Incentive Schools: ''1991-1992 Incentive Schools Monitoring Report,'' Office of Desegregation Monitoring, United States District Court

OKI'ICE OF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT 1991 - 1992 INCENTIVE SCHOOLS REPORT June 5, 1992PROPERTY OF ODM LIBRARY 1991-92 INCENTIVE SCHOOLS MONITORING REPORT JUNE 5,1992 a73> 1 OFFICE OF DESEGREGATION MONITORING united states district court LITTLE ROCK, ARKANSAS 1 1 Ann S. Brown Monitor J Melissa R. Guldin Associate Monitor Bob Morgan Associate Monitor Horace R. Smith Associate Monitor Connie L. Hickman Associate Monitor Margie L. Powell Associate Monitor Polly Ramer Office Manager J., INTRODUCTION 1 Mission of the Office of Desegregation Monitoring I an arm of the United States District The Office of Desegregation Monitoring (ODM) is Court which serves the Eastern District of Arkansas. The ODM was created by the Court of Aopeals for the Eighth Circuit and ordered into law by the district court in a January . ______ . . II. 1. _ .__^1________________________________________________e-/*kz\/\l Hictripfc that vested the Office wi "the authority to monitor the school districts 1991 decree that vested the Office with me auinoniy lu iuuuuui_u compliance with the settlement plans and settlement agreement, including any future modifications of, or additions to, such plans and agreement. Both professionally and personally, each ODM staff member values children and is vital component of a free and healthy committed to quality desegregated education as a society. The ODM staff has pledged to help build the essential partnership between our ' . . f . _ _ ___ .u.. that ic legal system, schools, and community in order to achieve the equitable education that is each childs constitutional birthright. 1 ] The ODM staff are professionals with a broad range of educational, legal, financial, and business management experience among them. They are fuUy qualified to observe and of nrnm-P rmvard the desesresation goals. All ODM staff members assess the rate progress toward desegregation goals. willingly share their expertise with the school districts and, when requested, provide technical assistance in a cooperative spirit of support. 1 ODM Monitoring Philosophy ! The ODMs monitoring is an ongoing process of collecting and analyzmg information about e efforts being applied toward reaching the goals and objectives specified desegregation plans and court orders. Assessing the effectiveness of those efforts both ~ . I _ ______1 ...Um* 1C QiCO an determine whats working and what needs work is also an individually and collectively, to important part of ODMs monitoring mission. The ODM assists the court in determining the parties compliance with both the letter Md spirit of the agreements ey have made. It also coUects and interprets information that ... J_________r^accnrannft keeps the entire community informed of the desegregation progress, providing reassurance that a vigilant watch is being kept. The ODM can uncover developing problems, point to changes that may be needed, and suggest corrective action to prevent falling short of the desegregation goals. The ODM also highlights the school districts successes and joins the court and community in applauding progress. J - ii -The Incentive Schools Monitoring Report I 1 Background This report focuses on implementation of the desegregation plan in the Little Rock School Districts seven incentive schools during the 1991-92 school year. These schools, which are attended predominately by black children, have many enhancements that include programs, activities, personnel, equipment, and a funding level that are found m none of the district s other schools. The Court of Appeals has termed the incentive schools crucial to the success of the desegregation plan and, therefore, these schools and their programs have been given monitoring priority by the Office of Desegregation Monitoring. Monitoring Process ODM follows a systematic approach to monitoring based upon a process which is described below and iUustrated with examples of the incentive schools momtonng report that is the substance of this document: ] 1. Generic statistical information is identified, logged, and summarized. ] The ODM monitoring instruments are referred to as "guides" because they guide the foc^ of monitoring observation and reporting. The Elementary School Momtonng Gui e contains general school information such as student enrollment, st^fmg, retention an discipline, inservice training, community involvement, and so forth. This ^ormauon, which comes primarily from the monitors direct observation of school records and operanons, provides an overtill picture of a particular school commumty. 2. The monitors identify the legal obligations of the desegregation plan and review the monitoring guides with school district administrators. The provisions of the desegregation plan contain the substance of the legal obUgations e school districts have pledged to fulfUl. In this report, the provisions that spec^c^y refer to the incentive schools have been concisely summarized and listed m each school s report under e title of Incentive School Monitoring Guide. An preparation for monitoring, the ODM staff reviewed the monitoring process and ^des ' with district administrators. After answering questions, discussing concerns, and shanng ideas, there was a general understanding of the ODM monitoring approach and agreement that it was reasonable and fair. J A page number foUows each provision summary in the Incentive School Momtonng Guide to identify where that provision is located in the desegregation plan. When momtonng the incentive schools began in the faU of 1991, an appeal was stUl pendmg before the court on the parties proposed revised desegregation plans, so the onginal 1989 settlement plans of those 1989 plans had been assigned a sequential JDR (Joint were in effect. Each page of ose 1989 plans han Deen assigncu a Designated Record) number by the court. This is the plan reference number found m the Monitoring Guides. The JDR reference numbers are also used m the Updated formation that follows each schools Guides. Any references in this report to the page numbers of the April 29,1992 revised settlement plans are noted as such. - iii -3. Monitors assess the compliance status of each obligation. The ODM monitors then determine the compliance status of each provision and note their findings. Through observations, interviews, and a review of all sorts of documents, the monitors assess the degree to which each plan provision "Sources of Information", below.) I being implemented. (See is 4. Updated information is collected and added to the monitoring report. ] Monitors visited the incentive schools during October and November 1991. They collected follow-up information throughout the school year until May 27, 1992, including two more visits to each school in the spring. To document progress at each school, updated information has been appended to each schools fall_ monitoring report accordmg to the categories and provisions listed in the Monitoring Guides. 5. Preliminary draft reports are completed and shared with appropriate district personnel. Although monitors strive for absolute accuracy, mistakes can occur. To minimize factu^ or recording errors in ODM reports, the monitors have personaUy reviewed each school s monitoring report with at schools principal and asked for feedback on the accuracy of the data upon which the reports rest. Likewise, the draft reports have been shared with district administrators. This preliminary sharing process enhances report accuracy and completeness by uncovering data errors and allowing incorporation of any additional information that sharpens the that can contribute to e innately monitoring picture. It also helps alleviate surprises threatening nature of being monitored. Since ODMs purpose is not to catch the distncts, but to help them be successful in meeting their desegregation goals, the momtors make every effort to operate fairly and in good faith with the school districts. Reviewmg the preliminary reports with district personnel promotes the open communication and understanding that is basic to the desegregation partnership between the ODM and the school districts. 6. Completed monitoring reports are the parties. filed with the district court and distributed to aU of and the three county school districts, the Joshua Intervenors (on behalf of black The court and the three county school distncts, tne josnua micivcuuia vuu children), and the Knight Intervenors (on behalf of the counts teachers) receive copies of the Incentive Schools Monitoring Report as does each incentive school principal and staff. J Sources of Information The incentive schools monitoring reports are based upon three primary types of information. Site visits: Each incentive school was formally visited by an ODM monitoring team in October or November and twice again by monitors in the spring. Monitors observed aU areas of each campus and school building, including most classrooms. During some visits. - iv -monitors shared lunch and conversation with students and staff at noontime. Throughout the course of the year, monitors also observed all manner of meetings, attended training sessions, and participated in school and district special events. Interviews: During the school site visits, team members met at length with the principal and talked with some teachers and other staff as well as a few students. Throughout the school year, there were occasional phone conversations and meetings between the monitors and the incentive school principals as well as numerous meetings, telephone conversations, and written communication among district administrators and the ODM staff. Written information: Information was gleaned from all manner of written sources including School Profiles, monthly Little Rock School District Desegregation Updates, Quarterly Reports, memoranda, letters, reports, budgets, fund balance sheets, agenda and minutes of various group meetings, district press releases, court submissions and exhibits, court orders, hearing transcripts, and the desegregation plans. 1 Report Organization This report is organized into three parts, beginning with this introductory section. The second part is comprised of seven individual but parallel incentive school reports and updated information. Section three follows with an overall summary of the monitors findings along with their conclusions and recommendations. The recommendations are offered as suggestions for achieving compUance with the legal obligations set out in the desegregation plans and for improving the services essential to meeting the desegregation goals. J J - V -I OFFICE OF DESEGREGATION MONITORING ELEMENTARY SCHOOL MONITORING GUIDE I ) Franklin Elementary Incentive School Little Rock School District b 1 Franklin Davis, Principal I Monitoring Visit Date: November 14,1991 Publication Date: June 5,1992 JSCHOOL ENROLLMENT grade BLACK WHITE OTHER TOTAL % BLACK LEVEL F M F M F M 4 yr. 17 25 36 36 31 25 29 35 Self-C TOTAL 241 14 23 29 27 25 17 26 24 187 12 41 13 30 60 56 75 66 63 49 64 64 10 507 52% 86% 87% 95% 89% 86% 86% 92% 90% 84% PERCENT 48% 37% 8% 6% 1% 1% .. 364 1989-90 1990-91 1991-92 72 12 448 % Blk % Blk % Blk 81% 343 59 411 83% 428 71 501 84% K 3 3 1 2 3 4 5 6 7 2 B 0 T B 1 1 7 2 4 4 4 4 1 W 3 1 3 1 3 3 3 1 0 0 T 0 0 0 0 1 0 0 3 9 0 0 0 0 1 0 0 5 B W 0 8 T accordance with the language of the desegregation plan, students are identified as either etKnic ^upe (rack ae Asian or Hispanic, of other racial or c......- - . . ^iimprates these children in a separate category designated as . are counted atom wlrh ^ki.e-entden.s Irt c^at "other." However, these "other the monitoring reports to remain ------------ desegregation plan. Percentages are rounded to in consistent with the two racial categories identified in the the nearest whole number. 1 J Data Summary: Data compiled from the Franklin J White students comprise 16% of the present I School Profile and October 1 enrollment data for the last fcee w^"indicates a 1991-92 increase of 96 students over the 1990-91 enrollment of 411. three years maicates a --------enrollment. This percentage remained virtually sum': itogh?h?numbe
of white itudentt shows a 16% XTm incr^e ta e year. The increase in the number of white students was offset by a 25% increase number of black students since the 1990-91 school year. Page 2CLASS ENROLLMENT TEACHER CLASS ENROLLMENT J GRADE OR SUBJECT 4 yr. 4 yr. 4 yr. K K K 1 1 1 1 2 2 2 3 3 3 4 4 5 5 5 6 6 6 Self NAME OF TEACHER Parish Beatty Winston McGee Carpen. Kennedy Cokely Davis Bridges McNulty Scrubbs Smith Hammons Matheny Davis Buck Garner Sharp Callaw. Brown Eddy Carter Giles Clayton Room 6 BLACK WHITE OTHER BLACK WHITE OTHER TOTAL ENROLL- MENT % I I i i BLACK! M F X X X X X X M X F X X X X X X X X X X X X X X X X X M F M 5 6 6 8 9 8 9 8 11 8 12 12 12 11 11 9 12 13 10 10 9 11 12 12 7 F 5 5 4 9 1 7 10 8 4 7 10 9 8 8 8 9 11 6 8 9 9 8 7 9 2 M 4 4 4 3 1 2 2 2 1 1 2 2 2 2 2 2 2 2 1 F M F 5 4 4 1 1 1 1 2 1 1 1 2 1 1 3 3 2 1 1 1 1 20 20 20 20 17 19 20 20 17 18 22 22 22 24 19 20 25 24 23 22 19 22 21 21 10 50% 55% j 50% 85% 94% 19^ 95% 80% 88% 83% 100% 95% 91% 79% 100% 90% 92% 79% 78% 86% 95% 86% 90% 100% 90% Page 3 CLASS ENROLLMENT (continued) Data Summary/Site Observations (composition, student/teacher ratio, seating patterns. grouping): Data compiled from the School Profile indicates that Franklin has three all black Masses and nine classes in which 90-95% of the students are black. White emoUment isJy^est mj^^ classes (50%, 45%, 50%), a fifth grade class (22%), and a kindergarten three four-year-old (--------. - nio/ u- class, a third grade class, and a fourth grade class all at 21% white. Class sizes range from 17 students in two classes to one class of 25 students, excluding the self-contained special education class. In the L^SD pre-K and toderg^ten exceed 20 students and special education classes are smaUer than regular classes. Eleven classes at other grade levels contain more than 20 students. The average class size in grades 1-6, excluding the self-contained special education class, is 21. Some class assignments have resulted in racial isolation of individual white children m a class at the kindergarten, first, second, and fifth grades. Central Association (NCA), Franklin is required to adhere to As a member of the North Central Association (NCAj, rranxim is vv, standards, NCA Standard 24.04C as published m 1990 states that pre- .. 1 O \*/1 f'n ft I NCA class size standards, NCA Stanoarn as classes for cluldren two to four years of age shall not exceed 18. With studems^ eacrfom^^^ is out of compliance with NCA standards. Heterogeneous grouping by race was observed in most dasses visit^ However, during observed. It was explained by the SKSOTS "rXS Z at a dure and dra. ieacbcrs a. dmes .o a few dassroon.. cbUdren were observed only or boys only groups show and tell. lUCL. lU a ivw ------- J 1 . One teachers schedule allotted separate time for boys and girls J J Page 4STAFFING/SCHOOL PERSONNEL BLACK WHITE OTHER j POSITION M F M F M F TOTAL % BLACK Administrators: Principal 1 1 100% Asst. Principal 1 1 0 Teachers: Classroom 5 1 18 24 21% Vocational Counselor 1 1 0 Librarian 1 1 Remedial/Compensatory
Reading 1 1 2 50% Mathematics 2 2 0 Gifted/Talented 1 1 0 Resource Teacher 2 2 100% J Speech Therapist Music Art PE Auxiliary Teacher SUB TOTAL (CERTIFIED) SUB TOTAL PERCENT Attendance Clerk Cafeteria Workers Custodians Media Clerk Registrar Secretary 1 1 100% 1 1 1 1 100% 1 1 1 1 0 100% 100% 3 8% 2 10 25% 4 1 1 3% 26 65% 1 1 1 40 33% 5 3 1 1 80% 100% 0 0 Page 5STAFFING/SCHOOL PERSONNEL (continued) 1 I 1 1 I J J BLACK WHITE OTHER POSITION Nurse Social Worker Security Officer Instructional Aides Supervision Aides SUB TOTAL (NON-CERT.) SUB TOTAL PERCENT TOTAL PERCENT Data Summary/Site Observations: TOTAL % BLACK M F M F 1 6 8 24% 11 15% M F 1 0 10 4 19 58% 29 40% According to the School Profile, Frankhn has a 1 1 18 4 1 5 33 3% 15% 2 3% 31 73 42% 89% 100% 82% 55% total staff of 73. Overall, 55% of the staff is black. Blacks comprise------------- Examination of data reveals that at the , classroom teachers are black, at the primary level (1-3) 30% in m. above char, and 33% of U,e 40 cernfjed perso^el early cluldhood level (pre-K and kindergarten) none of the are black, and at the intermediate level (4-6) 25% are black. Franklin has a non-certified staff of 33, 82% of whom are black according to the School Profile. Page 6STAFF development CERTIFIED STAFF Number completing SUPPORT STAFF Number completing SPECIFIC TRAINING RELATED TO: Prior to During Prior to During 1991-92 1991-92 1991-92 1991-92 1 Educational Equity I 1 J Prejudice Reduction Human Relations Interpersonal/Cross Cultural Equity Related TESA IDEA 40 37 37 Multicultural Curriculum Delivery 17 10 33 Cooperative Learning 11 Student Achievement Enhancement/Discipline Steps to Effective Teaching Gifted and Talented Reading Whole Language Math High Scope Computer PET (1 cycle) PET (2 cycles) PET (3 cycles) 18 1 3 40 Other Staff Development 40 8 40 31 7 8 Page 7STAFF DEVELOPMENT (continued) CERTIFIED STAFF Number completing SUPPORT STAFF Number completing SPECIFIC TRAINING RELATED TO: Prior to During 1 1991-92 1991-92 Prior to 1991-92 During 1991-92 other Staff Development (continued) Assertive Discipline 20 Discipline Management 33 Classroom Management 37 Parent/Teacher Conferences 40 Note: Staff development data includes inservice training completed prior to the current school year. All percentages noted in this report were calculated using the number of 1991-92 staff numbers. Data Summary/Site Obsenations: Franklin School Profile staff development records for certified personnel indicate 100% participation in Prejudice Reduction, Whole Language, Math, Computer, and Parent/Teacher Confer^ces. The participation rate for training in Human Relations, Interpersonal/Cross-Cultural, and Classroom Management is 93%. Staff development records indicate that 100% of the support staff has participated in equity-related training and discipline management. J Page 8EXTRACURRICULAR/CO-CURRICULAR ACHVITIES TOTAL MEMBERSHIP ADULT SPONSORS 1 1 activity Fire Marshals Drama Drama BLACK M F 1 WHITE M 2 OTHER TOTAL % BLACK B W O TOTAL % BLACK F M F M F M F M F 13 85% 1 1 0 (1-3) (4-6) Girl Scouts Boy Scouts Computer Club Dance Writers (1-3) Writers (4-6) 15 10 48 24 16 13 13 8 9 46 32 30 12 9 2 1 1 3 4 2 2 4 1 25 21 49 52 60 50 26 22 92% 90% 94% 92% 93% 92% 96% 100% 1 4 1 1 3 1 1 2 100% 2 3 1 2 1 1 1 2 3 5 3 4 2 2 0 0 80% 33% 75% 0 50% s EXTENDED EDUCATIONAL PROGRAMS BLACK WHITE OTHER PROGRAM (GRADES) TOTAL % BLACK Saturday Program (Franklin Students, October 5) (Franklin Students, October 19) 12- 15 92% 93% Note: The data provided on Franklin represents the total number of students who attended Saturday UUtU ---- --- - ... J- 1 activities on the Dates indicated. Totals may represent the same or different students participatmg from week to week, as data did not indicate how regularly individual students take part in the program. Data Summary/Site Observations (types of activities, number, rates of participation): The Franklin School Profile reveals that nine extracurricular activities are offered, all during Extended Day. The average club membership is 35 students. The largest activity is the Computer Club wth 60 participants. The Fire Marshals group has the largest percentage of white participants with 15%. Eight of the activities have more than one sponsor, and four have There are 24 activity sponsors. biracial sponsorship. Overall, 46% of the activity sponsors are black. Page 9 M F M F M F 5 6 1 6 8 1CURRICULUM AND INSTRUCTION 1 Multicultural guides and materials are used to teach basic skills in all subject areas. MUlllClUVUrai gUlQcb dUU LUxtlCi lai^ ttiv U3VU VW wuvu a The contributions of varied groups are included as an integral part of the curriculum 1 in all subject areas. . Multicultural materials are available in all resource centers in a range of mterest and reading levels. .... Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school. Site Observations: 1 Throughout the school, materials and displays representative of multicultural awareness were IgllVUl Miv ---------------------------------------------- i , evident. Some classroom displays focused on African-American heritage throug Others focused on a broader posters and descriptions of well-known personalities. understanding and respect for cultural and ethnic diversity such as the display which featured the symbolic colors red, white, black, brown, and yellow representing the five races in the United States. There was evidence of emphasis being placed on e development of "ethnic vocabulary by defining words such as similarity, differences, immigrant, etc. Bulletin boards and visuals which didnt have specifically "multicultural" themes still reflected a consciousness of diversity through the variety of individuals pictured. Adequate equipment and materials are present. An active learning environment is present (e.g., leammg centers, displays, independent/group work areas). Teachers utilize a variety of teaching methods. _i Site Observations: Student work was on display throughout Franklins central hallway. Every level of the school was decorated with bright art and notices regarding National Childrens Book Week were prominent. In each classroom visited, the goals for the district and the school were posted. Reading centers were present in every classroom visited on the early childhood and primary levels. In the upper grades, few designated reading centers were observed. An active learning environment was also observed in the classrooms of younger children. Many children rotated between small groups for instruction and activities such as art and cooking were observed in more than one classroom. Some active learning was also observed in the upper grades. A math application lesson which simulated shopping and budget preparation was observed. In some classrooms, however, instruction was primarily lecture and whole group instruction. Page 10TEST DATA 1 Data Summary: Test data provided by the LRSD reflects the achievement of Franklin students on the two standardized tests they took in 1990-91: The Arkansas Minimum Performance Test (AMPT), administered to third and sixth graders, and the Metropolitan Achievement Test-6 (MAT-6), given to students in grades one through six. A review of Franklins AMPT results from 1988 to 1991 reveals a substantial increase in reading and math pass rates for third grade black males during this four year period. Black females also increased their reading and math pass rates during this time, although not quite as significantly. Both groups experienced some decline in pass rates in 1990
however, pass rates increased in all categories for both groups in 1991. AMPT pass rates for black males in the sixth grade at Franklin improved in reading, mathematics, and language arts for 1991
however, there has been a steady decline in pass rates in science and social studies for the same grade level since 1989. AMPT 1991 pass rates for sixth grade Franklin black females improved in all categories when compared to pass rates for 1990. Despite that, mathematics, language arts, science, and social studies pass rates for this population have steadily declined since 1989. After a decline in 1989 and 1990, the reading pass rate was again equal to the 100% pass rate for 1988. Analysis of 1991 MAT-6 distribution data at Franklin reflects that black males achieved a pass rate at or above 50% in only two out of thirty cases (third and sixth grade math). This pass rate is 6%, at or above 50%. Pass rates of black males exceeded those of black females only five times out of thirty, or 17% of the time. Black females achieved a MAT-6 pass rate at or above 50% in eleven out of thirty cases, representing a 37% pass rate in the 50% or better range. MAT-6 results indicate a clear disparity in pass rates between Frankhns black males and females. Black female pass rates at or above 50% are almost 66% greater than those of black males. The disparity gets even larger when comparing the pass rates of black males with those of white students. White males achieved pass rates at or above 50% in 22 of 30 cases, or 73% of the time. White females achieved pass rates at or above 50% in 24 out of 30 cases, or 80% of the time. Franklin black students in grades one through six achieved an average MAT-6 pass rate of 43% on the Complete Battery . White students in those grades achieved an average pass rate of 60%. The poorest pass rate (37%) occurred in the second grade for black students. The best pass rate (50%) occurs in the sixth grade where black females achieved or exceeded a pass rate of 50% on four out of five tests. Page 11STUDENT ACHIEVEMENT I Students Retained BLACK WHITE OTHER GRADE LEVEL TOTAL % BLACK Kindergarten 100% 78% 100% 100% TOTAL 15 17 94% PERCENT 88% 6% 6% M F M F M F 1 2 3 4 3 3 7 1 1 9 4 4 1 1 1 1 Data Siunmaiy/Site Observations: Data was compiled from the School Profile. Black males make up 50% of the student population in grades K-6, but 88% of the students retained were black males. Sixteen out of the 17 students retained were black meaning that 94% of the students retained were black. Black students make up 89% of the student body in grades K-6. J There is a disparity in the percentage of black students retained in relation to their percentage of the student body, particularly with respect to the black male student population. Page 12SPECIAL SERVICES/PROGRAMS ENROLLMENT BLACK WHITE OTHER PROGRAM TOTAL % BLACK Self Contained 10 90% LD Resource 19 68% M F M F M F 7 2 1 9 4 6 EMR Resource Speech Visually Impaired Hearing Impaired Gifted/Talented 14 13 36 75% Remedial/Compensatory 147 66 222 96% 3 2 3 1 5 4 Data Summary/Site Obsenations (grouping, materials, equipment, location, etc.): 1 Data was compiled from the School Profile. Black students comprise 90% of the students in the self contained class
of that proportion, 70% are black males. In grades 1-6, including the CBI class, blacks comprise 89% of the student body, and black males make up 51% of this population. Black students account for 96% of the students assigned to remedial/ compensatory education classes
66% of these students are black males. J The 27 black students assigned to gifted/talented classes represent 75% of the gifted/talented enrollment. Since only elementary students in grades 3-6 are eligible for gifted/talented classes, comparisons are restricted to the eligible population. Black students at Franklin represent 88% of the population at the third through sixth grade. Black male students in special education and/ or remedial programs are proportionally overrepresented. Page 13! GUIDANCE AND COUNSELING Data Summary (types of services, number of counseling sessions, students served, etc.): According to the Standards for Accreditation of Arkansas Public Schools, Section IX., A3., "the ratio for the elementary level shall be not less than one (1) counselor for every four hundred fifty (450) students beginning with the 1989-90 school year." At the time of the monitoring visit, the counselor was serving a student population of 507 including the four- year-olds. The counselors office was very nicely furnished and well equipped. However, the counselor shares a reception area with the speech teacher, an arrangement that could compromise privacy for students and/or parents. The counselor also was in charge of the clothes closet for needy children. The clothes' closet was in an inconvenient location at the time of our visit, and did not have a permanent location. This situation could create unnecessary traffic during counseling sessions. The counselor stated that she provided individual, small group, and classroom guidance services. She also said that she often acted in the place of a social worker, buying clothes, referring for social services, and working on home and school issues. She presents guidance units 24 times a month to the classrooms. Students are allowed to self refer, however, according to the counselor, she escorts the students to her office. Site Observations (guidance and counseling services address students needs, make students aware of their options, and are supportive of strategies and interventions to help students be successful in school and life): The counselor indicated that she was developing an informal peer counseling system. She is also responsible for the Super Stars Program, Birthday Table, Flag Monitors, Fire Marshals, and the Ambassadors. J The counselor said that she has two small groups currently in operation which focus on getting along and self control. The group concentrating on learning self control consists of three boys who were referred by their classroom teachers. Page 14DISCIPLINE, SUSPENSION, EXPULSION 1 BLACK WHITE OTHER actions TOTAL % BLACK M F M F M F Suspensions 1 ! 8 1 1 Expulsions Documentation: Short Form 0 0 Long Form 100% 100% 8 1 1 Alternative School Referrals Data Summary/ Site Obsenations (suspension/expulsion patterns, behavior documentation): J Data was compiled from the School Profile. Eight students have been suspended so far this school year: seven black males and one black female. Black students represent 100% of the students suspended, yet only 89% of the K-6 student population. Eighty-eight percent of the students suspended were black males, however, they make up just 50% of the K-6 student population. According to additional data submitted by the principal, of the teachers who referred the students for suspension, three suspensions involved black male teachers, one involved a white male teacher, and four involved white female teachers. Three students were suspended from grade three, three from grade four, and two from grade six. There was no evidence of a discipline policy written in collaboration with students and staff. ( ( * Page 15PARENT/COMMUNITY INVOLVEMENT PROGRAMS School/ Community Partnerships According to the principal, Central Arkansas Rehabilitation Hospital is Franklin s business partner. The principal reported that the hospital volunteers dressed up in costumes for Halloween, released balloons during Red Ribbon Week, started a clothes closet for students and their families, and have hosted two luncheons. In addition, Franklin students wrote letters to patients at the hospital and the four-year-old students took a field trip to the hospital and sang to patients and staff. School Volunteer Programs The principal stated that VIPS, Partners in Education, and the PTA comprise Franklins volunteer programs. VIPS records revealed that Franklin had 50 volunteers serving students in various activities ranging from office and classroom assistance to field trips, totaling 98 hours for August through October. Parent Involvement Programs The Incentive School Parent Contract states that parents "will be an active member of the " The parent/teacher organization and attend all meetings and other school functions, principal reported that Franklins PTA membership drive was in progress at the time of the monitoring visit. PTA records revealed that Franklins PTA consists of 100 black members and 35 white members, totaling 135 members as of November 14,1991. The Franklin PTA has elected officers and has Membership, Program, and Homeroom Parents Committees. The PTA board meets monthly and PTA meetings have been scheduled for September, November, December, February, and May. According to sign-in sheets, 173 parents attended Parent Night on September 5,1991, and 79 parents attended Open House on September 24,1991. I Page 16PARENT/ COMMUNITY VOLUNTEERS VOLUNTEER POSITIONS BLACK WHITE OTHER TOTAL % BLACK M F M F M F VIPS Chairperson 1 i 100% 1 1 Data Summary (racial/gender balance, types of positions, etc.): The VIPS Chairperson list dated October 14,1991, reflects that one black volunteer serves as Franklins VIPS Chairperson. The LRSD has not compiled racial and gender data on their volunteers. Volunteer data recorded includes the volunteers name and address, the activity or volunteer job, service time period, and total of volunteer hours contributed. According to VIPS records, Franklin has had 50 volunteers providing office and classroom assistance, totaling 98 hours for August through October. I Site Observations (evidence that volunteers are welcome and well managed through adequate orientation, training, work space, ongoing support, recognition, and records, and that a mechanism is in place for staff to request and utilize a variety of volunteer services, etc.): According to the principal, volunteer training is provided to volunteers through VIPS. VIPS has not compiled data by school on the number of volunteers who attend volunteer training. Volunteers are provided with an orientation to the school by the principal and/or staff members working with volunteers. A sign welcoming volunteers was located on the front door and volunteer handouts were located in the office near the volunteer sign-in sheet. Volunteers work in classrooms and the office. The principal stated that staff members request and recruit volunteers to help in their classrooms and with school activities. I Page 17PARENT/COMMUNITY INVOLVEMENT PARENT/COMMUNITY INVOLVEMENT BLACK WHITE OTHER TOTAL % BLACK M F M F M F COMMITTEES Biracial Committee 67% School Improvement Committee 50% 1 1 1 1 1 3 2 PTA/PTSA/PTO 1 i i PTA 100 35 135 74% PARENT/TEACHER CONFERENCES TEACHER CLASS ENROLLMENT CLASS % BLACK BLACK CONFERENCES WHITE OTHER TOTAL % BLACK X T i Data Summary/ Site Observations (racial/ gender balance, committee membership, goals, objectives, agendas, minutes, support, recognition, etc.): Committee data compiled from Franklins School Profile and the principals records indicates that two black parents and one white parent serve on the Biracial Committee and one white parent and one black parent serve on the School Improvement Committee. The principal reported that committee agendas and minutes were not available. PTA records revealed that Franklins PTA is comprised of 100 black members and 35 white members. Names of PTA officers and committee chairpersons and a schedule of PTA meetings were available for review. The principal stated that PTA and committee membership lists were being compiled and that PTA goals, objectives, meeting agendas, and minutes have not been kept. A sample review of two classes with a total of 44 student files revealed that 36 parent/teacher conferences had been conducted as of November 14, 1991. The LRSD does not compile parent/teacher conference documentation by race. The district parent/teacher conference form includes a place for the teacher to list the students strengths, needs, how the parent will help, and how the teacher will help. The teacher and the parent are to sign the parent/teacher conference form sheet. Page 18FACILITIES AND SECURITY The campus and building are clean and free of debris and graffiti. Hallways are clean and well maintained. Facilities for special education are designed to meet the needs of the students served. Adequate, appropriate playground equipment is present. Restrooms are adequate (cleanliness, number, supplies). Classrooms are in good repair with adequate heating/ ventilation. Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions. School district safety procedures are in evidence. Site Observations: The general appearance of Franklin School is clean and neat. Both the exterior and the interior give a positive impression to visitors. The newest wing which houses the media center and the early childhood classrooms, is most attractive. Despite the visual appeal of these classrooms, there are some problems in the design. There are no bathrooms in the early childhood classrooms. The rooms have sinks, but they are too tall for the children to reach. Ten classrooms of young children must share one set of bathrooms located in this wing. A teacher explained that these classrooms were originally constructed for intermediate students which would explain some of the design - age group inconsistencies. The classrooms also are fully carpeted without a tiled or "wet" area for students. The building has some impressive new kitchen additions, including a state of the art chemical based fire extinguishing system, and a new kettle and braising skillet. Some areas of the building are in need of repair. The schools roof has been a constant source of trouble for years and several leaks were observed, including one in the teachers bathroom in the new wing. There is a cracked skylight in the resource room and graffiti was observed near room 17. Page 19i OFFICE OF DESEGREGATION MONITORING INCENTIVE SCHOOL MONITORING GUIDE Franklin Elementary Incentive School Little Rock School District Franklin Davis, Principal Monitoring Visit Date: November 14,1991 J Publication Date: June 5,1992 Page 20INCENTIVE SCHOOL PROGRAM "The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is beUeved that the incentive school nrogram will not only compensate the victims of segregation, but the program wall also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district." (LRSD 1989 Desegregation Plan, JDR 2233) 1. The incentive program is successful in desegregating the school. (JDR 2233-34) STATUS: The figures below were taken from LRSD enrollment data for the last three school years. As the figures indicate, there are 64 more black students now enroUed m Franklin than there were two years ago and 85 more black students than last year. e number of white students is presently 79. The white enrollment has increased this yey by 11 students over the 1990-91 figure. Despite that increase, the percentage of black students has increased from 81% two years ago to the current 84%. Franklins Enrollment 364 1989-90 72 0 12 448 % Blk 81% 343 1990-91 59 411 % Blk 83% 428 1991-92 71 507 % Blk 84% B W T B w 0 T B W 9 0 8 T 2 The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholmship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS: According to LRSD Desegregation Status Reports dated August 22, 1991 and the Scholarship Program Committee has prepared a proposal to be September 10, 1991, the Scholarship Program Committee nas preparcu a resubmitted to the parties for final approval. ODM had not received a copy of the proposal at the time this report was prepared. 3. The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The CouncU monitors all activities related to the incentive school J program and reports quarterly. (JDR 2236) the Parent Council membership list, two parents from each incentive school have agreed to serve on the Incentive School Parent Council. The LRSD STATUS: According to Desegregation Facilitator reported on November 4,1991 that LRSD had not received the names of the four members appointed by Joshua and that no meeungs had been scheduled. Page 21ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. (JDR 2238) STATUS
Staff development records indicated that prior to this school year, four-year-old teachers received High Scope training. Teachers interviewed stated that this trainmg was provided in the form of a half day orientation. It was also stated that an anuouncement was made at a meeting of the four-year-old teachers that High Scope was "out . In place of the High Scope program, teachers were instructed to use the LRSD Curriculum Handbook for Early Childhood Education (Four-year Old Program) which utilizes some aspects o a modified High Scope approach. According to the LRSD Early childhood Coordinator, the parent component of aU incentive schools consists of parent conferences, parent workshops, parents as volunteers and resource persons. A parent workshop was held at Franklin on October 28, 1991. 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) 1 I STATUS- Franklin has a Writing to Read lab for use by kindergarten and first ^ade classes The lab is housed in a separate room and is located on the same level of the building as the students served by the lab. The principal stated that the funds to eqmp^the DUUUiUK Ob UiC iiuutiiuo .zj ------A . , J L A lab were not part of the incentive school funding, but were provided by the Area School Achievement Grant which Franklin received during the 1990-91 school year. 6. An Early Prevention of School FaUure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences. (JDR 2238) of the EPSF records and classroom observation indicated that the STATUS- Examination of the EPSF records and classroom ooservduuu m program was functioning in the school. AU student learning profiles and class modality grids appeared to be in order. The very full kindergarten schedule aUowed only 45 mmutes for ________________z. nnp hmir EPSr Early Prevention small groups
it is customary to allow a minimum of one hour for EPSF J groups. 7. Reading and oral expression are infused throughout all curriculum areas. (JDR 2239) STATUS- In touring the halls, the emphasis on books and reading was omnipresent. Our visit took place during Childrens Book Week and the displays were a constant reminder of book centered activities. The library clerk explained that a different activity had been planned for each day to highlight Book Week. Some activities included opportunities for the students to dress up. J Page 22I J 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles. (JDR 2239) STATUS: While the teachers at Franklin have established files with student SEP s, there are no learning styles inventories. The principal stated that teachers had expressed a desire for additional training in the proper administration of the inventories. He said that this is Franklins first year as an incentive school and the majority of the staff is new to the school and all are new to the extra responsibilities of an incentive school. All training required to prepare the staff for the additional record keeping was scheduled during a pre-school workshop. Many of the staff felt that too much information was covered in too little time. The principal felt that, as a result, some elements of the incentive school program might not be operative. 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: In the past, Franklins theme was computers. The principal stated that it was announced by the Desegregation Facilitator at the November meeting of the incentive school principals that themes "were on" for the 1992-93 school year. If the themes are fully implemented by 1992-93, the district will be in compliance with the terms of the August Stay Order. 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: Every classroom visited contained several types of instructional technology: tape recorders, record players, filmstrip projectors, overhead projectors, TVs, VCRs, computers, and listening stations. Franklin has only two labs, the computer lab and the Writing to Read lab. The status of technology in these areas is discussed in #5 and #12. 11. Science labs with adequate equipment, materials, and supplies are avaUable for students in grades 3-6. (JDR 2239) STATUS: There is no separate science lab in the building. The principal stated that science equipment is set up in the science teachers rooms. Franklin is semidepartmentalized for science and social studies instruction in grades 3-6. The equipment to stock the classroom labs was ordered this year by the Science Supervisor. At the time of our visit, some of the equipment had arrived and the remainder was expected in the near future. 12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: The computer lab is located in an oversized room that formerly housed the Franklin media center. The rooms generous size allows the space for a double computer lab. The lab has two areas with 26 stations each. Page 2313. Foreign language building. (JDR 2239) labs with appropriate equipment and materials are operative in each STATUS: There is no foreign language lab at Franklin. Spanish is taught during the extended day program. Instruction is offered for both primary and intermediate grade students. Lessons center around the AETN Spanish language video tapes. 14. A computer loan program provides portable computers for loan to studenu in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) i STATUS: The principal stated that an announcement had been made at an incentive school principals meeting regarding the computer loan program. At that meeting principals were told that inservice for teachers, principals, and parents was upcommg and that contracts would be drawn up and computer loans would begin in December. A LRSD news release, dated November 22, 1991, stated that a parent workshop would be held at Franklm on November 25 1991. The parents of students in grades 4-6 who have completed the traunng will be eligible to check out computers for home use. No information regarding software was provided. 15. Parent Home Study Guides are available. (JDR 2239) STATUS: Stayed under the August 22,1991 Stay Order. 16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Stayed under the August 22,1991 Stay Order. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: Files containing copies of each teachers SEPs were available for all grades foiK- year-olds through sixth grade. A randomly selected class contained an SEP for each child, jvcix V o o ___ ______CXJP f^pvplnnmpnt and The principal stated that some teachers would like more training on SEP development and maintenance. Copies of student records were on file in the principals office and there was evidence of recent monitoring. 18. Specialized programs, such as remedial, special education, GT, are available during the core day with reinforcement activities during extended day/week/year. (JDR 2239) STATUS: The principal stated that specialized programs are offered both during the J regular and extended day. An effort is made to keep "puU outs" to a mimmum. Literature and math enrichment activities are offered during the extended day. Extended week activities are offered through Saturday programs and activities which are interest centered rather than related to remedial, gifted, or special education. The extended year program for all incentive school students is held each summer at Rockefeller as a regular summer school. Rockefellers capacity of 445 cannot accommodate all incentive school students. Page 241 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) 1 ( I students with the following accomplishments: STATUS
The principal explained that an awards assembly is held each nine weeks to honor students with the following accomplishments: all As, As and Bs, academic improvement awards, and the Principals Award for improvement in, any area from citizenship to academics. There is also a recognition program for Franklin s students of the month. Each instructor selects a student from his/her class for this honor. Selection o honorees is not restricted to homeroom teachers as "special" teachers also award this honor. 20. Homework is assigned according to district policies. (JDR 2240) STATUS: The principal stated that teachers follow LRSD guidelines regarding homework. 1 Students have an opportunity to work on assignments in through Thursday. the homework center Monday 21. Criterion referenced testing is used to aid in student assessment. (JDR 2240) STATUS: Criterion referenced testing is being used in the form of teacher designed tests. 22. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, smaU group, and individualized instruction. (JDR 2240) & STATUS: During classroom observations, a variety of grouping techniques was observed. 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS: There is no evidence of the Effective Schools program. Staff development records did not indicate any teacher training in this area. are established in each school. The 24. African and African-American History programs programs are sequential and include the study of cultures and history. (JDR 2240) STATUS: The principal stated that teachers use the LRSD multicultural curriculum guides. ~ . . . . , ___ _p__o noxiz Arncnn- informed that a new African- At an incentive school principals meeting, principals were American curriculum guide was expected in J anuary. 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) 1 STATUS: The media specialist stated that the school does not have a specific classics but that great emphasis is placed on reading and children s literature. Some program teachers incorporate DEAR (Drop Everything and Read) into the daily routine. Page 2526 A Latin program, used to increase vocabulary and word attack skills, is mcorporated into the flfth and sixth grade language arts program Ttme tor msmeu^^^^ u into tne lUin auu MAIU giauv r-o-- /TrP 9940 9957'> materials and supplies provided, and student achievement documented. (JDR 2240, 2252) status: no Latin program exists. The Priocipa. stated that the had announced at a recent meeting that school year. the Latin program would begin during the 1992-93 27. Foreign language instruction is incorporated into foreign language lab and the "total physical response": I each schools curriculum using the method of instruction. (JDR 2243) STATUS- As mentioned in the foreign language lab section, Spanish instruction is offered during extended day. At Franklin, children attend Spanish ctes oi> AETN video tapes as the focus of instruction precludes the total physical response approach. 28. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. (JDR 2243) Teachers are it 1 STATUS- The principal stated that positive social skills are a prionty. required to discuss and encourage good manners, respect and to teach ctosroom observed, the ciass rules were posted and aU rules were expressed m positi terms. clubs and special interest clubs, such as Debate, Thespians, 29. Academic reinforcement l----------- Mind, Great Books Club, Foreign Language Club, sportmg or special activities. (JDR 2244) Xi^:dto'^ needs and are a part of each schooTs STATUS
The schools special interest clubs are Drama, Computer, Dance, id Wnter s Club. and gender can be found in A complete list of club membership by race . - V in the Elementary Guide section of this report. Extracurricular/ Co-cumcular Activities 30. Field trips are used to enhance learning local, state, and national trips. (JDR 2245) and broaden cultural experiences through 1 STATUS- A review of documentation indicates that field trips have been taken to a pnX patlh the xoo. and The Central Arkansas Rehabilitation Hospital. At the ume of our visit, all trips taken have involved only early childhood students. J Page 26INCENTIVE SCHOOL ADMINISTRATION i of the Incentive Schools will be to provide "The focus, function and guiding process - ku
.,, excellence in an environment of academic support, individualized education These schools shall exemplify the close partnership between parents and the school immunity which is a motivational factor for students. The school program will address student sXcess and development of potential from affective, skUl based and academic I community which is a perspectives." (LRSD 1989 Desegregation Plan, JDR 2267) SUPPORT PROGRAMS "The following items wiU be components of every incentive school:" (JDR 2267) 31. Homework Centers operate at least two days a week with transportation P^o^ded The certified teacher with additional aides and teachers 1 Centers are supervised by a proportionate to the number of students. (JDR 2267, 22/8) STATUS: FrankUns Homework Center is fuUy staffed and operates four days a week of extended day. The principal sUted that some teachers may during the first 30 minutes Oi uaiouwc j. ---- work extra extended day if they are responsible for an extracumcidar program (such as Girl Scouts). He said such additional work was done on a voluntary basis. 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 pan. with rotated and compensated staffing. (JDR 2268, 2278) STATUS- The Homework Hotline is currently operating with at least four staff members on duty each night. At the time of this monitoring visit, Franklin staff members had not yet had a turn serving on the Homework Hotline. 33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: According to the counselor, no formal training for peer tutors has been There is an informal peer counseling system that includes some peer tutoring. There system of coupons redeemable for goods. 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) principal reported that Franklin does not have a redred teachers mentoring infA.mQtinn rponrdintj mentorine orograms in the incentive schools. STATUS: The i program. For further information regarding mentoring programs see #90. Page 2735. Instructional aides are certified and employed one to a classroom. (JDR 2268, 2278) STATUS- The August 22, 1991 Stay Order stayed LRSDs requirement to employ one Fns^uctional aide pe^r classroom. LRSD has committed to hiring two aides for_ every three instruciioud p Pending Appeal. Franklin has 13 classrooms in their Joint Motion for the Stay Order, 14 classroom instructional aides are inctmctional aides in K-6. Pursuant to Liw ------, - ekas required. Therefore Franklin was not in compliance with the Stay Order at the time o monitoring visit. 1 1 36. A Career Skills Development Program promotes information, guest speakers, films, and interest inventones. (JDR 2268, 22/9) STATUS- According to the counselor, students in grades four through six had^speakers hLuIw in ^TparXe decision making unit of the guidance curriculum. They spoke w students about careers and decisions. Franklins Partner in Education. Central RehStion Hospital, has provided speakers, and staff members mtend to use VIPS resource speakers. 37. Year round school includes summer remediation and e wetoent opfcns schools at no cost to students. Summer courses are prescribed for students. (JDR 2269 70, 2279) I STATUS: This is the first year Based on the information provided by the summer school principal, there is for Franklin as an incentive school. no record that any students from Franklin participated in the summer school program. 1 1 38 Community access/field trips are provided for students together wth students from other LRSD schools Exhibits and performances are brought to school. Students i^sit wor S smenffle and cultural events, and.exhibits io state^d regton. There are shadowing experiences for fifth and sixth graders. (JDR 2269, 2279) STATUS- None of the trips documented were planned with the goal of bringing Frm^n withothe?school Children. Norecords of were present nor were there any shadowing experiences. Refer to #?>Q for a complete of documented field trips. 39. Conununity involvement includes Boy and Girl Scouting programs at each incentive community organizations and volunteer experiences. (JDR school. Students have access to 2270, 2280) J STATUS: According to membership lists Franklin has a Prm^ O,tI SCTUt Troop Ma^\e:.ai:me=rone White fem^^ with 23 black female members and two white female membe^ .nd a Primary Boy Scout Troop with 23 black male members and two white male members and an Intermediate Boy Scout Troop members. with 21 black male members and two white male Page 28SCHOOL ADMINISTRATION 40 Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. The one year contract feature is applied to aides. clerical, and custodial workers. (JDR 2270-72, 2281) STATUS: According to Services, a national search was the Associate Superintendent for Desegregation and Community conducted for minority teachers. Franklins school staff was initially hired by the Incentive School Staffing Committee which was comprised of the central office administrators, and parents. Presently, new st^ members are interviewed and hired by the principal. Contracts are issued on a one y basis. Refer to #65 and #69 for additional staffing information. 1 in human relations skills, learning and interactive 41. Special training for staff is ongoing styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. AU staff, including support staff, are involved in training and parents are trained in working with their c^d ren as sis ting wi homework, nutrition, and human growth and development. (JDR 2272, 2281) STAiuy SuuT dcvclvpxuvkAt records indicate certified staff training in 19 inservice offerings One hundred percent of the staff has been trained in Prejudice ReducUon, Whole uiiciiugi. vjut.. IILXOU y __Tbf> nartirinfllmn rates for STATUS: Staff development Language, Math, Computer, and Parent Teacher Conferences. The participation rates for between 40-95%. Records oroerams such as PET, TESA, and Human Relations range . Ldiwte 100% non^ertified staff participation rates in equity-related tr^g and discipline management only. For information on parent workshops, refer to #8/. 42 Parental involvement: Parents sign all homework and there is regular home-school communication. There are day visits by parents monthly parent ? P P points for parents. Parents are encouraged to provide classroom support. (JDR 2272,2284) Signed homework: Signed homework: According to the principal, there is no rfied dettrinine if parents sign homework. The principal stated that each teacher 1ms own system for parents signing homework. Some teacher send at the end of the week or'daUy. Other teachers may send homework home to be signed when they feel a parent needs to look at their childs work. School activities: VIPS sign-in sheets reflect tot l^ have attended field mps during the month of October to the State Fair, Heifer Project, and Hidden Valley. VIPS record sheets of volunteer activities and parent sign-in sheets are kept. J Page 2943 '1 . i PTA meetings: PTA records revealed that Franklins PTA is comprised of 100 black members and 35 white members. Names of PTA officers and committee and a schedule of PTA meetings were available for review. The , PTA and committee membership lists were being compiled and that PTA goals, objectives, meeting agendas, and minutes have not been kept. Pick-up points: According to Community Services, transportation pick up points the Associate Superintendent for Desegregation and are available to parents who need :spSon However, the principal was no, aware of any pick up points. are encouraged to provide Classroom support: The principal reported that parents classroom support. For further information on parental involvement, refer to #83 9 . . Learning time schedules are 3:00 - 5:30 p.m. daUy and include Homework Center, special skills training, and leisure time activities. (JDR 2272, 2284) STATUS- The Extended Day Schedule is conspicuously posted. The extended day sto with the Homework Center at 3:30 p.m. There are a wide variety of programs and activiUes to choose from during the 3:30 - 4:30 p.m. time period. 44. Home/school communication includes monthly reports to parents- T^e indicator and early intervention program cards. (JDR 2272, 2284) and parents regularly receive "alert" and "success STATUS: In order to apprise parenB of their childs progress, teachers conduct parent/teacher conferences and issue interim reports. A sample review of two classes with a total of 44 student files revealed as of November 14, 1991 that 36 parent/teacher conferences had been conducted and that two intenm report were signed by a parent and 42 files contained no intenm reports. The pnncip^ repor ed that interim report have previously been compiled every four and a half weeks, but that the district had recently directed aU incentive schools to issue^^monthly . allow parents to monitor their child s progress more closely. No evidence of an early intervention program, or that parents receive alert and success cards regularly, was observed. 45. Extracurricular programs include activities to promote gain leadership experience through clubs and momtonng responsibihties. (JDR 2273,2284) STATUS: The school offers six clubs with purposes and activities that fulfill the terms of llCld VltXL/a TXWAX ---------------- . J Extracurricular/Co-curricular Activities in the Elementary Guide J this provision. Refer to section of this report for a list of clubs and monitors. Page 301 1 46. Attendance and behavior guidelines
Time-out rooms are staffed with trained personnel. Students receive management rules. Students and parents sign vUflVlUl guluviulVJ . V 1 v. 4 ive help with problem solving. Students help develop school based contractual agreement for attendance. (JDR 2273, 2282) STATUS- The school has a written discipline/behavior policy. According to the pnncipai, fhe poHcy w^ developed with staff, student, and parent input. There was no evidence of tne policy Wku. ucvciup ___ cmdents simature
however, a contractual agreement for attendance that included the students signature
however, a random sampling of student SEP folders revealed attendance contracts signed by the parents sampuugui siuutui. KJ ___ that hp and the counselor The principal stated that he and the counselor and teacher There was no time-out room. The pnncipai siaieu umi nt nuu worked with students in an effort to help them with their problems. The counselor stat^ that she provides help for students with problems. She is currently working with two smaU groups on getting along and self control. a a 47. Subject telaud extrucumeular aetMUes are regu^ SSfS for students such as Junior Great Books, Odyssey of the Mind, band, and stnng. Parents are aware of these options. (JDR 2273, 2282) 1 <
t ATUS- Subject related extracurricular activities are regularly offered during the extended diy propam Drama, Dance, and the Writers Club. The pnnctp^ su^ that parents were informed of the extended day offerings durmg Parents Night which was held in September. An extended day schedule was posted in the hall. held in September, COUNSELING/ SOCIAL WORK 1 48. Community services access: Compacts provide students access such as volunteers and pre-professionals from colleges and universities, an - f programs--------- assistance from social agencies. (JDR 2.2.1 i, 221s:)) STATUS- The principal reported that guest speakers provide students access to __________that PranViin has not entered into any formal compacts with agencies or programs, but that Franklin has not entered into any a Career Awareness Week. colleges and universities. In addition, a sixth grade class has Pre-p^rofessional education students from area colleges and universities serve in the L S ric piuitsaxw V- thp mnintonne visit. but none had been placed at Franklin at the time of the monitoring visit. 49. Collcge/post gruduallou awarcuess is promoted through a mentoring program which t for work skills and coUege awareness. (JDR 2273, 2283) provides role models STATUS: For information in the Incentive School Mentoring Program, refer to #90. 50. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking. (JDR 2272, 2283) _J STATUS: According to the counselor, she had recenfly distributed bubbly to teachers to use in conjunction with a test taking unit she was going to 7 Sisrooms She was planning to use "Zip Up Your Skills" (test taking strategies), as well as lectures to enhance study and test taking strategies. test taking unit she was going to present in the Page 31I 1 51 . Home/neighborhood meetings involve small groups of parents at neighborhood sites. Local ministers are 2283) considered part of the school partnership and community. (J UK 22/4, STATUS: According to LRSDs Desegregation Status Report of October 24,1991, Franklin MAiuo. AW 6 _ October 18, 1991. The principal staff members have conducted 21 home visits as _ _ , . reported that girl and boy scout meetings have been scheduled with local ministers m them churches. In addition, the Little Rock City Commission and a community awareness group hold regular meetings at Franklin. 52. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution. (JDR 2274, 2285) STATUS- The counselor stated that she provides individual and group counseling for students. She said that an informal group of peer counselors had been developed amd that the names of students designated to become conflict managers subnutted designees were referred by other students, and/or had been recommended by teachers 0 administrator. The counselor wiU train the conflict managers during extended day with had been submitted. The an materials provided by LRSD. This training participate in extended day. schedule wUl exclude students who do not 53. Incentive/recognition programs are developed by students, staff, and parents at each school. The community is involved in recognition. (JDR 2274, 2285) ] STATUS
Refer to #19 and #89 for information on recognition programs. 54 A wellness program is in place at each building with a fuU time nurse. Students are screened for health and given information on various topics (self-esteem,.nutntion, drug prevention, and first aid). Presentations are made to parents on similar topics. (JDR 227 , 2285) STATUS: Franklin has a fuU time nurse on staff who says that she is beginning a new wellness program this year. So far she has provided students with information on^ nionc tn disr.iiss self-esteem as part of a umt on Family Growth and and hygiene and plans to discuss self-esteem as part of a umt on Devel^ment. She has found a doctor who volunteers his time to provide free health screenings in addition to those she provides. She says she also has the volunteer services of two dentists. While the nurse has not made any formal presentations to pmente as a group, she has provided individual assistance to issues. parents with regard to child/family health J . Therefore, it is J The nurse has an extra health room for pre-kindergarten and first ^ade students, however the room does not contain a bathroom or a sink. The primary facility is well equipped, but there is inadequate shelf space and there is no separate consultation area. Therefore, it is very difficult to discuss sensitive issues if a sick person is using the cot. Page 3255. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS- The principal stated that schools had been notified that they could refer students dlAlUO. Aiivpx y , nAnod in which to Camp Pfeifer but he had not received a referrals would be accepted from Franklin. schedule indicating the time period in which MONITORING AND EVALUATION 1 56. Verifiable monitoring of student growth measures student progress. There is traimng for monitoring teams. (JDR 2275, 2286) 1 1 STATUS- Student progress is monitored through examination of student achievement records (including test data), attendance records, and teacher/prmcipal conferences records Viucmu g / Department of Planmng, Research and Trained monitoring teams from the .he%chool quarterly. Also, a Biracial parents, community people, and growth and progress. members of the Joshua Intervenors, monitors student 57 Regular tracking of student attendance, discipline/behavior and achievement is teXd asSed at least quarterly. Individual ^nd cto proffles^a^ Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) each folder. Additional random examination of records revealed an SEP m is found above at #56. STATUS: A information regarding the monitoring of student progress 58. Student Educational Excellence Plans are extracurricular activities. (JDR 2275, 2286) developed with parents and include STATUS: SEPs are used for all classes, from four-year-olds to grade six. Information egardtag the sVp-ris a/Xhle at #17. The principal stated eachem seek p^ent i^u, wWch is incorporated into the SEPs. Parents review meir child s SEP during parent/ teacher conferences prior to the beginning of the school year. 59. Quarterly reports and visitations are used to assess student progress, facility upkeep. and care of grounds and equipment. The monitoring team is composed of district and 01 gruuuus aii 4 .___All Staff Darticioate m school staff, parents, and representauves writing school and personal goals. achievement is evaluated. (JDR 2275, 2286) i from the community. All staff participate in Students formulate achievement contracts. Goal STATUS- According to the principal, all quarterly reports had been made except discipline, * no" at the toe of this monitoring visit. Student foShehS contracts agreeing to support school goals. The folders also contained academic/l>ehar po Nfstudent generated achievement reports were present. For further information. refer to #56. Page 3360. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires, analyze data, and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) The STATUS: There was no evidence of a building level student evaluation team, principal indicated that he had sent some students who had been selected by their peers to the LRSDs survey team. J 61. Computerized student data is accessible at each school. (JDR 2276, 2287) STATUS: Stayed under the August 22,1991 Stay Order. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents. and students have input. (JDR 2276, 2287) STATUS: The principal pointed out that he has had two nearly total turnovers of the staff since he was first assigned to this school a few years ago. This is his first year as the principal of Franklin as an incentive school. The school site team had not been formed at the time of the monitoring visit. SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. There is a plan for individualized instruction in each school and every student receives some individualized instruction every day. (JDR 2276, 2288) STATUS' In order to individualize instruction, Franklin is semi-departmentalized for science, social studies, and math at the grades 3-6. Math enrichment activities are also offered during the extended day. 64. Additional items: Each school should have a permanent substitute, a minimum h^ time assistant principal depending on school population, uniforms for student, dress code house and one other meeting, students for staff, required attendance at PTA open handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS: . Permanent substitute: Franklin has a permanent substitute who is referred to as the J auxiliary teacher in Staffing/School Personnel Data in the Elementary Guide section of this report. Assistant principal: Franklin has a full time assistant principal. Page 34Uniforms: There are no student uniforms. Staff dress code
There is no staff dress code. _l Parent attendance at school meetings
The Incentive Schools Parent Contracts sUtes ........ _____R,,, nf tbo narpnt/ tp.ficher orsanlzatlon and attend ive member of the parent/ teacher organization that Barents "will be an active member ot tne pareuu kxivuw Xi'U and other achoo, A attended Parent Night on on September 5,1991 and 19 parents attended Open House . ... al_____...a...., ^zxllz>z nn cvctATTI sZuX 24'iwi The principal reported that there was no follow np system P al,..
- asUlioatinn tci nttP.nd school fUUCtiOnS. in place to remind parents of their obligation to attend school functions, Student handbooks: The school distributes a copy to each student. Science lab: There is no science lab. of the LRSD Student Handbook Computer lab: A double-sized computer lab is in operation at the school. Playground for P.E.: There is a playground available for physical education. Compensation for staff: Teachers are compensated at their hourly rate of pay. SS* school year, the incentive school principals receive an annual Stipend of $2^00. classes
ODM requested information on November 4,1991 classes but had not received this Community education from the district on parent commumty education information at the time this report was prepared. workshops, refer to #87. For information on parent everv other Saturday. A chart of Saturday program participation may be found Extended Education Programs in the Elementary Guide section of this report. Page 35 I 1 1 J JINCENTIVE SCHOOL STARTING/ STAFF DEVELOPMENT STAFFING 65. The Incentive Schools Sufrtng Committee is composed of principals, and other administrators and hiring procedures. (JDR 2291) The committee assesses staffing needs, sets critena,
tatUS- According to the principal, the Staffing Committee functioned at Franldin during jLeS S of nine to ten people involved school administrators, the Joshua Intervenors and LRSD administrators. This year, with the designation o r as an incentive school, there was a 75% turnover in staff. Specifics m terms of staffing needs. i 1 criteria, and procedures were lacking. 66. Staffing needs assessment bases staff selection upon student population. (JDR 2291) the needs and interests of the STATUS: According to the principal, no specific cntena jeg^dmg staff received from the LRSD. An interview packet was obtained from another incentive school principal. , 1 teachers, counselor, media fn Recommended full-time positions include classroom .ri,Lnrker. oemaueut subsUtute, PAL reading, PAL math. specialist, music, art, P.E., social worker, permanent lab attendant, resource, speech, alternative classroom specialist, media clerk. PAL speccn, -------------r . imtructional aides, supervision aides, program spcciaUst, principal, assistant pnncipal. (I 2291-92) STATUS According to Franklin staffing data, the only recommended positions not filled mewortmXative classroom specialist, and program speci^Jst^ F^,- only incentive school with supervision aides
they were i----------- social worker, alternative classroom retained from the school s preincentive status. 68. Stair recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are (JDR 2292) current and include promising student teachers. individual with the LRSD central office who recruits STATUS- The principal named an individual with the lksu cemrai t for minority teachers. Also, the Associate Superintendent for Dese^egabon^^d Communhy Services stated that the LRSD maintains an ongoing nationwide effort to recruit and hire minority teachers. Page 361 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. AU staff a hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: According to the principal, no specific instructions were received from the central X regarding selection criteria, job descriptions, and selection processes All staff UllK/C ivgwiu 5 U _______ __T -DCT^ binno nrflntir.es. The members were hired for one year in accordance with standard LRSD hiring practices. The LRSD does not issue "long-term contracts" for any school s staff. 70. Staff commitment/ effectiveness monitoring involves ongoing informal review and semi- annual formal review conferences to assess staff effectiveness based on student a^demm results and other forms of measurement. (JDR achievement as measured by formal test 2293) STATUS: LRSD policies provide for one formal and one informal observation of tenured monitors each classroom one yearly ev ato informal and two formal observations and two evaluations yearly. The pi^ also monitors each classroom through student grades, progress reports, and test scores SisSX referrals and their sources are closely scrutinized. The prmcipal described the "open door" policy which exists in regard to student concerns. Students may also subnnt written comments regarding any aspect of school life through a mail slot m the principal office. 1 1 I STAFF DEVELOPMENT 71 The Staff Development Planning Committee is composed of teachers, an IRC specialist, parents, principals, and administrators to plan staff development experiences. The committee meets monthly to plan activities related to the needs of students achieving be mastery. (JDR 2294) STATUS- The principal explained that the Franklin Staff Development Committee is composed of a biracial team of eight. The group is selected to reflect the staff a whc> e in coordination of staff development activities. According to the prmcipal, the entne staff deals with disaggregation of data to identify areas of deficiency m student achievement. 72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests a staff development survey. (JDR 2294, 2303) of the student population and the results of J STATUS: According to the principal, the Staff Development ISommittee the staff regarding staff development needs Tile Y in districtwide training meets withthe principal regarding concerns. In addition to the buildingjiased staff development schedule, the Franklin staff also participates m districtwide traimng coordinated by the LRSD Office of Staff Development. Page 3773 Individual incentive school plan
There is a detailed process and format established ' =-i the development of the by central administration and principals to assist school staffs in school plans. (JDR 2301) STATUS: The principal observed no c.------... , , . .. plan process than those that had been used as an area school. He indicated that there is * . 1 . I*______ _ J 1___T non different procedures or format in the improvement specific format and process delineated by LRSD admmistration. a 74 Development of curriculum specific to the incentive schools includes identification of areas in need of development, appointment of curriculum teams review of draft guides, and development of additional components needed in each cumculum area. (JDR 23U1) STATUS
The principal stated that he was not aware of curriculum specific to the incentive XoirHowever, he anticipated an African-American guide for the beginning of the next semester. The principal said that the reading specialist, librarian, and assistant pnncip^ are instrumental in helping teachers infuse multicultural content. He stated that multicultural material still tends to be supplemental rather than infused. 1 75. Minimum Staff Development Requirements (JDR 2295) ^^^'^TeT (one cycle, refresher every 3-5 yrs.)
Thirty-one teachers, 78% of the certified staff, have completed at least one cycle of PET. TESA (one cycle)
Seventeen teachers, 43% of the certified staff, have received yvuv y ... , _.1__on nVPTVIPW inservice in TESA ' Records do not indicate whether the training was an overview or the full five-month involvement. Classroom Management (one cycle)
Records indicate completion of Classroom Management by 37, 93% of the certified staff. Effective Schools Training
Records do not indicate training in this area. J Records indicate that 11 certified staff Cooperative Learning/Learning Styles
members (28%) have had some form of Cooperative Learning traming. There was no information provided regarding staff participation in Learmng Styles training. J AT&T Human Effectiveness Training
There is no record of this training. Parent/Educator Communication & Human Relations Skills
Records indicate that 37 93% of the certified staff, have had training in Human Relations. Records also indicate that 40 (100%) of the certified staff have had training entitled "Parent- Teacher Conferences". Mentor Teacher Program
There is no evidence of a Mentor Teacher Program. Special Staff Development for Principal, Assistant Principal
Staff development records do not indicate training specific to the administrators. Page 38____ implementation of the incentive school curriculum. (JDR 2302) Curriculum implementation inservice provides an introduction and guide to STATUS- The principal recounted a seven day inservice provided by the LRSD specifically for the Franklin staff prior to the 1991-92 school year. There was curso^ coverage of varied topics related to the incentive school. No follow-up has been provided. 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS: A Teacher Demonstration Program has not been implemented. i J J 78. A Master Teacher Program is planned by a distric^de Master Teacher Prop Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and coUege faculty representatives. (JDR 2296) STATUS: A Master Teacher Program has not been implemented. 79. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers ^d thosrneeding help. The speciaUst assists in training programs in coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: The principal suted that the school was informed tat tare would_ be a ___nn.inooH TRP nprsnn to orovidc assistaucc. As of October 15, 1991, there ha specifically assigned IRC person to provide assistance been no word of who the assigned person was to be. 80 A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS: There were no to the principal. formal Teacher Assistance Plans in effect at Franklin according Page 39STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: The principal has a copy of the Incentive Schools Marketing Plan. Accordmg to the plan, the goal is "to enroll 366 non-black students within incentive schools by the year 1997". The 1997 white student enrollment objective for Franklin is 29 according to t e marketing plan. If the present enrollment level of 507 is maintained at Franklin until 1997, the marketing plan objective of 29 white students represents 6% of 507 students. If the objective of 29 is added to the 79 white students currently enroUed at Franklin (assummg that number remains constant), a total of 108 white students at the school by 1997 wiU represent 21% of the student body. 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS: Forty percent of kindergarten seats are reserved for white students according to the Associate Superintendent for Desegregation and Community Services. There are filled at Franklin. Fourteen percent of the current presently 56 of 60 kindergarten seats--------- kindergarten enrollment is white. Even if the remaining seats were filled by white students, they would comprise only 20% of the kindergarten population. InitiaUy, to meet the 40% seating reservation, 24 seats should have been reserved for white children. J J Page 40I INCENTIVE SCHOOL PARENT INVOLVEMENT and students have identified five main types of th 'Surveys of teachers, principals, parents------- . parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second ^e of parental involvement common to all schools is communication from school to the home. A third and most commonly known type of parent involvement brings parents to the school building usually in connection with parent volunteer assistance, parent audiences, an parent attendance at workshops... A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents m decision movino pnH artivist roles in sovernance and advocacy groups... We expect the process of making and activist roles in governance and advocacy groups... developing parental involvement activities to be ongoing. . listed below:" (LRSD Desegregation Plan, JDR 2308-2309) Some suggested activities are 83. Adult community education opportunities are offered. (JDR 2309, 2310) STATUS' ODM requested information regarding adult community education from the district on November 4, 1991. ODM had not received this information at the time this report was prepared. For information on parent workshops, refer to #87. 84. A Parent Internship Program recruits parents as (JDR 2309, 2310) teacher aides and other positions. STATUS'. According to the Associate Superintendent for Desegregation and Community Services LRSD has not implemented a Parent Internship Program. The principal reported : two teachers, two instructional that parents have been hired to fill the following positions aides, one speech therapist, and one supervision aide. 85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: No parent/ teacher mentorships have been implemented at Franklin. 86. A Parent Center in the school is staffed and supplied with materials recommended by Materials are loaned to parents. a staff/parent committee. communication packet to parents. (JDR 2309, 2311) There is a monthly J STATUS' According to the principal, materials for the Parent Center have been ordered and when they arrive, FrankUn will have a Parent Center in the library and the attendance office. There are no plans for the center to be operated by a community staff person and no staff/parent committee exists to recommend materials for loan to parents. The principal explained that whUe the Center wUl not produce a monthly communication packet, a monthly calendar and newsletter was being distributed to parents. Page 4187. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as study skills, discipline, time management, financial management, etc. 1 (JDR 2312) STATUS: According to LRSDs October 24, 1991 Desegregation Status Report, surveys were distributed to parents on Parent Night, September 5, 1991 to determine what workshops the district should offer. Franklin parents returned 111 surveys. The foUowing workshops have been scheduled for Franklin parents: Workshop How To Help My Child In Reading Date & Time October 26th 10:00-11:00 a.m. Location Franklin How To Use The Computer November 20th 6:00-7:00 p.m. Franklin 1 88. Community resources are used in the instructional program. (JDR 2313) STATUS: The principal reported that Franklin utilizes guest speakers in the instructional program. 89 Parent recognition is used as a tool for community and parent involvement. There is parent/ community recognition at monthly PTA meetings, awards are displayed school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS: According to the principal, Franklin recognizes parents through an awards ceremony at the end of each nine weeks, parent programs throughout the year, and certificates. Currently no parent awards are displayed, no school lunch vouchers are given, and students are not involved in the selection process. _! 90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar^ and school activities and counselor/parent and PTA meetings. Each school conducts home visits, has identified three key communicators, and utilizes community role models and mentors. (JDR 2244, 2309, 2312, 2315-17) STATUS: . , v Report cards: The principal explained that no mechanism is m place for parents to pick up report cards
report cards are sent home with students. Signed homework: According to the principal, there is no unified procedure to determine if parents sign homework. The principal stated that each teacher has his/her own system for parents signing homework. Some teachers send homework folders home at the end of the week or daily. Other teachers may send homework home to be signed when they feel a parent needs to look at their childs work. Page 42Reported absences: The principal stated that parents call and report their childs absence to office personnel who then inform the child s teacher. The principal explained that if a parent has not reported their childs absence by 9:40 a.m., an instructional aide calls the parent or makes a home visit if the parent does not have a 1 i phone. The principal expressed the need for an attendance clerk. Advance support and concern: According to the principal, parent surveys have been designed and distributed to gain insight into parents interests. Sample surveys relating to PTA, extended day, and the selection of a school theme were observed. Parent handbook: The principal stated that a parent brochure was distributed to parents at the beginning of the school year. The brochure contains a greeting to parents and their children along with general school information. Monthly calendar: Franklin publishes a monthly calendar of events. A September, October, and November calendar were observed. In addition to the monthly calendar, Franklin publishes a monthly newsletter informing parents of special events and programs at the school. School activities: VIPS sign-in sheets reflect that parents have attended field trips during the month of October to the State Fair, Heifer Project, and Hidden Valley. VIPS record sheets of volunteer activities and parent sign-in sheets are kept. Counselor/parent meetings: The counselor explained that all counselors provide parents with the opportunity to have direct contact and intervention as needed. PTA meetings: PTA records revealed that Franklins PTA is comprised of 100 black members and 35 white members. Names of PTA officers and committee chairpersons and a schedule of PTA meetings were available for review. The principal stated that PTA and committee membership lists were being compiled and that PTA goals. objectives, meeting agendas, and minutes have not been kept. Home visits: According to LRSDs October 24,1991 Desegregation Status Report, the staff at Franklin has conducted 21 home visits as of October 18, 1991. Key communicators: The principal has identified three key communication techniques from school to home: calendar of events, monthly newsletter, and PTA meetings. J F Page 431 Mentoring program
According to LRSDs October 24, 1991 Desegregation Status Report, the district is implementing a mentoring program which will serve 10% of the student population at each incentive school. The district s tentative schedule provides that students will be identified, mentors recruited and matched with students, and that orientation for mentors will take place in November. According to the VIPS Incentive School Coordinator, 54 mentors have agreed to participate in the mentoring program and approximately 35 mentors have been trained. A video tape of the training wiU be 1 available for mentors who could not attend the orientation. In December an orientation for students, parents, and teachers is scheduled and recognition programs are planned for the spring of 1992. Mentors are to receive training every nine weeks. The pnncipal reported that 15 students from Franklin had been selected to participate in the mentoring program. 91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) 1 STATUS: A sample review of two class files revealed that out of 44 students, 41 contracts were signed by a parent, one contract was filled out but lacked a parent signature, and two 1 files contained no contracts as of November 14, 1991. 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) I STATUS: ... , Parenting education: LRSDs October 24, 2992 Desegregation Status report mdicates 1 that surveys were distributed to Franklin on Parent Night, September 5, 1991 to determine what workshops the district should offer. Franklin parents returned 111 surveys Based on that feedback, workshops on using the computer and helping children with reading have been scheduled for Franklin parents during October and November. Math and science classes: According to the principal, math enrichment and science labs are scheduled in the Extended Day Program and will be incorporated into Saturday programs. School as a community center: The principal reported that the Little Rock Planning Commission and a community awareness group hold regular meetings at Franklin. 93. School and commimity trust is raised through inservice courses for teachers and school, speakers bureau for community groups in school zones, and posted calendar of neighborhood events. Neighborhood pride is promoted through events that are coordmated by school staff. (JDR 2319-20) J STATUS: Speakers Bureau: The principal explained that three parents and three staff members have agreed to serve on Franklins Speakers Bureau. An inservice training for the speakers bureau volunteers was held on November 26, 1991. Sign-in sheets indicate that no volunteers from Franklin attended the training. Page 44Neighborhood events: The principal was not aware of the existence of a neighborhood Sa~a
:d events in the school when brongh. to his attention. The principal reported that the school IS planning a carnival in conjunction with Highland Court. : For information on inservice courses, refer to Staff Development in Inservice courses: . the Elementary Guide section of this report and #75 in the Incentive Guide section of this report. 94. School policies and procedures are established by a governing body of administrators, atmosphere, provide input into decision making. parents, and teachers to promote an open i and create a sense of ownership through involvement. (JDR 2321-Z2J STATUS The School Improvement Committee, comprised of three teachers ^d the School Improvement Plan and school pohcies and procedures. principal, have developed a No parents serve on this committee. 1 Page 45INCENTIVE SCHOOL PARENT RECRUITMENT essential to the overall success of the incentive "Aggressive marketing and recruitment are school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements. (LRSD 1989 Desegregation Plan, JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS: , , . Community information: The principal reported that LRSD had a booth for incentive schools at Kids Fair on Saturday, November 2,1991. Telephone hotline: The Associate Superintendent for Desegregation and Community Services explained that a recorded message describing the incentive schools would be n played while patrons were 1992-93 school year. on hold" for central office calls during registration for the Saturday information booths: The Associate Superintendent for Desegregation and Community Services reported that Saturday Information Booths will be located at local malls in the spring in accordance with the Settlement Plan timelines. The Associate Superintendent for Desegregation and Special media coverage: Superintenaent lor i^BscgrcgauuM ouu Community Services explained that the district will submit PSAs and articles to local media groups to publicize the incentive schools during registration for the 1992-93 school year. Highlight sheets: According to LRSDs Status Reports dated August 22, 1991 and September 10, 1991, highlight sheets are routinely mailed to new district residents. J 96. Recruitment includes use of brochures, PSAs, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speakers bureau __ - ______1____] 4.....^ f/iArnitorc AAnHlIPt for each school. M-to-M transfers are encouraged and two parent recruiters conduct recruitment activities. (JDR 2325, 2329-32) STATUS: Brochures: According to LRSDs October 24, 1991 Desegregation Status Report, an incentive school brochure was developed by a focus group consisting of four parents and three administrators from the incentive schools. These brochures were to be completed by November 15, 1991. Individual incentive school brochures for each school are scheduled for completion by mid-December. Page 461 ) PSAs: ODM requested information regarding press releases on October 11, 1991. That information had not been received at the time this report was prepared. The Associate Superintendent for Desegregation and Community Services has reported that PSAs are scheduled to run during the 1992-^3 school year recruitment phase from January through March. Billboards: According to LRSDs October 24, 1991 Desegregation Status Report, by November 15, 1991, a proposal will be submitted to Central Arkansas Transportation recommending a painted bus to serve as a "rolling billboard." The bus will be routed to selected recruitment areas of the city. Media coverage: For information on media coverage, refer to #95. Video: According to LRSDs October 24, 1991 Desegregation Status Report, an incentive school video is schedule to be completed by January 10, 1992. Flyers: The Associate Superintendent for Desegregation and Community Services has stated that flyers wiU be mailed to all pre-kindergarten through fifth grade students in the county prior to pre-registration for the 1992-93 school year. Open House: According to parent sign-in sheets, 79 parents attended Franklins Open House on September 24, 1991. Neighborhood Blitz: The Associate Superintendent for Desegregation and Commumty Services has stated that a database is being compiled to target neighborhoods for recruitment prior to pre-registration for the 1992-93 school year. Tours: Parent recruiters schedule and provide incentive school tours for interested parents and new residents in the county, according to the Associate Superintendent for Desegregation and Community Services. Special ADE status: The Associate Superintendent for Desegregation and Commimity Services reported that LRSD had not contacted the Arkansas Department of Education to request a special designation for the incentive schools in order to assist with marketing. The Associate Superintendent for Desegregation and In addition, a Celebrity endorsements: Community Services explained that local celebrities had been contacted to promote the incentive schools through PSAs and the incentive school video. 1= " California firm which provides national celebrity PSAs has been contacted. Speakers Bureau: According to the principal, three parents and three staff members have agreed to serve on Franklins Speakers Bureau. An inservice training for the I * speakers bureau volunteers was held on November 26, 1991. Sign-in sheets indicate that no Franklin volunteers attended the training. Page 471 I Elementary M-to-M Transfers: According to M-to-M data requested by ODM and supplied by the school districts, in the 1991-92 school year LRSD has recruited 82 elementary students from NLRSD and 123 elementary students from PCSSD. ODM requested M-to-M transfer data broken down by the sending and receiving school from each district on October 11,1991. According to NLRSD s and PCSSD s data regarding M-to-M transfers, no students have transferred to Franklin. ODM had not received M- to-M transfer data broken down by the sending and receiving school from LRSD at the time this report was prepared. The Associate Superintendent for Desegregation and Community Services has stated that so far this year no meetings with PTAs and parent groups in PCSSD and NLRSD have been conducted to encourage M-to-M transfers. Parent recruiter: According to the Associate Superintendent for Desegregation and Community Services, LRSD has one employee whose sole responsibility is parent recruitment and two other employees who are responsible for parent recruitment and student assignments. 97. Recruitment monitoring and evaluation procedures are in place, involving the district Biracial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly. The committee reviews bi-monthly reports from the desegregation office on the progress of recruitment strategies and is advised by marketing/advertising experts. The committee receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) receives STATUS: According to the Associate Superintendent for Desegregation and Community Services, the Biracial Committee received an inservice training in the fall on the incentive schools in order to monitor all aspects of the incentive school program. This committee monthly desegregation updates from the Associate Superintendent for Desegregation and Community Services and is to report quarterly on the progress of the incentive schools. J Page 48FRANKLIN INCENTIVE SCHOOL UPDATEDINFORMATION: MAY 27,1992 ELEMENTARY GUIDE Four-Year-Old Class Size: Beginning in the 1992-93 school year, class size in the LRSD 1 will conform to the North Central Association standard of 18 children per class. This announced during a court hearing on February 6, 1992 by the Associate change was nearing rcuiutuy u, uj tuxv . Superintendent for Desegregation. He also presented a worksheet on the long range early childhood plan which included the smaller class sizes. LRSD promotional brochures for the 1992-93 four-year-old classes also state that the class size will be 18. Extended Week: Updated Saturday program figures, requested January 10, 1992, were received from the Associate Superintendent for Desegregations office on February 6,1992. This report gave the number of students from each incentive school who had attended Saturday programs up to that time. The number of participants varied widely from school to school as did student attendance on the various dates classes were offered. Dunng the first semester, the rate of participation at Franklin ranged from a low of six students to a high of 19. FaU attendance was reported by the week but attendance figures for January and February (reported in the March 1992 Desegregation Update), were monthly tot^ with no weekly attendance information provided. As a result, it is impossible to determine the rate of student participation for any given date. and Counseling: The principal indicated that an additional half-time counselor Guidance o- i------r- . , mm tu. is employed at the school. This counselor (white female) was hired January 6, 1992. The principal further explained that the clothes closet has been removed from the counselor s office and placed in the bookstore with other supplies. Discipline, Suspension, Expulsion: Records dated March 26,1992, indicated that one black .... t . 1 _ ______1______ mnin U o z1 female had been expelled from the third grade, one black and one white male had each been given long-term suspensions, and seven black males (in grades 2,3,4, and 6) had been given short-term suspensions. Once again, black males were disproportionately represented in disciplinary actions at the school. J The principal explained that, effective February 2, 1992, a written discipline policy developed by students and staff had been adopted. Additional information supplied by the principal School/Conununity Partnerships: . increased number of partnership activities between Franklin School and their indicated an i-------------- . . . business partner. Central Arkansas Rehabilitation Hospital. The hospital staff gave a Valentines Day party at the school and has sponsored recognition activities for classes with perfect attendance. In order to qualify for the popcorn and soft drink celebrations, aU students must also report to school on time daily. r VIPS: The VIPS Incentive School Coordinator reported that Franklin had 45 volunteers who worked 137 hours during the period from November 1991 through March 1992. Page 49TNCENnVE SCHOOL GUIDE 3. Parent Council (JDR 2236): The Parent Council held its first meeting on December 10, 1991 with seven of the fourteen members present. The council met again on February 3, At the February meeting, the Desegregation Facilitator 1992 with six members present. tne uesegregauuu rauuuiui provided the council with an incentive school overview. The next meeting was held March 9 1992, with six members present. At this meeting, council members elected officers and received copies of the Incentive School Plan, LRSD Desegregation Updates, and various monitoring instruments. On April 13,1992, seven council members attended a presentation members of the Biracial Committee, LRSD Research, Planning, and Development by LKdu nesearcn, ruuiuwe, Department, and ODM. These groups explained monitoring practices and procedures. Parent Council members have not monitored the incentive schools, nor have any quarterly reports been generated. (JDR 2236) 9. School Themes (JDR 2239): The April Desegregation Update indicated that 500 school theme surveys were distributed to Franklin parents and teachers and stated that 38% of the surveys were completed and returned. The principal reported that the first choice for the schools theme was Basic Skills, the second choice was listed as Multicultural Awareness, and the third preference was for a Health and Safety Education theme. t 11. Science Lab Equipment (JDR 2239): According to the January 1992 Dese^egation Update, equipment had been ordered and the science supervisor has conducted inservice training regarding the discovery and exploration approach to science. Science teachers m grades 3-6 at aU incentive schools attended the training. Site observation revealed that the basic science equipment had arrived and much of it was housed in the media center for teacher check-out. Some materials were present m classrooms, but these were confined to limited table top space or window siUs. There seemed to be little, if any, room for experiments, displays, or student projects. 13. Foreign Language Lab (JDR 2239): The principal stated that he did not know where the required foreign language lab would be located during the 1992-93 school year. J 14. Computer Loan Program (JDR 2239): The principal indicated that four computers are available at the school for student/parent check out. As of mid-May, 16 checkouts had occurred. 23. Effective Schools Model (JDR 2240): The training for program trainers had been completed by May 6, 1992 and effective Schools Teams were to be established m each school by January 1992. Team training was to take place during February and March 1992, with development of Effective Schools Improvement Plans during the summer. Page 50I f 24. African, African-American Curriculum (JDR 2240): The curriculum ^ides were completed and distributed to the schools and an inservice meeting was held during January for incentive school teachers. At that time, the Rites of Passage program was also presented. According to the principal, the entire training session for both programs lasted approximately 45 minutes. According to the Desegregation Facilitator, principals were invited to contact the Social Studies Supervisor for further training as needed. During site visits, it was apparent that the lack of comprehensive training resulted in limited curriculum infusion. Site observation, during the training, indicated that most teachers had a copy of the desegregation plan. 26. The Latin Enrichment Program (JDR 2240, 2252): Fifth and sixth grade students are scheduled to begin Latin enrichment activities in the fall of the 1992-93 school year. Program details, staff development plans, and the budget were outlined in the January 1992 Desegregation Update. The principal stated that all staff members had participated in a two hour Latin program overview. Teachers in grades 4-6 are expected to attend a three day workshop on program implementation, but the principal was unaware of the training dates. The Desegregation Facilitator stated that a three day training had been scheduled for June 1-12, 1992. 27. Foreign Language (JDR 2243): It was reported in the January 1992 Dese^egation Update that Spanish language students in aU incentive schools were being visited by a Dunbar Spanish class that was to perform a play entitled "Cenicienta" (Cinderella). An April site visit revealed that the principal had not been contacted to make plans for the Spanish language students to visit his building. 30. Field Trips (JDR 2245): Records revealed that students had participated in only 16 field trips from the beginning of the school year to the latter part of April. (JDR 2245) 32. Homework Hotline (JDR 2268,2278): The principal stated that two Franklin teachers were working on the Hotline during the week of May 18,1992. 34. Retired Teacher Mentors (JDR 2268,2278): The January 1992 Desegregation Update reported that mentors were being identified to tutor students, sponsor clubs, and help read * . . .1 ____11___________1- noorlr Tho to students. Stipends may be paid to mentors depending on their individual needs. The principal stated that there were no retired teacher mentors working at Franklin. 35. Instructional Aides (JDR 2268,2278): The principal stated that fourteen instructional aides are now employed at the school, a number that complies with the Stay Order that was in effect for most of the school year. Page 51The January 1992 46. CC. Attendance and behavior guidelines (JDR 2273, 2282): Desegregation Update indicated that training in time-out techniques was scheduled for the incentive schools during January and February. The principal stated that he had instituted Alternative Classroom Time (ACT), utilizing the CARE room as a time-out facility. As there is no time-out specialist in the school, instructional aides voluntarily monitor the room. The aides have not been trained in time-out techniques. 1 No evidence of attendance contracts signed by students and parents was provided during spring monitoring visits, even though the January Update indicated that the contracts would be provided to the incentive school parents and students. Documentation verified that 51. Home/Neighborhood Meetings (JDR 2274, 2283): Franklin staff members made 25 home visits between October 18,1991 and May 19,1992. M The incentive schools sponsored a program at Bethel AME church on May 17,1992 where an educator gave a presentation entitled "Dont Give Up . The Incentive School Coordinator reported that 27 parents from the seven incentive schools attended. The district also held a breakfast meeting for incentive school PTA presidents at McDonalds and hosted another breakfast for interested parents. The Incentive School Coordinator stated that 24 incentive school parents attended this meeting where a community leader, the Reverend Hezekiah Stewart, and a school board member were guest speakers. ! The Incentive School Coordinator furnished a copy of a letter sent to 94 local ministers to inform them of the Stanford achievement test dates and suggest testing strategies that could be shared with students and parents. 53. Incentive/Recognition Programs (JDR 2274, 2285): A parent from each incentive school was recognized for his/her outstanding contribution to the school at the PTA Founders Day Luncheon with an appreciation certificate and a gift certificate for two, donated by Red Lobster. In addition, incentive programs were to be developed at each school by students, staff, and parents, according to the January 1992 Desegregation Update. As of May 27,1992, no incentive programs had been developed at Franklin. 54. Wellness Program (JDR 2274, 2285): The December 1991 Dese^egation Update stated "in accordance with the settlement agreement, a full time nurse will be available in each incentive school to implement the wellness program." Follow-up site visits found a full time nurse in each incentive school. The nurses worked together as a group with the He^th Services Coordinator and developed a wellness program. The program has enough flexibility to enable each school to provide the wellness services best suited to its population. According to the incentive school nurses, plans are underway to apply for clinic status in the incentive school health rooms. Limited space and the lack of privacy will be two of the biggest obstacles to attaining this goal. The wellness programs have been designed so that goals and objectives can be effectively monitored. The principal explained that the nurse assigned to Franklin is certified by the Health Department to perform Early Periodic Diagnosis and Treatment (EPSDT) screenings. This is signifirant because, through the increased home/ school communication generated by these comprehensive examinations, parents can be made aware of specific health needs and services such as medicaid. Page 521 I 55. Camp Pfeifer (JDR 2274, 2285): The Executive Director at Camp Pfeifer attended a January incentive school desegregation meeting to discuss the Camp Pfeifer program. The principal confirmed that no Franklin students had been referred to Camp Pfeifer this year. 60. Student Evaluators (JDR 2276, 2287): The January 1992 Desegregation Update indicated that a 5% random sampling of students from each grade level was selected to participate in the evaluation of their respective schools. The survey was administered during January 1992 and returned to the district for tabulation. As of April 10, 1992, no survey results had been released to the incentive schools. There has been no evidence of student involvement in analyzing the data. An examination of the survey indicated that it would be too difficult for some students, particularly those in grades K4, to complete. 64. Student Uniforms (JDR 2276, 2287): The April Desegregation Update stated that a committee of building principals, student council members, teachers, and parents wiU develop a process which will enable students and parents to select a preferred uniform in each building. A copy of the parent survey was reprinted in the April Update and results revealed that 60% of the Franklin respondents generally favored a required student uniform. 67. Recommended Positions (JDR 2291-92): The principal explained that each incentive school principal received a copy of the incentive school section of the court s order on the revised desegregation plan, at their May meeting. At that time, they were informed that a program specialist and supervision aides would be employed next year. No commitment regarding alternative classroom specialists or assistant principals was made. 75. Staff Development (JDR 2295): The Effective Schools model and process were described to incentive school principals on December 9, 1991, by the Staff Development Supervisor. Future plans outlined included the establishment of Effective Schools Teams in each building during January, team training in February and March, and development of Effective Schools Improvement Plans during the summer. I 77. Teacher Demonstration Program (JDR 2296): There was a principals meeting December 9,1991, to discuss the purpose of the program and to request that each incentive school nominate teachers to serve on committees. According to the March 1992 Desegregation Update, Franklin has submitted the four-year- old program. Writing to Read, extended day, and Boy and Girl Scouts for inclusion in the districts Teacher Demonstration Program. 78. Master Teacher Program (JDR 2296)
A meeting was held December 9, 1991, to discuss with the principals the purpose of the Master Teacher Program and to request nomination of a teacher from each incentive school to serve on the committee. An additional meeting was scheduled concerning the Master Teacher Program, according to the January 1992 Desegregation Update. This meeting was attended by teacher representatives from each incentive school and five area universities and colleges. Page 531 I 79. Teacher Assistance (JDR 2296-97): A member of the Staff Development Department has been reassigned to specifically provide on-going assistance and support to the incentive school teachers. The principal stated that two Franklin teachers had received assistance. 83. Adult Education (JDR 2309, 2310): The December 1991 Desegregation Update reported that schedules of free adult education classes were available in the Parent Centers and had been distributed to incentive school parents. Classes in English, reading, and math were offered Monday through Thursday from 8:30 a.m. - 2:45 p.m. and 6:00 p.m. - 9:00 p.m. at the LRSD Adult Education Center. The Update also stated that no fee would be charged and classes would be offered at school sites on rotating basis, if there was enough interest. The principal stated that class schedules were sent home to parents. According to the schedule, only Adult Basic Education was free, as other offerings had fees that ranged from $10 to $50. No class schedules were present in the Parent Center, when it was visited in April. 84. Parent Internship Program (JDR 2309, 2310): The principal reported that an instructional aide, recently hired to work in the four-year-old class, is the parent of a Franklin student. 86. Parent Centers (JDR 2309, 2311): According to the December 1992 Desegregation Update, centers have been established at each incentive school and the Speakers Bureau and Key Communicators are responsible for maintaining center materials. There were no materials available in the Parent Center. Indeed, "center" is a very loose term for a space that contained only VIPS and parent sign-in sheets. These sign-in sheets were "temporarily housed in the attendance office. According to the principal, the schools budget had been charged for the expenditure of funds to purchase materials, but none had been received. 87. Parent Workshops (JDR 22312): LRSD offered mini-workshops on "How to Improve Test Taking Skills," "Self Esteem and Parenting SkUls," and a "Make and Take Math and Science Workshop" to all incentive school parents on February 1, 1992 and February 15, 1992. According to sign-in sheets, 50 parents attended the workshops. _i 90. Home School Communication
Parent Surveys (JDR 2315): Surveys were distributed by VIPS to incentive school parents through COPE Centers. According to the January 1992 Desegregation Update, this survey "asked about interests and obstacles to parent involvement." Results of the survey were not available at the time this report was prepared. Page 54Mentoring Program (JDR 2244, 2315): Orientation/training sessions for participants in the Mentoring Program were offered in November and December. According to the VIPS Incentive School Coordinator, 54 mentors had been recruited, 35 of whom had received training as of December 1991. The January 1992 Desegregation Update reported that students and mentors were being matched and that receptions for the mentors to meet their students would be held at the incentive schools during January and February. In May, the principal stated that 20 mentors were involved with Franklin students. Of this number, 15 were recruited by VIPS and five were recruited at the school. Mentor recruitment activities implemented by VIPS have included flyers, personal letters to friends of district employees, and recruitment cards that were distributed at basketball games and other community activities. A mentor support session has been scheduled to discuss strategies mentors can use to remain in contact with students throughout the summer. Key Communicators (JDR 2315): According to the December 1991 Desegregation Update, key communicators are being recruited from the Speakers Bureau, Parent Council, and PT A. Report Cards (JDR 2312): The December 1991 Desegregation Update indicated that a request for parents to pick up report cards was made by each principal at the beginning of the school year and that signs were posted in the school as a reminder to parents. However, during a site visit the principal stated that report cards are sent home with students and monitors observed no signs. 1 I 95. Community Information: 1 The Associate Special Interest and Conmnmity Groups (JDR 2323, 2327): Superintendent for Desegregation reported that over 500 parents visited the Incentive School Booth during Kidsfair at Barton Coliseum on November 1-3,1991. Parent sign- in sheets were used to update the districts recruitment database. Telephone Hotline (JDR 2323, 2328): According to the Associate Superintendent for Desegregation and the December 1991 Desegregation Update, recorded messages describing the incentive schools were to be heard by patrons while holding for central administrative office calls. These recordings were anticipated to be on line by the end of January. An employee of the Communications Department stated that while recorded messages had been playing since February 1991, some problems with the tape had recently been discovered and a new recording would be produced. Monitors have frequently been placed on hold when calling LRSD administrative offices during this four month period and no messages of any type have been heard. I The April 1992 Desegregation Update indicated that the hotline would operate from the Student Assignment Office and be publicized during the last week of April. In May, the Associate Superintendent for Desegregation explained that hotline implementation had been postponed until July. Page 55Saturday Information Booths at Malls & Neighborhood Stores (JDR 2323,2328): The Associate Superintendent for Desegregation stated that informational booths were placed at Park Plaza and McCain Mall on selected weekends. Parent sign-in sheets were to be used to update the districts database. Special Media Coverage (JDR 2323, 2328): The December 1991 Desegregation Update and the Associate Superintendent for Desegregation reported that special PSAs and articles publicizing the incentive schools coincided with the 1992-93 school year pre-registration. Articles and PSAs were submitted to the Arkansas State Press, Quapaw Chronicle, Maumelle Monitor, and radio stations. Media coverage on the incentive schools is to continue throughout the year. The Communications Department has established a log of media contacts. Highlight Sheets (JDR 2323, 2328): According to the Associate Sup
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.

<dcterms_creator>Office of Desegregation Monitoring (Little Rock, Ark.)</dcterms_creator>