Incentive Schools: ''Little Rock School District, Districtwide Biracial Committee, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department, Revised

LITTLE ROCK SCHOOL DISTRICT RECEIVED SEP 2 0 1995 Office of Desegregation Monitonng DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 q q q TABLE OF CONTENTS q q PAGE q 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 q 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 q 5.0 Extended Day Educational Opportunities 4 q 6.0 Student Achievement/Assessment 5 1 .Q Special Education 5 q 8.0 Gifted and Talented Education 6 9.0 Staff Development II 10.0 Parental Involvement II 11.0 12.0 Student Discipline Building Leadership/Management 10 10 7 7 q Key: q O = Observation q I SP Interview School ProfileSCHOOL: II PRINCIPAL: MONITOR(S): If II KI HO III Hl Id If LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 GRADE LEVEL(s): DATE: NUMBER OF CLASSES VISITED: Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________ YES NO 2.0 Curriculum n H II The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE:________________________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 IE O/I 2.2 li All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: YES NO II 2.3 II There is evidence that the multicultural curriculum is being implemented. o 2.3.1 II Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO tl II o 2.3.2 If Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: YES NO If If O 2.3.3 III Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE: YES NO If O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: YES NO If If EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 II I 2.5 w Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO n H I 2.6 II Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: YES NO II II 3.0 School/District Initiated Honors and Awards II The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. II SP 3.1 I A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO II If I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: YES NO If f EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 li I 3.3 n The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO II H 4.0 Committees H The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. II SP/I 4.1 II The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO II II 5.0 Extended Dav Educational Opportunities II The school provides and encourages participation by all students in extended day activities. I 5.1 d Parents are adequately informed about extended day activities. EVIDENCE: YES NO d SP 5.2 d The majority of the student population participates in a variety of extended day activities. EVIDENCE: YES NO d II d IIn. EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 IK I 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. II SP/I 6.1 II When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE
YES NO II I 6.2 II Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO II II SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO II 7.0 Special Education II The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO HlK * EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO Hi O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO m If O/I 7.4 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO II II 8.0 Gifted and Talented Education II The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. II SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: YES NO ri ri O/I 8.2 ri In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO ri ri EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 * O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO n O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO l 9.0 staff Development 4 The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 II Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO II II SP/I 9.2 II Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO II d 10.0 Parental/Patron Involvement ri The school provides equitable opportunities for parent/patron involvement in the district/school activities. ri SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NO ri riI EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 I O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1._______________ 2._______________ 3._______________ 4. YES NO HI I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO II SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO II ri I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO ri ri ri ri ri ri d nPWTTJI K I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 K 11. student Discipline IC The school ensures that student disciplinary policies and practices are non-discriminatory. K IC I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO N 4 4 I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 4 4 O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO d ri ri I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO ri ri I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NO ri N ri friI EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NO I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO II fl fl O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO II fl O/I 12.4 The campus and building are clean and free of YES NO fl debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is fl fl O 12.5 Student movement through the hallways is orderly. EVIDENCE: YES NO flEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 4 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO K I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE: YES NO K I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO A ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: M N N ALITTLE ROCK SCHOOL DISTRICT O DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 chool/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 7 Key: O = Observation I SP Interview School ProfileOr. LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 r I ncip/^/ f^r- SV\Utor) SCHOOL: GRADE LEVEL (s) :P4 - /p DATE: SJ^-96 PRINCIPAL: fVSS A NUMBER OF CLASSES VISITED: MONITOR(S): Sharxs-D_Sta Obf^ervers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practice sentences. and areas in need of improvement. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, . varied staff of certified and non-certified a YES NO personnel. EVIDENCE: Vgrcj ^rQC|OL<S Q m 11 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. YES NO EVIDENCE: PJftsPaoins hftiisGflFre<2,/O/I 2.2 2.3 O o o O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activitie EVIDENCE: QC) bci^ vities. There is evidence that the multicultural curriculum is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect th
EVIDENCE: multicultural curriculum. t he : rrg-wri fbed tft_Qgn T Pook f . YES NO Vor Schoo I I'na -______ n I'i-t n iDdnts booKs I4gr l^h Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: Fo tDQgLO \Jero|^ Lt) i-r<2-e/oS YES NO Display of student work reflects a variety of teaching strategies (i.e., art work, special projects. handwriting displays, etc.). EVIDENCE ing : a musicoe U e-Re |A^S7 m ftR. < Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: hincJs-dn YES ) NO NOI 2.5 I 2.6 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce thci academic program. EVIDENCE: iLrious dub t > O n o rs Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: 30 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: ___ESAaLZ RPlU- 0 F /a) YES NO YES ,YES NO NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: dygc rsEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. yEs NO EVIDENCE: 4.0 Committees n The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that knowledgeable of educational programs. are SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population, Sao) EVIDENCE: par^n/r /rieer/Ajig YES NO 5.0 Extended Day Educational Opportunities all The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: memos SP 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: q-7 YES YES NO NO IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 G.O Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Vid not iiriHnocc) (V Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. YES NO EVIDENCE: H hKnooJo lJe<e 'I'gst'eo SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: irnr-' YES NO 7.0 Special Education I The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special YES', NO education are evident. EVIDENCE: need rq'1- dhHdren nn Igo fyyan^EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EViDg^gg^,fU^A-e>ncKe(^ 7 zJ fZoorry YES NO o 1.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES ) NO Same, (^1 m S O/I 7.4 Facilities for special education are (^signe meet the needs of the students servedl^-'H- to YES NO EVIDENCE: (^Ln 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. EP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: r /flTgrUi -ecJS YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE Gc-c-ft'f = pH ' iDiX- 5. Ci'rriCAJ'f - YES NO Must in Du-t s-r AS E-. hall ___ A /VSSg49nbli es tor fr\c.c7O 8.3 O/I 8.4 9.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: Facilities for gifted and talented <areZZdesTgn^> to meet the needs of the students served?^ EVIDENCE: dd HtnJ C)/ des to. L NO Staff Development YES The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: ES NO SP/I 9.2 Jn TeruieuJS Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: CJflg id II Ke mo fe Oolci YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. S'S/'t 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVlDEliCE: fUCi n y i/i C/ES NOO/I 10.2 The method
EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 chool keeps a record of the different (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. 2 . 3 . 4 . ph doc CAoeS YES NO irJ-Qnn^ X 10.3 Contact is made regularly with the home to communicate posjtive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: memo s I n P.le - SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: . Rea.d__35. r>ejg^>b(?/boo<^ inpuT' c\gs>(tcQ . STuog)ur5 I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: (Jhatever __________________ YES 'YES YES NO NO '0i:.r)VCAT!TONKl. EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practice are non-discriminatory. I 11.1 Information, including the chool's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policie and procedures is distributed to all students and parents. EVIDENCE: Abo YES NO in h ftuy I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups YES NO (gender/grade). EVIDENCE: O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: ng me HKc PinriOsph-ere^, ' YES NO Clhi Idfen I n <Ld n I 11.4 A mentoring program is used to meet the needs of at-risk students. YES NO ^IDENCE: Q^/tSiOe QroupcS CLorrya- ci R>r EVIDENCE: Afi / /J I h I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). YES NO EVIDENCE: ex.-r-e/i/ oeCiEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Buildincf Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: Coulo iv't i2.her -teachers S I Q s,___ O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: O/I 12.4 The campus and building are clean and free of debris and graffiti. ongoing. EVIDENCE: >lou)n tra YES [YES YES NO NO NO Preventive maintenance is 5^ . O 12.5 Student movement through the uallways is orderly. EVIDENCE: OP ci YES NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful ES NO personnel. VIDENCE: EVIDENCE iznJ__bclpfi< I e g^PFicenJr^^l . I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. fVlC milfcn, JhcT/pJcS__pp.i' fUCtPAlF . EVIDENCE: t IS I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted i EVIDENCE: QdcX etc.). YES NO ES NO -Too son TT-efi.iP O. SnFg, F^^I'iCfj (l) P^'V ConJi'h broHe nJ hot" < Ku m f cl. __ ADDI' broKe nJ " \)<2^Cbi CHb^T LoorV)^fjers ^<2"^ kf'Z-ecl. (rt f^etftson ri(^ rr\\5S'in<Q -Some fC-OPg . tTTONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: 2 :r 'Ki\g.3- Sc>rne 6^? fergA)T Crrufer (^) ^r^dg- necA.S rnofc kome- Iry -tca'i Ict^ neTC-7 .^r~ <:)< TV. Pnbkm In <^ftssgodm. i (b) ^(Cls t>ATH(?oonn ? Pxn> (9Fr/otd. Need p^jpef tOtjQl^. C^t l-T' 'C6 L-(f<C (Loa^i^'S, Clf}Fe'{'o ilfUm 5rm (Acc Pc STUpe/t'r Booy, N<C_c| (/o') -tra^K j U pcKu iV Ci(\'T ^0 p fljd bO -rransjOdc're0 oC try Ifl pCf U AT-C- ^c:h Od 1^ y
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