Compliance hearing exhibits, 29-32

DUNBAR MAGNET MIDDLE SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72206 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Debbie Berry, Principal Mr. Arthur Olds Steering Committee Chair and Ms. Joyce Underwood, Steering Committee Co-Chair Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to
Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 DUNBAR MAGNET MIDDLE SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Bethurem, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Mr. Bruce Bryant, Teacher Perryville High School 803 N. Ash Street Perryville, AR 72126 Dr. Valerie Colyard, Professor Univ, of Ark. at Pine Bluff 1200 North University Pine Bluff, AR 71611 Ms. Tracey Dennis, Teacher Northwood Junior High School 10200 Bamboo Lane No. Little Rock, AR 72120 Dr. Virginia Anderson, Assistant Principal Arkadelphia High School Highway 8 Arkadelphia, AR 71923 Ms. Sue Reeves, Principal Bryant Middle School 200 N. W. 4* Street Bryant, AR 72022 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent & Community Involvement High ExpectationsFOREWORD On April 26-27, 1999, representatives of the Arkansas Department of Education visited Dunbar Magnet Middle School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Dunbar Magnet Middle School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The school is to be commended for its dedication to the ECOE school improvement process. This was evident by the involvement of the faculty and the release time allowed for the ECOE School Improvement Plan development. The mission statement is woven throughout this plan and should be strengthened by the changes to middle-level concepts for future planning. There is community involvement with the school that is commendable. The faculty and administration continue to provide an atmosphere to promote success for all students. The visiting team would like to take this opportunity to thank the Dunbar Magnet Middle School ECOE Steering Committee, staff, administration, students, board, and community representatives for a superb 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 ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Dunbar Magnet Middle School.VISITING TEAM REPORT School Improvement Recommendations: 1. As the ACTAAP and Smart Start Initiative continue to unfold into upper grade levels, incorporate other test data, such as 4'*, 6', and 8* grade Benchmark Examinations (as well as SAT-9 data in order to better serve the needs of all your students. 2. Keep the steering committee intact to monitor progress of the School Improvement Plan. 3. Meet all committees on a regular basis to evaluate progress toward student achievement and to celebrate successes. 4. Continue to provide time for ECOE committees to meet and for staff development. 5. Continue to include technology in the classrooms in an administrative, as well as, instructional way to help meet the needs of the students. 6. Continue to provide opportunities for the alignment and mapping of the curriculum based upon the Arkansas Frameworks as you incorporate the middle-level concepts.SCHOOL CLIMATE Strengths: 1. The positive attitude of the faculty and staff proved to be a prevailing strength. Each interview was positive in nature and reflected pride and belonging to the family of Dunbar. 2. The history of the building generated a lot of pride in the faculty, administrators, staff, and parents. 3. Family and community partnerships were apparent
this is consistent with the mission statement of the district. 4. A challenging curriculum is offered for each student. All students are afforded the opportunity to participate as part of the cultures and languages mentioned as a passport to the future in the Dunbar mission statement. Students appeared to recognize this. 5. The faculty stated that the principal is consistent and fair and is perceived as having the best interest of the students and staff as priorities. 6. The Technology Committee and CLT are definite assets to the school. Recommendations: 1. Student achievement should be the focus of the School Improvement Plan. This is consistent with the objectives of the ECOE process and relates directly to the mission statements of the district and the school. Rely more on actions that can be accomplished by the staff and less on tasks required by those outside the teaching cadre. 2. Utilize a variety of data such as normative and criterion-referenced, perceptual, and archival to support target areas and to provide more concrete evaluation of successes and completed actions. This will assist in keeping the plan student-centered. 3. Each member of the committee should be assigned proportionate responsibilities for facilitating the School Improvement Plan. Make certain that each person on the committee is familiar with the plan and is an active, informed participant. 4. A gifted and talented magnet needs more hands-on opportunities for technology! By definition the international studies concept is better addressed with on-line terminals accessed by all students. A computer lab(s) should be added as a district priority. This would also allow the faculty to utilize computerized grading systems. This should increase both student and faculty morale and address the mission statement to a fuller degree. It would also provide another teaching and research method for teacher use.5. Cleanliness was mentioned as an area of needed improvement
specifically, restrooms. The school should explore the possibility of more site-based management of the custodial staff. The perception is that there are not enough custodians to keep the building clean. Check with the Arkansas State Department of Education for the number of personnel required to clean the area in the building. This is an administrative concern more than a student achievement concern. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. 2. 3. 4. 5. The principal, assistant principals, and faculty seem very supportive of the change to the middle school. There seems to be a positive relationship and cohesiveness among the administration and faculty. The displaying of students work is good to boost their self-esteem. Good use if made of student achievement data to identify student needs by sub-groups. Moving to the adoption of block scheduling and teaming will be very positive in enhancing student performance. Recommendations: 1. 2. 3. 4. 5. Incorporating cooperative learning in classes will enhance student learning and boost their self-esteem. It is imperative that the entire faculty buy in to the middle school concept. Therefore, It is recommended that faculty development in the concept and philosophy of the middle school be provided to the faculty and administration. Attractive learning environments enhance student learning and can reinforce learning. Therefore, consider requiring your faculty to pay attention to improving the classroom appearance. Give consideration to providing faculty development in the areas of teaming and thematic curriculum planning. This will aid in providing success for students. Consider writing a grant to IBM or some other groups to secure computers for students to enable them to have access to the world-wide web in order to improve/expand their education.6. Good use was made of the data to identify the academic performance of sub-groups. This information needs to be used to provide academic support for such sub-groups in order to 7. improve their academic performance. Encouraging faculty to become members of the state and national middle school association is highly recommended. This membership provides members with additional materials, information, and experiences which are useful in teaching. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. Utilization of the Men of Dunbar and the Alumni Association as elements of the cornmumty has significantly improved the behavior and the motivation of students identified as at risk . 2. The identification of the need for a collaborative effort with Philander Smith College students as mentors and tutors developed into strategies that would renew past relationships. 3. The Partners in Education program has proved beneficial in providing needed funds for student involvement and enrichment. 4. The concept of grade-level orientation for in-coming students has prepared students and parents for the expectations of Dunbar Magnet Middle School. Recommendations: 1. Consideration should be given to expanding the program for at risk students. The expansion should utilize the Women of Dunbar and focus on those female students which are likewise at risk. 2. Consideration should be given to expanding the time frame of school-based events, (i.e.. Cultural Fair, Parent/Teacher Conference). Working parents may not be able to attend some of the functions under some of the proposed schedules seen by the team. a 3. Consideration should be given to creating a better relationship with statewide media in order to eliminate the bad press alluded to in the School Improvement Plan. Consider creating * liaison position in order to provide the news media with prompt information concerning good newsworthy items at Dunbar Magnet Middle School. 4. Consideration should be given to enhancing the Partnership in Education to include the display of student work or the utilization of student help at the partners places of business. Partners need to feel as if a partnership truly exists and that they are not just a source of financial help. This concept is mentioned in the School Improvement Plan, but is not developed into a stratedy.HIGH EXPECTATIONS Strengths: 1. A Dunbar Magnet Middle School strength is both the identification of underachieving students and the assignment of various mentoring/tutoring programs such as the Urban Leagues PARK and the Dunbar Alumnae Associations Men of Dunbar. 2. A Dunbar Magnet Middle School strength is the adoption of the block system to promote hands-on learning experience to provide and promote opportunities for underachieving students. The addition of classroom time will encourage more hands-on activities designed to address various learning styles and achievement levels. 3. A Dunbar Magnet Middle School strength is the promotion of journal writing in the schools math and science classes. This policy improves both teacher and student attitudes of creative writing by not limiting such writing to the language arts arena. 4. A Dunbar Magnet Middle School strength is its instructional mode to advance the use of higher-order thinking skills. Specifically, the seventh grade population experiences Culture Fair which combines English and social studies. The eighth grade population experiences science-based Earth Day with a focus on animal species. The future sixth grade population will experience English-based story telling. All of the grade-specific instructions have higher-order thinking skill components. 5. A Dunbar Magnet Middle School strength is its interdisciplinary teachings, which involve team teaching within the international studies electives. For example, there is Planet Earth for seventh and eighth graders. International Money for eighth and ninth graders, Leaders of the Twenty-first Century for ninth graders, and African studies for eighth and ninth graders. Recommendations: 1. The team recommends the reduction of language exploratory class student size to aid teachers in both achieving more positive student behavior and greater cuniculum participation. 2. The team recommends that all staff, via participation in curriculum teams, adopt a practice for alternative earning of points/grades to ensure that all learning styles are being net. This is specifically geared to the student population who has scored on or below 38 on the SAT Total Reading. 3. The team recommends that the schools English departments adopt an assessing tool such as the OBrien, to assess the entire school populations literacy growth rate. This is both an entrance and exit test, which is simple to administer and grade. Another bonus is that it is inexpensive. To be constructed so simply, it is a very accurate assessment tool for reading level growth throughout the year.4. The team recommends that the school adopts practices for classroom appearance in order to achieve uniformity. Many classrooms had posters, student work displayed, photos, pictures, catchy affirmatives, phrases, and slogans all to inspire students to achieve and reach their potential. Some classrooms were virtually void of such items. 5. The team recommends that the school adopts, via teacher teams or departments, a practice on standards for literacy which would include all classroom assignments and test questions be answered in complete sentences, all tests have a minimum of two essay questions, and all essay questions have a minimum of sentences, which would be grade-specific. Uniformity is needed in order for students to master literacy. 6. The team recommends that the school adopts practices which encougare more opportunities for written responses in both classroom work and tests, such as answering in complete sentences and answering in essay format.HENDERSON JUNIOR HIGH SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72204 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Mr. Larry Buck, Principal Dr. Ward Bitely Steering Committee Chair Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 HENDERSON JUNIOR HIGH SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Wes Whitley, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Mr. Richard Woods, Assistant Principal NLR High School - West Campus 101 W. 22"^* Street No. Little Rock, AR 72114 Dr. Paul Root, Professor Ouachita Baptist University 410 Ouachita Street Arkadelphia, AR' 71998 Ms. Ora Stevens, Vocational Education Department of Workforce Education #3 State Capitol Mall, Luther Hardin Bldg. Little Rock, AR 72201-1083 Ms. Annette Barnes, Standards Assurance Arkansas Dept, of Education #4 State Capitol Mall, Room 305-B Little Rock, AR 72201 Mr. Paul Brewer, Assistant Superintendent Camden Fairview School District 625 Clifton Street Canden, AR 71701 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent & Community Involvement TechnologyFOREWORD On April 26-27, 1999, representatives of the Arkansas Department of Education Henderson Health Sciences Magnet Junior High School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Henderson Health Sciences Magnet Junior High School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The visiting team wishes to express their gratitude for the courteous hospitality during the ECOE visit. The staff certainly helped make the visit a successful one by providing an atmosphere conducive to the needs of the team. The attitude of staff toward the school improvement process is a strong asset to the school and a testament to the level of professionalism and leadership displayed in the creation of this School Improvement Plan. The committees worked especially hard, as did the building chair, to address the most urgent needs of the school. As future school improvement efforts materialize, the plan will grow to include student performance issues and other curricular needs. The visiting team hopes that the records of the findings from the visit will help in the process.VISITING TEAM REPORT District Recommendations: 1. As the district continues to update its curriculum guides, it is advised that the Arkansas Curriculum Frameworks be consulted for correlation. 2. It is recommended that the Little Rock School District continues to provide technical support, leadership, and in-service to the schools engaged in the school improvement process. School Improvement Recommendations: 1, 2. 3. It is recommended that this school receive in-service training in the following areas: midlevel philosophy, evaluation/assessment techniques, data analysis, curriculum mapping, and the Arkansas Department of Education accountability initiative (ACTAAP). As a result of the reconfiguration of grade span grouping in the future of this school, it will be vitally important to continue the school improvement process. The use of co-chairs will help build on-going leadership among the staff. In-service on data analysis and curriculum issues will serve to direct the staff towards a more data-driven plan which addresses student pertbrmance in core areas. Release time will allow committees an opportunity to address performance data and facilitate a fluid and natural evolution of school improvement planning which will address the new middle school concept. As the school improvement evolves to include performance-related planning, it is recommended that the staff examines setting performance goals and actions which are measurable. This will be a valuable tool in measuring the success of the plan and modifying the plan as necessary.SCHOOL CLIMATE Strengths: 1. The staff should be complimented for its recognition of the importance of school climate and the actions that are to be implemented to ensure a positive transition that will be conducive to its reconfiguration as a middle school. 2. The foundational meetings between remaining staff and new staff will be an asset in accomplishing the goals of creating a climate designed to meet the needs of its new student population. 3. The installation of security cameras will foster a more realistic commitment to the goal of providing a safe and orderly institution of learning. Recommendations: 1. The committee should explore utilizing academic team structure to provide students with opportunities to demonstrate personal responsibility in maintaining the school climate and appearance of the school. For example, developing a student government structure within the social studies classes from each team with staff supervision of designated areas to encourage the participation of all students. 2. It is recommended that the committee revisit actions to make a more consistent flow of terminology to accurately communicate to all staff/students the intent of the actions of this improvement plan, (i.e., good behavior - appropriate behavior
problems of males - referrals of black males, etc.) 3. In order to accentuate the target areas of a positive school climate and a climate of high expectations, the staff must emulate these expectations to provide the encouragement necessary for the social and academic needs of the student population to be served. These expectations can be overtly demonstrated in dress, conduct, and behavior when passing through the halls and the rapport exhibited when dealing with student concerns. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The plan addresses divergent learning styles as well as allowing teachers some discretion in teaching styles. 2. It is commendable that the plan addresses the creation of a locally-made criterion-referenced diagnostic tool to assess student performance. 3. The use of community resources and peer tutoring is a positive influence in the school improvement effort.Recommendations: 1. It is recommended that future committees dealing with issues involving assessment rely on the data to drive school improvement decisions. This will allow school improvement decisions dealing with specific academic needs. 2. It is recommended that the school secure staff development training in the areas of: test data, interpretation, mid-level concepts, dual reporting for student assessment, and the Arkansas Department of Education Accountability/Assessment initiatives (ACTAAP). PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. The staff is warm and friendly. 2. The facility is conducive to good behavior and instructions 3. The presence of on-campus security is a plus. Recommendations: 1. Because the strength of a school involves the relationship among three groups, students, parents, and faculty, the school should continue to provide opportunities for parental involvement, (i.e.. Parent Conference Week, PTA, Open House, written communication such as report cards and newsletters, etc.) 2. Consideration should be given to including parents on the ECOE Steering Committee. This appears to be an excellent opportunity to involve parents. TECHNOLOGY Strengths: 1. The leadership team exhibits a very positive tone. 2. The staff at Henderson is warm, congenial, and professional. 3. The district provides a full-time technology coordinator who is knowledgeable and knows the culture of the school. 4. Every classroom has at least one computer with appropriate software for managing logistical matters. 5. Each member of the staff has an assigned e-mail address.6. The district provides in-service training in the use of technology for all staff members. 1. Computers are upgraded to accommodate a wide variety of programs. Recommendations: 1. Expand the magnet concept from the school-within-school concept to a school-wide concept. 2. Provide curriculum-specific software for special needs students. 3. Consider making in-service activities more meaningful by providing release time rather than after-school sessions. 4. Infuse technology into all areas of the curriculum. 5. Provide specificity in assigning positions/persons responsible for activities/strategies. 6. Establish a yearly school-wide Technology Fair. 7. A more specific time line is needed for completion of activities and strategies.SOUTHWEST JUNIOR HIGH SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72204 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to
Dr. Les Camine, Superintendent May 17, 1999 Mr. Jim Mosby, Principal Ms. Colleen Ferguson Steering Committee Chair Compiled by
Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29,1999 SOUTHWEST JUNIOR HIGH SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Ms. Alice Simelton, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Beverly Slavens, Teacher Arkadelphia High School Highway 8 Arkadelphia, AR 71923 Mr. Bill Allen, Professor 205 Mockingbird Lane Hot Springs, AR 71913 Mr. Delton Kitchell, Principal Bryant Junior High School 200 N.W. 4 Street Bryant, AR 72022 Ms. Lillian Rutter, Teacher Robinson Junior High School 21001 Highway 10 Little Rock, AR 72212 Dr. Benny Gooden, Superintendent Fort Smith School District P. O. Box 1948 Fort Smith, AR 72902 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent & Community Involvement High ExpectationsFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education Southwest Junior High School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Southwest Junior High School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. Southwest Junior High School is to be commended for providing staff development opportunities such as the Paideia Program and Positive Classroom Discipline and Instruction. It is noteworthy that student work was displayed throughout the building on the various grade levels. The plan as outlined, that is designed for the success of all students, appears to be sound and will accomplish that end. The ECOE visiting team would like to take the opportunity to thank the Southwest Junior High ECOE Steering Committee, staff, administration, and students for a most congenial team visit. The staff and students were courteous and cooperative throughout the visit. The food and gifts that were provided were graciously accepted and appreciated. Thank you again for making the ECOE team visit a valuable and rewarding experience.VISITING TEAM REPORT School Improvement Recommendations: 1. Provide accessible telephones for each wing of the building. 2. Cover exposed wiring throughout the building and replace tiles throughout the building. 3. The portable buildings are in poor shape and in much need of repairs or replacement.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The leadership provided at Southwest Jr. High School is an asset to the program with time allowed working as a team. 2. The procedures used to increase time in the classroom should reduce disciplinary problems and increase the academic skills of the students. 3. The tutoring program at Southwest Jr. High shows potential with tracking the students performances. Recommendations: 1. Consider requesting SAT-9 test samples from the testing center for each department to prepare the students for the SAT-9 tests. 2. It is recommended that the district increase opportunities for staff development for all of the staff. 3. Consider expanding the tutoring programs. (Southwest Jr. High,,U.A.L.R., Philander Smith College) STUDENT CLIMATE Strengths: 1. The decrease in enrollment enhances the size of classes at Southwest Jr. High School. The smaller classes can attribute to a more positive atmosphere and a closer relationship between the teachers and the students. 2. There is a more than adequate percentage of students who feel that the teachers and students have a sense of pride and work collaboratively. The percentages are also more than adequate for a conducive atmosphere to learning and the maintenance and management of the building and grounds. 3. Participation in incentive programs seems to be extremely positive. 4. Adequate monies are available for the purchase of classroom supplies.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The leadership provided at Southwest Jr. High School is an asset to the program with time allowed working as a team. Ideas should be developed to address this need. 2. The procedures used to increase time in the classroom should reduce disciplinary problems and increase the academic skills of the students. New instruction strategies might be in order. 3. The tutoring program at Southwest Jr. High shows potential with tracking the students performances. Recommendations: 1. Consider requesting SAT-9 test samples from the testing center for each department to prepare the students for the SAT-9 tests. 2. It is recommended that the district increase opportunities for staff development for all of the staff. 3. Consider expanding the tutoring programs. (Southwest Jr. High, U.A.L.R., Philander Smith College) STUDENT CLIMATE Strengths: 1. The decrease in enrollment enhances the size of classes at Southwest Jr. High School. The smaller classes can attribute to a more positive atmosphere and a closer relationship between the teachers and the students. 2. There is a more than adequate percentage of students who feel that the teachers and students have a sense of pride and work collaboratively. The percentages are also more than adequate for a conducive atmosphere to learning and the maintenance and management of the building and grounds. 3. Participation in incentive programs seems to be extremely positive. 4. Adequate monies are available for the purchase of classroom supplies.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The leadership provided at Southwest Jr. High School is an asset to the program with time allowed working as a team. 2. The procedures used to increase time in the classroom should reduce disciplinary problems and increase the academic skills of the students. 3. The tutoring program at Southwest Jr. High shows potential with tracking the students performances. Recommendations: 1. Consider requesting SAT-9 test samples from the testing center for each department to prepare the students for the SAT-9 tests. 2. It is recommended that the district increase opportunities for staff development for all of the staff. 3. Consider expanding the tutoring programs. (Southwest Jr. High, U.A.L.R., Philander Smith College) STUDENT CLIMATE Strengths: 1. The decrease in enrollment enhances the size of classes at Southwest Jr. High School. The smaller classes can attribute to a more positive atmosphere and a closer relationship between the teachers and the students. 2. There is a more than adequate percentage of students who feel that the teachers and students have a sense of pride and work collaboratively. The percentages are also more than adequate for a conducive atmosphere to learning and the maintenance and management of the building and grounds. 3. Participation in incentive programs seems to be extremely positive. 4. Adequate monies are available for the purchase of classroom supplies. Recommendations: 1. Despite the decrease in school enrollment, suspensions for 1998 increased. Ideas should be developed to address this need.2. 3. 4. Contrary to the decrease in class sizes and teacher-student ratio, the overall grade point average and Stanford-9 scores are extremely low. New instruction strategies might be in order. There are visible signs of peeling paint, exposed wiring, and loose tiles. Revamp drainage in the front of the building. In an effort to improve reading and language scores, consider implementing a remediation program on all levels. 5. All seventh graders who score below the 50* percentile on the SAT-9 should be required to take remedial reading. This will require at least one more full-time reading teacher. 6. Teachers in all disciplines should be encouraged to teach reading in their content area(s). 7. In an effort to encourage and continue learning after school hours, implement a Homework Policy. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. 2. 3. An aggressive program designed to encourage parent involvement, including the Parent Club, the use of VIPS, an office for PTA use, and increased PTSA enrollment is a strength. Effective team approach which provides: teacher planning time with opportunities for sharing ideas and methods
a sense of belonging for the students
and convenient conference times for parents. An administrative team with high campus visibility, with commitment to students and a vision of the potential of SWMS
and with appreciation for the faculty and staff and a desire to help them succeed, if they choose to do so. Teacher-student ratios enhance the potential for changing negative statistics. Recommendations: 1. Strengthen the School Improvement Plan by completing staff development and documentation areas of the outcomes by providing evaluation procedures for all outcomes, by eliminating ambiguity of outcome 1, by naming specific persons to oversee the actions, and by identifying, at least one time, acronyms and program labels. Southwest Jr. High is doing more than the report indicates. 2. Continue developing connections with colleges/universities and community organizations. Philander Smith College and U.A.L.R. provide opportunities which can be expanded particularly in areas like social workers, interns, extra-help sessions, etc. 3. Provide training and incentives for interested personnel in grant writing. The cost is minimal compared to benefits available through local, state, and federal agencies.HIGH EXPECTATIONS Strengths: 1. Classroom posters reflecting the need for a positive attitude with regard to learning were posted in most classrooms visited. This displays the emphasis that has been placed on a positive attitude toward learning. 2. There was a visible display of student work in most classrooms. Creating pride in a students work is a step toward helping develop the attitude needed to improve test scores. The planned action to purchase a marquee is a good one and should also help in this area. 3. The period allowed for team planning across the curriculum should be helpful with implementing the guidelines and suggestions of Smart Start with regard to teaching across the curriculum. 4. The availability of two security guards and two assistant principals for dealing with students lingering in the hallways (tardies) is a definite strength of this school. Recommendations: 1. Be specific as to who has the responsibility to see that each action is implemented. Place the name of the person on the list. As personnel changes, the name of the responsible person will change. 2. Purchase materials for math and reading teachers that help with test-taking procedures. Example: Test Best, PAM. Look at programs such as Accelerated Reader and/or Accelerated Math to influence students' attitude toward these subject areas and help them obtain the required skills to improve in these areas. 3. Implement a one-minute warning bell with a different tone to help with student tardies. Students who are visiting with their friends will then know it is time to head to class. 4. Consider a Differentiated Action Plan (DAP) for students below a 2.00 GPA. Every student in school (or place emphasis on Math and Reading) would be assigned to an advisor (teacher). The counselor would create a folder for each student and have grade information available for teachers at the time of every progress report or nine weeks. Grade information would be placed in the folder by the advisor when received. It would then be given a time to talk with the student (a different schedule could be run one day) and would be required to attempt to make contact with the parent by phone, in person (have the parent come to school) or be letter. A form would be kept in the counselors office for the advisor to document the number of attempts made. At least three are suggested. Parental contact can often be the difference in success and failure. Most parents will appreciate this personal touch.Il BADGETT ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72206 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Gamine, Superintendent May 17, 1999 Ms. Mary Golston, Principal Ms. Betty Trimble Steering Committee Chair and Ms. Rejeana Albert Steering Committee Co-Chair Compiled by
Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr, Dave Westmoreland Education Curriculum SupervisorI' SCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authori2ed to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 BADGETT ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Ms. Alice Simelton, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Debbie Morris, Teacher Joe T. Robinson Elementary School 21600 Highway 10 Little Rock, AR 72212 Dr. Kenneth Harris, Professor Henderson State Univejsity 1100 Henderson Street: Arkadelphia, AR 7199$ Ms. Terri Kief&er, ADE FSS Northwest Ark. Educ. Ser. Coop. 409 N. Thompson Springdale, AR 72764 Ms. Chris Dayer, Princijpal Mayflower Elementary School P. O. Box 127 Mayflower, AR 72106^ Mr. Bill Spicer, Principal Elmer H. Cook Elementary School 3517 Brooken Hill Drive Fort Smith, AR 72903 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent & Community Involvement High ExpectationsV * FOREWORD On April 26-27,1999, representatives of the Arkansas Department of Education visited Badgett Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the ho^ of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Badgett Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. Badgett Elementary School is to be commended for the many staff development opportumties for the faculty, such as the Smart Start Initiative, School Wide, Title I, and Enhance Incentive programs. The students that were provided as escorts did an outstanding job
they were courteous and knowledgeable. They showed a great deal of pride in their school, the faculty, and the staff
and, the Brag Boards in each classroom serve to reinforce that pride. It is evident that the community is an important part of the Badgett experience through the many programs provided such as the Volunteer Recognition Luncheon, after-school tutoring, Health Fair, parent involvement, and many others. The ECOE team would like to take this opportunity to thank the Badgett Elementary ECOE Steering Committee, staff, administration, and students for a very enjoyable visit. The staff was courteous and cooperative in providing information upon request and generally taking care of any need that was expressed by the visiting team. The food and gifts provided by the school partners were greatly appreciated. Thanks for making this ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all students at Badgett Elementary School,VISITING TEAM REPORT School Improvement Recommendations: 1. Repairing the server and computers in the school as soon as possible is necessary. 2, Repairing the tile flooring and tom carpets throughout the school is needed.SCHOOL CLIMATE Strengths: 1. The school is to be commended for providing numerous opportunities for students to develop leadership skills. 2. The staff members appear to have a genuine desire to provide students with opportunities to develop pride and respect for their school and its appearance. 3. The schools interior appearance is clean, pleasant, and conducive to learning. Reconunendations
1. Those responsible for landscaping might contact the Cooperative Extension Service for suggestions and help with landscaping. 2. Work orders prioritizing areas in need of carpeting being replaced or repaired might be considered due to staff and student safety. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. There is a strong sense of community among faculty and staff. 2. The physical atmosphere is neat, clean, and inviting. 3. The pupil-teacher ratio is noteworthy. Recommendations: 1. 2. 3. Consider investigating and implementing existing intervention and remediation programs, such as Direct Instruction, HOTS (Higher Order Thinking Skills), ELLA (Early Literacy Learning in Arkansas), Reading Recovery, etc. U.A.L.R. is an excellent resource to assist in providing the training in moat of these programs. Consider extending your after-school tutoring program for all students as opposed to just 3"* graders. Grants might be sought to help with this issue. Consider a more systemic and aggressive professional development program aimed at enhancing the instructional delivery system of teachers and instructional aides.I' 4, Consider implementing Family Math Night on a periodic basis, thus, allowing for engagement of family and school in the students education . Contact the principal at Perritt Primary school in Arkadelphia for more information about this program if interested. 5. Teachers should focus on using more manipulatives, hands-on, thematic units as instructional tools. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. 2. 3. The school had a warm sense of community. This was evident from the office with a secretary who began as a grandparent volunteer and extended throughout the building. The schools plan reflects activities that seek to address needs in the community. Activities planned take into consideration difficulties that parents may have getting family members together and getting them to an activity. Leadership in the school placed an emphasis on parent and grandparent involvement which extended from the classroom throughout the building to the grounds. This was evident in the number of parents and grandparents who were present each day as volunteers and the landscaping and flowers inside and outside the building which was done with the help of volunteers. Recommendations: 1. It is recommended that the district make the repairs needed to reopen the computer lab and install wiring which would make it Internet accessible. The school could share this with members of the community who already come to the school frequently. 2. The school might explore capitalizing on the cooperation they already have with their cafeteria manager and try using one of their two programs they have every year as a dinner theater. The cafeteria with the stage lends itself to this event. 3. Consideration should be given by the district to encourage the strong sense of community exhibited by this school by allowing them to apply for grants on an individual basis rather than through the district. There are several grants they would have an excellent chance to receive due to the degree of parent involvement they have.I' HIGH EXPECTATIONS Strengths: 1. Students were well-behaved and polite. Staff was very warm and appeared to care about all students. 2. Class sizes are to be commended. A low teacher/student ratio certainly is a positive factor! 3. Great Business Partners! Webster University and the Little Rock Chamber of Commerce are to be commended for their dedication and support. Recommendations: I 1. The team recommends that the computer lab is repaired. The file server has been down for several months. The staff will not be able to fulfill their technology mission with thew computer lab being inaccessible. i 2. Consider including more grades than the third grade in the tutoring program. Since testing scores are so low, a school-wide after-school tutoring program is desperately needed. 3. Consider contacting Philander Smith College or U.A.L.R. and have a fraternity or other club adopt the mentoring program for their community service work, This would be a simple method for obtaining mentors. 4. So that students do not miss valuable instruction in the regular classroom when they pullet out for Title I activities, consider having the Title I instructors come in to the classrooms and work directly with the teachers and students. are. FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:0gAM P2 CHICOT ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT MABELVALE, ARKANSAS 72103 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Jane Harkey, Principal Mr. John Burgin And Ms. Barbara Williams Steering Committee Co-Chairs Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum Supervisor. FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 0g:09AM P3 SCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chaiiperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. Tlie use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the need.s of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document..FROM : CHICOT ELEMENTARY PHONE ND. : 501 570 4194 Jul. 30 2001 09
10PN P4 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 CHICOT ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Ms. Deborah Bland, ADE FSS Great Rivers Cooperative P. O. Box 2837 West Helena, AR 72390 Ms- Becky Stanley, Counselor Pine Forest Elementary School 400 Pine Forest Drive Maumelle, AR 72113 Ms. Annette Holeyfield, Professor Arkansas Tech University Health & Phys. Ed. Dept.- Hull Bldg. Russellville, AR 72801 Ms. Renee Treadwell, G/T Coordinator Southeast Ark. Educ. Ser. Cooperative 1022 Scogin Drive Monticello, AR 71655 Ms. Gloria Reynolds, Assistant Principal Cato Elementary School 9906 Cato Road No. Little Rock, AR 72120 Mr. Austin Z. Hanner 403 Loop R Little Rock, AR 72120 TARGET AREAS OF FOCUS Discipline Curriculum Monitoring and Assessment of Student Achievement CommunicationFROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:10AM P5 FOREWORD On April 26-27,1999, representatives of the Arkansas Department of Education visited CWcot Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Chicot Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of tlie 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. Peer helpers warmly greeted the visiting team to Chicot Elementary School. We were escorted to our work area and introduced to the principal, steering committee and target chairpersons. Chicot Elementary began the ECOE school improvement process in the fall of 1997. A new mission statement was adopted which focuses on the staffs responsibility to equip students with the tools to piusue lifelong learning while fostering academic achievement, citizenship, and emotional well-being. During the development of the School Improvement Plan, the Little Rock School District developed new curriculum standards, the Department of Education introduced the Smart Start Initiative, and Chicot Elementary was designated a model technology school. Although initially seen as challenging, these factors were embraced and incorporated into the School Improvement Plan. Monitoring and Assessment, Cuniculum, Discipline, and Communication were chosen as target areas after the staff completed an assessment of needs and collected archival, perceptual, and achievement data. The school chose to use the 1998 test scores (SAT-9, Benchmark) as baseline data that will be used to evaluate their progress from this point in time forward. The school is to be commended for converting the ECOE teams into permanent teams that will report progress of action implementation and goal attainment to the newly developed Campus Leadership Team. The Campus Leadership Team will also be responsible for updating the schools achievement database. Correlating Jostens software with the Little Rock School District Standards, expanding Accelerated Reader, increasing the use of math manipulatives, daily writing, and the use of assignment books are examples of actions that have been implemented and are proving to be successful. It is obvious that improving student achievement is the primary goal of the Chicot Elementary Staff. The visiting team would like to thank the faculty, administration, and students for wonderful two-day visit and for making our stay as pleasant as possible (in spite of the tornado drill). Thank you for the various meals, snacks, and other amenities. Please consider the following recommendations.FROM : CHICOT ELEMENTARY PHONE NO.
501 570 4194 Jul. 30 2001 09:11AM PE VISITING TEAM REPORT 1. Consider revisiting the goals to ensure assessments have been assigned that will measure performance improvement. 2. Consider utilizing the Arkansas Department of Education Math Specialists to provide additional strategies that will enhance classroom instruction and increase math achievement. 3. Consider incorporating Smart Start staff development activities into the School Improvement Plan. 4. Consider setting benchmarks (desired levels of performance) for students driven by the schools achievement data. Benchmarks will facilitate the documentation of progress the school wishes to achieve by a specific date. 5. The team recommends revisiting the actions (where necessary) to ensure the articulation of specific steps that will result in implementing the actions and achieving the goals, (i.e., Action Three in the Communication Target Area states encourage the use of Telephone Voice Message System. How will this be done? How will you evaluate its effectiveness?)'FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09: HAM P7 1 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The technology program that is in place is strong, and it has the potential to contribute to student achievement. 2. The number of aides for this school per classroom involvement is a strength. 3. The commitment and enthusiasm of the staff to the ECOE school improvement process is noteworthy. Recommendations: 1. 2. 3. 4. The team recommends the development of an accessible and easy-to-use system so each teacher may determine academic deficiencies for each child and determine strategies to address the deficient areas, (for norm-referenced tests (NRT) and criterion-referenced tests (CRT) The visiting team recommends the addition of the counselor and assistant principal to the Monitoring and Assessment Committee. Utilizing their expertise will strengthen the interpretation and reporting of the test results to the students, parents, and teachers. Consider providing staff development for all teachers in the use and organization of portfolios. Consider student-led conferences with portfolios during teacher/parent conferences. CURRICULUM Strengths: 1. The utilization of science kits from the National Science Resource Center provides hands-on experiences and learning for all fifth grade students at Chicot. 2. The correlation of the Jostens Computer programs with the Little Rock School District Frameworks in an effort to prepare students to score average or above average on the CRT. Recommendations: 1. Consider utilizing the Title One Instructional Assistants to monitor students while on computers to ensure students are working on assigned skills and mastering those skills before moving on to other skills to improve outcomes for all students. 2. The team recommends that all staff members be in-serviced on the implementation of TURK, which is being used as a resource for increasing the use of manipulatives and integrating problem-solving with e language arts.FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:12AM P8 DISCIPLINE Strengths: 1. The faculty is aware of discipline problems and is eager and willing to initiate and adapt to changes that must be implemented in order for improvement to occur. Recommendations: 1. The team recommends revisiting the data regarding disciplinary actions. Identify the subpopulation of repeat offenders. Analyze characteristics which may then drive the selection of the new school-wide discipline plan. 2. 3. Implementation of a school uniform code has little chance of success without broad-based parental support
therefore, the team recommends continual research on this issue. Establish two-way communication with parents in venues other than the parent surveys to allow parents to be a part of the decision-making process. It is recommended that periodic evaluation of the assessment data be done to determine if tlie actions are improving student achievement by increasing appropriate behavior. Consider establishing short-term objectives and a time line to measure progress toward reaching the goal. (i.e. reduce out-of-school suspensions by 25% by year 2000) COMMUNICATION Strengths: 1. The staff appears to be dedicated to improving the educational opportunities for the students at Chicot Elementary School. 2. The staff has recognized several avenues that would improve the communication levels with parents. 3. The Title One parent workshops have proven to be a success as indicated by the number of parents in attendance. 4. The target area committees will become permanent committees to continuously reevaluate, revise, and refine the plan to meet the needs of this schools population. Recommendations: 1. Consider including parents as members of this committee. It may call for more flexible 2. scheduling to meet their time schedules. Consider including the VIPS personnel in this committee. They may have insight into some ideas that would be helpful.rPOM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:i2flM P9 3. Continue to define the actions so shape. that research and design and encourage take a more finite 4. In an effort to expand communication, consider including actions that would improve communication among the staff. 5. [ he team recommenus levlMihig the action of utilizing the website as a process to improve coXicSoar=^ The socio-eeonomic level of to coy m-gh. no. .nd,cate The team recommends revisiting this as a practical strategy.ROMINE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72204 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Sharon Davis, Principal Ms. Dana Duncan And Ms. Anna Louise Phillips Steering Committee Co-Chairs Compiled by
Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29,1999 ROMINE ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Paulovich, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Cathy Lay, Teacher Poplar Street Middle School 2300 Poplar Street No. Little Rock, AR 72114 Dr. Linda Joshua, Professor Univ, of Ark. at Pine Bluff 1200 North University Pine Bluff, AR 71611 Mr. Jeff Magie, Assistant Principal Perryville Elementary School 803 N. Ash Street Perryville, AR 72126 Mr. Mike Shue, Principal Monticello Intermediate School 114 Clyde Ross Drive Monticello, AR 71655 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent & Community Involvement Opportunity to Learn/Time-on- TaskFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education visited Romine Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Romine Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The visiting team commends the faculty and staff for all the time and effort expended during the past two years. The School Improvement Plan was developed with many measurable goals focusing on student achievement. The faculty and staff were involved in the plans development and reflect a true sense of ownership and pride. The visiting team would like to express its appreciation for a wonderful two-day visit. All staff members, students, and parents were very cordial, friendly, and helpful. We hope our input will enhance an already strong ECOE document.VISITING TEAM REPORT School Improvement Recommendations: 1. Efforts should to include and recognize parents and support staff in future school improvement endeavors.SCHOOL CLIMATE Strengths: 1. The willingness of teachers to work together in developing a strong, school-wide discipline plan should prove to be beneficial in improving student achievement. 2. The teachers use of polite language in dealing with students is an excellent example for young people. Recommendations: 1. Consideration should be given to implementing a school-wide reward program for those students who do not receive any tardy or behavior documents. One event each grading period could serve as an incentive for students. 2. Consideration should be given to implementing some type of writing assignment during detention. Subject matter could be school rules, responsibility, or organizational skills. MONITORNING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The administrative staff, teachers, students, and school support staff, which includes the parents, are knowledgeable of the schools target programs: Success for All reading program. Technical Educational Resource Center (TERC) mathematics program, and the Smart Start Initiative test bank materials. 2. In addition to the use of the target programs of Success for All and TERC, both teachers and students are using traditional time-proven teaching materials to supplement and/or enrich their target programs. Recommendations: 1. Standardize or develop a repertoire of alternative assessment strategies that parallel the critical thinking strategies of the target reading and math programs. 2. Institute Saturday school workshops, perhaps on a monthly basis, for parent training in school programs, student enrichment, and/or teacher and staff development.PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. All members of the staff are actively involved in the school improvement process. 2. The school has quality volunteers in place. 3. The building and grounds are conducive to a learning setting. Recommendations: 1. A marquee located on campus yet highly visible on Romine Street announcing dates and times would help keep parents informed. 2. A monthly calendar sent home would keep parents informed about events at the school. 3. Offer treats/rewards to children who return with signed papers announcing meetings, conferences, workshops, etc. 4. Each classroom should strive to obtain one volunteer. 5. Contact local businesses, particularly banks, to commit to volunteering on a regular basis. OPPORTUNITY TO LEARN/TIME-ON-TASK Strengths: 1. The success for all programs will prove to be beneficial in the improvement of writing across the cuniculum. 2. The schools classrooms and hallways are filled with opportunities to leam. (Posters, class work, teaching aids, etc.) Recommendations: 1. Consideration should be given to the idea of implementing writing strategies at a much quicker pace so that later years could be used for formal evaluations. 2. The school should look at the writing program of McRat which is being suggested by the Smart Start Initiative. Your Arkansas Department of Education Field Services Specialist may be contacted for this information.WILLIAMS MAGNET ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72207 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17,1999 Ms. Mary Menking, Principal Ms. Anne Washington and Ms. Nancy Morton Steering Committee Co-Chairs Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29, 1999 WILLIAMS MAGNET ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Wes Whitley, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Becky Huett, Assistant Principal Ringgold Elementary School 536 River Street Benton, AR 72015 Dr. Susan Peterson, Professor Univ, of Central Arkansas 201 Donaghey Avenue Conway, AR 72035-0001 Ms. Terri Kieffner, ADE FSS Northwest Ark. Educ. Ser. Cooperative 409 N. Thompson Springdale, AR 72764 Ms. Catricia Phillips, Teacher Poplar Street Middle School 2300 Poplar Street No. Little Rock, AR 72114 TARGET AREAS OF FOCUS Monitoring and Assessment of Student Achievement Quality of Education Equal Access Staff CharacteristicsFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education visited Williams Magnet Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Williams Magnet Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The staff of Williams Magnet Elementary School is commended for their accomplishments in school improvement planning. The plan addresses the needs of the students, staff, and community and is certainly progressive in scope. The committees appeared to have worked well in the review of data and the subsequent identification of actions which address the schools targets. The visiting ECOE/NCA team wishes to express appreciation to the steering committee, staff, and administration for their hospitality during the peer team review. It was obvious a great deal of planning and preparation had been dedicated to making the visiting team members feel welcome. The accommodations and other amenities provided the team with a pleasant atmosphere in which to perform their assignment.VISITING TEAM REPORT District Recommendations: 1. The district is commended for the creation of a District Strategic Plan and is encouraged to continue similar efforts to ensure a coordinated School Improvement Plan among all schools in the district. School Improvement Recommendations: 1. It is recommended that the school continues the school improvement process by allowing committees the opportunity to continue to review performance data and modify the plan and the time line as necessary. It is also recommended that steering committees share information regarding findings from research as well as improvement strategies for improvement. 2. As the School Improvement Plan evolves in the future, it may be considered that the mission statement be revisited for the purpose of including a clearer reflection of the magnet school concept. 3. The staff, administration, and steering committee should dedicate some time in the future to establishing some core beliefs. This will facilitate the expansion of the plan and assist the process of school improvement by direct attention toward the future. 4. This is an academically successful school and may face some unique problems associated with success. It is recommended that the staff and administration continue to build on the present success in the school and not become stagnant or complacent. Strategies that have worked in the past may not work in the future. As a result, it is of the utmost importance that the School Improvement Plan be very progressive.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. Williams Magnet School is commended for their dedication to preparing their students for the upcoming criterion-referenced tests with the implementation of the district-designed quarterly performance assessment tests. 2. Williams Magnet School is recognized for their commitment to increasing science performance with the existence and use of a school science laboratory. 3. The school demonstrates a strong academic program with excellent student achievement scores. Recommendations: 1. The visiting team recommends that the school continues with the utilization of the Smart Start Initiative techniques and works to align the district curriculiun with Smart Start goals and objectives congruent with the Arkansas Frameworks. QUALITY OF EDUCATION Strengths: 1. Field trips, identification of at risk students, ample teacher resources, and parent involvement have resulted in quality education for students as evidenced by standardized test scores and other assessments. Recommendations: 1. A pedagogical statement that reflects the purpose and uniqueness of the schools basic skills program should be incorporated into the mission statement. Staff development that focuses on philosophy and core beliefs may assist in developing such a statement. 2. Revisit the plan to ensure the actions, responsibilities, and resources are correlated and aligned.EQUAL ACCESS Strengths: 1. Williams Magnet faculty and staff recognizes the importance of providing the opportunity for all students to be involved in school activities and programs. 2. The Williams Magnet counselors program is very involved with students of all grade levels. The counselors of Williams Magnet have purchased many wonderful programs for the students. Recommendations: 1. The committee recommends that the faculty and staff of the school explore options for after-school transportation for the students involved. STAFF CHARACTERISTICS Strengths: 1. The staff is commended for recognizing that staff attendance is linked to student performance and is an important factor in school effectiveness. 2. The extended time given to teachers for planning, preparing, and collaboration in an obvious strength. Recommendations: 1. It is recommended that the committee extend the date to improve teacher attendance and explore more options to develop a long-term plan for this outcome. Suggestions include the administration attending the Leadership Academy, teacher book study groups, a relaxed Friday teacher uniform, and informal staff luncheons provided by the administration and/or Parent/Teacher Organizations. 2. The committee should consider involving high school students in a tutor/mentor program to help the elementary students while also increasing the high school students awareness of careers available in education. 3. The staff might explore ways to provide release time and scholarships for supervision aides to obtain college degrees in order to increase minority ratios.BOOKER T. WASHINGTON MAGNET ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72206 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Gwen Strong-Zeigler, Principal Ms. Cathy Schwartz and Ms. Beverly Smith Steering Committee Co-Chairs Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29, 1999 BOOKER T. WASHINGTON MAGNET ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Bethurem, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Paula Trafford, Teacher Perryville High School 803 No. Ash Street Perryville, AR 72126 Ms. Josephine Bell, Professor Univ, of Ark. at Pine Bluff 1200 North University Pine Bluff, AR 71611 Ms. Angie Coats, Teacher Arnold Drive Elementary School 4510 Arnold Drive Jacksonville, AR 72099 Mr. Mark Crowder, Principal Springhill Elementary School 200 N.W. 4* Street Bryant, AR 72022 TARGET AREAS OF FOCUS Monitoring and Assessment of Student Achievement Parent & Community Involvement School Climate Instructional LeadershipFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education visited Booker T. Washington Magnet Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Booker T. Washington Magnet Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools 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 teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The school is to be commended for its dedication to the ECOE process. This was evident by the involvement of the entire staff and parents. The mission statement is woven throughout the plan and is strengthened by such programs as Direct Instruction, Distance Learning with U.A.M.S., Partners In Education, the Young Astronauts (YAP) program, and the LINKS program. The school has made a strong commitment to the use of technology, both administratively as well as toward instruction. The faculty and administration are continuing to create an atmosphere to provide all students with success. The ties with community partnerships are also very commendable. The visiting team would like to take this opportunity to thank the Booker T. Washington Magnet Elementary School ECOE Steering Committee, staff, administration, students, board, and community representatives for a superb 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 ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Booker T. Washington Magnet Elementary School.VISITING TEAM REPORT School Improvement Recommendations: 1. Keep the steering committee intact and meet on a regular basis to monitor progress of the School Improvement Plan. 2. Continue to bring elements of the Smart Start Initiative such as curriculum alignment and mapping into the ECOE process in order to better focus directly on student achievement. 3. Continue to focus on technology, particularly in the area of teacher in-service/training, to better serve the needs of students. This should help teachers be more comfortable in using technology in the classroom, both administratively as well as for instruction. 4. Consider including community members and parents, in an advisory capacity, on the steering committees at appropriate times.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The Booker T. Washington faculty and staff show great pride in their school as evidenced by individual and group enthusiasm and efforts put into several student recognition programs. 2. Classrooms and hallways display successful student work. Recommendations: 1. Clarify the day-to-day procedures used for identifying all grade-level at-risk students. 2. The analysis of student improvement would be enhanced with sequential administration of either the districts criterion-referenced tests or the SAT-9 at all grade levels. 3. Coordinate and communicate expected Smart Start activities at all grade levels, both horizontally and vertically, specifically, the curriculum mapping and curriculum alignment activities. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. Parents are involved in the VIPS program. 2. Parents are very responsive in support of students activities, programs, and field trips. 3. The weekly school newsletter is sent to parents for information about the school functions. 4. Parents work as tutors in the classrooms. 5. Partners In Education has been successful in support of programs. 6. The Extravaganza Fair works well for community involvement. Recommendations: 1. More school involvement of parents of at-risk students is recommended. 2. More inclusiveness of ESL students in the mainstream of programs and activities is recommended. 3. Consider using parents and relatives of students from other countries as resource persons for the Extravaganza Fair.SCHOOL CLIMATE Strengths: 1. The faculty and staff of Booker T. Washington Elementary are dedicated to the profession and put forth a warm and receptive atmosphere conducive for learning. 2. Booker T. Washington Elementary places great emphasis on a safe and secure environment which exhibits an atmosphere contributive toward the learning process. 3. As stated within the Booker T. Washington Elementary School Improvement Plan, the pride of the school is displayed throughout the halls and classrooms. Acknowledgment of students and their work creates an incentive for all to strive for excellence and achievement. Recommendations: 1. According to the School Climate time line, Booker T. Washington Elementary has in place the Buddy System for new teachers. A review of this system is to take place by August, 1999. It seems to be implemented within the lower grades but has weakened in practice by the upper grades. An effort to strengthen this system should be made. 2. Creative measures, such as aids on grouping strategies, might be used to strengthen the classroom management within rooms which contain larger numbers of students. INSTRUCTIONAL LEADERSHIP Strengths: 1. Washington Magnet Elementary places great importance on training and supporting new teachers, therefore developing and reinforcing instructional leadership. 2. A majority of teachers involved with the Direct Instruction program seem enthusiastic, well-trained, and dedicated to the program. 3. The Washington Magnet Elementary School staff is open-minded concerning new and innovative programs to improve test scores. 4. Washington Magnet Elementary has a significant amount of enrichment programs, such as YAP, a computer lab with a significant amount of computers, computers in each room. Art, Music, P.E., Math and Science Labs, etc. to enrich instruction. 5. Washington Magnet Elementary is exploring the consistency of grading, developing rubrics for grading, and team teaching to promote instructional excellence.Recommendations: 1. Washington Magnet Elementary may want to investigate plans for mapping Smart Start procedures and curriculum objectives presently taught, as well as incorporating the Arkansas Frameworks and SAT-9 objectives. 2. Washington Magnet Elementary needs to continue to encourage teachers to research students deficiencies on the SAT-9 and/or criterion-referenced tests and teach those objectives to individual students.1 I ! BALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72204 ECOE/ACSIP Report School Improvement Team Visit April 25, 2000 Submitted to: Dr. Les Camine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Ms. Barbara Anderson, Principal Ms. Judith Courtney, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit Leader7 2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process
the connection between the schools mission statement and the goals and activities of the plan
the specific areas of emphasis in the plan
the appropriateness of the plan
and evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school.V 3 ECOE/ACSIP VISITING TEAM MEMBERS BALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 25, 2000 Mr. David Watts, General Chairperson Mr. Wes Whitley, School Improvement Supervisor Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Dr. Susan Peterson, Professor University of Central Arkansas 150 Mashburn Building Conway, AR 72035 Mr. Sam Nelson, Principal Mattison Elementary School 2001 Florence Mattison Conway, AR 72032 Ms. Gwen Fullen, Teacher Peake Elementary School 1609 Pine Street Arkadelphia, AR 71923 Ms. Brenda Melton, NCA Representative Watson Chapel School District 4100 Camden Road Pine Bluff, AR 716034 Bale Elementary School is a part of the greater Littler Rock School District. The school serves approximately three hundred twelve students in Kindergarten through grade five. Seventy-four percent of the student body is of African-American descent. Twenty-four percent are white. Four percent is Hispanic with the remaining one percent being Asian. The school is located relatively close to the heart of the city of Little Rock. The neighborhood where the school is located is in the proximity of one of the states major colleges as well as a portion of the citys busiest commercial zones. It is clearly evident that the staff at Bale Elementary has a good grasp of the process of school improvement. Their review of data and the resulting action plan that appears within the written school improvement document is a testament to this fact. The Visiting Team is completely satisfied that the school has taken the appropriate steps to address the areas of student performance, curriculum, and assessment which the scores indicate deficiencies have existed. Several district initiatives have been implemented recently which will almost certainly have an impact on student performance. First, the Campus Leadership Teams have been created to decentralize some decision-making down to the school level. Teachers should feel a greater sense of ownership in the process of school improvement as a result of this shared responsibility in making decisions. Secondly, a comprehensive testing program has begun to test students academic progress on criterion-referenced material on a regular and systematic basis. This data, along with the many other sources of student performance data available, should prove to be a valuable asset in planning for the needs of both the school and the students. The Visiting Team wishes to express appreciation to the staff and administration of Bale Elementary for the courtesy and hospitality extended to the team during the visit. The Visiting . Teams needs were given every consideration during the day. Such sensitivity to the teams needs made for a very enjoyable and rewarding day for everyone involved. It is clear that all those participating in the visit had given much thought and preparation to making the day a successful one. During the visit the Visiting Team made many noteworthy observations. The following is a list of the strengths and recommendations found at Bale Elementary during the peer team review of the School Improvement Plan: Strengths 1. 2. 3. Mrs. Johnsons four-year-old program delivered a remarkable opening program for the Visiting Team and is commended for their efforts. The school improvement document is well organized, easy to read, and quite comprehensive. The student artwork in the plan was especially attractive and appreciated. The Visiting Team was very gratified to see a combination of the school creed, mission statement, and core belief statements.5 4. 5. 6. 7. 1. 2. 3. The staff is commended for the collaborative effort, which went into the creation of the plan. It is clear that communication among this staff is a strong asset. Bale Elementary has a marvelous atmosphere for children to learn. Expectations for all children and staff alike are high, and programs are well coordinated to maximize time and space. The Share America program is a wonderful source of additional resources for the staff and students. The benefits provided by this program are invaluable, and the Visiting Team wishes more opportunities of this sort were available. The planning time afforded to grade-level teachers is a wonderful tool which aids communication and planning about curriculum issues. The weekend retreat in which the staff participated serves as another example of the commitment the staff has to communicating needs with one another. Recommendations It is clear that the school makes every effort to involve and communicate with parents. It is unclear from the written School Improvement Plan the extent to which parents were involved in the planning of school improvement activities. In the future, it is recommended that the parents play an increased role in the actual planning of school improvement initiatives. A great deal of student performance data is available for review by the staff. The districts new grade-level testing program will add even more. It may be suggested that staff development in the uses and disaggregation of this data would benefit the staff in their efforts to spot trends in the performance of students scores. It is crucial to future school improvement planning that sufficient time be given the staff to have conversations about issues regarding curriculum, assessment, data review, staff development, and plan modification. It is clear that this staff at Bale Elementary possesses the necessary knowledge and skills for sound school improvement practices. Only lack of time will impede the process for this staff to continue to exercise these principals. While it is true that student performance at Bale does have some room for improvement, the Visiting Team has little doubt that the future will hold many successes.BOOKER ARTS MAGNET SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72206 ECOE/ACSIP Report School Improvement Team Visit April 25, 2000 Submitted to: Dr. Les Gamine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Dr. Cheryl Carson, Principal Ms. Amy Hallum, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit Leader2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process
the connection between the schools mission statement and the goals and activities of the plan
the specific areas of emphasis in the plan
the appropriateness of the plan
and evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school.3 ECOE/ACSIP VISITING TEAM MEMBERS BOOKER ARTS MAGNET SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 25, 2000 Mr. David Watts, General Chairperson Mr. Ed Jones, School Improvement Supervisor Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Dr. Kenneth Harris, Professor Henderson State University 1100 Henderson Street Arkadelphia, AR 71999 Mr. Phillip Bell, Superintendent Mayflower School District POBox 127 Mayflower, AR 72106 Ms. Joy Shadid, Teacher Poplar Street Middle School 2300 Poplar Street North Little Rock, AR 72114 Ms. Peggy Woosley, NCA Representative Stuttgart School District PO Box 928 Stutthgart, AR 721604 Booker Arts Magnet School is one of 35 elementary schools serving Little Rock School District. The school is located in the eastern section of downtown Little Rock, Arkansas, and serves 544 students in kindergarten through fifth grade. Students are accepted from all three Pulaski County school districts (Little Rock, North Little Rock, and Pulaski County). The school maintains, through this selection process, a racial make up of 50% African-American, 44% European-American, and 6% other ethnic groups. This also allows the school to maintain an approximate 50/50-gender population. Booker Arts Magnet is one of the older buildings in the Little Rock School District, but it is clean and well maintained. The hallways are cheerful with displays of student artwork, writings, and awards. The district is in the process of voting on a millage increase that will allow renovation of the building that will include making the rooms and halls brighter, thus more cheerful. Booker Arts Magnet School is fortunate to be located in an area of Little Rock that supports its focus. In the area are the Arkansas Arts Center, Decorative Arts Museum, the Little Rock Zoo, University of Arkansas at Little Rocks Art Gallery, the Little Rock Library, the Robinson Auditorium that produces numerous cultural events and plays, and the University of Arkansas at Little Rock Theatre. Booker began its school improvement process in January, 1999. They began by selecting a building steering committee that included personnel from all grade levels as well as administration personnel. The steering committee met at regular intervals and developed belief statements, a current mission statement that incorporated these beliefs, and collected and analyzed data that identified the target areas of the School Improvement Plan. The steering committee then divided the staff into target area committees to address the concerns identified by the achievement, archival, and perceptual data. These committees are Reading and Writing Improvement, Mathematics Improvement, Character Education Program, and Improving Student Attendance. By selecting these areas of improvement, the school succeeded in keeping the schools mission statement as the major focus of the School Improvement Plan. Booker Arts Magnet School has excellent parent/community involvement. The Parent/Teacher Association is very involved in the school through programs that fund awards assemblies, scholarships to students in financial need, resources for indoor recess activities, and teaching materials for the classroom. Parents were an active component of the school improvement process. The steering committee did an excellent job and is to be commended for including numerous parents on all the target committees. The Visiting Team had a very productive day. The students were extremely polite, helpful, and informative. The complete staff was involved with the improvement process and was aware of the role they played and are to play in the future. The interviews of the target chairs and co-chairs were informative and assisted the team in understanding the plans development. The school should be proud of the School Improvement Plan and continue to evaluate and update the process.5 With the annual update of the School Improvement Plan in mind, the team offers the following strengths and recommendations for your consideration. Strengths 1. Narratives were very well written and informative. 2. The collected test scores and other data support actions. 3. There was total participation of parents, teachers, and administration in developing the School Improvement Plan. 4. The plan specified professional development and teacher in-services needed to achieve the strategies. 5. Two full-time math specialists are assigned to Booker to enhance, model, and reinforce instmction provided by the regular classroom teachers. 6. Curriculum specialists are provided to the school to provide assistance to the regular teachers in planning, implementing, and evaluating instruction. 7. Selected priorities and actions are aligned to focus on improvement for all students. 8. A Jostens Computer Lab is available for students in grades 2-5 to augment instruction and to further accommodate learning styles of students. 9. The school and district are dedicated to improving Character Education in the building. Allowing teachers to visit schools with Character-Centerd Teaching programs was an excellent move. 10. The atmosphere of the building is extremely warm, inviting, and friendly. 11. The display of students work, especially the artwork, allowed the team to realize the building was student-centered. 12. The incentive programs developed by Booker Arts Magnet School and its Parent/Teacher Association will be beneficial in meeting the goals of improving attendance.6 Recommendations 1. 2. 3. 4. 5. 6. The writing components of the School Improvement Plan should have specific actions so that this section of the goal can be evaluated. Develop a consistent evaluation tool to follow students through grades K-5, thus evaluating the same students as they progress through the grades. As data becomes available through the Intermediate 6 Benchmark, include this data as an evaluation tool of the goals. Consider implementing an academic incentive program that would provide additional motivation for students to excel in math
i.e., honor roll, lunch with the principal for making all As, coupons from businesses for freebies, etc. Continue to investigate and facilitate teachers awareness of best practices in mathematics instruction. Professional development should be researched to improve student and classroom behaviors. Some methods to assist new teachers are Classroom Management Training for all teachers, Teacher Expectations Student Achievement (TESA), and Conflict Resolution. Teacher mentor programs should include training for all new teachers on the existing school programs and also the new School Improvement Plan. 7. The Character Education Committee should research the Great Expectations program as a character program. Dr. Marie Parker at the University of Arkansas would be a possible resource in developing the program.BRADY ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72205 ECOE/ACSIP Report School Improvement Team Visit April 25,2000 Submitted to: Dr. Les Camine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Ms. Ada Keown, Principal Ms Becky Dugan, Steering Committee Chair Ms. Cheri Washbum, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit Leader2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process
the connection between the schools mission statement and the goals and activities of the plan
the specific areas of emphasis in the plan
the appropriateness of the plan
and evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school.3 ECOE/ACSIP VISITING TEAM MEMBERS BRADY ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 25, 2000 Mr. David Watts, General Chairperson Mr. Bob Paulovich, School Improvement Supervisor Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Dr. Viola Ellison, Professor 2111 Monticello Court Pine Bluff, AR 72603 Mr. Nick Lasker, Assistant Principal Chaffin Jr. High School 3025 Massard Road Fort Smith, AR 72903-5297 Ms. Mary Ann Harrington, Teacher Perryville Elementary School 803 North Ash Street Perryville, AR 72126 Mr. Ed Love, NCA Representative 815 Bishop Street Little Rock, AR 722024 The Visiting Team would like to express its appreciation to the faculty and staff of Brady Elementary for their hard work during the last two years. All members of the faculty were involved in developing the School Improvement Plan. The Campus Leadership Team was instrumental in coordinating the ACSIP efforts. The Partners in Education, Kroger, Holiday Inn Select, and local businesses were valuable contributors to the School Improvement Plan. It is obvious to the Visiting Team that Brady Elementary approached the school improvement process with a true regard for student success at all grade levels. The Visiting Team is impressed with the student-to-teacher and student-to-student interaction occurring in all classrooms. The importance of the students self-esteem and daily successes is reflected in the quantity of student work displayed throughout the school. The Visiting Team would like to thank all those involved for the hospitality, food, and tokens of appreciation. Also, the Visiting Team commends the students for their courteous behavior. The faculty and staff should know that their hard work and efforts made for a pleasant visit. STRENGTHS 1. 2. 3. 4. 1. 2. 3. The faculty and staff did a superb job of test data collection and analysis, which is directly reflected in the School Improvement Plan. Various members of the school community were active participants in the development and implementation of the School Improvement Plan There are numerous and varied creative strategies thought the School Improvement Plan. The mission statement is positive, concise, and is visible throughout the school. RECOMMENDATIONS It is suggested that the actions be prioritized be category
i.e., staff development, parental involvement, etc. Revisit the time line and consider action implementation over a longer period of time instead of one year. There is a need for further action development that would be directly related to specific skills that need improvement
i.e. fractions.CARVER ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72202 ECOE/ACSIP Report School Improvement Team Visit April 17, 2000 Submitted to: Dr. Les Gamine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Ms. Mary Barksdale, Principal Ms. Diane Runyan, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit LeaderI 2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process
the connection between the schools mission statement and the goals and activities of the plan
the specific areas of emphasis in the plan
the appropriateness of the plan
and evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school. 3 ECOE/ACSIP VISITING TEAM MEMBERS CARVER ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 17, 2001 Mr. David Watts, General Chairperson Mr. Ed Jones, School Improvement Supervisor Arkansas Dept of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Ms. Chris Dayer, Principal Mayflower Elementary School PO Box 127 Mayflower, AR 72106 Mr. Larry Scaife, Minority Recruiter Conway School District 2220 Prince Street Conway, AR 72032 Mr. Karl Barnes, Teacher Benton Jr. High School 411 Border Street Benton, AR 72015 Dr. Keith Williams, NCA Representative Beebe School District 1201 W. Center Street Beebe. AR 720124 The Arkansas Department of Education conducted an Arkansas Consolidated School Improvement Plan (ACSIP)/E.C.O.E. team visit on April 17, 2001, at Carver Math-Science Magnet Elementary School in Little Rock, Arkansas. The Visiting Team consisted of administrators, teachers. North Central Association, and Arkansas Department of Education personnel from various areas of the state. The Visiting Team reviewed the collected archival and achievement data, visited classrooms, and conducted interviews with teachers, administrators, students, and the steering committee chairs. It is from these observations, classroom visits, and interviews that the following report was compiled. Carver Magnet School began their school improvement process by sending a team to the Arkansas Leadership Academy. The focus of the team was to review and update the existing mission statement so that it would meet the wants and needs of the students and staff. The committee followed the leadership format by setting core beliefs and from these beliefs rewrote the schools mission statement. The statement was presented to the complete staff for input and consensus. Then the mission was presented to community members and parents through the use of the Parent/Teacher Association Board meeting. The new statement is concise and can be found in prominent areas of the school and classrooms. Carver Magnet School did an excellent job keeping the community and parents involved and informed of the school improvement process. Community members and parents have served on the steering and priority committees from the onset. Parents and community members have assisted the school, not only in the improvement process, but in the everyday school process by having an active PTA, chaperoning trips, fundraising, assisting in classrooms, and tutoring students that have been identified at-risk. The community has also responded to the needs of student by beginning an after-school tutoring program at the Miles C.M.E. Church. The tutoring program will focus on academic areas, as did the School Improvement Plan, with special emphasis on the State Benchmark Released Items. Carver Magnet School also did an excellent job in collecting and analyzing achievement, archival, and perceptual data to determine what academic and archival priorities were in need of improvement. Benchmark Test scores, Stanford (SAT-9) results, teacher records, attendance, behavior. Free and Reduced Lunch counts, and parent participation were some of the data researched in deciding to improve the areas of Literacy, Mathematics, Attendance, and Character Education. In addition to the entire staff, parents and community members were involved on the school improvement committees. Committee areas were decided by the areas of expertise and from special areas of interest of the members. The Visiting Team noted many academic programs in place to improve the areas of Literacy and Mathematics. These include, but are not limited to. Curriculum Alignment in all curriculum areas. Family Math and Science Nights for Primary and Intermediate Grades, Math Labs to support classroom Math Centers, Writing In All Curriculum with special emphasis in the Mathematics Curriculum, Character Education in the taught curriculum, writing prompts and rubrics, flexible grouping of students giving them extra math and reading times, parent and community tutoring programs, and an active and supportive administration that believes in professional development.5 The Visiting Team wishes to thank Carver Elementary School for a wonderful visit. The Student Ambassadors that greeted and escorted us were very helpful and extremely informative. We thank the PTA for the great lunch and the staff for their courtesy. It became obvious to the Visiting Team that all staff members were involved in the improvement process and that they recognize how it can assist the students and them in achieving the selected academic goals of the school. In the spirit of school improvement, the team offers the following suggestions for consideration: 1. 2. 3. 4. 5. It became obvious to the Visiting Team through observations and interviews that more academic programs were available to the students of Carver Magnet School than are indicated in the School Improvement Plan. The team suggests the committees reconvene and include the programs in the plan. This will not only allow the opportunity to see the complete academic picture of the school, but will also allow the opportunity to evaluate existing programs and decide to continue, expand, redesign, or even delete programs that are not achieving the desired academic results. Research methods of released time or waiver days to conduct professional development and to update the School Improvement Plan. Continue activities in data analysis (both of norm-referenced and criteria-referenced data), professional development, curriculum alignment, and other activities in keeping with the guidelines of the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP). Continue researching best practices and programs available for reaching the academic goals. The Arkansas Department of Education and local universities are good resources available to the school. To further enhance and expand leadership abilities of the staff, consideration should be given to participation in the Arkansas Leadership Academy and the Arkansas Teachers Institute.CLOVERDALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72202 ECOE/ACSIP Report School Improvement Team Visit April 18, 2000 Submitted to: Dr. Les Camine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Mr. Frederick Fields, Smith, Principal Dr. Dave Westmoreland, M/SIP Unit Leader2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process
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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.