Includes ''1994-1995 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring
r I Revised Timeline for 1995 Incentive School Monitoring Report Task Dates Person(s) Responsible Review 94 guide for possible revision Dec. 27-28 Melissa Discuss revisions Jan. 4 all Redistribute reporting chores Jan. 4-11 Horace, Margie, Melissa Complete revised guide Jan. 4-11 Polly and Melissa Schedule orientation for new principals Jan. 6-9 Melissa Schedule visits after other dates firm up all 4- their calendars Write letter to principals Feb.1-3 Melissa Hold orientation, distribute guide, letter, and schedule Melissa, Polly, Linda Visit the schools Feb. 22-Mar. 3 Melissa, Horace, Margie, Barry, and ? Write the report Mar. 6-27 Horace, Margie, Melissa, and Barry Polly Edit March 28-April 7 Polly Incorporate Pollys changes April 10-11 all writers Anns review of report April 12-19 Ann Incorporate Anns changes April 20-21 all writers Review by district April 24-25 ? Incorporate comments April 26-27 Horace and Melissa will do Margies share since she will be in Denver (we have her OK, if it is OK with Ann)Report to the printer May 1 Polly File the report May 4* PollyReview of the Incentive School Monitoring Guide for 1995 Current page # Topic Rec. for 95 3-5 "Etirru 6-17-------------- 78-33------------- 24-29/A<^'(g>^ 36^4------------- 33-36 Enrollment section Staffing section----- Test data-section Discipline section GT section----------- Facilities section keep -----------(due to update)drop (if published before June 95)drop keep jj-ju > raciuncs ick-uuu , . r- , Programs ana Operations -u drop? keep 37-48--------------- 38------------------- 38-40 46-41--------------- 41-46 )-lor-C<C 474-8 Hcxacc 50-------------------- 56-51-------
-------- 51-52^^'^''^ 52-53 53-54>^^^'^ 54-55 56-57/Vlat'giC. 57-60 ^Aargi L. 60-66-------------- Quarterly report-------------- Long-range strategic plan high Scope and other ECE Reading/ oral language----- Themes Science labs Foreign language dfop keep ----drop? keep keep keep 66-67 67-70 70-73 Parent Home Study Guides CMIT (due to status report) Classics reading------------------ Leisure skills Social skills Field Trips Career skills development Extended Day Saturday Program Summer School Compacts----------- (if published by June) Study skills-A' dan+ Counselingorvibini- ail ic drop -drop keep 7 keep 7 keep keep drop -drop keep keep Parent and Communitv Involvement 74-77 Moraca- Il-19 'garr'g 79-80 'gjo.rtTu 80-81 ^t=82------------- 82----------------- 83-84 Parent Centers Parent Workshops Volunteer recognition Home visits (2 rec.) Home/school communication Signing homework Role models/ mentors # <OK> 84-85/^<7r^fet-'^<A._ parent contract (1 rec,, but sort of OK) 85-86 Key communicators / 'Su.rta.o. 86-87 f4<xac< " 2 Parent Council 87-89 (Horace.' Parent Recruitment 90-93 Biracial Committee Entire section drop? keep keep keep drop drop keep drop keep keep keep keepRockefeller Early Childhood Magnet 94-101 Entire section, except demo, desig. (p 96), keep Double Funding 102-104 Entire section keepOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor / A? ,/:r 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371^)100 Date: February 9, 1995 From: To: Subject: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Barry Ward Sterling Ingram, Associate to the Deputy Superintendent Incentive School Monitoring As you are aware, ODM soon will begin our annual monitoring of the incentive schools. While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by February 24, 1995. Copy of the Spanish curriculum currently in use in the incentive schools. Description of the incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program. Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school. Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school. Documentation of mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered. Records of training the district conducted for mentors. List of community meetings including time, location, and copies of sign-in sheets. List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents.Incentive School Monitoring Information (Cont.) Membership roster for the Parent Council with members identified by race, gender, and the organization each represents. Copies of the Parent Council monitoring instrument, meeting minutes, and quarterly reports. List of the Biracial Committee members by race, gender, and address. Copies of the Biracial Committee meeting minutes, monitoring schedule, and monitoring instrument. Copies of the 1994-95 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits. A list of all recruitment activities planned and implemented for the 1994-95 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment efforts. cc: Dr. Russ MayoOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 9, 1995 To: From: Subject: Incentive School Principals Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Barry Ward Monitoring the Incentive Schools Enclosed you will find a schedule of our upcoming visits and a draft copy of the incentive school monitoring guide. The guide has changed very little since last year. During our visit, we will need to interview you and conduct classroom observations. We will need a workspace and a copy of the following 1994-95 records. Staff development activities held specifically for Instructional and Supervision Aides Teacher inservice sessions regarding the use of instructional aides Theme implementation plan Discipline, Suspension, and Expulsion by race and gender Building-level discipline plan Field Trips Pre-professionals Individual student test profiles Building-level counseling plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center Monthly communications packets distributed by the Parent Center List of parent meetings including topic, time, location, and sign-in sheets The total number of home visits conducted as of February 1995 A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position The number of signed contracts and a description of follow-up proceduresSpeakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Extended Day schedule Extended Week schedule If you have any questions or concerns, please do not hesitate to call our office.Date Schedule of ODM Monitoring Visits to the Incentive Schools School Wednesday, February 22,1995 Rightsell Tuesday, February 28,1995 Franklin Thursday, March 2, 1995 Garland Friday, March 3,1995 Rockefeller I Tuesday, March 7,1995 Mitchell1994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg, 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17) Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153) Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20) Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan. pg. 153
ODM 1992 Report, pg. 15) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156) Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181
Interdis. Plan, pg. 4) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan. pp. 153, 176, 183
ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan. pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132) Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award witmers, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan. pp. 206, 211) The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and aU volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) 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 Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan. pp. 224,225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize aU monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan. pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan. pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of
incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215
Interdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216,220-222) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process
present a firm timetable in its recruitment plan and strictly adhere to it
develop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups
increase the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged smdents and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or "add-on" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in ail schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg, 17) Parents and staff at each school develop school themes which are integrated into the curriculum, (LRSD Plan, pg, 153) Fresh, imaginative themes are established based upon each school's unique strengths, (ODM 1992 Report, pg, 20) Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153
ODM 1992 Report, pg. 15) Each building operates foreign language labs with appropriate equipment and materials, (LRSD Plan, pg, 153) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Parent Home Study Guides in each core subject area for each grade (1 -6) will be available by the 1993-94 school year, (LRSD Plan, pg, 153) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg.156) Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring, (LRSD Plan, pp, 156-157) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181
Interdis. Plan, pg. 4) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp, 172, 180) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities, (LRSD Plan, pg. 179) Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183
ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management. Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg-38) Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132) Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan. pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4 neighborhood pride. These strategies work together to raise the trust level between the school and the community, (LRSD Plan, pp, 210, 213) 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 Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors, (LRSD Plan, pg, 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly, (LRSD Plan, pp, 224,225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15, (LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment, (ODM 1992 Report, pg, 5) Parent Recruitment The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements, (LRSD Plan, pp, 132, 135, 215
Interdis, Plan, pg, 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process
present a firm timetable in its recruitment plan and strictly adhere to it
develop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups
increase the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or "add-on" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting iimovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17) Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153) Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20) Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg, 153
ODM 1992 Report, pg. 15) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Parent Home Study Guides in each core subject area for each grade (1 -6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg.156) Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181
Interdis. Plan, pg. 4) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduhng for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183
ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management. Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg.38) Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132) Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4 neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) 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 Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224,225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that siimmarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp, 217,223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215
Interdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216,222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process
present a firm timetable in its recruitment plan and strictly adhere to it
develop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups
increase the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or "add-on" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six, (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, fiill-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal Monitor ENROLLMENT REQUIREMENT The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) School Enrollment Summary Year Black White Total %Blk Franklin 1989-90 364 84 448 81 1990-91 343 68 411 83 Garland Ish Mitchell Rightsell 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 428 352 300 268 211 262 233 181 157 142 188 182 220 183 285 232 215 194 191 282 239 184 79 59 45 17 29 17 23 24 7 4 12 5 19 24 27 32 15 17 2 7 10 5 507 411 345 285 240 279 256 205 164 146 200 187 239 207 312 264 230 211 193 289 249 189 84 86 87 94 88 94 91 88 96 97 94 97 92 88 91 88 93 92 99 98 96 97 Six Year Comparison: 1989-90 to 1994-95 in total enrollmenl in white enrollment in black enrollment Two Year Comparison: 1993-94 to 1994-95 in total enrollmenl in white enrollment in black enrollment Six Year Comparison: 1989-90 to 1994-95 . ^^n total enrollment ^in white enrollment in black enrollment Two Year Comparison: 1993-94 to 1994-95 in total enrollmenl in white enrollment in black enrollment Note: LRSD closed Ish Incentive School after the 1992- 93 school year. Six Year Comparison: 1989-90 to 1994-95 in total enrollment ^in white enrollment ^in black enrollment Two Year Comparison: 1993-94 to 1994-95 in total enrollment in white enrollment in black enrollmenl Six Year Comparison: 1989-90 to 1994-95 in total enrollment ^^n white student enrollment in black enrollment Two Year Comparison: 1993-94 to 1994-95 in total enrollmenl in white enrollment in black enrollmentSchool Enrollment Summary Year Black White Total %Blk Rockefeller 1989-90 215 35 250 86 1990-91 195 76 271 72 1991-92 1992-93 1993-94 1994-95 282 250 240 121 111 100 403 361 340 70 69 71 Stephens 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 225 190 235 202 141 1 12 10 7 4 226 202 245 209 145 99 94 96 97 97 Total 1989-90 1,643 180 1,823 90 1990-91 1,455 215 1,670 87 1991-92 1992-93 1993-94 1994-95 1,962 1,690 1,261 273 247 193 2,235 1,937 1,454 88 87 87 Six Year Comparison: 1989-90 to 1994-95 in total enrollment in white enrollment in black enrollment Two Year Comparison: 1993-94 to 1994-95 In total enrollment ^in white enrollment in black enrollment Note: LRSD closed Stephens Incentive School after the 1993-94 school year. Six Year Comparison: 1989-90 to 1994-95* in total enrollment in white enrollment in black enrollment Two Year Comparison: 1993-94 to 1994-95* in total enrollmenl in white enrollment in black enrollment * Note: These totals do not include Ish School, which closed alter 1992-93, and Stephens School, which closed alter 1993-94. Page 2DISCIPLINE, SUSPENSION, and EXPULSION REQUIREMENTS Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Black White Sent-Homos Black White Franklin Garland Mitchell Riqhtsell Rockefeller Page 3 M F M F M F M F M F M F M F M FFACILITIES REQUIREMENTS The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Page 4PROGRAMS AND OPERATIONS REQUIREMENTS The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17) School Teacher's Name Class Enrollment Franklin Garland Mitchell Riqhtsell Rockefeller Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153) Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20) Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153
ODM 1992 Report, pg. 15) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Page 5 Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg-156) Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181
Interdis. Plan, pg. 4) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Page 6 Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183
ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Page 7PARENT AND COMMUNITY INVOLVEMENT REQUIREMENTS A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg.38) 1994-95 Volunteers School BM BF WM WF Unidentified Total Hours Franklin Garland Mitchell Riqhtsell Rockefeller TOTAL Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Page 8 Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1994-95 Enrollment 1994-95 Home Visits Franklin Garland MHchell Riqhtsell Rockefeller TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) School Key Communicators Franklin Garland Mitchell Rightsell Rockefeller Page 9 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 Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrmnent used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Page 10PARENT RECRUITMENT REQUIREMENTS The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recmitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215
Interdis. Plan, pg. 57) The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) Requirement Rnding Comments Informational sessions held with
special interest groups community organizations churches Saturday information booths at malls Special media coverage School telephone hotline Highlight sheets___________________ Parent recruitment teams established Public service announcements Billboards Media blitz Videocassette recordings Flyers Open houses Targeted neighborhood blitzes Small group tours Special designation from ADE Celebrity endorsements Speakers bureau Individual school brochure Page 11 Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process
present a firm timetable in its recruitment plan and strictly adhere to it
develop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups
increase the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Page 12ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL REQUIREMENTS The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) II The early childhood program is an integral part of the whole school, not a separate or "add-on' program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Page 13INCENTIVE SCHOOL DOUBLE FUNDING REQUIREMENTS Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) Page 14Little Rock School District Audit of Obligations October 1993-October 1994 o S o O o o C3 iia y o Cz4 bii P o - ^J1 r-i 1 cn o I ! i I I 1 r ) -J J I 1 E I November 22, 1994 tz>l ittle Kock School District Audit of Obligations October 1993-October 1994 The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Document. That Program Budget Document represents all incomplete obligations of the district through October, 1993. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by the Superintendents Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the status of each obligation. Responsible persons were asked to report on the status on the listed obligations. Responses have been reduced to codes. The audit is included here in chart form for easy reference. Evidence of the status of each is maintained by the person responsible. The chart is divided according to the documents from which the obligations were drawn. In the far left column, each obligation or recommendation is numbered in sequence for easy reference. The date of the document, type of document, page, obligation, person responsible, and the date the obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears at the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephens Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows
MR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of (his audit will be sent to the following locations and people
1. 2. 3. 4. 5. 6. 7. 8. 9. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)
Members of the Little Rock School District Board of Directors
The Superintendent of LRSD
Members of the Biracial Committee
Members of the Parent Council
Members of the Superintendents Council Each Program Manager affected (to be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)
The Director of Planning, Research, and Evaluation as custodian of the Program Budget Document
and. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation1 2 3 4 5 6 7 8 9 10 11 12 13 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 5 5 12 12 13 15 15 15 15 22 22 22 27 LRSD Audit of Obligations October, 1993 to October, 1994 INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMIVIENDATION _____________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. Establish goals and objectives for racially balancing each incentive school staff as part of comprehensive long-range strategic plan for implementing the incentive school features. a Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee.___________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures (LRSD Plan, pg. 190)_____________________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools.______ Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data._______________ Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process. Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. _________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams. _____________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg 6) - Needs to be done + In progress PERSON Mayo, Wagner Matthis Hurley Hurley Hurley Asst. Supt. Matthis Matthis Woods Matthis Asst. Supt. Hurley Woods Woods Matthis DONE I + + 8-94 8-92 11-93 11-93 + + * Completed14 15 16 17 18 19 20 21 22 23 24 25 26 27 LRSD Audit of Obligations, November 1994 -------------------------------------------------_ Page 2 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 30 34 38 38 38 38 38 38 38 40 41 41 41 41 RECOMMENDATION ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)___________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.____________________ Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet._________________________________ Repair or replace the leaky roof in Mitchell's reading room Replace the loose floor tiles in Mitchell's hallway. Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.__________ Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet._________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation._________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings._____________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans Requirement
The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149)______ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved._______ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations. - Needs to be done + In progress PERSON Roberson Donaldson Eaton Eaton Eaton Eaton Eaton Eaton Eaton Matthis Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan DONE 8-94 9-94 7-94 7-93 7-92 1-94 6-94 6-94 6-94 * Completed + + +28 29 30 31 32 33 34 35 36 37 38 39 40 41 LRSD Audit of Obligations, November 1994 -------------------------------------------------- Page 3 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 41 41 41 43 43 43 45 45 46 47 47 48 48 49 RECOMMENDATION ____________________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations._____________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. ____________________ Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.____________________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force.________________________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152) Base staff development on activities on areas of demonstrated need.___________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach._________________________________________________________________________ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum_____________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.______________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision._________________________________________________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences._________ Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs.______________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Price Price Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow DONE 3-94 6-94 10-94 8-93 * Completed + + + + +42 43 44 45 46 47 48 49 50 51 52 53 54 LRSD Audit of Obligations, November 1994 --------------------------------------------------Page 4 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 49 51 51 51 51 52 53 55 56 57 58 61 61 RECOMMENDATION ___________________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures._____ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program._________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. Encourage the Spanish teachers to develop a series of Spanish "mini-lessons" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. Increase the amount and improve the quality of Spanish language materials available in each school. ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)__________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- 94 school year.________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154)______________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154)__________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans. Requirement: A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164)_______ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum._______________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourage can be so important to a childs development that every student who needs or wants a mentor should have one.______________________________________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. - Needs to be done + In progress PERSON Glasgow Grier, Parker Grier, Parker Grier, Parker Grier, Parker Matthis Woods Woods Asst. Supt. Grier, Parker Matthis Milam Milam DONE 8-94 8-93 * Completed + + + + + + + +55 DATE 12/09/93 DOC MR Pg 63 56 57 58 59 60 61 62 63 64 65 66 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 MR MR MR MR MR MR MR MR MR MR MR 65 68 68 68 68 68 68 68 70 70 72 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 5 RECOIVIIVIENDATION Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life._________ Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._____________________________________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals._________________________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed,______________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report.________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON Cheatham Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. Asst. Supt Asst. Supt., Principals DONE 4-94 8-92 10-93 10-92 * Completed + + + + +67 68 69 70 71 72 73 74 75 76 77 78 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 6 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/05/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR Pg 72 76 76 78 78 78 84 85 89 89 89 91 __________________________________RECOMMENDATION Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. _____________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent
they may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. _____________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record._______________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress PERSON Asst. Supt, Principals Principals Woods Milam Asst. Supt. Principals Hurley. Asst. Supt. Principals Hurley. Asst. Supt. Hurley. Asst. Supt. Elston Marlin DONE 10-92 8-94 9-94 8-94 8-94 1-94 * Completed + + +79 80 81 82 83 84 85 86 87 88 LRSD Audit of Obligations, November 1994 ---------------------------------------------------- Page 7 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR Pg 92 92 95 97 97 98 105 105 105 106 __________________________________RECOMMENDATION Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED. Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents.________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)_______________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations._______________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly.________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210)______________________________________________________________ _______ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information.____________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement._____________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed.__________________________________________ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments. - Needs to be done + In progress PERSON Martin Milhollen, Martin Gill Gill Gill Principals Principals Woods Cheatham, Principals Principals DONE 3-94 4-94 Completed + + +89 90 91 92 93 94 95 96 97 98 99 100 102 LRSD Audit of Obligations, November 1994 _______________________________Page 8 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 109 109 109 116 116 117 117 117 117 117 117 117 120 RECOMMENDATION Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children._____________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents.__________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._________________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs._________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success._______________________________________ Refrain from placing any uncertified teacher in an early childhood classroom.________ Provide regular, quality staff development opportunities for the early childhood education staff. Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.___________ ODM makes no new recommendations
the district remains obligated to follow ail court orders and to fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress PERSON Wagner, Principals Wagner, Principals Wagner, Principals Matthis Price, Mangan Price, Mangan Mangan Milhollen Mangan Mangan Mangan Mangan Milhollen DONE 1-94 3-94 93-94 8-93 93-94 ongoing Annually * Completed +103 DATE 03/11/94 DOC MR Pg 12 104 105 106 107 108 109 110 111 112 113 114 115 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 12/03/94 MR MR MR MR MR MR MR MR mr MR MR MR 12 12 12 12 12 13 13 13 13 19 20 20 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 9 Incentive School Recruitment Monitoring Report RECOMMENDATIONS ____________ Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective v/ays to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Assign specific district employees the responsibility and accountability for fully developing and implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools. Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Annually identify specific recruitment goals for each incentive school and regularly frack the headway made toward each goal. Establish a target date for completing recruitment efforts, measuring results, and deciding whether to petition the Court to release available pre-kindergarten and kindergarten seats to black students who could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to which schools they move. Then use this information to modify recruitment and retention strategies. Consider adding four-year-old classes at the incentive schools which have only one class, thereby achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress PERSON Wagner Wagner Wagner Mayo Principals, Wagner Principals, Wagner, Ingram Wagner, Principals, Wagner Principals Wagner, Principals Wagner, Mayo Principals, Ingram Matthis DONE 1-94 5-94 9-94 8-94 * Completed + + + + +Audit of Court Orders & Transcripts 116 117 118 119 120 121 122 123 124 125 126 127 128 1 LRSD Audit of Obligations, November 1994 -------------------------------------------------- Page 10 DATE 01-25-94 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 DOC TR TR TR CO2091 CO2091 TR CO2129 CO2146 CO2155 TR TR TR TR Pg 54 227 241 2 6 115 3 5 1 39 39 150 192 _____________________________________OBLIGATION______ The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment The LRSD is obligated to build, in addition to the King Interdistrict School in the fall of 1993, the Stephens Interdistrict School. LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School. _____________________ The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Desegregation Plan, to be done more quickly than the District has done in the past._________ LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD Interdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County_______________________________ Develop immediately specific guidelines regarding assignments to King School, by extension, apply to its other Interdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children
they must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools
they must be clear and unambiguous enough for district workers and parents to understand
and while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its budget process and public input with respect to the budget.____________________ LRSD reimburse PCSSD $167,113 within 60 days of order Approval of school construction at Jefferson Elementary should be and hereby is granted LRSD will pay an increase of $52,604.09 in the ODM Budget ~ The court wants something justifying the expenditures and explaining why increases, decreases or deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it._________ The court wants more detail on how the district plans to recruit white students for Stephens in light of the demographic trends._________________________ In addition, the court wants to know who will be responsible for recruitment. The Stephens Stipulation of June 7,1994 changes the third inlerdisirict school from Stephens Io Washington. 12/03/94 - Needs to be done + In progress PERSON Wagner Mayo DONE 6-94 Mayo Mayo Mayo Williams Millhollen Eaton Millhollen Millhollen Mayo Mayo Wagner 5-94 8-94 9-94 11-94 APPEAL + PEND. + 6-94 9-94 + + 9-94 * Completed129 130 DATE 06-07-94 06-28-94 DOC TR CO2225 Pg 193 5 131 132 133 134 135 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12/03/94 TR CO CO CO CO 81 4 5 6 8 LRSD Audit of Obligations, November 1994 --------------------------------------------------- Page 11 ____________________________________OBLIGATION The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments.___________ The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school years.________________________________________________________________ Develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented.__________________________ Institute management processes which will actively review progress, in terms of achievements and expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered
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