Arkansas Department of Education's Semiannual Monitoring Report, Volume 3

G ECOE CYCLE V MONITORING REPORT 642 ECOE MONITORING REPORT UPDATE: In the last monitoring report on the ECOE Cycle V schools, twenty-one schools within the three Pulaski County school districts were included. These were all to be schools which were assigned to Cycle V of the ECOE school improvement process. Please note that Pulaski Heights Elementary School was one of the schools reported to be in Cycle V. In actuality. it should have been Pulaski Heights Junior High School that was included in the February, 1996 monitoring report. Pulaski Heights Junior High School is a Cycle V ECOE school while Pulaski Heights Elementary School is a Cycle I ECOE school and should be reported in the 1996-97 monitoring reports. A report on the progress of Pulaski Height Junior High School in ECOE Cycle V is included in this document. CYCLE V PROGRE REPORT: During the spring semester of 1996 the Cycle V ECOE schools finalized the school improvement plan in preparation for the upcoming external team visit. Final decisions were made at the building level utilizing teaming acti,ities. The final document was submitted to the appropriate district office for printing or printing was done at the building level. The school improvement document wa then mailed to all team member for perusal prior to the external visit. A copy of the impro\'em nt plan for each of the ECOE Cycle V school is included with thi report. The completion of the team vi it and the ubmitting of the team report to each choo] places the school at th implem ntation tag for trategies created through the ECOE proc ~. A copy of the improvem nt plan for each of th ycle V ECOE school is on file at th AD . TEAM VI IT External team ,, re e tabli. hed during the foll and pring in preparation for late spring \'i it date . Team compo ition g nerall) included a chairp r on from the rkan as Department of Education. cla ro m teacher.' and r pre entatiYe from ollege and l 1niversitie . Th teams gen rally c n i t d of fi, e member'. Team re pon ibilitie during th two da \'i it included peru al of the accumulat d data at the chool ite. inter\'iew with variou steering committe memb r and cla r om vi itation. orth entra] ssociation guidelin s and standard V\ ere reviewed during the team vi it a w 11 a a ment of the chool impro ement proc r ferr d to as ECOE. The major re ult of the t\\ da ,t ma] t am \'i it , a a writt n report generat d by th t am ba ed on the ob rvati n mad during th vi it. This \vritt n report contain tr ngth and recommendation of th ch I impr ,, m nt proce plu a narrati e that incorporat th chool improvement proce . th t am vi it acti, itie and th crit ria. Thi writt n report i mai 1 d to th appropriate up rint ndent a ,, ell a each eparat chool withing thirty w rking day of the t am \'i it. c P) f th team , i it r p rt for each f th ycle cho I i includ d in thi docum nt. 643 DATA UTILIZATION: Each Cycle V school collected data in preparation for making decisions in the school improvement process. Three types of data ,
vere used in this process. Those data types were perceptual, archival and achievement. A perceptual instrument was utilized by each school in the data collection process. Students, parents and teachers were surveyed in order to gather information about cunent perceptions of stakeholders of each particular school. Needs assessments were conducted based on the results and interpretations of these data types. Decisions as to potential strategies to address identified needs were made utilizing teaming methods and were based on data findings. brainstorming activities and current educational research. Each school ECOE improvement plan included narratives that describe the data and how they were utilized in the decision making processes. References to various data types and uses are generally found in several places within the school improvement document. The most notable data reference are found in the school profile or review of data and in the four target narratives. 644 AMBOY ELEMENTARY SCHOOL :!\ORTH LITTLE ROCK SCHOOL DISTRICT ~ORTH LITTLE ROCK, ARKANSAS 72118 FEBRUARY 20 - 21, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTE\TIED CO~1PREHENSIVE OUTCOMES EVALUATION Submitted to: !\1r. James Smith, Superintendent March 25, 1996 Ms. Beverly Kelso Principal, Amboy Elementary School Copies to: Dr. Emma Bass NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James A. Hester Co-Coordinator, Field SerYices Ms. Suzy Shaunfield Steering Committee Chairperson Compiled by Mr. Bob Paulovich Field Services Specialist 645 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION FEBRUARY 20 - 21, 1996 AMBOY ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. BOB P AULOVICH, GENERAL CHAIRPERSON Mr. Ron Looper, Chairperson Staff Development Specialist Little Rock School District 600 South Ringold Little Rock, Arkansas 72201 Mrs. Ann Biggers Administrator of Gifted Programs Arkansas Department of Education #4 State Capitol Mall= Room 105-C Little Rock, Arkansas 72201 Dr. Bob Lump kins Professor of Elementary Education Henderson State University P.O. Box 7644 Arkadelphia, Arkansas 71999 646 Mrs. Donna Brown Teacher Perrin Elementary School 1201 Smithers Drive Benton, Arkansas 72015 Mr. Dean Burbank Collegeville Elementary School Bryant School District 200 Northwest 4th St. Bryant, Arkansas 72022 FOREWORD On February 20-21, 1996 five rcprc ntatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Amboy Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE) State Committee that the observations and recommendations included in this report will assist the faculty and administration of Amboy Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Amboy Elementary NCA/ECOE Steering Committee staff, administration, students. board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative, and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan de eloped to meet the needs of all the students at Amboy Elementary. 647 CHAIR SUMMARY: VISITING TEAM REPORT Amboy Accelerated Elementary School is located in a neighborhood setting, two blocks from McArthur Drive. It is one of fifteen elementary schools in the North Little Rock School District. The school population of 400 students which is very mobile with 20% of the students being bused from other neighborhoods. The racial makeup of the school is 53% black and 47% white. The staff consists of the principal. a half-time assistant principal, 21 certified staff members, and 21 non-certified. The school plant and grounds seemed to be well utilized to encompass the school population and programs. Modifications have been made in the building to provide a more structured environment for the teaching learning process. The NCA/ECOE Self Study Process which began in February of 1995, actually became an extension of the Accelerated School Problem Solving Model. As they began looking at the ECOE process, the faculty found a direct correlation between the frameworks of both. Teams were already in place from the Accelerated Program in which they called cadres." These teams began working in the target areas as a part of the school improvement process. The following targets were selected for improvement: 1. School Climate
2. Parent and Commuruty Involvement
3. Clear School Purpose: and 4. Monitoring and Assessment of Student Achievement. They began with the review of the mission statement and ex:1.mined it to find the degree to which it met the philosophy and beliefs of the schools constituents. Within the accelerated program, achievement data collection and analysis had already begun. The data was broken down and graphed by student populations of black males, white males, black females, and white females. The progress of the district was also charted as a means of identifying needs. The perceptual data was categorized by combining strongly agree and agree scores in one category, and strongly disagree along with disagree scores in another. The perceptual data was used as a means of support for selecting the targets. A vast amount of archival data was also used in the process. The staff interviews and meeting notes indicated that all members of the school were involved in the school improvement process. There was evidence throughout the school improvement plan that the vision was the driving force for Amboy Elementary School and Community. 648 District Recommendations There are none to report at this time. School Improvement Recommendations: 1. The Committee recommends the identification of specific actions designed for the subpopulations. 2. The committee recommends that a specific person (position) be identified to be responsible for completing the action. 3. The sidewalk between the portable building and the main building needs a guard over the gutter drain. 4. Replace the tile that is cracked. 5. Medications need to be in a locked area. 649 SCHOOL CLIMATE Strengths: 1. Repairing the parking lot and installing new lighting facilitates better access to the school and promotes a safe physical environment. 2. The staff of Amboy Elementary has promoted a love for reading through the "Read Me A Rainbow" program. 3. An intervention class has been established to eliminate distractions in the regular classroom. This program is a means of in-school suspension. Recommendations: 1. Resources, such as PT A funds and fund raisers,needs to be pursued to further improve the playground and any other area the faculty chooses to aesthetically improve. 2. Involve grandparents~ parents, and students, along with the teachers. in choices concerning aesthetic improvements in the school. 3. In-service training should be given to all the noncertified staff involved in lunch or recess supervision dealing \Vith behavior problems and proper management of students. PARE T AND COMMUNITY INVOLVEMENT Strengths: 1. A number of special programs have been implemented along with plans for additional programs which have the potential of informing and involving parents and the community (For example, DARE, STARS, VIPS, CHAMPS, READING RECOVERY, READING RAINBOW). 2. The availability of extension telephones in each major area of the school facility facilitates better teacher-parent communication. 3. A monthly newsletter is sent to parents during the school year which provides parents with information relative to school events, special programs, etc. 4. Student work displayed throughout the school plant demonstrates an emphasis on learning and achievement on how parents and community leaders visit the building. 650 5. Teachers, students. and staff personnel demonstrate pride in their school by the general cleanliness of the facility and visual displays. Recommendations: 1. The parent information center has the potential of providing a viable service to parents, but additional planning may be needed relative to its physical location. 2. An ad hoc committee composed of teachers, parents, community, and business leaders should be formed to re-examine the proposed plan for piloting.the teacher-parent communication system. 3. The five year plan may need revising after the 1996/1997 school term. For example, action #2 on page 31 addresses a school wide behavior plan which should be moved to year two or three. 4. Continued efforts should be made to alleviate bus and automobile traffic flow problems. A comprehensive plan may require the construction and/or development of additional parking areas. The plan should also address adding loading and unloading sites for buses and automobiles. 5. Teachers, students. and parent volunteers may assume the responsibility for publishing the monthly newsletter. 6. The school plant appears to be due for routine maintenance and repair. This may include painting (interior and exterior) replacement of missing floor tiles, etc. CLEARS CHOOLP URPOSE Strengths: 1. It is very evident that the school's improvement plan (Clear School Purpose) was well planned. Teachers, students and parents were involved in the planning, surveying and carrying out the whole process of the plan. 2. Campus mission statement and motto was posted throughout the building. Students were involved in activities to learn what the mission of the campus was by: Making announcements on the speaker, writing assignments, what Amboy means to me, classroom discussions, taking the mission into parts and letting students tell what it means, (plays, role playing) and going over it at PT A meetings. 3. The staff was involved in every aspect of the ECOE plan. Data gathering began in 1994 and analyzed by the staff in 1995. 651 3. A monthly newsletter is written to inform parents of the mission, current affairs, projects, etc. Recommendations: 1. The improvement plan actions should be reviewed yearly to determine if actions in years two - five could be moved up. 2. Campus mission statement should be large enough to be visible and readable. 3. Prepare a system of orientation for new parents/students to familiarize parents/students with the mission of the campus, programs, curriculum, volunteer opportunities, campus schedules, etc. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The infusion of the many varied reading~ math, and writing activities into all aspects of the curriculum helps stimulate motivation of students and makes curriculum relevant. 2. Using other materials and pieces of literature beyond the district reading text to teach reading and its connectedness to all aspects of the curriculum is commendable. 3. The enthusiasm and dedication of faculty can be seen throughout the entire school. Recommendations: 1. Explore specific instructional strategies, such as the Shared Inquiry Method, of discussing literature from the Junior Great Books Program that could add to the success of the reading program. 2. To better meet the needs of all students, consider in-service on Learning Styles for all faculty and staff. 3. Contact a specialist from higher education and/or Arkansas Department of Education for a variety of ideas that have proven sound for increasing reading scores
therefore decreasing disparity. 4. Review the literature to analyze what other schools with similar concerns have done to help alleviate the problem of disparity in similar areas. 653 Perceptual Survey Use: Amboy Elementary School Amboy Elementary School analyzed the perceptual data and noted the following weaknesses: Only 55% of the parents felt the building and grounds were in good repair. Parents and students did not understand the vision and School purpose of Amboy. Parents did not understand or promote the instructional program. More motivational speakers were needed. As a result, the following outcomes and actions were developed: To improve parent and student perceptions concerning an attractive and inviting campus. Students. staff. and community will increase understanding of and respect for Amboy's vision. To increase parental involvement in instructional programs. Contact community organizations for motivational speakers. 654 (J'\ V1 V1 14 ELEMENTS IN THE ALLEN LETTER I. E idence that policie , procedures, rules and regulations are developed and implemented to facilitate de egregation. AMBOY ELEMENTARY: NLRSD STRATEGIES TO ADDRESS EVIDENCE IN ECOESCHOOL IMPROVEMENT PLAN SITE VISITS ANNOUNCED A. Is Acti\ ity Taking Place? B. Available Evidence A. Yes B. Document/Record Principal's Interview SITE VISITS UNANNOUNCED A. Is Activity Taking Place? 8. Available Evidence A. Yes B. Document/Record Principal's Interview Vl ' ' 2. Evidence that plan related to reducing achievement disparity between black and nonblack students are progressi ely successful. [mplement portfolio assessments, pp.18-19 Implement '"Reading Across the Curriculum". p.22 Develop reading incentives. p.23 Establish tudcnt author center, p.23 Provide behavioral rewards. p.13 Re earch factors contributing to absenteeism. p.15 Implement a parent student and teacher contract for homework completion, p.27 Invite guest speakers for special interest groups, p.27 Inform parents of student ' behavior on a consistent basis, p.31 A. Yes A. Yes B. Document/Record B. Document/Record Principal"s Interview Principal' s Interview O"\ VI -.....J "I .) . 4. 5. 6. E idence that student as ignments to schools, classes and programs at each organizational le el are made without bia. Evidence that staff development days authoriz d as a re, ult of the Agreement are u ed to facilitate the d egregation process. E idence that travel time to and from school I not disproportionate among black and nonblack students and the percentage of black students transported for de egregation is not significantly greater than the percentage of non-black students transported for de gregation. Evidence that guidance and counseling is designed to meet the needs of a diverse tudent population. A revie\v of grouping practices Student Profile ( comp ed. special ed. honor roll. gifted math students. Chapter I students. and summer School students). p.3 Encourage all staff members to attend K-4 Math Crusade, p.15 Test all students for Early Prevention of chool Failure, p.15 A . Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal' s Interview A. Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal's Interview A. Yes A. Yes B. Document/Record B. Document/Record . A. Yes A. Yes B. Document/Record B. Document/Record Observation O'\ V1 co 7. Evidence of internal procedures for ensuring that materials for appra1 smg or counseling students are non-discriminatory. A. Yes B. Document/Record Vl ' \.0 8. Evidence that curricular content and instructional strategies are uti I ized to meet the diver e needs of the student population erved. Implement a parent student and teacher contract for homework completion. p.27 Invite guest speakers for special interest groups. p.27 Promote a Parent Week. p.29 Encourage all staff members to attend K-4 Math Crusade. p.15 Extend Reading Recovery to include students in K-3. p.15 Establish a bulletin board to highlight parental involvement. p.29 Familiarize parents with appropriate books/reading material . p.30 Research factors that contribute to students scoring in the lowest quartile. p.15. Examine literature for strategies in reading and writing that would affect disparity. p. 16 A. Yes A. Yes B. Document/Record B. Document/Record Principars Interview Principal' s Interview (J'\ (J'\ 0 9. 10. 11. Evidence that personnel I recruited, employed and assigned in a manner to meet the goals of a de egregating school di trict. E idence that procedures related to extracurricular and cocurricular acti ities arc developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the tudent population. E idence of diverse repre entation on appointed district wide and chool-based committees. A. Yes A. Yes B. Document/Record B. Document/Record Principal's InterYi w Principal' s Interview A. Yes A. Yes B. Document/Recor=l B. Document/Record A. Yes A. Yes B. Document/Recor B. Document/Record Principal' s Intervi w Principal s Interview (J'\ (J'\ t--' 12. 13. 14. Evidence of efforts to ensure that parent attendance at school functions is not disproportionate to the student population. Evidence of success related to Majority to Minority transfers Evidence that magnet schools are an effective i nterdistrict remedy for racial balance. Written invitations to parents during School hours, p.12 Invite parents as speakers. p.25 Utilization of parent and community VIPS volunteers. p.25 Organize a parent talent show. p.26 Contact community organization for speakers. p.26 A. Yes A. Yes 8. Document/Record 8. Document/Record A. Yes A. Yes B. Desegregation Files 8. Desegregation Files A. NIA 8. NIA B. NIA Copies to: BAKER ELEMENTARY SCHOOL PULASKI COUNTY SPECIAL SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72211 APRIL 2 - 3, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTE DED COMPREHENSIVE OUTCOMES EVALUATION Submitted to: Mr. Bobby Lester, Superintendent May 24, 1996 Ms. Ila ewberry PrincipaL Baker Elementary School Ms. Peggy Mears teering Committee Chairperson Compiled by: Mr. John 1cKinnon Field Services Specialist Dr. Emma Bas NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James A. Hester Co-Coordinator. Field Services 662 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 2 - 3, 1996 BAKER ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. JOHN MCKINNON, GENERAL CHAIRPERSON Mr. Bob Paulovich, Chairperson Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock. Arkansas 72201 Ms. Susan Beard, Teacher Terry Elementary School 10800 Mara Lynn Drive Little Rock. Arkansas 72211 Ms. Sue Walls Instructional Resources Center Little Rock School District 600 South Ringo Little Rock. Arkansas 72201 663 Ms. Donna Stiles, Teacher Bale Elementary School 6501 West 32nd Street Little Rock, Arkansas 72204 Dr. Jody Musgrove, Professor Center for Academic Excellence University of Central Arkansas Box 5006 201 Donaghey Conway. Arkansas 72035 FOREWORD On April 2 -3, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Baker Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State committee that the observations and recommendations included in this report will assist the faculty and administration of Baker Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team. recommendations have been made to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases. will not be new and different, but are in support of the School improvement team s conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Baker Elementary NCA/ECOE Steering Committee. staff. administration. students. board and community representatives for a superb two-day visit. The students and staff were most courteous. informative. and cooperative throughout the ,isit. The student guides certainly did their utmost to provide direction to specific areas and to assist with information. The food and various amenities provided by parent and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Baker Elementary School. 664 CHAIR SUMMARY: VISITING TEAM REPORT J. W. Baker Interdistrict Elementary School is located in western Little Rock. It currently serves students in kindergarten through sixth grade. The building was constructed in 1959, and is in excellent repair. Recently, four classrooms. a multipurpose room. and a twenty-eight station computer Jab. The Schoo] has several specialty programs. Alpha. LEAP. Extended Day Care, and an awardwinning Economic Specialty Program are all incorporated into the School day. The staff at Baker Interdistrict Elementary School consists of twenty seven percent black and seventy three percent white personnel. It includes fourteen regular classroom teachers. two re ourc t ach rs. one Alpha teacher. one LEAP t ach r. one coun elor, one media peciali t one economic specialist and several paraprofessionals. Baker Elementary School began the NCA/ECOE proces during 1994, and the process continued until April 1996, when the NCA/ECOE visiting team was on campus. The principal, Ms. Ila ewberry. appointed the steering committee chairperson, and together they selected the steering committee. The steering committee was responsible for the distribution, collection, and analysis of the perceptual. archival. and achievement data. After close examination of the archi\'al and achie\'ement data. the staff selected the following targets for improvement: 1. Monitoring and Assessment of Student Achievement 2. School Climate~ 3. Time on Task/Opportunity To Learn
and 4. High Expectations. Later, four target area subcommittees were formed and each was chaired by one member of the steering committee. The faculty developed outcomes and actions during the spring of 1995. Implementation began Augu t of 1995. It is evident to the visiting team, that the steering committee provided outstanding leadership throughout the NCA/ECOE process at Baker Elementary. A high level of enthusiasm exists among staff regarding the chool 's plans for impro ement. All faculty members were in vol ed in the process. and are knO\: ledgeable of the process and the plan. A student profile wa developed emphasizing that there is a need to reduce the disparity between black and v bite 665 students and the plan was written with the subpopulation in mind. The visiting team would like to commend the faculty for the efforts. and we realize the process was difficult and time consuming. We hope our input will help improve an already strong ECOE report. District Recommendations: There are none to report at this time. School Improvement Recommendations: 1. Being that the perceptual surveys were not made available to the staff, the visiting team strongly recommends to re-survey faculty, parents, and students and compare the results to the improvement plan. 2. The visiting team strongly recommends that during early morning planning time, students be monitored in an area other than classrooms in order to provide uninterrupted planning time. 3. Cover exposed concrete edges of the front basketball concrete for safety reasons .. 4. In order to ensure action implementation. specify a specific person responsible by position. 5. In order to have a five-year plan, continue to col1ect and analyze the data and continue to develop the School Improvement Plan. 6. The perceptual data should be available to the faculty for School improvement development. 7. Actions should be developed to a higher degree of specificity. 666 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The staff provides for a variety of techniques, including the use of technology on a regular basis, to improve reading comprehension and Stanford 8 scores. 2. The staff utilizes a potent resource at Baker, parent volunteers. for tutoring in reading comprehension and good test taking skills. 3. The staff verifies evidence that all items listed on the time line have taken place to date. Recommendations: 1. Further refine the frequency/value of alternative measures. such as portfolios. 2. Work with media specialist. teachers. and parents to provide more media center time or alternate access to printed material. 3. Refine the prescription sheet/prescription folders to list specific strategies of concern/ instruction based on tanford 8 comprehensive reading sub-scores. SCHOOL CLIMATE Strengths: 1. The School is a safe place to work. 2. Good di cipline exi ts in clas rooms. 3. Students take pride and are proud of their School. 4. Teachers and student were on task and good learning was taking place. Recommendations: 1. An outcome for disciplin management plan could be separate from the safety and 667 security of students. 2. Continue to develop School spirit activities ongoing in years two through five. OPPORTUNITY TO LEARN/TIME ON TASK Strengths: 1. Classrooms are organized to provide instructional opportunities for a variety of learning styles. 2. Classroom disruptions are kept to a minimum helping maximize time on task. 3. The facility is attractive and well maintained, creating an atmosphere conducive to learning. 4. Cooperative learning strategies are in evidence. 5. Creative strategies for integrating economic into the curriculum are evident in most areas of the School. 6. An active Economics Education Speciali tis an obvious asset to their program. 7. The program of parents serving as tutors for students needing help in reading is commendable. Recommendation : 1. An ongoing program of staff development in integrating economics into the curriculum is needed and would be very beneficial in helping new teachers and teachers not well-versed in economic education. 2. The outcome identified on page 34 of the plan is in reality an action and is listed as action on page 36. This needs clarification. 3. The time line for this part of the plan needs serious revision. In essence, this portion of the plan has nothing beyond January 1996, and the actions listed have not been compl t d. 668 4. Specific instructional strategies should be identified to help reduce the disparity in test scores between black and white students. There strategies (i.e., peer tutoring) should be incorporated into the plan .. 5. How the actions identified on page 36 of the plan will bring about the desired goal needs to be more clearly explained. HIGH EXPECTATIONS Strengths: 1. The administrators/teachers effectively use the "Real-Life" Economics program to achieve the desired outcome. 2. Displays of student work were commendable. 3. Use of School-wide motivational speakers appears to be an effective tool. Recommendations: 1. Survey data that revealed concerns leading to the choice of High Expectations as a target area should be available for review. 2. Continue to enlist the aid of the faculty and staff to submit topics and motivational speakers on a monthly basis. Consider the use of a young speaker such as a high School student body president, valedictorian, etc. Younger children can be positively influenced by older children. 3. Additional actions should be developed for years two through five of the ECOE cycle. 669 a PERCEPTUAL SURVEY USE: BAKER ELEMENTARY SCHOOL Perceptual surveys were administered by the School, but the results were not used in developing the School improvement plan because, according to the School, the results were lost. 670 BAKER ELEMENTARY: PCSSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOU CED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN 1. Evidence that policies, Revise and implement A. Yes A. Yes procedures, rules and Discipline Management Plan. regulations are developed p.19 B. Document /record B. Document/record and implemented to Principal's lnterview Principal' s Interview facilitate desegregation. 2. Evidence that plans Incentive program. A. No A. Yes related to reducing p.24 achievement disparity B. ADE Desegregation Files B. Documentation/record between black and Improve test-taking Principal's Interview nonblack students are skills, p. 30 progressively successful. 3. Evidence that student A. Yes A. Yes assignments to schools, classes and programs at B. ADE Desegregation Files B. Documentation/record each organizational level Principal' s Interview are made without bias. 4. Evidence that staff Teaching/learning styles, p.25 A. Yes A. Yes development days authorized as a result of B. Document/record B. Document/record the Agreement are used to Principal' s Interview Principal' s Interview facilitate the desegregation process. ()'I -.J N 5. 6. 7. 8. Evidence that travel time to and from school is not disproportionate among black and nonblack students and the percentage of black students transported for desegregation is not significantly greater than the percentage of non-black students transported for desegregation. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. Evidence of internal procedures for ensuring that materials for appraising or counseling students are non-discriminatory. Evidence that curricular Utilize computer lab, content and instructional p.28 strategies are utilized to meet the diverse needs of Increase use of media the student population p.29 served. A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record center. Observation Observation Conference Conference Principal' s Interview 9. Evidence that personnel A. Yes A. Yes is recruited, employed and assigned in a manner B. Document/record B. Document/record to meet the goals of a Principal's Interview Principal's Interview desegregating school district. 10. Evidence that procedures Implement Student CounciL A. Yes A. Yes related t extracurricular p.20 and cocurricular acti itics B. Document/record B. Document/record arc dev loped and Implement Student implemented to identify Ambassadors. p.20 and eliminate conditions that re ult in participation that is disproportionate to the tudent population. 11. Evidence of diverse A. Yes A. Yes representation on appointed district wide B. Document/record B. Document/record and schoo I-based Confernce committees. Principars Interview 12. Evidence of efforts to A. Yes A. Yes ensure that parent attendance at school B. Document/Record B. Document/record function is not disproportionate to the tudent population. 13. Evidence of success A. NIA A. NIA related to Majority to Minority transfers 8. No M-to-M students were B. No M-to-M students were reported reported 14. Evidence that magnet A. NIA A. NIA chools are an effective interdistrict remedy for B. NIA B. NIA racial balance. CARVER MAGNET SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72202 APRIL 22 - 23, 1996 REPORT OF THE ORTH CE TRAL ASSOCIATION/ EXTE DED COMPREHE SIVE OUTCOMES EVALUATION Copies to: Dr. Emma Bas N CA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James a. Hester Co-Coordinator_ Field er ice Submitted to: Dr. Henry William , Superintendent May 24, 1996 Ms. Diane Barksdale Principal. Carver Magnet School M . Linda Amm 1 and s. Mary mith 't ering Committee Co-Chairpersons Compiled by: Mr. David Watts Field Services pecialist 675 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 22 - 23, 1996 CARVER MAGNET SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mrs. Alice Simelton. Chairperson Arkansas Department of Education #4 State Capitol Mall. Room 301-B Little Rock. Arkansas 72201 Ms. Kim Hearn. Teacher Harris Elementary School 4424 Highway 161, North No. Little Rock. Arkansas 7211 7 Ms. Carla Batton. Teacher Boone Park Elementary School 1400 Crutcher 't. No. Little Rock. Arkansas 72114 676 Ms. Debbie Barnes, Professor University of Central Arkansas 201 Donaghey Avenue Conway, Arkansas 72035-0001 Ms. Susie Jackson. Principal Indian Hills Elementary School 6800 Indian Hills Drive o. Little Rock, Arkansas 72116 FOREWORD On April 22 - 23, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Carver Magnet School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State committee that the observations and recommendations included in this report will assist the faculty and administration of Carver Magnet School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team. recommendations have been made to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases. will not be new and different but are in support of the School improvement team's conclusions. Recommendations have been made to foster fmiher service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Carver Magnet NCA/ECOE Steering Committee. staff. administration, students. board. and community representatives for a superb t,\o-day visit. The students and staff were most courteous. informative. and cooperati\'e throughout the \'i it. The student guides certainly did their utmost to provide directions to specific areas and to a sist with information. The food and various amenities pro\'ided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Carver Magnet School. 677 CHAIR SUMMARY: VISITING TEAM REPORT Carver Magnet School began their self-study during the fall 1994-95 School year. with the assistance of Field Services Specialists from the Arkansas Department of Education. a Schoolwide meeting was held to explain the self-study process. The principal, Ms. Diane Barksdale, appointed a Building Steering Committee to organize this effort. The steering committee established four subcommittees to begin the distribution, collection, and disaggregation of achievement, archival, and perceptual data. After close examination of all data, the staff selected the following targets for improvement: 1. High Expectations
2. Monitoring and Assessment of Student Achievement
3. Parent and Communit Involvement and 4. School Climate. During the early stages of the School improvement process, the staff, with the involvement of parents, developed a vision statement. Afterwards, specific learner outcomes were developed for concentration for the next five years. Target committees were selected and began additional data collection in order to determine outcomes for the School Improvement Plan. It is evident to the visiting team that the steering committee worked diligently throughout the NCA/ECOE process at Carver Magnet School. The faculty was involved in the process and communicated a sense of pride in the success of their efforts. They intend to follow through with their plan to evaluate its success for regular revision. Administrative support, both district and building level, was provided for the staff tluoughout the self-evaluation. Arrangements were made to provide release time for committees, and there was continuous support from the Arkansas Department of Education. The Carver Magnet School Educational Programs are designed to ensure that quality programs are accessible for all students. Programs are being implemented that reflect the schools' mission/vision statement and goals. The curriculum is broad in scope and provides for individual differences through a variety of programs. Through the NCA/ECOE self-study, the staff has assessed the effectiveness of the schools' instructional program and has developed a plan for improvement of the programs. Support of the core instructional program is provided through guidance services by two full-time counselors and two media specialists. Carver is a Science and Math Magnet setting with a computer lab and a star planetarium. Hands on manipulatives, models, problem solving, and critical thinking skills are emphasized. The math and science labs are equipped with state of the 678 art materials and equipment to appeal to students varying learning modalities. Classrooms are equipped with closed circuit cable television, computers. and video cassette recorders. The School is to be commended on working toward equity in staffing. There are two male teachers on staff and both administrators are female. Th~ outcomes process has been internalized by the staff at Carver magnet School. The visiting team had a very productive visit time at the School site, and they commend them for their efforts. We offer the following recommendations. District Recommendations: There are none to report at this time. School Improvement Recommendations: 1. Include research from Gold Files in the School improvement process. 2. Continuously review the ECOE process to ensure that it is ongoing. 679 HIGH EXPECTATIONS Strengths: 1. Students and faculty are extremely polite and friendly. 2. There are extensive programs available to students which provide hands-on experiences. 3. Teachers use a variety of teaching techniques and methods. Recommendations: 1. Further develop the proce s for writing the improvement plan. Use survey results and other data to create specific objectives and outcomes. then write actions which directly relate to the objectives. 2. The Improvement Plan should be written for five years with more detail given to years one and two. 3. Prepare a plan to impl m nt specific program (example: in-School postal service. consistent portfolio evaluation system) which will develop and improve the programs. 4. Include areas from the narrative in the actions if appropriate (Carver's Courteous Kid ). 5. Continuously review the mission statement for understanding by all stakeholders. SCHOOL CLIMATE trengths: 1. Carver magnet has a broad variety of activities and opportunities for students within the pull-out programs offered. 2. Teachers at Carver magnet do a great job displaying student work throughout the building. 680 ,, E: ,,. ....... Recommendations: 1. 2. 3. The visiting team recommends incorporating a glossary of terms to identify words and acronyms in the ECOE plan. Consideration should be given to realignment of actions and goals, so actions are specifically directed toward a certain goal. The School should explore possibilities of involving students on the ECOE conunittees. MONITORING AND ASSESSMENT OF STUD"ENT ACHIEVEMENT Strengths: 1. Students are provided an opportunity to be interactive learners. 2. Classrooms reflect "print"' to reinforce skills taught. 3. Multiple assessments are used. 4. Students appear to be very open and friendly. 5. The staff appears to be cooperative. Recommendations: 1. Utilize the results of all assessment tools to help plan instructional strategies to decrease disparities among subgroups. 2. Provide in-depth training to provide an understanding of the ECOE process. 3. List preexisting programs or strategies separately or designate which are new and which were previously in use. 4. Utilize data relevant to School improvement. 5. Specify beginning dates and ending dates for each action. 6. Denote names of persons responsible for implementing each action. 681 7. Record minutes for each committee meeting. 8. Research publications to provide data to assist in formulating actions to address disparities. 9. Designate specific strategies to decrease the drastic differences between math and science. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. The Carver newsletter is a wonderful way to communicate with the parents. 2. The parenting classes offered by the counselors is a wonderful program for parents. 3. The Men of Carver program is a great way to encourage male involvement at Carver Magnet. 4. The parent involvement in School activities and decisions is extremely high. Recommendation : 1. The visiting team recommend that each action in a plan should have staff development. 2. It is recommended that the time line should be more specific to the month and date. 3. Consideration should be given to including the Men of Carver program to the plan. 682 PERCEPTUAL SURVEY RESULTS: CARVER MAGNET SCHOOL Upon reviewing the results of the Little Rock School District Climate Survey, the Carver ECOE committees identified the following needs: Students lack a sense of the value of education. Teachers need to improve planning in order to address the needs of all students. Parental awareness of all programs/procedures at Carver is often inadequate. Some students do not enjoy being at School. Based on these findings, several examples of the selected outcomes are listed below: Incorporate a variety of teaching strategies to address the needs of all students. Increase awareness of programs/procedures on the part of the Carver parents. Improve the quality and type of staff development activities for teachers. Incorporate multiple assessment techniques. 683 CARVER MAGNET ELEMENTARY: LRSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking A. Is Activity Taking Place? Place? B. Available Evidence. B. Available Evidence. 1. Evidence that policie . Provide staff training on A. Yes A. Yes procedures, rules and po itive di cipline and conflict regulations are developed resolution. p.37 B. Document/Record B. Document/Record and implemented to Principal's Interview Principal' s Interview facilitate desegregation. Provide parenting classes. p. 47 a recruitment team will be established. p.3 7 co' Vl 2. Evidence that plans related to reducing achievement disparity between black and nonblack students are progressively successful. Summer reading intervention A. Yes A. Yes program for K-2 students B. Document/Record B. Document/Record Math inventories Principal's Interview Principal's Interview Observation Observation Use of Kilgore observation inventory Use of portfolio assessment EPSF program to assess Kindergarten students. pp.2 7- 28 Summer reading intervention program. p. 2 7 Use of the Phelps Kindergarten Readiness Scale. p.28 Rhythm of Reading summer program. EPSF program Enrichment classes will be provided for ALL students in grades K-2, p.20 Reading inventories used with all students with difficulties Q'\ co Q'\ ,, ..). E idence that student assignments to schools. cla ses and programs at each organizational level arc made without bias. Cooperative learning will be A. Yes A. Yes used in classrooms B. Document/Record B. Document/Record Iland -on activities will be Observation Principal' s Interview used in integrating curriculum Principal's Interview areas. p.21 .. ummer reading intervention program Reading inventories to students with reading difficulties Math inventories se of Kilgore observation inventory Josten Learning System reports will be used Portfolio assessment will be implemented EPSF program used. pp. 27- 28 Summer reading intervention program Reading inventories. Portfolio 4. Evidence that staff Schedule taff training in A. Yes A. Yes development days positive discipline and conflict authorized as a result of resolution. p.3 7 B. Document/Record B. Document/Record the Agreement are used to Principal's Interview Principal's Interview facilitate the de gregation process. 5. ~ idence that travel time A. Yes A. Yes to and from , chool i not disproportionat among B. Document/Record B. Document/Record black and nonblack tudents and the percentage of black tudent transported for desegregation is not ignificantly greater than Q"\ 00 the percentage of non- -..J black students transported for desegregation. 6. Evidence that guidance A. Yes A. Yes and counseling is . designed to meet the B. Document/Record B. Document/Record needs of a diverse student population. 7. Evidence of internal A. Yes A. Yes procedures for ensuring that materials for B. Document/Record B. Document/Record appraising or counseling tudent are non-di criminatory. 8. Evidence that curricular Expand the schedule of multi- A. Yes A. Yes content and instructional cultural speakers for students. strategies are utilized to staff and parents. p.38 B. Document/Record B. Document/Record meet the diverse needs of Observation Principal' s Interview the tudent population Principal's Interview r d. 9. Evidence that personnel A. Yes A. Yes is recruited. employed and a signed in a manner B. Document/Record B. Document/Record t meet the goal of a Observation Principal's Interview de egregating school Principal s I ntcrview district. IO. Evidence that procedures A. Yes A. Yes related to extracurricular ffi co and cocurricular activities B. Document/Record B. Document/Record arc de eloped and implemented to identify and eliminate conditions that result in participation that is disproportionate to the tudent population. 1 I. Evidence of diver e A. Yes A. Yes representation on appointed district wide B. Document/Record B. Document/Record and school-based Principal's Interview Principal's Interview committees. 12. Evidence of efforts to Increase parental A. Yes A. Yes ensure that parent communication through u e of attendance at school the '"Car er Courier .. and B. Document/Report B. Document/Report functions i not 'Carver Magnet Live. .. p.37 Principal's Interview disproportionate to the tudent population. Adjust parent conference times to better meet the needs of parents Increase use of"positi\'c corrc pondcncc Parenting clas cs wi 11 be offered. p. 4 7 13. E idence or ucccs /\. NIA A. Yes (J'\ co related to Majority to \.0 Minority tran fer B. No M-to-M Students B. Document/Record Reported Principal's Interview 14. Evidence that magnet Student work will be displayed A. Yes A. Yes chools are an effective at Magnet Fair interdistrict remedy for B. ADE Desegregation B. Document/Record racial balance. Music students will perform at files Principal s Interview Magnet Fair. p.3 7 Copies to: CATO ELEMENTARY SCHOOL PULASKI COUNTY SPECIAL SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 72120 APRIL 2 - 3, 1996 REPORT OF THE ORTH CENTRAL ASSOCIATION/ EXTE DED COMPREHENSIVE OUTCOMES EVALUATION Submitted to: Mr. Bobby Lester, Superintendent May 24, 1996 Ms. Linda Remele Principal. Cato Elementary School Ms. Alice Robertson teering Committee Chairperson Compiled by: Mr. John McKinnon Field Services Specialist Dr. Emma Bas NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James a. Hester Co-Coordinator. Field Ser ices 690 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 2 - 3, 1996 CATO ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. JOHN MCKINNON, GENERAL CHAIRPERSON Ms. Trish Hays, Chairperson Northwest Arkansas Education Service Cooperative 409 N. Thompson Springdale, Arkansas 72764 Ms. Shirley Rolax, Teacher Cloverdale Elementary School 6500 Hinkson Road Little Rock, Arkansas 72209 Ms. Sue Beck. Teacher Bryant Elementary School 200 NW 4th Street Bryant Arkansas 72022 691 Dr. Mary Rollins, Professor Arkansas Tech University Russellville, Arkansas 72801 Mr. Jerry Worm, Principal Meadowcliff Elementary School 25 Sheraton Drive Little Rock, Arkansas 72209 FOREWORD On April 2 - 3, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Cato Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State committee that the observations and recommendations included in this report will assist the faculty and administration of Cato Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different but are in support of the School improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Cato Elementary CA/ECOE teering Committee. staff. administration. students, board. and community representatives for a superb two-day visit. The students and staff were most courteous, informative. and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist \Vith information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Cato Elementary School. 692 CHAIR SUMMARY: VISITING TEAM REPORT Cato Road Elementary School began the NCA/ECOE self-study process in the fall of 1994. with the selection of a steering committee. The committee began their leadership of the NCA/ECOE process by creating the mission and outlining a method_ of collecting, disaggregating. and analyzing three types of data (achievement, archival and perceptual). Based on data collected, a student profile was developed for students scoring below the 50th percentile on the MA T-6 and SA T-8 standardized testing. a comparison of the data revealed a disparity between black and white students in all academic areas. The four correlates targeted for improvement were: 1. Monitoring and Assessment of Student Achievement: 2. Time on Task/ Opportunity to Learn~ 3. School Climate~ and 4. Parent and Community Involvement It was apparent that parents, support staff, community patrons, and students were all involved in the School improvement process. Numerous meetings were held throughout the School year to discuss strengths, concerns, and to research strategies prior to the formulation of the School improvement plan. The visiting team began their day with the School's principal and steering chairs presentation of an overview of their self-study and the development of their School Improvement Plan. Immediately following the School s orientation, the visiting team began the evaluation process with an orientation and review of achievement archival, and perceptual data prepared by the Cato Elementary School staff. Individual team members toured the facility, visited with their respective chairperson, and interviewed committee members to gather additional information to clarify any portion of the process or School Improvement Plan. The building was well kept, attractive, in good repair, and the open area concept was well organized and conducive to learning. The classrooms were 'colorfur' and contained vital information relative to themes and concepts being presented. Tours of the School validated the teachers' willingness to work as teams within their grade level areas and to include and promote the involvement of parents and community patrons as volunteers. In general, the data base for subpopulations is adequate and may be used by teachers and administrative personnel to modify instructional and programmatic strategies. Processes are being developed to evaluate programs and actions implemented for the purpose of reducing achievement disparity between the major demographic groups and raising the achievement level of low performing subgroups. 693 The goals, which have been articulated, are linked to the mission appropriate for each correlate and the direction of the program. Their processes and planning are on target and are coordinated with the existing desegregation plan the district has been implementing. In-service and professional de elopment programs have been implemented in order to provide staff with innovative and researched based strategies. An example of one program is the conflict resolution program. This particular program is a student centered, student driven, and student initiated program. The program allows students to become resolvers of their own conflict, thus encouraging self-discipline and responsibility for their own actions. It was evident to the visiting team that the steering committee provided outstanding leadership throughout the NCA/ECOE process. Strong administrative support, both district and building level, was provided for staff throughout the self-study. The staff sought not only to meet the intent of the School improvement process, but also exemplified the spirit of the process. All staff members involved in the process were knowledgeable of the process and the plan, communicated a sense of pride in their efforts. and will continue with their plan and evaluate its effectiveness. In general, the Cato Elementary chool is to be commended for their well organized plan and their comprehensive efforts. The visiting team had a very productive two days and offer the following recommendations for continued improvement: District Recommendations: There are none to report at this time. School Improvement Recommendations: 1. Maintain the steering committee and continue the use of release time for the staff to monitor the progress of the plan and make revisions and amendments as necessary. Communicate the School Improvement Plan with any new staff member. 2. Utilize the process of continuous review of student assessment as a vehicle to modify curriculum and instruction for improved student growth and achievement and to complement the existing desegregation plan outlined by the district. 3. Establish a research committee to research and provide continuous communication and 'Best Practices" to each target committee. Schedule opportunities for staff to share these "Best Practices'' ideas and instructional strategies. 4. Continuous contact \ ith your ADE Field Service Specialist is recommended regarding progress in the chool lmpro ement process. 5. Celebrate your successes as you progress through your improvement plan. 694 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The focus of the improvement of test-taking skills should have a positive impact on reducing the disparity in socialization and achievement between disadvantaged and minority students. 2. The monthly and yearly themes suppo11 the curriculum \Vithin and among grade levels. 3. The team teaching approach allows teachers to frequently monitor individual student learning, both formally and informally. Recommendations: 1. The School should consider the inclusion of a comparative study for the purpose of monitoring the progrcs~ of ~tudcnts. It is rec mmcndcd that the disparity be calculated in percentages by race and gender. Example: student scoring below 50th percentile. 2. The committee should revisit the data to more clearly define the targeted population. Specifically as to the subpopulations by male, female is suggested. 3. Include lower achieving student accomplishments in the awards program. Example: Any improvement in grades. behavior and/or attendance, etc., could be considered. SCHOOL CLIMATE trengths: 1. The incentives in place promote interesting activities which in turn promote positive consequences for good behavior. 2. The monthly awards program encourages a positive climate by recognizing the achie ements of students and attendance records. 3. Morning Cato ews produced by fifth and sixth gifted and talented students provide a wonderful opening for the day. Representation of students is diverse. 4. Staff monitoring.of unloading of cars and School buses, greeting of students b principaL and friendliness of office per onnel presents a positi e feeling tone. The "team" attitude among staff seemed to impact the entire chool climate. 695 5. The manner in which student resolvers were selected represented total involvement of students and ensured the balance of raciaJ representation. 6. The open space design lends itself to allowing interdependence among the teachers. There appears to be a feeling among teachers that all are responsible for ensuring discipline and providing children with support in making "choices". 7. Scripts used for handling conflict resolution is very effective. The manner in which teachers support student resolvers by referring disruptions to the resolvers provide student-driven responsibility for discipline maintenance. The program currently in place ensures racial equity and consistency among all students. 8. The School Climate Committee thoroughly explained the process for determining areas of emphasis, and demonstrated that they had brainstormed a number of topics with a broad representative group and reached consensus that discipline and conflict resolution would be the focus of their study. 9. The annual and monthly themes provide a feeling of unity and direction which supports the School vision. Recommendations: 1. ln view of the effectiveness of utilizing student resolvers for recess duty, the committee members interviewed felt that consideration could be given to extend the assignment of student resolvers" to include lunchroom duty. This could increase the effectiveness and impact of a student driven approach to discipline and shared responsibility for a fair and consistent approach to discipline. 2. The resource room appeared to be providing an important service for the entire School. In view of the close coordination with classroom teachers, it is suggested that an increase in computer support be provided at the same level as available in most of the classrooms. Consideration should be given as to the readiness of students to manage and care for the computer equipment. TIME ON TASK/OPPORTUNITY TO LEARN Strengths: 1. The improvement plan lists activities that will increase efficiency in this area throughout 696 the five-year plan. 2. The plan involves student participation in instruction (peer tutoring. buddy system, conflict resolution) which enhances student learning and teacher focus on student needs. 3. Ample support staff and parent volunteers increase time on task and addresses individual student needs in a positive way. 4. The coordinated efforts between the resource teacher and other teachers enhance time on task opportunities for the students. 5. Grade level. cross grade level. and School wide activities allow all students to be included in the total School program. 6. The reorganization of pull-out programs (Title I) lends itself to an increase of in. tructional focus and allows. upport taff and tudent to addrc, I arning o curring within the classroom. 7. The self-discipline and commitment of students and staff are significant factors in the overall positive climate of the School and realization of the importance of instructional time. Recommendations: 1. ,., .) . Continue to provide the ame commitment in the future as is displayed at present. Re, ie\\ . tudent interaction program to prevent and cull any duplication of efforts and programs. Consider reviewing the schedules to determine if adequate preparation, planning, and release time is provided for teachers. There appears to be numerous activities being implemented as a result of the self-study and from the district's desegregation plan. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. Community business partners play an active and integral part of the chool structure at Cato Elementar_ . trong linkage with communit sen ices is exemplified by the 697 visitation of the counselor from the Children's and Families office three days a week. 2. a high level of parental support is evidenced by the willingness and comfort level of the teachers to call parents and follov-7-up with the discipline referral program. 3. The "Cato Hot Line" service is an excellent source for families to receive updated information about School activities and events, and the Cato Spirit Newsletter provides a communication link with parents and faculty. 4. The flexible scheduling of the parent/teacher conferences encourage a high percentage of participation from parents. 5. The Title I program provides informative meetings and workshops with babysitting and refreshments a an added incentive for complete family participation. 6. The open space organization encourages and readily allows visitors the opportunity to observe instruction and interactions of staff and students. 7. The active volunteer program is evidenced by the level of instructional support provided by parent volunteers. This support is conducive to a positive learning environment and assist teachers in addressing the various levels of ability. 8. ln\'olving parents in conflict resolution training suppo1is classroom and School discipline management. Recommendations: 1. Consider providing "parenting training for families to adopt the conflict resolution in the home. Training would include linkage with business and professional leaders in the community. a stronger impact of the training for both teachers and parents might be documented by monitoring the number of conflict resolution repo1is which are submitted following the expanded training for teachers and implementation of the resolution model in the home. 1 Establish a parent team on the parent/community committee to rotate their involvement to more effectively accompli h ECOE goals. This would move toward a more active involvement from the parents. 698 CATO ROAD ELEMENTARY: PCSSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking Place? A. Is Activity Taking Place? B. Available Evidence B. Available Evidence 1. E idence that policies. A. Yes A. Yes procedures, rules and regulations are developed B. Document/record B. Document/record and implemented to Principal's Interview Principal s Interview -...I 8 facilitate desegregation. 2. Evidence that plans Implement variety of reading Not Known Not Known related to reducing activities. pp. 19-21 achievement disparity between black and nonblack students are progressively successful. 3. Evidence that student A. Yes A. Yes assignments to schools. classes and programs at B. Document/record B. Document/record ach organizational level Principal s Interview Principal' s Interview are made without bias. --..J 0 I-' 4. 5. 6. 7. Evidence that staff development days authorized as a result of the Agreement are used to facil:tate the de. cgregation proces . E idence that travel time to and from chool i not di proportionate among black and nonblack student and the percentage of black tudent transported for de egregation is not ignificantly greater than th percentage of non-black students transported for de egregation. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. Evidence of internal procedures for ensuring that materials for appraising or counseling tudents are non-discriminatory. A. Yes A. Yes B. Document/record B. Document/record Principal's Interview Principal' s Interview A. Yes A. Yes B. Document/record B. Document/record A. Yes . A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record ---.J 0 N 8. 9. 10. 11. Evidence that curricular content and instructional strategies are utilized to meet the diverse needs of the student population served. Evidence that personnel is recruited, employed and assigned in a manner to meet the goals of a desegregating school district. Evidence that procedures related to extracurricular and cocurricular activities are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the student population . . Evidence of diverse representation on appointed district wide and school-based committees. Implement variety of reading activities. pp. I 9-21 Conflict resolution training for students and teachers. pp. 27- 29 Involve students in multi modal learning activities. p.33 A. Yes A. Yes B. Document/record B. Document/record Observation Observation Principal s Interview Principal' s Interview A. Yes A. Yes B. Document/record B. Document/record Principal s Interview Principal's Interview A. No A. Yes B. Document/record A. Yes A. Yes B. Document/record B. Document/record Principal' s Interview Principal' s Interview -.....J 0 w 12. 13. 14. Evidence of efforts to ensure that parent attendance at school functions is not di proportionate to the tudent population. Evidence of succes related to Majority to Minority transfers Evidence that magnet chools are an effective interdistrict remedy for racial balance. Parent classes on conflict resolution, p. 3 7 Annual grade level teacher-parent meeting. p. 3 7 Parent classe on connict r solution, p. 3 7 xpand volunteer program. p. 38 Semi-annual play-ground improvement day. p. 39 Adopt-a-grandparent program. p. 39 A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. ADE Desegregation files B. ADE Desegregation files NIA NIA CENTRAL ELEMENTARY SCHOOL NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 72116 FEBRUARY 20 - 21, 1996 REPORT OF THE NORTH CENTRA.L ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION Copies to: Dr. Emma Bass NCA State Director Mr. Frank Anthony Assistant Director, ADE Submitted to: Mr. James Smith= Superintendent March 25, 1996 Ms. Pat Siegel Principal, Central Elementary School Ms. Annette Rodgers Steering Committee Chairperson Compiled by: Mr. Bob Paulovich Field Sen-ices Specialist Mr. James A. Hester Co-Coordinator Field Ser\'ices 704 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION FEBRUARY 20 - 21, 1996 CENTRAL ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. BOB PAVLOVICH, GENERAL CHAIRPERSON Mrs. Alice Simelton, Chairperson Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, Arkansas 72201 Mrs. Gwen Zeigler Principal Terry Elementary School 10800 Mara Lynn Drive Little Rock, Arkansas 72211 Ms. Jewell Walker Basic Academic Services University of Arkansas at Pine Bluff 1200 North University Drive Pine Bluff, Arkansas 71601 705 Mrs. Ann Dawson Teacher Ringold Elementary School 536 River St. Benton, Arkansas 72015 Mr. Doug Vann Teacher Bryant Middle School 200 Northwest 4th St. Bryant, Arkansas 72022 FOREWORD On February 20 - 21, 1996, five representatives of the Arkansas North Central Association/ Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Central Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Central Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCAIECOE team would like to take this opportunity to thank the Central Elementary NCAIECOE Steering Committee, staff, administration, students, board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative, and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Central Elementary. 706 CHAIR SUMMARY: VISITING TEAM REPORT Central Elementary School began their NCA/ECOE self study in the fall of 1995, with the assistance of Field Services Specialists froin the Arkansas Department of Education. The principal, Ms. Pat Siegel, appointed a Building Steering Committee to organize this effort. The steering committee established four sub-committees to begin the distribution, collection, and disaggregation of achievement, archival, and perceptual data. After close examination of all data, the staff selected the following targets for improvement: 1. Monitoring and Assessment of Student Achievement
2. School Climate
3. Instructional Leadership: and 4. Parent and Community Involvement. During the early stages of the school improvement process. the staff developed a vision statement. Afterwards, specific learner outcomes were deYeloped for concentration for the next five years. Target committees were selected and began additional data collection in order to determine outcomes for the School Impro\'ement Plan. The Central Elementary School Education Program is designed to ensure that quality programs are accessible for all students. Programs are being implemented that reflects the schools mission/vision statement and goals. The curriculum is broad in scope and provides for individual differences through a variety of programs. Through the NCAIECOE self-study, the staff has assessed the effectiveness of the school's instructional program and has developed a plan for improvement of the programs. Support of the core instructional program is provided through guidance services by the counselors, a nurse, a licensed social worker, and several students from the UALR School of Social Work are full-time as a pilot program. The entire school is a Chapter 1 school. The implementation of a .. mini" middle school was underway and appeared to be progressing successfully. The school plant is clean and attractive. The school facility has three levels, and the only level that is handicapped accessible is the ground level. If there are students with handicaps, all services would be made readily available. 707 It is evident to the visiting team that the steering committee provided thorough, outstanding leadership throughout the NCA/ECOE process at Central Elementary. A high level of enthusiasm exists among administration, staff, and students regarding the school's plans for improvement. As evidenced by surveys, cooperation, collaboration of administration, and staff, teacher/learner relationships are very positive. All faculty members were involved in the process, are knowledgeable of the process and the plan, and communicZlte a sense of pride in the success of their efforts. They intend to follow through with their plan to evaluate its successes for regular revision and have, in fact, begun the implementation of the actions for year one. Administrative support, both district and building level, was provided for the staff throughout the self-evaluation. The principal kept abreast of all aspects of the planning process, consulted with committee members regularly, and permitted them to carry out their responsibilities. Arrangements were made to provide release time for committees, and there was continuous support from the Arkansas Department of Education. District Recommendations There is none at this time. School Improvement Recommendations: 1. Provide covers for all electrical outlets that evidenced throughout the building. 2. Repair hole in wall in the Gym where outlets have been removed. 3. Ensure that electrical wiring is out of reach of students. 708 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The initiation of a fifth and sixth grade mini middle schoolwas begun. Specialized instruction enable faculty to spend more time plann:ng and researching innovative ways of presenting material,which should result in improved student learning. 2. There is the use of a tutor to provide individualized help to students. 3. There is the use of positive reinforcement to decrease disciplinary problems, such as "Caught YouBeing Good~ program. Recommendations: 1. Provide in-depth in service relative to Portfolio use and evaluation. 2. Develop specific~ school-wide guidelines for Portfolio Management. 3. Determine and document student improvement on more immediate measures than the Stanford 8 (e.g. compare students' grades in courses from each nine-week period, etc.) 4. Conduct research to determine the extent to which neighborhood students are benefitting from activities (e.g.~ decrease in number of black n1ales and area \\.-bite males receiving disciplinary referrals, increase in achievement level of black males and area white males, etc.) 5. Reinstitute Mentor Program with high schooL which provides mentors for students from neighborhood, especially black males and area white males. SCHOOL CLIMATE Strengths: 1. The School Climate actions are designed and implemented to enhance the morale of the faculty and staff members. 2. The actions in this S~hool Improvement Plan include reassessment procedures for continued examination of programs to foster self-esteem among students. 709 Recommendations: 1. Continue the focus on decreasing discipline suspensions, and expulsions rates. 2. Give consideration to being more specific in your time line in the way of including definite months with years. INSTRUCTIONAL LEADERSHIP Strengths: 1. Teachers seem to know their children and their needs. 2. Teachers are sharing ideas and helping each other. 3. Actions for Year one have been implemented. 4. Computer Lab with Reading. Math, and Writing is available for students. Recommendations: 1. To ensure action implementation. person responsible should be more specific by position. 2. Have forms for each teacher to stay on target. Ha,'e a time frame established. 3. Set a time for peer coaching and taking notes. PARENT AND COl\1MUNITY INVOLVEMENT Strengths: 1. The school has a P.art-time parent coordinator to assist in making parent contacts. 2. Great ideas for Reading Day Career Day, "Wishing Well", thank you notes, having special speakers, field trips citizens of the week. awards each nine weeks involving businesses such as McDonald's, TOI Fridays, etc have been implemented. 3. There is a good partnership which targets in olvement with families with super community partner with Boys Club. 4. There s a great caring staff and administration: example getting coats for students in need and Christmas tree for student. 710 5. There's a geat preschool program which meets needs of community and at-risk youngsters and social work involvement 6. There's good involvement for Halloween Carnival fund raising and caroling in community at Christmas and good ideas and activities involving community for Black History Month celebrations. 7. There is great participation with parents and grandparents eating lunch with students. 8. There is good contact with local National Guard facilities and the local dentist. 9. There is a great summer program to get students involved in local businesses and making connections between class studies and on the job application of studies. (Wonderful!) Recommendations: 1. It is vital to find a parent from the local neighborhood that can make contacts with local parents and works with the parent coordinator. 2. Add additional businesses for partnerships such as Food King to donate groceries for parties and refreshments, prizes for students and Hardees for prizes for students and door prizes for PT A. TCBY has an edible bookmark reading program available that would coordinate well with reading program. 3. Invite parents to come join in special days that are entertaining non threatening, and "Low intimidation," such as day with Junior High or Senior High bands, or a day for field trip, career day, etc. 4. Have an Open House prior to first day of school in the fall. 5. Send notes or mail them home to parents for communicating when students do well, such as citizens of the week, special recognition, etc., to break down "intimidation" of parents who may have had poor experience in their earlier school setting. 6. Pizza Hut is a good contact for free personal pan pizzas and so are local video rental businesses. 711 Perceptual Survey Use: Central Elementary School Central Elementary School reviewed the perceptual data and noted the following areas of concern: Students lack respect for themselves and others. Improve student self-esteem and self-motivation. Staff morale needs continued improvement. Facilities need improvement. As a result, the following outcomes were developed: Increase student achievement through improved student behavior. To improvt stucic:nts" sLlf-LstLLlll ~nd s lf-moti\'
1tion. Continue to improve staff morale. 712 -.......J ~ w 1. 2. 14 ELEMENTS IN THE ALLEN LETTER Evidence that policies, procedures, rules and regulations are developed and implemented to facilitate de egregation. Evidence that plans related to reducing achievement disparity between black and nonblack students are progressively successful. STRATEGIES TO ADDRESS EVIDENCE IN ECOESCHOOL IMPROVEMENT PLAN Initiate a ''Caught Being Good" program, p.41 Initiate a tudent of the week picture program (reward). p.42 Initiate a Student- Administrator Luncheon program. p.43 Student Profile. p.4 Ref er to Perceptual Survey attachment Initiate Co-operative Learning. p.36 Develop guidelines for Portfolio Assessment p.36 Organize a grade 5-6 mini-middle SchooL p.36 Provide more educational field trips, p.39 SITE VISITS SITE VISITS ANNOUNCED UNANNOUNCED A. Is Activity Taking Place? A. Is Activity Taking Place? B. Available Evidence B. Available Evidence A. Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal s Interview A. Yes . A. Yes B. Document/Record B. Document/Record Principal's Interview Principal' s Interview 3. Evidence that student A. Yes A. Yes a ignments to schools. classes and program at B. Document/Record B. Document/Record each organizational level Principal' s Interview Principal's Interview are made without bia . Observation 4. Evidence that staff A. Yes A. Yes development days authorized as a result of B. Document/Record B. Document/Record the Agreement are used to Principal' s Interview Principal's Interview faci I itate the de egregation process. 5. Evidence that travel time A. Yes A. Yes to and from chool is not disproportionate among B. Document/Record B. Document/Record black and nonblack tudents and the percentage of black -.....J tudents transported for ....... .l::-- de gregation is not ignificantly greater than the percentage of non-black students transported for desegregation. 6. Evidence that guidance Pilot field placement for social A. Yes A. Yes and counseling is workers, p.41 designed to meet the B. Document/Record B. Document/Record needs of a diverse student Observation population. 7. Evidence of internal A. Yes A. Yes procedure for ensuring that materials for B. Document/Record B. Document/Record appraising or coun el ing tudent are non-di criminatory. 8. Evidence that curricular Use Title I tutor to provide A. Yes A. Yes content and instructional individualized help. p.36 strategies are utilized to B. Document/Record B. Document/Record meet the diverse needs of Find more community Principal s Interview Principal's Interview the student population resources to provide individual served. help to students. p.38 Initiate an intervention classroom. p.41 Implement flexible grouping to meet individual needs. p.8 Expand staff knowledge and use of varied teaching strategies. p.8 9. Evidence that per onnel A. Yes A. Yes is recruited, employed and assigned in a manner B. Document/Record B. Document/Record ...J to meet the goals of a Principal's Interview Principal's Interview ~ VI desegregating school district. 10. Evidence that procedures Implement Student Council, A. Yes A. Yes related to extracurricular p.20 and cocurricular activities B. Document/Record B. Document/Record are developed and Implement Student implemented to identify Ambassadors. p.20 and eliminate conditions that result in participation that is disproportionate to the tudent population. 11. E idence of diverse A. Yes A. Yes representation on appointed district wide B. Document/Record B. Document/Record and school-based committees. 12. Evidence of efforts to Initiate a Family Reading Day, A. No A.No ensure that parent p.15 attendance at school B. B. functions is not Hire a parent coordinator, disproportionate to the p.14 student population. Develop a staff "Wishing Weir' for parents to donate items, p.16 Design a variety of thank-you notes to be sent home when parents help. p.17 Develop a newsletter bi-annual I y by each classroom, p.19 --...J Develop and use a parent- ~ O'\ teacher contract form, p. 19 13. Evidence of success A. Yes A. Yes related to Majority to Minority transfers B. Desegregation Files B. Desegregation Files 14. Evidence that magnet A. NIA A. NIA schools are an effective interdistrict remedy for B. NIA B. NIA racial balance. CLOVERDALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72209 APRIL 22 - 23, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION Submitted to: Dr. Henry Williams May 24, 1996 Mr. Frederick Fields Principal, Cloverdale Elementary School Ms. Cherry Norman and Ms. Shirley Rolax Steering Committee Co-Chairpersons Copies to: Dr. Emma Bass NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James a. Hester Co-Coordinator, Field Services Compiled by: Mr. David Watts Field Services Specialist 717 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 22 - 23, 1996 CLOVERDALE ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Paulovich, Chairperson Arkansas Department of Education #4 State Capitol MalL Room 301-B Little Rock. Arkansas 72201 Ms. Marianne Wells, Teacher Meadow Park Elementary School 400 Eureka Garden Road North Little Rock, Arkansas 72117 Ms. Karen Slayden, Teacher Pine Forest Elementary School 400 Pine Forest Drive Maumelle. Arkansas 72113 718 Dr. Dick Clough, Professor University of Central Arkansas 201 Donaghey A venue Conway, Arkansas 72035-0001 Ms. Lyn Russell, Teacher Landmark Elementary School 16712 Arch St. Pike Little Rock, Arkansas 72206 FOREWORD On April 22 - 23, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Cloverdale Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Cloverdale Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been m~de to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the School improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Cloverdale Elementary NCA/ECOE Steering Committee, staff, administration, students, board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative. and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Cloverdale Elementary School. 719 CHAIR SUMMARY: VISITING TEAM REPORT Cloverdale Elementary School is located in South,,:est Little Rock and was constructed in 1959. The well maintained facility accommodates 450 students and consists of 21 classrooms, a spacious library, a large teacher work area, a health suite, a spacious counselor's suite, a teacher's lounge, a conference room, and a cafetorium which is shared with Cloverdale Junior High School. The staff consists of 29 certified teachers, which include 21 regular classroom teachers and specialists, a principaL a nurse, six instructional specialists, five supervision aides, three custodians, and one secretary. Cloverdale Elementary School began the Extended COE process during the fall of 1994. The process continued through April of 1996, when the CA/ECOE visiting team was on campus. The steering committee chairpersons were selected by the building principal, Mr. Freddie Fields. The steering committee was responsible for the distribution, collection, and analysis of the perceptual. archival, and achievement data. Each member of the steering committee served as chairperson of one of the target committees. The staff chose to address all seven correlate as sub-categories under the four indicators of success. Although the staff cho e this approach, it proved to the visiting team to be extremely difficult confu ing, and frustrating for the Cloverdale faculty and staff. It is evident to the visiting team that the steering committee provided outstanding leadership throughout the CA/ECOE process at Cloverdale Elementary School. a high level of enthusiasm exists among the administration and staff. All faculty members were involved in the process, are knowledgeable of the plan, and communicate a high sense of pride for their effort and final School Improvement Plan. There was strong administrative support from the administration at the district le el and the Arkansas Department of Education. It is obviou to the visiting team that the faculty and staff at Cloverdale Elementary chool worked long and hard throughout the proces . We understand the process was difficult and time consuming. We hope our input will help impro, e an already strong ECOE report. Thank you for a most enjoyable visit. District Recommendation : There are none to report at thi time. 720 School Improvement Recommendations: 1. Specify a month and year for action implementation. 2. Persons responsible for implementation should be named by position. It should be one person rather than just teachers. 3. Actions should be developed to a higher degree of specificity. 4. Re-examine the surveys and address any item that had a negative type response. 5. Transfer the actions on to large chart paper or poster board by month, year, and person(s) responsible. This will help to visually internalize the entire time line. Strong consideration should be given to priority and delaying least important actions for implementation during later years of the five-year cycle. 6. Considering the volume of staff development in the School Improvement Plan, identify a primary and intermediate teacher to coordinate staff development for curriculum needs. 7. The visiting team strongly recommends that more classroom manipulation (hands-on) materials be provided. 721 TIME ON TASK Strengths: 1. The staff has developed several projects throughout the plan to increase student achievement that also can reduce the disparity of math and reading scores. 2. The Prime Time, Student Council, Behavior Honor Roll, and Lunch with the Principal are each representative of positive programs to enhance the School climate through student assignment and student activities. Recommendations: 1. The faculty may want to utilize volunteer parents to make centers and teach two to three children to use each center. 2. For portfolio assessment and abacus literacy, the clear School purpose committee could implement vertical and horizontal meetings to coordinate curriculum criteria. HIGH EXPECTATIONS Strength: The staff and parent cooperation in School activities is creatively planned. The Parent's Night Out program shows a real commitment by the teacher to work cooperatively with parents. Recommendation: The staff may want to investigate the Family Math. Science, and Literacy Program and continue K-4 Crusade training for K-4 teachers. Other programs that might be investigated are: Math Their Way and Box-It-Or-Bag-It-Math. 722 SCHOOL CLIMATE Strength: Outcomes were developed with student achievement being the primary focus. Recommendations: I. Under Parent and Community Involvement. consider adding a staff meeting for total staff approval and/or awareness of the criteria for awards. 2. Under evaluation of School Climate, consider providing documentation of work involved in the action instead of relying totally on observation. 3. In reference to Time On Task, action four. consider a more detailed explanation. Strengths: INSTRUCTIONAL LEADERSHIP/PARENT AND COMMUNITY INVOLVEMENT 1. The administration and teachers have already implemented a variety of new '"parent involvement" activities which has increased parental involvement aimed at improving student achievement. 2. The staff has demonstrated commitment to implementation of new discipline guidelines. including a "detention hall and time out'' approach, that has the potential for enhancing student achievement. 3. The School has a wide array of student recognition programs and activities designed to promote high expectations, as well as to motivate improved achievement on the part of all students. 4. The School has demonstrated strong commitment to community involvement by successfully implementing outstanding programs in VIPS and Partners In Education. 723 Recommendations: 1. Consideration should be given to utilizing one staff member on-site to coordinate the implementation of all parent and community involvement activities, particularly those related to fostering student achievement. 2. In regard to the goal of "involving students of all cultures in leadership activities,'' the administration and staff should explore additional specific activities aimed at increasing participation for students in K-2. 3. The staff should continue to work on developing and enhancing parent leadership in PT A activities by conducting leadership workshops, such as those offered by the Arkansas Parent-Teacher Association. 4. Teacher utilization of interdisciplinary thematic units would be enhanced by additional staff development activities conducted by district subject matter specialists and/or supervisors. 724 PERCEPTUAL SURVEY RESULTS: CLOVERDALE ELEMENTARY SCHOOL Upon reviewing the results of the ECOE perceptual survey, the Cloverdale ECOE committees identified the following needs: There was a lack of cohesion on the staff and within the student body. There is a perception that policies are inconsistent. There is too much negative reinforcement. There is not enough parental involvement from some identifiable groups. Based on these findings, several examples of the selected outcomes are listed below: Greatly increase the number of parental volunteers within the School. Increase on-site, hands-on activities for all students. Increase the modes of presentation to students to meet the needs of all types of learner. Increase self-esteem program availability for students. 725 -.J N (J'\ 1. 2. CLOVERDALEELEMENTARY:LRSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking Place? A. Is Activity Taking Place B. Available Evidence B. Availble Evidence Evidence that policies, A. Yes A. Yes procedures rules and regulations are developed B. Document/Records B. Document/Records and implemented to Principal's Interview Principal' s Interview facilitate desegregation. Evidence that plans Eliminate classroom A. Yes A. Yes related to reducing interruptions achievement disparity B. Desegregation Files B. Document/Record between black and Introduce the use of thematic Principal' s Interview nonblack students are units across the curricula progressively successful. Provide an after School tutoring program, p. 57 Provide leadership opportunities for all students, p. 54 Provide TESA training for all staff members, p.66 -.J N -.J 3. 4. Evidence that student a ignments to school . cla es and programs at each organizational level are made without bias. Evidence that taff development days auth dzcd as a result of th greement arc u cd to facilitat.e the desegregation procc 5. Evidence that travel time to and from chool is not di proportionate among black and nonblack student and the percentage of black tudents tran ported for de egregation is not ignificantly greater than the percentage of nonblack students transported for desegregation. 6. Evidence that guidance and counseling is de igned to meet the need of a di verse student population. Recruit volunteers at local churches and colleges. p. 80 Continuously urvey staff for need and desires as far as training. p. 79 A. Yes B. Document/Records Principal's Interview A. Yes B. Document/Records Principal's Intcnic\v A. Yes 8. Document/Records A. Yes B. Document/Records A. Yes B. Document/Records Principars Interview A. Yes B. Document/Records Principal's Interview A. Yes B. Document/Records A. Yes B. Document/Records -......J N co 7. 8. 9. 10. Evidence of internal procedures for ensuring that materials for appraising or counseling students are non-discriminatory. Evidence that curricular content and instructional trategies are utilized to meet the diverse need. of the student population served. Evidence that personnel is recruited, employed and assigned in a manner to meet the goals of a desegregating school district. Evidence that procedures related to extracurricular and cocurricular activities are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the student population. A. Yes A. Yes B. Document/Records B. Document/Records Initiate the 'trainer of trainers'' A. Yes A. Yes program, p.66 B. Document/Records B. Document/Records Thematic uni ts incorporated Observation Principal's Interview across the curricula. p.57 Principal s r ntcrview Classroom Observation Curriculum compacting for gifted students, p.66 Recruit early child hood A. Yes A. Yes volunteers by contacting local colleges. p.80 B. Document/Records B. Document/Records Principal' s Interview A. Yes A. Yes B. Document/Records B. Document/Records -i N I..O 11. 12. 13. 14. [:videncc of diverse repre entation on appointed district wide and chool-ba ed committee . r: idence of effort to en. ure that parent attcndanc at.cho I functions is not disprop rtionate to the . tudcnt population. J idence of succe related to Majority to Minority transfers Evidence that magnet chools are an effective interdi trict remedy for racial balance. A. Yes A. Yes B. Document/Records B. Document/Records Principars Inter ie\v Principal's Interview Develop ,oluntecr recruitment A. Yes A. Yes materials B. Document/Records B. Document/Records Ifo. ta VIP break fa t Increase the number of PTA program I lost the Cloverdale Fashion how. p.53 0 A. Yes B. Desegregation Files B. Document/Records Principal's Interview A. NIA A. Yes B. NIA B. Document/Records CRESTWOOD ELEMENTARY SCHOOL NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKL\NSAS 72116 FEBRUARY 22 - 23, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION TEAM VISIT Submitted to: Mr. James Smith. Superintendent Jv1arch 25. 1996 I\1s. Linda Wilson Principal, Crestwood Elementary School Copies to: Dr. Emma Bass N CA State Director Mr. Frank Anthony Assistant Director. ADE Mr. James A. Hester Co-Coordinator, Field Services Ms. Karen Fuselier Steering Committee Chairperson Compiled by: 1r. Bob Paulo,ich Field SerYices Specialist 730 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION FEBRUARY 22 - 23, 1996 CRESTWOOD ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. BOB PAVLOVICH, GENERAL"CHAIRPERSON Mrs. Alice Simelton, Chairperson Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, Arkansas 72201 Ms. Felicia Hobbs Assistant Principal Gibbs Magnet Elementary School 1115 W. 16th St. Little Rock, Arkansas 72202 Mr. Wes Whitley Program Advisor, Title 1 Arkansas Department of Education #4 State Capitol Mall Little Rock, Arkansas TJ.201 731 Mrs. Sheila Holicer Counselor Westbrook Elementary School 2621 Highway 229 Benton, Arkansas 72015 Dr. Betty Dickson Assistant Professor University of Central Arkansas 186 Pebble Beach Dr. Little Rock, Arkansas 72212 CHAIR SUMMARY: VISITING TEAM REPORT Crestwood Elementary began their NCA/ECOE self-study the fall of 1995, with the assistance of Field Services Specialists from the Arkansas Department of Education. A school-wide meeting was held to explain the self-study process. The Crestwood Elementary School Educational program is designed to ensure that the quality programs are accessible for all students. Programs are being implemented that reflect the school's mission/vision statement and goals. The curriculum is broad in scope and provides for individual differences through a variety of programs. Through the NCA/ECOE self-study, the staff has assessed the effectiveness of the schools instructional programs and has developed a plan for improvement of the program. The community displays its support for the school by parent volunteers and partnerships with businesses in the community. Support of the core instructional program is provided through guidance services by the counselor. The school offers Special Education services provided in a resource room and selfcontained classroom. The school plant is clean, attractive, and in good repair. The custodial and maintenance services are above average. The principal, Ms. Linda Wilson, appointed a building steering committee to organize this effort. The steering committee established four subcommittees to begin the distribution, collection, and disaggregation of achievement, archival, and perceptual data. After close examination of all data, the staff selected the following targets for improvement: 1. Clear School Purpose
2. High Expectations
3. Monitoring and Assessment of Student Achievement
and 4. Parent and Community Involvement. During the early stages of the school improvement process, the staff with the involvement of parents, developed a vision statement. Then specific learner outcomes were developed for concentration for the next five years. Target committees were selected and began additional data collection in order to determine outcomes for the School Improvement Plan. It is evident to the visiting team that the steering committee provided thorough, outstanding leadership throughout the NCA/ECOE process at Crestwood Elementary. A high level of enthusiasm exists among administration and staff. Teacher/learner relationships are very positive. All faculty members were involved in the process, are knowledgeable of the process, and the plan, and communicate a sense of pride in the success of their efforts. They intend to follow through with their plan to evaluate its success for regular revision and have, in fact, begun the implementation of the actions for year one. 732 FOREWORD On February 22 - 23, 1996, five representatives of the Arkansas North Central Association/ Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Crestwood Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Crestwood Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Crestwood Elementary NCA/ECOE Steering Committee, staff, administration students, board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative, and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Crestwood Elementary. 733 Administrative support, both district and building level, was provided for the staff throughout the self-evaluation. The principal kept abreast of all aspects of the planning process, consulted with committees and committee members regularly, and permitted them to carry out their responsibilities. Arrangements were made to provide release time for committees and continuous support from the Arkansas Department of Education. District Recommendations There are none to report at this time. School Improvement Recommendations: 1. None 734 HIGH EXPECTATIONS Strengths: 1. The survey of parents and community was very thorough and the response was good. 2.. The multicultural units for each grade were interesting for students and teacher. 3. There seems to be strong parent and community support. 4. The addition of reading daily is a real plus to get higher expectations. 5. The field trips do enrich your curriculum. Recommendations: Consider distributing the responsibility to staff members other than the chairperson. MONITORING AND ASSESSMENT OF STUDENT ACIDEVEMENT Strengths: 1. Teachers use a variety of tools to identify students' strengths and weaknesses. 2. Teachers use portfolios to assess and improve students' achievement. Through portfolios, students are able to judge how much they are growing. Recommendations: 1. Students can select teachers, other students, parents, and principals to evaluate their portfolios. The shcng should be non-threatening. 2. Materials in portfolios should be dated so that growth can be evaluated. 3. Never send a child to a lower grade for instruction. This lowers a child's self-esteem and could foster a dislike for school. 735 CLEAR SCHOOL PURPOSE Strengths: 1. The method of surveying parents to determine their concerns regarding communication was of great benefit. 2. Thirty-four percent of parents responded to the survey. 3. Teachers have a positive attitude regarding the use of a weekly newsletter. 4. Every student has the opportunity to actually check their own progress. 5. Revisions will be made as needed to check students progress. 6. Consistent communication between parents and teachers is positive. 7. The lines of communication are regular and consistent. 8. Contracting with parents as a means of accountability appears effective. Recomrnendati ons: 1. Data should be compiled to determine effectiveness of weekly reports. 2. More parent involvement is needed on the target area for feedback. 3. A specific person should be named to carry out various tasks. 4. Other means should be explored to fund actions such as grants, P .I.E., fundraisers, etc. 5. A survey needs to be conducted more frequently to get a more comparative measure. 6. Student should be able to articulate the school's mission/purpose. 736 PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. There needs to be an iniation of a parent resource library at the entrance of the building. 2. Transportation to school needs to be provided for parents when needed. Recommendation: There should be a calendar twice a year to detail events in addition to your monthly communication. 737 Perceptual Survey Use: Crestwood Elementary School Crestwood Elementary chool analyzed the perceptual data and noted the following concerns: Parents were not satisfied with the degree of communication. Some parental dissatisfaction with the knowledge of School goals. Students were not satisfied with their degree of interest in the curriculum. Teachers felt a need for alternative assessments. The disparity of black and white students test scores was still great. As a result, the following actions and outcomes were developed: To improve communication with each parent and student about the students' activities. achievements. and progress. To emich the curriculum by providing more experiences for all students. Expand the use of portfolio assessments. See infusion document. Quality of Education. reduction in racial academic disparity. 738 -.....J w \.0 1. 14 ELEMENTS IN THE ALLEN LETTER E idence that policies, procedure , rule and regulations are developed and implemented to facilit~te de egr gation. STRATEGIES TO ADDRESS EVIDENCE IN ECOESCHOOL IMPROVEMENT PLAN SITE VISITS SITE VISITS ANNOUNCED UNANNOUNCED A. Is Activity Taking Place? A. Is Activity Taking Place? B. Available Evidence B. Available Evidence A. Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal's Interview Evidence that plans related to reducing achievement disparity Develop an accumulative B. Document/Record B. Document/Record between black and reading Ii t for each student_ Principal's Interview nonblack students are p.14 progre ively successful. Adopt a new reading theme each year with reading the major focu . p.15 [nitiate. monitor. and expand p rtfolio assessment. p.22 Revise and continue peer tutoring. p. 18 Expand the adult tutoring program. p. 18 -....J J::-- Revise the special programs 0 for students that show no growth for two y ars. p.19 Collect statistics to compare the disparity of scores for years one. p.19 3. E idence that student A. Yes A. Yes ass1gnm to schools, cla ses and programs at B. Document/Record B. Document/Record each organizational level Principal's Interview are made without bias. Observation 4. E idence that staff A. Yes A. Yes development days authorized as a r suit of B. Document/Record B. Document/Record the Agreement are used to Principal's Interview facilitate the desegregation process. 5. Evidence that travel time A. Yes A. Yes to and from school is not di proportionate among B. Document/Record B. Document/Record black and nonblack students and the percentage of black tudents transported for desegregation is not ignificantly greater than the percentage of non-black students tran, ported fi r de egr gation. 6. Evidence that guidance A. Yes A. Yes and counseling i de igned to meet the B. Document/Record B. Document/Record needs of a diverse student population. -..c...-J- 7. Evidence of internal A. Yes A. Yes ...... procedures for en uring that material for B. Document/Record B. Document/Record appraising or coun eling tudcnts are non-di criminatory. 8. I::.vidence that curricular To promote the appreciation of A. Yes A.Yes content and instructional cultural diversity through the trategies are utilized to study of cultural diversity and B. Document/Record B. Document/Record meet the diverse needs of the celebration of heritage Principal s Interview Principal' s Interview the student population (School goal #8) Observation served. 9. vid nee that personnel A. Yes A. Yes 1 recruited, employed and a signed in a manner B. Document/Record B. Document/Record t meet the goals of a Principal's Interview Principal' s Interview de egregating chool di trict. 10. Evidence that procedure A.No A. Yes related to extracurricular and cocurricular activities B. Document/Record are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to th tudent population. 11. Evidence of diverse A. Yes A. Yes repre ntation on appointed district wid B. Document/Record B. Document/Record and chool-ba ed Principal' s Interview committee . 12. E idence of efforts to Utilize a newsletter to inform A.No A.No ensure that parent parents of the mission attendance at school statement. p.24 B. ......... functions is not ,J::-- N di proportionate to the Provide a Parent Center, p.24 tudent population. Issue communication from each class detailing events and progress. p.24 Establish a home reading program for parents and students. p.24 Increase parents in the VIPS program, p.25 13. E idence of success A.NIA A. Yes related to Majority to Minority transfers B. No M-to-M students B. Desegregation Files reported -..J ~ lJ.) I 4. Evidence that magnet chools are an effective interdistrict remedy for racial balance. A. NIA B. NIA A. NIA B. NIA Copies to: Dr. Emma Bass CRYSTAL HILL ELEMENT ARY SCHOOL PULASKI COUNTY SPECIAL SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 72118 APRIL 16 - 17, 1996 REPORT OF THE NORTH CE TRAL ASSOCIATION/ EXTE DED COMPREHE SIVE OUTCOMES EVALUATION Submitted to: Mr. Bobby Lester, Superintendent May 24, 1996 Ms. Wanda Ruffins Principal. Cry tal Hill Elementary School Ms. DiAnn Carland Ms. J. J. Morley Ms. Janie Naylor Steering Committee Chairpersons Compiled by: Mr. John McKinnon Field Ser\'ices Specialist CA State Director Mr. Frank Anthony Assistant Director. ADE Mr. James a. H ter Co-Coordinator. Field erv1ce 744 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 16 - 17, 1996 CRYSTAL HILL ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. JOHN MCKINNON, GENERAL CHAIRPERSON Mr. Bob Paulovich, Chairperson Arkansas Department to Education #4 State Capitol Mall, Room 301-B Little Rock, Arkansas 72201 Ms. Lisa Lewis. Teacher Meadowcliff Elementary chool 25 Sheraton Drive Little Rock, Arkansas 72209 Dr. Ryixuan Mao. Profe or Philander Smith College 812 West 13th treet Little Rock, Arkansa 72203 745 Dr. Samuel Branch, Principal Fair Park Elementary School 616 No. Harrison Street Little Rock, Arkansas 72205 Mr. Deodis Fleming, Teacher David O 'Dodd Elementary School 6423 Stagecoach Road Little Rock, Arkansas 72204 Ms. Lillie Carter, Principal Pulaski Heights Elementary School 319 o. Pine Street Little Rock. Arkansas 72205 FOREWORD On April 16-17. 1996. ix representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Crystal Hill Elementary School. The comments in this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Crystal Hill Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team. recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different. but are in support of the school improvement team's conclusions. Recommendations ha\'e been made to foster further ervice and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank Crystal Hill Elementary NCA/ECOE Steering Committee. staff, administration, students. board and community representatives for a superb two-day visit. The students and staff were most courteous, informative. and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the chool Improvement Plan de\eloped to meet the needs of all the students at Crystal Hill Elementary. 746 CHAIR SUMMARY: VISITING TEAM REPORT Crystal Hill Elementary Communications Magnet School is located within the North Little Rock City Limits at 5001 Doyle Venable Drive. The building was constructed in 1991-92. and consists of 35 classrooms, an office area. a cafeteria, a multi-purpose room, media center, and a Community Based Instruction area. The facilities are in excellent repair and provide adequate lighting and space to meet the needs of the 775 students. The building staff consists of 35 prekindergarten through sixth grade teachers, a principal. two assistant principals, two counselors, one home school consultant, one media specialist and five custodians, one CBI teacher, three resources teachers. one Language Enrichment ActiYities Program teacher, a communication specialist. two alpha teachers, two part-time speech specialists, occupational therapist. and a extended day care director. The classrooms and hallways were beautifully decorated with students work. The magnet theme of communications. written, oral, and visual is integrated into the regular classrooms by the classroom teachers and the communications specialist, which are all certified teachers. Crystal Hill Elementary Communications chool began the ECOE process during the fall of 1994. The process continued through April of 1996. when the ECOE visiting team was on campus. The principal. Ms. Wanda Ruffins. asked for taff volunteers to head the ECOE teering committee. Later. th teering committee attended an in- er\'ice explaining the process at the Pulaski County Special School District Central office. After the staff was in-serviced on the complete process. staff members signed up for one of the following committees: 1. Writing and Proofreading 2. Archival Data 3. Opportunity to learn/Time on Task 4. School Climat 5. Clear chool Purpo e 6. Monitoring and Assessment 7. High Expectations 8. Parent Involvement 9. Instructional Leadership During the fall. the staff collected the archi al. perceptual. and achievement data. The school had been in e 'istence for only two year . which led to a limited supply of data. 747 After a close examination of the data, the staff chose the following areas for improvement: 1. Parent and Community Involvement 2. School Climate: 3. Instructional Leadership 4. Monitoring and Assessment of Student Achievement~ and 5. Clear School Purpose. Specific learner outcomes were developed for concentration for the next five years with improving student achievement being the primary focus. It was evident to the visiting team that the teering committee provided outstanding leadership throughout the ECOE process. A high level of pride and enthusiasm exists among administration and staff regarding the chools plan for improvement. All faculty members were involved in the process and were knowledgeable of the process and plan. It is obvious to the visiting team that the faculty and staff worked long and hard. We understand the process was difficult and time consuming. We hope our input will improve an already strong ECOE report. District Recommendations: There are none to report at thi time. School Improvement Recommendations 1. In order to ensure action implementation the persons responsible should be smaller in size i.e., principal committee chair, or counselor. 2. Yearly re-visit the plan to make nece ary adjustments and revisions. 748 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. There are many wonderful programs in place to decrease the disparity
L.E.A.R., Jostens Learning Lab, Title I Paraprofessionals, portfolfo assessment, and teacher-made tests. In addition, there are teachers who have completed K-4 Crusade training. 2. Teacher enthusiasm is a strength. Recommendation: Readjust time lines and write specific strategies to address disparity. INSTRUCTIONAL LEADERSHIP Strength: The school is doing much more than i indicated in the plan. Recommendations: 1. Be specific when interacting with students about why you are with them. Tell them that you are keeping up with what is happening in the classroom. 2. Be visible when teachers have special activities in their classrooms and say something about the activity. 3. Consider looking at the archival data to make a decision about the administration s invol\'ement in classroom activities. SCHOOL CLIMATE Strengths: 1. The many clubs and activities used to encourage students positive behavior is excellent within the school community. 749 2. To help encourage positive discipline within the school community, training parents in the Discipline Management Plan is a strong asset. Recommendations: It is recommended that parents, teachers, and students be re-surveyed in the area of school discipline to see if it has improved since the last survey date. CLEAR SCHOOL PURPOSE Strength: The administrators and teachers have done an outstanding job at integrating the outcome related to the target area with the school's communication theme. Recommendation: In reference to item 1, action 1, the school may want to decide the procedure for selecting the Communications Curriculum Committee Members and when the team will be in place. PARENT AND COMMUNITY INVOLVEMENT trength: The school displays a strong commitment to the increase of parent attendance at PT A meetings. Recommendations: 1. It is recommended that the school keep track of parent attendance at PTA meetings. and find out what might keep some parent from coming by, using a brief questionnaire at the beginning of each school year. 2. It is recommended that the school use weekly newsletters in color-coded paper. with a student staff to inform parents and community of the progress of the school. 750 PERCEPTUAL SURVEY USE: CRYSTAL HILL ELEME TARY SCHOOL Crystal Hill Elementary School analyzed the perceptual data and noted the following concerns: Students did feel the principal always knew what was going on in classrooms. Parents did not feel the administration effectively informed the community about the school's progress. Parents and students expressed concern about consistent school discipline. As a result. the following outcomes and goals were developed: More opportunities will be provided for the administrators to become actively involved in daily classroom activities. School leaders will regularly address the community at PT A meetings to effectively inform parents of school progress. Improve consistent discipline throughout the community and transitional areas of the schooL with responsibility being shared by all the staff. 751 -......J Vl N 1. 2. CRYSTAL HILL MAGNET ELEMENTARY: PCSSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking Place? A. Is Activity Taking Place B. Available Evidence B. Available Evidence Evidence that policie . Develop. teach. and uniformly A. Yes A. Yes procedures. rule and enforce rules for halls. re t-regulations are developed rooms. cafeteria. and B. Document/record B. Document/record and implemented to playground. pp. 38-40 Principal s Interview Principal' s Interview facilitate desegregation. Evidence that plans Develop transition plans for B. Conference A. No related to reducing students moving to new grade. achievement disparity p. 56 between black and nonblack students are Teach test-taking skills to progressively successful. students, pp. 56, 57 Develop strands of communications skills needed but not evident in entering 3rd and 4th grade students. p. 64 --....J V1 w 3. 4. 5. 6. Evidence that student assignments to schools. classes and programs at each organizational level are made without bias. Evidence that staff development days authorized as a result of the Agreement are used to facilitate the desegregation process. Evidence that travel time to and from school is not di proportionate among black and nonblack students and the percentage of black students transported for desegregation is not significantly greater than the percentage of non-black students transported for desegregation. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. A. Yes A. Yes B. Document/record B. Document/record Principal s Interview Principal' s Interview A. Yes A. Yes B. Document/record B. Document/record Principal's Interview Observation Principal's Interview A. Not known A. Yes 8. Document/record A.
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.

<dcterms_creator>Arkansas. Department of Education</dcterms_creator>