LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: O = Observation I SP Interview School ProfileLITTLE 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 required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum 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. EVIDENCE: YES NOIncentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: YES NO O 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO 0 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO 0 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES NOIncentive Schools Monitoring Page 3 2.5 O/I Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: YES NO I 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: 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. EVIDENCE: 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 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: YES NOIncentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: YES NO SP 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. EVIDENCE: YES NO SP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner inorder to have committees that are knowledgeable of educational programs. SP/I 4,1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NOIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: YES NO I 5,3 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, overall achievement Of students (gender/grade) has remained stable improved. EVIDENCE: YES NO SP 6.2 SP 6.3 or Goals and strategies are developed and implemented to improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution EVIDENCE: YES NO Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NOIncentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 7 o 8,3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVIDENCE: YES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities: PET TESA Classroom Management Effective Schools EVIDENCE: YES NO 10.0 Parental Involvement The school provides equitable opportunities for involvement in the district/school activities. parental SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: 0 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: YES YES YES YES NO NO NO NOIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with are difficult to reach. parents who YES NO I 10.6 11.0 I SP O EVIDENCE: Meetings with small groups of parents ... , - -------> are held at community locations such as churches, community/ recreation centers, homes, etc EVIDENCE: Student Discipline The school ensures that student and practices are non-discriminatory. disciplinary policies 11.1 11.2 11.3 YES NO Information, including the school's expectation for student conduct, in the form of handbooks and/ . ----xuiiii Ui nanoDooKs and/or public presentations regarding student disciplinary policies and procedures is distributed to students and parents. EVIDENCE: Strategies are used to YES NO all - - - -- prevent the occurrence of disproportionate number of and/or disciplinary referral groups (gender/grade). EVIDENCE: a suspensions, expulsions. Is involving identifiable YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NOIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have programs. EVIDENCE: access to community based support YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrat , ----J Jr-** a strong commitment to educational equity. e SP 12.1 The school has a clear, concise, iu statement of specific improvement goals in accordance with the incentive school EVIDENCE: well-written plan. I 12.2 actively involved in addressing the needs of at-risk students and assisting parents as needed, in obtaining services from outside agencies. EVIDENCE: YES YES NO NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students EVIDENCF^'^ schedule/logindividual/group). YES NO o 12.4 The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NOIncentive Schools Monitoring Page 11 0 12.5 Hallways are orderly. EVIDENCE: YES NO 0 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's schedule/daily logindividual/ group). EVIDENCE: YES NO I/O/ 12.10 SP District and school security guidelines are being followed. EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: 0 = Observation I Interview SP = School ProfileLITTLE 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 required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum 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. EVIDENCE: YES NOIncentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: YES NO 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES NOIncentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: YES NO I 2,6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: 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. EVIDENCE: 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 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: YES NOIncentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: YES NO SP 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. EVIDENCE
YES NO SP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NOIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: YES NO I 5.3 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: 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 EVIDENCE: YES NO SP 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NOIncentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 7 0 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities in teaching strategi for multi-cultural curriculum delivery have been provided. EVIDENCE: es YES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities: PET TESA Classroom Management Effective Schools EVIDENCE: YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: YES NO 0 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE
YES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE
YES NOIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO I 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. EVIDENCE: YES NO 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 0 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NOIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs. EVIDENCE: YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school plan. EVIDENCE: YES NO I 12.2 Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (counselor's schedule/logindividual/group). EVIDENCE: YES NO 0 12.4 The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NOIncentive Schools Monitoring Page 11 0 12.5 Hallways are orderly. EVIDENCE: YES NO O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselors schedule/daily logindividual/ group). EVIDENCE: YES NO I/O/ 12.10 SP District and school security guidelines are being followed. EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT ,*7"^ U a I SEP 2 0 1995 Office of QssegrSijaii
1 DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 7 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL
GRADE LEVEL(s): DATE
PRINCIPAL
NUMBER OF CLASSES VISITED
MONITOR(S)
Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE
YES NO 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE
________________________ YES NOO/I 2.2 2.3 O O O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: _________________________ There is evidence that the multicultural curriculum is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: _______________________ Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: ___________________ Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE: _________________________ Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: ______________________________________ YES YES YES YES NO NO NO NOI 2.5 I 2.6 3.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES YES YES NO NO NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: _______________________ YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: _______________________ YES NO SP 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: __________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 6,0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NOO/I 7.2 O 7.3 O/I 7.4 8.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ____________________________ Special education facilities are comparable to those of the campus in general. EVIDENCE: _____ ____________________________ Facilities for special education are designed to meet the needs of the students served. EVIDENCE: ______________________ Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: ______________________________ YES YES YES YES NO NO NO NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: _______ ___________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1._______________ 2._______________ 3._______________ 4. YES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Manaqemen't In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NO I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO O/I 12.4 The campus and building are clean and free of debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is YES NO O 12.5 Student movement through the hallways is orderly. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE: YES NO I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1996 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1996-97 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 4.0 Committees 3 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 7 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1996-97 SCHOOL
GRADE LEVEL(S) DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. CRITERIA 1.0 Equitable Placement by Race/Gender In School programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 YES NO The composition of the school staff ensures that students have access to and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________________________________________ 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 YES NO In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. Educational technology and computers are up-to-date. EVIDENCE: _______________________________________________________O/I 2.2 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 __________________________CRITERIA__________________________________ All students are actively involved in classroom instruction/lesson related activities. YES NO EVIDENCE: 2.3 The multicultural curriculum is being implemented. O 2.3.1 YES NO Bulletin boards, displays, publications, and/or student work throughout the school, including the media center, reflect the multicultural curriculum. EVIDENCE: __________ O 2.3.2 YES NO Bulletin boards, displays, publications, and/or student work in the classroom reflect the multicultural curriculum EVIDENCE: O 2.3.3 Display of student work reflects a variety of teaching strategies, e.g., art YES NO work, special projects, handwriting displays, etc. EVIDENCE: _________________ O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science, math concepts, social studies, and language arts, e.g., manipulatives, science experiments, and reading strategies, etc. YES NO EVIDENCE:I 2.5 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 __________________________CRITERIA_________________________________ Special activities such as academic clubs. Math Olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. YES NO EVIDENCE: I 2.6 Students who work well with others are assigned as peer tutors. Ask a random sample of students, the counselor, and the teacher this item. YES NO EVIDENCE: 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. YES NO EVIDENCE: I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly , i.e., at least quarterly, for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 CRITERIA 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 YES NO The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: ________________________________________________ 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are made aware, at least quarterly, e.g., in the report card, and adequately informed about extended day activities. YES NO EVIDENCE: SP 5.2 The majority, i.e., a reasonable goal would be 75%, of the student population participates in a variety of extended day activities. YES NO EVIDENCE: SP 5.3 A goal is to have a higher percent of the students participate in extended day than the previous semester. YES NO EVIDENCE:CRITERIA 6.0 Student Achievement/Assessment SP/I 6.1 YES NO EVIDENCE: I 6.2 YES NO EVIDENCE: The school staff irhplements non-discriminatory procedures for administration, analysis, and use of standardized tests. Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. When test results are examined, overall achievement of students by gender/race has remained stable or improved. EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 SP/I 6.3 Promotion/retention rates reflect the school population by gender/grade level. YES NO EVIDENCE: _______________________________ .______________________ 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I YES 7.1 Strategies to eliminate disproportionate student assignment by gender/grade level to special education are evident. NO EVIDENCE: __________ ________________________________________________ EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 YES NO EVIDENCE: _________________________CRITERIA__________________________________ In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. O 7.3 Special education facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: __________________________________________________________ O/I 7.4 YES NO Facilities for special education are designed to meet the needs of the students served. EVIDENCE:_______________________________________________________ 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. YES NO EVIDENCE: __________________________________________________________ O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YES NO EVIDENCE:O 8.3 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 __________________________CRITERIA________________________________ Gifted and talented facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: __________________________________________________ 8.5 The school staff start at the early grades to increase minority/gender representation in gifted. YES NO EVIDENCE: ________________________________ 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 YES NO Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: _____________________________________________________ SP/I 9.2 YES NO Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: __________________________________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 CRITERIA 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I YES 10.1 All identifiable groups of parents/patrons are actively involved in school functions. NO EVIDENCE: O/I 10.2 The school keeps a record of the different methods, e.g., memo, letter, phone. YES NO home visits used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. __________________________________________ 2. ______________________________________ 3. ___________________________________________ 4. ___________ 10.3 YES NO Contact is made regularly with the home to communicate positive concerns as appropriate information related to student behavior and/or student achievement. EVIDENCE: _________________ SP 10.4 School patrons and parents are given an opportunity to actively participate in YES NO developing the local school improvement plan. EVIDENCE: ____________________________ 10.5 YES NO Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: ___________________________________________ IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 CRITERIA 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non- discriminatory. SP/I 11.1 YES NO Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. Look at the extended school profile/school disciplinary plan. Students are reminded/ taught periodically throughout the school year. EVIDENCE: __________________________ SP/I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or YES NO disciplinary referrals involving identifiable groups by gender/grade. EVIDENCE:____________________________ 11.3 YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE: _________________________________ I/O 11.4 YES NO A mentoring program is used to meet the needs of at-risk students. See VIPS form on main desk. EVIDENCE:_______________________________________________________ O I 11.5 Students have access to community based support programs such as YES NO Boys/Girls Club, YMCA, local parks, etc. EVIDENCE: ______________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 CRITERIA 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement YES NO goals in accordance with the incentive school improvement plan. EVIDENCE: ___________________________________________ 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the YES NO needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: ___________________________________________________ O/I 12.3 There is evidence that the guidance program provides equitable services to all YES NO students. Is the counselor able to follow the schedule? EVIDENCE: ___________________________________ O/I 12.4 The campus and building are clean and free of debris and graffiti. Preventive YES NO maintenance is ongoing. EVIDENCE: O 12.5 Student movement through the hallways is orderly. YES NO EVIDENCE:O 12.6 YES NO I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 ________________________CRITERIA___________ The school office has friendly and helpful personnel. EVIDENCE: _____________ 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. YES NO EVIDENCE: I/O 12.8 District and school security guidelines are being followed. Classroom doors are locked. Monthly fire drills occur. Emergency procedures are posted in classrooms, etc. YES NO EVIDENCE: ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:/ LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEIVED July 29, 1996 AUG 1 - 1996 MEMORANDUM OffiCQ of Desegregation Monitoring TO: Districtwide Biracial Committee Members Chris Heller, LRSD Attorney Ann Brown, ODM Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney Billy Bowles, Asst. Supt. For Deseg., PCSSD Bobby Acklin, Asst. Supt for Deseg., NLR FROM: Dr. Ed Jackson, Director RE: Incentive School Monitoring Instrument for 1996-97 Please find enclosed the Incentive School Monitoring Instrument to be used by the Districtwide Biracial Committee during the 1996-97 school year. If you have questions, please call me at 324-2120. Enclosure c: Dr. Vic AndersonAmi OCT 2 3 1996 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Office of Desegregaiion Momluima Date: October 9, 1996 To: District Biracial Committee Members From: Dr. Paul J. Smith, Coordinator, Program Monitoring Through: Dr. Ed Jackson, Director Subject: Incentive School Program Monitoring Enclosed are copies of the Planning, Research and Evaluation/School Biracial Committee monitoring dates. One list is arranged alphabetically by school, and the other list is arranged chronologically. These lists are provided to make you aware of dates PRE will be monitoring this semester. Members of the District Biracial Committee have a standing invitation to accompany the Planning, Research and Evaluation (PRE) Team to any of the Little Rock School District (LRSD) schools for a monitoring visit Whether you visit schools with the PRE team or on your own, our office stands ready to assist you if needed. Our phone number is 324-2120. I have enclosed three monitoring checklist instruments for your use tn addition to the one distributed earlier...one for each quarter. It would be appreciated if you would return the completed monitoring instrument and a team consensus report to the PRE office as soon as possible after the monitoring visits to incentive schools. LRSD incentive schools are: Franklin, Garland, Mitchell, Rightsell and Rockefeller Please note that we have also enclosed four copies of the Incentive School Student Recruitment addendum checklist for your use. Encl: (9) 1996-97 - First Semester EDUCATIONAL EQUITY MONITORING SCHOOL Booker Magnet Brady Hall Baseline Franklin McDermott Pulaski Heights Williams Magnet Bale Fulbright Geyer Springs Jefferson Chicot Fair Park Otter Creek Central J. A. Fair Dodd Badgett Garland King Parkview Magnet Cloverdale Rightsell Watson Gibbs Magnet Mabelvale Romine Wilson Meadowcliff Metropolitan Vo-Tech Mitchell Western Hills DunbarJH Forest Park Rockefeller Washington Carver Magnet Woodruff Alternative Learning Center Pulaski Heights JH Terry Cloverdale JH Forest Heights JH McClellan Henderson JH Southwest JH Wakefield Mabelvale JH Mann Magnet JH MONITORING DATE 10/15/96 10/15/96 10/15/96 10/17/96 10/17/96 10/17/96 10/17/96 10/18/96 10/21/96 10/21/96 10/21/96 10/21/96 10/23/96 10/23/96 10/23/96 10/24/96 10/24/96 10/25/96 10/28/96 10/29/96 10/29/96 10/29/96 10/30/96 11/01/96 11/01/96 11/04/96 11/04/96 11/05/96 11/05/96 11/06/96 11/06/96 11/06/96 11/12/96 11/13/96 11/14/96 11/14/96 11/14/96 11/20/96 11/22/96 11/25/96 11/26/96 11/26/96 12/03/96 12/03/96 12/03/96 12/05/96 12/05/96 12/05/96 12/11/96 12/11/96 PRE SPECIALIST Penn-Norman Lacey Smith Smith Lacey Penn-Norman Hobby Hobby Smith Hobby Lacey Penn-Norman Hobby Smith Penn-Norman Hobby Lacey Smith Penn-Norman Smith Lacey Hobby Hobby Hobby Smith Smith Lacey Penn-Norman Hobby Smith Hobby Lacey Hobby Lacey Hobby Lacey Penn-Norman Smith Penn-Norman Smith Penn-Norman Lacey Smith Lacey Penn-Norman Smith Penn-Norman Lacey Lacey Penn-Norman Henderson Magnet Program McClellan Magnet Program Parkview Magnet Program 1st Semester -12/09/96 1st Semester -11/22/96 1st Semester -11/20/96 Lacey and Penn-Norman Hobby and Smith Hobby1996-97 - First Semester EDUCATIONAL EQUITY MONITORING SCHOOL Alternative Learning Center Badgett________________ Bale Baseline Booker Magnet Brady Carver Magnet Central_________________ Chicot Cloverdale Cloverdale JH Dodd Dunbar JH Fair Park Forest Heights JH Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Hall Henderson JH J. A. Fair Jefferson King Mabelvale Mabeivale JH Mann Magnet JH McClellan McDermott Meadowcliff Metropolitan Vo-Tech Mitchell Otter Creek Parkview Magnet Pulaski Heights Pulaski Heights JH Rightsell Rockefeller Romine Southwest JH Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff MONITORING DATE 11/25/96 10/28/96 10/21/96 10/17/96 10/15/96 10/15/96 11/20/96 10/24/96 10/23/96 10/30/96 12/03/96 10/25/96 11/13/96 10/23/96 12/03/96 11/14/96 10/17/96 10/21/96 10/29/96 10/21/96 11/04/96 10/15/96 12/05/96 10/24/96 10/21/96 10/29/96 11/04/96 12/11/96 12/11/96 12/03/96 10/17/96 11/06/96 11/06/96 11/06/96 10/23/96 10/29/96 10/17/96 11/26/96 11/01/96 11/14/96 11/05/96 12/05/96 11/26/96 12/05/96 11/14/96 11/01/96 11/12/96 10/18/96 11/05/96 11/22/96 PRE SPECIALIST Smith Penn-Norman Smith Smith Penn-Norman Lacey______ Smith_______ Hobby Hobby______ Hobby______ Smith_______ Smith_______ Lacey______ Smith_______ Lacey_______ Hobby______ Lacey_______ Hobby______ Smith_______ Lacey_______ Smith_______ Smith_______ Smith_______ Lacey_______ Penn-Norman Lacey_______ Lacey_______ Lacey_______ Penn-Norman 'Penn-Norman Penn-Norman Smith_______ Hobby_______ Lacey_______ Penn-Norman Hobby_______ Hobby_______ Penn-Norman Hobby_______ Lacey_______ Penn-Norman Penn-Norman Lacey________ Lacey________ Penn-Norman Smith________ Hobby_______ Hobby_______ Hobby_______ Penn-Norman Henderson Magnet Program McClellan Magnet Program Parkview Magnet Program 1st Semester -12/09/96 1st Semester -11/22/96 1st Semester -11/20/96 Lacey and Penn-Norman Hobby and Smith HobbyLITTLE ROCK SCHOOL DISTRICT ocr J 5 1996 Qf [). DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1996 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1996-97 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1996-97 SCHOOL: GRADE LEVEL(S) DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. CRITERIA 1.0 Equitable Placement by Race/Gender In School programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 YES NO The composition of the school staff ensures that students have access to and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________ 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 YES NO In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. Educational technology and computers are up-to-date. EVIDENCE:_________________________________O/I 2.2 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 __________________________CRITERIA__________________________________ All students are actively involved in classroom instruction/lesson related activities. YES NO EVIDENCE: 2.3 The multicultural curriculum is being implemented. O 2.3.1 YES NO Bulletin boards, displays, publications, and/or student work throughout the school, including the media center, reflect the multicultural curriculum. EVIDENCE: ___________________________________________________ O 2.3.2 YES NO Bulletin boards, displays, publications, and/or student work in the classroom reflect the multicultural curriculum EVIDENCE: ___________________________________________ O 2.3.3 YES NO Display of student work reflects a variety of teaching strategies, e.g.. art work, special projects, handwriting displays, etc. EVIDENCE: _________________________________________________ O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science, math concepts, social studies, and language arts. e.g.. manipulatives. science experiments, and reading strategies, etc. YES NO EVIDENCE:I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 _______________________________CRITERIA_________________________________ 2.5 Special activities such as academic clubs. Math Olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. YES NO EVIDENCE: I 2.6 Students who work well with others are assigned as peer tutors. Ask a random sample of students, the counselor, and the teacher this item. YES NO EVIDENCE: 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. YES NO EVIDENCE: I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly , i.e., at least quarterly, for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 CRITERIA 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 YES NO The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: _________________________________________________ 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are made aware, at least quarterly, e.g., in the report card, and adequately informed about extended day activities. YES NO EVIDENCE: SP 5.2 The majority, i.e., a reasonable goal would be 75%, of the student population participates in a variety of extended day activities. YES NO EVIDENCE: SP 5.3 A goal is to have a higher percent of the students participate in extended day than the previous semester. YES NO EVIDENCE:6.0 SP/I YES EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 CRITERIA Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 When test results are examined, overall achievement of students by gender/race has remained stable or improved. NO EVIDENCE: I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. YES NO EVIDENCE: SP/I 6.3 Promotion/retention rates reflect the school population by gender/grade level. YES NO EVIDENCE: ______________________________________________________ 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I YES 7.1 Strategies to eliminate disproportionate student assignment by gender/grade level to special education are evident. NO EVIDENCE: __________________________________________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 YES NO EVIDENCE: _________________________CRITERIA__________________________________ In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. O 7.3 Special education facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 7.4 YES NO Facilities for special education are designed to meet the needs of the students served. EVIDENCE:_______________________________________________ 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. YES NO EVIDENCE: _____________________________________ O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YES NO EVIDENCE: ______________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 __________________________CRITERIA_______________________________ Gifted and talented facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: _______________________ 8.5 The school staff start at the early grades to increase minority/gender representation in gifted. YES NO EVIDENCE: _______________________ 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 YES NO Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: __________________ SP/I 9.2 YES NO Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: ___________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 CRITERIA 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I YES 10.1 All identifiable groups of parents/patrons are actively involved in school functions. NO EVIDENCE: O/I 10.2 The school keeps a record of the different methods, e.g., memo, letter, phone. YES NO home visits used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. ___________________________________________________________ 2. ____________________________________________________________ 3. __________________________________________________________ 4. ____________________________________________________________ 10.3 YES NO Contact is made regularly with the home to communicate positive concerns as appropriate information related to student behavior and/or student achievement. EVIDENCE: ________________________________________________ SP 10.4 School patrons and parents are given an opportunity to actively participate in YES NO developing the local school improvement plan. EVIDENCE: ___________________________ 10.5 YES NO Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: ___________________________________________ I IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 CRITERIA 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non- discriminatory. SP/I 11.1 YES NO Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. Look at the extended school profile/school disciplinary plan. Students are reminded/ taught periodically throughout the school year. EVIDENCE: ______________________________________________________ SP/I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or YES NO disciplinary referrals involving identifiable groups by gender/grade. EVIDENCE:______________________________________ 11.3 YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE:_________________________________ I/O 11.4 YES NO A mentoring program is used to meet the needs of at-risk students. See VIPS form on main desk. EVIDENCE:_______________________________________________________ O I 11.5 Students have access to community based support programs such as YES NO Boys/Girls Club, YMCA, local parks, etc. EVIDENCE: ______________________12.0 SP YES I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 CRITERIA Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. 12.1 The school has a clear, concise, well-written statement of specific improvement NO goals in accordance with the incentive school improvement plan. EVIDENCE: __________________________________________ 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the YES NO needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: __________________________________________________ O/I 12.3 There is evidence that the guidance program provides equitable services to all YES NO students. Is the counselor able to follow the schedule? EVIDENCE: ___________________________________ O/I 12.4 The campus and building are clean and free of debris and graffiti. Preventive YES NO maintenance is ongoing. EVIDENCE: O 12.5 Student movement through the hallways is orderly. YES NO EVIDENCE:o 12.6 YES NO I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 ________________________CRITERIA___________ The school office has friendly and helpful personnel. EVIDENCE: ____________ 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. YES NO EVIDENCE: I/O 12.8 District and school security guidelines are being followed. Classroom doors are locked. Monthly fire drills occur. Emergency procedures are posted in classrooms, etc. YES NO EVIDENCE: ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 12 CONCLUSIONS REACHED AS A RESULT OF THE VISIT: RECOMMENDATIONS FOR IMPROVEMENT:1.0 EFFECTIVENESS INDICATORS FOR THE EDUCATIONAL EQUITY (EE) MONITORING INSTRUMENT J u 'jasa d 3^ V EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS nCT 2 3 1996 RATIONALE: Oific of Dessgregsfion Monacrifig Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs Aids in the socialization of students Enhances cultural pluralism . Racial isolation does not support the idea of pluralism on which this country is based GENERAL DESCRIPTION: . Racially balanced (at least 25 percent black) certified and (at least 25 percent white) non-certified staff reflects appropriate percentage . Racial/Gender Balance (at least 25 percent black) in staff assignments, programs, content areas, and grade level . School enrollment to be within the appropriate racial range for 1994-1995 school year. This information is available after October 1, 1994, following a districtwide census. 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 Plan to eliminate one-race classes, identified if one-race classes are Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groupsEffectiveness Indicators Page 2 2.0 CURRICULUM RATIONALE
That element in the school environment through which students gain knowledge and information Provides the opportunity for students to develop a sensitivity for and acceptance of differences . Staff has high expectations that all students will achieve GENERAL DESCRIPTION
Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrate use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS RATIONALE
Enhance the total well-being of the learner academically, socially, and psychologically . Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesivenessEffectiveness Indicators Page 3 GENERAL DESCRIPTION
A variety of awards and honors . Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents . A process to evaluate the honors and awards program for equity . Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month, National Honor Society, honors assembly programs, contin- iuous curriculum development 4.0 COMMITTEES RATIONALE
Diversified parent and staff participation which strengthens commitment to the school and its goals Diversified membership to assure a wide range of perspectives and creative problem solving GENERAL DESCRIPTION
. Racial/gender composition of appointed school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population 5.0 EXTRACURRICULAR ACTIVITIES RATIONALE
Provide opportunities for development of self-concept, self-esteem, leadership skills, and socialization skills in a multi-ethnic social environment . Help to develop important academic/non-academic skills, abilities and interests GENERAL DESCRIPTION
Extracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sexEffectiveness Indicators Page 4 Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extracurricular activities 6.0 STUDENT ACHIEVEMENT/ASSESSMENT RATIONALE: Provides an assessment of the outcomes of teaching/learning based on disaggregation of data by race and gender Offers an opportunity to determine the success of district goals Provides an assessment for student program/course placement Complies with requirements set by the Arkansas Legislature Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION
All students' strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups 7,0 SPECIAL EDUCATION RATIONALE: Serves a vital function in meeting the special needs of students who, because of physical or mental characteristics, require particular educational servicesEffectiveness Indicators Page 5 Ensures equitable treatment based on race/gender through appropriate assessment, diagnosis, and placement procedures GENERAL DESCRIPTION: 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 Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served 8.0 GIFTED AND TALENTED EDUCATION RATIONALE: Meets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment, and well-defined criteria for giftedness for equitable placement in gifted/ talented programs GENERAL DESCRIPTION
Students identified through teacher 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 under-representation of identifiable groups in gifted and talented programs . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessaryEffectiveness Indicators Page 6 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 served 9.0 STAFF DEVELOPMENT RATIONALE
. A staff development plan that demonstrates commitment to educational equity by providing appropriate training in
general knowledge of educational equity equitable staffing practices strategies for teaching the multicultural curriculum strategies to enhance student achievement Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION
. Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose . Staff development provided at a variety of places and times . Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum 10.0 PARENTAL INVOLVEMENT RATIONALE
Seeks the involvement of parents with all subgroups represented Emphasizes the positive impact that parental involvement has student learning onEffectiveness Indicators Page 7 Participation of identifiable groups and selected communities of parents Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participate GENERAL DESCRIPTION
Dociunentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited 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 informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) . Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans 11.0 STUDENT DISCIPLINE RATIONALE: Involves effective classroom management Helps students to take responsibility for their actions and to act in socially appropriate ways GENERAL DESCRIPTION
No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existsEffectiveness Indicators Page 8 Teachers receiving staff development and training to become more effective in discipline management and classroom management Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/controlling students 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE
Principal's strong commitment to educational equity Demonstrates that education is valued for all parents, students and staff Accepts responsibility for clear management of administrative tasks . Articulates how business is to be conducted on the campus Assximes a pro-active (not reactive) role Demonstrates visible leadership GENERAL DESCRIPTION
Clear, concise and well-written improvement goals for equity Physical environment which supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aides in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitors the curriculum Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logs individual/group counseling A system to receive information from former students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, LRSD employees, and visitorsADDENDUM TO LRSD BIRACIAL COMMITTEE INCENTIVE SCHOOL CHECKLIST 1996-97 STUDENT RECRUITMENT PROGRAM SCHOOL: PRINCIPAL
MONITORS: DATE: 1. A student recruitment plan is in place. YES NO EVIDENCE: 2. A student recruitment committee is in place. YES NO EVIDENCE: 3. Total number of students recruited in the school during the last quarter.___ Black White YES NO EVIDENCE: 4. Number of students newly recruited during the last semester. Black White YES NO EVIDENCE
2^252^^22 5^ S t
5S I ADDENDUM TO BIRACIAL COMMITTEE INCENTIVE SCHOOL CHECKLIST STUDENT RECRUITMENT PROGRAM Page 2 11 5. Total number of parents who have toured your school for possible enrollment of students. Black White YES NO EVIDENCE: I 2aEFFECTIVENESS INDICATORS FOR THE INCENTIVE SCHOOL MONITORING INSTRUMENT 1.0 EQUITASLS PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS RATIONALE: Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs . Provides optimum conditions for learning Aids in the socialization of students Enhances cultural pluralism GENERAL DESCRIPTION Racially balanced staff which reflects appropriate percentages Racial/gender balance in staff assignments, programs, content areas, and grade level 2.0 CURRICULUM RATIONALE: Curriculum is that element in the school environment through which students gain knowledge and information . Provides the opportunity for students to develop a sensitivity and acceptance for differences GENERAL DESCRIPTION: A culturally diverse curriculum A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum An adequacy of materials and equipment to support the curriculum Varied t students eaching strategies that match the learning styles of the Current and accurate documentation of student progressEffective Indicators for IS Page 2 . Teachers demonstrating an understanding of infused curriculum a multiculturally . Students participating in heterogeneous groups that utilize peer tutoring Displays, bulletin boards, materials, and publications that reflect the multicultural curriculum . Use of hands-on discovery and exploration teaching strategi . Academic program enhanced by extracurricular activities 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS es 4.0 PATIONALE
. Ademically, socially, and psychologically enhance the total well- being of the learner Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesiveness GENERAL DESCRIPTION
A variety of awards and honors . Written procedures and requirements governing honors and awards . Methods for communicating requirements to all students . A process to evaluate the honors and awards Plans to eliminate program any gender/grade level inequities . Equitable gender/grade level distribution of honors COMMITTEES and awards RATIONALE
. Diversified parent participation strengthens school and its goals commitment to the . Diversified committees to creative problem solving GENERAL DESCRIPTION
assure a wide range of perspectives and Racial/gender composition of committees school population generally reflects theEffective Indicators for IS Page 3 5.0 EXTENDED DAY PROGRAM RATIONALE
Supports and reinforces the academic program Provides academic and non-academic enrichment . Helps in development of self-concept, self-esteem skills, abilities and interests ' and varieti GENERAL DESCRIPTION
Provides parent) activities with adequate information regarding extended day . Recruitment practices to promote participation of all students in extended day activities . Meets the individual needs of the students (SEPs) 6.0- STUDENT ACHIEVEMENT/ASSESSHENT RATIONALE
. Provides an assessment of the outcomes of teaching/learning . Offers an opportunity to determine the success of district goal . Provides an assessment for program/course placement . Complies with requirements established by the Arkansas Legislature . Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION
. 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 identifiable groups amongEffective Indicators for IS Page 4 7.0 SPECIAL EDUCATION RATIONALE: Serves a vital function in meeting the special needs who, because of physical or mental characteristics, particular educational services ' 1 of students require 8.0 . Ensures equitable treatment through appropriate diagnosis, and placement procedures GENERAL DESCRIPTION
assessment, 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 GIFTED AND TALENTED EDUCATION RATIONALE
Meets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment , - ,
' and well-defined criteria for giftedness for equitable placement in gifted/talented programs GENERAL DESCRIPTION
. Students identified through referral, standardized test results, academic performance, arid 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 * S'^fficient textbooks, materials, ami equipment aval deliver the curriculum to all students in the class and equipment available to . Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment I i fEffective Indicators for IS Page 5 Adequate facilities to meet the needs of the students served 9.0 STAFF DEVELOPMENT RATIONALE
A staff development plan that demonstrates commitment to educational equity by providing appropriate training in: general knowledge of educational equity- strategies for teaching the multi-cultural curriculum strategies to enhance the student achievement . Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION: Staff development programs designed to enable staff members to fulfill the district/school mission and purpose . Staff development provided at a variety of places and times . Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan . Documentation of staff development participation 10.0 PARENTAL INVOLVEMENT RATIONALE: Seeks the involvement of parents . Emphasizes the impact that parental involvement has on student learning . Participation of identifiable groups and selected communities parents of . Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participateEffective Indicators for IS Page 6 GENERAL DESCRIPTION: Documentation of school-home communication and contact . Documented evidence showing how all identifiable groups of parents have been actively solicited . When financially possible, transportation provided for parents who need the service I I . School functions conducted in community facilities identifiable groups of parents i near School functions scheduled to accommodate all parent groups I . Provision for regularly informing parents regarding all aspects of their child's school performance . Opportunities to develop leadership skills among all parent groups 11.0 STUDENT DISCIPLINE RATIONALE: Results in helping learners gain self-control . Involves effective discipline management . Helps students to take responsibility for their actions and to in socially appropriate ways act GENERAL DESCRIPTION: . 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 IEffective Indicators for IS Page 7 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE: . Principal's commitment to educational . Demonstrates that education is valued equity responsibility for clear management of administrative . Articulates how business is to be conducted . Assumes a pro-active (not reactive) role . Demonstrates visible leadership GENERAL DESCRIPTION: on the campus Clear, concise and well-written improvement goals Physical environment and learning, i.e., clean buildings, graffiti supports^the goals of quality teaching no debris, orderly halls. no Evidence that the principal monitors the curriculum . Strategies to increase participation in upper level class groups . Evidence which indicates that all students guidance program are served by the A system to receive information from former regarding the quality/needs of the total students and patrons program . A safe and secure campus for all students, visitors LRSD employees, and
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.