Collaborate Action Team

RECBWO LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 OCT 3 0 i9S8 OfflCEOr tBfGREGATI0NM0NIT0a!*i8 October 30,1998 TO: Debbie Milam Suellen Vann Catherine Gill Liz Lucker Sadie Mitchell Diane Vibhakar Ann Brown, ODM Gail Nickerson Jo Evelyn Elston Linda Watson FROM: SUBJECT: Dr. Bonnie Lesley,'Associate Superintendent for Instruction SEDLs Collaborative Action Team Please plan to meet with me and and Ms. Cathy Jordan from SEDL on Tuesday, November 3, at 9:00 a.m. in Room 19. We will discuss with her the possibility of our participating in a collaborative action team. Im attaching some information on the project for your review prior to the meeting. BAL/adg Attachments RECEIVED 2 OCT 3 0 1998 OFFICE OF DEScGREGAPON MOSrrORIMS What is the Collaborative Action Team (CAT) Process? The Collaboration Action Team (CAT) process guides family members, community representatives, school personnel, and students who collaborate as partners to improve results for children, youth, and families. The team helps improve results by developing plans and taking actions that address issues and concerns of the school and community. These plans and activities build on a commitment to bring together representatives of the community as a team to improve the chances for children and their families to succeed in school and in life. The development of a CAT process includes activities organized around three concepts
team building, team planning and momentum generation. These activities encourage individual team members to work together as a productive unit to solve problems and to build new opportunities. Although the work differs in team building, team planning, and momentum generation, all three are needed to build a cohesive and effective community/school team. Teams that are strong in all three of these concepts will be capable of making significant progress. Collaborative Action Teams develop strength by practicing team building and team planning skills while generating momentum. Small changes that can produce big results create momentum for the team. During the planning stages when the team may seem to be talking more than doing, generating momentum creates a sense of progress and accomplishment. It also helps keep the team focused in the doing stages when a sense of direction can become blurred. Progress begins to happen as the teams energy and momentum build. Building Collaborative Action Teamsa Wha-t are the &asic Concepts of the Collaborative Action Team Process? The concepts that guide a Collaborative Action Team in its work are: Team Building Team Planning e? Momentum Team Building and Team Planning. The process begins by identifying a group of diverse team members. Each person contributes a different perspective as school personnel, family member, - businessperson, community volunteer, or student. They meet together around the same table and commit to work together on common interests that will build on their school and community assets. Talking constructively from different vantage points and planning and working together to begin projects helps members build relationships with each other. Mutual respect and trust grow as personal relationships evolve. Momentum. Momentum is created by using team building and team planning together to generate movement and forward progress toward achieving the teams mission. Momentum builds when individuals are moved to act specifically on important ideas and issues. They become engaged and active in something bigger than themselves. Many teams create momentum by working on manageable size projects. In St. Bernard's Parish, Louisiana, a team began galvanizing its members when it successfully found funding and refurbished a much needed sign in front of the school to announce activities. Completing this simple project together built a sense of forward movement and accomplishment. Other projects such as a family fair attended by 300 people were more complex, as were efforts to increase parents invol' unent in their childrens education. Early success generates the energy and enthusiasm needed for long-term development and increasingly more complicated efforts. Momentum is the product of the effort it takes to improve schools and communities. Buildinf' Collaborative Action Teams't CAT Development Process Team Building Team Planning The next circle details the specific elements of Team Planning. The ring labeled momentum involves specific actions that generate the energy to make progress toward achieving the teams vision and mission. The outer circle represents the specific elements of Team Building. These three concepts-7eaw Building, Team Planning, and Momentum-mnst work together to create the synergy required to build and sustain partnerships that work toward the vision through the Team Identification, Team Mobilization, Project Development, and Project Implementation activities. Building Collabonitive Aclinn Teams 1 What are CATs and what is their purpose? I RECI WED "Meeting school community needs through expiinded partnerships" OCT 3 0 1998 They are team.s whose members represent a broad cross-section nJ the school community, including parents, school staff, busiruss. civic and religiou.s organizations, health and social sets u e pros id ers, and teacher educator in.stitutions. Their purpose is to meet school community needs through expanding partnerships, thereby broadening systemic change in education. OFF DESE6REGATI EOh m MONITORING 2 What arc some need? of these areas of school comnuinity WJhaiit sure GATsT Three critical areas have been identified by Southwest Educational Development Diboratory (SEDL). 1 hey are. more success-oriented approache.s to reducing violence in schools, drug/alcohol/tobacco abuse
teenage pregnancy, and school gang activities
10 important reasons to establish Collaborative Action Teams more family-friendly, .student-centered comprehensive sersice delivery systems
and more kiiowledf-e among educators about iategratmg studentd early growth and education experiences later. with those that occur 3 t I l[f" How did the CAT concept come about? I Southwest Educational Development Laboratory *211 East 7th Street Austin, Texas 7870J-328I 512/476-6861 During a previously completed project, SEDL de\-eloited and unple- merited Home, Sclurol, Conuiwnity Partnerships in its five-.state South- western Region. Diese [xirmerships irleruifiedpriority-C(>iu eni.s in their comnuuiities and .succe.wfitlly resolved .some of these com em.s through J collaboration ami mutual problem solving. CATs are extended v t rsii < ' these iKirtnerdiip.s in t/uit they incltule representatives from a wuler rmig, of organisations, incliutuig teacher education institutions. !4 What is unique about the CAT Model? The CA T Model i.s based on the principle of self-reliance within a communitv. Members take responsibility for developing and implementing an action plan that identifies and itse.s local resoun-e.s to resolve issue.s that members have identified a.s important to their community. It uses a two-dimensional, integrated approach
Team Building and Team Planning. These dimen.sion.s help members function ollahoraiive, cohesive team while developing and impleits il C menting a plan for making productive changes in the school community. Through guided activitie.s members will experience and practice consensus-building skills, effective communication, shared leadership, and decision making. Thi.s emphasi.s on Team Building, Team Planning, and Momentum Generation is the model's strength and the foundation of the team and peipetu- ates il.s replication. You mentioned Team Building and Team Planning as dimensions of the approach. Please describe them. Team Planning i.s the nuts and holts of defining and implementing the projects that add re.vs the concern.s of the school communiiy that were identified by the team. Thi.s includes, for example, setting goal.s and objectives, determining role.s and responsibilities, developing strategies, and setting lask.s and timeline.s to accomplish the work. Team Building is the prm ess of how teams work together as a unit. The activitie.s of Team Building allow the group to develop skills for exploring and eventually settling on ways of working together effectively. .Momentum is created by using Team Building and Team Planning together to generate movement and forward progress. 6 What is SEDL's plan for developing Collaborative Action Teams throughout the Southwestern Region. During 1996-2000, SDDI. will use a planning and iinplcincnlaiiun model in the five slates (Arkansas, Louisiana, Oklahoma, New Mesh o. and Texas) and refine it for replication. The first CATs in Fabens, TX, Violet, LA
West Memphis, AR
and Albuquerque, NM will seis e us resource.s for additional CATs a.s they are established. .Sites established thu.s far in 1998 include
Ann Parish Elementary School, Los Lunas, NM
Balmorhea ISD, TX
Del Valle High School, Del Valle. TX
Ponca City Mid-High School, OK
Dollarway ISD. AR
and Barbara Jordan Elementary School, New Orleans, I A. CATs ill be self-sustaining once they have completed their Team Building and Team Planning work. By the year 2000. up to 40 C .A T sites will he tn existence. 7 How long does each CAT exist? Aa long a.s there are school needs to he met. The membership ma\ hange hut the CAT itself regularly examines its eflectivcnes^. priority concerns, and its mission. il\ Who can develop CATs? CATsite.s can begin in individual elementary or secondary schools, consortium.s within a school district, county, or slate. 9 What are Rural Development Collaborative Action Teams? Using the same CAT process described above, these teams are formed tn ruru. areas to link community and economic development with school improti mt t.t A service learning plan is developeilfor student and community meinber\ to learn and practice entrepreneurship while serving the needs of the greater community. Comment.s and retptesls regarding Rural Development Aetton Teams can be directed to Pat Deloney al STDL.The CAT Development Process The Collaborative Action Team (CAT) Development Process guides home, school, and community through the process of building and sustaining partnerships to improve results for children, youth, and families. CAT members learn effective collaboration practices, identify the most pressing issues in their communities, and then develop, implement, and evaluate action plans for addressing those issues. Examples from CAT sites: Middle schools in Oklahoma City identified violence as a major concern and are developing mentoring programs for their students. An elementary school in West Memphis, Arkansas decided to focus on increasing community awareness and involvement in academic efforts and have established a family resource center to help in this purpose. received OCT 3 0 1998 OFFICE OF DESEGREGATION MONITORING Team Building and Team Planning The strength of the CAT model is the integration of team building and team planning. SEDL staff guide team members in applying the model to strengthen skills in consensus building, effective communication, networking, and shared leadership. At the same time, CAT members practice the nuts and bolts of defining and implementing projects that address their identified priority concerns. According to a CAT member from the Louisiana CAT site, We moved in a few short months from skepticism to optimism to success. We are a team and we can never go back. (Over) More examples... The South Valley of Albuquerque established school-based health and social services for students and their families. Their success was recently recognized at the Department of Educations regional conference in Dallas. A rural CAT site located along the Texas-Mexico border seeks to increase parent involvement in school efforts. The CAT has provided immigrant parents with an active medium for developing community leadership skills. Benefits to CAT sites By participating in this effort, you will... receive initial training in the use of the model, receive on-site monthly technical assistance and training, receive consultation by telephone and e-mail, - participate in an annual Training Institute with other CAT sites, have opportunities to network with other CATs, receive resource materials. How to Join the Project SEDL will add new sites to the CAT Development project each spring from across its five-state region of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. These sites will be selected according to their commitment to partnership building and full inclusion of family and community members in schools. Sites must be willing to commit to the project for three years. For more information on the CAT development project, contact any of the staff listed below. Pat Deloney, Jerry Elder, Jose Velazquez, or Catherine Jordan a|~1B Phone: Fax: E-mail: Web site: 800/476-6861 512/476-2286 as tockto@sedl. org http
//www.sedl.org/ rib- [nsr aj 1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3,1998 TO: Debbie Milam Suellen Vann Catherine Gill Liz Lucker Sadie Mitchell Diane Vibhaker Ann Brown Gail Nickerson Jo Evelyn Elston Linda Watson Connie Whitfield received NOV i 2 JS98 Cfi^CEOF CESE^SfflOOGfflTORJNS FROM: Dr. Bonnie Lesley, ^sociate Superintendent for Instruction SUBJECT: Collaborative Team Thanks to all of you who came to the November 2 meeting! I was very pleased with the outcome, and I am looking forward to our next steps. We agreed to meet again on Friday, November 20, at 1:30 p.m. in Room 19 at the IRC. Our agenda will include the following: 1. Brief review/ of November 2 meeting Debbie Milam 2. Discussion of a vision for the LRSD parent and community programs and services Bonnie Lesley 3. Discussion of a focus for the possible SEDL partnership Liz Lucker 4. Planning of next steps I look forward to seeing you all on November 20*^. BAL/adg cc: Catherine Jordan, SEDL 01/29/1994 19:19 5013242296 LRSD VIPS M P^ 04 EO'd Meeting Objeettvea: little rock school DISTRICT COLLABORATIVE ACTION TEAM MEETING Adult Leisure Center, 6401 West 12" Street 7:30 .m, - October 7,1399 ' awareness of Collaborative Action Team work in LltDe Rock Objective Two
Define and Build Representative Membership agenda process and how it will Item Time Person Reaponaibte Welcome, Review Agenda and Objectives Ice Breaker Exercise Report on Start-up Training and CAT Process Discuss Defining and Building Representative Membership ot CAT Review Next Steps (meeting, agenda. obyacHves) Conduct Meeting Evaluation 5 min. 15 min. 15 min 30 min 5 min. 5 min. Marion Baldwin Essie Middleton Barabara OsbomeZKaye Rainey Debbie Milam/Connio Whitfield Diane Vibhakar/Priscilla Alexander Calvin Brady/Amber Mooney VOZ:tT 66-SO-43Oi3:ia bB13242296 LRSD VIPS M PAGE 03 TO: FROM: RE DATE: LITTLE ROCK SCHOOL DISTRICT VOLUNTEERS IN PUBLIC SCHOOLS 501 SHERMAN STREET LITTLE ROCK. ARKANSAS 72202 LittJe Rock School District Collaborative Action Team members Debbie Milam, ViPS Coordinator Next meetino - October 7, 1999 September 30. 1990 Collaborative Action Team meeting is sat for Thursday, October 7 at 7.30 a m Center. We hope you can join us. This will be our official first maeting and we want to get off to a good start. Please call ViPS at 324-2290 to confirm your attendance Thank you for your support. ZOd VOZ:TT 66-SO-4^^OSeptember?, 1999 SOUTHWEST EDUCATIONAL DEVELOPMENT LABORATORY 211 East Seventh Street Austin, Texas 78701-3281 Voice or TDD: 512/476-6861 FAX: 512/476-2286 RECBW Ms. Ann Brown 201 E. Markham Little Rock, AR 72201 SEP i 0 1999 OFiCEO? CESEGREEAroilMCHSS Dear Ms. Brown: The Southwest Educational Development Laboratory (SEDL) is pleased to invite you to participate in a start-up training session for the Little Rock School District Collaborative Action Team (CAT) project. This training will take place on September 23 1999 at the Greater Second Baptist Church. 5616 Geyer Springs Rd. Registration and coffee will be from 8:00-8:30 a.m. Enclosed is an agenda for the day. An additional two and half-hour training will be conducted the following momina for an organizina aroup that will be selected during the daylong training. This organizing group will develop plans for the first CAT meeting. Your participation is key to the development of a Little Rock Schools Collaborative Action Team. The project will help parents, school personnel, and community representatives develop a team approach to address the needs of the Little Rock school community and will guide you in developing an action plan to get this done. SEDL staff have planned this training to engage participants in a full day of activities that combines presentations, small and large group activities, and individual participant feedback. Our goals for e training are that participants will: discuss the process for developing a Collaborative Action Team
identify and apply strategies for partnership development
and develop an understanding of the roles and responsibilities of SEDL staff and the Organizing Group in the CAT development process. Come and join us Thursday, September 23 and be an integral part of an exciting new Little Rock Schools/SEDL project. Lunch will be provided. If you unable to attend this training, please call Ms. Debbie Milam at 324-2297 so we can get an accurate count of participants. We look forward to seeing you September 23"*. Inberely, L Jerry O, Elder, Program Specialist ' Program for Refining Educational Partnerships ^n^. Rudo, Program Associate TOgram for Refining Educational Partnerships Enclosure AN EQUAL EMPLOYMENT OPPORTUNITY/AEFIRMATIVE ACTION EMPLOYER Site Start-Up Training for Developing a Collaborative Action Team at Little Rock School District September 23,1999 The Site Start-Up Training consists of a seven hour training the first day for all members of the Collaborative Action Team and a two and one half -hour training session the following day for members of the Organizing Group. Day One Goals Discuss process for developing a Collaborative Action Team (CAT) Identify and apply strategies for partnership development Identify members of CAT Organizing Group Agenda for Day One 8:00 - 8:30 Sign Up & Smell the Coffee! (Continental Breakfast) 8:30 - 9:15 Welcome & Warm-Up Activity 9:15 - 9:45 Overview of SEDL and Collaborative Action Team Project 9:45 - 10:00 Where do we start? Self-Assessment 10:00 - 10:15 Break 10:15 - 11:45 Team Identification: Finding A Common Issue 11:45 - 12:45 On your mark... get set... LUNCH!!! 12:45 - 1:45 Team Mobilization: Planning for Action 1:45 - 2:10 Collaboration Energizer 2:10-3:00 Project Development: Celebrating Strengths 3:00-3:15 Break 3:15 - 3:50 Project Implementation: Evaluating Success 3:50 - 4:00 Closure & Training Evaluation J NOV i TO
FROM: RE: DATE
LITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Little Rock Collaborative Action Team (CAT) Members Debbie Milam, ViPS Coordinator CAT meeting - Thursday, November 4, 7:30 a.m. October 30, 1999 W33 Our next Collaborative Action Team (CAT) meeting is Thursday, November 4 at 7:30 a.m. in the Adult Leisure Center at 6401 West 12* Street. Members of our team have just finished attending two days of training at the regional SEDL conference here in Little Rock. They will be sharing information with the rest of the team on what the other CATs are doing in our region. We hope you will join us. We have enclosed copies of the previous meetings agenda and handouts for those of you who could not attend. Also included is a survey regarding your preference for meeting times. Please complete a survey and return it IF you did not complete one at the meeting. Feel free to invite any community or student representatives that you know. We have a fairly good group of parents and school reps but were lacking in community and student representation.LITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM MEETING Adult Leisure Center, 6401 West 12'* Street 7:30 a.m. - October 7, 1999 Meeting Objectives: Objective One: Increase awareness of Collaborative Action Team process and how it will work in Little Rock Objective Two: Define and Build Representative Membership AGENDA Item Time Person Responsible Welcome, Review Agenda and Objectives 5 min. Marion Baldwin Ice Breaker Exercise 15 min. Essie Middleton Report on Start-up Training and CAT Process 15 min. Barabara Osbome/Kaye Rainey Discuss Defining and Building Representative Membership of CAT 30 min Debbie Milam/Connie Whitfield Review Next Steps (meeting, agenda, objectives) 5 min. Diane Vibhakar/Priscilla Alexander Conduct Meeting Evaluation 5 min. Calvin Brady/Amber MooneySession Goals Develop understanding and appreciation for representative membership Define representative membership that reflects local community T-1 12 12/22/98 Representative Membership What is it? A cross-section of the local population that reflects the diversity of the community, including parents and family members, school staff, health and social service providers, institutions of higher education, community organizations, private industry/business, and others. Why is it important? To develop a comprehensive response to school and community needs for the well-being of the students and their families T-2 13 12/22/98Collaborative Action Team Please mark the times you would be willing to meet. 7:30 am 12:00 noon evening (list time) Monday Tuesday Wednesday Thursday Friday Saturday(list time) Name PhoneNovember 23, 1999 To: From: Re: LITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Little Rock Collaborative Action Team (CAT) Members Marion Baldwin, Community Education CAT Meeting - Thursday, December 2, 7:30 a.m. VI ' J I' u, lSSGRGATiC'tj Our next Collaborative Action Team (CAT) meeting is scheduled for Thursday, December 2, 7:30 a.m. in the Adult Leisure Center located at 6401 West 12^ Street. We look forward to everyone attending.KJ 1 Welcome LITTLE ROCK SCHOOL DISTRICT Collaborative Action Team (CAT) Meeting January 6, 2000 Oebbie Milam Choose a recorder and evaluator for meeting Debbie Milam Adopt a mission statement Marion Baldwin DIVIDE INTO REPRESENTATIVE GROUPS Reach consensus on one issue to address in small groups Reach consensus on one issue to address in large group Develop one long term action for issue Develop one short term action for issue Review next meeting RsBCE^yg JAN 3 i 2009 GfHGc Of Facilitators Facilitators Facilitators Kaye Rainey ICollaborative Action Team Minutes October 7,1999 Marion Baldwin opened the first official meeting of the Little Rock Collaborative Action Team by welcoming the group of 40 participants and reviewing the days agenda. Essie Middleton provided an ice breaker that got everyone moving around and talking to each otlier. Barbara Osborne reported on the start-up training that was provided by SEDL in September. Kaye Rainey reviewed the CAT process. Debbie Milam facilitated a process for identifying representative membership for the team. Groups that need to be invited to join Include other youth serving organizations, health care agencies, business representatives, minority populations and members of the faith community. Diane Vibhakar and Priscilla Alexander reviewed the next steps. Calvin Brady and Amber Mooney conducted the meeting evaluation. November 4,1999 Clementine Kelley welcomed the group of 41 participants. Suellen Vann provided an ice breaker that got everyones brains working. Judy Powers gave an overview of SEDLs CAT conference that was held in Little Rock on October 27-29, 1999. Little Rock representatives who attended were Debbie Milam, Diane Vibhakar, Kaye Rainey, Marion Baldwin, Rita Baldwin, Judy Powers, Essie Middleton, Connie Whitfield, Priscilla Alexander, Mike Vogler, Calvin Bracy and Amber Mooney. Leon Adams took the group through an exercise to refine the drafts of a mission statement that the group had hurriedly written at the end of the previous meeting. December 4,1999 The team met at 7:30 on December 4, 1999 at the Adult Leisure Center. Marion Baldwin facilitated the meeting of 25 participants. The team went through a consensus building activity, using a parable to reach consensus on which characters behavior they most approved of to which they least approved of. The team then reviewed drafts of a mission statement. A small group volunteered to finish the wordsmithing for the teams next meeting. The small group consists of Marion Baldwin, Diane Vibhakar, Barbara Osborne, Rita Baldwin, Sarah Huckabee, Dave Hoffpouir, Judy Powers, Marian Shead Jackson and Dante Smith. They will meet on Tuesday, January 4 at 7:30 a.m. at Dubs. The next CAT meeting is Thursday, January 6 at 7:30 a.m. at the Adult Leisure Center. Barbara Osborne, representing the City, agreed to take care of room arrangements and coffee for the meeting. Each member should bring three priority actions they would like to see the CAT work on this year. The group will spend the meeting reaching consensus on identifying the top priority for the team to address.Consensus Decision Making Consensus decision making is one of the most effective methods of group decision making. It requires that all members agree with the decision to the extent that they can live with it. In other words, even though the decision may not be what an individuals preferred choice of action would be, he or she will agree to support it How Consensus Decision Making Works 1 A member of the team states the proposed decision. 2 The proposal is written on a flip chart or board so that everyone can see it and check it for accuracy and completeness. 3. The facilitator asks each member in turn to talk about whether they support the decision and why or why not. 4. Members of the team who are opposed to the decision can offer their suggestions for modifications or an alternative decision. o. If all members of the team agree they can support the proposed decision, then a consensus exists. No decision is finalized until every member indicates they can live with the decision. Guidelines for Consensus Decision Making Avoid arguing for your own position. Present yourviews as clearly as possible and then listen carefully to the reactions of other members. Avoid personal attacks. Do not assume that someone must win and someone must lose when the discussion reaches an impasse. Instead, look for the next most acceptable option for all concerned. Do not change your mind simply to avoid conflict. When agreement seems to come too quickly and easily, be suspicious. Explore the reasons for this and be sure that everyone accepts the decision for similar reasons.' t 13Little Rock School District Collaborative Action Team Mission Statement Our mission is to develop educational partnerships among parents, students, the community, and the district to advocate for the well-being of and to provide opportunitiesall children and youth for the building and strengthening of minds.Little Rock School District Collaborative Action Team Vision Statement To maximize family, school, student, and community involvement so all children and youth may reach their potential.04/17/2000 09:04 5016635631 UALR OCCP PAGE 02 AMMENDMENTS- ChecUist forStudent Re!ttrnnn Plcssfi 3dd the following to the chccldist: T. Handicap Accessibie Adequate YesQ Inadequate 0 Does each Stan have two handrails YesO Non Commoits? No tl*e following to foe checklist procedures: After checking in with foe office, please ask if there is anyone that would like to acwmpany you on your check. This is not needed, however, we want foe schools to know that we are there to help them, not to intrude.04/17/2000 09:04 5016635631 UALR OCCP PAGE 03 RESTROOM CHECKLIST PROCEDURES LRSD Collaborative Action Team Complete your checklist between ^nil 17 and 21. Go to the schools between 10:30 and 1:30. Bring your checklist packets with you to each school. Bring the principal letter, as wed, just in case there are any questions. When you arrive at the school, please notify the office to let them know why you are there. For example, I am here as a representative of the LRSD Collaborative Action Team and we have identified school restrooms as a concern
therefixe 1 am here to perform a survey of the restrooms at your schooF. Be sure to ask for a visitors pass/badge. * Ask the office staff if there have been any custodians absent within the last week and how many work at that school Visit one boy, one girl and a staff bathroom at all the schools. In addition, visit a londergorten class bathroom at the dementary schools. Fill out checklist - Be very specific with your comments, especuUy if yon check that the area is inadequate. For example: I found the stall doors to be inadequate because 5 out of the 10 stalls had broken locks, or I found the toilet paper inadequate because there was only a roll or less in each stafl at H .00 in the morning Check out with the office before you leave. Mail to or bring surveys by Kayo Rainey at 501 Sherman, Little Rock, AR 72202 by April 24. If you prefer, you may &x your checklist to Kaye at 324-2044. Please remember when foxing that there is a fi'ont AND back to the survey. If you have any questions, call Kaye Rainey at 324-2293 or Heather Gage at 663- 5541. Thank You!lO CD c CL & s (X i CO m co a> r4 IS in s in IS co o o CM S> Senior High Schools 1. cansAt iNTHwinitAi stwhes * ISaOPiAGt,O2 124 2300 2. 4A.FAIH 1342ODlll4Aa.D(XklHA,IO 22S3I6U 1. HAU UNIVEHSin STUDIES 6700-M'a, 05 67I-G2OO 4. UcCiaiANiUSttlESSZ CBMHUMICAItONSAWWET t 9417 Qoifgr Spring RA, 09 570 4100 A PAHnnan arts a ecuke maohet * 2601 Mn Baioi* fl A, 04 226-10011 n*cattonaMbcftn/caf Uucatlon a MEIROPOUTAN CABEER lECRHIGAI CBITBl 7701 ScoU Hwiabn Di., 09 5656485 Middle Schools 7. CLOVBUMUEACMlEMy aaUIMianRl.OS 870 4065 a tWHSARKIEfltiAnOMiSTUHESZ SFTEBSIAianBlEQUCAnSnNASREI * I WO ww All., 00 324 24401 & FOUST liaBHTS 5901 Eimi4rwiDi.,06 67I-S390 to. Hai)Ei|)N REAUHS43BICtSMAGNET* , 401 JdnBoHowHil, OS 22S-M60 II. 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MATSON A 70lViiltavDr.,.a 670-4166 4t UESTBWHUS 4901 WnM Hills, M S7O-<(7S < WtXWUSBASCSNUSMABMn * 730|ES(Bnana,07 E7l-B3li3 40i muoli A 4OI5SlBni1uR4.,O4 670-4160 Sa WOOHHUFf A 30l0W7lh,05 671-6270 2804/17/2000 09:04 5016635631 UALR OCCP PAGE 06 Date April 12,2000 To: Principals From: Betsy Johnson (Community Member) LRSD Collaborative Action Team I am writing on behalf of die Collaborative Action Team (CAT) of the Little Rock School District CAT represents concerned parents, students, LRSD staff, and members of the community who are interested in the improvement of our schools. Responding to student CAT members, who identified sanitary conditions at their schools as a concern, CAT is sending volunteers to tour school restrooms. The site visit to your school will take place between April 14* and April 21*. We will ask the CAT volunteer to check in at the office when they arrive, and to check out when they have completed their tour. We would appreciate your office answering the following questions for the volunteers: Have there been any custodians absent from your staff within die past week? If so, how many hours/days have the custodians been absent? Thanks you for your cooperation. If you have questions or comments, please contact me at 320-5150. cc: Dr. Bonnie Lesley 04/17/2000 09:04 5016635631 UALR OCCP PAGE 07 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: _____ Checklist Completed by
Date: ____________Time: Location of restroom 1. 2. 3. 4. Girls Cl Custodial Staff # of staff Comments:___ Boys Kindergarten D Staff Any absent this week? Yes How many? No Supplies available and adequate: So^ Adequate Q Comments: Toilet paper Adequate Q Comments
_ How many dispensers? Inadequate Q How many stalls? Inadequate D Paper towels How many dispensers? Adequate D Comments: Inadequate O Privacy insured
Door to the hallway remains closed Comments:__________ Stall doors Adequate O Comments
Inadequate Cl Locks for stall doors Adequate Q Comments:________ Inadequate Q None Cl None None Cl Yes Yes Yes No No No Utilities: Running water Adequate Q Comments:___ Inadequate Q Yes No Cl Hot running water Adequate D Comments
______ Inadequate Q Yes No Site Checklist 04/13/00 104/17/2060 09:04 5016635631 UALR OCCP PAGE 08 lights Adequate O Comments: Inadequate Q * Temperature control Adequate Q
Comments- Inadequate Q 5. Ventilation
Fans Comments: Inadequate D 6, Yes Yes Yes No No No Q Adequate Deodorizer Adequate E3 Comments: Inadequate D Yes No O Cleanliness
Dry floors Adequate Q Comments: Inadequate Q Yes No Clean floors Adequate Q Comments: Inadequate Q Yes No Trash cans emptied Adequate O Comments
_____ Inadequate Q Yes No Toilets cleaned Adequate Q Comments: Inadequate Q Yes No Sinks cleaned Adequate D Comments
Inadequate Q Yes No Mirrors cleaned Adequate D Comments: Inadequate O Yes No Site decklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 09 collaborative action team SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by: Date: ___________ Time: Location of restroom 1. 2. 3. 4. GirE D Custodial Staff # of staff_____ Comments: Boys Q Kindergarten D Staff D Any absent this week? Yes How many? No n Supplies available and adequate: Soap Adequate D Comments: Toilet paper Adequate Comments
How many dispensers? Inadequate O None How many ^E? Inadequate Q None D Paper toweb How many dispensers? Adequate D Comments: Inadequate O None Privacy insured
Door to the hallway remains closed Comments: Yes No Stall doors Adequate D Comments: Inadequate Q Locks for stall doors Adequate D Comments
Inadequate Q Yes Yes No No O Utilities: Running water Adequate O Comments
Inadequate Q Yes No Hot running water Adequate D Comments: Inadequate Q Yes No Site Checklist 04/13/00 104/17/2000 03:04 5016635631 UALR OCCP PAGE 10 5. 6. Lights Adequate Q Comments: Inadequate O ' Temperature control Adequate d ! CoTrunenTs- Inadequate O Yes Yes No No Ventilation
Fans . d Comments: Deodorizer Adequate d Comment!!- Cleanliness: Dry floors Adequate d Comments: Clean floors Adequate d Comments
Inadequate Q Inadequate D Inadequate Q Inadequate Q Yes Yes Yes Yes No O Adequate No No No Trash cans emptied Adequate D Comments
Inadequate O Yes No Toilets cleaned Adequate d Comments: Inadequate D Yes No Sinks cleaned Adequate O Coaunents: Inadequate D Yes d No Mirrors cleaned Adequate d Comments: Inadequate Q Yes No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 11 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL
________ Checklist Completed by: Date: ___________ Time: Location of restroom 1. 2. 3. 4. Girls O Custodial Staff # of staff_____ Comments:___ Boys Kindergarten D Staff D Any absent this week? Yes How many? No Supplies available and adequate: Soap Adequate Conaments: Toilet paper Adequate Q Comments: How many dispensers? Inadequate Q How many stalls? Inadequate O Paper towels How many dispensers? Adequate Q Comments
_ Inadequate Q Privacy insured
Door to the hallway remains closed Comments: Stall doors Adequate D Comments: Inadequate O Locks for stall doors Adequate Comments
_______ Inadequate Q None None None Yes Yes Yes No No No Utilities: Running water Adequate Q Comments:___ Inadequate D Yes No Hot running water Adequate D Comments
______ Inadequate CH Yes n No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 12 5. 6. Li^ts Adequate d Comments: Inadequate D Temperature control Adequate Q Comments: Inadequate Q Yes Yes No No Ventilation. Fans Comments: Deodorizer Adequate D Conoments: Cleanliness: Dry floors Adequate Q Comments: Clean floors Adequate Q Comments: Yes Inadequate Q Inadequate D Inadequate ED Inadequate Q Yes Yes Yes No n Adequate No No No Trash cans emptied Adequate Q Comments: Inadequate O Yes No Toilets cleaned Adequate D Comments: Inadequate O Yes No Sinks cleaned Adequate Q Comments: Inadequate d Yes No Mirrors cleaned Adequate D CnmrngntS' Inadequate D Yes No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 13 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by
Date: ____________ Time: Location of restroom 1. 2. 3. 4. Girls Q Boys Kindergarten O Staff D Custodial Staff # of staff_____ Comments: Any absent this week? Yes How many? No Supplies available and adequate: Soap Adequate Q Comments: Toilet paper Adequate O Comments
How many dispensers? Inadequate O How many stalls? Inadequate Q Paper towels How many dispensers? Adequate Q Comments
Inadequate D Privacy insured
Door to the hallway remains closed Comments: Stall doors Adequate D Comments: Inadequate D None D None None n Yes Q Yes No No Locks for stall doors Adequate D Comments: Inadequate Q Yes No Utilities: Running water Adequate O Comments
Inadequate D Yes No Hot running water Adequate O Comments
Inadequate EJ Yes No She Checklist 104/17/2000 09:04 5016635631 UALR OCCP PAGE 14 5. 6. Lights Adequate d Comments: ' Temperature control Adequate d j Comments
Inadequate O Yes No Yes n No Ventilation
Fans d Comments: Deodorizer Adequate d Comments: Cleanliness
Dry floors Adequate d Comments
Clean floors Adequate Q Comments' Inadequate Q Inadequate D Inadequate Q Inadequate Q Yes Yes Yes C Yes No n Adequate No No n No Trash cans emptied Adequate d Comments: Inadequate O Yes No O Toilets cleaned Adequate D Comments: Inadequate D Yes No Sinks cleaned Adequate d Comments
Inadequate O Yes D No Mirrors cleaned Adequate O Comments
Inadequate D Yes No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 15 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: ________ Checklist Completed by: Date
____________ Time: Location of restroom 1. 2. 3. 4. Girls O Custodial Staff # of staff_____ Cominefits- Boys Kindergarten Q Staff Q Any absent this week? Yes How many? No Supplies available and adequate
Soap Adequate Cl Comments: Toilet paper Adequate El Comments: How many dispensers? Inadequate El How many stalls^ Inadequate El Paper towels How many dispensers? Adequate C Connments: Inadequate D Privacy insured: Door to the hallway remains closed Comments: Stall doors Adequate Q Comments: Inadequate None n None Q None Yes Yes No No Locks for stall doors Adequate Q Comments: Inadequate Q Yes No Utilities
Running water Adequate Q Comments- Inadequate O Yes No Hot running water Adequate O Comments: Inadequate O Yes No SneCheckKst 04/13/00 104/17/2000 03:04 5016635631 UALR OCCP PAGE 16 5. 6. Lights Adequate Q Comments
Inadequate D Yes No Temperature control Adequate d
Comments: Inadequate D Yes No Ventilation: Fans d Commente- Deodorizer Adequate Q Comments- CleanliQess: Dry floors Adequate O Comments
Clean floors Adequate d Comments: Inadequate Q Inadequate D Inadequate Q Inadequate D Yes Yes n Yes D Yes No Adequate No No No Trash cans emptied Adequate d Comments
Inadequate O Yes O No Toilets cleaned Adequate Q Comments: Inadequate Q Yes No Sinks cleaned Adequate D Comments: Inadequate Q Y,s No Mirrors cleaned Adequate O Comments: Inadequate Q Yes D No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 17 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: ________ Checklist Completed by: Date: ___________Time
Location of restroom 1. 2. 3. 4. Girls Q Custodial Staff # of staff_____ Comments
___ Boys Kindergarten Q Staff Q Any absent this week? Yes . How many? No n Supplies available and adequate
Soap Adequate Q Comments: Toilet paper Adequate E3 Comments: How many dispensers? Inadequate Q How many stalls? Inadequate Q Paper towels Sow many dispensers? Adequate CD Comments: Inadequate D Privacy insured: Door to the hallway remains closed Comments: Stall doors Adequate C Comments: Inadequate O Locks for stall doors Adequate D Comments
Inadequate D None None Q None Q Yes No Yes Yes No No Utilities: Running water Adequate D Comments: Inadequate Q Yes No Hot running water Adequate d Comments
Inadequate Q Yes Q No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 18 \ 5. 6. Lights Adequate O Commentg- Inadequate Q Temperature control Adequate D
Comments: Inadequate O Yes Yes No O No Ventilation
Fans Comments: Deodorizer Adequate D Comments: Cleanliness
Dry floors Adequate Q Comments: Clean floors Adequate Q Comments: Inadequate O Inadequate D Inadequate O Inadequate O Yes Yes Yes Yes No Adequate No No No Trash cans emptied Adequate D Comments
Inadequate Q Yes No Toilets cleaned Adequate Comments: Inadequate D Yes No Sinks cleaned Adequate O Comments: Inadequate Q Yes D No Mirrors cleaned Adequate D Comments: Inadequate D Yes No Site Checklist 04/13/00 2-04/17/2000 09:04 5016635631 UALR OCCP 19 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Convicted by
Date
_____________ Time
Location of restroom Girls Boys Kindergarten D Staff O 1. Custodial Staff # of staff_____ Comments: Any absent this week? Yes How many? No Supplies available and adequate
Soap Adequate Q Comments' How many dispensers? Inadequate O None 3. 4. Toilet paper Adequate Q Comments
How many stalls? Inadequate Q None Q Paper towels How many dispensers? Adequate Q Comments: Inadequate Q None Privacy insured: Door to the hallway remains closed Comments
Stall doors Adequate Q Comments: Inadequate D Yes No Yes No Locks for stall doors Adequate O Comments: Inadequate d Yes No Utilities: Running water Adequate O Comments: Inadequate Q Yes No Hot running water Adequate Q Comments: Inadequate Q Yes No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 20 5. 6. Li^ts Adequate D Comments
Inadequate D Yes No ' Temperature control Adequate d Comments: Inadequate O Yes n No Ventilation: Fans Comments
Deodorizer Adequate d Comm ante Cleanliness
Dry floors Adequate d Comments: Clean floors Adequate d Comment
- Inadequate Q Inadequate Q Inadequate Q Inadequate O Yes D Yes n Yes d Yes n No O Adequate No No No Trash cans emptied Adequate d Comments
Inadequate Q Yes No Toilets cleaned Adequate d Comment
- Inadequate D Yes No Sinks cleaned Adequate d Comments: Inadequate O Yes No D Mirrors cleaned Adequate d Comments: Inadequate Q Yes No Site Checklist 04/13/0004/17/2000 09:04 5016635631 UALR OCCP PAGE 21 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by: Date: ____________Time: Location of restroom 1. 2. 3. 4. Girls d Custodial Staff # of staff_____ Comm ante- Boys Kindergarten D Staff ID Any absent this week? Yes d How many? No Sapplies available and adequate
Soap Adequate d Comments: Toilet paper Adequate d Comments
How many dispensers? Inadequate d How many stalls? Inadequate d Paper towels How many dispensers? Adequate d Comments
Inadequate Q Privacy insured
Door to the hallway remains closed Comments
Stall doors Adequate d Comments
Inadequate D Locks for stall doors Adequate d Comments
Inadequate ID None None ID None Yes Yes Yes No No No Utilities: Running water Adequate d Comments: Inadequate ID Yes No Hot running water Adequate d Comments: Inadequate ID Yes No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 5. 6. \ Li^ts Adequate d Comments: Inadequate O ' Temperature control Adequate d Comment
' Inadequate D Yes Yes No No Ventilation: Fans Comments: Deodorizer Adequate d Comments
Cleanliness: Dry floors Adequate d Comments
Clean floors Adequate d Comments
Yes TnaHequate^ O Inadequate D Inadequate d Inadequate D Yes Q Yes Yes No D Adequate No No No Trash cans emptied Adequate d Comments: Inadequate d Yes O No Toilets cleaned Adequate d Comments: Inadequate d Yes No d Sinks cleaned Adequate d Comments: Inadequate d Yes No d Mirrors cleaned Adequate d Comments: Inadequate D Yes d No d Site Checklist 04/13/00 2Student Perception of the Physical Appearance of their School In the spring of 2000, elementary students, grades 4 and 5, were surveyed as to their perception of the physical appearance of their school. All schools collected and reported data. Attached, is a sample of the survey and results by school. Students rated their schools condition and general cleanliness mostly fair or poor. They felt that the bathrooms were in the most need of cleaning and that soap was needed in these bathrooms. Students felt that it was the custodians responsibility to keep their school clean and interestingly enough students rated themselves third on this list. Schools need to begin building positive student perceptions and students need to take ownership in keeping their school clean. Except for Fair Park and Mitchell there appears to be adequate response by the 4* and 5'* grade students to the survey. Students felt that the bathrooms were the number one facility that needed the most repairs and cleaning, followed by the cafeteria and hallways. However, students at Carver (13%), Chicot (13%), Wakefield (9%) and Williams (7%) reported no repairs were needed. In general, only a little over a third (38.7%) of the students rated the general conditions of their school as excellent or good. Students at Carver (70%), Cloverdale (57.9%), and Geyer Springs (67.1%) were examples of some exceptions to this general feeling. Student feelings about the general cleanliness of the schools were lower than the previous question on school conditions, with only 33.5% of students rating their school as excellent or good. Again, Carver (48.8%), Cloverdale (62.1%), and Geyer Springs (53.9%) were some of the exceptions to the general feeling about cleanliness. Students reported that soap in the bathrooms was the number one supply item not available. Soap was followed by tissue and paper towels in the bathrooms as those items most often not available. Students at Baseline (19%), Cloverdale (15%), Gibbs (12%), Jefferson (15%), Otter Creek (14%), Rockefeller (31%), and Wilson (17%) reported that all supplies are available. Question six could be problematic. The design of the survey appears to have limited the response or guided students to a specific response. Most students considered mice or bugs as the primary sanitation problem. The question probably should have been posed as Is there a sanitation problem at your school? However, a number of students reported no problems, (i.e., Bale 13%, Baseline 17%, Carver 19%, Cloverdale 21%, Gibbs 16%, and Williams 18%). Finally, students ranked custodians as the most responsible for the cleanliness of the schools. Students ranked everyone second and themselves third. With some exceptions students are not pleased with the condition or cleanliness of their school. It is probably not surprising that bathrooms were rated as the facility most in need of repair. The data from question six on the primary sanitation problem should be considered unreliable. Interestingly enough, students did not consider themselves as the primary entity for keeping their school clean. Schools should review their results on this survey and begin the process of building positive student perception and students need to take ownership in keeping their school clean. LRSD Collaborative Action Team (CAT) 1 11/06/01LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and Sth Grade Students Spring 2000 1. What do you consider to be the facility that is in the most need of repair? School Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Bathrooms Cafeteria 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 1 6 2 3 2 5 4 3 3 2 5 4 3 3 2 2 2 5 3 2 2 2 2 2 2 1 2 2 4 4 5 5 2 2 3 2 2 Hallways 5 4 4 4 4 6 4 5 5 4 2 4 4 3 4 3 2 5 4 3 5 5 3 6 4 4 5 2 3 3 4 4 4 5 4 3 Classrooms Auditorium 4 3 5 5 3 2 7 4 4 3 5 5 2 4 5 4 4 4 3 4 4 3 4 4 2 3 3 5 2 2 6 5 7 6 3 4 2 6 2 6 _6 _5 5 _2 6 3 2 7 6 6 7_ 1 3 6 7 3_ 6 4 3 5 4 3 3 4 5 5 Gym 3 5 7 3 2 3 2 6 3 1 7 6 7 1 3 1 3 2 6 7 1 6 7 6 5 1 1 6 6 2 3 5 2 1 6 No Repairs are Media Center Needed 7 1 6 7 1 1 6 7 1 1 6 1 5 6 6 5 7 6 5 5 6 7 5 5 1 7 6 6 7 1 7 1 6 7 6 1 0% 0% 6% 0% 6% 2% 13% 13% 0% 0% 2% 1% 2% 1% 7% 1% 2% 0% 1% 7% 0% 4% 1% 1% 3% 0% 1% 2% 9% 1% 1% 2% 7% 0% 0% 3%LRSD Collaborative Section Team (CAT) School survey for Students
A Survey of 4th and 5th Grade Students Spring 2000 2. How would you rate the general conditions of the facilities at your school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Excellent 7.3% 8.2% 18.2% 4.8% 6.3% 10.9% 13.5% 2.6% 4.1% 0.0% 7.2% 4.8% 2.3% 4.3% 21.5% 21.7% 5.1% 35.0% 14.1% 8.9% 5.4% 11.4% 7.7% 1.2% 0.0% 21.9% 1.4% 3.9% 1.6% 10.9% 4.8% 8.1% 6.4% 5.3% 8.2% 8.4% Good 4.9% 19.7% 37.7% 39.4% 7.8% 55.1% 18.1% 55.3% 14.3% 41.7% 44.3% 8.6% 35.7% 10.1% 45.6% 33.7% 35.9% 35.0% 21.7% 30.0% 14.9% 31.6% 34.6% 24.1% 8.8% 42.7% 25.7% 35.3% 6.3% 35.0% 5.7% 47.5% 45.9% 27.6% 28.8% 30.3% Fair 9.8% 49.2% 24.7% 46.1% 43.8% 27.6% 49.0% 36.8% 34.7% 33.3% 39.2% 33.3% 41.1% 55.1% 21.5% 25.3% 41.0% 20.0% 30.4% 54.4% 47.3% 39.5% 42.3% 38.6% 49.1% 28.1% 50.0% 48.4% 19.0% 40.1% 33.3% 27.3% 38.5% 48.7% 49.3% 38.7% Poor 78.0% 23.0% 19.5% 9.7% 42.2% 6.4% 19.4% 5.3% 46.9% 25.0% 9.3% 53.3% 20.9% 30.4% 11.4% 19.3% 17.9% 10.0% 33.7% 6.7% 32.4% 17.5% 15.4% 36.1% 42.1% 7.3% 22.9% 12.4% 73.0% 13.9% 56.2% 17.2% 9.2% 18.4% 13.7% 22.6% Average Number of Students Resending to All of the Questions on the Survey 43 62 84 166 64 166 161 39 49 12 107 109 131 69 85 86 122 21 95 97 77 118 80 86 59 99 74 164 68 146 108 101 116 77 74 3215LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and 5th Grade Students Spring 2000 3. How would you rate the cleanliness of the facilities at your school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson______ Western Hills Williams Wilson Woodruff Total Excellent 4.9% 5.0% 17.9% 2.5% 3.2% 8.8% 16.4% 13.5% 6.1% 0.0% 5.0% 3.7% 7.8% 7.2% 21.8% 27.8% 7.0% 0.0% 11.7% 9.2% 2.6% 12.4% 2.6% 5.9% 6.9% 14.7% 2.9% 7.0% 0.0% 11.9% 5.7% 12.0% 10.5% 9.3% 12.3% 9.0% Good 9.8% 30.0% 32.1% 17.5% 6.3% 40.0% 18.9% 48.6% 16.3% 0.0% 40.6% 17.8% 22.5% 15.9% 32.1% 34.2% 25.4% 28.6% 20.2% 25.3% 11.8% 22.1% 19.7% 16.2% 20.7% 38.9% 21.7% 32.3% 3.4% 26.7% 12.3% 31.5% 27.2% 30.7% 21.9% 24.5% Fair 22.0% 33.3% 26.9% 43.8% 25.4% 41.9% 39.6% 32.4% 34.7% 33.3%, 42.6% 29.9% 34.1% 50.7% 32.1%, 30.4%o 48.2% 42.9% 38.3% 50.6% 42.1% 33.6%, 28.9%o 48.5%o 41.4%, 32.6%. 52.2%, 36.1% 25.4% 40.0% 22.6% 37.0% 47.4% 28.0%, 37.0% 37.5% Poor 63.4% 31,7% 23.1% 36.3% 65.1% 9.4% 25.2% 5.4% 42.9% 66.7% 11.9% 48.6% 35.7% 26.1% 14.1% 7.6% 19.3% 28.6% 29.8% 14.9% 43.4% 31.9% 48.7% 29.4% 31.0% 13.7% 23.2% 24.7% 71.2% 21.5% 59.4% 19.6% 14.9% 32.0% 28.8% 29.0%LRSD Collaborative Section Team (CAT) School survey for Students
A Survey of 4th and 5th Grade Students Spring 2000 4. What do you consider to be the facility you feel is in the most need of cleaning? Bathrooms Cafeteria Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 4 4 2 2 4 2 2 2 2 4 3 3 2 2 3 2 2 2 2 2 2 3 2 2 6 2 2 3 6 4 3 4 2 3 2 2 Hallways Classrooms Auditorium 3 6 5 4 3 5 4 4 1 3 4 4 4 3 4 3 3 5 4 3 5 4 3 6 3 4 5 2 2 2 2 3 4 6 5 3 2 5 3 5 2 4 6 6 4 5 5 5 3 4 5 4 4 3 3 4 4 2 4 4 4 6 3 5 3 3 5 2 5 5 3 4 2 4 6 6 6 5 3 5 6 2 2 5 5 6 6 6 4 6 6 3 5 1 3 5 5 4 4 5 5 4 6 3 4 4 5 Gym 3 1 3 5 3 3 5 3 2 7 6 7 6 2 1 5 7 1 1 7 6 6 7 2 6 6 All Facilities Media Center are Clean 5 7 6 7 1 7 1 1 6 1 6 1 6 7 1 5 1 'o 5 5 6 7 5 5 2 1 1 6 7 1 7 1 1 1 6 7 0% 0% 12% 1% 3% 5% 12% 15% 0% 0% 5% 6% 2% 0% 2% 10% 4% 0% 5% 6% 0% 7% 5% 0% 0% 15% 3% 2% 1% 3% 7% 4% 6% 1% 12% 5%LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and 5th Grade Students Spring 2000 5. What do you consider to be the supply item which is most often not available? Soap in the Tissue in the bathrooms bathrooms Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total 2 2 2 1 1 1 3 1 3 1 1 4 1 2 1 1 1 3 2 1 1 1 2 1 1 4 1 2 1 1 3 4 1 1 2 1 4 1 3 2 3 2 1 2 1 3 3 3 2 3 2 2 2 1 1 2 2 2 1 2 3 3 2 4 4 2 2 3 2 2 3 2 Paper towels in the bathrooms 3 3 1 3 2 4 2 4 4 2 2 2 3 1 3 3 4 2 4 3 3 3 3 3 2 1 3 1 3 3 4 2 3 3 4 3 Working pencil All sharpener in Trashcans Supplies the in the are classrooms bathrooms Available 1 4 4 4 4 3 4 3 2 4 4 1 4 4 5 4 3 4 3 4 4 4 5 4 4 2 4 3 2 5 1 1 4 5 1 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5 4 5 5 5 4 5 5 2% 0% 19% 1% 6% 7% 9% 15% 8% 0% 5% 9% 2% 3% 1% 12% 15% 10% 9% 9% 3% 10% 14% 5% 0% 31% 0% 7% 10% 3% 4% 5% 3% 17% 11% 8%LRSD Collaborative Section Team (CAT) School survey for Students
A Survey of 4th and Sth Grade Students Spring 2000 6. What do you consider to be the primary sanitation problem at your school? Badgett______ Bale________ Baseline Booker______ Brady_______ Carver______ Chicot_______ Cloverdale Dodd________ Fair Park Forest Park Franklin_____ Fulbright_____ Garland______ Geyer Springs Gibbs________ Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell______ Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine______ Terry________ Wakefield Washington Watson______ Western Hills Williams______ Wilson_______ Woodruff mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs foui odors mice or bugs mice or bugs foul odors mice or bugs foul odors mice or bugs foul odors foul odors foul odors foul odors mice or bugs foul odors mice or bugs foul odors foul odors foul odors other mice or bugs mice or bugs foul odors mice or bugs mice or bugs mice or bugs foul odors foul odors foul odors mice or bugs (Mold & Mildew) Total There are no sanitation problems at my school. 2% 13% 17% 2% 6% 19% 5% 21% 8% 0% 9% 5% 6% 0% 7% 16% 2% 5% 6% 11% 1% 3% 8% 3% 0% 6% 4% 12% 1% 4% 3% 12% 19% 1% 11% 7%LRSD Collaborative Section Team (CAT) School survey for Students
A Survey of 4th and 5th Grade Students Spring 2000 7. Who is responsible for the cleanliness of you school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff_____ Total Principal 16% 10% 13% 12% 16% 14% 12% 11% 14% 23% 13% 10% 14% 19% 9% 15% 11% 17% 16% 15% 10% 10% 18% 8% 16% 14% 16% 14% 8% 6% 15% 17% 15% 11% 15% 13% Custodians 18% 24% 26% 27% 22% 23% 31% 33% 39% 19% 19% 20% 32% 23% 30% 25% 25% 25% 28% 23% 18% 23% 28% 27% 25% 23% 21% 25% 26% 29% 28% 21% 30% 26% 24% 25% Heopie irom the community 5% 2% 2% 3% 1% 4% 5% 3% 1% 2% 5% 7% 4% 2% 4% 2% 3% 4% 5% 3% 7% 3% 1% 5% 6% 4% 3% 2% 0% 9% 2% 2% 1% 2% 4% 4% T eachers 9% 6% 5% 13% 17% 13% 10% 9% 11% 21% 15% 11% 12% 17% 10% 15% 12% 16% 14% 11% 8% 12% 14% 11% 12% 13% 13% 13% 9% 10% 11% 15% 14% 12% 14% 12% btuoents, including myself 11% 13% 10% 18% 18% 18% 18% 21% 9% 13% 17% 13% 14% 17% 20% 17% 19% 16% 15% 13% 18% 20% 24% 16% 18% 18% 11% 17% 22% 20% 13% 18% 19% 17% 15% 17% Everyone 22% 39% 35% 16% 16% 13% 14% 19% 24% 13% 17% 21% 13% 17% 15% 16% 21% 10% 12% 17% 28% 21% 9% 19% 14% 15% 21% 13% 30% 16% 26% 18% 13% 22% 21% 18% Parents 5% 2% 2% 3% 0% 7% 1% 0% 1% 4% 6% 5% 3% 1% 9% 5% 3% 3% 3% 7% 2% 5% 3% 5% 3% 8% 10% 6% 0% 2% 2% 2% 2% 4% 2% 4% siuaents, noi including myself 7% 4% 5% 4% 8% 3% 5% 3% 0% 2% 2% 8% 6% 2% 1% 3% 4% 6% 3% 2% 5% 3% 3% 5% 3% 2% 5% 3% 5% 3% 2% 4% 5% 2% 3% 4% Visitors ~6^ 1% 2% 4% 2% 4% 4% 1% 1% 2% 6% 5% 3% 2% 2% 2% 3% 3% 4% 8% 4% 1% 2% 4% 2% 3% 1% 7% 0% 4% 2% 2% 2% 4% 4% 3%Parent Involvement Survey In the fall of 2000, volunteers from LRSDs Collaborative Action Team (CAT) collected survey information data from parents attending their respective schools open house. Data from 17 schools, (i.e. 10 elementary, 5 middle, and 2 high schools) were collected and reported. Attached to this report is a copy of the survey and survey results by level. Survey results are aggregated by level and disaggregated by school. Across all levels parents report being involved by encouraging their child to read, attending conferences and school functions, by monitoring homework, taking their children to the library and volunteering. There was a lack of parent response to the questions on the timing and frequency of communications. This made analysis difficult. Parents felt they could be more involved if they understood the curriculum, could be offered workshops, had evening conferences with teachers, and have a homework hot line. The results of this survey should not be generalized to the whole school district. The school surveyed should use this data to build parent involvement through workshops and evening conferences. The next three paragraphs summarize the survey data by level. Parents from Bale, Brady, Franklin, Mitchell, Rightsell, Romine, Wakefield, Western Hills, Wilson, and Woodruff participated in the survey. The number of parents completing the elementary survey ranged from 5 to 27 per school. Most parents reported that they involved themselves in their childs education by encouraging their child to read, attending conferences and school functions, and by monitoring homework. Parents reported that their job interferes the most when trying to become more involved with the school. Some other interferences were lack of at home assistance that parent could provide the schools and not being given a list of volunteer activities. Parents felt that the quality of communications was good, and that letters and newsletters were the most common form of communications. A number of parents, across all levels, did not complete the questions on the timing and frequency of communications. Those parents that did respond reported that most communications occuned 2-3 days prior to an event and that some type of communications occurred weekly. When asked how the schools could help them, as parents become more involved, parents responded equally with understanding the curriculum, workshops, and evening conferences with teachers. Parents from Southwest, Mann, Mabelvale, Forest Heights, and Cloverdale middle schools participated in the survey. The number of parents completing the elementary survey ranged from 12 to 21 per school. Middle school parents only differed from their elementary counterparts in the method and frequency of communications and support form school. Middle level parents tended to get more telephone calls than letters and typically received communications on a monthly rather than weekly basis. Finally, parents reported that a homework hot line would be very helpful towards involving parents. Parents from Central (N = 26) and Parkview (N = 13) High schools participated in the survey. High school parents from these two schools reported taking their children to the library and volunteering more than their middle and elementary peers. High school parents had similar interferences, to school involvement, as their middle and elementary peers. LRSD Collaborative Action Team (CAT) 1 11/06/01Parents rated the quality of communications as OK and typically received this information on a monthly basis. High school parents also felt that the homework hot line would be beneficial. Data were collected on only a third of the school in the District. As such, this at a report should be viewed only in the context of those reporting schools. Parents attending open house completed surveys. This in itself is an indicator of high parental involvement. There were low numbers of parents completing the survey (e.g., 5 Woodruff). Two of the questions (i.e. quality and frequency of communications) had _ low response rate. This calls into question the reliability of data on these two questions. In spite of the shortcomings the surveys did reveal some important information. The schools of the parents surveyed should encourage parents to be involved in the childrens education. According to the survey this could be accomplished by providing more volunteer opportunities, offering workshops to help parents understand the cuniculum and at-home assistance, a homework hot line, and evening conferences with teachers. LRSD Collaborative Action Team (CAT) 2 11/06/01LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Aggregate Data: 17 Schools (N = 297) 297 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 258 258 255 212 193 176 146 59 32 87% 87% 86% 71% 65% 59% 49% 20% 11% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not aware of "at-home" assistance I could provide the school. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. Lack of transportation. Not made to feel welcome by school staff. 192 44 36 18 16 11 8 8 7 65% 15% 12% 6% 5% 4% 3% 3% 2% Quality of communication. Very Good OK Needs Improvement 177 75 28 60% 25% 9% Method of communication Newsletters Letters Telephone Calls Home Visits 161 137 119 7 54% 46% 40% 2% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 165 13 4 56% 4% 1% Frequency of communications Weekly Monthly Not at All 99 61 6 33% 21% 2% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Workshops Opportunities to meet other parents. 130 102 96 93 65 44% 34% 32% 31% 22%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Bale (N = 25) 25 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 19 19 18 13 13 11 7 4 1 76% 76% 72% 52% 52% 44% 28% 16% 4% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Lack of child care. Not aware of "at-home" assistance I could provide the school. Feelings from my own school years cause me to stay away. Don't know how to become involved at school. Not made to feel welcome by school staff. Not given a list of volunteer activities. Sign up to volunteer but am never called. Lack of transportation. 16 4 2 1 0 0 0 0 0 64% 16% 8% 4% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 18 3 0 72% 12% 0% Method of communication Newsletters Letters Telephone Calls Home Visits 12 12 7 0 48% 48% 28% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 14 0 0 56% 0% 0% Frequency of communications Weekly Monthly Not at All 12 0 0 48% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Evening conferences with teachers. Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Workshops 11 8 4 3 3 44% 32% 16% 12% 12%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Brady (N = 17) 17 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 11 11 11 9 7 6 4 3 2 65% 65% 65% 53% 41% 35% 24% 18% 12% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime, school involvement. Not given a list of volunteer activities. Not aware of "at-home" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 8 3 2 1 0 0 0 0 0 47% 18% 12% 6% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 41% 24% 6% Method of communication Newsletters Letters Telephone Calls Home Visits 8 6 2 1 47% 35% 12% 6% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 47% 6% 0% Frequency of communications Weekly Monthly Not at All 29% 6% 6% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 6 5 4 3 2 35% 29% 24% 18% 12% 7 4 1 8 1 0 5 1 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Cloverdale Middle (N = 17) 17 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Taking my child to the library. Attending school functions. Volunteering to help on school projects, field trips, etc. Joining the PTA. Other ways. Serving on a decision-making team. # of Responses % to N 15 14 14 9 8 7 7 2 1 88% 82% 82% 53% 47% 41% 41% 12% 6% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not made to feel welcome by school staff. Don't know how to become involved at school. Not aware of "at-home" assistance I could provide the school. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 12 4 3 3 2 0 0 0 0 71% 24% 18% 18% 12% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 41% 29% 24% Method of communication Telephone Calls Letters Newsletters Home Visits 8 7 5 0 47% 41% 29% 0% Timing of communications 2-3 days before activity/event After the activity/event The day of activity/event 35% 6% 0% Frequency of communications Weekly Monthly Not at All 29% 18% 6% 4. What support could the school provide to help you become more involved with your child's education? Evening conferences with teachers. Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Workshops 9 7 5 3 3 53% 41% 29% 18% 18% 7 5 4 6 1 0 5 3 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Forest Heights Middle (N = 19) 19 1. How have you been involved in your child's education? Encouraging my child to read for fun. Joining the PTA. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 19 19 17 17 17 15 14 9 6 100% 100% 89% 89% 89% 79% 74% 47% 32% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of "at-home" assistance I could provide the school. Don't know how to become involved at school. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. 12 4 3 2 1 1 0 0 0 63% 21% 16% 11% 5% 5% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 37% 37% 21% Method of communication Newsletters Telephone Calls Letters Home Visits 12 4 3 0 63% 21% 16% 0% 7 7 4 Timing of communications 2-3 days before activity/event After the activity/event The day of activity/event 5 1 0 26% 5% 0% Frequency of communications Monthly Weekly Not at All 10 2 1 53% 11% 5% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 14 8 8 7 3 74% 42% 42% 37% 16%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Franklin (N = 27) 27 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 24 23 21 18 18 12 12 3 2 89% 85% 78% 67% 67% 44% 44% 11% 7% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Lack of child care. Not given a list of volunteer activities. Not aware of "at-home" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. 17 6 5 5 2 2 1 1 0 63% 22% 19% 19% 7% 7% 4% 4% 0% Quality of communication. Very Good OK Needs Improvement 15 9 1 56% 33% 4% Method of communication Newsletters Letters Telephone Calls Home Visits 17 14 11 2 63% 52% 41% 7% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 15 1 0 56% 4% 0% Frequency of communications Weekly Monthly Not at All 10 3 0 37% 11% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 12 10 10 6 6 44% 37% 37% 22% 22%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mabelvale Middle (N = 12) 12 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 12 11 11 10 9 8 6 2 1 100% 92% 92% 83% 75% 67% 50% 17% 8% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not given a list of volunteer activities. Don't know how to become involved at school. Not aware of "at-home" assistance I could provide the school. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. 8 2 1 1 1 0 0 0 0 67% 17% 8% 8% 8% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 58% 17% 17% Method of communication Telephone Calls Newsletters Letters Home Visits 7 5 4 0 58% 42% 33% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 42% 8% 0% Frequency of communications Monthly Weekly Not at All 25% 17% 0% 4. What support could the school provide to help you become more involved with your child's education? Homework help line. Understanding the curriculum taught in class. Workshops Evening conferences with teachers. Opportunities to meet other parents. 7 6 5 5 2 58% 50% 42% 42% 17% 7 2 2 5 1 0 3 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mann Middle (N = 20) 20 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Encouraging my child to read for fun. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 18 18 17 17 16 14 13 3 1 90% 90% 85% 85% 80% 70% 65% 15% 5% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not given a list of volunteer activities. Not aware of "at-home" assistance I could provide the school. Don't know how to become involved at school. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. 14 5 3 2 2 1 1 0 0 70% 25% 15% 10% 10% 5% 5% 0% 0% Quality of communication. Very Good OK Needs Improvement 45% 45% 10% Method of communication Newsletters Telephone Calls Letters Home Visits 12 9 4 1 60% 45% 20% 5% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 45% 10% 5% Frequency of communications Monthly Weekly Not at All 35% 15% 5% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. 11 10 8 7 6 55% 50% 40% 35% 30% 9 9 2 9 2 1 7 3 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mitchell (N = 17) 17 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Taking my child to the library. Joining the PTA. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 15 14 14 12 10 9 7 1 1 88% 82% 82% 71% 59% 53% 41% 6% 6% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of "at-home" assistance I could provide the school. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Don't know how to become involved at school. Lack of transportation. Lack of child care. 9 6 2 2 1 1 0 0 0 53% 35% 12% 12% 6% 6% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 14 2 0 82% 12% 0% Method of communication Timing of communications Frequency of communications Letters Telephone Calls Newsletters Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Monthly Weekly Not at All 4. What support could the school provide to help you become more involved with your child's education? Homework help line. Understanding the curriculum taught in class. Evening conferences with teachers. Opportunities to meet other parents. Workshops 11 10 6 0 13 1 0 8 7 6 4 3 65% 59% 35% 0% 76% 6% 0% 12% 0% 0% 47% 41% 35% 24% 18% 2 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Parkview (N = 13) 13 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Taking my child to the library. Encouraging my child to read for fun. Joining the PTA. Attending school functions. Volunteering to help on school projects, field trips, etc. Other ways. Serving on a decision-making team. # of Responses % to N 13 12 11 11 11 11 8 1 0 100% 92% 85% 85% 85% 85% 62% 8% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of "at-home" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 8 2 2 1 0 0 0 0 0 62% 15% 15% 8% 0% 0% 0% 0% 0% Quality of communication. OK Very Good Needs Improvement 62% 23% 0% Method of communication Newsletters Telephone Calls Letters Home Visits 9 4 3 0 69% 31% 23% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 38% 0% 0% Frequency of communications Monthly Weekly Not at All 69% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. 7 7 5 4 3 54% 54% 38% 31% 23% 8 3 0 5 0 0 9 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Rightsell (N = 20) 20 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Taking my child to the library. Joining the PTA. Attending school functions. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 17 16 15 11 11 11 6 2 1 85% 80% 75% 55% 55% 55% 30% 10% 5% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime, school involvement. Not aware of "at-home" assistance I could provide the school. Not given a list of volunteer activities. Don't know how to become involved at school. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. 14 3 2 1 1 0 0 0 0 70% 15% 10% 5% 5% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 13 4 3 65% 20% 15% Method of communication Timing of communications Frequency of communications Letters Newsletters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Weekly Monthly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Workshops Opportunities to meet other parents. Homework help line. 11 10 9 1 14 0 0 12 12 10 8 7 55% 50% 45% 5% 70% 0% 0% 45% 10% 0% 60% 60% 50% 40% 35% 9 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Romine (N = 10) 10 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Attending school functions. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Joining the PTA. Other ways. Serving on a decision-making team. # of Responses % to N 10 10 9 9 8 8 8 5 3 100% 100% 90% 90% 80% 80% 80% 50% 30% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not aware of "at-home" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. 6 1 1 0 0 0 0 0 0 60% 10% 10% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 90% 0% 0% Method of communication Newsletters Telephone Calls Letters Home Visits 9 4 3 0 90% 40% 30% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 80% 10% 0% Frequency of communications Weekly Monthly Not at All 70% 20% 0% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Opportunities to meet other parents. Homework help line. Workshops 2 2 1 1 0 20% 20% 10% 10% 0% 9 0 0 8 1 0 7 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Southwest Middle (N = 21) 21 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 21 19 18 17 14 12 6 4 2 100% 90% 86% 81% 67% 57% 29% 19% 10% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of "at-home" assistance I could provide the school. Not given a list of volunteer activities. Lack of transportation. Don't know how to become involved at school. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of child care. Feelings from my own school years cause me to stay away. 14 4 3 2 1 1 1 1 0 67% 19% 14% 10% 5% 5% 5% 5% 0% Quality of communication. Very Good OK Needs Improvement 13 6 1 62% 29% 5% Method of communication Timing of communications Frequency of communications Newsletters Telephone Calls Letters Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Monthly Weekly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Workshops Opportunities to meet other parents. 12 10 9 1 57% 48% 43% 5% 38% 10% 0% 29% 24% 0% 10 10 8 5 4 48% 48% 38% 24% 19% 8 2 0 6 5 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Wakefield (N = 10) 10 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 10 10 8 7 7 5 4 0 0 100% 100% 80% 70% 70% 50% 40% 0% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of "at-home" assistance I could provide the school. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Don't know how to become involved at school. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. 10 2 2 1 1 0 0 0 0 100% 20% 20% 10% 10% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 90% 10% 0% Method of communication Letters Telephone Calls Newsletters Home Visits 8 5 2 0 80% 50% 20% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 80% 10% 0% Frequency of communications Weekly Monthly Not at All 70% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Homework help line. Evening conferences with teachers. Opportunities to meet other parents. Understanding the curriculum taught in class. 4 3 3 2 2 40% 30% 30% 20% 20% 9 1 0 8 1 0 7 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Western Hills (N = 24) 24 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 23 23 22 18 15 13 13 5 4 96% 96% 92% 75% 63% 54% 54% 21% 17% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of at-home" assistance I could provide the school. Not given a list of volunteer activities. Don't know how to become involved at school. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. 16 4 3 2 2 2 0 0 0 67% 17% 13% 8% 8% 8% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 19 4 1 79% 17% 4% Method of communication Letters Newsletters Telephone Calls Home Visits 17 13 10 0 71% 54% 42% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 20 1 0 83% 4% 0% Frequency of communications Weekly Monthly Not at All 15 3 0 63% 13% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Evening conferences with teachers. Understanding the curriculum taught in class. Opportunities to meet other parents. Homework help line. 11 8 7 4 2 46% 33% 29% 17% 8%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Wilson (N = 14) 14 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 13 13 12 7 7 6 5 0 0 93% 93% 86% 50% 50% 43% 36% 0% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of "at-home" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 11 1 1 0 0 0 0 0 0 79% 7% 7% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 12 2 0 86% 14% 0% Method of communication Timing of communications Frequency of communications Newsletters Letters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Weekly Monthly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Opportunities to meet other parents. Homework help line. Evening conferences with teachers. 9 8 4 0 12 1 0 8 6 3 2 0 64% 57% 29% 0% 86% 7% 0% 64% 0% 0% 57% 43% 21% 14% 0% 9 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Woodruff (N = 5) 5 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Taking my child to the library. Monitoring and following up on my child's homework assignments. Attending school functions. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Joining the PTA. Other ways. # of Responses % to N 5 5 4 4 3 2 2 1 0 100% 100% 80% 80% 60% 40% 40% 20% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Dont know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not aware of "at-home" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 5 1 0 0 0 0 0 0 0 100% 20% 0% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 60% 20% 0% Method of communication Letters Telephone Calls Newsletters Home Visits 4 3 1 0 80% 60% 20% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 100% 0% 0% Frequency of communications Weekly Monthly Not at All 80% 0% 0% 4. What support could the school provide to help you become Understanding the curriculum taught in class. Evening conferences with teachers. Workshops Homework help line. Opportunities to meet other parents. 3 3 2 2 0 60% 60% 40% 40% 0% 3 1 0 5 0 0 4 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Central (N = 26) 26 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Volunteering to help on school projects, field trips, etc. Attending school functions. Encouraging my child to read for fun. Taking my child to the library. Joining the PTA. Serving on a decision-making team. Other ways. # of Responses % to N 24 24 24 24 22 21 21 17 3 92% 92% 92% 92% 85% 81% 81% 65% 12% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of "at-home" assistance I could provide the school. Sign up to volunteer but am never called. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not given a list of volunteer activities. Lack of transportation. Lack of child care. 12 3 3 1 1 1 1 0 0 46% 12% 12% 4% 4% 4% 4% 0% 0% Quality of communication. Very Good OK Needs Improvement 12 8 6 46% 31% 23% Method of communication Newsletters Letters Telephone Calls Home Visits 19 13 12 1 73% 50% 46% 4% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 10 1 0 38% 4% 0% Frequency of communications Monthly Weekly Not at All 10 4 2 38% 15% 8% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Opportunities to meet other parents. Workshops 10 9 8 6 5 38% 35% 31% 23% 19%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 EiGmentsry Aggregate Data (N = 169) 169 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Monitoring and following up on my child's homework assignments. Volunterring to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 145 142 108 96 86 86 68 23 16 86% 84% 64% 57% 51% 51% 40% 14% 9% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime-school involvement. Not aware of "at-home assistance I could provide the school. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Sign up to volunteer but am never called. Lack of transportation. Not made to feel welcome by school staff. 112 25 19 14 5 5 5 4 1 66% 15% 11% 8% 3% 3% 3% 2% 1% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 119 30 7 13 70% 18% 4% 8% Timing of communications Frequency of communications Letters Newsletters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Missing Data Weekly Monthly Not at All Missing Data 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Evening conferences with teachers. Homework help line. Opportunities to meet other parents. 94 87 65 4 117 7 1 44 78 13 1 77 65 56 53 43 34 56% 51% 38% 2% 69% 4% 1% 26% 46% 8% 1% 46% 38% 33% 31% 25% 20%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 MiddiG LgVGI Aggregate Data (N = 88) 88 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunterring to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 81 79 79 68 65 57 46 19 12 92% 90% 90% 77% 74% 65% 52% 22% 14% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of "at-home" assistance I could provide the school. Don't know how to become involved at school. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. 60 14 14 9 5 4 4 3 2 68% 16% 16% 10% 6% 5% 5% 3% 2% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 43 29 13 3 49% 33% 15% 3% Newsletters Letters Telephone Calls Home Visits 46 27 38 2 52% 31% 43% 2% Timing of communications Frequency of communications 2-3 days before activity/event The day of activity/event After the activity/event Missing Data 33 5 3 47 38% 6% 3% 53% 4. What support could the school involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. Weekly Monthly Not at All Missing Data provide to help you become more 17 29 3 39 19% 33% 3% 44% 48 38 35 28 22 55% 43% 40% 32% 25%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 High School Aggregate Data (N = 40) 40 1. How have you been involved in your child's education? Taking my child to the library. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Volunterring to help on school projects, field trips, etc. Joining the PTA. Attending school functions. Serving on a decision-making team. Other ways. # of Responses % to N 33 34 37 37 32 32 36 17 4 83% 85% 93% 93% 80% 80% 90% 43% 10% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytimeschool involvement. Not aware of "at-home" assistance I could provide the school. Not given a list of volunteer activities. Sign up to volunteer but am never called. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. 20 5 3 3 2 1 1 0 0 50% 13% 8% 8% 5% 3% 3% 0% 0% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 15 16 8 1 38% 40% 20% 3% Timing of communications Frequency of communications Newsletters Letters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Missing Data Weekly Monthly Not at All Missing Data 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Opportunities to meet other parents. Workshops 28 16 16 1 15 1 0 24 4 19 2 15 17 15 14 9 9 70% 40% 40% 3% 38% 3% 0% 60% 10% 48% 5% 38% 43% 38% 35% 23% 23%fJCC -/cr Chtckh-i/- Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 18, 2000 To: Kaye Rainey From: Ann BroWn" Re: CAT Restroom Monitoring Attached are the completed Site Visit Checklists for Restrooms that I was asked to complete on behalf of our CAT monitoring. I apologize for returning them late, but my schedule has been disrupted by unexpected events (the tragic death of two of my childrens young friends and out-of-town travel). I spoke to Heather Gage yesterday, and she assured me that the forms were still being compiled, so 1 hope these arent too late to be counted. Thanks so much for all your hard work on behalf of our Team.js is/. Individual Approach to a World of Knowledge APR 5 2001 April 5, 2001 *w Dear Collaborative Action Team Member
We appreciate all of the time and energy you have devoted to helping to improve education for the students in the Little Rock School District (LRSD). Your willingness to serve on the Collaborative Action Team (CAT) is evidence of your support for children in our community. During the past two years CAT members have addressed sanitary conditions at every school in the LRSD. We are pleased to have focused on this need cited by students as important in their school life and feel that there are many more opportunities for us to make a difference in our schools. This letter is to invite your active participation in the CAT and to update your contact information. We have planned a reception for CAT members on Monday, April 16, from 4:30 until 6:00 p.m. in the LRSD Board Room located at 810 West Markham Street. In addition to refreshments, we have some activities planned to energize you about the CAT and how we can help our schools. We need your attendance and input if our CAT is going to be successful. Please reaffirm your commitment to CAT by filling out the attached form and faxing it to Kaye Rainey at 324-2044. Thanks! Your Fellow CATs 810 W Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax:501-324-2032 COLLABORATIVE ACTION TEAM LITTLE ROCK SCHOOL DISTRICT 2001 DESIRE TO SERVE AND INFORMATION FORM .Yes, I wish to continue to participate on, and will attend meetings of, the LRSD Collaborative Action Team. No, I cannot continue to serve as a CAT member. Name: Home Address
Home Phone: Work Address
Work Phone
Fax: E-mail Address: Comments Please check one: Community Student Parent School <2
1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: PREPARED BY: T. Kenneth James, Superintendent of Schools ^^onnie A. Lesley, Associate Superintendent for Instruction DATE: November 21, 2002 SUBJECT: Approval of SEDLs Program Evaluation for the Collaborative Action Team Project Background The Southwest Education Development Lab (SEDL) in Austin began their Collaborative Action Team Project in 1996 by selecting schools or districts for participation within their five-state region. The focus was on districts with concentrations of students as follows: rural, urban, the Delta, the Border, and the American Indian Nations. The Little Rock School District was selected for inclusion, representing urban children, as a part of Cohort 3 in fall 1999, the last year of the project. We participated only that one year (1999-2000) in the project, but the Collaborative Action Team that was established continues to meet and most recently fulfilled the charge we gave them to provide leadership in the development of the District's Strategic Plan for Parent Involvement. Dr. Ed Williams, the PRE statistician, and Debbie Milam, Director of the ViPS program and the person assigned as liaison to SEDL for this project, both provided data to SEDL for their project evaluation. Members of the Collaborative Action Team responded to surveys as requested. Although the 249-page study produced by SEDL that evaluated the project included student achievement data, those data were not disaggregated by race, and LRSDs short-term (one year) participation in the project would not predict that the involvement of this relatively small group of parents and community volunteers would result in improved student performance. The purpose of the SEDL project is described on pp. 2- 3 of the report. On pp. 25-33 can be found a description of the Research Design and Methodology. Board of Education - Memo November 21,2002 Page Two SEDL s report includes some data that are specific to districts, but much of their analysis is by cohort group, so even though the Little Rock School District data are included in Cohort 3 data, it is impossible to know how we compared to anyone else on some measurements. Other Cohort 3 participants are listed on p. 9 of the report. The following pages are those with references either to LRSD specifically or to Cohort 3 in the analysis of Site Characteristics: p. 35Demographic data, by district p. 36Types of schools served, by cohort p. 37 Special parent involvement programs, by cohort p. 39Survey on Team Confidence, by cohort p. 40Type^of community challenges, by cohort P- 42Existence of community factors, by cohort p. 44Days between project start-up and first CAT meeting, by district In the chapter on CAT Sustainability, the following pages are those with references to LRSD or to Cohort 3 data: p. 49Responses to surveys, CAT Self-Assessment and Exit Survey, bv district pp. 58-60Levels of perceived support from school administration, campus staff, community at-large, parent/other family member, and students for CAT sustainability, aggregated p. 66Time of goal accomplishment, by cohort p. 70 Perceived changes in CAT recognition/importance in the community, aggregated P- ^2Importance of taking action on goals, aggregated f 1 i I i i The chapter on Student Outcomes is most relevant to Section 2.7.1 of the Revised Desegregation and Education Plan. Cohort 3, however, had only one year in the project, and much of the first semester was spent on training, not action, improvement in student outcomes would not be predictable. so p. 82Percent student attendance, by district p. 83Percent student attendance, by cohort p. 85Percent student attendance, districts in Arkansas p. 89Percent student dropout, by district p. 90Percent student dropout, by cohort p. 91Percent student dropout, districts in Arkansas p. 96Percent student graduation, by district p. 97Percent student graduation, by cohort p. 98Percent student graduation, districts in Arkansas pp. 100-101Sat9 scores below 25** percentile, districts in ArkansasBoard of Education - Memo November 21,2002 Page Three Section 10 of the evaluation, Implications and Recommendations, discusses the research findings. Specific recommendations are given on page 147, Recommendation That the Board of Education accept and approve SEDL's "Collaborative Action Team Process: Final Research Report as the program evaluation of the LRSD Collaborative Action Team project of 1999-2000. BAL/adg Attachment
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.