our teachers' and students' usage. In February, 1997, a World Book Encyclopedia tuTidraiser/ reading incentive will begin
classroom sets of encyclopedias will be the rewards for reaching goals. Assessment Area No. _7_.1_ __ Response Teachers will be asked what type materials and equipnent are needed. With Supervisor's and Central Office's help,. the principal will work with special agencies to get requested special education teachers need . f Signature of rincipal lb PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING. TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL 1'<J.isy Bates Zlem. PRINCIPAL Sue s. Martin VISIT DATE -1-211-219-6 ----TEAM CHAIR -E-ss-ie -Ne-al ------ TEAM COCHAIR ______ _ ASSESSMENT AREAS: I 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 SchooVDistrict Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7. O Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _9_. 3 __ Response With TAC' s help, staff development activitie~ in teaching strategies will be addressed second semester in a faculty meeting. Assessment Area No. _1_1_.2_ __ Response The disparity in black/white female suspension and discipline will be addressed in a Yolll'lg Ladies and also also a Young Gentler.1en's Club for our students. The discipline of black/white males reflects the ration make-up of our school (54% black to 46% white) Signature ~Principal \ \ PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Daisy Bates Elem. PRINCIPAL Sue S. Martin VISIT DATE__
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.6 ___ TEAM CHAIR Essie Neal ASSESSMENT AREAS: TEA~ CO-CHAIR ______ _ 1 .o Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7. O Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _1 _3_-0 __ Response The building facility repairs are monitored.and maintained with Central Office's maintenancw help as we]] as local custodial help. The principal has been assured and has assured staff of frequent monitoring of the facility as to the particular recurring cormnents highlighted in this 13.0 section. Central Office will be asked to issue~ report on the condition of wiring, ventilation and cracks. Through the district's maintenance department, an exterminator is called
regular servicing in this A"eoo~ent Area ~,G. ____ Aespen6'f ____________ _ area will be addressed . Signature of ri~ BAYOU METO ELEMENTARY Bayou Mato Elementary School Route 2, Box 200 Jacksonville, AR Ms. Judy Quillen, Principal Positive Observations and Comments 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. 2.5.1 Bulletin boards and displays reflect the racial/ethnic and gender differences of the student body. 3.2 Procedures are evident to insure that students are apprised of requirements governing honors and awards. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational 5.0 9.1 10.1 10.3 11.2 12.2 12.3 12.7 programs for a varied student population. Participation in extracurricular activities generally reflects the school population. Staff development activities related to educational equity have been provided. All identifiable groups of parents are actively involved in school functions and are working members of groups (PTA, PTO, PALS, School Equity and Improvement, Principal's Advisory, etc.). Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. Suspension and expulsion rates are generally representative of the student population. The school has appropriate strategies for attaining improvement goals. The school has an effective home/school communication program (i.e., memos, home visits, phone calls, parent/teacher conferences etc.). Students enter and exit the building in an orderly manner. Concerns 6.1 There is an achievement disparity based on race. 8.2 A classroom is needed for the Talented and Gifted Program. The students in the program have class on the stage in the cafeteria. 13.0 There are many holes in the parking lot. There is a water drainage problem in the front driveway . Bayou Meto Elementary School Page 2 ANALYSIS Of the sixty-one evaluation response items, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of student achievement, talented and gifted and miscellaneous. In comparison to last year's second semester report, there remained concerns about student achievement, talented and gifted and miscellaneous. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOLBayou Meta Elem. VISIT DATE 12/ 11 /96 ASSESSMENT AREAS: PRINCIPAL Judy Quillen TEAM CHAIR Mary Alice Jones TEAM COCHAIR Alex Lambert 1 .0 Separation by Race1Genaer In School Programs 2.0 Curriculum 3.0 School/O1strc: Initiated Honers and Awards 4.0 Committees 5.0 Extrac:..imc:.J ,ar Activ1t:es 6.0 Student Acnievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11 .0 Student Discipline 12.0 Building Leacersh1p, Management 13.0 Miscellaneous Assessment Area No. --=1-=-.:::
.s_ Response _____________ _ Bayou Meta has been declared by the court as an isolated urea. Assessment Area No. __6_ .o _ Respcnsa ____________ Disparity is c
IJ(.Li.~ui..t_to_ assess when compa ri og 98% to 2%. ---------------------- ---------- ---- PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Bayou Meto Elem. PRINCIPAL Judy Quillen VISIT DATE __1_ _ _2 ....,/ _1_ __1 .....,_/ 9_.. ...,6 __T EAM CHAIR Mary Alice Jones TEAM COCHAIR Al2x Lambert ASSESSMENT AREAS: 1.0 Separation oy Race1Genaer in School Programs 2.0 Curriculum 3.0 Scnool/01strc Initiated Honers and Awarcs 4.0 Committees 5.0 Extracumc~1ar Activmes 6.0 Student Acniever.ient Assessment 7.0 Special Edwcation 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Disc:pline 12.0 Building Leacership1Management 1 3.0 Miscellaneous Assessment Area No. 8. 2 Response _____________ _ At this time Aloha roests oo tb~ stage are replaced, Alpha will have space provided in that nw f:1cility. -------- ------- -- Assessment Area No. __1_ 3_._o_ Respcnse ____________ Wh~n the construction is cl?mpl2te, the drainage oroblem _ and parking lot problem will he corrected. The maintenance d2partment has 3lready agr22d to that . CATO ELEMENTARY Cato Elementary School 2901 Cato Road North Little Rock, AR Dr. Linda Remele, Principal Positive Observations and Concerns 1.4 A diverse group of students participate in the Math Olympiad Program and Odyssey of the Mind. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. 2.5.4 A multicultural curriculum guide is located in the media center. 3.2 Procedures are evident to insure that students are apprised of requirements governing honors and awards. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs 8.1 9.2 10.2 10.4 11.5 12.6 12.10 for a varied student population. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Staff development activities related to equitable staffing practices have been provided. The school utilizes various methods (i.e., correspondence, a school wide message service, phone calls, parent-teacher conferences and orientation) to encourage parental involvement. Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. The campus and building are clean. There is evidence that curriculum monitoring occurs. Concerns 6.1 There is an achievement disparity based on race. 13.0 The vent should be checked in the smoking Teachers' Lounge. The sinks in the third grade and fourth grade restrooms squeak and do not work properly. The ceiling air vents need to be dusted. Some floor tile is missing in the cafeteria. The storage area near the cafeteria should be caulked . Cato Elementary Page 2 ANALYSIS Of the sixty-one evaluation response items, 3 percent were areas of concern and 98 percent were positive responses. The concern responses were in the areas of student achievement and miscellaneous. In comparison to last year's second semester report, the area of student achievement remained a concern. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXJT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Ca-to Eleme.n.talty VISIT DATE Nov. 12, 7996 ASSESSMENT AREAS: PRINCIPAL V1t. Unda Reme.le. TEAM CHAIR Ve.YUJ.>e. Ja.ke1, TEAM CO-CHAIR Sha.1ton Re.gnM 1 .0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _6 _. 1 __ Response Ca.to c.ontlnuu to u.tilize. the. T-<-fte. 1 pMgJtam, Tut Ready ,i,n Re.adlng and Ma.th, Jol.)te.n Le.a.Jl.ning CompU- te.M, and c.ou.n6e.lo1t dute.c.te.d tut--6t/tUI.) lUl.)Onl.) to 1tedu.c.e. the. tut d,[l.)pcvuty. Th.,u., ye.a.IL Cato ha.6 h,i,Jte.d a T-<-fte. 1 Language. Aft.:t6 te.a.c.heJt to he.lp 1.,tu.de.nt.6 ,fo the. bottom qua.l[
til_e. to hnpMve. Jte.acU.ng -6 full6 . The. d,[l.)tJt,i,e,t hM a.l6 o pMv,i,de.d Cato wilh the. Tut Re.a.dy p1togJtam ,ln Sue.nee. tita.:t we. wUi. U6 e. tnM SpJt,i,ng and ne.xt Fall to he.lp JtaA.,J., e. -~ ue.nc.e tut -6 c.01tu. Assessment Area No. 13. o Response __________ _ Ce.n:tltal 06 6,lee ma..inte.na.nc.e. ,i,nvuligated the ve~on in the -6mokeJt' -6 lounge. wt f:Je.a.Jt. The.y 6e.U U WM pMpeJtly ventilated. The g1toup l.),i,nfu ouu,i,de. 06 the. 3/ 4 and 5/6 bathltoomJ., a.Jte. a ma.jolt no,t,!,e, a<actoJt, 1 will, attac.hme.nt. ) A:tta.chme.n:t 601t.. AMU.6me.nt Aile.a No. 13. 0 ( c.onlinue.d) The. c.UL:,.todla.n and 1 have. lle.po!ite.d the. leaky Jtoo6. Re.plac.-i.ng c.ei.Li.ng ti.1.eo .6eem6 6u.:tile. ( and e.xpe.n.6ive.) u.n-ti.,i the. Jtoo6 ~ ILe.pa.iJ,.e.d. The. c.u..6:t.o cLo.
,,n mu ILe.pa.iJ,.e.d the. gap in the 6lo OIL til.u in the. c.a.6 e.:teJt.ia. The. c.ollk.boa!Ul .6W.p-& wi.U be. inveotiga.:te.d to add mo1t..e. d,U,play Me.a .to c.la.6.61t..oom6. 1 wi.U ea.Le. maintenanc.e. and lle.po!it the. -6pac.e. in the wall . CLINTON INTERDISTRICT ELEMENTARY 1.2 1.3 1.5 2.3 2.4 2.5.2 3.1 3.4 5.0 7.1 8.1 9.3 10.1 12.3 12.14 William Jefferson Clinton Magnet Elementary 142 Hollywood Avenue Sherwood, AR 72120 Ms. Jackye Parker, Principal Positive Observations and Comments School enrollment reflects the racial/ethnic composition prescribed by the court order. Class/course enrollments generally reflect the racial/ethnic composition of the school. There are no one-race classes. All students are actively involved in classroom instruction. Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. There is a variety of displays in the classrooms. The school uses awards such as good citizens, superstars, attendance and honor roll. The School Equity and Improvement Committee evaluates the honors and awards procedures regularly. The extracurricular groups (e.g., safety patrol and media helpers) reflect the school population. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Staff development activities in teaching strategies for multicultural curriculum delivery have been provided. A diverse group of parents are actively involved at the school. The school has an effective home/school communication program. African-American resource speakers are invited to speak to students. Concerns 6.1 There is an achievement disparity based on race. 11.2 The suspension and expulsion rates are disproportionate based on race. 13.0 The exterior doors are very heavy. Several students have been injured as a result of the doors closing too quickly. The monitoring team recommends that pneumatic closures be installed on the exterior doors . William Jefferson Clinton Magnet Elementary Page 2 ANALYSIS Of the sixty-one evaluation response items, 5 percent were areas of concern and 95 percent were positive responses. The concern responses were in the areas of student achievement, student discipline and miscellaneous. In comparison to last year's second semester report, there remained concerns about student achievement, student discipline and miscellaneous. First Monitoring Report, 1996-97 PULASKI COUNTY SPECJAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Clinton Elementary PRINCIPAL Jackye Parker VISIT DATE- -11--12-- 96- ----TEAM CHAIR Nikki Johnson TE AM CO-CHAIR Sharon r-t.Cormack ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5. O Extracurricular Activities 6.0 Student Achievement Assessment 7. o Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 6 .1 Response The achievement disparity based on race is a concern that we continue to address through our C.O.E. plan, teacher t~aining, and discipline management plan. Through our C.Q.E. plan, each nine weeks students receive rakens for achievement in roarh raading and science Dm::i
as thg later part of the second semester, students will have the ~pportunity to participate in a Math/ Science Fair. These activities are designed to encourage students desire to achieve in these areas. Teachers have recently completed or are currently participating in K through 4 Crusades, Multicultural Reading and Thinking (M:.Rat), and various inservice activities presented by staff development focusing on human diversity. Teachers also share insightful infonnation through team teaching activities, grade 1:evel plarmiug activities, faculty meetings, and E nail. 'feachers corrtirme Assessment Area No. __6_ .1_ _ Response ( continued from above) to acgyire knowledge to help them become more effective teachers, Through the discipline plan students are made aware of behavior expectations with emphasis on staying on task . . ,., 31gnatur6 of Principal PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Clinton Elementary PRINCJPAL._J_a_ck...
.y_e_Par_k_e_r ____ _ VISIT DATE -1-1--12--96- ----TEAM CHAIR Nikki Johnson TEAM CO-CHAIR Sharon ti:.Cormack ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 SchooVDistrid Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Adivities 6.0 Student Achievement Assessment 7. O SpeciaJ Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessmenl Area No.11. 2 R~sponse While the numbers of students re:-eiving ous reterra s, oiscipliue referraTs, suspE::usions, etc. ate nae teptt!sentative of the student population, they do reflect actual incidents occuring where disciplinary action was deemed necessary. All faculty and staff are diligent in their effort to maintain an atmosphere where learning can take place. Inappropriate behavior by stuaents tMt .tffipe<1es out edueatlonal goals w111 not be allowed. Coimiunication efforts with parents to develop a better two-pronged approach to helping students interact positively at school will continue. Implementation of conflict resolution activities w:i th our srudenrs bas been successtuJ am wi 11 continJJa to be employed. Assessment Area No. _1_3 o. _ __ Response_ _Me m_o_r_a_nd_um _s_ en_t_b_y_p_r_i_n_c_ipa_l_to Ed Hogan, Assistant Superintetfdent for Support Services on April 24~ 1996 entitled Maintaining a Safe Environment. Related documentation has been sent to Central Office and should be on file in Mr. Ed Hogan's office and the Office of Desegregation . . ,., Signature of Principal COLLEGE STATION ELEMENTARY College Station Elementary School 471 O Frazier Pike College Station, AR Mr. Robert Evans, Principal Positive Observations and Comments 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. 2.2 All teachers keep records of achievement in several ways. 2.3 All students are actively involved in classroom instruction. 2.5.2 Visual materials in the classrooms reflect the racial and gender composition of the school. 2.5.3 Student work is displayed throughout the school. 3.2 Procedures are evident to insure that students are apprised of requirements governing honors and awards. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational 7.1 8.1 10.4 11.3 12.7 12.14 programs for a varied student population. The special education classroom has adequate materials to promote and encourage student learning. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. Classroom instruction proceeds in an orderly manner. Students move from one classroom to the next in an orderly manner. African American resource speakers are invited to talk to students on a regular basis. Concerns 6.1 There is an achievement disparity based on race. ANALYSIS Of the sixty-one evaluation response items, 2 percent were responses of concern and 98 percent were positive responses. The concern response was in the area of student achievement. In comparison to last year's second semester report, this report reflected that there remained concern about student achievement. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL College 8tation PRINCIPAL Robert A. Evans VISIT DATE November 1 TEAM CHAIR._ _.. ..
F_,
r
..
:a..:.n~c_.e....,s_.....A_1. _1,. . ..s.. .a. . .o. ___ TEAM CO-CHAIR _ B_e_t_h_D_a_r_r _ _ ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. __6_ _1_ Response ____________ The achievement disparity based on race will be resaJved by having inservice training on lear n1 ng s t y1e s, problem solving, thinking skills, test skills, and monitor student progress Assessment Area No. ____ Response ___________ _ CRYSTAL HILL ELEMENT ARY 1.2 1.3 2.3 2.4 3.1 3.4 5.0 7.1 8.1 9.3 11.5 12.14 Crystal Hill Elementary Magnet School 5001 Doyle Venable Road North Little Rock, AR 72118 Ms. Wanda Ruffins, Principal Positive Observations and Comments School enrollment reflects the racial/ethnic composition prescribed by the court order. Class/course enrollments generally reflect the racial/ethnic composition of the school. All students are actively involved in classroom instruction. Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. The school uses awards such as good citizens, superstars, ambassadors, BUG Club, attendance and honor roll. The School Equity and Improvement Committee evaluates the honors and awards procedures regularly. The extracurricular groups (e.g., safety patrol, Stamp Club and media helpers) reflect the school population. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum . Staff development activities in teaching strategies for multicultural curriculum delivery have been provided. A Peace Patrol has been established as a strategy to decrease the discipline disproportionality. African-American resource speakers are invited to speak to students. Concerns 6.1 There is an achievement disparity based on race. 11.2 The suspension and expulsion rates are not representative of the student population. 13.0 The heating and cooling system needs to be checked because the building temperature is either too warm or too cool. ANALYSIS Of the sixty-one evaluation responses, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in areas of student achievement, student discipline and miscellaneous. In comparison to last year's second semester report, there remained concerns about the areas of student achievement, student discipline and miscellaneous. First Semester Monitoring Report, 1996-97 33 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Crystal Hill Elem. P RINCIPAL. __W ....
.an da R_uf_f_i_n_s ___ VISIT DATE ________ TEAM CHAIR Janet Goodwin TEAM CO-CHAIR Linda Dunn ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 6.1 Response ___________ _ - The staff at Crystal Hill Elementa
cy will use a variety of reaching tecbniques to make sure all students are provided equal access to the learning. S9!JlPle test booklets will be ordered for students in grades three through six. Teachers will incorperate specific skills from test as part of their daily objectives for the second semester. Independent reading activities will be a primary focus for the school year. Assessment Area No. ____ Response __________ _ / PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Crystal Hill El em PRINCIPAL Wanda Ruffins VISIT DATE ________ TEAM CHAIR Janet Goodwin TEAM CO-CHAIR Linda Dunn ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 11, 2 Response The eXP3,1lsi on aod svspeosj on rates are not representative of tbA student population but the overall number of suspensions are down and no one has been ex
peJJed fram Crystal Hill. Assessment Area No. 13. o Response ___________ _ Verbal or written ccmplaints are handled promptly by the custodians concerning heat or air conditioning . WARREN DUPREE ELEMENTARY 1.2 1.3 2.1 2.3 2.5.2 3.1 3.2 4.0 6.2 7.1 7.6 9.1 10.4 Warren Dupree Elementary School 700 Gregory Street Jacksonville, AR Mr. Melvin Goodrum, Principal Positive Observations and Comments School enrollment reflects the racial/ethnic composition prescribed by the court order. The classroom racial percentage reflects the percentage of the school. Observation reveals that each classroom has sufficient materials and equipment to master the content. Learning opportunities were provided for all students. Group and individualized instruction were observed. Hands-on activities and learning center activities were also observed. Displays and bulletin boards in the classrooms reflect the racial and gender composition of the school. The Awards Committee, consisting of faculty, PTA and parents, insures that a variety of awards, rewards and recognition is provided. The Awards Committee established guidelines and procedures for governing honors and awards . All committees have a racial composition that reflects the student population. Goals and objectives were developed by the Biracial Equity Planning Committee for SAT-8 to decrease disparity between black and white students. The special education classrooms have adequate textbooks, materials and equipment. Interviews and documented evidence verify that there is an IEP Committee which reviews and monitors the student exit process. The District's staff development department has designed and implemented programs to provide appropriate learning related to educational equity. Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. This is accomplished via telephone, personal contact, student work, happy grams, memos and the awards program. 12.8 The office staff is friendly and readily accessible to offer assistance to parents and faculty . Warren Dupree Elementary Page 2 Concerns 6.1 There is an achievement disparity based on race. 13.0 The removal of the Plexiglas has not been completed (i.e., entry way and Teachers' Lounge). The front doors need to be replaced. The classrooms located away from the main building need to be repaired. Sidewalks should be built which extend from the kindergarten complex to the playground. ANALYSIS Of the sixty-one evaluation response items, 3 percent were responses of concern and 97 percent were positive responses. The concern responses were in the areas of student achievement and miscellaneous. In comparison to last year's second semester report, there remained concerns about student achievement and miscellaneous . First Semester Monitoring Report, 1996-97 31 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION - SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL.'S RESPONSE SCHOOL\Harren Duoree F.Je. :-PRINCIPAL Melvin Gnnr1 r11.m VISIT DATE November 26, l 996_TEAM CHAIR Terrie Milligan TEAM CO-CHAIR Lesonia Brown ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management Assessment Area No. __ 6__1_ Response 'Ihe School Equity and Improvement Ccmn.i ttee developed goals and objectives for the Stanford -
chievA"nP.nt. 'T'P.~t. to decrease disparity bebJeen black and white students. Strategies and activities have been developed and are being irnplare1ted to decrease the disparity between black and white students. See attachr.ent A for listing of strategies and activities. Assessment Area No. 13. o (a) Response The principal rret with the maintenance custc:xlian, discussed the School Equity and Improvement Monitoring report, toured the ruilding and grounds to identify and assess the areas/items of concem. Plans have been rrade and are being .implemented to rerredy the areas of concem. 13 0 (b) A rreedco habys been sent to Mr. F.d Hasan Noti fving him of this area of concern rerort _ the :on1toring ~eamo .:>ee attaclirefit B ~~-~ 3 g ~ gnafure of Principal RE: Educatia,al Equity M:nitoring Assanent Area No. 6.1 Page 11 Strategies and Activities Warren D..lpree Elerer. tacy Attaci'm:!nt A 1. -
.dentify and provide remedial. help to students we need help in mastering basic skills 2. Olapter I Ptogtam 3. RIF ( Peading is Fundamental) Grade Fo.ir 4. TE.SA s. PET 6 . Parent Involvement Program 7. Team Teaching 8. Cooperatj.ve Leaming 9. Awards, Pswards, ~ognition Program 10. Continue to attend Staff Developnent/I~service to keep abreast:6f current trend(s) in educaticn and the -:.eveloprent of rraterials and strategies for neeting the education :-.eeds of all students 39 Warren Dupree Elementary School 700 Gregory Street Jacksonville, Arkansas 72076 Phone: 982-9541 Melvin Goodrum, Principal TO: Dr. Ruth Simmons Herts, Director of Desegregation FROM:~Melvin Goodrum, Principal SUBJ~CT: Response to School Equity and Improvement Monitoring Team Repor~ (Miscellaneous 13.0) Multipurpose Roon DATE: January 7, 1997 Act #236, passed by the General Assembly in 1991, calls for curriculum changes in our schools that emphasize teaching students to think. The law requires that educators and education systems adopt methods to ensure student mastery of challenging curriculum. The close proximity of the classroom areas with limited mobility of students has always been a concern to me. With the implementation of new State Standards, team learning, math manipulatives, hands-on activities, and oral communication skills, this concern has intensified. A ~ultipurpose_room. would afford the students the opportunity to reach their optimum in these areas. I support tne recommendation the School Equity and Monitoring Team has proposed for a multipurpose room. C: Mr. Bobby Lester, Superintendent Billy Bowles, Assistant Superintendent Desegregation Sarah Womble, Director Elementary Education Mr. Ed Hogan Assistant Superintendent support Services 4-0 Warren Dupree Elementary School 700 Gregory Street Jacksonville, Arkansas 72076 Phone: 982-9541 Melvin Goodrum, Principal MEMORANDUM TO: Mr. Ed Hogan, Assistant Superintendent Support Services FROM=/411 Melvin Goodrum, Principal SUBJECT: School Equity and Improvement Monitoring Report DATE: January 7, 1997 Attached is the School Equity and Improvement Monitoring Team report (Miscellaneous 13.0). This area of concern is not a project that can be handled at local level. Therefore, I am asking for your assistance . Contact me so we can discuss this matter further. Thank You. c: Mr. Bobby Lester, Superintendent Billy Bowles, Assistant Superintendent Desegregation Sara Womble, Director Elementary Ecucation DrJ Ruth Herts, Director Desegregrltinn 4\ Warren DuQree Elementary School 700 Gregory Street Jacksonville,AR 72076 Helvin Goodrum, Principal Mr. Ed Hogan, Assistant Superintendent for Support Pulaski County Special School District 900 Dixon Road Little Rock, AR 72209 Dear Mr. Hogan: 982-9541 We at Barren Dupree Elementary School, take great pride in the fact that we offer all children the best education possible, in spite of adverse conditions. The population of 441 students, 38 faculty and staff personel,paraprofessionals, and innumerable community volunteers continuously strive to excel. Because our school is totally open space, our students have an additional obstacle to conquer. Their imaginations are being stifled simply because they _are constantly being directed to be quite. A multi-purpose room of considerable size would be of great assistance in alleviating some of that problem. The most recent reply from you to the School Equity and Improvement Committee, stated that all of the open spaced schools share that problem . Believe that we are empathetic to that fact, but we wish to remind you that the other schools were specifically designed to be open spaced, while our school was not. In addition, I wish to bring it to your attention that the cafetorium can not be utilized to any great extent because breakfast is served until 8:00a.m. and lunch is served between the hours of/a:45 a.m. and 1:00 p.m. The time constraints do not allow staff and students adequate interaction time. The room previously used for a music room is not available because it is necessarily used as a classroom for Alpha/Discovery students. Our patrons go to great lengths to provide things for our students that should be but are not furnished by the district. Tie are in great and immediate need of a multi-purpose room, and our patrons can not provide it. We are now turning to the Pulaski County Special School District to assist us in further enhancing the education received by the students at Warren Dupree, and in fulfilling an unspoken committment to the parents of those students, to delete as many adverse conditions and situationsas possible. WITH A MULTI-PURPOSE ROOM, TEACHERS WOULD BE ENABLE TO TEACH ORAL COMMUNICATIONS AS A SKILL THROUGH ASSEMILATION. A MULTI-PURPOSE Rom1 WOULD ALLOU STUDENTS TO PARTICIPATE IN THOSE PROGRAMS THAT ARE TRULY SUPPORTED BY THE DISTRICT SUCH AS TEAM LEARNING, DISCOVER ART, ltUSIC, STUDENT INTERACTION ACTIVITIES AND THE TEACHING OF MATH THROUGH THE USE OF MANIPULATIVES. THE Lil1ITATIONS OF THESE ACTIVITIES COULD EFFECT STUDENTS TEST SCORES. The faculty and staff of Darren Dupree search for, find, and impart unique and diverse modes of enrichment through education. Our records are proof that quality learning is taking place . That is not enough. The act of educating is a science. We are the teachers and the scientists of today, imparting knowledge to the great minds of tomorrow. We now turn to you, to assist us in meeting our unanimous goal of providing every avenue possible for our students to enjoy a quality education. Warren Dupree Elementary Monitoring Team extends to you and your committe an invitation to meet with you and dicuss this area of concern. We are are very excited and looking forward to meeting you. Please contact us immediately to set a time that is convenient for all parties concerned. Respectfully, Warren Dupree Elementary Monitoring Team cc: Mr. Bobby Lester, Superintendent Mr. Billy Bowles, Superintendent of Desegration Ms. Sarah Homble, Director of Elementary Education Dr. Ruth Herts, Director of Desegregation Attachment c REASONS ~ UStG MANPUlA1MS 101EACH MA11-EMA11CS .. Higher probability of student achievement ... . . Learning is made concrete .. Helps students with different learning stytes ... Appropriate for all age and ability levels .. Improves motor skills .. Improves spatial skills .. Promotes cooperation among students .. Motivating to use .. Cuts time needed for remediation - Easy to evaluate student understanding .. Promotes active student participation .. T ex1books/NCTM standards recommend use .. Helps to make connections to the symbolic (abstract) - Helps in encouraging creativity/problem solving FULLER ELEMENTARY Fuller Elementary School 708 East Dixon Road Little Rock, AR Ms. Shyrel Rose, Principal Positive Observations and Comments 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. 2.3 All students are actively involved in classroom instruction. 3.1 The school awards students for A's and B's, perfect attendance and most improved. 3.2 Procedures are evident to insure that students are apprised of requirements governing honors and awards. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational 8.1 9.4 10.5 11.3 12.2 12.14 programs for a varied student population. Talented and gifted facilities are comparable to those of the campus in general. Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. In matters of school desegregation, school patrons and parents are given an opportunity to actively participate in developing the local school equity and improvement plans. Classroom instruction proceeds in an orderly manner. The school has appropriate strategies for attaining improvement goals. African-American resource speakers are invited to speak to students. Concerns 1.2 The school enrollment does not reflect the racial/ethnic composition prescribed by the court order. 6.1 There is an achievement disparity based on race. 12.12 Strategies to increase the number of African-American students enrolled in upper level courses (i.e., Alpha and Discovery) are not evident. 13.0 The covered walk area which connects the media center to the breezeway leaks. The restrooms need to be repaired. The wiring for the alarm needs to be completed. Floor tiles in several areas should be replaced . Fuller Elementary School Page 2 ANALYSIS Of the sixty-one evaluation response items, approximately 7 percent were responses of concern and 93 percent were positive responses. The concern responses were in the areas of separation by race in school programs, student achievement, building leadership and miscellaneous. In comparison to last year's second semester report, there remained concerns about separation by race in school programs and student achievement. First Semester Monitoring Report, 1996-97 4b PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Fuller Elementary VISIT DA TE December 5, 1996 PRINCIPAL Shyrel W. Rose TEAM CHAIR Diane Moore TEAM CO-CHAIR Rena McMurray ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _1_._2 __ Response Each school year in the spring, the administration works with Central Office Staff and Landmark Elementary to plan recnritment activities. Fuller Elementary has experienced soroe recnritment success
however, the students that have been recnrited are not enough to make the enrollment racially balanced. The administration and staff will continue to follow the attendance guidelines and recnritment actiyitjes ta increase the nurnber of wbitQ itnd1az:it.
QaEgllee. Assessment Area No. 6 .1 Response The administration and staff continue to monitor the curricultnn and review teaching strategies to encourage equitable teaching strategies throughout all grade levels. 'f'he e.o.~. plan Is reviewed regularly and the necessary revisions have been made as needed. Students continue to receive additional support from the Title I Language Arts 'feachet and the !'araptofessionals. Further, the LEAP Teachers work with the first and second grade teachers to improve stud,-nts' classroom and teat f)erfef'ffltfflee. Sttte:cnt~ in grades J and 4 have Jostens computers. Their time is monitored and the teachers send the parents reports at the eud of eacb grading peri ad Toe stud,-Rt.& taat t:eot the lowest in first grade are selected to participate in Reading Recovery. ~,J. tc&w, gnature of Principal 4-1 6.1 Continue - 12.11 13 Kindergarten, first and second grades participate in the activities in the Writing to Read Lab. Students in fifth and sixth grades have additional time with the Language Arts Teacher and the Paraprofessionals. The current test scores have been reviewed by the administration. Grade level/curriculum meetings will be held with all teachers. The scores and skills will be carefully reviewed and teachers will review the curriculum guides (reading and math) to determine students' needs. Fuller Elementary does not have any upper level courses. A team of teachers with the principal are selected each year to determine the list of students that will participate in the Alpha Program. The Alpha Teacher reviews the guidelines with the members of the team. All of the students (minority) test scores are carefully reviewed to determine the appropriate placement. Further, teacher reconmendations are considered as well. Repair work needed in the restrooms and sidewalks has been mentioned several times. The proper work orders will be completed again. The principal has spoken to the appropriate persons in the District concerning the alann system and the asbestos. There has been a complete turnover in the custodial staff. Meetings have been held to discuss the maintenance issues as well as the constant concerns with the restrooms. Some of the problems are beyond cleaning
they are with the physical structure . HARRIS ELEMENTARY 1.3 2.5.2 2.5.3 3.2 4.0 5.0 6.2 8.1 9.1 10.4 11.3 12.12 Harris Elementary School 4424 Highway 161 North North Little Rock, AR Ms. Cherrie Johnson, Principal Positive Observations and Comments Class/course enrollment generally reflects the racial/ethnic composition of the school. Bulletin boards, publications and productions in the classroom reflect the racial/ethnic and gender differences of the student body. Evidence of student achievement which reflects varying teaching strategies is widely displayed. Procedures are evident to insure that students are apprised of requirements governing honors and awards. School committees are racially balanced. Participation in extracurricular activities generally reflects the school population. Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. Talented and gifted facilities are comparable to those of the campus in general. Staff development activities related to educational equity have been provided . Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. Classroom instruction proceeds in an orderly manner. There is evidence that the guidance program provides equitable services to all groups of students. Concerns 1.2 School enrollment does not reflect the racial/ethnic composition prescribed by the court order. The black student enrollment has increased. 6.1 There is an achievement disparity based on race. 13.0 The heater in one of the fifth grade classrooms should be repaired. Because the heater has such a loud noise, it must be turned off so that the students and teacher can hear. The floor tile in one of the kindergarten classrooms should be cleaned. There is mold in the grouts . Harris Elementary Page 2 ANALYSIS Of the sixty-one response items, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of separation by race in school programs, student achievement and miscellaneous. In comparison to last year's second semester report, there remained concerns about separation by race in school programs and student achievement. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Harri~ PRINCIPAL Cherri(' .Johnson VISIT DATE December 6 , 1996 TEAM CHAIR MArslrn Bow~rs. TEAM CO-CHAIRPh i 11 i p Davis ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _1_ .z _ Response Enrollment The racial ~-~mposition of Harris Elementary between .black and white- is 56 percent Jriinoriity. This is due to a growing community and families are moving back on a regular basis. Assessment Area No. 6. 1 Response Disparity of Test Scores Various teaching strategies are still being implemented to reduce disparity of test scores. Future Builders are in our building for tutoring and there are inactions going on between the teacher and tutors. Working with Future Builders is a 5\ ~~~ Signal~ PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY ANO IMPROVEMENT MONITORING TEAM . EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL ________ PRINCIPAL ________ _ VISIT DATE TEAM CHAIR ________ _ TEAM CO-CHAIR _______ _ ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. ____ Response ___________ _ Assessment Area No. _6_.1_ _ Response continued group called AMERICORP who work with students one on one and in small groups. 1}&
~~ Signat~ PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PAINCIPAL'S RESPONSE SCHOOL Harris VISIT DATE 12/6/96 ASSESSMENT AREAS: PRINCIPAL C. Johnson TEAM CHAIR Marsha Bowers TEAM CO-CH.AJRPhil Davis 1.0 Separation by Rac~/Gender in School Prcgrams 2.0 Curriculum 3.0 SchooVDistrict Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Adivities 6.0 Student Achie'1ement Assessmen1 7. O Special Education 8.0 TaJented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11 .O Student DiscipUne 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 13. O Response ___________ _ I was totally ~naware of the situation with the heater in the fifth grade classroom. A work order had not been completed on this but it will be taken care of as soon as possible. The tile in the kindergarten will be cleaned over winter break. Assessment Area No. ____ Response ___________ _ 53 JACKSONVILLE ELEMENTARY 2.1 2.2 2.3 3.2 8.1 9.1 10.4 10.5 11.3 11.5 12.8 Jacksonville Elementary 1 08 South Oak Street Jacksonville, AR Ms. Susan Buchanan, Principal Positive Observations and Comments In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Student progress is documented in student portfolios. All students are actively involved in classroom instruction. Procedures are evident to insure that students are apprised of requirements governing honors and awards. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Staff development activities related to educational equity have been provided. Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. In matters of school desegregation, school patrons and parents are given an opportunity to actively participate in developing the local school equity and improvement plans. Classroom instruction proceeds in an orderly manner. The following strategies are used to decrease discipline disproportionality: conflict resolution, Cougar Weekly rewards, skating parties and extra recesses. The school office has friendly and helpful personnel. Concerns 6.1 There is an achievement disparity based on race. 8.2 The students in the Talented and Gifted Program are assigned to a classroom that is smaller than the other classrooms. 8.3 The classrooms allocated for the Talented and Gifted Program are separated from the other classrooms. 13.0 The kindergarten building roof needs to be repaired immediately. When it rains, the teachers have to cover materials and equipment with plastic. The Monitoring Team has cited concerns numerous times about the need to have a covered walkway from the Federal Building to the parent pick-up area and the teachers' parking lot. Jacksonville Elementary Page 2 ANALYSIS Of the sixty-one evaluation response items, 7 percent were responses of concern and 93 percent were positive responses. The concern responses were in the areas of student achievement, talented and gifted and miscellaneous. In comparison to last year's second semester report, there remained concerns about the areas of student achievement and talented and gifted. There was improvement in the area of special education. First Semester Monitoring Report, 1996-97 55 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOLJacksonville Elem. PRINCIPAL Susan Buchanan VISIT DATE 11/21/96 TEAM CHAIR Boni ta Jimmar TEAM CO-CHAIR. ______ _ ASSESSMENT AREAS: 1.0 Separatio oy Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricu lar Ac ivities 6.0 Student Acilievement Assessment 7.0 Special EdL:cat1on 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellanecus Assessment Area No. _6_._l _ Response We continue to strive to lessen the academic disparity among races through providing whole lit-eracy hands on experience and Title I assistance. The transient population and family poverty levels at this school handicap many of our efforts toward improving family involvement in the children's education. We are focusing on careers, social skill OVEI Assessment Area No. _8_._2 _ Response The ACPHA program serves no more than 8 student's at 1 setting and has been in the portable building for the past 7 years. When the portables are replaced with permanent classroom structures the ACPHA program will be moved. C ~ l<L~~-4>J ignatur: ofrincipal Sb PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Jacksonville Elem. PRINCIPAL Susan Buchanan VISIT DATE 11/21/96 TEAM CHAIR Boni ta Jimmar TEAM CO-CHAIR --------- ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurric~lar Activities 6.0 Student Acnievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 8. 3 Response The portables are separated from the rest of the main building as are the 3rd and 4th grade classrooms and the Title I reading lab. Portables by necessity are separate entities. However, they are connected by covered walkways. Assessment Area No. 13. O Response 1. The committee would like the form to be changed to better reflect all minorities. 2. Please see the attached letters addressed to the appropriate personnel to correct this area of concern. 3. This area was addressed with the food service personnel manager. It is a OVER C s:., 4 o,,e J 3. c,::,'--c ,,_ ,._} Signature of Principal 51 LANDMARK ELEMENTARY 1.4 2.5.3 5.0 4.0 7.3 8.1 10.3 10.5 Landmark Elementary School 16712 Arch Street Pike Little Rock, AR Mrs. Nancy Williams, Principal Positive Observations and Comments A diverse group of students participate in Odyssey of the Mind and Math Olympiad. Evidence of student achievement which reflects varying teaching strategies is widely displayed (e.g., Superstars, Dreams of the Future, etc.) The school has a racially diverse group of students as fire marshalls, media monitors and flag pole monitors. The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner. The special education classrooms are integrated into the total school environment. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Contact is made regularly with the home to communicate positive as well as negative information related to student behavior (e.g., phone calls, notes, conferences, etc.) In matters of school desegregation, school patrons and parents are given an opportunity to actively participate in developing the local school equity and improvement plan. 11.3 Classroom instruction proceeds in an orderly manner. 11.4 The principal and assistant principal are very visible in the school. 12.2 The school has appropriate strategies for attaining improvement goals. 12.6 The building is always very clean. 12.14 African-American resource speakers are invited to speak to students. Concerns 1.2 School enrollment does not reflect the racial/ethnic composition prescribed by the court order. 6.1 There is an achievement disparity based on race. 13.0 There is a need to reconstruct the playground area. The roof leaks in the multipurpose room . Landmark Elementary Page 2 ANALYSIS Of the sixty-one evaluation response items, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of separation by race in school programs, student achievement and miscellaneous. In comparison to last year's second semester report, there remained concern about the areas of separation of race in school programs, student achievement and miscellaneous. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Landmark Elem. PRINCIPAL Nancy Williams VISIT DATE Dec. 5, 1996 TEAM CHAIR Karen Whitaker TEAM CO-CHAIR Connie Phillips ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. J 2 Response We coot i nue to recruit through our Art and Music Program. Assessment Area No. 13,0 Response The Maintenance Department has been notified about the leaks in the roof in the Multi-Purpose Room . Signat~ of Principal PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Landmark Elementary P RINCIPAL. ___Na~ n_.c. y.... . _W -i_ll_i a m_s ___ VISIT DATE Dec. 5, 1996 ASSESSMENT AREAS: TEAM CHAIR Karen Whitaker TEAM CO-CHAIR Connie Pbi JJ ips 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. 6.1 Response We are using para-professionals for individual and small group help. Teachers are using math manipulatives, some whole language, overhead projectors to help with mor visuals. Assessment Area No. ____ Response ___________ _ Signature
Principal LAWSON ELEMENTARY 2.1 2.3 2.4 2.5.3 3.2 4.0 6.2 7.4 9.1 10.4 12.2 12.6 12.8 Lawson Elementary School 19901 Lawson Road Little Rock, AR Ms. Bonnie Shearer Hughes, Principal Positive Observations and Comments In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. All students are actively involved in classroom instruction. All seating patterns reflect a mixture of race and gender. Various student work is displayed throughout the school. Procedures are evident to insure that students are apprised of requirements governing honors and awards. There are no. racially identifiable committees within the school. Volunteers and staff are encouraged to hold membership on committees. Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. Students are tested before they are placed in special education and they are re-evaluated every three years. Staff development activities related to educational equity have been provided . Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. The school has appropriate strategies for attaining improvement goals. The campus and building are clean and free of debris and graffiti. The school office has friendly and helpful personnel. Concerns 1.2 The student enrollment is 16 percent African-American and 84 percent white. 6.1 There is an achievement disparity based on race. 13.0 The ceiling tiles are falling in some of the classrooms. The tiles have mold and mildew on them. This concern has been reported several years. The roof leaks and the lighting is poor in the building . Lawson Elementary School Page 2 There are not adequate electrical outlets in the classrooms. Long extension cords are used in the classrooms to operate computers, audio visual equipment, etc. The electrical outlets in the primary classrooms are located over the sinks. Each classroom should have more shelves and storage space. The floor tiles and air conditioners are in poor condition. There is a sun roof in the primary area. Birds and small animals use the sun roof for a habitat. ANALYSIS Of the sixty-one evaluation response items, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of separation by race in school programs, student achievement and miscellaneous. In comparison to last year's second semester report, there remained concerns about the areas mentioned above . First Semester Monitoring Report, 1996-97 f I PULASKI COUNTY SPECIAL scHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE l SCHOOL Lawson Elementary PRINCIPAL Bonnie Shearer-H1.1gbes VISIT DATE December 11, 1996 TEAM CHAIR John Threlkeld TEAM CO-CHAIR Dean Merriweather ASSESSMENT AREAS: 1.0 Separation by Race/Gender in Scho~I Programs 2.0 Curriculum . 3.o School/Distrtct lniiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management Assessment Area No. _1_. 2 _ R espo ns e _......:Th:..:..:..::e
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:kL.../wh=i::..::t-=e......::r=a=t:...zi~o-i_s.___ 17% black and 83% white. A recruitment plan bas beeo filed for increasing the minority ratio to 22% or above. The plan is being implemented. Assessment Area No. _6_.1 ___ Response Goals have been written to reduce the disparity between black and white achievement scores. The teachers and sta~f will work diligently to ach~eve the goals. ~~ >.-i L'"f i ' ?~~\t<k~ ~ of Principal 3 PULASKI COUNTY SPECIAL scHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Lawson Elementary PRINCIPAL Bonnie Shearer-Htigbes VISIT DATE December 11, 1996 TEAM CHAIR John Threlkeld TEAM CO-CHAIR Dean Merriweather ASSESSMENT AREAS: 1.0 Separation by Race/Gender in Scho~I Programs 2.0 Curriculum 3.o School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management Assessment Area No. 13.0 Response ~ Hogan and Mr. Lester came to Lawson and were in agreement that we will get a new roof for the whole building and in the primary wing, we will get new ceilings, lighting, Jand air conditioning. The Equity Comnittee asked for a written response for the completion date. Assessment Area No. ____ Response ____________ _ J :~,)i~_g(k~ Signature of Principal OAK GROVE ELEMENTARY 2.3 2.5.3 2.5.4 3.1 3.2 4.0 5.0 6.2 7.2 8.1 9.1 10.1 11.3 12.2 12.6 12.8 Oak Grove Elementary School Route 5, Box 158 North Little Rock, AR Mr. Ronnie Duke, Principal Positive Observations and Comments All students are actively involved in classroom instruction. The students' work was displayed in the classrooms and hallways. Multicultural curriculum is provided in all subject areas. Students receive awards in the areas of student achievement and citizenship. Students are apprised of requirements governing honors and awards. Correspondence is also sent to parents. All committees reflect a racial balance. Participation in extracurricular activities generally reflects the school population. Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. Facilities for special education are designed to meet the needs of the students served. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Staff development activities related to educational equity have been provided. The school committees reflect diversity. Classroom instruction proceeds in an orderly manner. The school has appropriate strategies for attaining improvement goals. The building was clean. The school office has pleasant, friendly and helpful personnel. Concerns 6.1 There is an achievement disparity based on race. 13.0 The breezeway roof leaks . Oak Grove Elementary School Page 2 ANALYSIS Of the sixty-one evaluation response items, 3 percent were responses of concern and 97 percent were positive responses. The concern responses were in the areas of student achievement and miscellaneous. In comparison to last year's second semester report, there remained concern about student achievement. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Oak Grove Elementary PRINCIPAL Ronnie Duke ----------- VISIT DATE 12/05/96 TEAM CHAIR ---To-nda- M-oran- --- TEAM CO.CHAIR Annette Stuart ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 SchooVOistrict Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management Assessment Area No. 6 .1 Response The Jostens Computer program at Oak Grove Elementary now includes 2nd, 3rd and 4th grades this year. We are also providing a comprehensive develop-mental program for 4 year old students. Teachers continue to practice TESA and Team Learning methcxls. Assessment Area No. 13.0 Response --W-e h-ave- a- cu-rr-ent- w-ork- - order with maintenance to have the leak repaired. They have attanpted to repair this leak another time . Signature of Principal OAKBROOKE ELEMENTARY Oakbrooke Elementary School 2200 Thornhill Drive Sherwood, AR Mr. Karl Brown, Principal Positive Observations and Comments 1.4 There is a diverse group of students participating in Math Olympiad and the Student Council. 2.3 All students are actively involved in classroom instruction. 3.3 Procedures are evident to insure that students are apprised of information regarding various opportunities in educational programs. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied 7.1 9.4 10.4 11.3 12.10 12.12 student population. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided . Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. Classroom instruction proceeds in an orderly manner. There is evidence that curriculum monitoring occurs. There is evidence that the guidance program provides equitable services to all groups of students. Concerns 6.1 There is an achievement disparity based on race. 13.0 The Monitoring Team has reported the following facilities concerns several times: The carpet is in poor condition. The front entrance light should be repaired. Several walls should be painted . Oakbrooke Elementary Page 2 ANALYSIS Of the sixty-one evaluation response items, 3 percent were concern responses and 97 percent were positive responses. The concern responses were in the areas of student achievement and miscellaneous. In comparison to last years second semester report, there remained concerns about student achievement and miscellaneous. First Semester Monitoring Report, 1996-97 '\O PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL 0akbrooke ElementaryPRINCIPAL~K
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....n ____ _ VISIT DATE November 18, 1996 TEAM CHAIR Carla .,.ladzam TEAM CO-CHAIR- M-ass-ey ------ ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 SchooVDi$trict Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management Assessment Area No. _6_.1_ _ Response ____________ See Attachment Assessment Area No. _11_.0 __ Response ____________ Signature of Principal Assessment Area NO. 6.1 The staff at Oakbrooke Elementary will implement the following strategies to narrow the disparity performance between black and white students test scores: (1) Remedial assistance for students scoring below the 40th percentile on the SAT. (2) Parent volunteers to tutor students in grades K-2. (3) Each class strengths and weaknesses will be identified. Teachers will implement teaching strategies to improve students' performance. (4) Students in grades 3-6 will utilize Josten's software to strengthen the weak academic areas identified on the SAT 9 . Assessment Area NO. 13.0 A work order will be submitted to the maintenance department for new carpet and paint. The lights out front have been repaired. New partitions were installed in the boys' restroom. No partitions were installed in the girls' restroom . PINE FOREST ELEMENTARY Pine Forest Elementary School 400 Pine Forest Drive Maumelle, AR Ms. Mary Frances Ask, Principal Positive Observations and Comments 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased manner which results in committees that have knowledge of educational 5.0 6.2 7.1 8.1 10.4 11.2 12.1 programs for a varied student population. Participation in extracurricular activities generally reflects the school population. Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. Suspension and expulsion rates are generally representative of the student population. The school's improvement goals are posted in each classroom. Concerns 6.1 There is an achievement disparity based on race. 12.8 The office personnel needs to be more helpful and friendly . Pine Forest Elementary School Page 2 ANALYSIS Of the sixty-one evaluation response items, 3 percent were responses of concern and 97 percent were positive responses. The concern responses were in the areas of student achievement and building leadership. In comparison to last year's second semester report, there remained concern in the area of student achievement. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL 'S RESPONSE SCHOOL Pine Forest Elementary PRINCIPAL Mazy F Ask VISIT DATE ___1_ 2_ .-...q _ _- ...9.... . .6.... ____ TEAM CHAIR sara Henry TEAM CO-CHAIR Lisa Marshal 1 ASSESSMENT AREAS: 1. 0 Separation by Race/Gender in School Programs 2. 0 Curriculum 3. 0 School/District Initiated Honors and Awards 4. 0 Committees 5. 0 Extracurricular Activities @student Achievement Assessment 7. 0 Special Education 8.0 Talented and Gifted 9.0 StaffDevelopment 10. 0 Parental Involvement 11 . 0 Student Discipline 12. 0 Building Leadership/Management Assessment Area No. 6-1 Response Achievement disparity continues to be evident. Pine Forest continues to address this problem. Signature~ ~ncipal PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL 'S RESPONSE SCHOOL Pine Forest Elementazy PRINCIPAL Mm F Ask VISIT DATE __ 1~2=--.....
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.6 ___ TEAM CHAIR s a r a Henry TEAM CO-CHAIR T,i sa MarsbaJ J ASSESSMENT AREAS: 1. 0 Separation by Race/Gender in School Programs 2.0 Curriculum 3. 0 School/District Initiated Honors and Awards 4. 0 Committees 5. 0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9. 0 Staff Development 10. 0 Parental Involvement 11. 0 Student Discipline ~uilding Leadership/Management AssessmentAreaNo. 12.8 Response This matter is being addressed . PINEWOOD ELEMENTARY Pinewood Elementary School 1919 Northeastern Avenue Jacksonville, AR Mr. Truett Mccurry, Principal Positive Observations and Comments 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. 2.3 All students are actively involved in classroom instruction. 2.4 All class seating arrangements were racially balanced. 3.2 Procedures are evident to insure that students are apprised of requirements governing honors and awards. 4.0 The school staff insures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge 5.0 6.2 7.1 7.6 8.2 9.1 10.4 12.2 12.3 of educational programs for a varied student population. Participation in extracurricular activities generally reflects the school population. Goals and strategies are developed and implemented to decrease the achievement differences between black and white students. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. There is a Special Education IEP Committee which reviews the student exit process. Talented and gifted facilities are comparable to those of the campus in general. Staff development activities related to educational equity have been provided. Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. The school has appropriate strategies for attaining improvement goals. Parents are kept informed via newsletters and memos. Concerns 6.1 There is an achievement disparity based on race. 12.6 The sixth grade restrooms are not clean. The boys' restroom has a strong order. The sink and handicapped bar should be replaced. The roof leaks in the second grade area. 12.8 The office staff is not friendly and helpful. Pinewood Elementary School Page 2 ANALYSIS Of the sixty-one evaluation response items, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of student achievement and building leadership. In comparison to last year's second semester report, there remained concerns about student achievement and building leadership. There was improvement in the area of miscellaneous. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREATION SCHOOL EQUITY AND IMPROVEMENT PRINCIPAL'S RESPONSE SCHOOL PINEWOOD ELEMENTARY PRINCIPAL TRUETT MCCURRY VISIT DATE _12_/_1_7_ /9 _6_ _____T EAM CHAIR ROBERT LEWIS TEAM CO-CHAIR SANRA WESTBROOK ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7 .0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parent Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No 6.1 Response: We are getting closer to our goal each year. We hope to close the gap. Our Title 1 program is working with students to help them improve their skills. Teachen are looking at test scores and teaching toward improving all students. Assessment Area No. 12.6 Response: Our building is clean and free of debris. One bathroom was messed up by our 6th grade girls. This problem bas been taken care of by our custodial staff. Signature of Principal PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREATION SCHOOL EQUITY AND IMPROVEMENT PRINCIPAL'S RESPONSE SCHOOL PINEWOOD ELEMENTARY PRINCIPAL TRUETT MCCURRY VISIT DA TE ...._1_2 / 1_ 7_/ 9 ....,6 _______T EAM CHAIR ROBERT LEWIS TEAM CO-CHAIR SANRA WESTBROOK ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 ScbooVDistrict Initiated Honon and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parent Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No 12.8 Response: Many of our parents do not like having to sign in when they come to school. When the secretary ask them to stop and sign in and get a Our office area for arents is ve small. Man times our secretaries are covered u with work that must o out to the central office immediately. They tell the parents that they will be with them in iust a moment, but our parents do not like to wait. Assessment Area No. 13.0 Response: Our building is clean and free of debris. One bathroom was messed up by our 6th grade girls. This problem has been taken care of by our custodial staff. We are sprayed on a regular basis of bugs. When ever we see one or more, our custodian calls the bug man and he comes out within 24hr. Signature of Princip ROBINSON ELEMENTARY 1.2 1.3 2.5.3 2.4 3.1 4.0 5.0 7.1 8.1 9.4 10.4 Robinson Elementary School 21600 Highway 10 Little Rock, AR Ms. Cindy Ballard, Principal Positive Observations and Comments School enrollment reflects the racial/ethnic composition prescribed by the court order. Class/course enrollments generally reflect the racial/ethnic composition of the school. Evidence of student achievement which reflects varying teaching strategies is widely displayed. (i.e., peer tutors, buddy systems, display of students' work). The seating patterns promote interaction among students from diverse backgrounds. A variety of awards and honors is provided in areas such as scholarship, attendance, superstars and the Student Council. The school administration actively recruits a diverse group of parents and staff to serve on all committees. Participation in extracurricular activities generally reflects the school population. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. In talented and gifted classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. Contact is made regularly with the home to communicate positive as well as negative information related to student achievement (i.e., interim reports, weekly reports and the school newsletter). 11.3 The team observed that the students were on task. The teachers have used classroom management techniques. 12.1 The school has a mission statement which is posted in each classroom. 12.14 African-American resource speakers are invited to speak to students . Robinson Elementary Page 2 Concerns 6.1 There is an achievement disparity based on race. 13.0 The Monitoring Team has recommended several times that the central office administration purchase new carpeting and build a cafeteria. A fence should be installed for safety reasons. ANALYSIS Of the sixty-one evaluation response items, 3 percent were responses of concern and 97 percent were positive responses. The concern responses were in the areas of student achievement and miscellaneous. In comparison to last year's second semester report, the areas which remained concerns were student achievement and miscellaneous. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Robinson Elementary PRINCIPAL Cynthia L. Ballard VISIT DATE December 10, 1996 TEAM CHAIR Julie Nelson TEAM CO-CHAIR ______ _ ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management Assessment Area No. 6 .1 Response Yes. Robinson Elementary has an achievement disparity based on race. We continue to strive to close the gap through PA'IWICK, Family Math/Science/Literature, Family Literacy Nights, and a multitude of enriching activities throughout the curriculum. Assessment Area No. 13. o Response See Attached
of Principal c~~-ea\\x-J Assessment Area No. 13.0 Response Yes The Local Monitoring Team stated that new carpeting is needed at Robinson Elementary. It is the original carpeting - 22 years old. It has rips, stains, mildew, and is threadbare in many places. It would be beneficial to all concerned for the carpet to be replaced. The team also noted a safety precaution of putting up a fence along the west play area. The reasoning behind this request is due to new construction and widening of the road. Robinson Elementary has a dire need for a gym or cafeteria facility - with enclosed space for lunch and various learning activities that can't be done in Open Space . SCOTT ELEMENTARY 1.2 1.3 2.3 2.4 2.5.3 7.1 8.2 9.4 10.2 11.3 12.2 Scott Elementary School 15306 Alexander Road Scott, AR Ms. Jo Wilson, Principal Positive Observations and Comments School enrollment reflects the racial/ethnic composition prescribed by the court order. Class/course enrollments generally reflect the racial/ethnic composition of the school. All students are actively involved in classroom instruction. The seating patterns promote interaction among students from diverse backgrounds. Evidence of student achievement which reflects varying teaching strategies is widely displayed in the hallway and classrooms. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. Talented and gifted facilities are comparable to those of the campus in general. Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided . The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. Classroom instruction proceeds in an orderly manner. The classrooms are orderly and quiet. The rules are posted in each classroom. The principal and teachers have knowledge and understanding of and a sensitivity to the unique features of the community and neighborhoods (e.g., socioeconomic, etc.) of their students. 12.8 The school office has friendly and helpful personnel. 12.14 African-American resources speakers are invited to speak to students on a regular basis. Concerns 6.1 There is an achievement disparity based on race. 12.6 There is a strong odor in the students' restrooms. This odor can be smelled in the hallway. 13.0 The following facility concern has been cited previously: The health room is located in the principal's office area. There is a restroom in the area also. It is necessary that Scott Elementary Page 2 adults have access to hot water for sanitary purposes. However, there is no hot water in the restroom. ANALYSIS Of the sixty-one evaluation response items, 5 percent were responses of concern and 95 percent were positive responses. The concern responses were in the areas of student achievement, building leadership and miscellaneous. In comparison to last year's second semester report, there remained concerns about student achievement and miscellaneous. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Scott Elementary PRINClPAL Jo ~ilson VISIT 0ATE._ _1 _0_-_29
...-..9... .,6 __T EAM CHAIR Lisa Payne TEAM CO-CHAIR Jeanette Rogers ASSESSMENT AREAS: 1.0 Separation oy Race/Gender in School Prc~rams 2.0 Curriculum 3.0 ScnooVDistrict Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assess~ent 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Oeve\opment , 0.0 Parenta! Involvement 11.0 Student Discipline , 2.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _6__1 __ Response See Attachment Assessment Area No. _1_2_._6 _ Response A fund raiser was held by the Scott PTA and the funds will be directed toward the renovation pf the playground. The pea gravel \:ill be taken up and removed from the playground area in the spring._ Pine bark will be put dawn in the playground area under the jungle gym, etc. Uork should be comnl~t~ by spring break in March, 1997. fl ._ ) __\ J...,.....~. ..... ..,1,{, 111 .J~
-~~--=------ sanature of Principal i\ ~Q ~ Assessment Area No. 6.1 Response: In order to address the disparity in achievement test scores our school has become a school-wide Chapter I project so all students can benefit from Chapter services. We have the Josten's Leaming program in reading and math with three computers and a printer in each classroom working
the third and fourth grade classes have being using their computers since the beginning school in 1995 and the other classes are now on line. The Reading Program is continuing to be implemented in the first grade. Test Taking Tactics will be taught at all grade levels to better prepare students for achievement testing. Grants from Rockefeller Fmmdation and the State Department are being utilized to purchase books for students to take home nightly. and to provide staff development in new teaching techniques. and to provide materials for book making . PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Scott Elementacy VISIT DATE io-29- 96 PRtNC\PAL Jo \.
ilson TEAM CHAIR Lisa Payne TEAM CO-CHAIR Jeanette Rogers ASSESSMENT AREAS: , .a Separation oy Race/Gender in School Prcx_rams 2.0 Cumculum 3.0 ScnocvO,strict Initiated Honors and Awards 4.0 Committees 5.0 ExtracurricJlar Adivities 6.0 Student Achievement Assess~ent 7.0 Special Education a.a Talented and Gifted 9.0 Staff Development , 0.0 Parenta! involvement , , .0 Student Discipline , 2.0 Building LeadershipiManagement 13.0 Miscellaneous Assessment Area No. 13.0 Response The primary girls, boys and the intemediate boys, girls bathrooms have been renovated. Stall doors have been installed along with ne\l stalls. The floors have been treated with a disinfectant and oopped \nth a deodorizer. Bathroor:1s h2ve been brought up to standards. Request has been r.,ade to maintenance for hot \:ater heater and to be built around the sink in bathroom. Assessment Area No. ____ Response ___________ _ S~ature of Principal ~ '-fi)l& Acting Principal SHERWOOD ELEMENTARY 2.2 2.3 2.5.1 3.1 9.1 10.2 11.3 12.14 Sherwood Elementary School 307 Verona Avenue Sherwood, AR Mr. Larry A. Fuller, Principal Positive Observations and Comments All teachers keep progress records of achievement in several ways. The committee observed all students involved in class-room instruction. The principal's office, hallways, classrooms and media center have visual displays which reflect the racial differences of the student body. Perfect attendance awards, superstars awards, birthday recognition and fire marshals include students of a diverse ethnic background. Staff development activities related to educational equity have been provided. The principal visits homes, makes phones calls, and sends memos and letters to parents. The PTA sends newsletters, memos and makes phone calls. Teachers send memos and make phone calls. Classroom instruction proceeds in an orderly manner. African-American resource speakers are invited to speak to students . Concerns 1.3 The class enrollment at the fourth grade level does not reflect the racial composition of the school. 6.1 There is an achievement disparity based on race. 7.1 In the special education classrooms, the teachers do not have adequate materials and equipment to deliver the curriculum. 7.3 The special education classrooms are not integrated into the total school environment. 11.2 The suspension rates are not representative of the student population. It is disproportionate based on race. 12.7 The hallways are not orderly . Sherwood Elementary School Page 2 ANALYSIS Of the sixty-one evaluation items, 1 O percent were responses of concern and 90 percent were positive responses. The concern responses were in the areas of separation by race in school programs, student achievement, special education, student discipline, building leadership and miscellaneous. In comparison to last year's second semester report, there remained concerns in the areas of student achievement, student discipline and miscellaneous. There was improvement, however, in the areas of curriculum and parental involvement. First Semester Monitoring Report, 1996-97 PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Sherwood Elementary PRINCIPAL Larry A, Fnl l er VISIT DATE December 13, 1996 TEAM CHAIR Teresa Killough TEAM CO-CHAI R._Le_t_h_a T_o_dd_ ____ ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _1_ _. 3 __ Response I don't understand the "no" answer here. There are no one race or one sex or isolated students. Our entire student population is down. Fourth grade lost a teacher, but it isn't the grade level with the lowest number of minority students. I disagree with the "no" answer. Assessment Area No. _ 6__1 ___ Response Disparity continues to be an issue across the three districts. The committtee made some excellent suggestions. We do not have as much disparity as some schools and it gets lower the longer we have students . PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'$ RESPONSE SCHOOL Sherwood Elementary PRINCIPAL Larry A. Fuller VISIT DATE December 13, 1996 TEAM CHAIR Teresa Killough TEAM CO-CHAIR Letha Todd ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _7_. o ___ Response I disagree with this statement. Ms. Smith is a beginning teacher, so naturally she doesn't have as much material as a 20 year teacher. She is provided the same materials and opportunities as everyone else. Assessment Area No. _7_.3 ___ Response I disagree with the committee. I feel they injected personal bias into this item. The faculty during COE suggested grouping Special Education classes together as we do first and second grades, etc. Most students served are in the upper grades, so regular classes and resource classes are on the same f]aar PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Sherwood Elementary PRINCIPAL Larry A. Fuller VISIT DATE December 13, 1996 TEAM CHAIR Teresa Killough TEAM CO-CHAIR- L-e th-a -To-dd ----- ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 13.0 Miscellaneous Assessment Area No. _11_._2 _ Response Discipline rates are roughly equal, but still disproportionate. Our discipline management plan continues to improve these numbers. Assessment Area No. _1_2_. 7 _ Response I don't understand this answer. Teachers and administrators observe students and insure orderly conduct. We have had no injuries or major, even minor, discipline reports for hall behavior . '~ re of Principal SYLVAN HILLS ELEMENTARY Sylvan Hills Elementary School 402 Forest Ridge Road Sherwood, AR Ms. Diane Vogler, Principal Positive Observations and Comments 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. 2.3 The children were actively involved. The students' work was displayed very well. 2.5.1 The school's bulletin boards and visual aids reflect the raciaVethnic and gender differences of the students. 2.5.3 Various teaching strategies are used at the school. These strategies include peer tutoring team learning and shared paired reading. 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. The staff 4.0 7.1 9.1 10.1 12.2 12.6 12.10 NOTE: awarding students for perfect attendance. Committee appointments are made with attention given to choosing members from various backgrounds. Committees are racially balanced. In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. The importance of educational equity has been emphasized through workshops, committee assignments and staff meetings. Parents from many cultural backgrounds are actively involved in all school functions. (I.e., Arts in Education Program and the PTA). The school has appropriate strategies for attaining improvement goals. The campus and building are clean. There is evidence that curriculum monitoring occurs. The teachers' plan books are evaluated weekly. New carpet was installed in the first grade building. Concerns 6.1 There is an achievement disparity based on race . Sylvan Hills Elementary School Page 2 13.0 The following concerns have been reported before: More lights should be installed on the parking lots and in the courtyard. The roof still leaks in some areas (e.g., classroom 121 ). ANALYSIS Of the sixty-one evaluation response items, 3 percent were responses of concern and 97 percent were positive responses. The concern responses were in the areas of student achievement and miscellaneous. In comparison to last year's second semester report, the areas which remained concerns were student achievement and miscellaneous. First Semester Monitoring Report, 1996-97 I , PULASKI COUNTY SPECIAL SCHOOL DISTRICT OFFICE OF DESEGREGATION SCHOOL EQUITY AND IMPROVEMENT MONITORING TEAM EXIT CONFERENCE PRINCIPAL'S RESPONSE SCHOOL Sylvan Hi 11 s El err.. PRINCIPAL Diane C. Vogler _ VISIT DATE November 21, 1996 TEAM CHAIR Regina Roberts TEAM CO-CHAIR Lenette Thomas ASSESSMENT AREAS: 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum . 3.o SchooVDistrict Initiated Honors and -Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement Assessment 7.0 Special Education 8.0 Talented and Gifted 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management Assessment Area No. _6_.1 __ Response See Attachment Assessment Area No. _1_3_o. _ Response see Attacbroeot 6.1 There continues to be disparity based on race on standardized achievement test scores. This year's new test form and limited skill review time prior to the administration of the test are contributing factors. We are constantly promoting a positive self esteem with individual students, as well as utilizing the concepts of team learning, peer tutoring, and TESA. Members of the Teachers' of Tomorrow also provide individual or small group tutoring with students who need additional assistance. 13.0 a. Richard Wilkerson, Director of Maintenance, has been contacted about the lighting in the courtyard and new staff parking lot. This has been placed on the work list to be completed as soon as possible. b. Due to the district's financial situation, additional nurses can not be provided. e. Additional computers can not be provided until the district receives millage money. f. The district continues to work toward the completion of the construction at our school. Due to emergencies in the district, they will finish as soon as possible. g. Carpet will be installed in classrooms as soon as the PTA and school can provide the funding . TAYLOR ELEMENTARY 1.3 2.1 2.2 3.1 4.0 6.2 7.5 9.4 10.2 11.1 11.3 11.4 12.1 12.13 12.14 Murrell Taylor Elementary School Route 1 , Box 43-A Jacksonville, AR Ms. Ellen Eddings, Principal Positive Observations and Comments Class/course enrollments generally reflect the racial/ ethnic composition of the school. Teachers are required to mark multicultural curriculum guides and other curriculum guides. Student records are maintained and gra
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