Equity monitoring

LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation February 27,1997 MEMORANDUM TO: Program Managers and Principals receiveD FROM: Dr. Ed Jackson. . Director . T THROUGH: Dr. Don Roberts, Superintendent Office of Desegregation Monitoring J - 5 199/ RE: Changes in Equity Monitoring and PBD As a result of the Court approved Desegregation Plan Hiatus, obligations listed below have been discontinued while undergoing review and modification: Program Budget Document Equity Monitoring by PRE Please contact Dr. Ed Jackson, PRE, if you have questions. c: ODMLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION MEMORANDUM OCT 1 Date: September 30, 1996 Office oi ^^segregelion Monitoring To: Dr. Don Roberts, Superintendent ------ Ms. Ann Brown, Office of Desegregation Monitoring Mr. Clay Finley, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Magnet Review Committee CTA From: Dr. Ed Jackson, Director Subject: Second Semester 1995-96 Educational Equity Monitoring Summary Please find enclosed the Second Semester Educational Equity Monitoring Summary Report from our spring 1996 educational equity monitoring. The enclosed report represents a summary of school monitoring visits that occurred January through March, 1996. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members Superintendents Cabinet LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Office of MEMORANDUM Date: March 18, 1996 1996 Desegregation Moniionng To: Dr. Henry P. Williams, Superintendent Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Superintendents Cabinet From: Dr. Ed Jackson, Director Subject: First Semester 1995-96 Educational Equity Monitoring Summary Report Please find enclosed the First Semester Educational Equity Monitoring Summary Report from our fall 1995 educational equity monitoring. The enclosed report represents a summary of school monitoring visits that occurred September through December 1995. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members with attachmentDate: October 6, 1995 MEMORANDUM From: To: Subject: Melissa Ann LRSD Second Semester Report on Educational Equity Monitoring In order to deal with the semi-annual equity reports, I have devised a system for review of the documents. I plan to personally review each report, tab any areas of note, alert the other associates to any areas that need closer scrutiny, and prepare a brief written summary of the noted areas for attachment to the inside cover. I think this system will help me ensure that nothing falls through the cracks, and it will spare my co-workers from some of the generally mundane, repetitive information that fills each report. Both the notes and the summary sheets are designed to facilitate subsequent use of the documents. While this report has plenty of data regarding racial balance from A to Z, it contains nothing remarkable. Nor did I find any revelations that would prompt the need for immediate inquiry or action. The report did contain a few instances of problems at individual schools. These have been marked and noted. I did leave a note for Margie. When she returns, she may want to review the G/T section which lists a large number of deficiencies in classrooms and some in materials and levels of staffing. Attached you will find the list of areas I noted. This will be filed with the report in our library.LRSD Educational Equity Monitoring Report Second Semester 1994-95 Areas of Note: pp. 6-7 One race classes pg. 15 Alternative school short of textbooks pg. 24 Henderson lacked any written guidelines pertaining to school honors and awards pp. 54-62 A variety of concerns regrading facilities for G/T and some concerns regarding staffing levels or other service-related areas PP- 77-78 Some problems noted as Pulaksi Heights El. with lax supervision and discipline on the playground pg. 79 Two students at Romine recommended for expulsion were returned to the school (this apparently after the much touted "zero tolerance" policy announced by the superintendent) pg. 83 Hazardous conditions on the Fulbright playground pg. 85 Safety concerns regrading door locks at Wakefield pg. 101 Facilities concerns regarding some special education classes in the incentive schools pp. 108-110 some facilities concerns at incentive schools (most are same concerns we noted in our last report)CA RECEIVED SEP 2 9 1995 OHice of Desegregatiofi Muiiiioniig LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation 810 West Markham Street Little Rock, Arkansas 72201 MEMORANDUM Date: September 28, 1995 To: Dr. Henry P. Williams, Superintendent Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Superintendents Cabinet From: Dr. Ed Jackson, Director Subject: Second Semester Educational Equity Monitoring Summary Report 1994-95 LF- W h'broir. Please find enclosed the Second Semester Educational Equity Monitoring Summary Report from our Spring 1995 educational equity monitoring. The enclosed report represents a summary of the monitoring reports that were compiled during the Spring 1995 semester. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members/with attachmentDate: September 29, 1995 To: Melissa From: Ann Subject: LRSD Equity Monitoring Report We just received the attached LRSD Report. Please be in charge of reviewing it for items we need to note. Enlist any help you need from your colleagues and divide the report any way you feel is appropriate, just let me know the notables in writing by October 10. recommendations for any follow up that we need to pursue. Thanks very much. Include teamDate: June 9, 1995 MEMORANDUM From: To: Subject: Melissi Ann First Semester Equity Monitoring Report from LRSD I have reviewed the LRSD first semester monitoring report prepared by Planning, Research and Evaluation. Throughout the report, I flagged some items that piqued my interest. In addition to the items marked, some sections of the report had a bearing on ongoing monitoring projects. When these topical issues showed up, I copied the appropriate report sections and shared them with the interested parties. I gave Margie some sections on the alternative school and GT
Bob received a comment on Abacus. While I flagged the items that were individually interesting, other areas of note were not flagged because it was only after I read the entire report that I could see some school trends. Mabelvale (still under Lionels thumb) had several negative mentions. Forest Heights also seemed to turn up regularly with negative comments, and surprisingly Woodruff had quite a few slaps. I know Pat H. must be beside herself since several demerits referred to sloppy record keeping. Im sure that next year her teachers will receive a 100 page memo on the proper procedures. One area that consistently came up as a problem was the locking of exterior and classroom doors. Many of the monitoring teams reported lapses in these areas. The incentive school section of the report is dead last. I thought this positioning might be to obscure the bad news, but the report contained no really bad news. To read the teams findings you would think that the incentive schools lacked any serious problems. A final area of concern, that we should mention to Horace, is the secondary extracurricular activities. Many of the schools reported racially disproportionate participation in a variety of teams and clubs.RECEn'SD JUN 7 1995 Office of Desegregation Monitoring Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Planning, Research, and Evaluation MEMORANDUM TO: Dr. Henry P. Williams, Superintendent Ms Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Superintendents Cabinet From: ir. Robert Glowers, Director Subject: First Semester Educational Equity Monitoring Summary Report 1994-95 Date: June 5, 1995 Please find enclosed the First Semester Educational Equity Monitoring Summary Report from our Fall 1994 educational equity monitoring. The enclosed report represents a summary of the monitoring reports that were compiled during the Fall 1994 semester. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members/with attachment eem 4.docLittle Rock School District Planning, Research, and Evaluation 1^ an
, MEMORANDUM NOV 51994 TO
Ms. Estelle Matthis, Deputy Superintendent Dr. Russ Mayo, Associate Superintendent Mr. Sterling Ingram, Assistant to the Deputy OflicO cf Desagrssiiion Moriiiofing From: Ms. Margaret Gremillion, Assistant Superintendent for Elementary Ms. Sadie Mitchell, Acting Assistant Superintendent for Elementary Ms Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Robert Glowers, Director Subject
Second Semester Summary Report 1993-94 Date
October 31, 1994 Please find enclosed the Second Semester Summary Report from our Spring 1994 educational equity monitoring. The enclosed report represents a summary of the monitoring reports that were compiled during the spring 1994 semester. Please feel free to contact me if you have any questions or need additional information. Enclosure cc
Dr. Henry P. Williams, Superintendent ecm s94.doc II tLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS 1.0 5.0 6.0 10.0 11.0 12.0 Page Equitable Placement by Race/Gender in School Programs 1 Curriculum School/District Initiated Honors and Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline 10 Building Leadership/Management 11 2.0 3.0 4.0 7.0 8.0 9.0 2 4 5 5 6 6 7 8 9 Key: I O SP Interview Observe School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 SCHOOL GRADE LEVEL(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Eguitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court order. EVIDENCE: YES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE: YES NOEducational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' Summer Laureate, Odyssey of the Mind, and nauu Olympiad) generally reflects the racial/ethnic composition of the school. State, and Math 0 1.5 SP 1.6 2.0 O/I YES NO EVIDENCE: As you walk through the building, do you see any one-race classes. If yes, indicate specific subject, (math, science, language, etc.) room number, approximate number of students. one-race classes. Rm#___Number of students Rm#___Number of students Rm#___Number of students Rm#___Number of students YES NO and Race Race Race Race Time Time Time Time Subject___ Subject___ Subject___ Subject___ 2 3 4 Where one-race classes exist, strategies to prevent eliminate one-race classes are evident. EVIDENCE: Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum EVIDENCE: YES YES NO NO 2 3 4Educational Equity Monitoring Page 3 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRCs, interim reports, report cards, student educational plans and ASDPs) EVIDENCE: YES NO 2 3 4 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2 3 4 O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds EVIDENCE: YES NO 2 3 4 2.5 There is evidence that the multicultural curriculum is being implemented. O 2.5.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body and/or multiculturalism. EVIDENCE: YES NO 2 3 4 O 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body and/or multiculturalism. EVIDENCE: YES NO 2 3 4Educational Equity Monitoring Page 4 o 2.5.3 Display of student work reflects teaching strategies. EVIDENCE: varying YES NO 2 3 4 3.0 SP SP SP O/I 2.5.4 Teachers have and use multicultural curriculum guides. EVIDENCE: School/District Initiated Honors The school ensures that YES NO 2 3 4 and Awards , . --- o student is denied access to being selected for honors and awards through establishment of non biased and equitable policies and procedures. 3.1 3.2 3.3 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports community service, choral and instrumental attendance, clubs, and organizations. EVIDENCE: Procedures are evident to sports school and music, YES NO assure that students are apprised of requirements governing honors and awards. EVIDENCE: Procedures are evident to , - - assure that students are apprised of information regarding opportunities in educational programs (i.e AEGIS Odyssey of the Mind, Governor's Ichool ' ' various YES YES NO NO State, etc.) Girls'/Boys' EVIDENCE:Educational Equity Monitoring Page 5 SP The offerings and procedures regarding ho '.ors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO SP 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable (secondary only). EVIDENCE: YES NO The distribution of honors and awards is generally reflective of the school population. EVIDENCE: YES NO 3.4 I 4 3.6 3 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extracurricular Activities The school's extracurricular program helps to develop important academic/non-academic skills, abilities and interests. SP 5.1 Participation in extracurricular activities generally reflects the school population. EVIDENCE: YES NO 2 3Educational Equity Monitoring Page 6 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. EVIDENCE: YES NO 4 SP 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students on the following measures of student achievement. ...Norm referenced test ...Arkansas Minimum Performance Test ...grade distribution EVIDENCE: YES NO 4 SP 6.3 Graduation/retention rates reflect the school population. EVIDENCE: YES NO 4 7.0 Special Education The school ensures that student placement and services provided in the special education program are non- discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: YES NOEducational Equity Monitoring Page 7 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 2 3 4 O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO O 7.4 Special education classrooms are integrated into the total school environment. EVIDENCE: YES NO O/I 7.5 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program discriminatory. are non- SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 2 3 4Educational Equity Monitoring Page 8 o 8.3 Gifted and talented facilities those of the campus in general. EVIDENCE: are comparable to YES NO O 8.4 Gifted and talented classrooms are integrated into the total school environment. EVIDENCE: YES NO O/I 8.5 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO 4 SP/I 9.2 Staff development activities related to equitable staffing practices have been provided. EVIDENCE: YES NO 4 SP/I 9.3 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVID 'ICE: YES NO 4Educational Equity Monitoring Page 9 SP/I 9.4 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NO 4 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: YES NO 4 O 10.2 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: SP 10.4 In matters of school desegregation, school patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: YES NO 4 YES NO 2 3 4 YES NOEducational Equity Monitoring Page 10 11.0 student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I SP 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO 11.2 Suspension and expulsion rates are generally representative of the student population. EVIDENCE: YES NO 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO 11.4 How visible are the following persons in directing/ Indicate one of the controlling students? following for each person(s). A. B. C. Very active/visible Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): EVIDENCE: O 0 2 2 3 3 4 4 2 3 4Educational Equity Monitoring Page 11 SP/I 11.5 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE: YES NO 12.0 Building Leadership/Manaqement In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: YES NO The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NO 12.3 Hallways are orderly. EVIDENCE: YES NO 12.4 The school office has friendly and helpful personnel. EVIDENCE: YES NO 12.5 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO 12,1 O 0 O I 12.2 2 2 2 3 3 3 4 4 4 2 3 4Educational Equity Monitoring Page 12 SP 12.6 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I There is evidence that the guidance p"~gr2r. provides equitable services to all students program YES NO (i.e., group). counselor's schedule/daily logindividual/ EVIDENCE: 12.7 3 4 I 12.8 Information from former students is effectively used to improve guidance and other educational services. EVIDENCE: YES NO 4 I/O/SP 12.9 District and school security guidelines are being followed. EVIDENCE: YES NO 2 3 4 ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:
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