OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1991-92 Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors INCENTIVE SCHOOL PROGRAM "The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS
3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports guarterly. (JDR 2236) 2 . STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS
Reading and oral expression are curriculum areas. (JDR 2239) infused throughout all 7 . STATUS:8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS: 15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core day with reinforcement activities during extended day/week/year. (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student (JDR 2240) STATUS
22. instructors Heterogeneous grouping is used at all grade levels and alternate between whole group, small individualized instruction. (JDR 2240) group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS:24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS
27 . Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the II total physical response II method of instruction. (JDR 2243) STATUS:28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:INCENTIVE SCHOOL ADMINISTRATION "The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) II SUPPORT PROGRAMS incentive school: "The following items will be components of every II (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides classroom. (JDR 2268, 2278) are certified and employed one to a STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers. inventories. (JDR 2268, 2279) films, and interest STATUS
37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state. and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement
regular home-school Parents sign all homework and there is communication. There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS:43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special skills training, and leisure time STATUS: (JDR 2272, 2284) 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive "alert 2284) It and It success tt cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students problem solving. receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and pre- professionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS
50. Study skills training enhances skills in listening, and studying. 2272, 2283) test taking. Students practice test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. Local ministers are considered part of the school partnership and community. (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures progress. 2286) There is training for monitoring teams. student (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS:59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and eguipment. The monitoring team is composed of district and school staff, parents, and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and every student receives some Individualized instruction every day. 2288) (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Conunittee administrators. parents, supervisors, The committee assesses principals, is composed of and criteria, and hiring procedures. (JDR 2291) staffing needs, other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS: 67. Recommended full-time positions include classroom teachers. counselor. media specialist. music. art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides, supervision principal, assistant principal. aides. (JDR 2291-92) program specialist. STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers. 2292) (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. informal Staff commitment/effectiveness monitoring involves ongoing review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist, parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS
72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas in need appointment of curriculum teams, of development, review of draft guides. and development of additional components needed in each curriculum area. (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT&T Human Effectiveness Training:Parent/Educator Communication & Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC specialist provides assistance to new teachers and those needing help. ongoing assists in training programs in The specialist coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS:"Surveys of INCENTIVE SCHOOL PARENT INVOLVEMENT teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences, and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below
II (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as discipline, time management, financial management, etc. 2312) study skills. (JDR STATUS:88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS
92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:tt INCENTIVE SCHOOL PARENT RECRUITMENT Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's bureau for each encouraged activities and two parent school. recruiters M-to-M transfers conduct are recruitment STATUS: (JDR 2325, 2329-32)97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly. The committee reviews bi-monthly reports from the desegregation office on the progress marketing/advertising experts. of recruitment strategies and is advised by The committee receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) STATUS:I OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 UA INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit Monitors 4 YEAR ENROLLMENT COMPARISON School: Data Summary: 1989-90 Black White Other Total 0 1990-91 1991-92 1992-93 %Blk Black White Other Total : % Blk Black White Other Total ^Blk Black ?? 0 r? 0 White Other Total 0 % Bik n Note: In accordance with the language of the desegregation plan, students are identified as either "black "or "white." Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as "other." However, these "other" students are counted along with "white" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1CLASS ENROLLMENT Grd Name of Teacher Black Teacher White Other Black Class Enrollment White Other Total Enrollment % BIk 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 M F M F M F M F M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total 99 0 0 0 0 0 0 0 0 0 0 0 0 0  Racial isolation is avoided (ODM 1991-92 Incentive Schools Monitoring Report Summary, page 11). Data Summary: Page 2POSITION Certified Non-certified TOTAL PERCENT Data Summary: STAFFING/SCHOOL PERSONNEL BLACK WHITE OTHER M F M F M F TOTAL 0 0 0 0 0 0 0 0 0 ?? ?? % BLACK ?? ?? ?? Page 3CURRICULUM AND INSTRUCTION  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  Equipment and materials are adequate.  An active learning environment is present (learning centers, displays, independent/ group work area).  Purchasing procedures meet supply needs in a timely manner (ODM, page 15).  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Site Observations: Page 4Summary: TEST DATA Page 5GUIDANCE AND COUNSELING  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Site Observation: Page 6STUDENT RETENTION GRADE LEVEL BLACK WHITE OTHER TOTAL % BLACK ?? ?? ?? ?? ?? ?? ?? M F M F M F 0 0 0 0 0 0 0 TOTAL ?? 0 0 0 0 0 0 0 PERCENT ?? 'i'i ?? 'i'i 7'>  School staffing teams develop a plan with the next grades receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Data Summary: Page 7ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK WHITE OTHER M F M F M F TOTAL 0 0 % BLACK ?? 99 Documentation:  Short Form 0 99  Long Form 0 99 Alternative School Referrals 0 99 0 0 0 0 0 0 0 99 99 99 99 99 99 99 Data Summary: Page 8SPECIAL SERVICES/PROGRAMS ENROLLMENT BLACK WHITE OTHER PROGRAM M F M F M F TOTAL % BLACK Self Contained 0 ?? CBI 0 0 0 0 0 LD Resource 0 EMR Resource 0 Speech 0 Visually Impaired 0 Hearing Impaired 0 Gifted/Talented 0 Remedial/ Compensatory 0 ?? 99 99 99 99 99 ?? 99 99 99 99 99 0 99 0 99 0 99 0 99 0 99  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Sununary: Page 9PARENT AND COMMUNITY INVOLVEMENT  Parents and the community are welcome in the school (school maps, welcome signs, and posters).  There is a school volunteer program (school/community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition).  There are parent involvement programs (parent sign-in sheets, PTA, and school committees).  Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37).  Volunteer training including the type of training, when and where the training was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Data Summary/ Site Observations: Page 10FACILITIES AND SECURITY  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education and counseling are designed to meet the needs of the student served.  Playground equipment is appropriate and adequate.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are evident. Site Observations: Page 11FACILITIES AND SECURITY (continued) Court Adopted Reconunendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 12 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 13 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 14INCENTIVE SCHOOL PROGRAM "The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district." (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 153. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 16INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: Page 178. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles (page 153). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 10. Seini-departmentalization is the recommended organizational structure for grades 4-6 (page 153). STATUS: 11. Instructional technology is present in labs and individual classrooms (page 153). STATUS: 12. Science tabs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 1813. Computer labs for remediation and enrichment have a minimum of 25 stations (page 153). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the "total physical response" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 16. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (page 153). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: Page 1918. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 19. Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (pages 153, 177, 186). STATUS: 20. Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (page 154). STATUS: 21. Homework is assigned according to district policies (page 154). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: Page 2023. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction, individualized instruction every day (pages 154, 178,188). Every student will receive some  A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 25. African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and history (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154,159-164). STATUS: Page 2128. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 30. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students needs and are a part of each schools special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (pages 157, 175, 182, 184). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: Page 22INCENTIVE SCHOOL OPERATIONS "The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives" (page 171). SUPPORT PROGRAMS "The following items will be components of every incentive school:" (Page 171) 32. Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (pages 171, 180). STATUS: 33. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (pages 171, 180).  Parents are aware of the phone service at the beginning of the year
periodic reminders are issued (ODM, page 26).  The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). STATUS: 34. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods (pages 157,171,180). STATUS: Page 2335. Retired teacher mentors serve as tutors and club sponsors (pages 171, 180). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: 38. Community Involvement includes Boy and Girl Scouting programs at each incentive school, students have access to community organizations and volunteer experiences (pages 172,173).  Membership lists include a category for race (ODM, page 39).  Records of troop meetings and activities are present (ODM, page 39). STATUS: Page 2439. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 40. Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs. Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (pages 175, 184). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 25COUNSELING/ SOCIAL WORK 42. Community services access
Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 43. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (pages 175,183). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance "profiles" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 2645. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: 46. A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (pages 176, 184).  Medicaid reimbursements are used at the local building (ODM, page 29).  Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29).  The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). STATUS: 47. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (page 176, 185). STATUS: Page 27MONITORING AND EVALUATION 48. Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (pages 176, 186). STATUS: 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: 50. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (pages 177, 186). STATUS: 51. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random
with 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (pages 177, 186, 187). STATUS: Page 2852. Computerized student data is accessible at each school (pages 177, 187). STATUS: 53. School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (pages 178, 187). STATUS: Page 2954. Additional items recommended in each incentive school (pages 178, 188,189).  uniforms for students, such as blue jeans and a white shirt  dress code for staff  student handbooks available at every building which reflect the building philosophy and program  a playground for PE purposes  additional compensation for teachers/ principals who work extra periods of time at the incentive schools  Saturday programs to enhance learning which include but are not limited to: -field trips -enrichment activities -tutoring -parent/child "make & take" sessions -book fairs -physical education activities STATUS: Page 30INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 3157. Reconmiended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: 58. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (page 191). STATUS: 59. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, clerical, and custodial workers) (page 192). STATUS: Page 3260. Staff commitment/ effectiveness monitoring involves ongoing informal review and semiannual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (page 192). STATUS: STAFF DEVELOPMENT 61. The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (page 192).  A long-term strategy has been developed for meeting the plans minimum staff development requirements (ODM, page 7).  The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8).  Classroom utilization of inservice training is evaluated (ODM, page 8). STATUS: 62. A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (page 193).  Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (page 201).  School Profile data specifically reflects the amount and scope of each staff members training (ODM, page 7). STATUS: Page 3363. Minimum Staff Development Requirements (pages 192-3) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT&T Human Effectiveness Training: Parent/ Educator Communication & Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:  Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14)  Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17).  Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23).  Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (page 174).  Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (page 174).  Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14).  Gender/ Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). STATUS: Page 3464. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (pages 193-4).  The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (page 203). STATUS: 65. A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (pages 194, 204). STATUS: 66. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (page 194).  Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). STATUS: Page 35INCENTIVE SCHOOL PARENT INVOLVEMENT "Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/ parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 3669. A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills
requesting that parents pick up report cards at least twice a year
and requiring principals to have direct parental contact through scheduled meetings and home visits (pages 206, 209).  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: Page 3771. Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176,183, 184, 188, 206, 210-211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29).  Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: Page 3872. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 73. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center (pages 206, 212). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: 75. School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (page 214). STATUS: Page 39INCENTIVE SCHOOL PARENT RECRUITMENT "Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements (page 215). 76. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (pages 215, 218-219). STATUS: n. Recruitment strategies include the use of brochures, PSAs, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speakers bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (pages 215- 216, 220-222).  A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4).  A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5).  Number and variety of specifically targeted recruitment activities are increased (ODM, page 5).  A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). STATUS: Page 4078. The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (pages 217, 223).  The committees monitoring instrument includes recruitment assessment (ODM, page 5). STATUS: Page 41ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL "The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements." (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12, 13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: Page 426. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: 8. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 43INCENTIVE SCHOOLS MONITORING REPORT 4 YEAR ENROLLMENT COMPARISON Black White Other Total % Black 1989-90 1990-91 1991-92 1992-93 ?? ?? ?? ?? 0 0 0 0 Data Sunuiiary: Note: In accordance with the language of the desegregation plan, students are identified as either "black "or "white." Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as "other." However, these "other" students are counted along with "white  students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. STAFFING/ SCHOOL PERSONNEL 1991-92 1992-93 Position Black White Black White Total % BIk Total % BIk M F M F M F M F Certified ?? 0 0 Non-certified 0 ?? 0 ?? Total 0 0 0 0 0 ?? 0 0 0 0 0 ?? Percent ?? 'i'f. ?? Data Summary: Page 1TEST DATA Summary: Page 2DISCIPLINE, SUSPENSION, EXPULSION Black White Other Actions M F M F M F Total % Black Suspensions 0 ?? Suspensions-Long-term 0 ?? Expulsions 0 ?? Alternative Sch Referrals 0 ?? Sent Homes 0 ?? Homebound 0 0 0 0 ?? ?? ?? ?? Data Summary: SPECIAL SERVICES/PROGRAMS ENROLLMENT Black White Other Program M F M F M F Total % Black Gifted/Talented 0 ?? 0 ?? 0 ?? 0 'i'? 0 ?? 0 ?? Special ed ^WasXOBK j?Stion refer .page-tgr" are consis objec^ lade w ,t raci  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 3FACILITIES AND SECURITY Court Adopted Recomniendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS:  Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS: Page 4 Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS:  Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 5INCENTIVE SCHOOL PROGRAM "The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district." (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 6INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 12. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 714. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the "total physical response" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: Page 828. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173, 181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172, 180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 939. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181,184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to, make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: COUNSELING/SOCIAL WORK 42. Conununity services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: Page 1044. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance "profiles" (test data, length of attendance at school, discipline/ attendance records, participation in school programs) are present (ODM, page 32). STATUS: 45. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 11INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: 57. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 12INCENTIVE SCHOOL PARENT INVOLVEMENT "Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 1369. Parent workshops are offered to assist parents in understanding and carrying out school expectations and include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills.  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: 71. Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, pick up report cards, and receive monthly reports. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176, 183, 184, 188, 206, 210- 211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29). Page 14 Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: 72. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and the school is used as a community center. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: Page 15ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL "The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements." (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12,13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: 6. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: Page 168. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 17OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors* INCENTIVE SCHOOL PROGRAM II The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: 2. The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly. (JDR 2236) STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS
6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS: 7 . Reading and oral expression are infused throughout all curriculum areas. (JDR 2239) STATUS:r 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:r 12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS
15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.r 16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core activities during extended day/week/year. day with reinforcement (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student STATUS
22. instructors (JDR 2240) Heterogeneous grouping is used at all grade levels and alternate between whole individualized instruction. (JDR 2240) group, small group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS
4 24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS: 27. Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the If total physical response If method of instruction. (JDR 2243) STATUS
28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:If INCENTIVE SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) fl SUPPORT PROGRAMS incentive school: ff If The following items will be components of every (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:* 33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides are certified and employed one to a classroom. (JDR 2268, 2278) STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers, films, and interest inventories. (JDR 2268, 2279) STATUS: 37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state, and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement
regular home-school communication. Parents sign all homework and there is There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS
43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special (JDR 2272, 2284) skills training, and leisure time STATUS: 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive 2284) tl alert" and It success II cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms staffed with trained personnel. are problem solving. Students receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS: 50. Study skills training enhances skills in listening, and studying. 2272, 2283) Students practice test taking. test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. school partnership and community. Local ministers are considered part of the (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures student progress. 2286) There is training for monitoring teams. (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS
59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents. and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and receives some individualized instruction every day. 2288) every student (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Committee administrators. parents, supervisors, The committee principals, is composed of and criteria, and hiring procedures. assesses staffing needs, (JDR 2291) other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS
67. Recommended full-time positions include classroom teachers. counselor, media specialist. music, art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides. supervision principal, assistant principal. aides, (JDR 2291-92) program specialist, STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. files are current and include promising student teachers. 2292) Recruitment (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. Staff commitment/effectiveness monitoring involves ongoing informal review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist. parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS: 72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas appointment of curriculum teams, in need of development, review of draft guides. and development of additional components needed in each curriculum area  (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT&T Human Effectiveness Training:Parent/Educator Communication & Human Relations Skills
Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives. monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC assistance to new teachers and those needing help. specialist provides ongoing assists in The specialist training programs in coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS
Date: April 2, 1993 From: The Associates To: Ann MEMORANDUM Subject: Revised Incentive School Guide Attached is a copy of the revised Incentive School Gui^^ '^-C> Y Y Revisions were made based on the Eighth Circuit Courts priorities which includednncentive school double funding. academics, td^rent/community involvement. In addition to the Eighth Circuit Courts priorities, we also gave consideration to the areas of concern mentioned by Judge Wright at the June 30, 1992 Incentive School Hearing. At the June hearing. Judge Wright outlined the following areas of concern: The increase in the number of black students at the incentive schools. The Eighth Circuit Court clearly indicated that desegregation of these schools is important. The disparities in plan implementation found among the seven schools. The lack of a clear formula for double funding. The continued disparity between black and white students. Using the above items to guide us, we evaluated each section of the guide, keeping those that related to the Eighth Circuit Courts priorities and Judge Wrights concerns. Within the sections, individual items were examined. Most items that could be tied to priorities and concerns were retained. If an item described a program or process that was present at all schools in 1991-92, we dropped it. Emphasis was placed on monitoring areas of non-compliance. \ OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit MonitorsSchool: 1989-90 Black White Other Total %Blk 1990-91 Black White Other Total %Blk 1991-92 Black White Other Total % BIk 1992-93 Black 4 YEAR ENROLLMENT COMPARISON Data Summary: "^fl- 0 0 ?? White Other Total 0 % BIk ?? Note: /n accordance with the language of the desegregation plan, students are identified as either 'black "or "white." Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as "other." However, these "other" students are counted along with "white" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1Summary: TEST DATA Page 2ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK M F WHITE OTHER M F M F TOTAL 0 0 % BLACK ?? ?? Documentation:  Short Form 0 ??  Long Form 0 ?? Alternative School Referrals 0 ?? 0 0 0 0 0 0 0 ?? ?? ?? ?? ?? ?? ?? Data Summary: Page 3SPECIAL SERVICES/PROGRAMS ENROLLMENT PROGRAM BLACK WHITE OTHER TOTAL % BLACK M F M F M F Self Contained 0 ?? CBI 0 99 LD Resource EMR Resource Speech Visually Impaired Hearing Impaired Gifted/ Talented Remedial/ Compensatory 0 0 0 0 0 0 0 0 0 0 0 99 99 99 99 99 99 99 99 99 99 99 0 99 0 99 0 99 0 ?? 0 ??  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 4FACILITIES AND SECURITY Court Adopted Recommendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 5 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 6 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 7INCENTIVE SCHOOL PROGRAM "The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district." (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 83. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 9INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: Page 1012. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the "total physical response" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: Page 1122. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: 28. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: Page 1229. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 1339. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/ procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 14COUNSELING/SOCIAL WORK 42. Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance "profiles" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 1545. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 16INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Conunittee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 1757. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art,P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 18INCENTIVE SCHOOL PARENT INVOLVEMENT "Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/ teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/ staff committee for loan to parents. A paren
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.