LITTLE ROCK SCHOOL DISTRICT RECEIVED SEP 2 0 1995 Office of Desegregation Monitoring DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT ON INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas July 1995 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS Equitable Placement by Race/Gender in School Programs Curriculum School/District Initiated Honors and Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Page 3 4 8 9 10 12 13 15 17 19 22 25LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT The Little Rock School District Desegregation Plan mandates that "the incentive schools will be monitored at least once each quarter by members of the districtwide biracial committee (page 224) The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The Desegregation Plan further directs that "quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Department and presented through the superintendent to the Board of Directors of the LRSD during a regular meeting (page 225)." Progress or lack of progress is reported concerning the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 2 Each team reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of visits conducted May 2, 1995 and May 25, 1995. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29) . At the conclusion of each visit. a conference is held with the building principal or designee to review the findings of the team. Upon completion of the process described above, reports from the incentive school monitoring teams are forwarded to the LRSD Associate Superintendent for Desegregation. The Desegregation Plan states that "the associate superintendent for desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner (page 225)." During the 1994-95 academic year, only two incentive schools. Rightsell and Franklin, were monitored by members of the Districtwide Biracial Committee. A three member team monitored Rightsell on May 2, 1995
however, the team did not submit aDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 3 consensus report. Therefore, the writer of this summary report prepared the consensus report for Rightsell. Franklin was monitored on May 25, 1995 by one Districtwide Biracial Committee member
thus, the consensus report for that school represents the views of only one person. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25 % black) certified and (at least 25 % white) non-certified staff reflecting appropriate percentage Racial/Gender Balance (at least 25 % black) in staff assignments, programs, content areas, and grade level Strategies to increase the enrollment of white students FINDINGS: FRANKLIN According to the report submitted, the composition of the school staff ensured that students had access to, and contact with, a varied staff of certified and non-certified personnel. Furthermore, the report indicated that class enrollments generally reflected the racial/ethnic composition of the school. It was noted that because there were so few white students, the principal, to the degree possible, usually placed those students in the same classroom so as not to place them in racial isolation. As a result, there were severalDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 4 classes with an enrollment of only black students, as per the report. An area of concern indicated by the report was that the school enrollment did not reflect the racial/ethnic composition prescribed by the court approved desegregation plan. According to the report, ninety percent of the students were black. RIGHTSELL The team from Rightsell noted that the composition of the school staff was an area of concern because the racial composition of the staff did not ensure that students had access to, and contact with, a varied staff of certified and non-certified personnel. In total, 79% of the staff was black, with a non-certified staff that was only five percent white and a certified staff of 64% black personnel. The reports indicated that a number of classes consisted solely of black students. Response from Principal(s): None 2.0 CURRICULUM At each school the monitors expected to find: Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support theDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 5 prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrating use of multiculturally infused curriculum (guides) Students participating in heterogeneous (mixed) groups to allow for cross racial/gender interaction, to the degree population permits Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism Peer tutoring/Cooperative Learning Group Evidence of hands-on discovery and exploratory approaches to teaching: - use of science lab - display of project - use of math manipulatives FINDINGS
FRANKLIN No areas of concern relative to the "Curriculum" area of the monitoring instrument were reported for Franklin School. A majority of the teachers interviewed indicated that they had adequate materials and equipment to deliver the curriculum. However, the monitor reported that one teacher expressed the need for more materials but had not requestedDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 6 any because she/he felt discouraged from doing so. According to the report submitted, student folders and other appropriate records were either on file or in view in each classroom monitored. All students were actively involved in classroom instruction in all classrooms visited
examples of student activities cited: group discussions and independent student work. It was impossible to document displays and bulletin boards of multiculturalism throughout the building because most of them had been removed in order to facilitate painting. However, the report indicated that selected classrooms had a variety of displays and print materials featuring African, Asian, Native Americans, and European cultures. Displays of student work were quite evident in the classrooms for the lower grade students
because of the painting in progress at the school, student work had been removed from the upper grade classrooms. The report indicated that not enough evidence was available to determine if the multicultural objectives of the curriculum guide were being taught. The four-year old classes had completed a comprehensive unit on Germany, Hawaii, Japan, and Mexico, but several teachers at other grade levels were unable to provide any specific information about multiculturalDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 7 study other than African of African-American cultures, according to the monitor. It was reported that acquisitions to the library media center were driven by the school curriculum and recommendations in professional journals. RIGHTSELL A majority of the reports submitted by monitors at Rightsell indicated that bulletin boards, displays of projects, etc., reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism were in evidence. Examples cited: "Greetings from Around the World," information about Egypt and Norway
displays of famous black Americans, and pictures of famous white Americans. Multiculturalism was also depicted in a majority of the classrooms visited. Monitors further indicated that student work was on display. Teachers of all classrooms visited indicated that they had adequate materials and equipment to deliver the curriculum, according to reports submitted. Monitors also noted that current and complete student records were maintained in the classroom and school office to monitor the progress in achievement of the individual learner.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 8 Monitors further indicated that all students were actively involved in classroom instruction in each classroom visited
examples of instructional activities cited: group instruction and teacher directed instruction. Additionally, classroom seating patterns promoted interaction among students of different races/genders, as per reports. In a majority of the classrooms monitored, multicultural objectives of the curriculum guides were taught via the use of hands-on art, newspapers, visual aids, etc. Response from Principal(s): None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Evidence of written procedures and requirements governing honors and awards have been distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS
FRANKLIN The report from Franklin indicated that a variety of honors and awards was provided in areas such as scholarship.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 9 citizenship, sports, clubs, and attendance. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents, according to the monitor. Distribution methods cited: Bulletins were sent home at the beginning of the year, and newsletters and bulletins were sent home periodically. The offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs, as per the report. The distribution of honors and awards generally reflected the school population, with 90% of the citations received by black students. RIGHTSELL The team from Rightsell did not monitor the area of "School/District Initiated Honors and Awards." Response from Principal(s): None 4.0 COMMITTEES At each school the monitors expected to find: Racial/gender composition of appointed school-based committees (-25% to +12.5% of black student enrollment) generally reflects the school populationDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 10 FINDINGS
FRANKLIN According to the Franklin consensus report, the composition of each school based staff/parent committee did not generally reflect the staff/student populations. Sixty- nine percent of the committee members were black, which was not consistent with the school population, as per the report. RIGHTSELL The monitoring team from Rightsell did not respond to "Committees" section of the monitoring instrument. Response from Principal(s): None 5.0 EXTENDED DAY EDUCATIONAL OPPORTUNITIES At each school the monitors expected to find: Extended day activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and gender Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extended day activities Parents had been provided with appropriate information relative to extended day activities/Saturday program Extended Day provided reinforcement of objectives of SEP Majority of students participated in extended day/ Saturday programDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 11 Identified activities were conducted by qualified teachers FINDINGS
FRANKLIN Bulletins and newsletters were used to ensure that students were apprised of information regarding various opportunities to participate in extracurricular activities/extended educational programs, according to the report from Franklin. An area of concern noted by the monitor was that participation in extracurricular activities/extended educational programs did not generally reflect the school population. The notation was made that only four percent of the students participating in the aforementioned programs were white, even though the school had a ten percent white student enrollment. However, the report pointed out that most of the school's white students were in pre-kindergarten and kindergarten and were not eligible for many of the extracurricular activities. RIGHTSELL A majority of the monitors from Rightsell did not respond to this section of the monitoring checklist. Response from Principal(s): NoneDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 12 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: All students' strengths and weaknesses assessed and their educational programs planned accordingly (SEP) Evidence that promotion/retention rates were monitored and analyzed to reduce disparities in achievement disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that was clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups FINDINGS: Two areas of concern were noted regarding Student Achievement/Assessment at Franklin. The report indicated that when results from the 1992-93 Stanford Eight Test were compared to those of 1993-94, the scores of black students did not improve. Secondly, one hundred percent of the students who failed/retained were black. According to the monitoring report, goals and strategies were developed and implemented to decrease the achievement disparity between black students and white students. Examples cited: faculty at each grade level drafted a plan utilizing last year's test data, including incentives for test preparation. Additionally, test taking skills were taughtDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 13 throughout the year
examples cited
use of the series Te^ Best and Scoring Higher, according to the monitoring report. RIGHTSELL Monitors from Rightsell did not examine Stanford Eight Test results, nor did they report if the failure/retention rates reflected the school population. Goals and strategies were developed and implemented to decrease the achievement differences between black students and white students on the Stanford Eight Achievement Test
the "Great Expectations II program was cited as an example of a strategy employed. Additionally, monitors reported that test taking skills were taught throughout the year, citing teacher made tests and practice taking tests as examples. Responses from Principal(s): None 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that were comparable to other educational programs on the campus and integrated into the total school environment Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiencesDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 14 Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served FINDINGS: FRANKLIN Special education facilities were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served. according to the report submitted. Current copies of student records were maintained in the classroom to monitor the progress and achievement of the individual learner. One area of concern regarding special education was noted by the monitor. It was reported that the teacher expressed frustration about miscommunication at the district level as to procedures for requesting materials, and that there was a lack of guidelines regarding said. RIGHTSELL The team from Rightsell reported that Special Education facilities were not comparable to those of the campus in general but met the needs of the students served. Monitors indicated that current copies of student records were maintained in the classroom to monitor the progress andDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 15 achievement of the individual learner. Response from Principal(s): None 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff Planned and organized strategies to address any problem of under-representation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to facilities of other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served FINDINGS: FRANKLIN At Franklin, the teacher of G/T classes reported that material and equipment were adequate to deliver the curriculum
the monitoring report indicated that more materials were available than would ever be needed, plus a small budget for additional acquisitions. The G/T facilities were comparable to those of the campus in general, integrated into the total school environment, andDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 16 met the needs of the students served. According to the report submitted, the classroom was spacious, the materials plentiful. Current copies of students' records were maintained in the classroom to monitor the progress and achievement of the individual learner. The report indicated that student files were kept in a file drawer by the teacher's desk. RIGHTSELL No areas of concern relative to the G/T program were noted on the reports submitted. However, it was reported that a file cabinet that would lock would be useful to the G/T teacher. Strategies to eliminate disproportionate student assignment to G/T were evident, and the teacher understood the school's policy, as per the report. According to monitors, the facility for G/T was excellent, but small
it was comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served. Current copies of students' records were maintained in the classroom to monitor the progress of the individual learner.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 17 Response from Principal(s): None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation Inservice provided to all teachers relative to the delivery of the district curriculum Required staff development including: Cooperative Learning/Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program Special Staff Development for Principal, Assistant Principal FINDINGS: FRANKLIN The monitoring report from Franklin indicated two areas of concern: (1) No staff development activities related to discipline/classroom management were offered, and (2) Regular classroom teachers were not provided ongoing training inDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 18 understanding the remedial programs. The Franklin report further indicated that via an interview, the principal reported that staff development activities related to educational eguity to enhance the achievement of a diverse student population, e.g.. Cooperative Learning and PET, had been offered. However, the monitor stated that no documenting confirmation was available. The report also questioned if two staff development activities cited as evidence of offering activities in teaching strategies for multicultural curriculum delivery actually applied to the multicultural curriculum. The examples given were the "Rites of Passage" program inservice and a Spanish immersion inservice. RIGHTSELL No areas of concern were noted regarding the "Staff Development" section of the monitoring instrument. Examples of various staff development activities that had been offered included one on teaching with phonics, a parent/community involvement activity, and one on higher level thinking skills. The report also indicated that regular classroom teachers were provided on-going training in understanding the remedial program.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 19 Response from Principal(s): None 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: Documentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents had been actively solicited When financially possible, transportation provided to school functions for parents who needed the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provisions for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents were actively involved in remediation programs in which their students participated (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school improvement plans FINDINGS: FRANKLIN No areas of concern concerning the "Parental Involvement" section of the monitoring instrument were noted at Franklin. The school utilized a variety of methods to encourage parentalDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 20 involvement in school and in home supported educational activities
examples cited: interim reports, parent conferences, and home visits. Additionally, documentation was available to indicate that parents were actively involved in each phase of remediation programs in which their child participated. Contact was also made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. According to the report. home visits and phone calls were documented in teacher monitoring folders. All identifiable groups of parents were actively involved in school functions, as per the report. The monitor indicated that one notable undertaking was the Men's Club, which encouraged male participation. School patrons and parents were given an opportunity to actively participate in developing the local School Improvement Plan. The report indicated that parents served on committees related to the four COE target areas: Academic Growth, Time on Task, Parent Involvement, and Clear School Purpose. RIGHTSELL No areas of concern were noted regarding the "Parental Involvement" section of the monitoring instrument.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 21 The team from Rightsell indicated that the school utilized a variety of methods to encourage parental involvement in school and in home supported educational activities. Examples of the aforementioned methods cited: Happy Grams, home visits, meet and greet activities, phone calls, and parental visits to the school. All identifiable groups of parents were actively involved in school functions, and documentation was available to indicate that parents were actively involved in each phase of the remediation program in which their child participated. The team from Rightsell indicated that contact was made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. Examples of such contact cited were: interim reports every three weeks, reports to parents, conferences, report cards. and newsletters. Mini-seminars at PTA meetings were held to make parents aware of district structure, policy and programs, and ways to access them. Additionally, monitors reported that this information was also distributed during Parent Involvement Day and at the Parent Center. The report also indicated that parents had an opportunity to actively participate in developing the local School Improvement Plan.DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 22 Response from Principal(s): None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions were analyzed (-25%- +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existed Teachers receiving staff development and training to become more effective in discipline management and classroom management Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly stated expectations for student conduct and that these policies were distributed and explained Classroom instruction proceeded without disruption Mentor Program Community based support program FINDINGS: FRANKLIN Information, including the staff's expectation for student conduct, regarding student disciplinary policies and procedures was distributed to all students and parents. The Franklin report noted that posters in the hallway informedDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 23 students about good behavior and that a behavior plan was sent home to parents, one which required signatures by the parents and to be returned to school for filing. The school staff had plans, procedures, and practices which were designed to enable students to remain in school. promote academic success and alleviate behavior problems. according to the submitted report. The principal wrote a multi-step discipline plan that involved several parent contacts before suspension or expulsion would occur, according to the report. An area of concern expressed by the monitor was that one hundred percent of the suspensions and expulsions for three quarters of the 1994-95 academic year were received by black males. However, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in evidence. Classroom instruction proceeded in an orderly manner in classrooms observed. The monitor further noted that fair and firm methods in maintaining order were employed. The principal, assistant principal, teachers and supervision aides were observed as being quite active in directing/controlling students. The report from Franklin indicated that many classes were observed passing through theDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 24 hallways and that it was very pleasing to see the principal monitoring their movement. It was further shared that "...miraculously, no paint was smeared!" RIGHTSELL No areas of concern were noted concerning the "School Discipline" portion of the monitoring instrument. Although no examples were cited in the report, monitors indicated that information, including the staff's expectation for student conduct, regarding student disciplinary policies and procedures was distributed to all students and parents. Study hall, in-school suspension, and teachers' monitoring students during recess, as needed, were given as examples of the school staff having plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. No information was given concerning if suspension and expulsion rates were generally representative of the student population. Classroom instruction proceeded in an orderly manner in all classrooms observed, according to the reports submitted. School personnel were observed as being very active inDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 25 directing/controlling students. Response by Principal(s): None 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: Clear, concise and well-written improvement goals for equity Physical environment which supported the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aids in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitored the curriculum Evidence which indicated that all students were served by the guidance program, i.e., counselors' schedules/daily logsindividual/group counseling A system to receive information from former students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, employees, and visitors Evidence that counselors assisted parents in obtaining services from outside agencies, i.e. counselor's daily log Friendly and helpful personnel Strategies to increase the number of minority students in upper-level courses/class groups District and school security guidelines being followedDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 26 FINDINGS
FRANKLIN No areas of concern regarding "Building Leadership/Management" were noted on the monitoring report from Franklin. The school had a clear, concise, well-written statement of specific improvement goals. Additionally, the campus and building were clean and free of graffiti, and student passage in the hallways was orderly. The monitoring report submitted for Franklin School indicated that curriculum monitoring was conducted by the principal. Teachers documented objectives in their plan books, and the principal frequently visited classrooms. The guidance program provided equitable services to all students, according to the monitoring report. In addition to the services offered by the counselors, a social worker worked with parents and students on both individual and group bases. District and school security guidelines were followed, as per the report. A new enhancement during the 1994-95 academic year was the procurement of walkie-talkies. RIGHTSELL The monitoring team at Rightsell reported that the school had a clear, concise, well-written statement of specificDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 27 improvement goals, although the team cited no examples of these goals. Hallways were orderly on the day of the monitoring visit, according to the submitted reports. Curriculum monitoring occurred, and the guidance program provided equitable services to all students. The reports indicated that district and school security guidelines were being followed with the following reservation
a fence had been knocked down and not repaired, thus security was somewhat less than optimal. Monitors noted an area of concern regarding the campus and building being clean and free of debris and graffiti. The report indicated that the general interior of the building was very good, but that restrooms and the campus needed attention. A further notation indicated that occasionally there were mice and roaches present in the building. Responses from Principal(s): NoneLITTLE ROCK SCHOOL DISTRICT SEP 2 0 1995 Office cf Desegregaacn DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT ON INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas July 1995 I 1 TABLE OF CONTENTS 1 1.0 Equitable Placement by Race/Gender in School Programs 3 2.0 q 3.0 Curriculum 4 q 4.0 School/District Initiated Honors and Committees Awards 8 9 5.0 q 6.0 7.0 Extended Day Educational Opportunities Student Achievement/Assessment Special Education 10 12 q 13 8.0 9.0 q 10.0 q 11.0 12.0 Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management 15 17 19 22 25 q q q q q q qLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT The Little Rock School District Desegregation Plan mandates that "the incentive schools will be monitored at least once each n K quarter by members of the districtwide biracial committee (page 224)." The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. q The Desegregation Plan further directs that "quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Department and presented through the superintendent to the Board of Directors of n the LRSD during a regular meeting (page 225)." n Progress or lack of progress is reported concerning the following areas: q q q q Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT 1994-95 INCENTIVE SCHOOLS FOURTH QUARTER SUMMARY REPORT Page 2 Each team reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of visits conducted May 2, 1995 and May 25, 1995. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to I n review the findings of the team. Upon completion of the process described above, reports from the incentive school monitoring teams are forwarded to the LRSD Associate Superintendent for Desegregation. The Desegregation Plan states that "the associate superintendent for desegregation will be II m responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner (page 225)." During the 1994-95 academic year, only two incentive schools. Rightsell and Franklin, were monitored by members of the n Districtwide Biracial Committee. A three member team monitored Rightsell on May 2, 1995
however, the team did not submit a HI IDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT q q q q q q q q q q q q INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 3 consensus report. Therefore, the writer of this sununary report prepared the consensus report for Rightsell. Franklin was monitored on May 25, 1995 by one Districtwide Biracial Committee member
thus, the consensus report for that school represents the views of only one person. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25 % black) certified and (at least 25 % white) non-certified staff reflecting appropriate percentage Racial/Gender Balance (at least 25 % black) in staff assignments, programs, content areas, and grade level Strategies to increase the enrollment of white students FINDINGS: FRANKLIN According to the report submitted, the composition of the school staff ensured that students had access to, and contact with, a varied staff of certified and non-certified personnel. Furthermore, the report indicated that class enrollments generally reflected the racial/ethnic composition of the school. It was noted that because there were so few white students, the principal, to the degree possible, usually placed those students in the same classroom so as not to place them in racial isolation. As a result, there were several q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 4 Classes with an enrollment of only black students, as per the report. An area of concern indicated by the report was that the school enrollment did not reflect the racial/ethnic q composition prescribed by the court approved desegregation plan. According to the report, ninety percent of the students q were black. RIGHTSELL q The team from Rightsell noted that the composition of the q school staff was an area of concern because the racial composition of the staff did not ensure that students had access to, and contact with, a varied staff of certified and non-certified personnel. In total, 79% of the staff was q black, with a non-certified staff that was only five percent white and a certified staff of 64% black personnel. The reports indicated that a number of classes consisted q solely of black students. Response from Principal(s): q None 2.0 CURRICULUM q At each school the monitors expected to find
q Interaction among students promoted by classroom seating patterns q An adequacy of materials and equipment to support the qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 5 prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) q Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress q Teachers demonstrating use of multiculturally infused curriculum (guides) q q Students participating in heterogeneous (mixed) groups to allow for cross racial/gender interaction, to the degree population permits Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism q Peer tutoring/Cooperative Learning Group q Evidence of hands-on discovery and exploratory approaches to teaching: q - use of science lab - display of project - use of math manipulatives q FINDINGS
FRANKLIN q No areas of concern relative to the "Curriculum area of q the monitoring instrument were reported for Franklin School. q A majority of the teachers interviewed indicated that they had adequate materials and equipment to deliver the curriculum. However, the monitor reported that one teacher M expressed the need for more materials but had not reguestedI 4 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 6 any because she/he felt discouraged from doing so. According to the report submitted, student folders and other appropriate records were either on file or in view in each classroom monitored. All students were actively involved in classroom instruction in all classrooms visited
examples I of student activities cited: group discussions and independent I student work. It was impossible to document displays and bulletin boards of multiculturalism throughout the building because most of them had been removed in order to facilitate painting. 14 However, the report indicated that selected classrooms had a variety of displays and print materials featuring African, Asian, Native Americans, and European cultures. Displays of 4 14 student work were quite evident in the classrooms for the lower grade students
because of the painting in progress at the school, student work had been removed from the upper grade 14 classrooms. 4 The report indicated that not enough evidence was available to determine if the multicultural objectives of the 14 curriculum guide were being taught. The fouryear old classes had completed a comprehensive unit on Germany, Hawaii, Japan, and Mexico, but several teachers at other grade levels were unable to provide any specific information about multicultural"I 5 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT 1 H M I 1 4 I ) 2 INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 7 study other than African of African-American cultures, according to the monitor. It was reported that acquisitions to the library media center were driven by the school curriculum and recommendations in professional journals. RIGHTSELL A majority of the reports submitted by monitors at Rightsell indicated that bulletin boards, displays of projects, etc., reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism were in evidence. Examples cited
"Greetings from Around the World," information about Egypt and Norway
displays of famous black Americans, and pictures of famous white Americans. Multiculturalism was also depicted in a majority of the classrooms visited. Monitors further indicated that student work was on display. Teachers of all classrooms visited indicated that they had adequate materials and equipment to deliver the curriculum, according to reports submitted. Monitors also noted that current and complete student records were maintained in the classroom and school office to monitor the progress in achievement of the individual learner. I 4 Ir 1 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 8 Monitors further indicated that all students were actively involved in classroom instruction in each classroom visited
examples of instructional activities cited: group instruction and teacher directed instruction. Add itionally. classroom seating patterns promoted interaction among students of different races/genders, as per reports. II In a majority of the classrooms monitored, multicultural objectives of the curriculum guides were taught via the use of hands-on art, newspapers, visual aids, etc. Response from Principal(s): None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Evidence of written procedures and requirements governing honors and awards have been distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS: FRANKLIN The report from Franklin indicated that a variety of honors and awards was provided in areas such as scholarship. K H K n K R ! 1DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 9 citizenship, sports, clubs, and attendance. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents, according to the monitor. Distribution methods cited: Bulletins were sent home at the beginning of the year, and newsletters and bulletins were sent home periodically. The offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new n awards were necessary to meet student needs, as per the q report. The distribution of honors and awards generally reflected q the school population, with 90% of the citations received by black students. q RIGHTSELL The team from Rightsell did not monitor the area of q "School/District Initiated Honors and Awards." q Response from Principal(s): None q 4.0 COMMITTEES At each school the monitors expected to find: q q Racial/gender composition of appointed school-based committees (-25% to +12.5% of black student enrollment) generally reflects the school population q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 10 FINDINGS: FRANKLIN According to the Franklin consensus report, the DI composition of each school based staff/parent committee did DI not generally reflect the staff/student populations. Sixty- nine percent of the committee members were black, which was DI not consistent with the school population, as per the report. RIGHTSELL II The monitoring team from Rightsell did not respond to Il "Committees" section of the monitoring instrument. Response from Principal(s): II None 5.0 EXTENDED DAY EDUCATIONAL OPPORTUNITIES ID At each school the monitors expected to find: IM Extended day activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and gender IM Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender IM Recruitment practices to promote participation of all races and both genders in extended day activities IM Parents had been provided with appropriate information relative to extended day activities/Saturday program IM Extended Day provided reinforcement of objectives of SEP Majority of students participated in extended day/ Saturday program IM IMDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 10 FINDINGS
FRANKLIN According to the Franklin consensus report, the q composition of each school based staff/parent committee did not generally reflect the staff/student populations. Sixty- q nine percent of the committee members were black, which was q not consistent with the school population, as per the report. RIGHTSELL q The monitoring team from Rightsell did not respond to "Committees" section of the monitoring instrument. q Response from Principal(s): q None 5.0 EXTENDED DAY EDUCATIONAL OPPORTUNITIES q At each school the monitors expected to find: q Extended day activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and gender q Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender q Recruitment practices to promote participation of all races and both genders in extended day activities q Parents had been provided with appropriate information relative to extended day activities/Saturday program q Extended Day provided reinforcement of objectives of SEP Majority of students participated in extended day/ Saturday program q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 11 Identified activities were conducted by qualified teachers FINDINGS
FRANKLIN q Bulletins and newsletters were used to ensure that q students were apprised of information regarding various opportunities to participate in extracurricular q activities/extended educational programs, according to the report from Franklin. q An area of concern noted by the monitor was that q participation in extracurricular activities/extended educational programs did not generally reflect the school q population. The notation was made that only four percent of the students participating in the aforementioned programs were q white, even though the school had a ten percent white student q enrollment. However, the report pointed out that most of the school's white students were in pre-kindergarten and q kindergarten and were not eligible for many of the extracurricular activities. q RIGHTSELL q A majority of the monitors from Rightsell did not respond to this section of the monitoring checklist. q Response from Principal(s): None qp DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 12 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: HI All students' strengths and weaknesses assessed and their educational programs planned accordingly (SEP) Evidence that promotion/retention rates were monitored and analyzed to reduce disparities in achievement disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that was clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups FINDINGS: Two areas of concern were noted regarding Student Achievement/Assessment at Franklin. The report indicated that when results from the 1992-93 Stanford Eight Test were compared to those of 1993-94, the scores of black students did not improve. Secondly, one hundred percent of the students who failed/retained were black. According to the monitoring report, goals and strategies were developed and implemented to decrease the achievement disparity between black students and white students. Examples cited: faculty at each grade level drafted a plan utilizing last year's test data, including incentives for test preparation. Additionally, test taking skills were taught q q q q q q q q Hp DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 13 throughout the year
examples cited: use of the series Te^ Best and Scoring Higher, according to the monitoring report. RIGHTSELL q Monitors from Rightsell did not examine Stanford Eight Test results, nor did they report if the failure/retention q rates reflected the school population. q Goals and strategies were developed and implemented to decrease the achievement differences between black students q and white students on the Stanford Eight Achievement Test
the "Great Expectations" program was cited as an example of a q strategy employed. Additionally, monitors reported that test q taking skills were taught throughout the year, citing teacher made tests and practice taking tests as examples. q Responses from Principal(s): None q * 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that were comparable to other educational programs on the campus and integrated into the total school environment M * Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences EDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 14 Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served FINDINGS
FRANKLIN Special education facilities were comparable to those of m the campus in general, integrated into the total school environment, and met the needs of the students served. according to the report submitted. Current copies of student records were maintained in the II classroom to monitor the progress and achievement of the il individual learner. One area of concern regarding special education was noted H H by the monitor. It was reported that the teacher expressed frustration about miscommunication at the district level as to procedures for requesting materials, and that there was a lack II of guidelines regarding said. RIGHTSELL M The team from Rightsell reported that Special Education facilities were not comparable to those of the campus in general but met the needs of the students served. Monitors indicated that current copies of student records were maintained in the classroom to monitor the progress and I 4DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 15 achievement of the individual learner. Response from Principal(s): q 8.0 None GIFTED AND TALENTED EDUCATION q At each school the monitors expected to find: q Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff q Planned and organized strategies to address any problem of under-representation of identifiable groups in gifted and talented programs q Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class q Gifted and talented facilities that are comparable to facilities of other educational programs on the campus and integrated into the total school environment q Adequate facilities to meet the needs of the students served q FINDINGS: FRANKLIN q At Franklin, the teacher of G/T classes reported that material and equipment were adequate to deliver the q curriculum
the monitoring report indicated that more q materials were available than would ever be needed, plus a small budget for additional acquisitions. q The G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and q qI DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 I FOURTH QUARTER SUMMARY REPORT Page 16 I met the needs of the students served. According to the report submitted, the classroom was spacious, the materials plentiful. I Current copies of students' records were maintained in I the classroom to monitor the progress and achievement of the individual learner. The report indicated that student files I were kept in a file drawer by the teacher's desk. RIGHTSELL I No areas of concern relative to the G/T program were I noted on the reports submitted. However, it was reported that a file cabinet that would lock would be useful to the G/T I teacher. Strategies to eliminate disproportionate student I assignment to G/T were evident, and the teacher understood the school's policy, as per the report. According to monitors, the facility for G/T was excellent, but small
it was comparable to those of the campus in general, integrated into the total school environment, and I met the needs of the students served. I Current copies of students' records were maintained in the classroom to monitor the progress of the individual 4 learner. I aDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 17 Response from Principal(s): None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation Inservice provided to all teachers relative to the delivery of the district curriculum Required staff development including: HI Cooperative Learning/Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program Special Staff Development for Principal, Assistant Principal FINDINGS: H FRANKLIN The monitoring report from Franklin indicated two areas of concern: (1) No staff development activities related to 4 discipline/classroom management were offered, and (2) Regular classroom teachers were not provided ongoing training in R 1DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT q q q q q q q INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 18 understanding the remedial programs. The Franklin report further indicated that via an interview, the principal reported that staff development activities related to educational equity to enhance the achievement of a diverse student population, e.g.. Cooperative Learning and PET, had been offered. However, the monitor stated that no documenting confirmation was available. The report also questioned if two staff development activities cited as evidence of offering activities in teaching strategies for multicultural curriculum delivery actually applied to the multicultural curriculum. The examples given were the "Rites of Passage" program inservice and a Spanish immersion inservice. RIGHTSELL No areas of concern were noted regarding the "Staff Development" section of the monitoring instrument. Examples of various staff development activities that had been offered included one on teaching with phonics, a parent/community involvement activity, and one on higher level thinking skills. The report also indicated that regular classroom teachers were provided on-going training in understanding the remedial program. q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 19 Response from Principal(s): None 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: Documentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents had been actively solicited When financially possible, transportation provided to school functions for parents who needed the service 1 School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provisions for regularly informing and involving parents regarding all aspects of their child's school performance HI Documentation that parents were actively involved in remediation programs in which their students participated (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school improvement plans FINDINGS: 4 FRANKLIN No areas of concern concerning the "Parental Involvement" Bl section of the monitoring instrument were noted at Franklin. The school utilized a variety of methods to encourage parentalI DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 20 involvement in school and in home supported educational activities
examples cited: interim reports, parent conferences, and home visits. Additionally, documentation was available to indicate that parents were actively involved in each phase of remediation programs in which their child participated. Contact was also made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. According to the report. home visits and phone calls were documented in teacher monitoring folders. All identifiable groups of parents were actively involved in school functions, as per the report. The monitor indicated that one notable undertaking was the Men's Club, which encouraged male participation. School patrons and parents were given an opportunity to HI actively participate in developing the local School n q Improvement Plan. The report indicated that parents served on committees related to the four COE target areas: Academic q Growth, Time on Task, Parent Involvement, and Clear School Purpose. q RIGHTSELL q No areas of concern were noted regarding the "Parental Involvement" section of the monitoring instrument. q q kuDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 21 The team from Rightsell indicated that the school utilized a variety of methods to encourage parental involvement in school and in home supported educational >4 activities. Examples of the aforementioned methods cited: I Happy Grams, home visits, meet and greet activities, phone calls, and parental visits to the school. All identifiable groups of parents were actively involved in school functions, and documentation was available to indicate that parents were actively involved in each phase of the remediation program in which their child participated. The team from Rightsell indicated that contact was made regularly with the home to communicate positive/negative information related to student behavior and/or achievement. Examples of such contact cited were: interim reports every three weeks, reports to parents, conferences, report cards, and newsletters. 1 Mini-seminars at PTA meetings were held to make parents aware of district structure, policy and programs, and ways to access them. Additionally, monitors reported that this information was also distributed during Parent Involvement Day and at the Parent Center. The report also indicated that parents had an opportunity to actively participate in developing the local School Improvement Plan. q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 22 Response from Principal(s)
None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions were analyzed (-25%- +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existed Teachers receiving staff development and training to become more effective in discipline management and classroom management q Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students q Evidence that a handbook/policy clearly stated expectations for student conduct and that these policies were distributed and explained q Classroom instruction proceeded without disruption Mentor Program q Community based support program FINDINGS: q FRANKLIN q Information, including the staff's expectation for student conduct, regarding student disciplinary policies and q procedures was distributed to all students and parents. The * Franklin report noted that posters in the hallway informed5 DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 23 students about good behavior and that a behavior plan was sent home to parents, one which required signatures by the parents and to be returned to school for filing. R The school staff had plans, procedures, and practices which were designed to enable students to remain in school. promote academic success and alleviate behavior problems, q according to the submitted report. The principal wrote a q multi-step discipline plan that involved several parent q contacts before suspension or expulsion would occur, according to the report. An area of concern expressed by the monitor was that one 5 hundred percent of the suspensions and expulsions for three quarters of the 1994-95 academic year were received by black males. However, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in evidence. Classroom instruction proceeded in an orderly manner in classrooms observed. The monitor further noted that fair and firm methods in maintaining order were employed. The principal, assistant principal, teachers and supervision aides were observed as being quite active in directing/controlling students. The report from Franklin indicated that many classes were observed passing through the I Jr DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 24 hallways and that it was very pleasing to see the principal monitoring their movement. It was further shared that "...miraculously, no paint was smeared!" RIGHTSELL No areas of concern were noted concerning the "School Discipline" portion of the monitoring instrument. q __l Although no examples were cited in the report, monitors indicated that information, including the staff's expectation for student conduct, regarding student disciplinary policies and procedures was distributed to all students and parents. study hall, in-school suspension, and teachers' monitoring students during recess, as needed, were given as examples of the school staff having plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. No information was given concerning if suspension and expulsion rates were generally representative of the student population. Classroom instruction proceeded in an orderly manner in all classrooms observed, according to the reports submitted. .1 School personnel were observed as being very active in q 1 IR q qq qqq q qq DISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 25 directing/controlling students. Response by Principal(s): None 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: Clear, concise and well-written improvement goals for equity Physical environment which supported the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aids in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitored the curriculum Evidence which indicated that all students were served by the guidance program, i.e., counselors' schedules/daily logsindividual/group counseling 4 A system to receive information from former students and patrons regarding the quality/needs of the total program 14 A safe and secure campus for all students, employees, and visitors 4 Evidence that counselors assisted parents in obtaining services from outside agencies, i.e. counselor's daily log 14 Friendly and helpful personnel 4 Strategies to increase the number of minority students in upper-level courses/class groups District and school security guidelines being followed 14 mDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT 1994-95 INCENTIVE SCHOOLS FOURTH QUARTER SUMMARY REPORT Page 26 FINDINGS
FRANKLIN No areas of concern regarding "Building 1 Leadership/Management" were noted on the monitoring report 4 from Franklin. The school had a clear, concise, well-written statement of specific improvement goals. Additionally, the campus and building were clean and free of graffiti, and student passage in the hallways was orderly. I The monitoring report submitted for Franklin School indicated that curriculum monitoring was conducted by the principal. Teachers documented objectives in their plan books, and the principal frequently visited classrooms. >1 The guidance program provided equitable services to all students, according to the monitoring report. In addition to i the services offered by the counselors, a social worker worked with parents and students on both individual and group bases. District and school security guidelines were followed. as I per the report. A new enhancement during the 1994-95 academic year was the procurement of walkie-talkies. q RIGHTSELL q The monitoring team at Rightsell reported that the school had a clear, concise, well-written statement of specific q qDISTRICTWIDE BIRACIAL COMMITTEE MONITORING REPORT INCENTIVE SCHOOLS 1994-95 FOURTH QUARTER SUMMARY REPORT Page 27 improvement goals, although the team cited no examples of these goals. Hallways were orderly on the day of the monitoring visit, RI according to the submitted reports. Curriculum monitoring occurred, and the guidance program provided equitable services to all students. The reports indicated that district and school security guidelines were being followed with the following reservation
a fence had been knocked down and not repaired, thus security was somewhat less than optimal. 1 Monitors noted an area of concern regarding the campus 1 and building being clean and free of debris and graffiti. The report indicated that the general interior of the building was I very good, but that restrooms and the campus needed attention. A further notation indicated that occasionally there were mice i and roaches present in the building. Responses from Principal(s): None i 4 4 4
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