Incentive Schools: ''Little Rock School District Incentive School Monitoring Report (1995-96) Summary of Recommendations''

12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1996-96) Summary of Recommendations 1 Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1995-96), July 12,1996 Summary of Recommendations DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO 1 PG 6 _________________________________RliCOMMENDATIOM______________________ The incentive program Is successfully dosogrogatlng each Incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1992-93 Incentive Schools Monitoring Report, pg^)____________________________________________________ The incentive program Is successfully dosogrogatlng oaclt Incentive school. (LRSD Plan, pg. 149) Identify the factors that are working to mako Rockefeller a desegregated school and adopt or adapt them ___^rthe other Incentive schools. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 6)___ 28 28 Shidonts In grades 3-6 have access to either inohllo or pormnnont scloncn lat)s with ndnqtinlo materials Hint allow chikJien to oxocuto long-tonn oxpurlmunts end stuily sclonco In Itio fullest sense. (LRSD Plan, pQ. 153
July 10, 1992 Court Order
ref. Juno 5, 1992 ODM Report, pg. 15) Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should bo able to determine which teachers are not fully using the science labs and steer them to staff dovolopinont sessions devoted to enlivening science in the classroom. (ODM 1992-M Incentive Schools Monitoring Report,jjg. 49)____________________________________________ The curriculum at each school Incorporntos foreign language Instruction using the foreign language lab and the total physical response"method of Instruction. Emphasis Is on l)nslc vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates (oroign language labs with appiopriato equipment and matoiials. (LRSD Plan, pg. 153) PERSON Rather Principals Gremllllon Gremllllon Pilnclpols Glasgow Gremllllon DONE 8/96 2 3 4 7 Capitalize on the district's resident expertise and experience to assist the Incentive schools In establishing a foreign language program as an Integral part of the overall school program. (ODM 1992- 93 Incentive Schools Monitoring Report, pg. SI) RESPONSEtxQaniiParker gave court* WWpy th* foralgn lnouafiTproBram*n<iT^ probloim LR8D'facttcl. LR8D coiitlnuo9 toTac9 Uio
onm8 problems that wore outlined In Parkers Mtlmonxtolhicoiirtjhl^^ - Neodn t'.o bo done Denoton roconunendation apponrod in prior ODM Monitoring Roport I Tn Proni'onn * Coinpl otfd12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR NO 5 PG 28 _________________________________RECOMMENDATION The curriculum at each school incorporates foreign language Instruction using the foreign language lab and the total physical response" mothod of instruction. Emphasis Is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) PERSON Gremilllon Parker DONE 7/12/96 7/12/96 MR MR MR 6 1 8 28 28 28 Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. Schools Monitoring Report, pg. 51) ODM 1992-93 Incentive RESPONSE: Gene Parker gave court testimony on the foreign tanguag* program arid the problems LRSD faced. LRSD continue# to face the aame problems that were outlined In Gene Parkers teatimoriytothe Courts^ The curriculum at each scliool Incorporates foreign language Instruction using the foreign language lab and the total ptiyslcal response" method of instruction. Emphasis Is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Eacli building oporalos loroign language labs with appropriate equipment and malorials. (LRSD Plan, pg. 153) Encourage the Spanish teachers to develop a series of Spanish mini-lessons" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 61) RESPONSE:'Goho Parker gavo' court 8-11-9(5, on the rdrolgF problems LRSD faced. LRBD rcontInuos to face the aame problems that were outlined In Gene Parker's testimony to thioi'cdurts. tho~curtlculum al each sciiool incorporates foreign language Instruction using the forolgn language lab and ttio total ptiyslcal response" method of Instruction malorials. (LRSD Plan, pg. 156) Emphasis Is on basic vocabulary, conversation, and cultural Eucti building oporalos loioign langungo labs with appropilalo equipment and materials. (LRSD Plan, pg. 153) Increase the amount and improve the quality of Spanish language materials available in each school. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 61) RESPONSEi Oorie Parkor gave court testimony 8>1198, oh the foreign longuap^p^^ problome LRSO faced. LRSD conttinies to face the samo problems that were outlined In Gene Parkers testimony to the courta.___________________________________________ Cumulnllvo records document both host and guest schools paillclpnllon In Snturdny programs. (ODM 1992 *!! Repoit, pg. 25) Satuidny programs will bo dovolopod Io onhanco loaming. Those programs will Include but shall not bo limited - Noodti t o be done Dnot recommendation appeared in prior ODM Monitoring Report ! In Progronu f.'oinplotod Gremilllon Parker Gromllllon Parker Gromllllon Principals +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendalions 3 DATE 7/12/96 7/12/96 7/12/96 71^2196 DOC MR MR MR MR NO 9 10 11 12 PG 29 29 29 40 _________________________________RECOMMENDATION_________________________________ to field trips, enrichment activities, tutoring, paronl/child mako-and-tako sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Standardize the reporting process for Saturday school. Data should be cumulative and reflect race, gender, and grade of participating students. (ODM 1993-94 Incentive School Monitoring Report, pg. 60) Cumulative records documont both host and guest scliool's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will bo developed to enhance loaming. Those programs will include but stiall not be limited to field trips, onrlchmont actlvitios, tutoring, paronl/child mako-and-tako sessions, book fairs, and physical education actlvitios. (LRSD Plan, pg. 179) Perform annual evaluations of the Saturday programs, using the information to design programs that ai ppeal to the students and thek parents. (PPM 1993-94 Incentive Schools Monitoring Report, pg. 60)___ Cuniulatlvo records documont bolti liosl and giiosl school's paiticipniion In Saliirday proyrams. (ODM 1992 Ropoit, py. 25) Saturday programs will bo dovolopod to enhance lourniny. Those proyrams will Include but shall not bo llinitod to Hold trips, onrlchmont actlvltlos, tutoring, paront/ctilld mako-and-tako sessions, book lairs, and physical education nctlvIHos. (LRSD Plan, pg. 179) Perform regular evaluations of the Saturday program, both during and at the end of the school year, asking staff, parents, and students for feedback. Use the garnered Information to design activities and events that coincide with the Interests of all participants. (ODM 1994-96 Incentive Schools Monitoring Report, pg. 37 I W V * I ------------------- Cuimiinllvo racords docunioiiTijoHi liosl and ynost scliool's paillcipatlon In Salnrday proyrams. (ODM 1992 Ropoit, py. 25) Satuiday programs will bo dovolopod to enhanco loaininy. Tlioso proyrams will Include but stuill not bo limited to Hold tiips, enrichment aGtIvlllos, tutoriny, pnronl/clilld mako-and-tako sessions, book lairs, and physical education activities. (LRSD Plan, py. 179) Promote collaboration among the Incentive schools and between the Incentive schools and the district's area and magnet schools to plan Joint field trips and other collnborntlve activities during the regular academic wook. Tho district can thus do a bettor job of fulfilling its obligation to provide Incentive school studonts^tjHiioro opportunities lor desogrogatod louriiliig oxporloncos. fIto purposo~of the InconllvoTchool proyram Is io piomolo and onsiiio acadoinlc oxcollonco In scitools thnt have boon dilllcull to dosoyroyato. (LRSD plan, py. 149) Willi proper resources and oxpoctatloiis, Itio Incentive sctiool program will servo ns a model of oxcollonco lor the county, stalo, and the nation. (LRSD plan, (ly. 149) Base staff development activities on areas of domoiistratod need. Some tonchors many need more - Noodfi Io 1)0 (lone *DenotB rcomnu>ndtion nppenrod in prior ODM Monitoring Report I Ln Iroyi'onn tronipl Rt.o(i PERSON Gremillion Principals Gremillion Principals Asst. Siipls. Principals Gremillion Pilnclpnls DONE + +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1996-96) Summary of Recommendations 4 DATE 7/12/96 7/12/96 7/12/96 DOC MR MR MR *Danotea NO 13 14 15 PG 40 48 54 _______________RECOMMENDATION training than others in areas such as classroom management and organization and effective discipline. It is incumbent upon the building administrator and the individual teachers to identify areas of need and access the resources necessary to address them. (ODM 1992-93 Incentive Schools Monitoring Report, ___________________________________________________________________________________ The purpose of the incentive scliool program Is to promote and ensure academic oxcollonco in sctiools that have been difficult to desegregate. (LRSD plan, pg. 149) With proper resources and expectations, the Incontivo school program will servo as a model of excollcnce for the county, state, and the nation. (LRSD plan, pg. 149) Better define the role of phonics Instruction in the Incentive schools and convene a meeting of those administrators in charge of the incentive schools and the reading supervisor and his staff to communicate that role to all teachers so that phonics instruction will conform to the board-adopted LRSD curriculutii
_________________________________________________________________________ The schools use a Career Skills Development Program to develop career cholco.s using written information, guest speakers, films, and Interest Invonlorlos. (LRSD Plan, PG. 172, 180) Study skills training onhancos skills In test-taking, lisloning, and studying. Test-taking skills aro being taugtit and students practice lest taking. (LRSD Plan, pp. 153, 176, 183
July 10, 1992 Couit Older ref. Juno 5, 1992 ODM Ropoil, pg. 32) Students receive Individual and group counseling and aro taught conflict resolution. Tho school uses poor facilitators. (LRSD Plan. Pp. 176, 184) Ttio stall has dovolopod wrilton building giildanco plan.s Io address personal growlli, social dovolopmont, caroor awnronoss, and educational dovolopmont. (July 10, 1992 Court Order: ret: June 5, 1092 ODM Ropoil, pg. 27) Roquiro counselors to have bullding-lovol guidance plans that rolloct activities and projects for the current school year. I PERSON Gromllllon Principals Parker Elston DONE Clear guidance plans help teachers and administrators achieve school improvement goals, reflect an assessment of the schools^iildance noeds^and shov^how the counselor plans to address those needs. bisaggrogato data rblutod to studuni dlsclpliao anil rovlow stud'unt data to addioss Issuos of racial disparity. (Intordis. Plan. pg. 27) Carefully collect discipline data and closoly monitor Iho discipllno program to make modifications that are indicated by formative, as well as summativo, information. The district would bo wise to analyze Iho factors that contribute to some schools having fewer overall discipllno problems and loss dispailly In discipline botwoon black and white students. Identifying and omulating those factors and closoly scrutinizing progress should result In interventions Hint roduco ltio number of students suspended or oxpollod, as woll as ttio disproportionate number of black students roforrod lor disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that aro staffed with trained personnel. (LRSD Plan, pp. 175, 184)________________________________________________________________________________ - Notulii I o bo doiio rocommendation appeared in prior ODM Monitoring Ropoit I In IrcxjrtiiKi * Comp]oLud Gromllllon Principals Watson12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 5 DATE DOC I NO I PG RECOMMENDATION Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for tho work being done. (ODM 1992 Report, pg. 32) Hold periodic "summits" to develop a forum for an exchange of ideas and successful techniques for handling disciplinary problems. Incentive schools have similar characteristics and staff members who, along with parents and students, are valuable resources for ideas to combat problems. (ODM 1993-94 PERSON DONE 7/12/96 7/12/98 Donoteo MR MR 16 17 54 54 Incentive Schools Monitoring Report, pg. 29)__ Disnggrogalo data related to student discipline and review student data to address issues of racial disparity. (Intordis. Plan. pg. 27) Carefully collect discipline data and closely monitor tho disclpllno program lo mako modifications that are indicatod by formative, os well ns summntivo, Information. Tho district would bo wise lo analyze tho factors Hint contribulo to sonio schools having fowor overall discipline problonis and loss dispailly In discipline between black and while students. Identifying and emulating those factors and closely scrutinizing progress should result In interventions that reduce the number of students suspended or expelled, as well as tho disproportionate number of black students referred for disciplinary action. (ODM 1992, Ropoit, pg. 23) Attondanco and behavior guldollnos Includo limo-out rooms that are stalled with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Ropoil, pg. 23) Discipline policies and procedures are well publicized, clearly Indicate what is appropriate and inappropriate behavior, and spell out consoquoncos for Infractions. Policy onforcomont Is fair and consistent. (ODM 1992 Ropoit, pg. 23) Classroom management approaches are appropriate for tho work being done. (ODM 1992 Ropoit, pg. 32) Explore the feasibility of developing permanent alternative educational sites designed specifically for chronically disruptive students. Tho presence of chronically misbehaving and disruptive students in tho classroom hindors teaching and learning (or tho rost. (ODM 1993-94 Incontlvo Schools Monitoring Report, pg. 29) RESPONSE: ThpBssItttant Superlntentje^tover lncwW|iie
ft|o|8, IRSP Hearing oriicer, along with the Incentive SchooWlncIpals are currently^|seuaalria4bSi%nd BOnd exploring alternative educational sites ..... "Disaggrogato data rolalod iirstu'd'oiit disclpllno and rovlow stuaoni gain lo nouioss Issiios of racial disparity - Noi'dii In be done roconintondation appoarad in prior ODM Monitoring Roport I Tn Progrenn * (\)nipl etOit Gromillion Watson Gromillion12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 6 DATE /12/96 7/12/96 7/12/96 DOC MR MR MR I NO I PG 18 19 20 RECOMMENDATION (Interdis. Plan. pg. 27) Carefully collect discipline data and closely monitor tho discipline program to make modifications that are indicated by formative, as well as summativo, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as ttie disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for tho work being done. (ODM 1992 Report, pg. 32) Provide ongoing training in behavior management for school district employees who are responsible for supervising children for any period of time. The Assistant Superintendent over Incentive Schools^ LRSD Hearing Officer, Staff Oevttlopinont Supervisor, along with Incentive School Principals and teachers will be planning RESPONSE: 60 60 60 PERSON Watson DONE inservices for LRSb employeea responsiblefor cupervjslrifl children on bebavlof mahagement._________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Investigate the cause of the failing paint and take corrective action.________________________ Tho district will provide clean and safe facilities and make all repairs fundamental to maintain tho Incontivo scliools. (LRSD Plan, pg. 129) All seven Incontivo schools would benefit aosthollcally from tho addition of attrnctivo landscaping. Once plantings are Installed, train tho custodial sluff In proper plant care Io provenl loss of plantings Io Improper pruning or undor-waloring. (ODM 1992 Report, pg. 43) Fraiikihi - Correct drainage problom^n all affected levels of tlio_buildjng.__________________________ The district wifi provide clean and safe facliitlos and rnako all repairs fundamental to malnialn tho Incontivo schools. (LRSD Plan, pg. 129) All sovon Incentive schools would bonofit aosthoticnily from tho addition of allractlve landscaping. Once - Needii t.o be done Denotes recommendation appeared in prior ODM Monitoring Report I 111 Progreuf.) * Completed Eaton Eaton Eaton 8/96 8/96 12/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 7 DATE 7/12/96 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR MR NO PG RECOMMENDATION plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) I PERSON DONE 21 22 23 24 25 60 60 60 60 60 Garland - Attend to the peeling paint on the exterior doors._______________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain tire incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once Garland Principal plantings are installed, train the custodial staff in proper plant caro to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland - Improve cleanliness in the cafeteria and bathrooms._____________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train tho custodial staff in proper plant caro to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland - Correct the problems with floor tiles in the large downstairs bathrooms.__________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain tho incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are Installed, train tho custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Replace the worn lunchroom tables.__________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain tho incentive schools. (LRSD Plan, pg. 129) All sovon Incontivo schools would bonofit nosthotlcally from tho addition of attractive landscaping. Once plantings aro Installed, train Iho custodial staff In proper plant caro to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Remove or replace the malfunctioning urinal in the bathroom located on the second floor landing. The district will provide clean and safe facilities and make all repairs fundamental to maintain tho incentive schools. (LRSD Plan, pg. 129) All sovon Incontivo schools would bonofit aosthollcally from tho addition of atlrnctlvo landscaping. Once plantings aro Installod, train the custodial staff In proper plant caro to prevent loss of plantings Io Improper pruning or under-watering. (ODM 1992 Report, pg. 43) _________________________________________ - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreee * Completed Eaton Moran Eaton Eaton 8/96 8/96 ' 8/96 8/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 8 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG 26 27 28 29 60 60 60 60 RECOMMENDATION Mitchell - Replace or reattach the loose tiles in the hallways._______________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan. pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell -Determine the cause of the leaks found throughout the building and correct the problems. RESPONSE
LRSD is committed to repairing leaks In the roof, but duo to the ago and condition of the building, leaks ara likely to be a reoccurring problerri untIt funds are available to replace the roof. - The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair and repaint damaged ceilings._______________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Assess water damage to carpets and replace as needed. RESPONSE: Malnfenance of the carpets will be acceseed by school personnel while roof repair Is in The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair any broken partitions and fittings in the bathrooms. PERSON Eaton Eaton Eaton Eaton DONE 11/96 12/98 - Needa to be done Denotes reconunondation appeared in prior ODM Monitoring Report + In Progreoo * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 9 DATE 7/12/96 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR MR NO I PG 30 31 32 33 34 60 60 60 RECOMMENDATION The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools v/ould benefit aesthetically from the addition of attractive landscaping. E Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Evaluate the school's plumbing needs and complete work needed to make all bathrooms fully functional. Tho district will provide clean and safe facilities and make all repairs fundamental to maintain tho incontivo schools. (LRSD Plan, pg. 129) All seven Incontivo schools would bonofit aosthotically from tho addition of attractive landscaping. Onco plantings aro installed, train tho custodial staff In propor plant care Io provont loss of plantings Io Improper pruning or undor-watoilng. (ODM 1092 Report, pg. 43) Rightsell - Eliminate tho Insect Infestation._____________________________________________________ The district will provWo clean and safe facliitios and make all repairs fundamontai to maintain Iho Incontivo schools. (LRSD Plan, pg. 129) All seven incontivo schools would bonofit aoslhofically from Iho addition of atlracllvo landscaping. Onco plantings aro installod, train tho custodial staff In proper plant care to provont loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller - Repair the small area of damaged tile In the boys bathroom before the problem escalates. 60 Tho district will provide clean and sate lacilltlos and make all repairs fundamental to maintain Iho Incontivo schools. (LRSD Plan, pg. 129) All sovon incontivo schools would bonofit aosthotically from tho addition of attractive landscaping. Once plantings aro Installod, train tho custodial staff In proper plant caro to provont los,s of plantings to Improper pruning or undor-watering. (ODM 1992 Report, pg. 43) Before releasing as RFP, Rockefeller -Replace carpeting throughout all areas of the building, representatives from the plant services and tho purchasing departments should consult with tho principal and staff regarding details of carpet replacement, such as tho replacement schedule, the carpet color, and the areas to bo carpeted, including the carpot-covered furnishings. 78 RESPONSEnQurOTiaj^^ A Parent Center In each school provides resources and rnatorials, locommondod by a parent and staff commlltoo, that can bo lonnod to parents. A parent has boon triilnod Io opornto Iho contor, which Is to bo tho - Needo Co be done Denoteo recommondatlon appeared in prior ODM Monitoring Report I In Proyreoo Completed PERSON Eaton Eaton Eaton Eaton Eaton DONE 11/96 8/96 8/96 +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendalions 10 DATE DOC I NO I PG ______________________RECOMMENDATION source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Keep more accurate and complete records of Parent Center use by consistently using sign-in sheets. PERSON DONE 7/12/96 7/12/96 7/12/96 MR MR MR 35 36 37 78 79 79 (ODM 1993-94 Incentive School Monitoring Report, pg. 77) A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that Is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. Tho school documents the degree to which parents use Gremillion Principals the center and its resources. (ODM 1992 Report, pg. 39) Develop strategies and arrange events to encourage greater use of the Parent Center. For example, design boxes or bags containing materials on a certain topic that could be checked out. Highlight Parent Center Resources in the school newsletter, bulletin boards, and PTA meetings to heighten awareness and increase interest in the centers. (ODM 1993-94 Incentive School Monitoring Report, pg. 77)________________________________________________________________________________:------- The schools offer parent workshops to assist parents in understanding and cariying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of paiticipanls by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of tho potential helpfulness of tho training. (ODM 1992 Report, pg. 39) 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 1992 Report, pg. 38) Team with community organizations (such as churches and civic clubs) and other programs (such as HIPPY and New Futures) to explore ways to cooperate in offering parent training. Such collaboration can help coordinate and strengthen resources to focus on targeted audiences. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 79)____________________________________________-------------------- The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, lime management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, limo, and location along with Iho number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent mootings and actlvitios Is maintained, Including slgn-ln sheets that reflect Gremillion Principals Gremillion Principals Ncodu to be done *Danote8 recommendation appeared in prior ODM Monitoring Report I- Tn Proyveuo * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 11 DATE 7/12/96 7/12/96 7/12/96 DOC MR MR MR NO I PG I' 38 39 40 79 79 79 RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Offer sessions on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase participation. (ODM 1994-94 Incentive Schools Monitoring Report, pg. 79) _______________________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, limo, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of tho training. (ODM 1992 Report, pg. 39) Complete documentation of all parent mootings and actlvitlos Is maintalnod, including sIgn-in shoots that reflect parents' race, gondor, and the school Ihoir ctilld attends. (ODM 1992 Roport, pg. 38) Ask workshop participants to evaluate each session at its conclusion and mako candid suggestions tor training improvements and future session topics. Then carefully analyze tho feedback to assess the quality and relevancy of tho training to make changes accordingly. (ODM 1994-96 Incontlvo Schools Monitoring Report, pg. 62)___________________________________________________________________ Tho schools offer parent workshops to assist paronts In understanding and carrying out school expectations. The workstiops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with tho number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on tiow well tho session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) 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 1992 Report, pg. 38) Evaluate the parent workshops offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to redesign offerings as necessary to ensure progress toward the goals. (ODM 1993-94 Incentive School Monitoring Report, .31751 The schools offer parent workshops to assist parents in understanding and carrying out scfiool expectations. The workshops includo such topics as study skills, discipline, time managomont, pre-reading skills, financial managomont, and dovolopmontal loaming skills. (LRSD Plan, pg. 209) Document parent training activities by topic, limo, and location along with tho numbor of participants by raco, gender, and the child's school. Regularly collect and analyze pailicipants' feedback on how well tho session was conducted and their perception of tho potential helpfulness of tho training. (ODM 1992 Report, pg. 39) Complcto documentation of all parent mootings and activities Is maintained, Including sign-ln sticets that reflect - Needo l.o lio doiio Denotes recommendation appeared in prior ODM Monitoring Roport ( III Il tiqroiJU Coinplotod PERSON Gremillion Principals Gromillion Principals Gremillion Principals DONE12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 12 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG I 41 42 43 44 79 79 79 79 __________________________RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) in order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information. (ODM 1992-93 hicentive School Monitoring Report, pg. 105) Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132) Expand contacts with and widen access to the variety of community-based programs, designed to support children and families. (ODM 1992-93 Incentive School Monitoring Report, pg. 78)_____________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school thoir child attends. (ODM 1992 Report, pg. 38) Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed. (ODM 1992-93 Incentive School Monitoring Report, pg. 105)________ Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. (ODM 1992-93 Incentive SchooI Monitoring Report, pg. 78)____________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) - Needa to be done Denotes recommendation appeared in prior ODM Monitoring Report + Ill Progreoo * Completed PERSON DONE Milam Cheatham Principals Milam Gremilllon Principals Ratherb, - INCENTIVE SCHOOL MONITORING REPORT (1995-96) 13 Suiniiiary of Recommendations DATE I DOC I NO | PG | 7/12/96 7/12/96 7/12/96 MR MR MR 45 46 47 80 80 80 ____________RECOMMENDATION Develop and implement a comprehensive plan for using the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. (ODM 1993-94 Incentive School Monitoring Report, pg. 86)____________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) Develop job descriptions for the speakers bureaus and key communicators that clearly identify the Job goal, qualifications, performance expectation, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. (ODM 1993-94 Incentive School Monitoring Report, pg. 86)____________________________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quaiterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incontivo school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with tho expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management foam, specialist from PRE, and six members of the Biracial Committee (two of whom must bo Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitinonf assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Engage in a recruitment campaign that is broad and intense enough to ensure that the district can select a Biracial Committee membership that is racially balanced and also fully representative of the districts geography. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 26)____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreso * Completed PERSON Rather Supt. Supt. DONE +12,,.,- NCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 14 DATE DOC I NO PG ________________________________RECOMMENDATION________________________________ that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order
ref: Juno 5, 1992 ODM Report, pg. 5) PERSON DONE 7/12/96 7/12/96 MR MR 48 49 80 80 Define Biracial Committee goals and then develop and carry out specific objectives and timelines for reaching them. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 27) Tho dislrictwide Biracial Committee, whoso members represent various geographic areas of tho community, will monitor tho incontivo schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports ttiat summarize all monitoring visits. Tho superintendent will share tho PRE document witli the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of
incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Coordinate Biracial Committee monitoring activities with other internal district monitoring groups to eliminate duplication and ensure that no part of the desegregation efforts go unscrutinized. (ODM 1992- 92 Monitoring Report on the Biracial Committees., pg. 28)________________________________________ The dislrictwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) - Needfj to be done Denotes roconunondation appeared in prior ODM Monitoring Report + In Progreuo * Completed Supt. Supt. Jackson12/19/96 .INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 15 DATE I DOC I NO | PG RECOMMENDATION The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Design Biracial Committee monitoring instrument that correlate specifically with the desegregation plan provisions so each district can measure its progress in plan implementation. (ODM 1992-92 Monitoring PERSON I DONE 7/12/96 MR 50 80 Report on the Biracial Committees, pg. 28) 7/12/96 MR 51 80 The districlwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with tho Board of Directors at their regularly scheduled meetings. Tho Associate Superintondont for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with tho advice of marketing and advertising experts, will serve as the steering committee for incentive school rocruitrnont reports from tho dosegregalion office, ovalirato tho program quarterly and recommend needed changes to tho Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with tho expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior managornent team, specialist from PRE, and six members of the Biracial Committee (Iwo of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Older: ref: Juno 5, 1992 ODM Report, pg. 5) Regularly update Biracial Committee monitoring instruments to reflect all modifications to the desegregation plans. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 28)____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will I monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)__________________________ Supl. 8/96 - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreos * Completed Supt. Jackson12/1b,3. JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 16 DATE I DO'C I NO I PG~~[ ___________________________RECOMMENDATION The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports PERSON DONE 7/12/96 MR 52 80 The superintendent will share the PRE document with the Board of that summarize all monitoring visits. ' Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board ot Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with tho expectations set for the program. The review committee shall consist of
incentive school principals, the superintendent's senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order
ref
June 5, 1992 ODM Report, pg. 5) Make evaluation an integral part of the Biracial Committee monitoring process so that conclusions and recommendations for improvement are used to both prevent and correct problems. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29)_________________________________ Tt)o districtwido Biracial Committee, whoso members represent various geographic areas of tho community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) Tho Biracial Committoe will furnish copies of their monitoring reports to the incentive school principals and various district officials. Tho Office of Planning, Rosoarch, and Evaluation (PRE) will prepare quarterly reports that summarizo all monitoring visits. Tho superintondont will share tho PRE document with tho Board of Directors al their regularly scheduled meetings. Tho Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committoo, with tho advice of marketing and advertising exports, will servo as the steering committee for incentive school recruitment reports from tho desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of
incentive school principals, tho superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order
ref
June 5, 1992 ODM Report, pg. 5) Supt. Annually evaluate the role, operations, and accomplishments of the BIraclal Committee In relationship - Needa to be done Denotes recommendation appeared in prior ODM Monitoring Report h In Progreoa it Completed12/19/91 jCENTIVE SCHOOL MONITORING REPORT (1995-96) Summa, y of Recommendations 77 DATE 7/12/96 7/12/96 DOC I NO MR MR 53 54 PG 80 80 _________________________________RECOMMENDATION to specific settlement plan provisions and overall desegregation goals. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) I PERSON RESPONSE: An annual evaluation of the Biracial Committees role, operations, and accomplishments at the end of each fiscal year beginning with the 1996-97 school year. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, witfi the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Regularly ask Biracial Committee members to review and rate the type and quality of support the district is furnishing them, and solicit suggestions for new or improved support services. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) RESPONSE: LRSD will develop a survey for KlrttcJa) Committee members to review and rate the quality of support LRSD is providing and asking for suggestions for new and Improved support services. This survey will be distributed to members during tho 3rd quarter of tho 1996*97 school year. Beginning with the 1997-98 school year LRSD will Survey members during the 1st end 3rd quarter of each school year. The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed DONE Supt. Gremillion Principals12/19/96 JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendalions 18 DATE 7/12/96 7/12/96 DOC I NO I PG I MR MR 55 56 80 80 RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy._______________________________________________________________ Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Focus on the schools where community involvement is lagging and intensify efforts to increase volunteer support in those buildings. Pay particular attention to targeting those schools which fall far behind the others in volunteer activity._________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) 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 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Strengthen the communication between school and community by considering placement of an outreach coordinator in each incentive school to function as a liaison. This position, which should require at lease half-tinie and preferably full-time attention, could be paid or voluntary and filled by an employee, a volunteer, or an intern. The outreach coordinator would be supervised by the principal and work closely with all aspects of the school, as well as the district's offices of student assignment and communications. Any funding necessary for such a position could be sought from a grant or come from the extra money provided through the schools' double funding. The outreach coordinator could perform a number of tasks that could include, but not be restricted to, the recommendations listed below. RESPONSE: LRSD is exploring the possibility of using a volunteer to serve as an outreach coordinator for each incentive schoot. - - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed PERSON Milam Gremillion Principals DONE12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 19 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC I NO MR MR MR MR 57 58 59 60 PG IT 81 81 81 _________________________________RECOMMENDATION________ ___________________ A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) Develop a school communications plan that includes specific objectives as well as methods to measure results. Each school should write objectives that answer the following questions
Who will benefit from this activity and how will they benefit from it? How will the activity be implemented, who will do the work, when will the work start, and what is the implementation schedule? When will the benefits be visible and what will they look like? How will we know if were successful? RESPONSE
LRSD Assistant Superintendent for Incentive Schools, Parent Recruiters, Communications Director and Incentive School principals are currently working together to develop a communications A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) Produce a monthly school newsletter that targets the community, with distribution to parents, volunteers, partners, and residents of the neighborhood. These neighbors would include churches, shops, fire stations, nursing homes, hospitals, professional offices, etc. The newsletter should stress the success of students and teachers, herald coming events, and highlight individuals who live or work in the community. Use the publication as a means to more broadly recognize students, teachers, parents, and volunteers. Students could write some of the articles, striving to create a friendly, chatty communiqud that conveys a positive and enthusiastic attitude, school pride. Make this publication a banner of The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Work the territory by actively reaching out to the neighborhood and beyond. Instead of waiting for the community to come to the school, the school can energetically extend itself to the community. Contact local businesses and other organizations to explain the school and its place in the neighborhood. Personally extend an invitation to attend an open house or any other special function being held in the school. If a class is presenting a play, invite the neighbors in for the fun and assign student hosts to guests.____________________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, - Need.g to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progre.en * Completed PERSON I DONE Gremillion Principals Rather Gremillion Principals Vann Rather Gremillion Principals Vann Rather Rather Principals12/19/96 ir JENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 20 DATE 7/12/96 7/12/96 DOC I NO I PG I RECOMMENDATION PERSON DONE MR MR 61 62 81 82 213) Develop the speakers bureau into a proactive ambassadorship for the school. Members of the bureau can be parents, teachers, students, and community volunteers. Give the speakers a special title (such as Goodwill Ambassadors, Outreach Angels, etc.) and help them focus on a specific theme or point of school pride. Arrange for them to meet frequently with small groups at a well known nearby place, such as a church, fire station, or community alert center. Such experiences are prime learning opportunities for students, helping boost their self esteem while also polishing their schools image._______________ A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Gremillion Principals Actively manage the Parent Centers to become the catalyst and focal point of parent resources and services they were intended to be. Suggestions for strengthening the centers include the following: foster the ongoing involvement of a strong Parent Center Committee in each school, using the Committee to establish a means for determining what special parent needs exist, such as materials and equipment, home visits, extended center hours, etc.
consider relocating the centers to a place of prominence and easy access, where parents can meet and chat without fear of disturbing classes
develop a monthly theme of parenting emphasis that is carried throughout the school in such way as a featured bulletin board and the school newsletter, then follow up with appropriate workshops on the themes
equip the centers with welcoming and comfortable furniture that invites parents to linger awhile
consider the feasibility of merging the faculty lounge and the Parent Center into a combined building resource center to promote frequent and sustained interaction between teachers and parents._________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school, expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) 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 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Milam Principals - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed12/19/9G INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 21 DATE 7/12/96 DOC I NO MR 63 PG 87 ________RECOMMENDATION_________________________________ Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) PERSON I DONE Intensify efforts at the school level to coordinate the services of volunteers and school partners in the school, making them an integral part of the school family. Routine operation procedures should include follow-up to determine the degree of volunteer satisfaction, because these very important people need consistent guidance, support, encouragement, and thanks. Keep in contact with them through meetings, phone calls, and notes. Invite them to the special functions at the school and assign a student host to escort them. Spend time training the children who are selected as hosts, showing them how to be courteous and respectful. Make these students a part of the symbols of school pride. The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215
Interdist. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, PG. 215- 216, 220-222) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process
present a firm timetable in its recruitment plan and strictly adhere to it
develop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups
increase the number and variety of specifically targeted recruitment activities. (July 10, 1992 Courf Order
ref: June 5, 1992 ODM Report, pp. 4, 5) Gremillion Principals Rather Millhollen Establish a budget that is adequate to underwrite an aggressive and sustained recruitment program that encompasses the special needs of the incentive schools, investing that allotment in high-quality, high- energy strategies that result in steady progress toward the desegregation goals. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + Tn Progress * Completedi| Little Rock School District MEMORANDUM RECE^VSD 4 To: Ann Brown, Office of Desegregation and Monitoring DEC 2 0 1996 From
I Date: Dr. Don Roberts, Superintendent December 6, 1996 Office cf Desegregation Moniiortn^ Subject
LRSD Responses to Incentive School Monitoring Report (1995-96),July 12, 1996 q q q Attached you will find a report stating the status of each recommendation the Office of Desegregation and Monitoring recommended in their 1995-96 Incentive School Monitoring Report, If you should have questions, please contact me. C-. Chris Heller. LRSD Aiiome>' q q q I I I I I q q
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.