Incentive Schools: ''Little Rock School District Incentive School Monitoring Report (1992-93) Summary of Recommendations,''

Summary of recommendations for U.S. District Court hearing for January 26, 1994
Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations U. S. District Court Eastern District of Arkansas Hearing, January 26, 1994 Incentive Schools Franklin Ish Rightsell Stephens Garland Mitchell RockefellerApprox. 12/9/93 12/10/93 12/10/93 12/14/93 12/20/93 1/3/94 1/6/94 1/12/94 1/12/94 1/13/94 Little Rock Schoo! District INCENTIVE SCHOOLS MONITORING REPORT (1992-93) Done (1/26/94) ________ Item Received copies of report____________________ Distributed copies of the Report for reading to: / School Board / Superintendent's Council / Desegregation Facilitator / Incentive School Principals / Other administrators responsible___________ Report was discussed in Superintendent's Cabinet meeting____________________________ Recommendation summarized in chart form Administrative Offices Close__________________ Administrative Offices Reopen________________ Superintendent's Council met all day together reading each page and discussing: / implications of each recommendation on our progress in implementing the plan, court orders, and directives / Impact on our budget and resources / Listing who is and should be responsible for the recommendation____________________ Superintendent's Council met all day together reviewing each recommendation and determining which administrator is or should be responsible Feedback from each of those administrators responsible was solicited_____________________ Met with curriculum supervisors to discuss and receive input concerning recommendations in the Report Approx. 1/13/94 1/19/94 1/20/94 1/20/94 1/22/94 1/26/94 1/27/94 2/3/94 ____________________Item__________________ Met with Student Assignment Office Staff, Desegregation Facilitator, Communications Director, Recruitment Staff, Director of Transportation, and VIPS Coordinator to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to plan recruitment activities for February registration to consider the relationship between the Report recommendations and registration____________ Feedback was received and follow-up discussions began with individuals who have responsibilities for areas touched by the recommendations__________________________ Feedback was analyzed and a summary compiled in chart form listing each recommendation and where we currently stand on it______________________________________ Court hearing began on the Report____________ Update School Board on status of the Report Agenda item at School Board RetreatLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations Included here is a summary of recommendations from the INCENTIVE SCHOOL MONITORING REPORT (1992-93). Each recommendation has been numbered consecutively based on its order in the report. This was done to facilitate discussion and cross-referencing. A breakdown of recommendations listed by these numbers appears on the first page entitled Summary of 102 Recommendations by Category. Three charts are attached to that. The first is a listing of all 102 recommendations. For each recommendation, the chart displays a number (No), page (Pg), section, and a symbol. The full name of the abbreviations used in the section column appears on the last page of section one. If either no symbol, a " + or a "++" appears in the right margin beside the recommendation, we agree with the recommendation. If an The meaning of each symbol is as follows: # * appears, we disagree with the recommendation. Disagree + In Progress + + Completed Behind the complete chart of all recommendations, are two charts in the same format. One chart represents only the recommendations with which we agree, and the other represents recommendations with which we disagree. Included with the "disagree" chart recommendations are the associated requirements mentioned in the report. They are noted by a Z mark. Two of the recommendations (numbers 31 and 66) in the complete chart were duplicated when the original chart was typed. The error was discovered as the research process developed. They have been shaded. Therefore, the last recommendation is numbered 104, but there are only 102 recommendations. Duplicated entries were not removed when discovered because renumbering would confuse previous cross-referencing in our discussion notes. Number 1 7 is a reference to tsh School which closed in June of 1 993. RUSS MMO ASSOCIATE SUPERINTENDENT FOR DESEGREGATIONLrt?^llock^^Rool District INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of 102 Recommendations by Category AGREEMENT To be done 37 Total In progress(+) 44 Total Completed (++) 9 Total Disagreement (*) 12 Total # 1 2 3 6 7 8 9 10 11 12 [17] 19 24 25 26 28 29 32 41 # 42 46 58 59 60 62 63 65 67 68 69 70 85 86 90 91 96 100 # 5 13 14 16 18 20 27 30 34 36 37 38 39 40 43 44 45 47 48 49 50 51 # 52 53 55 56 57 61 72 73 77 79 80 81 82 83 84 87 89 93 94 97 98 102 # 15 21 22 35 78 92 101 103 104 # 4 23 33 54 64 71 # 74 75 76 88 95 99 I [17] Ish closed June, 1993 01/26S4 aLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of RecommendationsNo 1 2 3 Pg 5 5 12 Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G&T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations ____________________________________________Recommendation____________________________________________ 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 a comprehensive long-range strategic plan for implementing the incentive school features.___________________________________________________ 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._____________________________________________________________________ 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.____________________________________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.____________________________________________________________________ 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. Repaint the interior of Ish, if the school remains open.^ The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job._______ Repair or replace the leaky roof in Mitchell's reading room.___________________________ Replace the loose floor tiles in Mitchells 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. [ * Disagree + In Progress -I- -I- Completed ] + + + + + + -I- + + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 2 No 22 23 24 25 26 27 28 29 30 31 Dup 32 33 34 35 36 37 38 39 40 Pg 38 38 40 41 41 41 41 41 41 41 41 43 43 43 45 45 46 47 47 Section Facilities Facilities Prog/oper Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation ___________________________ 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___________________________________________________ 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.________________ 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. HeJp the council develop monhoring end reporting procedures, guidelines, and schedules that provide members dean ..................................:.....
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.______________________________________________________ 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. -I- + 4- -I- [ * Disagree -I- In Progress + -I- Completed ] uuiKiHga ITUlilO + -I- + 4- + 4- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 3 No 41 Pg 48 Section Prog/oper 42 48 Prog/oper 43 I 49 44 45 46 47 48 49 50 51 52 53 54 49 51 51 51 51 52 53 55 56 57 58 55 8 61 56 57 58 Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS 61 63 65 VIPS VIPS Career Dev. ____________________________________________Recommendation_________________ 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.____________________ 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.____________________________ 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.___________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans.________________________________ 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 encourager can be so important to a child's 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. 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. -F -I- -I- 4- 4- . + + 4- -t- * 4- 4- 4- I * Disagree 4- In Progress 4- 4- Completed ] 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 4 No 59 60 61 62 63 64 65 66 Dup 67 68 69 70 71 72 73 Pg 68 68 68 68 68 68 68 68 70 70 72 72 76 76 78 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Recommendation 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._________________________________ Consider impiementing the recommendatfons made by the extended year adminfsttative 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. 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. .Mgke an effortjo ^air 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. I * Disagree -I- In Progress -I- -I- Completed -I- -t- -h 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 No 74 75 76 77 78 79 80 81 82 83 84 85 86 87 to 5 Pg 78 78 84 85 89 89 89 91 92 92 95 97 97 98 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ 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. 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.____________________________________________________________________ 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. I * Disagr^ -I- In Progress -I- -I- Completed -I- -I- 4- + -I- + -h -I- + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 6 No 88 pPg 105 Section Parent Involve 89 90 91 92 93 94 95 96 97 98 99 105 105 106 109 109 109 116 116 117 117 117 100 I 11 7 101 117 102 117 Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child _____________________________________Recommendation___________________________________________ 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.________________________ 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. I * Disagree -b In Progress -b -b Completed ] -b + -)- -b + -b -b * + -b + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 7 No 103 104 117 120 Section Rockefeller Early Child Incent Sch Doubl Fund ____________________________________________Recommendation ______________ 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 all court orders and to fulfill the commitments in its desegregation plan. -I- -)- -h + Four-Year Enrollment Comparisons Staffing Test Data Discipline, Suspension, and Expulsion Gifted and Talented Enrollment Sections Extended Year/Week Parent Involvement Rockefeller Early Childhood Magnet School Double Funding Facilities Programs and Operations VIPS Career Development I * Disagree 4- In Progress + + Completed ] 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Agreement Only)No 1 F? 2 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 1 5 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 38 INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Agree) Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G&T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. ____________________________________________Recommendation ____________________ 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 a comprehensive long-range strategic plan for implementing the incentive school features.______________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________________________ 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. ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.________________________________________ 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. Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.________________ 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. + + + + + + -I- -I- -I- 4- -I- + 01/264INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 2 No 24 Pg 40 Section Prog/oper 25 26 27 28 29 30 32 34 35 36 37 38 39 40 41 42 41 41 41 41 41 41 41 43 43 45 45 46 47 47 48 48 Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation___________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans_____________________________________________________________________ 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._______________ 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._________________ 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.________________________________________________________________ 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. -I- -F- 4- -I- + + -I- -F- -F -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 3 No 43 44 45 46 47 48 49 50 51 52 53 55 56 57 58 59 60 61 Pg 49 49 51 51 51 51 52 53 55 56 57 61 61 63 65 68 68 68 Section Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS VIPS VIPS Career Dev. Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation___________________________________________ 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.______________________________________________________ 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.____________________________________________________________________ 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.____________________________________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans._____________________________________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a child's 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. 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. -I- + -I- + -F -F + + -F -I- + -F 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/iffree) 4 No 62 63 65 67 68 69 70 72 73 77 78 79 80 81 82 Pg 68 68 68 70 70 72 72 76 78 85 89 89 89 91 92 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ 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.___________________________________________________________________ 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. 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.____________________________________________________________________________________ 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._______________________________________________ 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 incIude program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. 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. -I- 4- + + -I- -I- + + 01/26/94 aINCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Agree] No 83 84 85 86 87 89 90 91 92 93 94 96 97 98 100 101 Pg 92 95 97 97 98 105 105 106 109 109 109 116 117 117 117 117 B 5 Section Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation__________________________________________ 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.___________________________________________________________________ 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.____________________________________________________________________ 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._______________________ 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._________________________________________________________________________ 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._______________________ 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. -I- + -h -I- -I- -I- + + + -I- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/Igree) 6 No 102 103 104 Pg 117 117 120 Section Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation_____________________ Provide regular, quality staff development opportunities for the early childhood education staff. Incent Sch Doubl Fund 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 all court orders and to fulfill the commitments in its desegregation plan. -I- -I- 4- 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Disagreement Only)No 4 23 33 54 64 Pg 12 38 43 58 68 Section Staff Facilities Prog/oper Prog/oper Extended Yr/wk INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Disagree) ____________________________________________Recommendation___________________________________________ 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. / The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) 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. / 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 underwatering [SIC]. (ODM 1992 Report, pg. 43.)___________________________________________________________________ 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. / / The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated 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)__________________________________________________________________________________________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum. / 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)___________________________ 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. / / / / Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participating 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) * 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 2 No 71 IQ 76 Pg 76 IQ 84 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation______________________________________ 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. / / 7 7 7 / Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. 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. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) The district collects and closely monitors discipline data in order to make appropriate modifications to the discipline program. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) 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. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Allow teachers who want to leave the incentive schools to do so with ifhpunjt^. 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. / 7 7 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) Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested. (ODM 1992 Report, pg. 32) Emphasize continuous growth in mathematics understanding and application, reducing computation isolated from application context along with redundancy across grade levels. (ODM 1992 Report, pg. 32) Cultural infusion is evident in classroom materials. (ODM 1992 Report, pg. 32) Teacher-directed and learner-directed instruction co-exist in the classroom. (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 students 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) * 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Disagree] 3 No 88 Pg 105 Section Parent Involve ____________________________________________Recommendation_________________ 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. Z Z 7 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. 95 116 Rockefeller Early Child student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)_______________________ 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. * / / z 7 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements, (LRSD Plan, pg, 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD 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) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers, (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) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond, (LRSD Plan, pg, 13) Explore developing Rockefeller as a year-round, full-day school for children form 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) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education 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 desegregation tool, its competitiveness with private schools and daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) as a 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 4 No 99 Pg 117 Section Rockefeller Early Child ________________________________________ Recommendation__________________________________________ 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. / / / / 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements. (LRSD Plan, pg. 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD 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) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers. (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) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children form 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) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education 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 daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) * 01/26/94
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