Little Rock School District February 25, 1991 TO: LRSD Board of Directors FROM: THROUGH: SUBJECT: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Report on Incentive Schools Pleasefind attached the Educational Equity Monitoring Report for The report summarizes the findings from the first monitoring visits to the incentive schools. Incentive Schools. the Each incentive school principal was asked to respond to the concerns listed in the monitoring report. The responses are attached for your review. ------------- - - . Ho concerns were listed for Rightsell. The responses are attached for 810 West Markham Street * Little Rock. Arkan.sas 72201 (.501)3743361LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990 INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School District Biracial Committee. The committee is required to monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted school visits during October 1990 and November 1990. Each team reviewed a school profile which contained basic information related to current conditions in the schools. This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, programs, content areas, and grade level * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Findings: All schools were within appropriate percentages for ertified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to 100% black at Ish and Rightsell. A scarcity ofINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Non Certified Black White #/% Other #/% Total Black #/% White #/% Total Garland 14/50% 14/50% 0/0% 28 9/53% 8/47% 17 Ish 12/57 9/43 0/0 21 13/93% 1/7% 14 Mitchell . .
htsell Rockefeller Stephens 15/60 o. 10/40 0/0% 25 14/100 0/0 14 11/52% 10/48 0/0% 21 15/100% 0/0 'O 15 9/30 20/67 1/3 Q, 8 30 33/83% 7/17% 40 14/52 Q, *8 13/48 0/0% 27 12/71% 5/29% 17 *8 o. *6 Black Teachers may constitute 25-50% of the certified staff TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K 1216 Garland Ish Mitchell Rightsell P.l ack 11/ 58% 13/ 93% White S/% Other /% Total Black White t/i Other ji/% Total Black White #/% Other Total Grand Total 7/ 37% 5% 19 16/ 84% 3/ 16% 0/ 0% 19 192/ 90% 13/ 9/ 4% 214 252 1/ 7% 0/ 0% 14 16/ 100% 0/ 0% 0/ 0% 16 124/ 98% 2% 0/ 0% 127 157 No Program 31/ 86% 5/ 14% 0/ 0% 36 153/ 88% 21/ 12% 0/ 0% 174 210 No Program 32/ 97% 1/ 3% 0/ 0% 33 158/ 99% 0/ 0% 1/ 1% 159 192 13/ 41/ 41% y-/ 1% 100 3 3/ 56% 2 6/ 44% 0/ 0% 59 159/ 76% 4 5/ 22% 5/ 2% 209 368 6/ 32% 0/ 0% 19 2 8/ 90% 2/ 7% 1/ 3% 31 163/ 95% 8/ 5% 6/ 4% 171 221 I The acceptable range for black student enrollment (K-6) in area schools is 51 percent - 76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. The student enrollment at Rockefeller is 68% black, 30%'white, and 2% other.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 3 Responses from Principal(s): The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little success. She said that The school biracial committee was devising a plan to sell the school to white families. 2.0 Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of a multiculturally infused curriculum * Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population r'rndings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. Displays of student work, bulletin boards and teachers plan books verified the implementation of the multicultural curriculum. Monitors observed students actively engaged in classroom instruction. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possible. Total realization of this goal was hampered by the low enrollment of white students.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 4 student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. Reports from Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) were The Rockefeller team reported developed for each student. that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were participating in classroom activities. more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were However, a need for At visibly in use and that teachers and students expressed The team believed the bulletin boards pride in the content. and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Multicultural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural ' ' These displays art was displayed throughout the school. ^ere representative of the racial/ethnic and gender The classroom seating differences of the student body. and while patterns provided for racial/ethnic interaction, students were involved in classroom instruction, monitors noted that II some" were more actively involved than others. The majority of teachers visited maintained current and However, some student magazine ...aiplete student records, tests were unavailable. Short term goals were listed on the Student Educational Plans (SEPs) in all monitored classrooms .INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s): The principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school budget. Saturday school serves only a few children because the District does not provide transportation. Therefore, practically all of the children who attend are ones who can walk to school. On Saturday, November 3, thirty-one children attended
fewer than thirty-one attended on previous Saturdays. 3.0 School/District Initiated Honors and Awards At each school the monitors expected to see: A variety of awards and honors * Written procedures and requirements governing honors and awards Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities ' Visible evidence that non-athletic awards and honors are valued as much as athletic awards and honors (secondary schools) Findings: All teams reported that a variety of awards and honors were provided for academic achievement and citizenship. The Stephens team reported that a variety of simple incentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that more awards could be encouraged. It was reported by all teams that procedures were
V'ident to ensure that students were apprised of requirements governing honors and awards. The Rockefeller principal made personal announcements and conducted meetings inform students about award opportunities.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 6 The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs
the school initiates its own academic competitions based upon the philosophy of the principal. Responses from Principal(s): The principal at Ish commented that in order for more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see: Racial/gender composition of committees generally reflects the school community Findings: As evidenced by information listed in the school izxofiles, committees appointments reflected that members had knowledge of educational programs for a varied student population. Committee members were selected on a voluntary basis and by request, according to interviewed staff at some schools. Responses from Principal(s): (None given) * 5.0 Extracurricular Activities At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender leadership positions generally balanced by race and gender when appropriate ' Recruitment practices to promote participation of all races in extracurricular activitiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 7 Findings: Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. Responses from Principal(s): It was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against each other, this area. There were no other team comments regarding 6.0 Student Achievement/Assessment At each school the monitors expected to' see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at "'me schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores were available.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 8 Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas Achievement were Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. When retention rates were examined and compared, no differences were evident between identifiable groups of students at some of the schools visited'. Very few students were retained at some schools as evidenced in the school profiles. In schools where differences were evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. Students who need additional assistance are identified
the teachers provide appropriate teaching strategies
aides work with the students, and if indications are observed that this is not providing necessary instruction, the Pupil Services Team considers the -.uudent's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any overrepresentation of minoritiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 9 Findings: Monitoring reports from Ish and Mitchell schools reflected all positive responses in this area. In these schools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and a nearby elementary school on half-time basis. At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only, responses were positive. All other The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. The committee report for Stephens contained only one comment. This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. Responses from Principal(s): The principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collating and stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 10 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs 1 * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher
therefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. The monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, ording to observations reported by the monitoring . urns. The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 11 With the exception of the G/T classroom at Mitchell, monitors considered the classrooms as integrated into the total school environment. ' The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times * Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational eguity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff development activities related to eguitable staffing practices. At Mitchell it was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. Responses from Principal(s): the principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inservices i
re presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 12 management. It was shared that the topics selected were the results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over At hiring. 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups * Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited * School functions scheduled in community facilities near identifiable groups of parents Findings: Overall parental involvement of all identifiable groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working narents, and an inactive or unorganized PTA. The liens' team indicated that many strategies were being u^cd to solicit parent participation, but the process had produced very little success.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 13 Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools, schools reported that some contact was made with All parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. According to the reports of Ish, Garland, Mitchell, and Rockefeller, patrons and/or parents of the incentive schools did actively participate in the writing of the local school plans. Responses from Principal(s): The principal of Ish indicated that each teacher was to make one positive phone call to a parent each week regarding student achievement/behavior. It was also shared that every letter or bulletin that was sent home was numbered with tear-off section at the bottom for students to return. this section was returned, documentation. it was kept on file as a When The principal further reported that Ish had established a parent center that is utilized by all identifiable groups of parents. These same parents chaperone field trips, tutor, serve as room parents, and participate in PTA. She also shared that there was 100% participation on student conference day. The School profile from Stephens suggested that very little parental involvement was apparent. The principal expressed in the report that he did not believe in It the hands of parents" to encourage involvement, that parents should be responsible on their own. holding He feels He stated also that the opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline At each school the monitors expected to see: 4
No disproportionality among identifiable groups of students when discipline sanctions are analyzedINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies has been distributed to parents and students. School sent a handbook to each parent. Garland Ish School has on file forms signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are of handbooks. posted in most rooms. Suspension and expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell. The team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. expulsions. Ish and Garland reported no suspensions or Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the ' progress of instruction. In all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling students. The team that visited Stephens stated that it needed to return to the school for further observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals were also very active and visible in directing/controlling students. Strategies to eliminate disproportionate sanctions among identifiable student groups are evident at "sell. Garland, Rockefeller, and Ish, according to -.ic monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 15 Responses from Principal(s): The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Strategies established to prevent one-race classes and review of the strategies to determine effectiveness a * Evidence that the principal monitors the curriculum * Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program Findings: All six teams responded positively that the schools had clear, concise, well-written statements of specific improvement goals. One monitoring team said that 'ncre specifics regarding inservice for new staff could be added to the school improvement goals.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 16 All monitoring teams reported that the schools had appropriate strategies for attaining improvement goals. Although the Ish team members said that this difficult to measure at this time. was Five positive responses were made regarding the schools having an effective home/school communication program. At Ish school a memorandum was sent home with children each week
and at this school, a parent survey was conducted at the end of the first nineweeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sent home about open house
numerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way- feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very positive. "pleasant," ""colorful," "beautiful" and "excellen-fcly maintained" were used to II tl Very pleasant, cheerful," excellently maintained describe the campuses and buildings. orderly and the students were well behaved. The hallways were i - All positive responses were recorded related to the friendliness and helpfulness of the office staff. In schools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. All six monitoring teams reported that there was .vidence curriculum monitoring occurred. Three school reports indicated that the principals had made specific efforts to monitor in the classrooms.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 17 The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs. The team consensus for Mitchell School said that this item was not applicable to the school. The Rightsell monitoring team reacted positively to this issue
but they made no comment on this item. The Stephens team members gave no positive nor negative response to the item
instead they wrote not applicable. The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem. At Rockefeller school the counselor was unable to take students from class for one-on-one help. The Incentive School Plan calls for no pullouts. According to the monitoring team, it was difficult for the counselor to do one-on-one and group work with the children. School three days per week. The counselor is assigned to Rockefeller' Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers The Ish principal reported that the Ish teachers had a major role in setting the goals of the school.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 18 She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy allegedly violated. The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School. : did not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, there are safety concerns for students and staff because of the dismissal time for the extended day during the central standard time period because it is dark when the students leave. There was concern for teachers and principals in all incentive schools "holding up" and Saturday activities. under demands of extended day The team for Mitchell stated: "The environment at Mitchell is very positive and effective. We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance. IfINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES I'To: From: Subject: Mr. James Jennings, Associate Superintendent for Desegregation Cheryl A. Simmons, Principal Date: Response to Concern Identified During November 8th Monitoring Visit November 30, 1990 Please find the identified concern listed below with the response following. 10.1 Parent involvement is on a limited basis. Will utilize PTA Council to get PTA organized. Garland's parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. Garland's parents also serve on its Bi-racial Advisory Committee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained as APPLE facilitators and will be leading APPLE workshops this year, parents have attended Parent Center workshops. Several Garland Mrs. Essie Middleton, of the Little Rock PTA Council, is holding a workshop/planning session for Garland parents from 6:00-7:00 P.M. on Tuesday, December 4th to organize and plan for Garland's PTA for the 1990-91 school year. With the assistance of Mrs. Middleton and Mrs. Delores Egeston, Garland's parents will devleop a plan to organize a strong PTA which will provide continuity from year to year and serve as a valuable tool in recruiting parental involvement and improving communication.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR December 3, 1990 TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Lonnie S. Dean, Principal RE: Monitoring Team Visit - Response(s) 1.0 Non-certified staff has been all black since Ish School opened. They were allowed to remain when all other positions were vacated, try to fill vacant positions as needed with non-blacks. I will 1.2 The Bi-Racial Team is working on strategies to recruit more white students. We have enrolled two (2) white students since the team's visit. (We now have a total of five white students and one-hundred thirty five black students in Grades K-6). 1.4 The enrollment for Extended Day classes is one-hundred ten (110) out of a total of one-hundred twenty three (123) students enrolled in grades 1-6. Only thirteen (13) students do not participate in the Extended Day classes Monday through Friday. Our Saturday enrollment represents 83% of our walking students. District does not provide transportation for Saturday classes. Our 2.2 All ASDP's are available in each classroom now. Grades 4, 5, and 6. 2.5 Staff have displayed additional pictures in the areas of the sciences: i.e., medical field, lawyers, engineers, scientist, politicians, educators and businesses. 8.1 We are in the process of adding two (2) black males to the Gifted and Talented program. All paper work is completed.LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24 & Battery Streets Phone 375-6931 Little Rock, Arkansas 72206 MEMORANDUM December 3, 1990 TO: James Jennings. Associate Superintendent for Desegregation Monitoring and Program Development FROM: "nita Hudspeth, Principal 'tchell Elementary SUBJECT: Response to Monitoring Concerns of November 8 First, I would like to express my appreciation for the comments registered in this report. While there is always room for improvement, I am proud of the program we have in place. The written student education plans in the format requested are new for most teachers. I am continuing to work with staff members individually and in groups to ensure that the plans are relevant and helpful. Initiation dates could vary depending on the student andteachers. All teachers, however, should be documenting when students have completed identified skills. with teachers individually. Again, I am working Part of the December faculty meeting will address these concerns. I The need for increased parental involvement is ongoing. We have increased attendance at meetings this year as well as a dramatic increase in volunteer hours thus far. While we have made improvement, we will continue to work in this area. LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 1 7th Phone 374-1226 l-iltle Rock, Arkansas 72206 To
>1 a in G s Jennings, November Assoc: i akt
27, 1990 I'lcBti tor i ng and Program OevGlopment Superintondent for Desegregation From: Anne Mangan', IP-' K-r 'incipal, Rockefeller School Subject
Response to concern of first monitoring visit -from the Little Rock School District biracial Advisory Commi ttee On Novcember visit from the 1990, Rockefel 1 er LRSD Ecir-acial Bcitool had the first, monitorincj con f er enc.e, titercj was on] y Advi sory Commi ttee. On the Nineteen classes werce visited one are.'i< of concern di d not have Edi.icati onal understand!ng. records Equi ty current or' Moni tori ng and I was told that eiipr essed ' ex i t to me. on all answers wliich they report four teachers were incomplete. further As I read the report I woulti ]iave eticept tliB one mentioned (.2.2) . ver i f i es 1 h e that see titat we receivecJ i ndicated a II yes II i terns There were comment positive response and a concern only at the end of Lite on several request to comment on the concern regarding report. There is no tiiat tile materials needeti to safety or on the fact was be prepared for the monitoring team sent to the school only four days before the scheduled visit. This was not enough time to adequately compile all documentation. You have been selective would like for me to f cjr me t o d ti t er nt i n e in choosing the criteria items respond to in this report. that you comments were selected how they were chosen It is difficult since some areas w i 11 > i terns and others not. 1.0 as requested. I will respond to those The i ntervi ewing i ntervi ewi ng staff team. at Rockefel 1 er School was elected E a c h s t a f f fn e m b e r by an process. T wo o f decided that they could the went through an extensive or i g i n a 1 s taf f were bl ack. Seven not commit to Lite incentive new black teachers or elected to be a part, of the Rockefeller staff. sped al i st members vjfio school plan u were b 1 ac li certified staff, f our Of the seven new change to another balance tfie staff. were allowed school The result by Human Resources to with no regard for tfie need to racially i s 3 1 s i s my understand!ng that this percentage, in an aacccceepp ttaabb1lee range. many black applicants as are vacancy. I have kept in interviewed every applicant me in the past. staff will ch is 297. black. It although not desirable, I plan to continue aval 1 abl e whenever to interview as I have a teaching close contact with Robert Robinson that he or Human and Resources has sent 2. 1 about The comment made? the need for by kindergarten and neighborhood and community yoLinejer children to first grade teachers study about the world was the general awareness before? be taught more? about being expected They art? however and do required to follow the feeling of those teachers. to so as about using the required d i rected. materi als. mi.tl ti cul tural They have had agreement of They just curriculum guides adequate inservice are not in total they teach. its appropriateness for the very young children that before school plus twenty days of inservice have one other additional day. already been provided o I am, at. the determine if present any are Mastery dates will not t i me, checking all teacher records to I have be checked current, up-dated, and on a regular basis. complete. uggested that a to better plan lessons would be desirable. usi ng staff development the multicultural I have also inservice on how curriculum guides very helpful i f the curr i culurn tated that I think it would be supervisors could cross reference the material in different subject areas. It is my understanding that the January staff development day for incentive schools will be devoted to the individual needs teachers to feel to be turn in for the school. I 3. 1 More offered to suggestions which their greatest need. awards, than we have ever will g.i ven students at Rockefeller School for indicate before 1 have what have the 1990-91 asked they been school Students with straight A's and honor roll students for the year. first weeks grading period have their names boldly displayed on the front hall wall. A reception in their honor was held the nine week students following the end of the first nine weeks. were invited to attend and Parents of these The students were school Sti.ident P. T.A,> , presented a large number were present. a and sticker/badge. Principal 's achievement ribbons (purchased by the Award n penci 1 Refreshments followed for and al 1 a (I Super students chi 1dren their parents. were honored. This activity Plans to was very have a wel 1 recei ved. S7 recept i on students will he repeated at the end of each nine weeks. for honor each A good Monday citisen of the week 1 s announced over the intercom recei vi ng morning. a gol d star The to be students chosen are honored students are further with a II Super Citizen" recogni zed at lunch on that day. si gn worn during by having the a Cl asses that the playground all week day/week. and helium balloons as display good behavior are sped al tabi e in the awarded an extra period at the end of the contest time. Students, 1 n behavior chart for some classes, who a the weeh:, have no are allowed to by The set centerp i ece cafeteria and on 15 minutes recess checks bring their on their trays to the classroom and have lunch with their teacher. 1 unch Plans have been made with our partner. the Arkansas Oazette, to take the 6th grade honor students to the (Sazette at the end of the year f or a tour and lunrt,.The Arkansas Bazet.te vn 11 ma|::e picture badges for the rnino to the honored students. aue^rds reception help by providing some of the refreshments, to get special T-shirts for the Straight A They will and al so They are also trying students. ntudents checks on end of the I'itio have proven ho citizenship on the report be grand cards pi tl sen fl by having no year. Grades will not be will be honored at the Perfect attendance awards will also be given. considered in this area. The monitors from businesses. suggested long term incentives such as scholarships proposals that, have not I believe that this is one of the controversial date. I personally have been approved by the courts as of this no would certainly welcome any one of the monitoring team obtain such an i ncenti ve way of offering such an incentive, scholarships that could be offered members or suggestions about how offered to all but -feel that it woul d student on an very CDStly. equitable basis have to and it might I by to be be 7.5 left I am not aware Roc kef el .1 er of any student white nr black or plans to special education needs met. leave for reasons of who has team have member mentioned this I as not having think that one of the monitoring 10. 1 not been able to identify being a student any such student. in speech but I c1assroom functions Teachers simply and was parents limited. stated being t h a t abl e parent partici pation This to participate i n families have both away to volunteer parents working i n t h e partly due to the fact that in the school c1 assroom. and they are Some transportation problems but whenever this problem unable to parents do many get have transportation has been offered i s p 1 armed. Act i vi t i e such as after regular working hours. to the parent i denti f i ed , or a home visit is P. T.A. and open houses are held 10.2 the f or our Whenever a home visit is visit anyone total are immediately stated. made, the purpose and reason for to question the purpose. There is A home absolutely no reason visit can rei nforce concern and unable to the parent. come to th? t i me there it might We never try i nterest school, i n t h e students. the school If a parent i s can be is no phone. 12. 1 member Inservice on 55 General are to make unannounced i s a an certainly come to surprise visit and the i f there only a great need and individual basis is held for i nformati on assisted on their needs a determined by their i s given as a all new staff assigned grade level group but teacher assi gnment. and instructed on the12.3 Every ef-fort is made to provide communication program at Rockefeller School. an effective hoine/school will have to further a goal. dates to eKplain how our The monitoring team efforts are failing to meet We are constantly notifying parents of up-coming events, avai1able, activities informative remember, acti vi t i es F'.T.A. meetings of i nterest. articles are to and In attend, entertainment, sent to addi ti on, parent and news semi nar5 any bul1et i ns other w i t. h from teachers, every Thursday. Parents are sent parents and numerous letters I fail to see a behavior report on their child how any of these things could anything but promote good home to school communication. dog!. LITTLE ROCK SCHOOL DISTRICT Stephens Elementary School 3700 West 18 Phone 663-8374 Little Rock, Arkansas 72204 December 3, 1990 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Stanton L. Strauss, Principal, Stephens Incentive School SUBJECT: RESPONSE TO CONCERNS FOR FIRST MONITORING VISIT 1.1. There are five black males on the staff: one P.E. teacher, one music substitute, one instructional aide, and two custodians. I followed the interview process as established by LRSD as well as reviewing personnel files in the department of Human Resources. The District has hired a full time employee to rectify the recruitment problem of lack of black males as well as black females in the District. 2.3. All students are involved through direct questioning, guided practice. and independent practice. 'actively' involved... than others. More explanation is needed for "...more Communication between student and teacher is to be done according to individual learning styles. Consideration also needs to be given to the amount of time the observers were tt actively" observing whole classroom instruction and what teaching strategies were being used. report Stephens is in compliance with article 2.3. According to the 3.2. According to the appraisal form Stephens's students do know the requirements for academic and behavior honors, yet this still is a concern. I don't understand these conflicting statements. The entire focus is to promote academic success. I see this as a very positive goal. Steps toward achievement must be taken one at a time. Teachers must start where the students are and not where we want them to be. If we can get all students working at grade level, that will be quite an accomplishment. Then we can go up from there. 3.4. Here again I am reading conflicting statements. difficult. Responding to this is with article 3.4. According to the monitoring report Stephens is in compliance A statement reads that recognition of as many students as possible." attention is given to as possible II how can more effort be given. If we are doing as much Stephens recognlzies students through academic success, behavior success, good deed success, is done both publicly and privately. This Monitoring Concerns December 3, 1990 Page 2 6.3. Stephens graduation rate is excellent. the LRSD policy. Our promotion policy follows 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. grades K-1. males. retained. Stephens does have most of its. rententions falling in Unfortunately most of those being retained are black As long as there is a graded system some students will be There are virtually no retentions beyond first grade. The retained students have successful second years and are emerging as leaders. According to the monitoring report Stephens is in compliance with article 8.5. expanded. Facilities for the G/T teacher does not need to be In the incentive schools, half of the contact time is performed during Extended Day. G/T student at the same time. The G/T Teacher does not see every Numbers do not exceed the size of the classroom. center. The G/T teacher also make excellent use of the media For those students not attending Extended Day, (which is not many), they are pulled out of the classroom and are serviced in the G/T room. Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to the present. This should be seen as a positive. I know we are not at the level of involvement that we desire. "Holding parents hands was taken out of context. I do believe that the school should make every effort to communicate with parents and I feel that we do. According to the monitoring report Stephens is in compliance with article 10.2. notebook. Staff can communicate daily through the assignment Many conferences have been scheduled. According to the monitoring report Stephens is in compliance with article 10.5. being discussed, increasing. New strategies for parental involvement are always As stated previously, parental involvement is According to the monitoring report Stephens is in compliance with Article 11.2. The school has sent many communications to the parents in the form of newsletters, letters, points of interest. school information, calendars, and invitations, as well as interim reports, weekly letters from teachers, and good news notes. On the next newsletter from the office, I shall offer a space for parent feedback. There has been no information provided for principals about former students. It is not that I am not aware of the availability there just is no information made available once students leave Stephens.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK ARKANSAS 72201 TO: James Jennings FROM: Hart I RE: Desegregation Monitoring Report on Incentive Schools DATE: March 27, 1991 Thank you for the monitoring information on Incentive Schools. Areas that you did not address were: 1. The scholarship program for incentive schools (p. 32) Field trips (local and national) for incentive schools (p. 42, 66, 73) 3. Foreign Language Programs and science labs at each school 4. Number and percentage of parent involvement in various activities in Incentive Schools (p. 103-104), e.g.: (a) (b) (c) (d) training workshops to develop parenting skills, etc., two way system of communication between the home and the school, parent volunteers and PTA participation, inservice to help parents assist students at home, and (e) training sessions to help parents ideas in decision making. assume active 2 . 5. Statistical data to support the number and percentage of white parents who were recruited during the 1990-91 school year and the recruitment and marketing program presently in effect. These are only a few of the areas that I'm sure you agree should be carefully implemented and monitored since they are vital to the success of the program. Also, your assistance in providing information on the programs presently being implemented during the regular day and during the extended day program in each school would be helpful to this office at this time. _ _________ ___ any changes will be submitted in your final Court submission for I am cocnizant that approval. I appreciate your assistance.3* 7 FYI Ann Bob Connie Horace Linda Melissa Polly Yt Margie I Please return to Im I it K> i ' filed U S DISTRICT COURT eastern DISTRW ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10'1992 CARL Sy: NTS, CLERK OEPCL^^ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this /d day of July, 1992. united states distric:tt/JjUuDdG( E THIS DOCUMENT ENTERED ON DOCKET SHEET M COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON-----0O''1l33^ BY "A PILED us DISTRICT COURT eastern OISTRlir ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10 1992 LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER 3y: CARL R. S, N"S, CLERK L( /
/yA Py OEP CL^ PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this f-u ) day of July, 1992 . UNITED STATES DDIISSTTRRIICCT/JUDGE mis DOCUMENT ENTERED ON DOCKET SHEET W lOMPLIANCE^WITH RULE 58 AND/OR 79{a) FRCP JN 121/5 A BY OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 DATE: July 22, 1992 TO: Mac Bernd, Chris Heller, Alston Jennings, Steve Jones, Richard Roachell, and John Walker PROMT nn Brown SUBJECT: Corrections in the 1991-92 ODM Incentive Schools Monitoring Report Please note the following corrections in the June 5, 1992 ODM Incentive Schools Monitoring Report. The affected wording is underlined. Ish Elementary Incentive School section, page 52, number 53: change the last word in the paragraph from "Franklin" to "Ish". Original: As of May 27, 1992, no incentive programs had been developed at Franklin. Correction: As of May 27,1992, no incentive programs had been developed at Ish. Rightsell Elementary Incentive School section, page 44. Original: page omitted. Correction: page attached. Stephens Elementary Incentive School section, page 37, number 67, second paragraph, second line: delete "social worker". Original: Stephens staffing data indicates that recommended full time positions presently unfilled are social worker, alternative classroom specialist, supervision aides, and assistant principal. Correction: Stephens staffing data indicates that recommended full time positions presently unfilled are alternative classroom specialist, supervision aides, and assistant principal.Corrections to 1991-92 Incentive Schools Monitoring Report Page 2 Summary section, page 10, sixth paragraph (first paragraph under Student Grouping): change the first word from "four" to "five". Original: Four of the seven incentive schools have enrollments that are over 90% black. Correction: Five of the seven incentive schools have enrollments that are over 90% black. Summary section, page 31: change the wording of the third paragraph. Original: At the time this report was prepared, only the results of the first 1991-92 AMPT test cycle were available. (Students have three chances to pass the elementary level test that is given to third and sixth graders.) Because the 1990-91 AMPT data cited in this report is the final result of the three test-taking cycles, no accurate comparison presently can be made between 1990-91 and 1991-92 test data. However, the preliminary AMPT results are very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Correction: At the time this report was prepared, results of the 1991-92 AMPT had just been made available to the QDM, leaving monitors insufficient time to analyze the test data for inclusion in this report. However, a preliminary review of the AMPT results is very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Enclosure cc: Judge Susan Webber WrightMentoring program: According to LRSDs October 24, 1991 Desegregation Status Report, the district is implementing a mentoring program which will serve 10% of the student population at each incentive school. The districts tentative schedule provides that students will be identified, mentors recruited and matched with students, and that orientation for mentors will take place during November. According to the VIPS Incentive School Coordinator, 54 mentors have agreed to participate in the mentoring program and approximately 35 mentors have been trained. A video tape of the training will be available for mentors who could not attend the orientation. An orientation for students, parents, and teachers is scheduled and recognition programs are planned for the Spring of 1992. Mentors will receive training every nine weeks. In addition to the districts mentoring program. Rightsell received a grant from the Arkansas Community Foundation to implement a mentoring project entitled PALS (Partners Are Leading Students.) The project focuses on positive attendance, behavior, and achievement goals for students. According to the principal, 17 mentors have worked with Rightsell students in the PALS Project. Rightsell also has a Career Mentors Program which the school counselor operates. Records indicated that 19 guest career mentors have participated in the program so far this school year. 91. Parent contractual conunitments are signed prior to enrollment. (JDR 2317) STATUS: Review of SEP files indicated that all teachers had parent contracts in their SEP files. A sample review of two class files with a total of 39 students revealed that 30 contracts were signed by a parent, two contracts were filled out but lacked a parent signature, and seven files contained no contracts. 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS: Parenting education: LRSDs October 24,1991 Desegregation Status Report indicates that surveys were distributed to Rightsell parents on Parent Night, September 5, 1991 to determine what workshops the district should offer. Rightsell parents returned 30 surveys. Based on that feedback, workshops on using the computer and helping children with reading have been scheduled for Rightsell and Mitchell during November. Math and science classes: The principal stated that math and science classes and activities are scheduled in the Extended Day Program and the Saturday Programs. School as a community center: An objective of the PALS project is to "assist students in realizing that the school was a vital neighborhood community center." However, there was no evidence of the school being utilized as a community center so far this school year. Page 44RECEIVED JUL 7 mi June 7. 1995 Office of Dessgragation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled Incentive Schools Monitoring Report I marked the Incentive Schools Monitoring Report pretty carefully line-by- line, though I m sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don t make for the best readability: passive voice (in places where the active voice would serve better), use of there are and there is" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process'). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won't hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaw's remainand I know that you want your writers to take care of these features themselves. I'd be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMExNT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few ! under the assumption the report is quoting language from other documents. If these statements aren t untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes-- though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections or. with less justification, in an appendix).Noles
plural or singular for data? --can enrollment "see a decline" figures or words for numbers?-grades 3-6. or grades three through six? slash I/) constructionse/- . Date: July 12, 1993 To: All Associates From: Subject: Incentive School Report Revisions As you know, Steve Anderson has concluded his review of the draft Incentive School Monitoring Report. Attached is a copy of his cover letter for each of you along with one complete copy of the edited report. 1 have scheduled a session with Steve for all of us at 1:30 p.m. on Wednesday, July 21, 1993 to discuss his suggestions and the questions we have about them. There seems to be some confusion about what is standard practice" or "ODM style." Also, some of the same old mistakes are still cropping up repeatedly. In the meantime, please divide this report up among yourselves in whatever fashion needed in order to get started incorporating Steves changes. While you are not required to take every one of his suggestions, think about it carefully before you reject his marks. As you review the edited document, make a list of whatever you encounter that you want to discuss with Steve when we meet with him. Since vacations are coming up for everyone, dig into this task and get it out of the way. Im well into writing the reports introduction and Bob is working on the double-funding section. Although 1 will still be responsible for the final report edit, each one will have to complete a thorough review of his or her sections and make any needed changes before taking vacation or by luly 29, 1993, whichever comes first. That will give everyone about the same amount of time between now and then even through individual leave periods are not in sync. RECEIVED JUL 7 mi June 7, 1995 Office of Desegregation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled "Incentive Schools Monitoring Report I marked the ' Incentive Schools Monitoring Report' pretty carefully line-byline, though I'm sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don't make for the best readability: passive voice (in places where the active voice would serve better), use of there are " and "there is" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process "). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won"t hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaws remainand I know that you want your writers to take care ot these features themselves. Td be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMENT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few) under the assumption the report is quoting language from other documents. If these statements aren't untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections (or. with less justification, in an appendix).Notes: plural or singular for data? can enrollment "see a decline" figures or words for numbers?grades 3-6, or grades three through six? slash (/) constructionsOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 2, 1994 FitBD u s. OISTKlUi '-W- eastcrndisirictaw- The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JUM - 21394 By:. 0P CLa!< Dear Judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recently concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presentiy preparing a comprehensive incentive school monitoring report that will include findings based upon these on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, l am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the "declining condition" and "structural problems" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. cc: All Parties and Counsel of RecordODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and the assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993, we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paintt B4100401 1100/10/05 PLANNING MATERIAL FOR ADE BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A. WHAT WILL PROJECT MANAGEMENT DO FOR ME ? B. ADE Court Order (annotated) C. Basic Steps for Setting up a Project (Bill Mooney) D. Sample task sheet (IBM) E. F. Sample project management tool for small project (ODM, Parent Involvement Project) Sample project management tool for small project (ODM Incentive Schools Report) E. Sample project management tool for large project (LRSD Program Planning and Budget Process)B4100402 1130/10/04 WHAT WILL PROJECT MANAGEMENT DO FOR ME ? BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A project management tool will HELP you. * Deliver the project and its parts on time * Deliver the project within budget * Deliver a product that meets required specifications Additionally, a project management tool can ENABLE you to, * Predict future needs at any stage in the project * Evaluate personnel performance * Evaluate planning, scheduling, estimating, and budgeting techniques * Judge the quality of the product being produced * Evaluate the control process itself * Focus attention on problems in time to do something about themlittle vs. IN THE UNITED STATES DISTRICT COURT eastern district of ARKANSAS WESTESN DIVISION GC:< SCHOOL DISTRICT Nc - LI^0*32 36o ~?ULA3KI DISTRICT No. COm^TY SPECIAL SCHOOL 1, ET AL MHS. LORENZ JOSHUA, ET AL KATHERINE KlflGHT, ET AL 10 RXipci PLAINTIFF DEFIMDANTS int: VZNORS INTERVENORS nKfr * jki ^353 ORDER On Karen 25, 1993, the Joshua Intar'/enors ("Joshua") ilad a motion to re.unSk-ate the Arkansas State Department of Education ("ADE") 3S a party demandant to this case. asserting that ADE failed to comply with the terms of the settlement agreement [doc r 733 ] . By Order dated August 13, 1993, this Court granted Joshua's motion to reinstate for the purpose of determining whether ADE is complying with the terms of the settlement agreement [doc.#1947], and on November 17-13, 1993, held a hearing to address the issue. This Order constitutes the Court's findings of fact and conclusions of law as issued from the bench on November 13, 1993. In addition. this Order disposes of Joshua's motion for clarification and other relief (doc./'s 2035 and 2036]. I. The facts as presented at the November 17-18, 1993 hearing established that ADE's monitoring plan referred to in Section III of the 1989 settlement agreement (pg. 13) is the document which was i. A description of the evaluation strategy that will be used to detamine the effectiveness of the iapleaentation phase of monitoring once it is underway. This description must include hew evaluation criteria will be est
lished, how frequently evaluation will occur, how corrective action be me: iated, and how evaluation will impact an the next ring cycle. ?. A general timetable for developing and executing 1 implementation plan. A general description of how the develocment chase will be inated and controlled, including the. project management strategy and project management tod to be used bv the .ADE lead planner. 2, Project management tool
The ADE will develop and implement an oversight and management instrument which will be referred to as the project management tool. This tool will enable ADE to stay on track as it sets in motion both the development phase and the sxibsequent action steps that constitute the implementation phase. ADE will submit to the Court not later than 5.0Q PM on the last work day of each month the most recant copy of the project management tool it is regularly using to guide_ monitor, and control the planning and execution of both the development phase and the implementation phase. The first report will ba due the last work day of January 1994, and will continue monthly until further notice by the Court. -5-B4O91201 1100/10/04 BASIC STEPS FOR SETTING UP A PROJECT BILL MOONEY 1. Project instead of program a) Set up some form of cycle b) Everything will have a start and a finish c) Consider the fiscal year 2. Draft the concept paper a) Small projects may not have all of these elements b) Goal/objective c) Summary level tasking I) General groupings 2) Timeframes will become milestones 3. Define detail tasking ' a) Brainstorm everything that needs to happen b) Organize by summary level c) Should be written in complete sentences d) Might use a task sheet e) You are complete when you can answer "yes" to this question..Jf I successfully complete all of these tasks, will I successfully achieve my objective? f) Assign timeframes g) Assign single name responsibility for seeing the task is completed 4. Revise draft concept paper to final concept paper a) Check tasking to summary level b) Check tasking timeframes to summary level milestones c) Publish final concept paper 5. Load tasking to automated project management software a) Set up summary level tasks b) Enter detail tasking, timeframes, responsibilities c) Decide on report parameters 6. Educate and communicate a) Define audience b) Define training objectives c) Design training program d) Conduct training program e) Follow-up and evaluatef) Modify training for future sessions g) Conduct follow-up training h) Establish regular communications process 7. Monitor and adjust a) Use project management tool to manage the process b) Set up monitoring process c) Project manager is the overseer and expediter d) Adjust and update project management tool regularly e) Communicate updates 8. Evaluate planning process for next cycle a) Evaluate project b) Define and design modifications c) Revise concept paper for next cycle d) Develop new project management tool for next cycle e) Do it better each timeIBM Dale originated INSTALLATION PLANNING SCHEDULE For: # (For hand printing rise GX20-B010) Last modi lied Page_____<il System Model Ship/I stall date No. ACTIVITY (over for list) C Q .0 a Q o 6 tn Z o UI H Z c Q. o U) o 5 I I n o 9 o (D0^'^ rz(SR ctsriN& LRSD PARENT INVOLVEMENT PROJECT 1 "1 n3" 4~ __ 6___ ___6__ 1 ___8__ 9 __ 10__ n 12 11 _14__ __ 15__ ___16__ _17__ __ 10__ __ 19__ _20__ n _22__ __ 23__ __ 24__ 25 __ 26__ __27 _ __ 28 29 30 __ 31__ __ 32__ 33 __ 34__ __ 35__ 36 38 _39__ __ 40_ 41__ __42__ __ <3__ 44 Name ____ __________________________________________ QAJA COLLECTION,_______________________ _______ Request info from LRSD on process __Analyze ^esponse/material ^rom LMO^____ Regues^claclfIcatlon/add 1 llona 1 Info fro team i^qOIry^ZZZ.Z ----- Develop l!?_iDivii^ ____________ ____Pln for Joshua_involve^nt______ ___ _____ ___ Develop^Inter^iew team questionnaire ___ Approve Interview team gu^tionnalro_____ Prepar^m^8ter_l lBt_of _tMm_membera_ ___Hake assignments for team 1^(9 __WrJto Initial cali_scrlpt___ _____ _WrIto letter for team Intervlowe Hake initial calls to team members ____ Hake master Interview list Hall team member letters Conduct team interviews ___ __ ______ ___Sumnmrlze tMro interviews by hool___ __ SUR^rlze/ not^tr^^ Pull together summaries MRC jNQ'yiRY __ZZ_________ZZ Z ZZZZ ZZ Z Determine content of HRC letter Send letter to HRC on role ____ Response back from HRC on role ___ Schedule HRC member Interviews ___ O^eiop MRC member guostionnalro______ ____ Conduct HRC member interviews _ Compile HRC Interview results Prepare MRC role information ADMIN IN'QUIRY ~~ ____ ZZ_,___ZZ__ .Z __Oovel^op adrair^^gulry ES???____________ __ Schedule admin interviews__________________ Deve^p_admln gueatlonnare__ Approve admin questionnaire Conduc^admin intervi^s______ ____ ____ Compile admin interview information FEEDBACK SESSION ______ Determlr^ date/agenda __Oetermin^fe^back participants______ _____ __ Wrlte feedback invitations _ _ ____ __ ___ Jt2931S5-.2 foedback session_____________ Hall feedback Invitations_____________ ____Conduc^t_roe^ack seaelon___________________ Incorporate feedback changes (7^ 4 Durst 1 Z^2(i .......id _ Z*i 6d 22(1 Id __ lid --ZZ^y ' ZZ 2d Z___ 2d _ Id 2d 1' ____^^4d " 3d .Z^y Bd ___ 3d Z- 2d __ "2d __Z _ *y Z ZI Zy Id 1- y zzify ZZ ZZy __ 7d ____ 2d __ _ld Z_ y ___l3d ___ Id Id ___ Id ~12d __Ziy ___ Id 2d Sctioduled Start 772?.?! ' 7/0/94 ZZ'2. -Z22^?* 6/30/94 ZZZz7iZ?* 7/8/94 7/12/94 ___ J/B/?* __ 2/p/?* /p/?* __ 7/13/94 7/13/94 ZZ PP?* "7/18/94 ZZzZ?/?* ^27/94 2^29/94 Z7/y/< /?*/?* _ 7/14/94 7/14/94 7/18/94 7/19/94 Z ZZ?27/94 ZV27/94 Z_ZZ 7/26/94 Z 2^12?* _ Z 2^*P* ' '7/20/94 222/94 _ 7/22/94 Z Z?/VM ?//?* "'2 ' 0/i/?4 *'6/1/94 fl/i/94 Z _ Z0/2/94 Z Z /<?* 0/16/94 l^pbur Scheduled Finish _ 7/16/94 6/30/94 i/iTz?* .................... 7/15/94 L_.. j212/?* ............. '7/14/94 ' 7^4/94 ^7/15/94 7/15/94 7/22/94 "*7/27/94 __ 7^29/94 272^/94 Z 7/15/94 7/15/94 7/22/94 7/21/94 .2/27/94 7/29/94 2 ZZ*/?* 8/V94 zzzz Z /pZ?* _ Z22/94 7/19/94 ___2/20/94 Z '/*/2* i/nrt4 0/1/94 ZZ ?2/?* ..ZZZ?//?* Z ZZp/?* Z /iZi* _Z?//?* 0/17/94 Page 1 % Complete ______ 100% _21 Z ZZ-i' 100% .__J09S 1-- ~ r~2i ____ ZZ21 "___ 100% '2_ ZZl22i _____ __ 100% _2' ______ 100% _ZZ _ ___'_ioo% 100% Predecessor 2 2 6__________ Z_1_L__ 8____ _____ 6 2Z.Z_ Z iyZZZZ__ 9_________ iiZhiiZ^. * ZZ_ Z 14" nesource Initials HS ___ ____________ HO/HPriitOO.^jHS HOjMPjBJ^jA^ _ ilS,HO,HP,BHOO H3,HO,HP,BHOO,AB HS^HQ^ilP^BHOO___ AB 2,______________ PR________________ PR________________ AJ_______________ mp,dh2__ ______ HQ JIP/.BHO?/M__ PR________________ PR ______100% 100% " _100% 100% ZZ?% 166% io6% 100% ^921 "6% Oo% 2*1* 17 ~ 18___ 19 22 23 23 2**23 _ 2'25 21 24 ^00%12____ 100% jii 100% #31,3 100% #33 901 ioL 0% 2 0% 0* 0% 0% 30____ I?'!- 30 ___ 40^___ * *2 43~* H3HQ,HP,AB (IS, HO, HP HS,H0,HP Ha,HP, A8,BHCX> J_____ AB___________ H8,PR_________ 3MO,^,AB _ HS
H0,HP,AB US,HO,HP,AB H3,HO,HP,BHOO ^^2*12*?l?2*^*l??- y 2 t!2 *1Z_________ y 3 *^^Q/HP/Bhoo,ab AB________________ yS,HO/MP _ _______ H3,HQ,HP,BHOO,AB H3 ----- iis --------------- H9----------------- PR__________ PR__________ HS,HQ,HP,AB HS,HO,HP,AB ^,3 6> C' v''P " .r0^ p< If29f9i o''- LRSD PARENT INVOLVEMENT PROJECT ID _i6__ _ii_ 48 __49__ __50__ 51__ __13__ _54__ __55__ __56__ _57__ __50___ 59 Name ___________________________ report PREPARATION__________________________ ____Determine roport fornmt_____t* t * *29T2 _ Prepare report draft_______________________ __Edit report draft___________________________ __ _Prln^coport________________________________ Print final report_____________________ _ rile report_wiUi Co^t________ _ ______ OTHER" ________2ZZZ Z -Z-2 Budget hearbig preparations Transcript review fprj^r^cHves_______ ___999^_2^*^ directives _ Budget hearings ____ODM tetreat___________________________________ ____Prepare for LRSD budget hearing____________ Budget hearing Duratl "gad lid id aod 22 Z _?2 2_ __^3d ____7d id Scheduled Start "22___7^2O/?4 7/2O/?i 8/4/94 .....................8/12/94 '2. 8/15/94 _7 .Z Z17n8/?4 7Z 7/18/94 ~~__ _ 7/20/94 77 2 7^27/94 J2__ __ ____~__0/3/94 0/12794 Scheduled Plnlsh . _..z_. . 2.. 72/!/?! Z _ ?/i2/?i 0/15/94 0/19/94 27^ 8/10/94 .....................8/i9_/94 22 7 7ZZiZ?i ZZiiZ^ Z 7 22Zi/?i " e/iI/94 8/12/94 % Complete _.g% 0% 2 O' 7 2' 2 0% ___0* ' 100% 271222 100% Ot 2* 0% Predecessor 10/3620,29 44 SO 55 56 5S Resource Initials ____________ H9 j MO^MP j ___ PR___________________ PR___________________ Afi ____ 51192 __________ H5^Hq,HP,BHOO^BHOR PR__________________________ HiJl?/HP,BHOO,AB,BHOR,PR m^^^BMOR_______________ BMOO,AB,BHOR/PR StOl pa Page 2 7/29/94LRSD INCENTIVE SCHOOLS REPORT Projecl Leader: Margie Powell ID I 1 2 3_ 4__ 6 6 9 TASK NAME__________________________ DATA COLLECTION AND ANALYSIS __Write Inhodiiclion ____ __Write lest data section__________ ____Write summer school section________ VVrile enrolimenl section Write slatflr^ section yyiB^sslpi.ln 55!!P ________ Wriie gifted and talented section Write facilities section JO_______Write program and operaiions section _11_ 13 _!4_ 16 16 ____Write parent Involvement section____ ____y^lle recruiiment section____________ ____Write early childitgod seciion________ VVrite double funding section REPORT PREPARATION _____ZZ __- _____Merge completed sections 17_______EdiUng round 92_
2P!ly _J8_ 20 22 23 24 _25_ 20 27 28 29 30 ___Revise sections based on editing_____ _ Anerson editing________________ ___Write recornmen^tigns____ _ ____Editing round #3 staff____________ ____Editing round 94 -- Ann___________ ____Revise sections based on editing_____ Pul report in finaFformal ____Print final report___________________ pile Pinal report with Court Disseminate report to public__________ FEEDBMK PROCESS_________________ ____Define feedback partlcipanls Write cover memo __31 ____tland deliver copies to partlcipanls____ 32 ____provide feedback 33 Pick up drafts and comments -J*- 36 37 39 ____rWJust report, ft necessary____ PROJECT MANAGEMENT Mooney CPR class Columbus Day -- ODM holiday________ ____Mooney out_______________________ Veteran's ^y
ODM jlollday_____ 40 Thanksgiving Holidays 4 43 44 Polly out Polly out fialloween Margie out 10/4/94 4d START 0/27/94 ' 4d ...W21ia " 4d 4d " QI27IQ4 ai27IQA 4d 3121 ISA 4^d 4d 1 'W 8d Z 3^ Z. ?d J 4d "22 7d L d __id ___id _ id ' id _ id L id __3d __id ^id Z<?d Id Z_id _25d Id - 2d __Id _ id Id 'i2d 9/27/94 9/27/94 9/27/94 9/27/94 Z Z 10/3/94 10/3/94 ZZZ i 0/4/94 ' 10/14/94 _ 10/19/94 '10/20/94 ZZ iii _11/16/94 __ i/25/?4 ___1'2/1/94 ____T 12/^94 ___i 2/5/94 __ 12/5/94 hpiat i i/e/94 Z ii/9/94 ii/i4/94 _ii/i5/94 Z. _ 9/29/94 _ i 0/10/94 Z 10/17/94 ii/ii/94 ___ii/24/94 ___' 10/7/94 ___^^10/19/94 ___iO/31/94 10/3/94 9/30/94 9/30/94 9/30/94 9/30/94 __ 9/30/94 __ 9/30/94 9/30/94 "9/30/94 Z ' 9/30/94 9/30/94 Z9/30/94 ZZ 9/30/94 19/30/94 Z 9/30/94 ' i2^/6/94 Zi 0/3/94 10/13/94 ' _iO/i8/9^4 Z_iO/3V94 Z_ '11/1/94 i i/7/?4 ii/24/94 Z Z' 1/30/94 _ZZ i'^v?4 i 2/2/94 i 2/5/94 '12/5/94 _ ii/16/M 9/27/94 1I/7/94 Z ii/8/94 ' ii/ii/94 ii/i4/94 Z Zii/5/?4 __li/26/94 ZZ 10/10/94 il/i8/94 _ ii/ii/94 ii/M/gl ZZi 0/7/94 10/19^4 ZZO/3i/?4 i 0/16/94 COMP 69% 6% 75% - Q% ZZiw'it _~o% 100% Zioo% _iQ0% _ 100% 0% 0% . 0% 'Z 20% _ 20% Z P% ........0% 0% 0% 0% ' 0% ZZ_ 0% p% ___0% 'k iM% _Q'% 0% z 0% 0% 0% 0% ......0% 0% *0% 0% 0% ZZq% __o% ____g% 0% PREDECESSOR RESOURCE LEADER Margie .M3r9!__________________ ! __________________ ii?/??__________________ Margie Margie Margie,Horace,Melissa _____ Melissa Melissa________________ Boi) _ ' 2,3,4,5,6,7,8,9,10,1 i,12,13,14 J _ 16 1___ZZ 1/___________ Z_ Z i __ _ ..... 19,'20____ .........._Z_ 2i,34ZZ_Z____ Z_.Z' _ 22____________ Z.ZZ 23 24 _ _ 25_________ 25 ......2? 30,2i 31 Z. 32 33 Page 1 Polly _ Z. '___________________ Poiiy_____________________________ Margie ______________________ Margie _______________________ Margie,Horace,Melissa,Bob________ y?fgie,Ann,tlotace,Melissa,Bob____ Ann_______________________________ Margie,Horace,Mel!ssa,Bgb_________ Polly " Poiiy_____________________________ poliy ____________________________ Pdiy _________L Margie____________________ Margie____________________ Margie, jtorace.Mellssa______ Margie____________________ Margie,Hgrace,Melissa_____ ^?'g!O|Hpfa5e,Meilssa____ 3:08 PMLRSD INCENTIVE SCHOOLS REPORT ID 1 Task Name________________ DATA COLLECTION AND A Duration 4d Sep 2^ '94 T 2 Write Introduction 4d 3 Write lest data section 4d 4 Write summer school se 4d 6 Write enrollment section 4d 6 Write stalfing section 4d 7 Write discipline section 4d 9 Write gifled and talented 4d 9 Write tacilitles section 4d 10 Write program and opera 4d 11 12 13 14 16 16 18 19 20 21 22 Oct 2, '94 w s's r w rr''i~n s -Ann Margie [-Margle- Honee- (-Horeee- I'Wargiie'- I Margie- l-Meitau [-Margie-,1 loradi e,Metlssa Oct 9, '94 Oct 16, '94 S I M m w f T I F fs' M I T I wl T I F I S ' Oct n, S I M I T~f W Write parent Involvement Write recruitment section Write early childhood sec Write double funding sec REPORT PREPARATION Merge completed section Editing round #2 -- Polly Revise sections based o Anderson editing Write recommendations Editing round #3 - staff Editing round #4 ~ Ann Project: LRSD INCENTIVE SCHOOL Date 10/4/94 10/4/94 310 PM 4d 4d 4d 4d 46d td 8d 3d 9d 9d 4d 7d Task Progress Milestone 44ergieil loradi e,Mellssa Melissa |Polly .Polly iMaigie Summary Rolled Up Task Rolled Up Milestone ' Page 1LRSD INCENTIVE SCHOOLS REPORT ID 23 Task Name Revise sections based o Duration 4d Sep 25, '94 T Wl T I F I s' Oct 2, '94 S Oct 9, '94 I M I T I W I T I F I s' S I M I T f W I T I F I S Oct 16, '94 S I M I T Tw I T I F I S Oct 23, S I M I T I W 24 Put report In final format 1d 26 Print final report Id 26 File final report wllh Cour Id 27 Disseminate report Io pu Id 28 FEEDBACK PROCESS 36d 29 Define feedback particlp Id jml Margie 30 Write cover memo Id 31 Hand deliver copies Io pa Id 32 Participants provide feed 3d 33 Pick up drafts and comm Id 34 Adjust report, If necessar Id 35 PROJECT MANAGEMENT 42d 36 Mooney CPR class Id 37 Columbus Day - ODM h Id 38 Mooney out 25d 39 Veteran's Day ~ ODM H Id 40 Thanksgiving Holidays 2d 41 Polly out Id 42 Polly out Id 43 Halloween Id 44 Margie out 12d ! Task Summary Project LRSD INCENTIVE SCHOOL Dale: 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone / 10/4/94 3:10 PM Page 2LRSD INCENTIVE SCHOOLS REPORT 94 Oct 30, '94 T I F I S 'S I M I T TW 1 T I F I S Nov 6.'94 Nov 13, '94 S fM I T I W I T I F rs I S I M I T fw Pt | F | S Nov 2. 'M Nov 27. '94 s 1 M 1 T |~w'[ T~rF~F s|s|m|t|w|t|f|s S I M latgle iMargl,Horaca,Mells*a,Bob Margie, Ann Jtoraee,Mellasa.Bob------ lAnn I' Task Summary Proiecl LRSD INCENTIVE SCHOOL Date 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone : 10/4/94 3 10 PM Page 3LRSD INCENTIVE SCHOOLS REPORT 94_____ T I F I S Oct 30, '94 S I M I T I W I T I F I S S I m7 Nov 6, -94 Nov 13, '94 W I T I F fs s7~m7~T [w'I T^FfTs __ Noy 20. 94 S I M I T ( W I T F LS Noy 27, 94 S I M I T I W I T I F I S S I M |Margle,Horce,Mellss I iPolly i Task Project: LRSD INCENTIVE SCHOOL Dale 10/4/94 10/4/94 3 10 PM Margie fa,Margie, Horace, Melissa Margie- |Mar< lie,Horace,Melissa Margie,Horace,Melissa Progress Milestone i Rolled Up Task Rolled Up Milestone < Page 4 it) 1 2 3 4 5 6 2 8 J Page 1 l.illle Rock School District Program Planning and Budgeting Tool First 2c> FAsts ar cyccem ^ame_________ BeyeiQBinent ol a Elauoiog QiaatiijaliQU and StuiEltiie Designale DIsIrlcI Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and rtiodify, if necessary Needs Asssssnieol Define purpose, process, and formal % Complete J 00% Scheduled Start Jul 1 '93 Scheduled Finish JllL3flL'S4 Resource Mames 7^ It 100% 100% 100% 100% 100% lOQSt 100% Jul 27 '93 Jul 27 '93 Board Sep 9 '93 Sep 9 '93 Jul 1 '93 Apr 1 '94 JuL2 '93 Jul 30 '93 FY95 Sep 9 '93 Apr 30 '94 Jul 30 '94 Jul 30 '94 Jun 30 '94 Jul 30 '93 Ingram,Board Ingram.Clowers Willlams.Mallhls.Clowers Williams,Mallhls,Board Matthls,tngram,Mllhollen,Board 8/31/94Lillie Rock School DisIricI Program Planning and Budgeting Tool ID 9 ^anie___________________________________ Communicate Io Ilie DisIricI and community Hie puipose, process, and loinial Io be used In Ilie program planning and budgeting process "'jT Coinpieie 100% Scheduled Siad Jul 30 '93 Scheduled Finish Feb 3 '94 Resource Names Mallliis,lngram,Boatd 10 Develop and define Ibe mission statement and goals for the District 100% Aug 31 '93 Aug 31 '93 Mallhis,Ingram,Board, Cabinet 11 Develop preliminary list of issues lor needs assessment 100% Aug 31 '93 Aug 31 '93 Mallhls,lngram,Board,Cablnet 12 Identify data Io measure needs of district 100% Jul 2 '93 Jul 2 '93 Mallhis,lngram,Milhollen 13 Study data Io measure needs 100% Aug 2 '93 Mar 24 '94 Williams, Malltiis, Ingram,Milhollen 14 AikBosflS Minimum Perlofrnance lAMEIt TesJ data mauaflainaul 100% Nov 10 '93 Nov 23123 15 Develop data colleclion plan lor AMPT results 100% Nov 10'93 Nov 10'93 Ingram 16 Assign responsibilities lor AMPT data colleclion 100% Nov 12'93 Nov 12'93 Ingram ______X. Page 2 FY 95 8/31/94Lillie Rock School District Program Planning and Budgeting Tool ___Td 17 Name _________ ColiecI dala Irom AMPT resulls % Complete 100% Scheduled Start Nov 12 '93 Scheduled Finish Nov 17'93 Resource Names I lobby 18 Analyze dala ftotn AMPTrestills 100% Nov 17'93 Nov 19'93 Hobby 19 Reporl dala findings Irom AMPT for merge inlo needs assessment 100% Nov 23 '93 Nov 23 '93 Hobby. Ingiam 2Q Siantoi'l S Tesl ilsla nimiogwiKnt .1.09% tiov W/93 Nov 23:33 21 Develop dala colledion plan lor Slanlord 8 results 100% Nov 10 '93 Nov 10 '93 Ingram 22 Assign responsibilities lor Slanlord 8 dala collection 100% Nov 12 '93 Nov 12'93 Ingram 23 Colled dala Irom Slanlord 8 resulls 100% Nov 15'93 Nov 16 '93 Dunbar 24 Analyze dala Irom Slanlord 8 resulls 100% Nov 18'93 Nov 22 '93 Dunbar Page 3 FY95 8/31/94Lillie Rock Scitool District Program Planning and Budgeting Tool -----15 25 Tianie________________________________ Repod data findings from Stanford 8 for merge into needs assessment '% Compile 100% Schedule? Slart Nov 23 '93 Scheduled Etnish Nov 23 '93 Tiesource Names Dunbar,Ingram 26 DBSBOififlaliQU Meuiloiiiig fJenoUs Andil JQQ3i Qcl-i5293 6ci_20Ja4 21 Assign responsibility for data collection ,00% Oct ,593 Oct ,8 '93 Mayo 28 Develop data collection plan ,00% Oct ,8'93 Oct 20 '93 Mayo.Har, 29 Collect data ,00% Oct 2, '93 Dec ,4 '93 Mayo.Hart 30 Request to Program Managers to compare with , st Quarter's Program Budget Document too% Dec ,5 '93 Jan 3, '94 Hart,Mayo 3, Report findings to PRE for merge with Program Budget Document, where appropriate too% Feb 9 '94 Apr 20 '94 Mayo 32 DBSsar^galion Elans Audit 100% Oct 16 '9.3 Apt 20 -'94 J Page 4 FY 95 8/3,/94Lillie Rock School District Program Planning and Budgeting Tool ___[D 33 ___Nanw________________________________ Assign responsibility for data collection %C92'Pj?Le__ 100% ScheduieH Start ~ Ocl 15'93 Scheduled FInisi? Oct 18 '93 Resource Names Mayo I 3-1 Develop data collection plan 100% Ocl 18 '93 OcI 20 '93 Mayo,Hari 35 Colled data 100% Ocl 21 '93 Dec 14'93 Mayo,Hail 36 Request Io Program Managers Io compare with 1 si Quarter's Program Budget Documenis 100% Jan 31 '94 Jan 31 '94 Mayo.Hari 37 Report lindings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 3S Cfluil Qidfijs Audit OctlS-'-gJ Apr 20 '94 39 Assign responsibility lor data colledion 100% Ocl 15'93 Ocl 18'93 Mayo 40 Develop data collection plan 100% Ocl 18'93 Oct 20 '93 Mayo,Har1 I Page 5 613 U9AI kittle Rock School DisIricI Program Planning and Budgeting Tool ID 41 Name Collect data % Complete 100% Scheduled Start Oct 21 '93 Sctieduled Finish Dec 14 '93 Resource Names Mayo,llait 42 Request Io Program Managers to compare Willi 1 si Quarter's Program Budget Document 100% Dec 15 '93 Jan 31 g-l Mayo,Hart 43 Report findings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 44 Cnrrictilutn Aiulil 100% Aua-2_'-93 Feb 4'94 45 Develop plans lor data colleclion lor Curriculum Audit 100% Aug 2 '93 Nov 19'93 Mallhis,Curriculum Supervisors 46 Assign responsibilities for colleclion-Curriculum Audit 100% Nov 12'93 Nov 12 '93 Mallhis 47 Collect data for Curriculum Audit 100% Nov 15'93 Nov 30 '93 Curriculum Supervisors 48 Establish procedures for review and assessment o( Curriculum Audit data 100% Nov 15'93 Nov 19'93 Mallhis,Curriculum Supervisors I Page 6 FY 95 8/31/94t itile Rock School District Program Planning and Budgeting Tool -----Id 49 Tia me_______________________________ Organize and label Curriculum audil dala- lindings ol Monitoring and Status Reports, Curriculum Objectives, achievement % CoiTijileie ScFieduled 1^ 100% Nov 29 '93 SclieduletJ Finish Dec 7 '93 Resource Names Mallhls,Curriculum Supervisors 50 Relale/assess lire dala resulls back Io lire Curriculum Audil findings 100% Dec 6 '93 Dec 15'93 Matlhls.Curriculum Supervisors 51 Analyze lire ellecliveness ol revised curriculum, polices, elc. 100% Dec 15'93 Dec 15'93 MatIhls.Currlculum Supervisors 52 Idenlily laclors llial lacililaled allainmenl o( curriculum goals 100% Dec 16 '93 Dec 17 '93 Malllils.Curriculum Supervisors 53 Idenlily obslacles Ihal ptevenled curriculum goal allainmenl 100% Dec 16 '93 Dec 17 '93 Mallhls,Curriculum Supervisors 54 Make recommendalloins lor program addilions/delelions/modilicalions 100% Jan 7 '94 Jan 21 '94 Mallhls,Curriculum Supervisors 55 Reporl dala findings Irom Curriculum Audil lor merge inlo needs assessmenl 100% Jan 7 '94 Feb 4 '94 Mallhls,Curriculum Supervisors 56 SciifloJ ClimaiB/Burjian Balaliaiis Survey iQQ24 Allfl 1S 193 Aug 25'93 Page / FY95 8/31/94I illle Rock School District Program Planning and Budgeting Tool lU 57 Name________________________________ Develop data collection plan lor SC/IIR ____% ____ 100% Scheduled Start Aug 16 '93 Schedule Finish Aug 16 '93 Resource Names Irrgram x 58 Assign responsibilities lor SC/tIR data collection 100% Aug 17'93 Aug 17'93 Ingram 59 Collect data from SC/IIR survey 100% Aug IB '93 Aug 19 '93 PennNottnan.Smllh 60 Analyze data from SC/IIR survey 100% Aug 23 '93 Aug 25 '93 PennNornian,Smith 61 Report ot data findings from SC/HR survey for merge Into needs assessment 100% Aug 24 '93 , Aug 24 '93 PennNorman,Smith,Ingram 62 Easylilies Slutty !0Q% Sep 1 .'93 Jun 30 '94 63 Develop data collection plan for Facililies Study 100% Sep 1 '93 Sep 16 '93 Milhollen, Eaton 64 Assign tesponsibllilles for Facilities Study 100% Sep 17 '93 Sep 17 '93 Milhollen,Eaton Ingp 8 FY 95 8/31/94ID Name 65 Colled data lor Facllilies Sludy 66 Prepare report (or Facllilies Sludy 67 Report data findings (rom Facilities Sludy (or merge into needs assessment/Court submission fiS Pronortional AUacfllicn Formulas 69 Develop data collection plan for Proportional Allocation Formulas 70 Assign responsibilities (or Proportional Allocation Formulas 71 Collect data lor Proportional Allocation Formulas 72 Analyze data (rom Proportional Allocation Formulas Page 9 l.illle Rock School District Program Planning and Budgeting Tool % Complete 100% Scheduled Start Sep 20 '93 Schedule Finisi? Jan 12 '94 Resource Flames Milhollen.Ealon I 100% 100% JfiQSii 100% 100% 100% 100% Jan 25 '94 Mar 22 '94 Aug 2 '93 Aug 2 '93 Aug 23 '93 Aug 24 '93 Nov I '93 FY 95 Mar 4 '94 Jun 30 '94 Feb 4 '94 Aug 20 '93 Aug 23 '93 Ocl 27 '93 Nov 24 '93 Milhollen.Ealon Milhollen.Ealon Mllhollen Mllhollen Ealon.Barnhouse.Boyklns.Gadberry.Milhollen Milhollen.Ealon,Barnhouse.Boyklns.Gadberry 8/31/94Lillie Rock bchool DisIricI Program Planning and Budgeting Tool Td 73 Name__________________________________ Prepare Proportional Allocalion Formulas Report % Complete 100% Scheduled Start Nov 29 '93 Scheduled Finish Feb 3 '94 Resource Names Milhollen 74 Report data findings from Proportional Allocations Formulas study lor merge Into needs assessment 100% Feb 4 '94 Feb 4 94 Milhollen 75 Collect and merge Issues from work session (Aug. 31,1993) into needs assessment Information 100% Jan 25 '94 Feb 4 '94 Willlams.Mallhls, Ingram, Milhollen,Mayo 76 Conduct work session lor data analyses ol all studies, surveys, lorums, dialogues, etc. 100% Jan 26 '94 Feb 4 '94 VVilliams,Mallhls,lngram,Milhollen,Mayo 77 Complete needs assessment listing 100% Jan 27 '94 Mar 7 '94 Williams, Mallhls,Mayo 78 Publish Draft of Needs Assessment Report 100% Feb 25 '94 Mar 24 '94 Williams,Ingram 79 Finalize and Publish Needs Assessment Report 100% Mar 29 '94 Apr 4 '94 Willlams,Mallhls,lngram fifl EiaatfllU Inventory 100% Jul 1 '93 Apr 22 '94 + Page 10 FY95 8/31/94ID ,UI* * S' 5 2 3 4 5 6 1 Lillie Rock School District Program Planning and Budget Tool First 5 OF LH-Sa c.'fe.L.e: 2L, tone______________________ neyfilsu/insni qI a Elanniiw Qiganijalisin and Structure Designale District Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and modify, if necessary Neesla As^essmeut Project: FY95 Dale 8/31/94 1st Quarter Jul I Aug I Sep 2iid Quarter Oct r Nov ] Dec 3rd Quarter Jan 1 Feb] Mar 4tli Quarter Apr~| May J Jun 1 st Quarter 2nd Quarter Jui~j Aug Sep Oct [ Nov | Dec 3rd Quarter Jan I Feb | Mat 7^ 4./A/er ' 5ee ON I Critical Milestone Rolled Up Page 1 4tli Quarter Apr I May | Jun 4ARD B/uJLittle Rock School District Program Planning and Budget Tool ID 8 Name__________________________ Define purpose, process, and formal 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3td Quarter Jan I Feb | Mar 4th Quarter Apr~r May | Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 9 Communicate to the District and community the purpose, process, and format to be used in the program planning and budgeting process 10 Develop and define the mission statement and goals for the District 11 Develop preliminary list of issues for needs assessment 12 Identify data to measure needs of district 13 Study data to measure needs 14 Arkansas Minimum Performance lAMPTI Test data maoagemsut Project FY95 Bale: H/31/94 Critical Noncritical Milestone Rolled Up Page 2Little Rock Sctiool District Program Planning and Budget Tool ID 15 Name 1st Quarter Jul I Aug 7 Sep 2nd Quarter Ocl I Nov~| Dec 3rd Quarter Jan I Feb | Mar 4tH Quarter Apr I May | Jun 1st Qiiaiter Jul I Aug Sep 2ird Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4tK Quarter Apr I May hJun 16 17 18 19 2Q 21 Develop data collection plan (or AMPT results Assign responsibilities (or AMPT data collection Collect data from AMPT results Analyze data (rom AMPTresulls Report data findings (rom AMPT (or merge into needs assessment Slanlfird 8 lesl data iiiaiiaueiiient Develop data collection plan (or Stanford 6 results Project FY95 Dale 8/31/94 Critical Noncritical I I I Progress Milestone Rolled Up Page 3Little Rock School District Program Planning and Budget Tool ID 22 Name 1st Quarter Jul f Aug [ Sep 2nd Qirarter 3rd Qirarter Oct f NoyJ Dec Jan ^Feb | Mar 4th Quarter Apr I May [ Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov 1 Dec 3td Quarter Jan I Feb | Mat 4tli Quarter Apr I May | Jun 23 24 25 2fi 27 28 Assign responsibilities for Stanford 8 data colleclion Collect data from Stanford 8 results Analyze data from Stanford 8 results Report data findings from Stanford 8 for merge into needs assessment Deseoreaation Monilofing HsBcrls Audit Assign responsibility for data colleclion I I I Projeid: FY95 Dale: 8/31/94 Develop data colleclion plan Critical Progress Noncritical Milestone Rolled Up Page 4Little Rock School District Program Planning and Budget Tool IP 29 Name Collect data 30 Request Io Program Managers Io compare with 1st Quarter's Program Budget Pocument 31 Report findings Io PRE for merge with Program Budget Pocument, where appropriate 32 DfisfifltfiaaiioD Plans Audit 33 Assign responsibility for dala collection 34 Develop data collection plan 35 Collect dala Project FY95 Pale 8/31/94 1 st Quarter Jul I Aug ! Sep 2nd Quarter Oct I Nov I Dec I Critical Noncrilical 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May^l Jun Progress Milestone Page 5 1st Quarter Jul I Aug Boiled Up Sep 2nd Quarter Oct I No7 I Pec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | JunMEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink: NRS for the "no recommendation statement" to be inserted. I will insert the standard statement that we used last year. Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)MEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink: NRS for the "no recommendation statement" to be inserted. I will insert the standard statement that we used last year. Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: November 2, 1994 To: From: Subject: Principals of Franklin, Garland, Mitchell, Rightsell, Rockefeller, and Stephens Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, and Horace Smith, ODM Monitoring Report on the Incentive Schools A draft copy of ODMs monitoring report is enclosed for your review. This report reflects the information we gathered during our visit to your schools this past spring. Please read the report carefully, checking for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than S.'OO p.in. Tuesday, November 8,1994. One of the monitors will come to your school on that date to pick up the draft copy. If you have written comments and they are ready by the time a monitor arrives, you may send the comments back with him or her. If a monitor arrives before you prepare any response, you may bring it to our office later that same day. We will not accept any responses received after 5:00 p.m. on November 8. If you have questions or concerns about the report, please call our office and discuss those issues with a monitor. We make every effort to present fair, accurate information. Since this report is a draft copy, we ask that you do not duplicate it or share it with others. After the review process, we will file a completed report that includes an introduction, findings, summary, conclusions, and recommendations with the court. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process and thank you for taking the time to review the draft. cc: Russ Mayo Pat Price Sterling IngramOffice of Desegregation Monitoring United Stales District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 8, 1995 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1994-95 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in ODM's 1994-95 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Wednesday, May 10,1995. A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on May 10. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member. We want to make every effort to present accurate information. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Sterling Ingram Russ Mayo Essie Middleton Pat Price Becky Rather Rockefeller Early Childhood TeachersOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: June 4, 1996 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1995-96 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in our 1995-96 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if any areas need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Thursday, June 6, 1996, A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on June 6. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member
however, be advised that our staff will be attending a hearing on Thursday, June 6. So any inquiries must be made Tuesday or Wednesday. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Paula Grier Sterling Ingram Ed Jackson Essie Middleton Russ Mayo Pat Price Becky Rather Rockefeller Early Childhood Teachersi * FROM : Panasonic FAX S'i'STEm PHOI-IE NO. t Nov. 18 1995 0: 53AM Pl & I I kl J
a S^il y. > 4 L ( i t r . Mitchell .} n Baticry Streets DATE J_ T-O: NAMS PHONE FFCM: tx 5<* ^3r9E lementary School Pifone 3 4 2^15 LUtlo Rock, Arkansas FAX KtJMBER (501) 324-2413 XA.ac 1 1 K A sr a f J M X X-T^A-X.- __ TiMii: 7: do PSPAWTMENT THIS 4 TBAMSMlTTAl. TOTAl.S .essage__ OPEHATOR_^/ jr,S.'r< -.rwB /" :7n5?? PAGES, I'NCLUOlI'tC OCVER PAGE St I 1 g ! - J uKsiisaI FROt-1 : Panasonic SVSTEH PHONE NO. Nov. IS 1995 0
55m P4 CARE Item 4. The number of students by grade/aqe group that attend the extended day program and then go to CARE each month. Response. Listed below is the requested info. ist 9 I 2nd 12 3rd b 4th 6 5 th 9 6 th 7 seraFROM : P3n3 3cr-li FA
:: SYSTEM PAt.it'iE NO. No','. id Q: 54Ar-1 P3 during the Early Dismissal days. Add itionaliy, the Writing to Read instructional aide attended inservicing by the IRC to enhance her skills in the lall. 1995. Item 5. measured, Response. The purpose of these efforts and how the results were The purpose of the efforts centered around improving the effectiveness 'and efficiency of the instructional aides. Measurement indicators were a decrease in refeirals, decrease in sspension.s/expuislons, improvement of academic perforinarioe of students, and an increase in the attendance of the and indicators office suspension.s/expui.sions, ot instructional aides- Field Trips Item i. The specific purpose of each field trip. of each field trip was to support and enhance Response, The purpose the LRSD curricuium with haptic learning experiences. lylore specific data may be obtained from VIPs- Itern 7. were measured. The purpose ot your field trip program and how the results Response . increase The overall purpose of the field trip program was to the application and appreciation of curricular learning as measured by gains on criterion and standard!zed assessments, overa11 i Improvement in student pertormancfe, less suspension/expulsion. referrals, rankinos on Climate Human le.ss office referrals, ana improved School Reiation.s Survey and other monitoring reports. Item 8. Describe the process by wnich the field trip budget is developed. Response. . 1995-96 Approved Budget Allocation for the operating control accounts and desegregation control Based upon those allocated figures for field trips, projections and planning with the theme specialist .end teachers were made for the school year . The district's comptroller produced and provided the Approved Budqet Allocation the accounts. Item 9. the teachers, Describe how the field trip allotment is apportioned among Response. Field trips were and teacher apportioned in accordance to curriculum alignment. food Services Item 4. The name of the person responsible for the coordination of food services for the extended day ana CARE. Response. Delores Iverson, the CARE person in charge, and Sharon Ivy, the cafeteria manager, are the persons responsible for the coordination of food services for the extended day and CARE program. PPijM
FA?' .TEN Phone no. Now 13 1995 02:53AM P2 .XEMO To: Mr. Skip Marshall From
Dr. Marjorie Bassa, (Resigned) Date: Septombei 3, .1996 responses to items requested txom the ", Expenditures, and Double Funding. addressed have been cited to be addressed by other within the district. The information provided is based school operations only for the 1995-96 school year because Contained herein are the to reques ted "Monitoring Guide for Budgets, I terns not sources The upon the previous principal for that, school year was not able to acquire the data for the 1994-95 school year. Teacher Stipenas Item 3- Ihe s^ecitic purpose tcx' paying the stlperid. Stipends were used tor for several functions: Response. Day/Rxtended week participation (beyond tne normal working hours). txtended and a Great Expectations inservice I teni 4 . rhe purpose of these eitorts and how the results were measured. Response. provision student-s teachers - The purposes of Che stipends were to of enhancing educational learning experiences Support and to enhance The results the instructional effectivene.ss were for ol measured by periormance gains the the the of _________ improved on the School Climate and Human Relations Survey and other monito.ring reports, and improved teacher s tudents, rankings and rankings on summative evaluations. Insrructionai .4ides Item * The job description for each job, the duties to be performed. plus better perform those duties. the training each person receiveo in order to R Kponse. assistants. Nine (9) instructional aides were assigned as classroom sup<=*rvis ing, Their major and overa 11 functions included tutoring, inst ruct ional assistance. mentor mg, One instructional aide was assigned as an oftice/lab assistant. { 1) Her responsibilities included office work and attending to the c.omputer lab cn the days when the regular computer iab assistants were not assigned to .Mitchell. One (I) instructional aide provided "Writing to Read Instruction and management in the "Writing to Read" iab. All eleven (11) instructional aides participated in a pre-school inservice in August, 1995, Additionally, instructional assistants participated regularly in staff development activities in. the Little Rock School District MEMORANDUM received To: A Brown, Office of Desegregation and Monitoring From: Dr. Don Roberts, Superintendent Date: December 6, 1996 DEC 2 0 1996 Olice d Desojrsgaiia, Uonnoriof Subject: LRSD Responses to Incentive School Monitoring Report (1995-96), July 12, 1996 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 Attorney I HAVE A PHOTOGRAPHIC MEMORY BUT SOMETIMES I LEAVE THE LENS CAP (duk'idUid I L 46 (iUuA. oldui 650502 eFV*G. me. DoomoQ12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 1 Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1995-96), July 12,1996 Summary of Recommendations DATE 7/12/96 DOC MR NO T PG RECOMMENDATION _______________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) PERSON I DONE Rather Principals 7/12/96 MR 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. 5)____________________________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan. pg. 149) Gremillion 8/96 7/12/96 MR 28 Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 5)_____________ Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153
July 10, 1992 Court Order: ref. June 5, 1992 ODM Report, pg. 15) Gremillion Principals Glasgow 7/12/96 MR 28 Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 49)______________________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method 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) Gremillion 2 3 4 7 Capitalize on the districts 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. 51) RESPONSE: Gene Parker gave court testimony 8-11-95, on the foreign language program and the probleofts LRSD faced. LRSD continues to face the same problems that were outlined In Parkers testimony to the courts. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR * NO T PG ______________________________RECOMMENDATION______________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method 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) Place as many qualified foreign language teacher
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