TO: FROM: SUBJECT: Little Rock School District May 20, 1992 Connie Hickman, Associate Monitor James Jennings, Associate Superintendent for Desegregation 5:5 Monitoring and Community Services Fourth Monitoring Reports - Rightsell and Stephens For your information 810 West Narkham Street Little Rock, Arkansas 72201 (501)374-3361I* Little Rock School District DATE: May 12, 1992 TO: Lonnie Dean, Principal - Stephens Incentive School FROM: James Jennings, Associate Superintendent for THROUGH: Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent SUBJECT: Fourth Monitoring Report - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on April 29, 1992. Please respond to the concern(s) listed below by Friday, May 29, 1992. Please be specific as to how and when the concern(s) listed below will be addressed. Your response(s) should be forwarded to my office. Your response(s) should be forwarded to 10.1 Other areas of school program could use more parent involvement. 10.6 Acorn used building. 12.10 Kitchen door off courtyard area was unlocked. Additional observation relative to the monitoring visit
Driveway behind cafeteria needs repairing - will make access to playground easier for students in wheelchairs,. Playground needs more equipment, improved surface, etc. cc: Doug Eaton 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361LZmi ROCK SCMOL DIRTRICT BocKnoKM. Boozn nraraoM roa nMBRZvB acaoou KAnnas, bbrahd bvaxjdatzom doaxinivt Llttl* Hoek, AriwaMS Xt*X '. C 1^' -J 1TABLS OP COUTKMTB PASI 1.0 Iquitabla piaoMMnt by Baoa/Oandar ia Behoel Profraaa 1 1 a.s earriaMlaa 3.0 School/Diatrlct Initiated Boners and Awards 4.0 - Onlttaaa 5.0 Bxtaadad Day Bduoatienal Opportonities 4.0 Stadant Acfalvsait/basaasMnt 0.0 Bsaolal Bdaoatlan Iftad and falaatad Bdaoatlaa Staff DavalqpaMMt 10.0 VaraataX ZanralwaMat 11.0 Stadant Diaclpllaa 13.0 Building Leadershlp/Managsaant 10 1,9 I 3 4 4 S ' 7 yj O " Observation I " Interview BP < Bobool Profile/ i^f^-/ 7^=2?c/q/ OX/c-e-t:. e- /fC> PUUmiNG, RKSKARCH, AMD KVA LU AT I ON DEPARTMENT LITTLl ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING zvcnriTB acMooLs caooL 1991-92 Grada LwHnh'ifck- OKTB nizwcirju. h/)A.ni y^ mKm or cxAssBs vzszno - y > yif^ "'' s IIOIIITOR(8) Pleasa print obaarvations and avidanca in sufficiant datail to indicata poaitiva practicaa and araaa in naad of ii^provaaant. Obaairsrs ahaald rariav tha School prafiXo prior to aaapXti*f fims t riiHr- ** ifci"^ *^niTri n Tba seboel anauraa a<aal oouau and fair traataant in all profrana raaulting in optiaun oonditiMia for atudant laaminf. 1.1 Tba oeapoaitlon ot tb aabool attt lunx^B that atttdanta bava aooaaa to, and contact vith, a variad ttt ot ortiti^A and non-oartifiad paraonnal, miMDICK: ___________________________________________ TB M 2.0 currlcttlM Tba a^ool providas a currlculun that is raflactiva oC cultural dlffaranoas. Local and/or stata**davalopad couraa eontant guidas anbanca aultl-cultural contant in all currieuluB araaa. 0/Z 2.1 In claMrooM obMrvad, the taacbara hava adaqnata atarlala and aquipaant to dallvar and uoa the aulti-cultural eurrieulun maMMbt YM/ M( Incentive Schools Monitoring Page 2 0/z a.a Currtont and coaplata student reco In tka olaasrooa and school offli to are aalntainad to nonltor the progress in aohieveaent ot the individual learner [l.e. grade books, reading folders, aath folders, Peraanent Mecord Cards, Intekla reports, report cards, student BduoatIonel Plans (SBPs) and Aoadaalo Skills (UDPs) DevelopaenV Plans). IPZOeiCBt _________________/______________________________ YU NO / O a.a All tottodmts ara aotlvaly involvad la olaaaKoaa Instruction. BV-----I--U-----N----C-----E-- -:- 0 2.4 Ibere Is evidence that the nultlcultural curriculua is being iaplenented. O 2.4.1 Bttllatin boards, Foblloations, sad pcodastloos throngbout the iflbflflX (lacladlag ths nsdla center) reflect ths BRQtlciQtaml cnrrteuXaB." - 0 2.4.2 Bullatin boards, publications, and prodaotleos In the filAMXfiflB raflact tha nultlcultural curriculua BVIDUCS: r - O 2.4.3 Display of student work reflects varying teaching strategies. MVIDUCl: z *0 0 NO Incentive Schools Monitoring Page 3 O/I 2.5 MeM*-**" discovery and exploration approaches are used to enhance the learning of science and nath *0 oonoepts. BVZ : e. I 2.< O/I 2.7 3.0 8P SP fA>4 ---------- --- . 7aaaa. Special activities such as acadenic clubs, field trips, etc., are uspd r^^nfo^e the aM<l^i^ progran. IVIOCHClt - y7^aj/Q to 1^ rhyL.A^, ZizS< A^ieving students who work well with other students, as well as students with outstanding aoadenio avaragM, ara uaad as CMr tuto: SVIDCIICBl YKS MO J .y/,-------------- ----------- mit^ Wtrnewe end Awards The acbool aneures that no student is denied access to bains eeleeted tor boaoro and awards through sstahlistaant of non-biased and equitable policies and proosAiras. 3.1 3.2 A variety of awards and honors is provided in areas such as scholarship, citisenship, sports, s<dxool and coaminity service, choral and instrunental Music, attendance, clubs, and organisations. XVIMDICB: __ ______ ______________________________________ Procaduras ara avldant to assura that studanta ara apprlsad of ragulraaants governing honors and awards. BVZOBMCS: YS8 Y18 MO MO Incentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of inforaatlon regarding various opportunities in educational progress. BVIDBNCKt ________________________________________ YI8 NC SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to deteraine if new awards are necessary to neat student needs. ITIDCNeB: ___________________________________ YX8 NC IP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). NVIDENCN: _______________________________________
_______ YBS NC The sobeel staff ensures that appointsonts to all sobeel beeed oosnlttees are sede In a nesiHBiaaed sad eqalteble sansar in order to have oonsltteea that are kaowladgaabla of educational prograss. SP/Z 4.1 The ooaposltlon of each school based ooanlttee generally reflects the staff/parent population. BVIDKNCB: _____________________________ YU NC 5.0 Kybanded Dav Kduotlonal Qpportunitlaa The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately inforaed about extended day aotlvltles. BVIDKNCB t NC Znoentive Schools Monitoring Page 5 *P 5.2 The Mjority of the student population participates in extended day actlvitlM. BVZOCHat .. Z 5.3 Bxtended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students./ y EVipSICT:, iL. .o i P HP 8P YU /MO m mo The school staff laplesMnts ni-discrlnlnatory preoednres for adnlnlstration, analysis, and use of standardised tests. .X .2 6.3 When test results are exaBlned, overall sahlevasMBt ot (geader/grsde) has rsHSlnsd stshle or IVZOCHCB: .............................................. ...... coals and strategies are developed and laplaaiantaS to inprove student adilevenent using the following neasures: ,,, nom referenced tests ... Arkansas Nlninun Perfomanoe Test ... grade distribution EVIDEHCE: _____________________________________________ Proskotion/retention rates reflect the school population (gender/grade level). KVZDBfCB: ______________________________________ YSS HO TBS HO YB8 NOInoantiva Schools Monitoring Pago C 7.0 Special B^uotion The aehool ensuraa that student plaomant and services provided In the spacial education prograa ara non-dlsorlalnatory. SP/I 7.1 Strategies to aliainata disproportionate student asslgnaant (gander/grade level) to special education ara evident. BVIDBMCB: ______________________________________________ TBS BO O/I 7.2 In spacial education classrooms observed, the teachers have adequate aaterials and equipment to YBS NO dallvar tha ourrleulua BVIDBMCB: Burrlmlua. , / // / A 0/Z Paoliitles for speolal eduostioa are daalgnad to sat the aaeds of the stmSsnta oacvaS. . BPZBBBCB: ------- area- , rj s.o The Bobool anauras that student plaoasMnt and sarvioes provided In the Clftad/Talantad prograa ara non<-discr Inlnatory. 8P/I S.l Strategies to Increase the nuaber ot students assign^ to gifted and talented are evident. BVIDBMCB: ___________________________ YBS MO O/I. In gifted and talented claserocme obeerved, the J teachers have adequate aaterials and oqulpmsnt to deliver the currloulua. . BTIBBNCBt ____________________________________________ / YBS NO '& Zncentlva Schools Monitoring Page 7 0 .3 Gifted and talented facilities are oonparable to those of the caapus in general. IVZDCMCBt ___________ '_______________________________ YU NO 0/Z . PacilitlM for gifted and talented are designed to neet the needs of the students served. KVZDWCB: _____________________________________________ YU NO 9.0 Staff Dv1nnnt The staff developnent plan for the school dsaonstrates connitnsnt to educational equity. sr/z 9.1 Staff developannt activities related to educational equity have been provided and are ongoing. UZBOCIt YU 1K> > SP/Z 9.2 Staff developnent activities in teaching strnteqiee t9te nXti-cultuml eurrionlnn delivery heve been YU) NO NwrilU. ITZDCNCB: gP/Z 9.3 Staff davalopnent activities related to effective strategies to enhance the achievenent of a diverse student population have been provided. SVZMNCK: _____________________________________________ YU NO Zncantlva Schools Monitoring Page 1 r/z .4 X najorlty ot the teachers have participated in the following staff developnent activities: ~ PIT ~ TBSX Classroom Management ** Bffective S^xools IVIDCNCBt ______________________________________________ YB* NC 10.0 nrMt*^ ^"TmiMnr The school provides equitable opportunities for parental Involvement in the district/school activities. SP/I 'Bd.l Xll identifiable groups of parents are aotively involved in school NC fmMtlons. jpnaa^x L^ 10. a Um (Mae, letter, phone, hsae visits) asst te enoemrmge parmtal Invelvoaant la seheel and in hone supported educational aotivities. BVZOBKlt W VC I 10.3 Contact is made regularly with the hoM to onnannieate posltlve/negatlve (as wi^op^iste) information related to student behavior an^or student achievement. BVIDSMCl: ____________ :____________________________ YM NC SP 10.4 School patrons and parents are given an opportunity to aotively participate in developing the local NC a^Mol plan. KVZmCB: z/ i \ Zncantiva Schools Monitoring Paga 9 r/z 10.5 z 10. Z SP O Parantal involvanant stratagias ara nodifiad as naadv^ to ansura oonaunication with parants who ara difficult BVZDBNCK: __ _
to roach., _ Naatings with snail groups of parants ara hold at coMunity locations such as churchas, connunity/ YSS NO MO raoraatlon coOQQttaarrss,, hhcoBoMM,, Jtc./ TYTPirat
Iha school aasuras that studant disciplinary polioias and practicaa ara non-discrininatory. 11.1 11.2 11.3 Znfomation, including tha school's anpoetatlon tor tuSsnt oonduetr In tha fom of handbooks and/or paMlo >raMtatloM raaxia OiMmiMsr pellelM and F^oondoraa la diatrlfeotad to all atndswts and pamnts. BWZDmCK: ___________ Stratagias ara usad to pravant tha occurranca of a dispzcportionata nunbar of suspanslons, aiqpulslons, and/or disciplinary rafarrals involving Idantiflabla groups (gandar/grada). MVZDBMCK: ________________________ _ ____________________ ClasarooB instruction procaads in an ordarly nannar. ivzHaicx YSt MO TBS YXS NO NO Incentive Schools Monitoring Page 10 8P/I 11.4 A Mntorlng prograa is used to seat ths needs of et>risk student^ BVIDBICX: 11.5 Students have access to coMunity based support progress. YI8 YBS Nt I Nt BVIDEMCZ 4 12.0 aunsinfl Le>darship/Manaaeaent In ths desegregated setting the principal aust deeonstrate a strong ccaeitaent to educational equity. S> 12.1 The school has a clear, concise, well-written T^-*
rrT~*r ot specific iaprovaswit goals la aooordanoe with ths inoentive scdiool plan. BTIPWW*H ___________________________________ :_____ YBS Nt Z 13.2 are actively involved la addvsaslag ths Bssds sf at-risk students and assistisg pavaats, as needed, in obtaining services free cutside agencies. z / / BVIDsra: > fc <ns sir Z f I IfQ III O/I 12.3 There is evidence that the guidance progras provides equitable services to all students (counselor's schedule/logindividual/group). BVIDBI r O 12.4 TJ The caapus and*building are clean and free of dabris and graffiti. TnxiUKa.\ t m) Nt YBS N Nc I Incentive Schools Monitoring Page 11 o 12.5 Mailways are orderly. Ttivtanc^ 7' <2. (y^ no O 12.< Th chool office has friendly and helpful NC personnel. EVIDEMCB: I Vi.,1 There is evidence that curriculua Monitoring occurs. EVIDENCE: ________________ __________________________ YES NC SP 12. Strategies to increase the nuaber of alnorlty students enrolled in un^r level courses/class groups are evident. BVZOnCBi______________________________ ____ _______ YBS NC O/I 12.t There is evidence that the guidance prograa provides equitable services to all students (l.e., counselor's schedule/dally log-individual/ group). EVIDENCE: ___________________________________________________ YBS NO I/O/ 12.10 Diatrict and school security guidelines are being SP followed BVIDBMCB YES NC A ai. Z-~\ JkiDOmOHM. MXj^nvB cfi' r'^ot^ i, 'yz> r / Ci<^ /'c/ ^i? 7/ fi.,. c^ i 4 t-. .Vv , t ji^-' -op ? I ,0 f I - t . jjr Tiaiv -'p .
cj. f . I L ..GGA S LRSD INCENTIVE SCHOOLS * EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOL 1991CCm'^H I : t I m A ____ LITTLE ROCK SCHOOL DISTRICT I i-pfinkho, 7 lO/^PI i .
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ki, fTT ^5''' ? I I n'i !b! ii 'I ! '1 I i'i^S 7* ! ft t .s J1 I ' I 4. I ])r. C-A^(2<9{| EDUCATIONAL EQUITY MONITdRINO 1! 'V (i 7 FOR 17 . !h 't 'i
INCElitlVE SCHOOLS j Mi I I. ?' \^i7'. I II, 'j'i . "tL . 11' / " ii 77 I I PLANNING, RESEARCH, AND EVALUATION DEPARTMENT r I Little Rock, Arkansas September 1991 :| i I
I : i I i: ' I I i I i i I I TABLE OF CONTENTS I 1 "i I i' i ! i PAGE 1.0 Equitable Placement by Race/Genderjin ^chool Programs 1 2.0 Curriculum 3.0 School/District Initiated Honord arid Awards 4.0 Committees ?.Ci ! : -1' fl i 1 , J r T? 1 3 4 5.0 Extended Day Educational Opportunities^
I 6.0 student Achlevement/Assessment JI- Special Education I. f 1 1.0 4 5 6 8.0 Gifted and Talented Education 'ci 6 f ! . 9.0 Staff Development 7 10.0 Parental Involvement 11.0 student Discipline 1: .r. J '4^ I? i. I 8 I 9 12.0 Building Leadershlp/l^anagemerit J., I / t. I ( I 10 Key: f H. O = Observation I = Interview SP = School Profile t. ' t' I J I' I i: I I i' I 4 ,1 : I 1 I I I i 'i r" I Is I 4/' . < I i I I i ! i i 1I I . 1 i i'-' .i: ! L:fTTLE ROCK SCHOOL DISTRICT PLANNING,1 RESEARCH, AND EVALUATION DEPARTMENT EbUCATIOHAL EQUITY MONITORING INCENTIVE SCHOOLS SCHOOL I 1 I & ' PRINCIPAL Gfade Levql(s .J.3 , . "i \ DATE MONITOR(S) NUMBER OF CLASSES VISITED Observers are raquiy^4-^ ,1 o'provid^ evidence for eaoh orltegloa. Please print observations! ahd evidence in sufficient detail to indicate positive practices arid pteas in need of improvement. Observers should review itiie 0o))o61 Profile prior to completing this form. ill'. i1li.ll: IBCIiONI 1.0 Equitable Placemeh^ bv Race/Gender In School Programs The school ensiires
equal-access and fair treatment in all programs resulting in optimum conditions for student learning. I 11 I SP 1.1 The compositiph of the school staff ensures that students liave' access to, and contact with, a varied staff of certified and non-pertifi^ personnel. . EVIDENCE
iu A--//-fR 4- Z4. ------------------------ p\af>>K pertifipd 2kL -Ht I YES NO 2.0 Curriculum I I. 1 'fe- The school proyides' a curriculum that is reflective of cultural di es, ipocal and/or state-developed fferppci ! gu|.iies curriculum course content in all .teas ehhapce mUlti-cuitdral content O/I 2.1 I . ' In classrooms''observed > the teachers have adequate materials' and equipment to deliver and use the NO multi-cultural curriculum. \ EVIDENCE 't/iU >^41 --------------------------------------------------- T i' * jilf-H- !:I, Incentive Schools Monitoring Page 2 ! i! _L O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor /the progress in achievement of the individual learner [i.e. grade books, reading folders, imatt folders. Permanent Record Cards, interim reports^ report cards, Student Educational Plans (SEPs)!and Academic Skills (ASDPs) Development Plans). j . EVIDENCE: iadM, eVg^l^<4Kon prC>Cr'Jun'i j e{i^/r,y' 'a{ I I O 2.3 All students are actively involved irt cJl instruction . 1 assroom 2.4 O O O YES NO 3hir lt YES NO 'Z EVIDENCE: There is evidence that'the mUlticultu: is being implemented. 2.4.1 2.4.2 2.4.3 J I ..x. irai curriculum -I Bulletin boards, publication^! and productions throughout the school (including the media center) reflect the multicultural curriculum I I ! ahd productions Bulletin boards, publications, qhu ttuuuvxu in the classroom reflect thejmUlticultural curriculum*'. EVIDENCE:
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? t ! f I 1 Display of student work reflects varying - teaching strategies.: stpategie EVIDENCE
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r' I I . I I YES YES YES NO NO OI Incentive Schools Monitoring Page 3 T O/I 2.5 Hands-on (jlisqpvery an4 exploration approaches are YES NO used to concepts. EVIDENCE enhapce thglearning of science and math
.------i2__L2_LL----- I rW . l" --n t,:'' . t> T I < I-T I 1 'l 'i ' . - ii.. 2,6 Special a<!:t
iYit|es suph ap. pcadgroip clubs, field YES NO O/I 3.0 SP SP trips, etd program. EVIDENCE
r? al-e 'use^tpir^lnf^ the academic >vn * irl 7 2.1 Achieving as well as 111 students who worjc well with other students, averages, ar^ student^ if|th pytptan4ipg academic arree'j^isse^d aass ^.Deeeerr',. ttuuttoorrss // > EVIDENCE
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f :. .. 1 School/District Tn|tiatect ^iondrs and Awards * jr 'I The school ensures that no student is denied access to being selectedjfor, honors and awards through establishment of non-biased and eguitable policies and procedures. 3.1 3.2 I t I ' ' '*1. * A variety of awards and honors is provided in areas such as scholarship,"citizenship, sports, school and community^ service, choral music, attendance, c|ubs, apd organizations. EVIDENCE: r c|ioral apd instrumental music. 1 r:li* ' 'l l' I. Mt' ! i'. Procedures a^e evident to assure that students are apprised of requirements goYprping honors and EVIDENCE ......-.... t . +I T 1- : i ii YES NO YES NO NO I Incentive Schools Monitoring Page 4 11 T J J 't . .f.. SP 3.3 Procedures are evident to assure that,students are apprised of information iregardiri^ various f opportunities In educational!programsi ! EVIDENCE: \ fi 1 X SP 3.4 SP 3.5 YES NO 1 \t-
! . .
-.1. fferings andprocedures': r^^ardliig_______ 3 ate evaluated tegularI for,fe'^ulty and to determine H ndW awards 'ate :ftecessdty j to, meet' heedsi., 4''".ri i' '!. ' t The o awards honors and YES NO student needsi.j - -''Jj' 'I.' * 5.1. : ( I.*, -1 - i The distribution ot ' hbJidtS kw^r^Sj is! generally -< reflective of the school popUlhtidhj'(geh^er/grade 1 ovol \ ''1 level). evidence: ,' I ! ..I X 1 ' r 'i '4 J ( 1 YES NO 4.0 Committees ... i_ tH I rt' I ... ' I ' ' The school staff ensures that appointments'to all school based committees are made, in a non-biased'and equitable manner in order to havhcofcilittees that hte knowledgeabl ational nrdaram^l'' .... of educational program^. e SP/I 4.1 r 5.0 I I, I, The composition^ ofeahh*^&chopi2 fcksfedi,dom^ittee generally ref lectii! ^hhYstatf/Baterii^ pppulatXbh EVIDENCE: 'rr"ri Extended d^y Mppati.QnaI-QBP.ortmiitisg The school provides arid encoura^ I : I YES NO -.'I I X z',: I'. . -f
,1 ge^ participation by I students in extended day activities: all 5.1 f' I it K'l'' Parents are adequately informed about extended day activities. YES NO TDENCE
EVID] Xvier :-r, if 'I liS,' I I d ' Ii Incentive Schools Monitoring Page 5 I Ivi'' SP 5.2 The majority Mi in extendei "~F?t7F" -------"He.jgtVdent P,PP,V.^?f^9P participates YES NO I 5.3 I 6.0 SP EVJPENCE: 10 Extended objectives]of needs of ........... ' day aBtivltlgi arg'dirpctly relate^ to the Student Actilevei The for tests. YES NO >]jngngj^g,geg^^^pt school staff ifc^OJTjtofl administration '- -t ppn-^i^OfimipatPry procedures a!r|^ ppp'pf standardized f 1 1 6.1 When test resultsaF^^pxaroine^, overall achievement of student J (^!pp<^er/^r|4e) hap fewainetj stable or improved EVIDENCE - ' I*?-* .. I&t TF i T w IA.i (> ' .i'vii:-
V -11' ' I SP 6.2 YES NO Goals and' jip improve st^de: VMAAC911VAa* I measures
SP j m u* jdenj:. achieypwehh usin^ 91)^ implemented to YES tii^ following NO Tpsh ':?kanS)*' ----------------- kr ... g EVIDENCE: I K ag HinIffiW perfPF^gP^ dfstrl^htion Jdifeii-il. rs:: Ui jW i'fr
: i Si lOtion/ret^ntion'-r'^tea' rsfleati^the pchool i -............ 6.3 Promi (y^ NO I I rr F" I , .],...,. l.
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i TTCi Incentive Schools Monitoring Page 6 'I.
I.' ' I 7.0 Special Education !' > I i : 11 ! i . I r ,
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I The school ensures that students placemerit a id provided in the special.education.program are non-discriminatory 4 t < J . , I. . >ir . 1 I ! I SP/I 7.1 Strategies to eliminate disproportionate I O/I 1.2 O/I 1.3 8.0 SP/I / services Wifc Wk W W* A kWk W W* W* A kW* |W wi assignment (gShdSr/^rade'^^lev41)^t0 i special education are evident '' " ' - EVIDENCE: \2l' .niiTj Alia J. In special eedduuccaattiioonn'' hcllaassssrroooommss oobbSseerr'vveedd,, tthhee '' teachers have adequate materials and equipment to deliver the ci EVIDENCE: iUrricpl^ii? p YES NO NO . I.' X HU! ' 11'I Facilities for specihl education are designed to meet the neei' of* ths. students, ser YES NO Ev**V*" I/D ENC E: e^ of ths,, students _ I I 'C i 1 Gifted and Talented Education Hvi
.J j I. I The school ensures.that studentplacemeht and services provided in the Giftsd/.Taitnted .programlare non-discriminatory. / :^ls
, \ sS'i , [ ' tvri-- 3 8.1 Strategies to*'irtcr6aiSiS*th4,jhUmb6rrdi'Students a_s_s_ig_n_e_d__ _t_o_ _g_i_f_teredd'^*^Manndd ..ttaalld4hhtteedd'<a tsftilfe'Vid b Ir- iii I YES NO O/I 8.2 In gifted and talented classrooms,observed, the teachers have adequate materials ritid equipment to ______ curricula yiDENCE: ^4c4LA deliver the curriculum EVIDENCE YES NO Ul i I . i*!:-' >- U
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I '1- I I ' 1 Incentive Schools Monitoring 'P' ! Itn O ' ll i? bi 'I*, t 8.1 Gifted an4 mente<i:fftpiiii,ipa ere comparable to those of thgi campus Jn cfeneFftl, evidence
' , T J -iM,'<}< Vhb F iV'M t i y-^' I jiP 5 > rt ? TTT A ' I i YES NO O/I 8.4 F^ciiitiqi^/t -J
! uc iib-e I bijiiir meet the peqc _______-Tr,_________________nl '*' gift8d^^n<}^l)^nte4/ftre designe<l to YES NO 9.0 EVlp^llCE
tWIJ.T T t. r>W?r:!7'i!S!Bg7?Tr~' V-T------ nwT
................... staff peygiPPTBent'fiytio 0,1141 i ......... "T A- f T T ifiid J ti li ii ,'(( 1? i mtf' '?.? ^i.li ' The staff deve|6propnt'p|&nfor t
h Sphofii dejnopstratoa commitment fi- - SP/I 9.1 Staff devgloplpenti^ sg^iviti^^ to educational equity have'^in'pFp^ded And,ere ongoing, YES J NO SP/I 9.2 SP/I 9.3 EVIDENCE
V' i . '> ^ I i A V L w TTFr <1 staff devuloppent apt'|vitiep in teaching strategies for jnuitircu:n.turai'PHpiPM5-w* delivery have been provided. ' J-
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- - EVIDENCE: Yp, NO IF' ' I < H pt- f staff development apUvities relete4 to effective strategies 4gitenhanfi^r.t^he
:achieYewent of a diverse student p jpnutienihSve 4?en.pE0X<^^4 . . t?x7TrM?Mr'P . 'hi t ...A -/! ' Ui f , t 7 tTl i a . . ) yes NO EVIDENCE It p
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I- I IIncentive Schools Monitoring Page 8 . 1' I . 'p I 4. I SP/I 9.4 A majority of the teachers have participated in' the following staff development
activities PET TESA
.'i I NO Classroom Management ,.Jh h> '-.J Effective Schools , 1 ! -l->-1 evidence: ze Schools ' * ' /VZf4 o rt-'* ' >' f J t-i 10.0 Parental Involvement itft x'G-Sjf-jjt'.j-'-'C I _______ ____ a__ equitable opportunities ior parental involvement'in the district/school'activities. . -j*, -------- r.f' I The school provides SP/I 10.1 I. ' All identifiable groups of parents .are actively iC O 10.2 I 10.3 SP 10.4 YES NO involved in schlooooll ffuunnccttiioofhidd?.'-- EVIDENp: s^ 1 6 Kl fia* .0 1 ' The school keeps la record of
the diffe-r--e--n---t m----e-t-h- ods (memo, letter jj phonehomer,visits)i. iusfed to encourage parental InvolvSmehti ihj:lchbol and in home supported educational-activities'. EVIDENCE: ' ............ . T^i | r i n I Contact is made, regulariy^jwith the. hote to communicate positive/negatlve (aS'Aappropriate) information related to student
bShSviOr and/or student aacchhiieevveemmeenntt
' ijn''WSW ! EVpENCE^ * V Liif.l I i I .:eir-i I YES YES NO NO School patrons and parents
are:g '' i I ' ' ------- ------------- - ----- 4-i7v.eTn" an ooppppi ortunity to actively participate in
developing the local school plan..--------------------------------------------- <\ ) YES NO evidence: k:- I txi' . I 1 I. r ' : )! ..i t, I I Incentive Schools Monitor|ng Page 9 I if . I 15 H I t SP/I 10.5 I i 1 M <' Parental! .involveraepti strategies are modified as needed to epsure communicationwith parents who YES NO I I i difficult to pe^ch. EVIDENCE: are '3 T 10.6 I Heeting community > recreat|op EVIDENC r wi
^j^2ro9fiTgtPpp> of parents tettsntosh-
7|^nter^^
|omse, stc." , _ are held at YES NO li I.-,. ,.0? PhHFCbes, community/ 7 I t'iv 11-0 Student CisciB '
5. I I SP O Ki I.
), J till'-J .
\J J t I-Uj I ip The school ensureg^ that .gtli^^ht. disclplinary polici and practices are.inpn7diggj
i^ip2!tQry, , ,, , 11.1 11.2 11.3 es |pclud
^ng school's expectation for Informat|.op,i^|pcludj^pg th ^chooi's expectation for student (ponduct, ^p'^l^he form o( handbooks and/or public preseptatiops* regatding student disciplinary policies apd procedures is distributed to all students and-parent^'^" ' " i. . EVIDENCEi . lM.xM luji [ I .1 4 1 .>. Strategics 'a*re used to preyent the occurrence of a dispropoptlppate number of-'suspepslons, expulsions, apd/or disQlplinary refppt<ls' ipvolving 'identifiable groups (gepder/gradej i fw/q,i uwt' (?^S9tplipary ptptJ^als EVIDENCE 22|L n-i
ri' I'? ! . 1' YES YES NO NO . I-i-M .1 fl ..Uki*- - ciassroop ipstructlPn procseds ip an orderly manner. il<. EVIDEUCEi- \ I ' . 1 ir -i' ' 1 I . '.I ' I' YES NOIncentive Schools Page 10 Monitoring >1 I ' 1J SP/I '11.4 1 i - A mentoring! program is usee} to meet the needs ) I I T Of at-risk st^e^ent^,^. YES NO I 11.5 EVIDENCE: 1 i Students haveacce^s|t9^community based support programsJ
EVI PENCE i. v'W YES NO 12.0 Building t SP I O/I O I-I I- nrrn7"jt!^^pFn^ ! ili-ftc silt:- f ifS" ' , i^'5 'Jm: lieedgriBhiy/Man^^^lilignt In the desegregate^} sett|pg the principal must demonstrate a strong commitment to educational equity. 12.1 I 12.2 12.3 12.4 4- I The schoQl has a clear, concise, well-written statement of/specific:Improvement goals in accordanqe wi^h 'th9Hhcentiv^_school plan. EVIDENCE! .yF !' . I ji 4l-
-I......... . Counselors s^pe actively involved in addressing the needs of at,-|^isk>students and assisting parents, as neede(|, in obtaining incies i ''J i i J' * services from outside YES YES NO NO agencies EVIDENCE r I. I T" nr There isi evidence phat the guidance program providesreqilitable services to all students (counselpr^j pchedule/logindividual/group). - EVIDENCE
The campus ^nd building are clean and free of debris and graffiti.< ' . EVIDENCE nd 7 ' 1 I I I !*. f iT" YES NO NO I I ' . I I 1 I Incentive Schools Monitoring Page 11 . f' I O 12.5 Hallways are orderly
EVIDENCE: O 12.6 i i i / YES NO I 12.7 SP 12.8 0/1 12.9 -Xi I Li I I Jhe school office has ftiendly arid helpful personnel.. evidence: ? ' Abi' A
!' I I . I i There is eviderice thdfc curricUlUni Monitoring occurs. EVIDENCE: d ''! iiL I I H I
t 5' . :? I strategies to increase thS htlmber.of minority students enrolled irijUppef'tilevSl OOUrries/class groups are evideht.i L . EVIDENCE: , i 4 I:- -4 .1 i .'Li. _li There is SVidShdd that ffthe J '^UidhhSri: program : - provides etjuihablS
ttarvie4ils.to
ai^ Students (i. e., couftsfelor * S ^.bhsdullS/daily log-J-ind^ group). ' EVIDENCE
? - . . ' -individual/ . > YES YES YES YES NO NO NO NO EVIDENCE: if-L. .LLj: i 1 T/O/ 12.10 District and School S^cUriC^ Qdiddi'ihci SP followed. followed. \
S ard being t? -1 ) ' V EVIDENCE
j til !?< I.' J Li fff' A 'I : fff'J > j'lA
. . . ADDITIONAL OBSERVATIONS RELATIVE TO TRR ,M01!|ltDRlN} VISIT: JJLi. : I ! v<- ,'11 1 - J,
i '' '. I ! YES NOTO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services 'Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991. Please respond to the concern(s) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 2.2 Some of the SEP'S did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP's did not have instructional strategies to address deficit areas. cc: tarry Robertson Arma HartFRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO: FROM: SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns Ml A copy of the attached memo was sent to all teachers whose SEPs were found to ha^ areasdeficit. I personally reviewed each teacher's SEPs and I have a copy of what was given to each teacher in his/her file.wed ) LITTLE ROCK SCHOOL DISTRICT PLXMNING, RUXARCH, AND XVALUATZOM DXPARTMXNT XOUCATIOMAL aQUm MMITOaZlIO neaffm sonoM I vnezMkL aaLLlo------ kI- a ll-2 V - Orade Level (s) B*" NOMBH OP eXASOi TUXTH A I I t Planae obearra^io'na and evidence in sufficient detail to indioete pSBiXlw praetioae and areas in need of iaprovesMst. HMvem ahseld revies the seheel Profile prior to eeapidOW *Bis HiB. ir .5 The seheel ensuroe equal aeeeoa and fair troataant in all Bra*rM rasultinq in eptinun eonditions fr stadont 1.1 Tha poaq Baition of tha aehool staff onsuras that studanta hava accaaa to, and contact with, a varied staff of certified and non-certified persenMl. TH) H 2.0 IVIDHCX: Wf.C4rt A rtlftzvi
/>< Curriculua ___________ g' ____aF ________________ ____ Ct >n ni<ail-----b-----H37. tf 6r' tta (iryLUiaita H A Tha aehool providaa a curriculua that ia raflactiva of cultural diffarancas. Local and/or atata-davalopad couraa contant guidaa anhanca aulti-cultural contant in all curriculua araaa. QU 2.1 In claaarooaa obaarvad, tha taachara hava adaquata aatariala and aquipaant to dalivar and uaa tha Bulti>cultural curriculua. IVIDI TH t-t i'Ats. .X )id^, i Aq^aa 4 1A. VraaA^' r Incentive Schools Monitoring Page 2 5. n \ V i.a OunruMt and oengleta student records are naintalned la the elessroce and school office to nonltor the V srogreos In achievesMnt of ths individual learner ri.e. grade hooks, roodlag folders, noth folders, "" MMMnt hsoerd Cords, lotorlh rsgsrto, regert ' " Btudeni^ Bducational Plans (tIPs) and hoadosic t fldlls (XdDPsj Developnent Plans). irf f biT Jil F^- a.3 All BtudentB are actively involved in classrooB instruction ITZOWCS: 0 . t 4 a.4 There is evidence that the eulticulteral oerrioelun tfi t throughout the agtefil (Ineludiwg the eedla center) refleet the sultlmltural curric^i ITZOBKB: O 2.4.2 AAA., - .err' Xa. q d a^''
Bulletin boards, publications, and productions Y NO in the claaeroee reflect the aulticultural curriculua. BVIDKNCE: CA. esyX-ee<A il Z9<W XI\ \dL^'' 'itA.r rd: I ! 11 fc*j.n I I k.>e__ ge-fc-VriWU-lioK: O 2.4.3 Display of student work reflects varying YIB teaching strategies. EVIDENCE: NO Incentive Schools Monitoring I I. JI oWlbl I** BMlB-on <iM)VMry mi4 MiplMratiM pprasnfc > M< to onhaooo tho loaria of ooionoo oaA mtM 'r IVXBWCB: f ita. : X-nt fn a. S
-' I. ' apocial aetlvitlaa ooch aa loatMtc claho, tlalA... 3R-V%X> f ozx 1.7 Aailevlng students who work well with ether studaate as well as students with eutataadiav asadiia aver ays, are used as fXOOWl: "dki BAft tutors. t 1 ' itiii s. leltlot * aahael ensures that ns stad i* dsniad aanana ta___ _ hnlnt aaleated toe tMooeo and awards thraah eatahlishaant ot nen**hlased and equitahle policies and prBosses. 3.1 K variety of awards and honors is provided in areas such as scholarship, cltiBonship, sports, sa>ool and cossnanity service, choral and instrusMotal suslc, attendance, clubs, and organixations. BVIDBMCE: Me eJKl&r.cr^ P I -Uxoo g> Vl 4U-Me a tit t. g-pr Az> X
____ ot. uia ni ne. J t r Sl. ik. 3.3' Procoduros are evident to aaeure that students YH are apprised of requireaents governing honors and awards. BVIDBMCE: jyfi jL,kliA^iL JZi2 JEi22^ 't*' k v b I > J drS X>? A?, <> ici J. lacantiva Schoola Monitoring Faqa 4 i-A . j|^fl
l9li^>.3 ' Vraaadarao ara aaldont ta aaaara that atadanta " . I arra aaapaprrllaaaadd ott IInffomattllan rayardllnyg aaaarr&ldadnBa' Sffartaaltlaa la adaoatlsnal prayrana- "0 0" T 4
1 i <4^ . ?r- OTUMCBt m
C.lLr 1' ^'j v 3.4 Dm eCfariMva an* proeataraa aManta ara aaalaata* ratal arXy ICVIdS^
____I Sdinl 3.5 fha diatrlbtttlon ot honors and anards la raflaetiva of tha aohoal pepnlatlon (yantar/frats laval). VZOaKB: ^io LiU La. iifkaa I i ? ... fbs schsol otott snaaraa that appalntnanta ta all aslMai-haaad oonnlttaas ara nods In a non-blaaad and aqultahla naanar In ordar to hava eeanlttaao that ara knovlatyaahla ot aducational prograna. /l 4.1 t The conpoaition of aach achool baaad eoonittaa ganorally raflacta the ataff/parant population. IVIDIHCE: iCld g-Jt A en ce. ir> I nJLfcti 5.0 Kattandad Dav Educational Opportunltiaa Tba achool providas and ancouraqaa participation by all atudanta in axtandad day aetivltlaa. 1 5.1 Paraata ara adaquataly inforaad about aataadad 9Kf aetivltlaa. KVIDBMCK: 5f
I Mi 1 ?. 1 Znoentlve Schools Monitoring Page 5 t TIM osjorlty { the stodsot pspoXotioo sr)^|<d t ia satswdsd day aotivitioo. ie irZMBKB: U). grJiii >4' V.. 'ij B.) BxtendM ay activiti aw Airaetly ralatat to tta ofeloetiv^ t tail W aa* a41oto< to aaot tbo . 4i. iti lite 1 o
* aolMol staff lawXsosats non-discriataotory for analysis, and aoo of otandardlsod tooto. VZMMBt t .2 goals and stratogioo are dovelopod and Iwpl aaasitad to laprove student artiieveoent using the following neasures: ... nor* referenced tests ... Arkansas Minlsusi Perforoanoe Tost BF <.3 ... grade distribution ftM Pt Clfi- Deeres ilt <.uXfl^ XVIDCMCE: tfetK Wt< tn Aih D/tf ^CtrC-i fl Proootlon/ratantion rates reflect the school population (gender/grade level). 1VID*59I*CCEK:: L^o 0 JidP /\r^- l**^***** iScktaa I vUko I' z YIS WO 1 Incentive Schools Monitoring Page 6 (' Ths school ensures that student plaoemnt and servioes pree&ded in the special education proqraa are mardiesr isinatery. en 7.1 dtrategies tb elisinate disproportionate student assignsMnt (gender/grade level) to special eduoation V are evident. . VZOMCBx - '5- j. /- f' . bhtX r w A4 O/I In special education classrooM observed, the teachers have adequate saterials and equipmet te .'I deliver the iriDBICX: lUB. hr ' VtaUitiM t9r P1>1 tlBMtt'w * ~ met the needs o: BTZDBICX: 1 A-" t.o eive^ >jd Talented Iducatian The eohool ensures that student plaeeaent and servioes provided in the Gifted/Talented progras are non-diserieinatory. ** SP/I 8.1 strategies to increase the nusber of students assigned to gifted and talented are evident. EVIDENCE: gw '2>y CvJl- SDO juiA. jZ>v S O*f o "IV-ita-----X- .f---------- --------- YKS H( O/I 8.2 In gifted and talented classroees observed, the teachers have adequate saterials and oquipsMnt to deliver the eurrieulun. IDKNCE: sA^.n-^p-e.. I. i
wc V .'?. w 1 o f 4^ e. Vse f -4^^ L Q 4 i Incentive School* Monitoring M/v* S.> ifted entf taXente< feellitiee ere eeapoMMa WXOBKBt .r 1 S. PacilitlM for gifted and talented are dMigaed to is<. sat tBe .. .WttOWi <2 *** Pbs staff davelopBent plan for the ocSmoI dasMMtratos MBBitaaot to edoeatlenal ofaity. */Z ..! 9^tt AevelopMnt eetivitiee related tc eAteatieMl Sl
aio tib^tAxXi XJL 1 ') > - fli 1 5 'i:a^ lAr'iail '/?S "'t> ^\'XvO |iL ler mlti-eeltwal Msrrlmlwi teUwtr BM 1 presided. BVIDBfCB: SP/I .3 Staff developnent activitiee related to effective trategiee to enhance the achievenent of a diverse student population have EVIDENCE: /e been provided. N<?_____f V > d g. 'J '<.<.*> A>elW 'i 1^.*------ C flk ' 3? YBS < .. r ^..y laOentive Schools Monitoring rage B J h aalerity ot the teeehers have partiaipatad ia UM taXlaatag staff davalepMnt aativitiaai rir nsh CaTi A. I -t^ ri' Um school provides equitable opportunities for parental lavelvaaMnt in the district/school aotivities. IS.l hll identifiable grovqps of parents are aotively iavelved in school functions. riDBKB: lUO fe, (MBBs, letter, piMae, hoas vlalta) aaad ta aaaaarage parental iirvalvsaaaM la ashaal and la (MBO Cj^ aA> sr ( .h 10.3 10.4 Contact la aada regularly with the hoaa to coBBunlcata poaitlve/negative (aa appropriate) inforaation related to atudent behavior and/or student achiavaeent. kvidence: lb YBSiMO School patrona and parenta are given an opportanlty to actively participate in developing the local aehool plan F.-TL, tJLx I IV 190 jt-- Z 213^ IMM fliif*rteA : A 0 Q P.^ f u
i4^r. V Inoentiv* Schools Monitoring Mrental IweelveMank needad te saMure ere diffieult te 0ZMKB> Mr mMM m 7 > X r. ( O'ih-i *a aabeel enaures that student diasiplinery paliaiaa aad praatioea ere non-discriainetery. Ut' XafcnMtiMi I foMUi fvemitatieM vvM<ia aMH* pelieiee end >rNP>OgM i* diatrlMMd t* al atadata awd YZMdCBt 0 0 11.2 Strategies are used to prevent the ooeurrenee ot a disproportionate nuaber of auoponeiens, expulsions, and/or disciplinary referrals involving identifiable YM < M( 11.3 groups (gender/grads). EVID0CE: et> Classroos instruction proceeds in an orderly YM NC e '41 ?. t/IG f A 'K^nnT. 0IDMCE: I Incentive Schools Monitoring Page 10 Otw/I V11.4 A Ben tor Ing prograa la used to seat the needs 0t at-risk I^DIMCE: udenl .o aeev wie neeas 4X^V\ I 11.5 Students have access to cossRinlty based support prograas. r ->^1^ f vnoaiCB: I ^envdrb , MMJh 13.0 suildina Leaderahin/Manaaesant Zn the desegregated setting the principal sust desonstrate a strong ooasitnent to educational equity. 12.1 The sohool has a clear, concise, well*>vrltten TM IK I statasset of specific isprovasant goala in eoeacdesoe with the, inoestive ectel plan. 12.2 Counselors afd <a otlvely Involved in addressing the needs of at-risk students and aaaiating parents, needed, in obtaining servioes fros outside agencies. EVIDENCE: Aze tt.fcir , Hr. There is evidence that the guidance progra* wc NC EVIDENCE: L la caspua and building are clean and free of provides equitable services to all students (counselor s schedule/logindividual/group). O/I 12.3 } Incentive Schoole Monitoring Page 11 0V O 12.S Mallweys are orde: BEVVIZDDBBMMCCBB:: "It-L bsid'.rft St. irly. I. IK 12. Dm school sfflos has friendly and helpful personnel. BVIDBMCB: NC I SfiV 2dl .1 .Ad.jjddsilUl LhA__ hiwr: I 12.7 12. 2kabA Al jLdi a k There Is evidence that curriculua sonitoring occurs. BVIDBMCB tVv<r __ bJL Btretegles to Increase the nueriBsr of slnerity stsdonts enrol led la wper level ooerses/eXsso frfs ere BTZBflVCBt ers evident. f.- : - tifl 12.0 There Is evidence thet the guidance progren provides squltahle sorvloes a. judents (i.e., counselor's schsduls^teily lo^-lndlvldual/ group). .BVIDBNCZ: ___________________________________________________ YBS JK If Of 12.10 SP District and school security guidelines are being followed. EVIDENCE
g. r-e~^ ABOZTZUHhL OMBRVATI ..Add la bih QjuexvJl OJrvU. xIm.* I \ vcpe-''*^ c S F._________ -Li 1 TivB TO nn ITOKZMG BZTt ii ed.1 >e^ ZIT MC CiBrjc Wdu? a (1 LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 \ DATE
March 27, 1992 TO: FROM: Franklin Davis, Principal - Franklin James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH
^ony Wood, Deputy Superintendent SUBJECT: Second Monitoring Report - Concem(s) Your school was monitored by a team from the Little Rock School Dxstrict Biracial Advisory Comnittee on February 17, 1992. concern(s) listed below by Monday, April Plse concem(s) listed below wxll be addressed. Please be specific as to how and jwhen the warded to my office. Yo\w response(s) should be for2.4.1 Media center should have more evidence of multicultural aspect. The condition of the playground is unsafe, students are injured regularly by rocks and bricks, attention ASAPI Needs 3.2 No evidence in school profile. 7.2 Need grade level reading, math and social studies materials. 7.3 Need more of a setting which would be conducive to teaching fxinctional skills and community based instruc- txon. Facilities could be a lot hettar. to 9.2 better. No evidence of activities. passage and no usage of same. No training for rites of 12.4 One class had several large holes in na-rpat-, 12.10 Some doors were unlocked, lighting (unsafe.) School needs outside ITO: FROM: SUBJECT: DATE: ilecU Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services ,Jifi^rank 11 n A. Davis, Principal, Franklin Incentive Second Monitoring Report - Concern<s) April 17, 1992 My school was monitored by Mr. Robert Jones, a member of the Little Rock School District Biracial Advisory Committee, on February 17, 1992. Mr. Jones made it clear to me that no one else would be monitoring with him on this particular day. This visit by Mr. and I. Jones was an unpleasant one for both. he Mr. Jones began the pre-conference by making, what I felt were, personal attacks on my beliefs, ideas. philosophy, leadership, and management styles. I was j ust as. If not more. wrong than Mr. Jones for acting unprofessional towards him in the form of defensiveness and retaliation. about Mr. Jones Several staff members made complaints to me mannerism and attitude. I hope that you remember that immediately after Mr. J ones left my office, happened in the pre-conference. I phoned you to inform you of what had I think that it is in the best Interest of Franklin Incentive School and the Little Rock School District that I include, in the response to this Report, the statements listed above explaining Mr. J ones behavior during the pre-conference. and my unprofessional I do not want the School or the District to receive unfair marks for what I term, A SERIOUS PERSONALITY CLASH BETWEEN TWO MEN THAT HAVE NEVER SEEN EACH OTHER, BEFORE FEBRUARY 17, 1992. Response<s) to Mr. J ones concern(s): 2.4.1 Media center should have more evidence of multicultural aspect. RESPONSE: Franklins Media Center Includes a wide variety of multicultural materials and books. If you will look at Mr. Jones handwritten report. It says, Also, more evidence of African/Amerlean contributions and books. The reason Mr. J ones did not see more books and materials in the Media Center, was because the majority of them were being used by the majority of our students andteachers preparing for the most beautiful Black History Program in the District. The condition of the playground is unsafe, students are injured regularly by rocks and bricks, attention ASAP! Needs RESPONSE: The Franklin playground is full of rocks and bricks. rocks and bricks. Students are sometimes injured by the This is something that I have discussed with the PTA and the Partner in Education, and we are all realistic that we are going to need District support< Plant Services ) in improving our playground. This is one reason I was saddened by the news of Summer School being held at Franklin. There is SO much work that MUST be done at Franklin, inside and outside, and it cannot be done (EFFECTIVELY) with students in the school year-round. 3.2 No evidence in school profile. RESPONSE: 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. Franklin Incentive School has an Honors Assembly for all students at the end of each nine weeks grading period. This assembly honors students for Academic, Behavior, Citizenship, Artistic, Gifted and Talented, Media, and a host of other achievements. The day Mr. Jones visited. our School Profile was not available. Ms. Sharon Brooks and Ms. Bettye Davis had monitored the school a few days earlier, and had mistakenly took our School Profile with them. I called Ms. Brooks, while Mr. Jones was monitoring, to ask her if she would have our Profile ready when I send someone to pick it up. I was told that Ms. Brooks was out of the office for day, and the Profile was in her files. Mr. I explained this to Jones and told him that he was welcome to our working copy of the Profile, which was very much Incomplete, he agreed and apparently based his written report on Its contents. 7.2 Need grade level reading, math and social studies materials. RESPONSE: 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum.7.3 I am unaware of either special education classroom at Franklin being without needed materials. I ask, on a frequent basis, teachers to put any needs and/or concerns in writing to me as soon as they are detected. I have not received a need or concern list from either special teacher. However, I will check with them to see if there are needs/concerns. Need more of a setting which would be conducive to teaching functional skills and community based instruc- tion. Facilities could be a lot better. RESPONSE: I am not sure what Mr. Jones mean when he refers 9.2 to the setting. The setting at Franklin is conducive to learning, and learning does occur. I agree that the facilities could be a lot better. I was, and I am in hopes that some im- provements will be made this summer. No evidence of activities. passage and no usage of same. No training for rites of RESPONSE: Mr. Jones visited the school from 11 a.m. until about 1:30 p. m. THE FRANKLIN SCHOOL LUNCH PERIOD. The only two activities he would have seen evidence of, during this time, been EATING AND RECESS. would have 12. 4 On January 27, 1992, we receive 45 minutes of inservice on the Rites of Passage. Ms. Faith Donavan conducted the inservice and did the best she could in the given. small amount of time she was However, this was not enough training to begin to know how to teach and implement the Rites of Passage. to use it, should be. There are some teachers trying but it is not as effective as it One class had several large holes in carpet. RESPONSE: I am very pleased to say that by 7:00 p. m. today, room 3 will have new carpet in its ent irety. 12. 10 Some doors were unlocked, lighting < unsafe.) School needs outside RESPONSE: All staff members have been doing an excellent Job of keeping their doors locked. I have been including the reminder to do so, in my daily announcements and walkthrough visits. The monitoring visits have made me more aware andconscientious of the importance of ensuring that all doors are locked. The school does badly need outside lighting. Mr. Bill Barnhouse has been very helpful, recently, in trying to help us secure lighting.LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING IMCIMTIVI SCHOOLS 1991-92 CHOOl* Grada Laval (s) k-6) DATE PRINCIPAL ... I I ..I.,!........ NUMBER OF CLASSES VISITE6 t2 >|IITOR(S) . X. '. csJuZ 'Vvvoj^P^j-q/xJ gG4<y^. Obaarvera are raouirad to provide avidanea for aaeh arlfriQa. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of Improvement. Observers should review the School Profile prior te oompleting thio form. KZXSBZ& r4'iT..Mq . OMI 1.0 eniitable Placement bv Race/Gender in School Program . The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied YES staff of ca^iflad and cartifiad parsoi EVIDENCE: iertlfled non-certxfled pi __________ ~fo 1 >nnal. Ciju{djta.~h> l<UL n tLf t/v (LI L 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum.. (Uc CvJbJLkj fvv>xjJZtjJc Cxcw. EVIDENCE: I YES NO uUa iltf }Incentive Schools Monitoring Page 2 . O/I. a.a f Current and complete student records i^re maintained in the classroom and school office to 'ibcNiltor the progress in achievement of the individual learner [l.e. grade books, reading folders, math folders, Permanent Record Cards, Interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs)X Development Plans). EVIDENCE:_______________________________,_____________________ A 0 YBS NO 2.3 All BtudentB are actively involved in claesrooa y: NO instruction. EVIDENCE: itSi, 2.4 There is evidence that the multicultural curriculum is being Implemented. O 2.4.1 Bulletin boards, publications, and productlmia throughout the school (Including the media Y BS center) reflect the eulticultural currlculvn. E^DENCE: Ot
lkcAxxWaJ, . O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES Nd' O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: Zhifir, traJi le txgn.---------------------------------------------------- EVIDENCE YES N< ?Incentive Schools Monitoring Page 3 ' O/I
<h-MWtands-on discovery and exploration approaches are used to nhanca the learning of science and sath YIS concepts. EVIDENCE: & I Special activities such as acadenic clubs, field trips, etc., are used to reinforce the acadealc - ' F progran. EVIDENCE: A rvv\ 0/1 2.7 faunA A. Achieving students who work well with other students, as well as students with outstanding acadealc averages, are. used as peer tutors. EVIDENCE: I& 3.0 IrtMT'* strict Initiated Honors and Awards The school ensures that no student is denied access te being selected for honors and awards through establishaent of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and conuaunity service, choral and instrunental nusic, attendance, clubs, and organizations. EVIDENCE: a.A.\ >C.^ jr lA A ijJ - iX SP 3.2 Procedures are evident to assure that students are apprised of requiresents governing honors and awards. EVIDENCE: _________________________________________________ YES^Xg) : YES YES < NO NO NO -A .'li-Incentive Schools Monitoring Page 4 <(r. SP 3.3 Procedures are evident to assure that student* are apprised of inforaatlon regarding various opportunities in educational programs. EVIDENCE: __________________ ________ YlS' MO A- V.' SP A. SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to dtenina ~lf .nw award* ar* nao***nary <o Msit student needs. EVIDENCE: 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grad* level). EVIDENCE YES YBS MO NO 4.0 Comlttaa* The school staff ensures that appointaents to all school based coaalttees are aade in a non-biased and equitable aaimer in order to have coaalttees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE
5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. 5.1 Parents are adequately inforaed about extended day activities. EVIDENCE
ES NO ES. NO r\ 1\ I 6^ <Wgt^.zOJ t 'z Incentive Schools Monitoring Page 5 Oh BP y t)ii 5.2 The majority of the student population.participates in extended day activities. EVIDENCE: 5.3 Extended day activities are directly related to the < objectives of each SEP and adjusted to neet the nds ot the.students. iwiottCB: J , xUhiauxULu /> SiSsee nrrrSrTtife ai dk NO NO '>/ V A Z I I .'TUtft flJl^ <<>1 L. a > 4^ Y 6.0 student Achieveaent/Assesssent J* The school staff i^pleaents non-discrlainatory procedures for adalnistration, analysis, and use of standardised . tests. SP 6.1 When test results ere exealned* overall echievesMnt ot students (gender/grede) has reaained stable or YBS Isproved. BVIDBNCE: lOcjQAxa b zvAluk. f- C grv Q-t Ib -9 : . erv aa. L. 1^7. b-^ - E , 71?r b ,.^ A SP 6.2 Goals and strategies are developed and lapleaented to improve student achievenent using the following measures: ... non referenced tests ... Arkansas Mininun Perfomance Test ... grade distribution EVIDENCE: pLoL,-.\^ ~V- Vsx_ 'lx. VX-t-^y-a-A. . ______________________________________ < SP 6.3 Pronotion/retention rates reflect the school population (gender/grade level). EVIDENCE: 15 YBS NOIncentive Schools Monitoring Page 6 0.7.0 Special Education S, . The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to Eliminate disproportionate student asslgraent (gender/grade level) to special education are evident. EVIDKNCE In special education classrooms observed, the teachers have adequate materials and equipaMnt to deliver the curriculum. EVIDENCE: VVVAp 0^ L_:i_H h ______________________________---------------------------------- V. O/I Facilities for special education are designed.to I of the students served- meet the ne< EVIDENCE: U wHw VUvt*e1Vw M&WUe YIS) NO S8 NO "r..iit O/I 1,2 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: (2
/T YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YEJ NO ^ID^CE: Qx?~g. l-C p 0>-^.q rIncentive Schools Monitoring Page 7 0 t.s Gifted and talented facilities are coaftarabla to those of the canpus in general. EVIDENCE: I irT I campus _ .________ C ni vrirfr < X-K O maaA -------tr Qll Facilities for gifted and talented are designed to Meet the "nee^ of the students EVIDENCEt L^UJUli yilDMO YES NO 9.0 staff Development The staff development plan for the school demonstrates oosmltnent to educational equity. SP/I Staff development activities related to educational vCt equity have been provided and are ongo BVMENCE: flliiJMMiiia SP/I 9.2 Staff development activities in teaching atrataglaa for multi-cultural curriculua delivery have bean provided. EVIDENCE: YES V YU) IN) SP/I 9.3 staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities: ' PET TESA Classroom Management ~ Effective Si^hools EVIDENCE: f'-i?-
I 11 i3a > ~tP. Q-AC Ua- YES [0 10.0 Parental Involvement The school provides equitable opportunities for parental Involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively Involved in school functions. YES NO O 10.2 I 10.3 SP 10.4 EVIDENCE: Cl. fit Ti ___________________'_______________________________________ T fl .X -'ipfiif*r"'"^ < '*" itT^ : ~i. JI. - ^<-0 ----------- The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in hone supported educational activities. EVIDENCE: j Lnrrt^ /\k lA rr:fcl Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or Student achievement EVIDENCE gyyJL. + School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE
( kC 1 yi --------*. . - Jk ______G- o. j> a io Vx- YES ES YES NO NO >0.Incentive Schools Monitoring Page 9 10.5 Parental Involvenent strategies are npdified as needed to ensure connunication with parents who are difficult to roach. y
10.6 Wrq EVIDSNCE: . , rm I_____ A a^Wr Pftp Meetings with snail groups of parents are held at connunity locations such as churches, cosnunity/ .. recreation centers, hcsMs, EVIOBNCE: YMJ MO r I A 'r ^5 I 1 A .'.S'v. Aac.,i>tA.^ rll.O atudnt Diclplln The school ensures that student disciplinary policies and practices are non-dlscrlnlnatory. z 11.1 Inforaatlon, including th* spool's xpactatlMi tor ? ( 'student conduct, in the fora of handbook* and/or nay HO public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. I BVIDBNCE: SP 11.2 Strategies are used to prevent the occurrence of a disproportionate nuaber of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). YBS NO EVIDENCE: P V 4 a. /. 1 0 11.3 Classroon instruction proceed* in an orderly YES NO Manner. EVIDENCE:Incentive Schools Monitoring Page 10 r iP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: ______________________________________ YK: NO I 11.5 Students^ have access to connunity based support YES NO I programs: EVIDENCE: 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific Improvement goals in accordance with the incentive school pl ''-----TJ UJLCcbs
, 4- EVIDENCE: IJ ftPfl 4 I 12.2 Counselors are actively Involved in addressing the needs of at-risk students and assisting parents. as needed, in obtaining services fros outside agencies. EVIDENCE: JL- CX_/\Jc sui. X- a. O/I 12.3 There is evidence that the guidance program provides equitable services to all students (counselors schedule/logindividual/group). EVIDENCE: ' - c I VKAl O The campus and building are clean and free of debris and graffiti. * 't' YBS YES YES YES EVIDENCE: C. isa^^ A NO NO HO NOIncentive Schools Monitoring Page 11 1 0 12.5 Hallways are orderly. EVIDENCE: O I I I YES NO 12.6 The school office has friendly and helpful personnel. evidence! r ______ ES NO 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: cJL^'Q.C-a.. ES NO A 12.8 Strategies to increase the nuiBber of minority students enrolled in upper level courses/class . groups are evident. EVIDENCE: _______ ____ :/ 8P YES NO 0/1 12.9 There is evidence that the guidance program provides equitable services to all students group). EVIDENCE: counselor's schedule/daily logindividual/ YES NO I/O/ 12.10 SP District and school security guidelines are being fXoUlXlXoVwWeVdU* EVIDENCE: k)QC>n.2> \Z) f 1 rCAX YES NO Sdk ary I I An aDonzQKXL^PBsnvATioMs REiATivE IO 'TiiE M6in9mtMaXvz<i<tj in flftrku -i d i wises *,-X)|^23SSS^ t. JLJl. 'Al X 2 A t A * C LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN LITTLE ROCK, AR 72202 ' DATE: March 2 7, TO: Franklin Davis, Principal - Franklin FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: -Ji Tony Wood, Deputy Superintendent SUBJECT: Third Monitoring Report - Concern(s) Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on March 23, 1992. Please respond to the concern(s) listed below by Wednesday, April 22, 1992. -P-l ease -be specific as to how and when the concern(s) listed below will be addressed, warded to my office Your response(s) should be for- 2.1 Hallways and classrooms are nearly devoid of multicultural exhibits. Some teachers are confused as to methods used in multicultural education, but are eager to learn. 2.5 Virtually none. 2.6 Teachers told money and transportation are limited, teachers are using their own money and cars. Some 3.1 No display of honor roll/citizenship. Teachers and administration are restricted due to lack of support, concern for children in category "other." Some 2.4.3 Virtually no exhibition of student work and those few were graded 100%. No variation. 7.3 Observation disclosed little tfhands on. tf environment and a good cleaning are needed. A more stimulating Incentive School Monitoring Mitchell Page 2 Q.li Observation disclosed the environment not to be.conducive to learning. 9.1 Insufficient training, although discussed in staff meeting 12.4 The 11 newer" portion is clean. in disrepair. The remainder is dirty and Barbed wire on roof resembles a prison. 12.10 Door to some classrooms were unlocked and even standing open in some instances. ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Building is inadequate, playground is rocky and dangerous, almost no equipment. as supplies. Teachers often new and need support as well Carpets are torn and dirty. Aids are assigned too many places to be effective with the increased class size. Lunchroom monitor uses a microphone and is constantly yelling and complaining--very noisy and distressing during lunch--again resembles a prison environment.TO: FROM: SUBJECT: DATE: fjdd Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin A. Davis, Principal, Franklin Incentive Response<s> to Third Monitoring Report Concerns April 20, 1992 Our school was monitored by a team from the Little Rock School District Biracial Advisory Committee on March 23, 1992. Several concerns were listed In their report to you. I am responding to their concerns as specifically and honestly as possible. 2. 1 Hallways and classrooms are nearly devoid of multicultural exhibits. Some teachers are confused as to methods used in multicultural education, eager to learn. but are RESPONSE: During faculty meeting, April 13, 1992, I talked with the staff about the importance of evidencing multiculturalism in their classrooms and hallways. As mentioned by the monitors, several teachers are totally confused in regards to multicultural education. Ve have several first year teachers and teachers new to the District. We just cannot provide adequate training in 45 mlnutes/month for inservice and staff development. However, my. assistant principal and I will continue to assist the teachers in need as much as possible. I have also contacted Ms. 2.5 Paula Greer, assistance. Virtually none. staff development specialist, for 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. RESPONSE: I am sorry that the classroom(s) visited did not use hands-on discovery and exploration approaches to enhance the learning of science and math. Mrs. Phillips and I have observed several teachers using these approaches to teaching science and math. Ve have purchased a large quantity of math and science manlpulatives for the teachers this year. in addition to the many science and social studies materials we purchased last year with money from our Area School Grant. 2.6 Teachers told money and transportation are limited. Some teachers are using their own money and cars. RESPONSE: I do not know what person or authority is telling them this. It sure is NOT their Principal. I do not answer staff members request<s) verbally. I require all wants, needs, and requests to be put in writing to me. Then I answer their request in writing. Which means, anyone or anything that I have turned down or not approved, they should have it in writing. I feel safe in saying that only about 10% of the staff ever request anything outside of their monthly supply allocation. Several teachers have told me that they have a problem with having to put everything in writing. They do not like the three weeks advance notice required for field trips. They do not like having to explain, on the field trip form. how the trip relates to the curriculum, have arranged, through VIPS, a couple of field trips for grades and classes that I thought would be beneficial. We have adequate budget documentation of money we have spent upon the teachers' re- 3. 1 quest Ing. and cars, If they are using their own money IT IS STRICTLY BY CHOICE. Our copier print-out from purchasing Is the first indicator that teachers' needs are being met. As of last week, we are already at 99% of our yearly allocation. In summary. those that are willing to follow the policies and procedures are not facing this ALLEGED problem. No display of honor roll/cltizehship. Teachers and administration are restricted due to lack of support. Some concern for children in category "other." 2.4.3 RESPONSE: Virtually no exhibition of student work and those few were graded 100%. No variation. Beginning with the third nine weeks honor roll/ citizenship, we will post it in the hallway as we do the superstars for each month. Teachers have expressed they feel restricted due to lack of" adequate quality training in operating and managing an effective Incentive School classroom. I The lack of support that I have felt has been mainly In the area of the faclllties/bullding renovations. I fully understand the Districts position financially and manpower wise. However, that is something that monitors and parents have a difficult time accepting. I am unable to respond to the concern for children in category "other" without knowing what the specific concern is. I will be glad to respond if it can be resubmitted more specifically. 2.4.3 This has been discussed with the teachers during the April 13, 1992 faculty meeting. I expect to see Improvements immediately. The teachers were very receptive to this concern. 7.3 Observation disclosed little hands on. A more stimulating environment and a good cleaning are needed. RESPONSE
The same as 2.5 above. 8.4 Observation disclosed the environment not to be conducive to learning. RESPONSE: I am in hopes that the observation of the environment not conducive to learning, was in a particular classroom or area. We have a couple of troubled areas that we are working diligently to improve. Ms. Greer, Incent Ive School Staff Development Specialist, is currently working in the two areas that we are having problems with. I am confident that we will soon have the environment, to learning. in those areas. conducive 9. 1 Insufficient training, meeting. although discussed in staff RESPONSE
This is true. The training that the Franklin Incentive School Staff has received all year long, has been insufficient. I think the different departments that have provided us training, did the best they could in the small amounts of time given. There never seems to be enough time to thoroughly inservice or teach the lessons that are needed. 12.4 The newer" portion is clean. The remainder is dirty and in disrepair. Barbed wire on roof resembles a prison. RESPONSE: The new wing is beautiful. It was added to the 12. 10 school in August, 1989. The first three wings or levels were built in 1949, and to the best of my knowledge, there has been no major renovations. We have a custodian on each level that does his/her best to keep the building clean. I am in hopes that we will get some roof work soon. Mr. Larry Robertson, Assistant Superintendent, has been trying to speed up the process of getting our roof repaired. Door to some classrooms were unlocked and even standing open in some instances. RESPONSE: All staff members have been doing an excellent Job of keeping their doors locked. I have been including the reminder to do so, in my daily announcements and walkthrough visits. The monitoring visits have made me more aware and conscientious of the importance of ensuring that all doors are locked at all times. ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Building Is Inadequate, playground is rocky and dangerous. almost no equipment. well as supplies. Teachers often new and need support as Carpets are torn and dirty. Aides are assigned too many places to be effective with the increased class size. Lunchroom monitor uses a microphone and is constantly yelling and complainingvery noisy and distressing during lunchagain resembles a prison environment. RESPONSE: Building is inadequate: The monitors were concerned about the overall condition of the building. The building is old and would benefit greatly from a major renovation. I would be happy to get smaller things taken care of. The smaller things I am referring to are playground renovation, carpet in the majority of the classrooms, paint, and repairing of the roof. new Playground is rocky and dangerous, almost no equipment: The Franklin playground is full of rocks and bricks. Students are sometimes injured by the rocks and bricks. This is something that I have discussed with the PTA and the Partner in Education, and we are all realistic that we are going to need District support < Plant Services > In improving our playground. This Is one reason I was saddened by the news of Summer School being held at Franklin. there is SO much work that MUST be done at Franklin, Inside and outside, and it cannot be done ( EFFECTIVELY ) with students in the school equipment. -rqund. There is relatively no playground Teachers oft Answered in 2.6, 3.1, and and need/support as well as sipplles: x*' The carpet in room 3 ( by far Carpets are torn and dirty: the worst in the school ) was changed Friday, April 17, 1992. The carpet in all rooms. on the first three levels. need changing. Aides are assigned too many places to be effective with the Increased class size: The majority of our discipline problems were occuring on the playground at recess, was due to inadequate supervision on the playground. This Three adults were trying to supervise over 100 students at a Assigning the instructional aides to the recess period. _ playground. Increased the supervision and decreased the number of discipline problems. Lunchroom monitor uses a microphone and is constantly yelling and complainingvery noisy and distressing during a prison environment: There is a iunch--again resembles particular aide that is very loud and raises her voice on a The aides rotate when it comes to using the frequent basis. I will continue to remind the aide. microphone. her voice. that raises to keep her voice tone at a professional level.LITTLE ROCK SCHOOL DISTRICT I i I i I r I i EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS I I 1 I I I I I PLANNING, RESEARCH, AND EVALUATION DEPARTMENT I Little Rock, Arkansas September 1991 I I I TABLE OF CONTENTS I 1 I PAGE 1.0 I Equitable Placement by Race/Gender in^ School Programs 1 2.0 Curriculum I 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 1 4 5.0 Extended Day Educational Opportunitiek 4 6.0 Student Achievement/Assessment 7.0 Special Education I 5 6 8.0 Gifted and Talented Education 6 ! i 7 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 8 I I 9 I i I Key: I O = Observation I = Interview SP = School Profile I i I I I !1 . LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT ,1 EDUCATIONAL EQUITY MONITORING I INCENTIVE SCHOOLS 1991-92 SCHOOL i Grade Level(s)K*-^ DATE PRINCIPAL NUMBER OF CLASSES VISITED "7 MONITOR(S) Observers are required to' pyovlde evidenoe for each criterion. I Please print observations and evidence in sufficient detail to indicate positive practices an^ areas in need of improvement. Observers should review the School Profile prior to oompleting this form. I ,1 1.0 _____________CRITERIA__________________________________ Equitable Plaseyent.bv Race/gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. CIRCLE ONE SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: L'.-fe ES NO 2.0 Curriculum I I The school provides a curriculum that is reflective __ of cultural differences. Local and/or state-develope^d course content guides enhance multi-cultural content in all curriculum ^reas. I O/I 2.1 In classrooms 'observed, the teachers have adequate materials and equipment to deliver and use the YES NO multi-cultural curriculum. EVIDENCE:
ural curriculi exz?2 7^A l\ li'Ke A. c I I IIncentive Schools Monitoring Page 2 I O/I 2.2 Current and complete student records are maintained in the classroom and School office to monitor/the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs)
and Academic Skills (ASDPs) Development Plans). i j I 21DENCE
a 4* It fw iw luWi fOM Qvi O 2.3 2.4 O O O YES NO rtvn. lOiorf .s 'uriei e iTkere were na <h<4c. .Vt irx
^ cH-'fi>e. -Kt4 u/f<te All students are 'actively' ihvolvedvin'classroom instruction. EVIDENCE
.YES NO V X wctn i . O o There oil ^g? A__f ____________ I < SVe tg anje. 't X j
).sA7rV/c is evidence.that the .multicultural curriculum is being implemented.. /.'I 2.4.1 2.4.2 2.4.3 I. I Bulletin boards, publications, and productions throughout the school (including the media center) reflect.the inulticuAtural curriculum. evi
dence:^ IDENCE: /VVcAM C A c e JiT^/L. 4ee. I YES Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: ' .1 NO YES NO I I i i t Display of student workreflects varying ~ teaching strategies. EVIDENCE: , I-' I YES NO tIncentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math YES NO I 2.6 O/I 3.0 SP SP * concepts. EVIDENCE: I I Special activit^ies such ag ppademiq clubs, field trips, etc., aye used to reinforce ths academic ,, program. ! . i , , . r EVIDENCE
i e A q S **<*-^ r J 2.1 Achieving ptudepts who.work well with other students. as well as' students with outstapdlpg academic averages, pre used as peer tutors. . ' Evce: ' schQol/Pistrict' Initiated Honors and Awayds The school ensures that ng student is denied access to being selected for honors and awards h^fough establishment of non-biased and equitable policies and procedures. 3.1 3.2 YES ^ES NO NO A variety pf awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and 'instrumental music, attendance, club^ and organizations. EVIDENCE: i -----________________________________________________ ailM W. djcce__ApjJ>4 1 <____- "1 Asc L:^_U_ Procedures^ arp evident to assure that students are apprised pf requirements governing honors and awards. EVIDENCE i o'/ ..............~ YES YES NO NO I i IIncentive Schools Monitoring Page 4 I SP 3.3 Procedures(are' evident to assure that students are apprised of information regarding various 'es in-veducational programs. YES SP 3.4 SP 3.5 opportuniti EVIDENCE
v eaucaironax progra j /OoZ* e>/
A The offerings'and' procedures Regarding honors and awards .arei evaluated regularly for equity and to determine i-j- ---------------------------- student ne^ EVIDENCE: .1 YES NO if pew ' awards^are necessary to meel^ A/yc.*<s- __fa/Ti V .d I i The distribution'of honops and awards is generally reflective'of the school population (gender/grade level). 1 EVIDENCE
I it O ' t r> i A ft. . ' t I YES NO 40 Committees i I ! 'r- J The school stafjf ensures "tihat appointments to all school based committee^ are made in a pop-biased and equitable manner in orderi to |iave committees that are knowledgeable of educational programs. SP/I 4.1 The composition of eacp school based committee generally reflects the sta'ff/par^t^ population. /IDENCE: ' 5.0 I ES NO EVIDENCE I Extended Pav E^jieatlonal Opportup|ties The school provides and epcopr^^ge^s par^iicipation by all students in extehdied day aPtivities. . 5.1 Parents are adequately informed about extended d^Y activities, n / EVIDENCE: I if TKiA-f ^o-r ~f < 4^ YES NO p.1.1 I I tr A IIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: ^/>7o IIA.' I J. I I 5.3 Extended day activities are directly related to the objectives of each SEP and adjusted to ineet the needs of the si_ IDENCE: EVIDENC .tudents JL^ A CA I 6.0 Student Achievement/kssessinent I I The school staff implements non-discrimiriatoiry procedures for administration, analysis, and use of,standardized tests. I I SP 6.1 I I I When test results are examined, overallj achievement of students (gender/grade) has remaihed' stable or improved. ' ' EVIDENCE: c f i 2 -t Y /o Kjje A. I SP 6.2 Goals and strategies are developed and implemented to improve student achievement using the following measures: ' i / ... norm referenced tests ... Arkansas Minimum Pdirtormance'Test ... grade distribution
EVIDENCE: ex. I T SP 6.3 Promotion/retention rates rfetlect the school population (gendi ier/grade level). . _________ EVIDENCE: . I ! V ' !. H- I T 1 ! YES NO YES YES YES YES iNO [0 'NO NO .! I 1 I I IIncentive Schools Monitoring Page 6 7.0 Special Education r The school ensures that student placement and services provided in the:special education program are non-discriminatpry. SP/I 7.1 Strategies^ to eliminate disproportionate student assignment! (gender/grade level) to special education are evident. iiji.. y j EVIDENCE: J I . 0 zJ 0 YES NO O/I 1.2 O/I 1.2 8.0 SP/I O/I I T In spdcialj education classrooms observed, the teachers have adequate materials and equipment to deliver thp curriculum. EVIDENCE:
I Facilities for special'education are designed to meet the n'eeda of thd students served. EVIDENCE
| !______ ' __________________________ I I Gifted and Tale'nte<^ Education
I The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. 8.1 8.2 ES NO CXES >0 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE
k In gifted andtalented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ________________________________________________ YES ES NO NO I i I i iIncentive Schools Monitoring Page 7 I O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: ' ____ I I YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served, i EVIDENCE: ' i YES NO 9.0 1 I Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: /p o
_______________ I I ES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided, i EVIDENCE: 1 I ES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the.achievement of a diverse student populaticn^ave b6eh' provided. ! EVIDENCE: /o ________ ?' ! YES NO i I I I IIncentive Schools Mon:|.toring Page 8 i I I SP/I 9.4 A majority
of the teachers have participated in the following staff development activities
PET jf'o fo TESA loo K Classroom Management Effective Schools EVIDENCE: ' YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. 1 SP/I 10.1 All identifiable groups of parents are actively involved in school functions EVIDENCE: lool functions. .''f. YES O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in t?ome supported edu,cational activities. EVIDENCE? I I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student ^chievemep EVIDENCE
yemept. , i T SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: .r. YES YES YES NO NO NO I I IIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, home EVIDENCE
07 A-f esj etCx~ YES NO I I I i 11.0 student Discipline I The school ensures that student disciplihary policies and practices are non-discriihinatory. i I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all YES NO students and parents. EVIDENCE
VcX-y __A.dj' A. O rHg $ SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable YES NO O 11.3 groups (gender/grade). EVIDENCE: jO CYK I Z Classroom instruction proceeds in an orderly manner. EVIDENCE
i YES NO IIncentive Schools Monitoring Page 10 I I i SP/I 11.4 A mentoring progran, is used to meet the needs of at-rrislc student^.'' i \ I YE NO I 11.5 EVIDENCE:I 4 I I
> Students |iave access to community based support ES NO programs. EVIDENCE
1 . IZn-'/He- I i i UQ.j 4-j
12.0 Building Leadership/Me|nactemept 5 TV 1 'ii In the desegregate^ setting the principal must demonstrate a strong commitjnenti to ecjyc^tional equity. - T .' . . f ! SP 12.1 I The school has a clear, doncise, well-written statement^of specific improvement goals in accordance with the incentre school/plan. EVWENCE: AJor : 'Cte !. ' I 12.2 I Counselors are actively involved in addressing the needs of at-risk students and assisting parents. as needed
Iry obtaining services from outside agencies.
EVIDENCE
! C O I S f ^1L mj4S i"_a. 7^.4 J O .J YES YES NO NO 0/1 12.3 There is evidence that the guidance program provides equitable services to all students (counselors"schedule/logindividual/group). _ EVIDENCE: ! S'atM.e- < 2- O 12.4 The campus and building are clean and free of debris and graff VIDENCE: g ' A EVIDENCE: tcA j- ( _____ T Afear.., Ket L Y* YES YES NO NO I I 1 I IIncentive Schools Monitoring Page 11 O 12.5 Hallways are EVIDENCE: derli 1
O 12.6 The school oStfice has friendly and helpful personnel. EVIDENCE: ce. hk^\. LV*J T K/e YES ES NO NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE X I YES NO SP 12.8 Strategies to increase the number of minority students enrolled in Upper level courses/class NO O/I 12.9 1/0/ 12.10 SP groups are evident EVIDENCE: , i 9 7% 7^4 Oo I. IS I There is evidence that the guidance program provides equitable services to all,students (i.e., group). EVIDENCE
counselor's schedule/daily logindj^vidual/ O 'I *' 1/ ' ... 19. A ii-X & (J District and school security guideline's are being followed. EVIDENCE
^9,0 /Vj
k a :- O 1. O I ADDITIONAL OBSERVATIONS A YES YES NO NO z % _____________ATIONS RI 1 Log .ELATIVE .TO T1 MONITORING VISIT: eX-e. VO .e. zUcoj ___aLITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET TO: FROM: THROUGH: SUBJECT: LITTLE ROCK, AR 72201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services xA Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 9, 1991. Please respond to the concern(s) listed below by November 1, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.1 Some teachers would like to have an additional Black History course. 2.2 Interim reports appeared to be in order. Most SEP'S did not have parent signatures or dates of initiation. most SEP'S did not have evaluation procedures. There Also, were no instructional strategies listed on any of the ASDP's that were reviewed. 2.4.1 Media center needs more bulletin board space. Library needs remodeling. 3.2 Did not see evidence of requirements in profile. 4.1 Limited parent involvement and participation. 5.1 Students must remain during the full extended day. 12.1 cc: 10.1 10.4 10.6 Limited parent involvement. Not reflected in profile. Not at this time. Not in profile. However, in discussion with principal, he has very definite goals for this school. Larry Robertson Arma Hart TTO: a* Garland 3615 W, 25th Little Rock, AR 72204 'Simply TWin<for7national'* tii >lP m' fjiij piifa December 5, 1991 Incentive Mr. Robert L. Brown, Jr,, Principal Phone: (501)671-6275 Associate Superintendent for James Jennings, Desegregation Monitoring and Community Services FROM:|*^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those The programs recommended by this administrator
therefore they express discomfort in supporting that which they feel that the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles. '!!b!
< 2.2 4% SEP'S were not completed or properly initiated and still Teachers have been reflect serious deficits to this date. informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers The teachers have been made aware of the had not been done, concerns.J Garland 3618 W, 35tfi UM* Rode. AR 73304 Boboat* Incentive Mr. Robert L. Brown, Jr. Principal fftone: POD 671-6375 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 12.1 cc: School The needs of the Library are correct. The facility is too small to conduct a full size staff meeting with an appropriate setting. The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. This requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved . Some of the school patrons reflected on the profile are also employed in various capacities within the school. Two meetings with parents have been held at a local community church. Documentation and dates are available. Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several aspects of educational equity has been made by this administration. However, those recommendations have not been approved by Central Office Administration. Larry Robertson Arma Hart Tony Wood r 1 LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rack, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 7 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING IMCENTIVE SCHOOLS SCHOOL PRINCIPAL ^7 anj-Qrt MONITOR(S) 1991-92 Grade Leve 1 (s) DATE Oak her NUMBER OF CLASSES VISITED QofoRAK__CdikLtyTO r\ Observers are required to provide evidence for eaoh grit^ridP* Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form CRITERIA CIRCLE f 1.0 Equitable Placement bv Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied YES ) NC certified at^ non-certified personnel. ,
Schc/}/ 6 staff of EVIDENCE
J, 2.0 Curriculum The school provides a curriculum that is reflective Local and/or state-developed of cultural differences. course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the ES N( multi-cultural curriculum --------------------ral curriculum. , / EVIDENCE: C r <4^, -< fM K c< 4 u 1 2 / /-u y/ z/g zz A 4^r-T:E.V.L..ii)i...- LLL I ry\f/^t-iC{U4 Incentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic ES r 0 2.3 2.4 0 O o Skills (ASDPs) Development Plans). EVIDENCE:: red/)'rds ijCiCre. bu 2ho>l * --^o vv\t'3 All students are actively involved in classroom instruction. EVIDENCE
Cjji. /rbfbtb dr. 4'KjL. There is evidence that the multicultural curriculum is being implemented. 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculj^. EVIDENCE rdt, YES ES 1 J 2.4.2 2.4.3 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum.^ . . . EVIDENCE: bjiddc/ldd Jyy, ddbo. ............ ........................... Display of student work reflects varying teaching strategies. EVIDENT I YES 1 YES r uVis e/^dP-rd O.l^jsses y'/rfen'is h)e\-^ q^DLtbfa dr. d.. ~ EVIDENCE: ______ _____ ____ , ... risCi^d / .. .. Z drd Incentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE
___________ g^//iQ/R $trcii an'< finals j '4^s:ua! C(> . maih.. damPJ, 4i^r4i^Cri>it^r Q --------- .. ..and'^ rP lj</-4-Cd -!> rni^ I 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE r^re cliLl}^ {f^A: ard (^^rial />.4^ YES !0 O/I 2.7 3.0 SP SP YES NO II . ------ Achieving students.who,work well with other students, as well as students with outstanding academic averages are usei YES, NO EVIDENCE
-ni Diber cl- 'Ome 'rGcrrt'. as peer tutors. / , , , KaVfi Carine IZjHSZ2SaZ^ZZ2*2 rtr'b qrabfikti tiCg-rOA/yg ^ reezr/Tnc^j IPiL^ I. n School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music. attendance, clubs, and organizations. EVIDENCE
-'/rd sch bifi tn'i ar, I 'i'^ ,9ftrrh. i-he, h cr. I ff'ar'Lr ir\Qhr..Ci in. bu4 ^ire /tirrA! I Oir:CLrd^^y\i^yriis area LMnhu nncrSj 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE
________, A/o u r^e^s Cjdut-A ta i-i\e~sc hoc ----- YES 'i^SIncentive Schools Monitoring Page 4 SP 3.3 Pj^ocedures are evident to assure that students apprised of information regarding various YES/ NO SP SP ar opportunities in educational programs. . a u 3.4 3.5 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student nneeeeddss.. . i' EVIDENCE: A/b <Sn-Kr<g<^ fc e i/z? h 1 n rP J u (g t'ly. : ~ r'/d'jdgr^ ' a r<:fs g/^ YES NO QOJQ 'fig L>
f\P J-The distribution of hohors and awards is generally reflective of the school population (gender/grade YES level). EVIDENCE: 4.0 Committees The school staff ensures that appointments to all school based committees are made in a nonbiased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: SaJ/lOa I >>zgs<J CLeyysVU ( 4-.^ QS Ve.<iift4-p j r I e ah irJ. -ptA pOjOul S^ah^joCiJi^rg rt./fi------- EVIDENCE: as igre^-^L 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: i 1
YES YES NC NC Qfrr<ML/r. d<ri____ Incentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: 'The mainnhj rA rne. A)nauia/j^f YES N I 5.3 6.0 SP SP SP I~^ )r(}4^l'P0.^d J izx 0 /pnpii 7| Ay jPfyj^m J}/AiEL S.c/^)r:) I 'Pr&'f-ji^J ^ ..... zZi Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: Pek.r\d<?p cb , Cl a -h Cor<Pir>a'C ~i mnr. YEl N n
/-1 Vt-h Qrg- hd. IC I IS 44 UIl student Achievement/Assessmgnt. The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 6.2 6.3 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: ~Be, h^. V e Tu fK I v\ p.d s^-Akt g. Goals and strategies are developed and implemented to improve student achievement using the following measures: ... noirm referenced tests ... Arkansas Minimum PerformaAce Test ES, K ES K grade distribution .i. z u EVIDENCE: 2 ----- 444LX<y // n /^rriAa i Schrc l....My}pri i
C EVIDENCE: riDENCE: * /^LX A-r K/if2 Promotion/retention rates reflect the school YES K (gender/grade level). ZIDENCE: 44<2ljW_2Z2_2^A population EVIDENC: a EX. Sc Apr / Pf'dAz/^' 1 y -3 ' tX /< - f I ) y t .! i I /^S 'Incentive Schools Monitoring Page 6 7.0 Special Education - The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I .7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident EVIDENCE C)ni\'kiXr\i:i'h> hf., nr-e. niC/(^P.------ YES N O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to YE: N O/I 1.3 d__e_l_i_v_e_r tthhee curriculum. EVIDENCE: CdPoijn M r u rriC.Lt I ij Facilities for special education are designed to Beds of the students served. , . , _________ --------- ------------------------ meet the needs EVIDENCE: YES K 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigneedd ttoo ggiifftteedd .and talented are evident. YES I <1 O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. / EVIDENCE: A/f)'h P vC <A_________________ YES- K Incentive Schools Monitoring Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general., EVIDENCE
_____________________ YES NC O/I 8.4 Facilities for gifted and talented are designed to NC meet the needs of the students served. EVIDENCE: eds student
YES y 9.0 Staff Development The staff development plan .for the school demonstrates commitment to educational equity. SP/I 9.1 staff development activities related to educational equity have been provided and are ongoing. ^IDENCE: -M ry/g4/-!>-/ '(duCaSit SP/ SP/I 9.2 SP/I 9.3 YES .piCLCij. Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. -E-V-I-D-E-N-C-E-: .A. .Uer-u-Aiv?)/ -kda I ceHifi&i S'/c T,^n A . . staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. 'E^'L'QTXiZ-Z-. 6'zY7pZ/fi^iC>te 'iflCc^rV'CF jS.p' c-bl I Cl CH 1-^V" > n nt+ C&rY)ivivym' nf-. '* YES YE
NC inQ/Cii^n^riiaiiCn :________________ J,_____ i- j on Incentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities: PET TESA Classroom Management Effective Schools EVIDENCE: - * dd ofa-^ ES Nt CIS re 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable grogps of parents are actively involved in school functi EVIDENCE: n school, f unct^ns, hr Ide O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: Ct V XwmVJu ____ hrrr\'Q didrir c^rc^ 'ry-M I n Sr h^rf ^c/ u y-iyj ii~i^S L I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achieve
SP 10.4 YES YES YES Nt NC NC achreveMnt. EVIDENCE: d CAve. YYlr, d I IS , L School patrons and parents are given an opportunity to actively participate in developing the local YES school plan. EVIDENCE: (Incentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who YES Ni I 10.6 u] to rea^ <L, anri r^s -f ta rds . ?6 t.^tcb are difficu^ reach. ,i n , , EVIDENCE: co.lied, r\7^<a. (2rc anflr^s-f gre. .gent 7d..... inurram rZSSSSSx Meetings with small groups of parents are held at community locations such as churches, community/ YES recreation centers homes etc centers, nomes, etc. , . , rt . Sgt\^r\ l d(d QD-j n f I>iCyZrahbc^.MS/ or\i..'ty r.C42ggLZi^ EVIDENCE: Z)/Mm6z/7//v rigcng^ i- 11.0 Student Discipline , . , The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. 4^ -etjn YEl N rl/5'iribki'f SP 11.2 Strategies are used to prevent the occurrence of a \disproportionate number of suspensions, expulsions, r^..)and/or disciplinary referrals involving identifiable YES N /*,z-\/z,ji/iand/or : /groups (gender/gradeY . .EVIDENCE: r}H-_0d . . :^\sC-h?z. f V-t dr^.f.rrh.:ae...'S^ -
Scgj^sT CLr}b. IS, r r / cV- 1. 0 11.3 I Classroom instruction proceeds in an orderly YES N< manner. EVIDENCEIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs YES 'NC of at-risk studMts EVIDENCE: -hc. W)*P Cfryd Phe bp(pPC:grants I^sea /r, I 11.5 Students have access to community based support YES NC programs EVIDENCE: 12.0 Building Leadership/Management In the desegregated setbih9. the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in YES NC I 12.2 O/I 12.3 0 accordance with the incentive school plan. schoo. ^IDENCE: >4<^ 'm i-h(^ (Yy'P ^lan, -Z Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: Ct 1^-/ 4 7-gr I ng C'.u^ cP CiCl i -f-. There is evidence that the guidance program provides equitable services to all students (counselor' EVIDENCE: a-i--binef ^schedule/logindividual/gro\w) . s^-f' fnr bCiO c Ct 7 H g bi^i in<-i YES YES NC NC 12.4 The campus and building are clean and free of 'YES NC debris and EVIDENCE: raffiti. XXXUXe I ' cP dbPc./^, bina.-^ _ p cP- J rci U I ij.Incentive Schools Monitoring Page 11 12.5 Hallways are orderly. EVIDENCE . ,
/ :: Ig6/, Na II tjOa_Ui ----------L 'c YES NO O 12.6 The school office has friendly and helpful personnel. , , , r\p. : /h(^3c-/}/^a)l^l-A H I n >Qrt Oi-S . ------ YES NC I 12.7 There is evidence that curriculum monitoring YEi NC SP 1_2_._8 I J. O/I 12.9 1/0/ 12.10 SP occurs. EVIDENCE: zfe C^'____ in Strategies to increase the number of minority students enrolled in upper level courses/class ggrroouuppss aarree eevvxidueeniiut . . i a / i rviin/?ri'W -- There is evidence that the guidance program provides equitable services to all students (i.e., counselors schedule/daily log~individual/ group). EVIDENCE: District and school security guidelines are being followed EVIDENCE: /ZI.z I/_/l ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: YES 'LZ3 ES NC NC LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 November 11, 1991 TO: FROM: THROUGH: 5 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Ji Tony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. 3.5 Cannot be determined from the school profile. 9.1 The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 9.2 A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan. Ish School First Monitoring Visit-Concerns Page -2- 10.4 10.6 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski.Street Little Rock, AR TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Coranunity Services FROM:^Stan Strauss, Principal DATE: December 2, 199 1 RE: First Monitoring Visit - Concerns 3.2 The Parent/Student Handbook is being revised to Include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All studentSt those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned In 3.2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting Is addressed to the entire staff and focuses on an area of Instruction based on teachers' individual Improvement plans. The second meeting focuses on Instruction and methodology, but is directed at primary teachers one time and intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was Important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school. LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AID EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Ish Grade Level(s)PK-6 DATE 12/09/91 PRINCIPAL Stan Strauss NUMBER OF CLASSES VISITED 12 MONITOR(S) Mr. Bennie Smith________ Mr. Larry Davis______ Mr. Kenyon K. Lowe, Sr. Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to conpleting this form. CRITERIA CIRgLS QNg 1.0 Ecfuitable Placement bv Race/Gender in School Programs SP The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: 61% Afro-American, 397o White: Only 1 certified and non-certiied black male statt member. The District recruitment ot the category ot these type of employees IS a must. YES 2.0 Curriculum O/I The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum. EVIDENCE: All teachers stated that they have adequate materials available. NO Incentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards, Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: Referred to Mr. Jennings YES NO O 2.3 All students are actively involved in classroom instruction. EVIDENCE
cross Art class hag active participants from section of boys and girls._____________________ 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: Media Center needs improvement on bulletin board. O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: A wide variety on display O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES YES YES YES A wide range and variety of applica :ions of math and reading on display. NO NO NO NOIncentive Schools Monitoring Page 3 O/I Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: Same as 2.4.3 NO 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: Field trips are being planned and activites outside the school are also Clubs are evident. being planned. O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. EVIDENCE: Little evidence of i principal has discussed plans peer tutoring, but for this activity. 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music. attendance, clubs and organizations. __________ Profile being updated
Student of the week, stud ent honors math and reading grade and Wd^tery of grade-level material. EVIDENCE: SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: J this verbally! NO YES YES NO NO Procedures are not in writing, but has done
2.5 I Incentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: SP 3.4 SP 3.5 YES NO Students are appraised about school programs, district, and city-wide competitions. The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: Student work is often displayed bulletin boards in the cafeteria. on The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: According to the school pprrooffiillee, only 8 parents are involved and a maiority of employees___ are on those committees, but plans include Incentive school comm., chap 1, and speakers bureau. 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. at 9-week intervals, children decide which extended day~activity that he/she would like to EVIDENCE: participate. YE NO NO YES YES NO Incentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. There seems to be NO I 5.3 6.0 SP SP SP EVIDENCE: a high percentage of student paticT^ation and a wide range of activities. Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. Certified staff is assigned to students who need heTp in the extended day program. EVIDENCE: Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 6.2 6.3 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: MPT scores are lower in the 3rd ^rade. comparison oT grades in the profile ol previous y Procedures are being updated in the school profile. test. No ears Goals and strategies are developed and implemented to Improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution Staff development on the upcoming Stanford Test and the~objectives are re-iterated in class. EVIDENCE: Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: 6/7oblack male, 337biack female
in the firsf~and second grades. Gender on retention suspected to be higher. Based on test scores NO YES y YES NO YES Incentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. Teacher communicates with parents often and on changing attitudes. EVIDENCE: O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculxim. EVIDENCE: Classroom and materials are very adequate. O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: Same as 7.2 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: New G/T teacher testing 3rd graders to identify strengths and weaknesses?~ 30 min/week per class. O/I 8.2 In gifted and talented classrooius observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: Classroom and materials are very adequate NO YES YES NO YES NO NO NO Incentive School Page 7 Monitor ing O 8.3 Gifted and talented facilities are comparable to those of the campus in general. ES NO O/I 8.4 9.0 EVIDENCE: school Just as or more capable than a magnet Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YE, New teacher based on interviews will, afterV visiting all classes, identity students tor the program. Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: Very lif the school profile. NO SP/I 9.2 little during '91-92 school year per Individual improvement goals from the teachers are used as a basis for on-going staff development and the traing is being updated schools profile. . in Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVIDENCE: See 9.1 YES SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: See 9.1 YES YES Incentive School Page 8 Monitoring SP/I 9.4 A majority of the teachers have participated in the following staff development activities: PET TESA Classroom Management Effective Schools EVIDENCE: See 9.1 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: Based on school profile, limited involvment. Principal requested that some We parent meetings in the district be held at his facility. O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. Principal has called, sent memos, kept a list of events EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: Counselor makes numlerous home visits. SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: ES YES YES Principal new to this school and is making changes, modificdtidrig,' and updating' the school profile . ------------ ---------------------------------- YES YES NO NO tNO Incentive Schools: Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. NO EVIDENCE: Same as 10.2 I 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. EVIDENCE: YES 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: NO Seen when entering the building. SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). ES NO EVIDENCE: has a modified in-house discpline program. 0 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: ES 0 Jflicswtii'ye Sicto)! Jfcsnitcirflinig ^'a(5(e J 11,4 A centering pregraon is utsed tc oieet the needs at'risk stndents, WIII3>EWC:
Needs being identified and being initiated. I 11.^$ have access tc ccoxnuandltj based sa^pport W?5 w progrsHS, EVIOEHCE
DARE, Boys & Girls Scouts. Art Center. 12,0 Building T^^d^shioZMaaaqeiniett In tlx desegregated setting the fsrincipal nost desonstrate a strong eosnitsmt to edocational egoity. 12,1 The school has a clear, concise, well-written statenent cf ^xoific iapcovssMnt goals in accordance with the ince^iva school plan. EVIDSICE: _______ submitted by the administration and provided tn the parents. J 12,2 Coonselors are actively involved in addressing the needs of at-risk stndents and assisting parents, needed, in (rt^ining services from outside agencies, EVIOEHCE: Same as 10.3____________________________________ O/I 12,3 There is evidence that the guidance progran provides equitable services to all students (counselor's schedule/logindividual/group). EVIDEWCE: Same as 12.2 O 12,4 The caspus and building are clean and free of debris and graffiti, EVIDENCE: Building leaks, stress cracks are evident around the skyiinebeams, holes in the walls outside the DuiiUing, playground equipment needs repair, lanascaping needs to done, and needs a new root. BK D YES HO Incentive Schools Monitoring Page 11 o 12.5 Hallways are orderly. EVIDENCE: Orderly, cleaned, and well dPr.nratPd ^YEsj/NO 0 12.6 The school office has friendly and helpful personnel. EVIDENCE: Very helpful and friendly t NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. NO EVIDENCE: 98% Afro-American O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's schedule/daily logindividual/ group). EVIDENCE: Same as 12.2
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.