LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation MEMORANDUM RECEIVED TO: Dr. Henry P. Williams, Superintendent JUL 3 1 1995 FROM
RE: ^tCDr. Robert Glowers, Director Incentive School Monitoring Instrument for 1995-96 Ollies ol Dosegregation Monitoring DATE: July 26, 1995 By transmittal of this memorandum, I am recommending to you the attached Incentive School Monitoring Instrument. Now, approval is required by the Board of Directors. According to our Desegregation Plan, we are obligated to do the following
A committee including the principals of the incentive schools, the superintendents senior management team, planning and evaluation specialists from the Planning and Evaluation Office, and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation educational equity monitoring design to conform with the expectations of the incentive school program. Any revision will be submitted to the Board of Directors and the Joshua Intervenors by August 15. If the parties disagree about whether a proposed revision promotes the overall objectives of the desegregation plan, that question may be presented to the court for resolution (February, 1995 edition, page 222, lines 8-16). We have met these provisions except for the submission to the Board of Directors. The Committee first met on May 16 to begin review/revision of an incentive school monitoring instrument. The Committee Members for the Incentive School Instrument review consisted of representation from the Superintendents senior management team, Planning, Research, and Evaluation Specialists (PRE), Incentive School Principals, and the Biracial Advisory Committee (including two nominated by Joshua). A subcommittee was formed and made preliminary revisions to the survey instrument. The instrument was revdewed at a meeting of the Districtwide Biracial Committee which made additional suggestions. The initial Committee met again to review the instrument and finalize thejr revisions. Following the revision process described above, the revised instrument was sent to all Districtwide Biracial Committee Members, the Committee members of the Incentive School Monitoring Instrument Review, Mr. Jerry Malone (LRSD Attorney), Mr. John Walker (Joshua Intervenors Attorney), and Mr. Richard Rochelle-(Knight Intervenors Attorney) to solicit any additional suggestions. Comments or suggestions were asked to be forwarded to the Office of Planning, Research, and Evaluation within a two week period for review by the Director of PRE.A small number of suggested revisions were received and were incorporated into the enclosed instrument. The changes were minor and primarily reflected slight wording changes to make the instrument more readable. The enclosed monitoring instrument, if approved by the Board of Directors, will be used by the Districtwide Biracial Committee to conduct monitoring visits at the Incentive Schools during the 1995-96 school year. Enclosure cc: Districtwide Biracial Committee Members Committee Members of Incentive School Monitoring Instrument Review Ann Brown, Office of Desegregation Monitoring Jerry Malone, LRSD Attorney Chris Heller, LRSD Attorney Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney Billy Bowles, Asst. Supt. for Deseg., PCSSD Bobby Acklin, Asst. Supt for Deseg., NLR inccnt4.docLITTLE ROCK SCHOOL DISTRICT k DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 7 7 8 12.0 Building Leadership/Management 9 Key: 0 = Observation I Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL: GRADE LEVEL(s): DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: __________ YES NO 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: __________________________________ YES NOO/I 2.2 2.3 O O O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: ________________________ There is evidence that the multicultural curriculum is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: _______ Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE: ____________________________ Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: ____________________________________ YES YES YES YES NO NO NO NOI 2.5 I 2.6 3.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: ________________________ Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: _____________________ School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SF 3.1 A variety of awards and honors is provided in areas such as scholarship, cit
izenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: ____________________ YES YES YES NO NO NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: ________________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NO SF 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-di scr iminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 7.4 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. 8P/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: YES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO 11. I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NOEDUCATIONAIi EQUITY MONITORING INCENTIVE SCHOOLS Page 10 I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO O/I 12.4 The campus and building are clean and free of debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is YES NO O 12.5 Student movement through the hallways is orderly. EVIDENCE: YES NO O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE:________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:Date: f: y. I. Ann iZ Bill  Bob !?' ISI ene I Margie Horace Melissa I Polly  Linda Return to:  /Op LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation MEMORANDUM RECEIVED TO
Dr. Henry P. Williams, Superintendent JUL 3 1 1995 FROM
RE: Q^u-Dr. Robert Glowers, Director Incentive School Monitoring Instrument for 1995-96 Office of Desegregation Monitoring DATE
July 26, 1995 By transmittal of this memorandum, I am recommending to you the attached Incentive School Monitoring Instrument. Now, approval is required by the Board of Directors. According to our Desegregation Plan, we are obligated to do the following
A committee including the principals of the incentive schools, the superintendents senior management team, planning and evaluation specialists from the Planning and Evaluation Office, and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation educational equity monitoring design to conform with the expectations of the incentive school program. Any revision will be submitted to the Board of Directors and the Joshua Intervenors by August 15. If the parties disagree about whether a proposed revision promotes the overall objectives of the desegregation plai^ that question may be presented to the court for resolution (February, 1995 edition, page 222, lines 8-16). We have met these provisions except for the submission to the Board of Directors. The Committee first met on May 16 to begin review/revision of an incentive school monitoring instrument. The Committee Members for the Incentive School Instrument review consisted of representation fi'om the Superintendents senior management team, Planning, Research, and Evaluation Specialists (PRE), Incentive School Principals, and the Biracial Advisory Committee (including two nominated by Joshua). A subcommittee was formed and made preliminary revisions to the survey instrument. The instrument was reviewed at a meeting of the Districtwide Biracial Committee which made additional suggestions. The initial Committee met again to review the instrument and finalize thejr revisions. Following the revision process described above, the revised instrument was sent to all Districtwide Biracial Committee Members, the Committee members of the Incentive School Monitoring Instrument Review, Mr. Jerry Malone (LRSD Attorney), Mr. John Walker (Joshua Intervenors Attorney), and Mr. Richard Rochelle-(Knight Intervenors Attorney) to solicit any additional suggestions. Comments or suggestions were asked to be forwarded to the Office of Planning, Research, and Evaluation within a two week period for review by the Director of PRE.A small number of suggested revisions were received and were incorporated into the enclosed instrument. The changes were minor and primarily reflected slight wording changes to make the instrument more readable. The enclosed monitoring instrument, if approved by the Board of Directors, will be used by the Districtwide Biracial Committee to conduct monitoring visits at the Incentive Schools during the 1995-96 school year. Enclosure cc: Districtwide Biracial Committee Members Committee Members of Incentive School Monitoring Instrument Review Ann Brown, Office of Desegregation Monitoring Jerry Malone, LRSD Attorney Chris Heller, LRSD Attorney Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney Billy Bowles, Asst. Supt. for Deseg., PCSSD Bobby Acklin, Asst. Supt for Deseg., NLR incent4.docLITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 7 7 8 12.0 Building Leadership/Management 9 Key: 0 = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL
GRADE LEVEL(s): DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Obsezrvers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: _____________________________ YES NOO/I 2.2 2.3 O O 0 O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: ________ There is evidence that the multicultural curriculxim is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: ______ Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: ______ ___________ Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE:____________________________ Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE:_______________________________________ YES YES YES YES NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 I 2.5 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO I 2.6 Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: YES NO 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: _____ YES NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: _____________________ YES NOI 3.3 4.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. 8P/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately infomned about extended day activities. EVIDENCE: YES NO SP 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 7.4 Facilities for special education are designed to meet the needs of the students served. EVIDENCE
YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE
YES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO 11. Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or ptiblic presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO O/I 12.4 The campus and building are clean and free of debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is O 12.5 Student movement through the hallways is orderly. EVIDENCE: O 12.6 The school office has friendly and helpful personnel. EVIDENCE: I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE:____ ____ YES NO YES NO YES YES NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation 810 West Markham Street Little Rock, Arkansas 72201 RECEsVl> SEP 2 0 1995 MEMORANDUM Office of Desegregation Monitoring DATE: September 19, 1995 TO: Districtwide Biracial Committee Members Committee Members of Incentive School Monitoring Instrument Review Jerry Malone, LRSD Attorney Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney FROM: Dr. Ed Jackson, Director RE: Incentive School Monitoring Instrument for 1995-96 Please find enclosed the Incentive School Monitoring Instrument to be used by the Districtwide Biracial Committee during the 1995-96 school year. Also enclosed are the 1994-95 Districtwide Biracial Committee Monitoring Report on Incentive Schools and the Spring 1995 Incentivi School Survey Report. z  If you have questions, please call me at 324-2120. Enclosures cc: LRSD Board of Directors Henry P. Williams, Superintendent of Schools
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