Incentive Schools: ''Little Rock School District, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department, First quarter report

-r .u Little Rock School District February 25, 1991 TO: LRSD Board of Directors FROM: THROUGH: SUBJECT: 1 5001 James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Report on Incentive Schools Please find attached the Educational Equity Monitoring Report for the Incentive Schools. The report summarizes the findings from the first monitoring visits to the incentive schools. Each incentive school principal was asked to respond to the concerns listed in the monitoring report. review. Ho concerns were listed for Rightsell. The responses are attached for your 810 West Markham Street * Little Rock, Arkansas 72201 (501)374.3361 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990 INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School * The committee is required to District Biracial Committee. monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted Each team school visits during October 1990 and November 1990. reviewed a school profile which contained basic information related to current conditions in the schools. This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, programs, content areas, and grade level * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Findings: All chools were within appropriate percentages for ertified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to 100% black at Ish and Rightsell. A scarcity of INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Black White #/% Other #/% Total Non Certified Black #/% White #/% Total Garland 14/50% 14/50% 0/0% 28 9/53% 8/47% 17 Ish 12/57 o 9/43% 0/0% 21 13/93% 1/7% 14 Mitchell I
htsell Rockefeller Stephens 15/60 Q. 10/40% 0/0% 25 14/100 0/0 14 11/52% 9/30% 14/52% 10/48 20/67% 13/48% 0/0 o, *6 21 15/100% 0/0 15 1/3% 0/0% 30 33/83% 7/17% 40 27 12/71 6 5/29 17 Black Teachers may constitute 25-50% of the certified staff TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K -6 Garland Ish Mitchell Rightsell P I ack n/% 11/ 58% 13/ 93% White /% 7/ 37% 1/ 7% No Program No Program 41/ 41% Iv-.y T!/ o8 % 6/ 32% Other /% 1/ 5% 0/ 0% 1/ 1% 0/ 0% Total 19 14 100 19 Black /% 16/ 84% 16/ 100% 31/ 86% 32/ 97% 11/ 56% 28/ 90% White H/i 3/ 16% 0/ 0% 5/ 14% 1/ 3% 26/ 44% 2/ 7% other S/% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 1/ 3% Total 19 16 36 33 59 31 Black 192/ 90% 124./ 98% 153/ 88% 158/ 99% 159/ 76% 163/ 95% White /% 13/ 6% 1/ 2% 21/ 12% 0/ 0% 4 5/ 22% 8/ 5% Other 9/ 4% 0/ 0% 0/ 0% 1/ 1% 5/ 2% 6/ 4% Total 214 127 174 159 209 171 Grand Total 252 157 210 192 368 221 The acceptable range for black student enrollment (K-6) in arfia schools is 51 percent - 76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. The student enrollment at Rockefeller is 68% black, 30%'white, and 2% other.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 3 Responses from Principal(s): 2.0 The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little success. She said that The school biracial committee was devising a plan to sell the school to white families. Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of a multiculturally infused curriculum * Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population r'xndings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. Displays of student work, bulletin boards and teachers plan books verified the implementation of the multicultural curriculum. Monitors observed students actively engaged in classroom instruction. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possible. Total realization of this goal was hampered by the low enrollment of white students.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 4 student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. Reports from Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) were The Rockefeller team reported developed for each student. that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were However, a need for participating in classroom activities. more black publications on natural sciences was noted. At Mitchell the team reported that multicultural guides were visibly in use and that teachers and students expressed pride in the content. The team believed the bulletin boards and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Multicultural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural These displays art was displayed throughout the school. were representative of the racial/ethnic and gender ' ' The classroom seating differences of the student body. and while patterns provided for racial/ethnic interaction, students were involved in classroom instruction, monitors noted that "some II were more actively involved than others. The majority of teachers visited maintained current and However, some student magazine . ...mplete student records, tests were unavailable. Short term goals were listed on the Student Educational Plans (SEPs) in all monitored classrooms .INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s): The principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school Saturday school serves only a few children budget. because the District does not provide transportation. Therefore, practically all of the children who attend are ones who can walk to school. On Saturday, November 3, thirty-one children attended
fewer than thirty-one attended on previous Saturdays. 3.0 School/District Initiated Honors and Awards At each school the monitors expected to see: A variety of awards and honors * Written procedures and requirements governing honors and awards Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities - Visible evidence that non-athletic awards and honors are .* valued as much as athletic awards and honors (secondary schools) Findings: were All teams reported that a variety of awards and honors provided for academic achievement and citizenship. The Stephens team reported that a variety of simple incentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that more awards could be encouraged. It was reported by all teams that procedures were evident to ensure that students were apprised of The Rockefeller requirements governing honors and awards. principal made personal announcements and conducted meetings inform students about award opportunities.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 6 The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs
the school initiates its own academic competitions based upon the philosophy of the principal. Responses from Principal(s)
The principal at Ish commented that in order for more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see: * Racial/gender composition of committees generally reflects the school community Findings: As evidenced by information listed in the school ,< t>j.ofiles, committees appointments reflected that members had knowledge of educational programs for a varied student population. Committee members were selected on a voluntary basis and by request, according to interviewed staff at some schools. Responses from Principal(s): (None given) 5.0 Extracurricular Activities At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender leadership positions generally balanced by race and gender when appropriate ' Recruitment practices to promote participation of all races in extracurricular activitiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 7 Findings: Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. Responses from Principal(s)
It was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against each other, this area. There were no other team comments regarding 6.0 Student Achievement/Assessment At each school the monitors expected to see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly X . * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at 'me schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores were available.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 8 Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas Achievement were Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. When retention rates were examined and compared, no differences were evident between identifiable groups of students at some of the schools visited. Very few students were retained at some schools as evidenced in the school profiles. In schools where differences were evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. Students who need additional assistance are identified
the teachers provide appropriate teaching strategies
aides work with the students, and if indications are observed that this is not providing necessary instruction, the Pupil Services Team considers the _Ludent's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences * Strategies to decrease any overrepresentation of minoritiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 9 Findings: Monitoring reports from Ish and Mitchell schools reflected all positive responses in this area. In these schools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and a nearby elementary school on half-time basis. At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only, responses were positive. All other The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. The committee report for Stephens contained only one comment. This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. Responses from Principal(s): The principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collating and stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 10 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher
therefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. The monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, ording to observations reported by the monitoring - jMS . The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 11 With the exception of the G/T classroom at Mitchell, monitors considered the classrooms as integrated into the total school environment. ' The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times * Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational equity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff, development activities related to equitable staffing practices. At Mitchell it was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. Responses from Principal(s): me principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inservices i-re presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 12 It was shared that the topics selected were the management. results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over hiring. At 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population * The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups * Opportunities to develop leadership skills among all parent groups s * Transportation provided for parents who need the service when financially possible it Documented evidence showing how all identifiable groups of parents have been actively solicited * School functions scheduled in community facilities near identifiable groups of parents Findings: Overall parental involvement of all identifiable groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working r^arents, and an inactive or unorganized PTA. The turns' team indicated that many strategies were being uoed to solicit parent participation, but the process bad produced very little success.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 13 Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools, schools reported that some contact was made with All parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. According to the reports of Ish, Garland, Mitchell, and Rockefeller, patrons and/or parents of the incentive schools did actively participate in the writing of the local school plans. Responses from Principal(s): The principal of Ish indicated that each teacher was to make one positive phone call to a parent each week regarding student achievement/behavior. It was also shared that every letter or bulletin that was sent home was numbered with a tear-off section at the bottom for students to return. this section was returned, documentation. it was kept on file as When The principal further reported that Ish had established a parent center that is utilized by all identifiable groups of parents. These same parents chaperone field trips, tutor, serve as room parents, and participate in PTA. She also shared that there was 100% participation on student conference day. The School profile from Stephens suggested that very little parental involvement was apparent. The principal expressed in the report that he did not believe in the hands of parents" to encourage involvement. holding that parents should be responsible on their own. He feels He stated also that the opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 Student Discipline At each school the monitors expected to see: * No disproportionality among identifiable groups of students when discipline sanctions are analyzedINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management * The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies has been distributed to parents and students. Garland School sent a handbook to each parent. Ish School has on file forms signed by parents and students indicating receipt of handbooks. posted in most rooms. At each incentive school classroom rules are Suspension and expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell. The team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. expulsions. Ish and Garland reported no suspensions or Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the ' progress of instruction. In all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling students. The team that visited Stephens stated that it needed to return to the school for further observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals were also very active and visible in directing/controlling students. Strategies to eliminate disproportionate sanctions among identifiable student groups are evident at f.tsell. Garland, Rockefeller, and Ish, according to monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 15 Responses from Principal(s): The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti X * Strategies established to prevent one-race classes and review of the strategies to determine effectiveness a * Evidence that the principal monitors the curriculum * Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program Findings: All six teams responded positively that the schools had clear, concise, well-written statements of specific improvement goals. One monitoring team said that mere specifics regarding inservice for new staff could be added to the school improvement goals.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 16 All monitoring teams reported that the schools had appropriate strategies for attaining improvement goals. Although the Ish team members said that this was difficult to measure at this time. Five positive responses were made regarding the schools having an effective home/school communication program. At Ish school a memorandum was sent home with children each week
and at this school, a parent survey was conducted at the end of the first nine weeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sent home about open house
numerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very positive. "beautiful II If Very pleasant, and II It "cheerful," excellently maintained fl II colorful, It were used to describe the campuses and buildings. orderly and the students were well behaved. The hallways were All positive responses were recorded related to the friendliness and helpfulness of the office staff. In schools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. All six monitoring teams reported that there was vidence curriculum monitoring occurred. Three school reports indicated that the principals had made specific efforts to monitor in the classrooms.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 17 The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs. The team consensus for Mitchell School said that this item was not applicable to the school. The Rightsell monitoring team reacted positively to this issue
but they made no comment on this item. The Stephens team members gave no positive nor negative response to the item
instead they wrote not applicable. The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem. At Rockefeller school the counselor was unable to take students from class for one-on-one help. The Incentive School Plan calls for no pullouts. According to the monitoring team, it was difficult for the counselor to do one-on-one and group work with the children. ------* ' --------- School three days per week. The counselor is assigned to Rockefeller' Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers The Ish principal reported that the Ish teachers had a major role in setting the goals of the school.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 18 She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy allegedly violated. The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School.
did not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, there are safety concerns for students and staff because of the dismissal time for the extended day during the central standard time period because it is dark when the students leave. There was concern for teachers and principals in all incentive schools "holding up" and Saturday activities. under demands of extended day The team for Mitchell stated: "The environment at Mitchell is very positive and effective. We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance. 11INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES 1!To
From: Subject: Mr. James Jennings, Associate Superintendent for Desegregation Cheryl A. Simmons, Principal Date: /U4- Response to Concern Identified During November Sth Monitoring Visit November 30, 1990 Please find the identified concern listed below with the response following. 10.1 Parent involvement is on a limited basis. Will utilize PTA Council to get PTA organized. Garland's parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. Garland's parents also serve on its Bi-racial Advisory Committee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained as APPLE facilitators and will be leading APPLE workshops this year, parents have attended Parent Center workshops. Several Garland Mrs. Essie Middleton, of the Little Rock PTA Council, is holding a workshop/planning session for Garland parents from 6:00-7:00 P.M. on Tuesday, December 4th to organize and plan for Garland's PTA for the 1990-91 school year. With the assistance of Mrs. Middleton and Mrs. Delores Egeston, Garland's parents will devleop a plan to organize a strong PTA which will provide continuity from year to year and serve as a valuable tool in recruiting parental involvement and improving communication.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR December 3, 1990 TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Lonnie S. Dean, Principal RE: Monitoring Team Visit - Response(s) 1.0 Non-certified staff has been all black since Ish School opened. They were allowed to remain when all other positions were vacated, try to fill vacant positions as needed with non-blacks. I will 1.2 The Bi-Racial Team is working on strategies to recruit more white students. We have enrolled two (2) white students since the team's visit. (We now have a total of five white students and one-hundred thirty five black students in Grades K-6). 1.4 The enrollment for Extended Day classes is one-hundred ten (110) out of a total of one-hundred twenty three (123) students enrolled in grades 1-6. Only thirteen (13) students do not participate in the Extended Day classes Monday through Friday. Our Saturday enrollment represents 83% of our walking students. District does not provide transportation for Saturday classes. Our 2.2 All ASDP's are available in each classroom now. Grades 4, 5, and 6. 2.5 Staff have displayed additional pictures in the areas of the sciences: i.e., medical field, lawyers, engineers, scientist, politicians, educators and businesses. 8.1 We are in the process of adding two (2) black males to the Gifted and Talented program. All paper work is completed.LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24 & Battery Streets Phone 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: MEMORANDUM December 3, 1990 James Jennings. Associate Superintendent for Desegregation Monitoring and Program Development hita Hudspeth, Principal fchell Elementary Response to Monitoring Concerns of November 8 First, I would like to express my appreciation for the comments registered in this report. While there is always room for improvement, I am proud of the program we have in place. The written student education plans in the format requested are new for most teachers. I am continuing to work with staff members individually and in groups to ensure that the plans are relevant and helpful. could vary depending on the student and teachers. Initiation dates All teachers, however, should be documenting when students have completed identified skills. with teachers individually. Again, I am working Part of the December faculty meeting will address these concerns. The need for increased parental Involvement is ongoing. We have increased attendance at meetings this year as well as a dramatic increase in volunteer hours thus far. While we have made improvement, we will continue to work in this area. jB LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 17th Phone 374-1226 Lillie Rock, Arkansas 72206 To: .1 m III B a .1 e n n i n g a , Navembtr 27, 1990 Aaaocialt Sup er i n tun dent far Descgregat i an Koni tor i ng and F-'ragrain DkvkI opnient From: Anne Mangan', Principal, Packafel 1 er School Sub j ec t
Response to concern of f i rat mon i tor i nej visit f r oni the Little Roel-: School District Biracial Advisory Commi ttet? On November 9, visit from the 1990, Pocb:efeller Bchoal had the LRSD Bi racial Advi sor y Commi tt?t?. first, monitoring On the conf tir ent.B, there was on!y one area of cancern Nineteen classes were visited and I was told that e:i pressed ' ei: i t to me. four teachers did not have records current or Educat i onal understandi ng. Equity Monitoring they report. were i ncomp1et e. further ver i f i es T fl e t fi a t on all answers which As I read the report I see that we received II would iiave indicated a yes H except the one mentioned (2.2). There were comments positive response on several i terns and a concern only at the end of the request to comment on the concern regarding report. I here is no safety or on the fact that the materials needed to be prepared for the monitoring team was sent, to the school only four days before the scheduled visit. This was not. enough time to adequately compile all documentation. You have been selective would like for me to for me to determine in choosing the criteria respond to in this report. i terns It is that you d i f f i c u 11 comments were selected flow they were chosen and others not. since-? some I wi 1 1 areas wi til i terns requested. respond to those 1.0 The i nterviewi ng i ntervi ewi ng staf f team. at Rockef el 1 er Bchool was seiec ted Each staff member by an process. Two of the went through an extensive original staff decided that they could not commit to tlie incentive were bl ack. Seven new black teachers or speci ali sts members v4io school plan were selected to be a part, of the Rockefeller staff. Of the seven new bl ack cer t i f i ed change to another fl a 1 a n c e t fi e s t a f f. staf f, four were allowed school file result by Numan Resources to with no regard for the need to racially a staff which is 297. black. It. is my understanding that this percentage, is in a n a c c eptable many black applicants range. vacancy. I have kept, in I plan to continue although not desirable. are available whenever close contact to interview as I have a teaching w i t f I Robert R o b i n son and interviewed every applicant me in the past. that he or Numan Resources has sent 2. 1 The? comment made about the need for nci ghb or hood and community l3 y k i n d e r g a r t e n younger children and to first grarie teachers awareness be-i'nre be taught more about being expected ntudy about the world was the general -feeling of those teacher to Thf'?y arf? r e q u i red t o folio w 11) e however and do so as directed. about using the required materi als. multi cultural They have had agreement of they teach. They just curri culum gu ides adequate inservice are not in total before school plus its appropriateness for the very young children that Twenty days of inservice have already been provided one other additional day. I am, at the determi ne if present any are not t i me, checking all teacher Mastery dates will be checked current, up-dated, and on a regular basis. records to complete. 2. S.vf I have suggested that a to better plan lessons would be desirable. usi ng staff development inservice on how t he mu 11 i cu 11.ur a 1 curriculum guides very helpful i f the .1 have also stated that I think it would be curr i culum supervisors could cross ref erence the material in different, subject areas. It. is my understanding that the January staff development day for incentive schools will be devoted to the indivi dual needs for teachers to feel to tie the school, 3, 1 More offered to year, turn in I suggestions which their greatest need. awards, than we have ever will gi ven students at Rockefeller School for i nd i cate before, have what have the 1990-91 asked they been school Students with straight A's and honor roll students for the first, nine weeks grading period have their names boldly displayed on the front hall wal 1 , week A reception students following the end of the first were invited to attend Thc-3 students were presented school Student II P. T.A,) , a and sti cker/badge. ch i1dren their parents. were in their honor was held the nine weeks. Parents of these and a large number Principal 's honored. were present, achievement ribbons (purchased by the Award penci 1 and a Refreshments followed for This activity PIans to was very have a Super all students well received. 87 recept i on students will be repeated at ttie end of each nine weeks. for honor each A I good Monday citizen of the week is announced over the intercom receiving morni ng, a students are gol d star The to be students chosen are honored with a further recognized Super Citizen II worn during by having the day/week, at lunch on that day. sign and helium balloons a special table by The set a centerpiece the Classes that playground all display good behavior in the week are awarded an extra period at the end of the contest time. cafeteria and on 15 minutes recess Students, i n behavior chart for some classes. who have no the week:, checks are allowed to bring their on their 1 unch trays to the classroom and have lunch with their teacher. Plans have been made with our partner. the Arkansa Gazette, to take the 6th grade honor students to the Gazette at the end of the yoar for a tour and lunch.Tbi? Arkansas Bazettt? wi 11 mine tc5 the make picture badge tor the honored students. awc^rds reception and help by providing some of the refreshments, to get special T-shirts for the Straight A They will al so They are also trying students. Bf.udnnts check V'jIio have proven to end oT the on citizenship on the report he good cards Oi tt aeppi hy having no will be honored at the year. Grades wi11 not be considered in this area. Perfect attendance awards will also be given. The monitors from businesses. suggested long term incentives uch as scholarships proposals that, have not I believe that this is one of the controversial date. I personally have no been approved by the courts as of this would certainly welcome any way of offering such an i ncenti ve. one of the monitoring team scholarships that could be offered members or obtai n such an offered to all i ncenti ve students on but feel an very cost. 1 y. suggestions about how that, it would have to equitable basis and it might I by to be be 7. P 1 e f t I am not aware Rockefeller or of any student. white nr black: who has plans to leave for reasons of special education needs met. team have members mentioned this not been able to identify I as not having think that, one of the monitoring being a student any s u c f i s t. u d e n t. in speech but I 10. 1 c1 assroom f unct i ons Teachers simply and was parents 1i mi ted. stated bei ng t. h a t a fl 1 e parent partici pation to Th i s i B participate 1 n in the school families have both away to volunteer p arent s work i ng i n t fl e partly di.ie to the fact that classroom. and they are Some tr ansportati on problems but. whenever this problem unable to parents do many get. have transportation has been o f fered pl armed. Act. i vi t i es to the parent. or is identified, a home visit is such ct 55 P. T.A. and after regular working hours open houses are held 10.2 the Whenever vi si t for anyone are to our total unable to the parent. ti me there 12. 1 a home visit, is made immediately stated, qi.iestion the purpose. c o n c e r n a n d i n t. e r e s t come to the it might We never try school, be no phone. members. Inservice on General are 1 the purpose and reason for There is A home i n 11 r e absolutely no reason vi si t student the school to make a c a n reinforce If a parent is can certainly come to surprise visit and the unannounced is j f there 1 55 an individual basis is held for information is assisted on their given as a only great, need and all new Staffneeds as determined by their assigned grade level and group but. teachers i n51.r (..icted on the assi gnment.12,3 Every effort is made to provide communication program at Rockefeller- an effective home/school School . will have to -further a goal. dates to ex p 1 cAi n i'low our- The monitoring team ef-forts are failing, to meet We are constantly notifying parents of up-coming events, aval 1atale, acti vi ti es .1 nf ormat i ve remember, acti vi ties t o P. T.A. meetings of i nterest.. articles are and In attend, entertai nment, sent to addi tion, parent, and news seminar5 any bul1et i ns other wi th from teachers, every Thursday. Parents parents and numerous letters I fail to see are sent a behavior report on their child anything but promote good home to school how any of these things could do communicati on.i-z ROCK SCHOOL D ISTRICT Stephens Elementary School 3700 West 18 Phone 663-8374 Little Rock, Arkansas 72204 December 3, 1990 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Stanton L. Strauss, Principal, Stephens Incentive School SUBJECT: RESPONSE TO CONCERNS FOR FIRST MONITORING VISIT 1.1. There are five black males on the staff: one P.E. teacher, one music substitute, one instructional aide, and two custodians. I followed the interview process as established by LRSD as well as reviewing personnel files in the department of Human Resources. The District has hired a full time employee to rectify the recruitment problem of lack of black males as well as black females in the District. 2.3. All students are involved through direct questioning, guided practice. and independent practice. More explanation is needed for ..more 'actively' involved... than others." Communication between student and teacher is to be done according to individual learning styles. Consideration also needs to be given to the amount of time the observers were actively" observing whole classroom instruction and what teaching strategies were being used. X . 3.2. 3.4. report Stephens is in compliance with article 2.3. According to the According to the appraisal form Stephens's students do know the requirements for academic and behavior honors, yet this still is a concern. I don't understand these conflicting statements. to promote academic success. The entire focus is I see this as a very positive goal. Steps toward achievement must be taken one at a time. Teachers must start where the students are and not where we want them to be. can get all students working at grade level, that will be quite an accomplishment. Then we can go up from there. Here again I am reading conflicting statements. difficult. with article 3.4. If we Responding to this is According to the monitoring report Stephens is in compliance A statement reads that recognition of as many students as possible." attention is given to as possible how can more effort be given. If we are doing as much Stephens recognizies students through academic success, behavior success, good deed success, is done both publicly and privately. This LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extended Day Educational Opportunities 6.0 Student Achievement/Assessment 7.0 Resource Education Programs 8.0 Gifted and Talented Education 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline PAGE 1 1 3 4 4 5 5 6 6 7 8 12.0 Building Leadership/Management 9 Key: SP = School Profile O I D Observation Interview DocumentationLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are recruired to complete the comment section 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 completing this form. CRITERIA CIRCLE ONE 1.0 Separation by Race/Gender in School Programs 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. COMMENTS: YES NO 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. COMMENTS: YES NO \Educational Equity Monitoring for Incentive Schools Page 2 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 and Academic Skills Development Plans) COMMENTS: YES NO O 2.3 All students are actively involved in classroom instruction. COMMENTS: ____________________ _________ YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. 0 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS: YES NO O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: YES NO O 2.4.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: YES NOEducational Equity Monitoring " for Incentive Schools Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. COMMENTS: _____________ ___________________ YES NO 2.6 I Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. COMMENTS: YES NO 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. COMMENTS: YES NO 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 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. COMMENTS: ' ' . - YES NO 0/D 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO 3.1Educational Equity Monitoring for Incentive Schools Page 4 I/D 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. COMMENTS: _____________________________________ YES NO I 3.4 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. COMMENTS: ________________________________ YES NO 4.0 Committees SP/I The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _________________________________________________ YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extracurricular/co-curricular activities. D/I 5.1 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. COMMENTS: YES NO SP/I 5.2 The majority of the student population participates in extended day activities. COMMENTS: ________________________ YES NOEducational Equity Monitoring for Incentive Schools Page 5 D 5.3 Parents are adequately informed about extended'day activities. COMMENTS: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, tests. and use of standardized SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. COMMENTS: YES NO SP 6.2 Goals and strategies are developed and implemented to improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution ... Classroom Monitoring Report COMMENTS: YES NO 7.0 Resource Education Programs 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. COMMENTS: YES NO 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 6 8.0 Gifted and Talented Education SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. COMMENTS: _______________ YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: __________________ YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. I 9.1 Staff development activities related to educational equity have been provided and are ongoing. COMMENTS: ____________________ YES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. COMMENTS: _____ ____ ______________ YES NO I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 7 SP/I 9.4 All teachers have participated in the following staff development activities: PET TESA Classroom Management Effective Schools COMMENTS: YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. COMMENTS: YES NO D 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. COMMENTS: YES NO D/I 10.3 Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. COMMENTS: . ' YES NO D/I 10.4 Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 8 SP 10.5 School patrons and parents are given an opportunity to actively participate in developing the local school plans. COMMENTS: ______ ______ _______ YES NO D/I 10.6 Parental involvement strategies are modified as needed to ensure communication with parents who ' are difficult to reach. COMMENTS: YES NO D/I 10.7 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. COMMENTS: YES NO 11.0 Stud-en Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. D 11.1 Information in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. COMMENTS: YES NO SP/I 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving black males. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 9 0 11.3 Classroom instruction proceeds in an orderly manner. COMMENTS: YES NO SP/I 11.4 A mentoring program is_^ used to meet the needs of at-risk students. COMMENTS: I 11.5 Students have access to community based support programs. COMMENTS: YES NO 12.0 Building Leadership/Management SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school plan. COMMENTS: YES NO SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: YES NO D/I 12.3 Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 10 D/I 12.4 There is evidence that the guidance program provides equitable services to all groups of students. COMMENTS: __________________________________ YES NO D/0 12.5 The school has published clear statements of expectations for student conduct. COMMENTS: __________ __________ YES NO 0 12.6 The campus and building are clean and free of debris and graffiti. COMMENTS: YES NO O 12.7 Hallways are orderly. COMMENTS: YES NO O 12.8 The school office has friendly and helpful personnel. COMMENTS: ______________________________ YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation 810 West Markham Street Little Rock, AR 72201 TO: FROM: THROUGH: SUBJECT: T LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 September 10, 1991 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Update on Desegregation - August Please find enclosed the update on desegregation for the month of August, of June and July. I did not prepare updates for the monthsLITTLE ROCK SCHOOL DISTRICT I EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1991 I TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs , 2 2.0 Curriculum 3 3.0 School/District Initiated Honors and Awards 7 4.0 Committees 8 5.0 Extended Day Program 9 6.0 Student Achievement/Assessment 11 7.0 Special Education 13 8.0 Gifted and Talented Education 14 9.0 Staff Development 15 10.0 Parental Involvement 17 11.0 Student Discipline 18 12.0 Building Leadership/Management 19LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the LRSD Districtwide Biracial Committee and Planning, Research and Evaluation staff. Each team conducts one school visit each quarter using a monitoring instrument developed by the Biracial Committee, the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. Visits by the Planning, Research and Evaluation staff are scheduled cooperatively with each principal. Visits by the Biracial Committee are scheduled by the Office of Desegregation. The teams report quarterly to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report is a summary of the first quarter visits conducted between October 7 and November 20, 1991. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this 'report is to identify the degree to which each school is progressing towards the goals of desegregation. At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation requires a written response from each principal detailing a plan to eliminate any identified problems. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: * Racially balanced staff which reflects appropriate percentages as established by the Court A Racial/gender balance in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 3 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Three of the LRSD biracial teams monitoring reported a negative reaction to the item dealing with acceptable staffing range. The Mitchell biracial team indicated that there were only three male certified teachers. The Mitchell team also said that the support staff was black, except for one person (perpetrating stereotypical black roles). The Rockefeller biracial monitoring team identified a lack of males in the teaching staff at the school. The Stephens biracial monitoring team saw no black certified males, no white instructional aides, and stereotypical black non-certified staff. Response from Principal(s): None. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists LRSD/PRE Specialists reported that all of the incentive schools were within the acceptable staffing range. 2.0 CURRICULUM At each school the monitors expected to find: A culturally diverse curriculum * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum Varied teaching strategies that match the learning styles of the studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 4 Current and accurate documentation of student progress Teachers demonstrating an understanding of a multiculturally infused curriculum * Students participating in heterogeneous groups that utilize peer tutoring * Displays of bulletin boards, materials, and publications that reflect the multicultural curriculum * Use of hands-on discovery and exploration teaching strategies Academic program enhanced by extracurricular activities FINDINGS
Monitored by Little Rock School District/Biracial Teaun Members Deficiencies in record keeping were noted by the LRSD Biracial Committee (BRC) monitors at five of the seven incentive schools. Student records were reported as not current and complete in some classrooms visited at Franklin, Garland, Rightsell, Rockefeller, and Stephens. Other deficits noted follow. Franklin (10-8-91) Some SEPs did not have dates initiated or evaluation procedures. Some ASDPs did not have strategies to address deficit skills. Garland (10-9-91) Most SEPs reviewed lacked parent signatures, instructional strategies and evaluation procedures. No instructional strategies were listed on any of the ASDPs that were reviewed. Ish (10-10-91) Some signatures were missing on some student records. Mitchell (10-24-91) Some SEPs did not include evaluation procedures and/or initiation dates. One ASDP did not have instructional strategies.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 5 Rightsell (10-6-91) In two classrooms, all of the SEPs were the same with one minor exception. Some SEPs lacked evaluation procedures and some ASDPs lacked instructional strategies. Rockefeller (11-14-91) SEPs were not found in some files. Stephens (10-28-91) Dates initiated needed to be added to SEPs at the first and third grades. Two of the six ASDPs reviewed did not have instructional strategies. The Biracial Committee monitors indicated that at Rockefeller there was no evidence that teachers had adequate materials and equipment to deliver and use the multicultural curriculum. The report stated that the multicultural guides seemed too complicated and that there was no tool to show how to use the multicultural guides. All students were not actively involved in classroom instruction at Rockefeller. Monitors observed some students'who were "listless" and/or inattentive. At Rightsell, the Biracial Committee monitors noted that while exhibits in the halls were very good, most classrooms did not have displays that reflected the multicultural curriculum. Monitors found that the displays of student work did not reflect varying teaching strategies. Displays were of workbooks, basals, paperwork with no hands-on or innovative strategies evident. Some classrooms did not have science resources in evidence. No classes were observed working on science. Most teachers visited had not taken their studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 6 on field trips to reinforce the academic program and some had not yet planned field trips. The sixth grade teachers at Stephens did not have the district's multicultural curriculum guides. Monitors found that grades 4 through 6 had very little, if any, student work displayed. Also, teachers visited indicated a need for more science equipment, some of which had been ordered. Response from Principal(s): The Stephens principal stated that she was monitoring records and she would take care of all students' records. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The Planning, Research, and Evaluation monitoring team found the following deficiencies at the incentive schools related to curriculum. In every incentive school, in some classrooms visited, student records were reported to be not current and complete. Additional findings related to teacher/student records follow. Franklin (11-4-91) Reading magazine tests had not been given in two classrooms. Mathematics tests, ASDPs, and parent/student discipline contracts were not available in some classrooms. There were no displays of student work in some classrooms visited. Garland (11-5-91) Some SEPs and ASDPs lacked parent signatures. A grade book was not available in one visited classroom. Grades were available for only one subject area in another classroom. Ish (11-6-91) Parent notifications were not available in PAL folders. Some SEPs lacked parentEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 7 signatures. Interim reports and parent/student discipline contracts were not sent home in one classroom visited. 3.0 Mitchell (11-11-91) Rightsell (11-12-91) Rockefeller (11-13-91) Stephens ((11-14-91) Reading folders were not available in one monitored classroom. signatures in one classroom. ASDPs lacked parent Some parent notifications were not signed or available in a PAL classroom. Some ASDPs and SEPs lacked parent signature. In PAL classes, some parent notifications were not signed and available. Reading magazine tests and mathematics tests had not been administered for the first nine weeks in one monitored classroom. Student/Parent discipline contracts were not available in one monitored classroom. Reading magazine tests had not been administered and recorded on reading folders in some monitored classrooms. Some ASDPs did not have parent signatures. In some classrooms visited at Franklin, there were no displays of student work reflecting varying teaching strategies. Although instruction proceeded in an orderly manner in the monitored classrooms at Garland, some students displayed disruptive behavior, therefore, they were not involved in the instruction. SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors * Written procedures and requirements governing honors and awardsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 8 Methods for communicating requirements for receiving honors/awards to all students * A process to evaluate the honors and awards program * Plans to eliminate any gender/grade level inequities relative to distribution of honors and awards FINDINGS: Monitored by Little Rock School District/Biracial Teeun Members The Biracial Committee team reported that four of the seven incentive schools had no available evidence for distribution of honors or awards. Procedures for apprising students of the requirements and of information regarding various opportunities in educational programs was in place as observed by Biracial Committee team and PRE monitors. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists The PRE monitors indicated that all information for this area would be available after the first nine weeks for all seven schools. However, procedures for apprising students of the requirements governing honors and awards and of information regarding opportunities in educational programs were in place at each school. 4.0 COMMITTEES At each school the monitors expected to find: * Racial/gender composition of committees generally reflects the school populationEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 9 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Members of the LRSD Biracial Team reported that the composition of each school based committee generally reflected the staff/parent population in six of the incentive schools. Although the school based committees at Garland generally reflected the staff/parent population, there was limited parent involvement and participation. At Rockefeller, school based committees did not reflect the staff/parent population. Monitors said there were no parents on the Biracial Committee and only two parents on the Parent Advisory Committee for this school. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The composition of each school-based committee generally reflected the staff/parent population in each of the monitored incentive schools. 5.0 EXTENDED DAY PROGRAM At each school the monitors expected to find: Provides parents with adequate information regarding extended day activities * Recruitment practices to promote participation of all students in extended day activities Meets the individual needs of the students (SEPs)EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 10 FINDINGS
Monitored by Little Rock School District/Biracial Team Members The Biracial Committee teams reported that all seven schools informed parents of the extended day activities by sending surveys, fliers, and parent-teacher conferences. Six of seven schools informed the Biracial Committee teams that the majority (3/4 - 80 percent and over) participated in extended day activities. These six schools also indicated to the Biracial Committee teams that the extended day activities were adjusted to meet the needs of all students. Only one school (Rockefeller) reported that less than one-third of the students participated in the extended day activities. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The PRE monitors reported that all seven schools informed parents during registration and at PTA meetings. Fliers and survey forms were also sent to parents to be signed and returned to each school. The PRE monitors reports indicated that the majority of the seven schools student population participated in extended day activities ranging from 52-71 percent (according to each schools' student population). The PRE monitors also reported that all seven schools extended day activities were related to the objectives of each SEP and adjusted to meet the needs of the students.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 11 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents * Strategies to close the disparity in test scores among identifiable groups FINDINGS: Monitored by Little Rock School District/Biracial Teeun Members When test results were examined, overall achievement of students did not remain stable or improve at most of the incentive schools. Two of the incentive schools, Ish and Mitchell, demonstrated improved test results for overall student achievement. Goals and strategies were developed and are being implemented at most of the incentive schools to improve student achievement. Monitors at Rightsell reported that no evidence was provided on goals and strategies to improve student achievement. Promotion/retention rates reflected the school population at five of the incentive schools. At Rockefeller, the promotion/retention rates did not reflect the school population, according to monitors. The monitoring team forEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 12 Rightsell said that data was not provided on the promotion/ retention rates. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists Most of the incentive schools did not demonstrate stable or improved test results overall for student achievement. At Franklin, there was improvement on the Minimum Performance Test (MPT), but three grade levels had decreased scores on the Metropolitan Achievement Test-Sixth Edition (MAT-6). There was an overall decrease in student achievement on the MPT and MAT-6 at Garland and Ish. Although there was an increase in student achievement scores on the MPT at Rightsell, there was an overall decrease on MAT-6 scores. Monitors at Rockefeller reported that third grade students demonstrated improved scores on the MPT, while sixth graders had decreased scores. On the MAT-6, there was an overall decrease in test scores at Rockefeller. Two of the incentive schools, Mitchell and Stephens, demonstrated improved scores overall on the MPT and MAT-6. All of the incentive schools had developed goals and were implementing strategies to improve student achievement. The retention rate reflected the school population at each of the incentive schools, except Franklin. The monitors reported that the retention rateat Franklin, 16 males and 1 female, did not reflect the school population according to gender.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 13 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to ensure equitable services by gender and grade level Adequate facilities to meet the needs of the students served FINDINGS: Monitored by Little Rock School District/Biracial Team Members There were no areas of concern regarding special education reported by the Biracial Committee monitors at Franklin, Garland, Ish, or Stephens. No observations were made at Mitchell, Rightsell or. Rockefeller. The special education teacher was not available at Rightsell and the teacher at Mitchell was absent on the day of the visit. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The PRE monitors found no areas of concern regarding special education at Garland, Ish, Rightsell, or Stephens. The Franklin report noted that materials and equipment were not adequate to deliver the curriculum in the special education classroom. The monitors observed that the number of male students enrolled in special education at Mitchell was disproportionateEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 14 to the school enrollment. Strategies to eliminate such disproportionality were not available in the School Profile. Monitors obseirved special education facilities at Rockefeller to be adequate
however, the staff reported that the facilities were not adequate for the needs of the students served. Response from Principal(s) : The Franklin principal stated that there was a new teacher in special education. There had been some concern about how pull-outs for special education would be handled since Franklin was an incentive school. He said he was working on this situation along with the Special Education Department. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students sei-vedEDUCATIONAL EQUITY MONITORING FIRST QUARTER 1991-92 INCENTIVE SCHOOLS SUMMARY REPORT Page 15 FINDINGS: Monitored by Little Rock School District/Biracial Tezun Members There is not a teacher for gifted and talented (G/T) students assigned to Ish, according to the report submitted by the LRSD Biracial Committee. The report also indicated that the principal is attempting to locate a teacher for this position. No observation of the G/T programs at either Mitchell or Rockefeller was conducted by the monitors. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists Students in the G/T program at Ish were not serviced during the first nine weeks.because there was no teacher for G/T education. At Rockefeller, the student enrollment in G/T was disproportionate to the school population
females comprised 73 percent of the students assigned to the program. Response from Principal(s): The principal at Ish reported that there was a teacher for G/T students during the first three weeks of school, and G/T services were provided to students. At Rockefeller, the principal stated that additional students have been recommended, but approval for assignment to the program must come from the G/T central office. 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: * Staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 16 Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation FINDINGS
Monitored by Little Rock School District/Biracial Team Members The data from the Ish report revealed that strategies for multicultural curriculum delivery and training related to educational equity had not been provided during the first nine weeks. The report from Stephens reported that less than half of the certified teachers had taken advantage of staff development activities to enhance teaching strategies for multicultural curriculum delivery, and only three teachers had received training in educational equity. Some monitored staff members at Rockefeller indicated that their staff development plan did not provide for development to increase the achievement of a diverse student population. There were no areas of concern at the remaining schools. Monitored by Little Rock School District/Biracial Team Members According to monitored teachers, the staff development plans demonstrated a commitment to equity by providing the appropriate and/or selected inservices. There were no areas of concern. * * *EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 17 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: * Documentation of school-home communication and contact * Documented evidence showing how all identifiable groups of parents have been actively solicited tt When financially possible, transportation provided for parents who need the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provision for regularly infoirming parents regarding all aspects of their child's school performance * Opportunities to develop leadership skills among all parent groups FINDINGS: Monitored by Little Rock School District/Biracial Teeua Members The reports from Ish and Rockefeller showed that there was no evidence to support that parents had participated in the development of the School Improvement Plan. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The team from Mitchell indicated that monitored teachers expressed that actual parent involvement was extremely limited, but emphasized that all parent groups had been adequately informed.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 18 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * Discipline program monitored, evaluated, and updated * Community based support programs Mentoring program * Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained FINDINGS: Monitored by Little Rock School District/Biracial Team Members At Ish, the LRSD Biracial Committee was not able to determine from a review of the School Profile if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. These same strategies were not included in the School Profiles of Rightsell or Rockefeller, according to the reports submitted. At Rockefeller, the Biracial Committee determined that there was no evidence that all students and parents had been given information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student*disciplinary policies. The committee that monitored Rockefeller reported that there wasEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 19 no mentoring program established to meet the needs of at-risk students, nor was there evidence that students have access to community based support programs. The report did not specify if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. Response from Principal(s): The principal at Ish stated that the plan was in place. but he has not had a need to suspend or expel any students. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The parent/student contracts in the discipline handbooks were either unsigned or unavailable in some of the monitored classrooms at Rightsell, according to the monitoring report. 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: * Clear, concise and well-written improvement goals * Physical environment supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Evidence that the principal monitors the curriculum * Strategies to increase participation in upper level class groups * Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program * A safe and secure campus for all students, LRSD employees, and visitorsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 20 FINDINGS
Monitored by Little Rock School District/Biracial Team Members The LRSD biracial monitoring teams from Garland and Rockefeller reported no written, clear, concise statements of specific improvement goals. The LRSD biracial team reported that the Garland Counselor was on an extended leave with no replacement. The biracial team from Stephens School said that the office media center needed new carpeting. There were loose wires hanging inside and outside the Stephens building. Stephens also had a broken fence along the playground area. The biracial monitoring team from Rightsell found that the office staff rather than being friendly and helpful. seemed "on edge." The biracial team from Rockefeller found no form for use in monitoring the curriculum or any other evidence that curriculum monitoring occurred. The Ish, Rightsell, and Rockefeller biracial monitoring committees could find no evidence that strategies were developed to increase the number of minority students in upper level classes. The Rightsell and Rockefeller biracial teams found some problems with security at the schools. At Rockefeller, the visitors were able to walk around without name tags. At Rightsell, a student opened the outside door to let the monitor (stranger) into the school.EDUCATIONAL EQUITY MONI'^ORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 21 Response from Principal(s): The Ish principal stated that the item dealing with strategies to increase the number of minority students enrolled in upper level courses/class groups did not apply to the elementary level. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists A few security problems were found at some of these schools by the LRSD/PRE program monitoring team. At Mitchell School, all the visited classroom doors were unlocked. At Rightsell, one outside double door was found unlocked. This was a rear entrance double door between the library and the annex classroom for four year olds. At Rockefeller, three outside doors were unlocked. At Stephens School, two outside entrance doors were unlocked. Also the back door to the girls' restroom was open. Some graffiti was observed on the wall of a portable building at Stephens. Response from Principal(s): The Rockefeller principal said that the outside doors near the cafeteria, were unlocked for a short time during lunch when students go outdoors and back inside with adult supervision. The Stephens principal said that she would have the graffiti removed. She also said that she monitors the building throughout the school day to keep the doors locked. Some students and staff continued to leave doors open. The school staff was working to correct the problem.TO: 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 "^fony 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. P--- respond to the concernCs) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) Your response(s) should be Please listed below will be addressed, forwarded to my office. 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: Larry Robertson Arma Hart l-'FRANKLIN 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 A copy of the attached memo was sent to all teachers whose SEPs were found to have areas of deficit. I personally reviewed each teachers SEPs and I have a copy of what was given to each teacher in his/her file.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72201 Robert Brown, Principal, Garland Incentive 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 9, 1991. Please respond to the concern(s) listed below by November 1, Please be specific as to how and when the concern(s) listed below Your responsefs) should be forwarded to my 1991. will be addressed, office. 2.1 Some teachers would like to have an additional Black History course. 2.2 Most SEP'S did Interim reports appeared to be in order, not have parent signatures or dates of initiation^ most SEP'S did not have evaluation_procedures. Th were no instructional strategies listed on any of the Also, There 12.1 cc: ASDPs that were reviewed. 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 Media center needs more bulletin board space. Library needs remodeling. Did not see evidence of requirements in profile. Limited parent involvement and participation. Students must remain during the full extended day. Limited parent involvement. Not reflected in profile. Not at this time. However, in discussion with Not in profile. . _ principal, he has very definite goals for this school. Larry Robertson Arma HartGarland 3615 W. 25th Little Rock. AR 72204 Incentive Mr. Robert L. Brown. Jr.. Principal ' Phone: {501)671-6275 'Simply Tran^ormational'' 4% J TO: December 5, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM:(A^^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. The 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. 2.2 SEP'S were not completed or properly initiated and still reflect serious deficits to this date. Teachers have been 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 had not been done, The teachers have been made aware of the concerns. Garland 3613 W. 38th LttOeRock, AR 73304 Bobcats Incentive Mr. Robert L. Brown, Jr. Principal Phone
(SOI) 671-6373 3.2 4.1 5.1 10.1 10.4 10.5 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 community church. p a. J. till L o have been held at a local Documentation and dates are available. 12.1 Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several However, aspects of educational equity has been made by this administration. those recommendations have not been approved by Central Office Administration. cc: Larry Robertson Arma Hart Tony Wood LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD 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 3.5 9.1 9.2 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. Cannot be determined from the school profile. The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 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 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. 10.6 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 Comnunity 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 students, 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.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 October 31, 1991 Donita Hudspeth, Principal, Mitchell School James Jennings, Associate Superintendent for Hzy Desegregation Monitoring and Community Services si Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit -Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 24, 1991. respond to the concern(s) listed.below by Friday, November 15, 1991. " Please 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 1.1 Support staff is black except for one person (perpetuating stereotypical .black roles). 2.2 Most of the SEP'S were in excellent shape. There were a few cases, however, where SEP's did not include evaluation procedures and/or initiation dates. the ASDP' did not have instructional strategies. One of cc: Arma Hart Larry RobertsonLITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 & Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: 1.1 2.2 November 18, 1991 James Jennings, Associate Superintendent for Desegration MUoj,pixbring and Community Services a Hudspeth, Principal, Mitchell School First Monitoring Visit - Concerns The number of black support staff, to be sure represents an imbalance. Since I was already cognizant of this situation, I attempted to recruit white applicants for the additional instructional aides position. I did recruit two (2) white appliants, but was only able to recommend one for employment. Other positions/personnel have been in place for some time. Many staff members assume initiation dates for strategies written are the beginning of school. ~ ' and/or initiation dates will be added. Evaluation procedures Two students' records who now have ASDP's did not arrive until early October. Their plans were completed in their entirety by Mitchell School. Those plans now have Instructional strategies. LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72201 October 29, 1991 TO: FROM: Bobbie Goodwin, Principal, Rightsell School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services "THROUGH: Ti, ?ony 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 15, 1991. Please respond to the concern(s) listed below by November 11, 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 2.2 Most of the SEP'S were in excellent shape. In two of the classrooms reviewed, however, all of the SEP's were the same (one minor exception), tain evaluation procedures. have instructional strategies. Some SEP'S did not con- A couple of ASDP's did not 2.4.1 Several classrooms had excellent evidence. Most 2.4.2 2.4.3 2.5 3.3 6.2 6.3 did not. Hall exhibits were very All classrooms did not reflect. good. All workbooks, basal, paperwork (all books). No hands-on or innovative strategies evident. Some classrooms didn't even have science resources in evidence, science. No classes observed working on Not in school profile. No evidence provided. Not provided.Incentive Schools Monitoring page 2 10.5 The principal did not provide evidence of outreach to parents in this area. 10.6 Principal said no. 11.2 Not available in school profile. 12.3 Not available. 12.6 Seemed on edge. Didnt bend over to help. I 12.Q *Not in school profile. 12.10 Student opened outside door to let stranger in. classrooms unlocked. Several ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Appalling lack of emohasxa. evidenced in test ?cores^ plaved showed lack of studentfdtv Not enough writing practices. on science and'social studies. Examples of writing skills dxsjt with the language. Look temporary. not ^Trailers lack adequate bulletin boarcjs^ ,------- conducive to learning... Ghildten bflng away from ina
q school not good.. cc: Larry Robertson Arma HartLI KBBBBI ROCK SCHOOL DISTRICT Rightsell Elementary School TO: 911 West 19" Street Phone 324-2430 November 11, 1991 FROM: RE: 2.2 Little Rock, Arkansas 72206 Mr. James Jennings - Associate Superintendent Mrs. Bobbie H. Goodwin, Principal First Monitoring Visit Concerns Concerns are being shared with staff. students, with a few exceptions, are the same. Usually, the needs of Primary I Teachers have been instruct-ed to list instructional strategies, if needed on ASDPs. 2.4.1 All teachers have been requested to show evidence that the multi-cultural curand 2.4.2 riculum is being implemented by bulletin boards or other displays in the classroom. 2.4.3 Concern is being shared with staff. display hands-on-materials used, and/or Language Arts. Staff has been encouraged to use and The observation occurred during Reading 2.5 One classroom at each level (3-6) is receiving materials and supplies for a science lab. Science classes are scheduled after lunch. 3.3 Extended Educational Programs are listed in the school profile. Students and parents are apprised of this information through oral and written communication from the staff. 6.2 Our school improvement plan is in the folder with the School Profile. Goals and strategies are listed to improve -student achievement using the measures listed. 6.3 Students retained are listed by grade, race, and sex in the School Profile. 10.5 I shared with the team that every effort is made to ensure communication with all parents. Our staff utilizes written correspondence, telephone calls, home visits, early arrivals and late departures to accomodate parents. 10.6 The team was made aware of meetings coordinated last year by the Incentive Schools Parent Coordinator. We also shared with them that surveys were being made by our Incentive School Services Coordinator and meetings/workshops would be planned and implemented this school year. I LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas October 31, 1991 TO: FROM: THROUGH: SUBJECT: 72202 Ann Mangan, Principal, Rockefeller James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSp First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 14, 1991. Please respond to the concern(s) listed below by Tuesday, November 12, 1991. Please 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- 1.1 The student profile reflects that there is a lack of African males. Only staff Also, European American males. American male. custodian (1) European male (1) African 2.1 There is no tool to show how multicultural guide is used. 2.2 No SEP' found in some files. Some students seemed ft 1istless ff and/or inattentive. All students should participate in class or be made to participate. 2.4.1 But doesn't reflect student population. Should be more reflective of African American community. 2.4.2 Yes, hut. sliould be more reflective of the student population. 2.3Rockefeller Page -2- Concerns 3.1 No, program needs to be started. 3.3 No evidence. 3.4 No evidence. 3.5 No evidence. 4.1 No parents on biracial committee. parental participation. There is a lack of No evidence of involvement. 5.1 No evidence, one flier. 5.2 No, less than one-third. 9.3 Plan doesn't address diversity issue. 10.1 No evidence of staff and parent interaction. 10.5 No evidence. 10.6 No evidence. 11.1 No evidence. 11.4 Working on it, right now only African American woman. 11.5 No evidence. 12.1 No evidence. ( 12.7 No form or evidence that curriculum monitoring occurs. 12.8 No evidence. I cc: Arma Hart Larry RobertsonTO: FROM: JAMES JENNINGS, ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND COMMUNITY SERVICES ANNE MANGAN P^RINCIPAL, ROCKEFELLER INCENTIVE SCHOOL RE: RESPONSE TO FIRST MONITORING CONCERNS AS REPORTED BY THE DISTRICT BIRACIAL ADVISORY COMMITTEE/ OCTOBER 14,1991 VISIT DATE: NOVEMBER 18, 1991 The first visit of the Bi-Racial Monitoring Team was held on October 14, 1991. A copy of the responses made by the team was delivered to my off ice on Friday, November 15, 1991. An exit conference was held with me at the end of the visit and only a few serious concerns were reported to me at that time. The only two things that I felt would be addressed was the lack of male staff members and the fact that a mentoring program had not been fully implemented at that time. To have twenty-three concerns and twelve of those responses listed with n no evidence tl was a shock and If the team assigned to monitor Rockefeller totally beyond reason. School saw no evidence, I would have certainly expected them to ask for it from a staff member or the administration. During the exit conference, the team appeared to be rushed and in a hurry to leave. I feel that if there had been that many serious concerns - and only a few were mentioned to me - they should have been made known to me at that time. documentation was I keep accurate and up-to-date records and all available for inspection. I have notebooks. files, and documentation in my office or with the teachers in every area being monitored. clarify anything questionable. If any part was unclear, I was available to In response to the concerns: 1.1 There are three African American males - custodians (3) There is one African American male instructional aide (1) There is one European American male - certified teacher (1) I will continue to search for additional males to add to the staff and interview any who have applied for positions with LRSD. 2.1 The tool used to determine if the multicultural guide is being used by the teachers is to monitor the lesson plan book. The teacher plans instruction with the textbook and the multicultural materials as a guide. Plans are monitored by the administration. The comment on the report that the multicultural guide appearing to be too complicated should not be a negative response about the program at Rockefeller but rather a comment made to those that have supplied the guide to all teachers in the district and directed all teachers to use it on a regular basis. We also should not be held responsible for the fact that the textbooks do not reflect enough about African Americans. 2.2 ' their This is an absolutely false statement. All teachers have in possession the SEPS prepared for each student and I personally have copies of those SEPs in my office.2.3 If some students seemed. "listless or inattenti ve, have been being referred an underlying reason. Not knowing which children there may to in this report, i t is very di f f icult to we re say. There are some children who are allowed to stay up until all hours of the night and we sometimes have to do everything possible to keep them awake. There are teachers do everything keep students on tasks. other extenuating circumstances but in their power to stimulate interest and 2.4.1 and 2.4.2 The bulletin boards and the school and classroom I change as the focus of study changes. They do reflect the multicultural curriculum as well as all aspects of the curriculum being studied -art work from all cultures, handwriting, language arts, 3.1 science, social studies, math, etc. All children who were good citizens during the month of September were honored with a special sticker and a popcycle. same reward was given at the end of October. There is an (( The Honors Reception (t at the end of each nine week period. The first of these receptions was held on Friday, November 15, 1991. Parents of students making either all As or the A/B honor roll were invited to the reception and approximately 50 parents attended. making straight As were awarded a School fl If Students I am a STAR at Rockefeller tee shirt, a bumper sticker and a coupon for a kids meal at a local restaurant. The A/B Honor students were given a bumper sticker and a coupon for the Jr. Frosty at Wendys. A large sheet cake, cookies, and punch was served to those attending. The students with perfect attendance for the first nine weeks received a coupon from McDonalds. Parents and students had been made aware of the awards that would be provided at the beginning of the year during meetings with the students and also explained fully at Parents Night and P.T.A. 3.3 I believe. if one were to check. Rockefeller was the only incentive school to provide an information sheet for parents during registration for the past two years. It fully outlined the educational opportunities that would be provided during extended day. Then, a survey was developed, listing possible selections, to determine interest in the various offerings. After this survey was completed, the programs most frequently chosen were offered during the extended day. 3.4 and 3.5 At the time of the monitoring visit. the list of recipients for honors and awards had not even been turned in. As soon as they were submitted to the office, an evaluation for equity most definitely was conducted. No new awards are necessary since the numbers of those awarded were reflective of the student population. 4.1 There is no school bi-racial committee set Rather, there are two parents on the Incentive up this year. Committee as directed by the district. It is School Advisory beyond me how anyone could report that there is a lack of parental participation when we have a very active P.T.A. and the executive board meetsregulnrly once a month. There is n listing of volunteers on in the office. There was a approximately 275 parents in attendance. highly successful Parent Night file with We had an Early Childhood 50 parents attended the Parent Night that was very well attended. I certainly do not think that this merits awards reception. a comment of "No evidence of involvement. tf 5.1 If a member of the monitoring team had asked for evidence of information sent home to parents about the extended day activities, they would have seen that we began giving them information during registration and continued to keep them informed up until time of implementation. The information included offerings, hours, registration for the number of days they wanted their children to attend, bus schedules, procedure for registration for CARE if they needed to stay beyond the ending time for extended day, etc. There IS more than enough evidence to substantiate this statement. 5.2 There are approximately 280 students attending Rockefeller in the f irst through sixth grades. These are the only grades attending extended day activities. 227 students are registered for extended day. This is 81% of the school population-not one-third. 9.3 I think that a few of the following staff development inservices might be considered activities that would address effective strategies that would enhance the achievement of a diverse : Students, student population: Self-Esteem, Manipulatives, Behavior Classroom Management. 10.1 Whole Learning group instruction, and Discipline, Styles At Risk Inventory, Stress Reduction, Math and Parents of all identifiable groups are involved in any and all school activities invited to P.T.A., resource speakers in the classrooms. parent volunteers. become scouts, attend meetings, go on field trips, etc. There is no discrimination when providing equitable opportunities for parent involvement. 10.5 At last count, over 35 home visits had been made by various staff members. basis about student conduct, academic achievement notices. Teachers send home notices to parents on a weekly Several teachers send home weekly Teachers arrange their schedules to be able to meet parents at a time that is convenient for them even if it is well beyond the teachers regular working hours. 10.6 No meetings have been held up to the present date at a local church or recreation center. However, I have made contact with Rev. Banks at the Metropolitan Church which is in close proximity to Rockefeller School and asked about the possibility of meeting in his church in the near future. He was very receptive and helpful. It is my understanding that Mrs. Catherine Gill will be arranging to have some of our future incentive parent meetings at community locations, also.11.1 The Rockefeller School Handbook was sent to every family and provided pertinent information relative to our school. Also, the new Students Rights and Responsibility Handbook was taught and Al so , Students distributed to every student attending Rockefeller. Every family was provided a copy and they had to sign a page stating that they Those forms had read the policies and had received the booklet. are available and on record at the school. 11.4 We do have several mentors presently working in our building. Also, a list of eleven African American males were submitted to Mrs. Catherine Gill, Incentive School Coordinator, who is working with VIPS to establish a mentoring program in each incentive school. There will be a group of Central High students coming to Rockefeller once a week to be mentors to some of our students. Mrs. Mary Mross comes once a week to work with several students. A grandparent, Mrs. Ora Bunch, is a retired teacher who volunteers in our school. 11.5 Students have had the opportunity to go to the Arkansas Arts Center, Museum of Science and History, paten, the airport, the UALR planetarium, the community programs. A program sponsored by Georgia Pacific, "Tree Wishes", will be provided for the 5th and 6th grade students on Monday, The 5th and 6th grade students from Ish have the pumpkin patch. the planetarium. zoo, and other program Pacific, November 18, 1991. been invited to join us for this presentation. Scout troops were taken to the State Capitol for an investiture ceremony one Saturday. The Mobile Classroom Dairy was brought to the school and all children were given the opportunity to participate in a planned program/presentation. These are just a community that have been made available for Rockefeller few of the support programs students. 12.1 for Please refer to the Rockefeller Incentive School Annual Plan the clear and concise goals, strategies, evaluation procedures for the 1991-92 school year, very clearly coincide with the desegregation plan. time lines. and The plans made 12.7 The principal and vice principal monitor teachers' lesson plans on a regular basis and make classroom visits daily to monitor the curriculum being presented. Inservice meetings with supervisors teachers. conducted. in the different curriculum areas are provided to the So far, an inservice for science teachers has been meeting. teachers The Reading Supervisors has come for an inservice The teachers in Kindergarten, 1st, 2nd and Social Studies in 3rd, 4th, 5 th, afternoon, November 18, 1991. and 6th grades will meet on Monday 12.8 minority at We have no upper level Rockefeller courses. Incentive White students are School. There are in the parent recruiters hired by the district who bring parents and students to visit the school and when impossible because of a prior they come, unless it 1 s commitment, the principal. totally vice principal or another staff member takes time to accompany the visitors and encourage the parents to enroll their students.In conclusion, I would like to voice my concern about several other comments made on this monitoring report,: 2.5 More science equipment than could ever be hoped for has been regular purchased for Rockefeller School and is being used on a Each Science teacher on the 3rd, 4th, 5th, and Sth grade basis. levels have their own supplies and materials that allow students hands-on opportunities. kinds of hands-on materials for math: In addition, we have in bur building all base ten blocks, geoboards. Cuisinaire rods. etc. method of extending/enhancing the concepts. The computer definitely is not the only learning of science and math 2.6 All children experience field trip opportunities. children are involved in a club if they attend extended day All on Wednesdays since that is the day designated in the desegregation plan as the day for clubs. 11.2 Suspensions are based on the rules set out specifically in the Rights and Responsibility Handbook. In reference to the two students who had been in a fight one white and one black the black student had been in other fights as documented in the office disciplinary book and it was the for the white As stated in the Rights and Responsibility Handbook, first offense student. on the first offense, the student has a conference with the principal. On the second offense, the student is suspended for 3-5 days. In this case. as in all other cases, I conferenced with the student and warned that further offenses would result in suspension. I was in total compliance with the directives of the LRSD guidelines. I follow the rules established by the district when administering all consequences for offenses. Other comments written on the monitoring report: "?Gangs, why do teachers need staff development for gangs. (Elementary School). Why? students Teachers need inservice on gangs because we have in our school who are in gangs. because our school IS located within a few blocks of the home-based 11 21st Street Posse", and because our neighborhood children are influenced daily by gang members and being tempted by them often. We, as a staff, must be alert to the signs and behavior to look for so we can identify existing or potential problems. 11 All positions of leadership at Rockefeller are basically white f emales. At last count, there were two administrators at Rockefeller. The principal, Anne Mangan, is white and the vice principal, Lillie Carter, is black. That is a 50/50 ratio. We have a very good working relationship and share administrative duties quite well.LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Lonnie Dean, Principal, Stephens School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 28, 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 1.1 2.1 No black certified males, no white instructional aides, support staff-typical black roles. Sixth grade teachers do not have the districts multicultural curriculum guides. 2.2 Most of the SEP'S and ASD
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