ODM INCENTIVE SCHOOL RECOMMENDATIONS Student Assignment 1. Assign students with sensitivity to the relationship between placement stability and academic progress as well as the need to measure the impact of incentive school programs on student achievement. Student Recruitment 1. Use the recruitment section of the desegregation plan as a basis for a strategic plan that reflects a well thought-out, interrelated process rather than single activities or events that are loosely interconnected. 2. Establish a firm timetable as part of the strategic recruitment plan and stick to it, continually expediting to stay on time and on track. 3. Increase the number and variety of specifically targeted recruitment activities. 4. Establish a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups. 5. Use the help of the Biracial Committee to monitor implementation of the recruitment plan as outlined in the districts desegregation plan. Expand the Committees monitoring instrument to include recruitment assessment. Staffing 1. Reinstate the Incentive Schools Staffing Committee and resume the original hiring process as a means of maintaining quality control. 2. Work toward racially balancing both the certified and non-certified incentive school staff. Modeling the desegregation we strive to achieve is a powerful reminder and reinforcement of the pledge of the settlement plan. Staff Development 1. Develop a long-term strategy for meeting the plans minimum staff development requirements. Additional training programs should be based on helping staff meet the academic and social needs of the incentive school student population as determined by up- to-date needs assessments that reflect input from the entire school community. Page 12. Record School Profile staff development data in a format that specifically reflects the amount and scope of each staff members training. Since individual teachers staff development hours must be recorded to comply with state standards, school profile staff development reporting could be expanded to include the exact training subjects and hours for each staff member. 3. Evaluate the degree to which staff utilize their inservice training in the classroom. 4. Evaluate the quality, relevance, and overall adequacy of the staff training programs that are presently available to LRSD staff. A Class Size and Instructional Aides 1. Provide an instructional aide for each classroom in compliance with the May 1992 court order requiring at least one full time instructional aide per classroom in schools where any classroom contains more than 20 students. 2. Limit enrollment in the four-year old program to 18 students per class. As a member of the North Central Association (NCA), the LRSD is required to adhere to NCA class size standards, including Standard 24.04C which states that pre-kindergarten classes for children two to four years of age are not to exceed 18. 3. Limit enrollment in grades K-6 to class sizes that are consistent with state standards. Student Grouping 1. Promote staff awareness of the importance of heterogeneous grouping and insist that all teachers receive training that enables them to practice effective grouping. The district should ensure that all incentive school staff members have participated in the full Teacher Expectations and Student Achievement (TESA) training as required by their plans provisions. 2. Consider adopting Gender/Ethnic Expectations and Student Achievement (GESA) training as part of the districts staff development curriculum. 3. Strive for racial and gender balance within each classroom and avoid the racial isolation of any child. Although late student registration and class size restraints can make it difficult to prevent imbalances and isolation, every effort should be made to create student groups where no child might feel that she or he is a "token" racial representative or vastly outnumbered by children of the opposite sex. Page 2Multicultural Education 1. Develop and submit to the Board of Directors for adoption a definition and policy regarding multicultural education that provides a rationale and clearly defined goals. 2. Initiate a procedure to field-test new curriculum as it is being developed, providing an opportunity to evaluate the program strengths and weaknesses prior to districtwide usage. This approach would also foster the support of classroom teachers while utilizing their expertise. 3. Reach out to community groups and establish an ongoing dialogue dealing with issues of multicultural curriculum infusion. 4. Involve community representatives in the curriculum revision and infusion process, incorporating diverse perspectives. Such involvement can also provide the community with greater insight into the complex challenges facing the district. 5. Closely coordinate the process of curriculum development and staff development. Staff training should entail not only introductory workshops, but also ongoing maintenance and individual assistance. Staff development should focus on both instructional content and delivery with special attention to the student populations being served. Instructional Practices 1. Emphasize staff development training that will enable teachers to facilitate students active learning at all grade levels. 2. Stress the need for principals to emphasize to their faculties the importance of variety in teaching techniques and grouping. Encourage principals to give teachers regular feedback on how effectively they are diversifying their approaches to instruction. 3. Make full use of the wide range of resources and specialists available at the LRSD Instructional Resource Center. Materials and Equipment 1. Streamline purchasing procedures for incentive schools in order to meet supply needs in a timely manner. 2. Undertake a comparative study of library resources among the incentive schools as well as other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Page 33. Modify building space to increase library capacities at Mitchell and Garland. To help add space in the short-term, purge the shelves of outdated and well-worn materials. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. 4. Provide the means for students to study science in the fullest sense. Children who should be able to plan and execute long-term, longitudinal experiments cannot experience science to such a depth when equipment must be stored under counters in media centers. Early Childhood Education 1. Emphasize the developmental levels of preschool children and developmentally appropriate activities in staff development, the instructional program, and classroom management. Make clear to all administrators, teachers, and parents the developmental philosophy and approach reflected in the settlement plan, the LRSD Four-Year-Old Long- Term Plan, and the curriculum handbook. 2. Provide regular inservice for staff members, including administrators and aides, led by early childhood education professionals. Stress the importance of a developmental approach at all staff training and incorporate such information into parent meetings. Both the Early Childhood Education Curriculum Handbook and the Four-Year-Old Program Long-Term Plan recognize the importance of an appropriate curriculum and ongoing staff training. 3. Stress training for principals in the qualities that distinguish a developmentally sensitive program. As the instructional leaders, principals must understand the characteristics of a developmental program so they can sensitively monitor early childhood education in their buildings. 4. Support the continued work of the LRSD Early Childhood Task Force as a valuable avenue for parent, teacher, and community input. Special Education 1. Monitor special education referrals to ensure that placements are consistent, objective, and made without racial or gender bias. 2. Tailor gifted and talented education to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. Page 4Supplemental Programs 1. Develop a comprehensive long-range strategic plan for implementation of the incentive school program. 2. Make field trips an integral part of student life in every incentive school. Having made the commitment to field trips, the LRSD should assure that the principals and staff of each incentive school are fully aware of the budgeted amount allotted their school for trips. Then staff members must include field trip experiences as an integral part of their curriculum. Field trips must also furnish the incentive school children with racially desegregated experiences as stipulated in the Interdistrict Desegregation Plan. 3. Establish fresh, imaginative themes at each incentive school, teaching the school community how to identify and develop an intriguing theme idea that builds on their unique strengths and interests. Discipline 1. Involve all those affected by a discipline policy (staff, students, and parents) in its development. Such involvement promotes ownership of the rules and is consistent with the incentive school portion of the desegregation plan that provides for student participation in the process of developing school-based management rules. 2. Be specific about what constitutes appropriate and inappropriate behavior as well as the consequences of both types of behavior. Arbitrary enforcement of the rules and "situational rule-making" are two of the biggest causes of student discipline problems. 3. Make sure policies and procedures are well publicized so that all who are involved in a school for even a brief time (such as parents, guest speakers, and monitors) understand the schools rules. Both children and adults are more comfortable and productive in any setting when they know the prevailing expectations and norms. A clear understanding of policies and procedures also facilitates accurate assessment by all monitoring groups. 4. Insist upon fair and consistent enforcement of discipline policies. Discipline is not punishment
it is the process of teaching human beings to internalize the behavior codes that enable them to operate comfortably and successfully in society. 5. Provide teachers comprehensive training in techniques for dealing with disruptive students. Such inservice would be especially beneficial to less experienced teachers since they more frequently refer students for disciplinary actions. 6. Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. Page 5Extended Activities 1. Conduct a study to determine what types of activities would be most appealing to students and their parents for incorporation into future extended activities. The extended programs should be based upon information gleaned from the SEPs and other input from school staff, parents, and the students themselves. From this composite information, the extended programs can be planned as a logical reinforcement and expansion of the individual plan created to meet each students learning needs. 2. Adopt a uniform method of recording attendance to accurately reflect student participation in the extended week program. Records should indicate the number of participating children from each school by grade level, race, and gender for each Saturday. A school should maintain records not only for the host Saturday, but should also be able to account for its students participation when the partner school is host. Cumulative documentation should record the number of participants on any given Saturday, the total number of incentive school students who have participated at least once, and the number of times any one student has participated. 3. Include strategies for incorporating parental involvement into the extended week activities. 4. Develop an extended year program that is an extension of the educational process, not merely a remediation supplement. In such a program, students who are in danger of being retained or are behind their peers can continue their education and "catch up" at the same time. The program should also provide children an extension of the academic enhancement experiences that are integral to the incentive school philosophy and instructional approach. 5. Offer extended programs that are site-specific rather than merely generic in nature. Each student population has its own identity and needs. Programs that serve the incentive school children should be designed to reflect the unique characteristics and requirements of each school community. Homework Hotline 1. Evaluate the relationship of homework hotline use to the Homework Centers and to awareness of the hotline. Parents may need to be made more fully aware of the phone service at the beginning of school with periodic reminders thereafter. A thorough evaluation of the service may indicate that adjustments in the number of teachers who regularly staff the phones or changes in the nature of the service itself are appropriate. Guidance and Counseling 1. Develop written guidance plans with measurable goals and objectives for each school that relate to the four main counseling areas: personal growth, social development, career awareness, and educational development. Clear guidance plans help the district achieve its desegregation plan provisions related to college and post graduation awareness, study skills, and individual and group counseling. Page 62. Encourage a closer working relationship between counselors and the states Departments of Human Services and Health to enable counselors to better assist students with non-school related problems. 3. Place social workers in all schools where their specialized services are needed as determined by a current school needs assessment. Wellness Program 1. Allow funds generated through Medicaid reimbursements to be used at the local building level to purchase services for non-Medicaid eligible students. 2. The Health Services Coordinator and the incentive school nurses should develop a strong working relationship with the Departments of Health, Employment Security, and Human Services to increase opportunities for holistic services to students and their parents. Mentoring Program 1. Mount an intense mentor recruitment campaign. 2. Individual school volunteer mentoring programs should be coordinated with VIPS in order to ensure that all volunteers are screened and trained prior to being matched with students. 3. Document the mentors and their students by race, gender, participation hours, and types of activities shared by the students and mentors. Likewise, records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) should be maintained. Such documentation will enable evaluation of progress within the program and help determine where any adjustments might be needed. Student Achievement In order to reduce disparity and enable the district to meet their desegregation commitments, the district should consider the relevance and potential impact of the following: 1. Stress meaning and understanding in all academic instruction, keeping in mind the relationship between what is taught, what is learned, and what is tested. 2. Include a combination of teacher-directed and learner-directed instruction. 3. Develop classroom management approaches that support the kind of academic work being done. 4. Employ student grouping practices that mix ability levels and allow flexibility in grouping arrangements. Page 75. Emphasize continuous growth in mathematics understanding and application, reducing computation isolated from application context along with redundancy across grade levels. 6. Encourage reading for meaning from the earliest grades with correspondingly less attention to discrete skills taught out of context. 7. Use materials that connect with students backgrounds and experiences to enable children to more readily identify with that which is familiar and understood from the context of their own lives. 8. Understand that in some cases effective learning techniques are not synonymous with effective test-taking techniques. 9. Help students prepare for tests by teaching the information needed to pass the test, imparting test-taking wisdom, and providing an atmosphere that fosters self-confidence. 10. Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. 11. Ensure that student transfers into the incentive schools are not a "push out" correlated with negative deportment or achievement at a students previous area or magnet school assignment. Retention 1. Make special efforts to teach "mainstream" language skills, recognizing that cultural and language differences are often present with disadvantaged children. Teachers should find out and respect the culture of their students, in addition to determining what they lack, and explicitly teach children how to function in the culture of the school and society. 2. Develop school staffing teams whereby teachers can work out a plan with the next grades receiving teachers on how to address the learning deficits of each student who was a candidate for retention. Parent and Community Involvement 1. Maintain records of volunteer participation that are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. LRSD should compile monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide. 2. Consistently document volunteer training, including the type of training, when and where the training was offered, and session participants by race, gender, and school service site. Page 83. Document the number and date of visits to each students home, along with who made the visit, so it is possible to determine that each family is visited at least twice each year as envisioned in the plan. 4. Maintain complete documentation of all parent meetings and activities including sign-in sheets that reflect parents race, gender, and the school their child attends. Meeting agenda and minutes should be a matter of routine record. All of this information helps reflect an accurate picture of parent involvement in each school as well as the district overall. 5. Establish a mechanism at each school to ensure that parents sign homework regularly as outlined in the plan. For example, Ish uses assignment notebooks. Rockefeller has developed homework forms, and Mitchell teachers prepare homework packets. 6. Have contracts ready for parents to sign when they register their children in the incentive schools. Follow up with a procedure that reminds parents of the commitments they made in the contract. 7. Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. Conveying to the community an "attitude of gratitude" is a continuous process, not a one-time event. Students and staff should unleash their energy and creativity in collaboratively finding ways to continually praise and reinforce parent and community involvement in their school. 8. Document parent training activities by topic, time, and location along with the number of participants by race, gender, and childs school. Also, regularly collect and analyze participants feedback on how well the session was conducted, their perception of the potential helpfulness of the training, and what further training they desire. Without thorough documentation and evaluation, it is impossible to accurately assess the scope of parent training, compliance with the plan, and implications for any appropriate change. 9. Actively seek parents recommendations for resources to include in the Parent Centers and find ways to incorporate as many of their suggestions as possible. To determine if each center is living up to its envisioned purpose, regularly document how many parents use the centers and which resources they find most useful. Parent workshop evaluations can also yield ideas for welcome additions to the centers. 10. Implement the parent internship program and parent/teacher mentorships as outlined in the plan in order to strengthen the bond between school and home. 11. Establish scouting membership lists that include a category for race so changes in each troops racial balance can be determined. Records of troop meetings and activities will yield a composite picture of what students are experiencing in scouting. 12. Assure that students have access to a wide spectrum of any needed community-based service programs and maintain documentation of program use. Forge compacts with universities and colleges that will enhance the quality of services the incentive schools can offer, such as pre-professional education students who can assist with academic and extracurricular activities while gaining first-hand experience with children. Page 9Faciltites Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experience should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. Double Funding 1. When making student assignments, keep in mind that there is a relationship between double funding and enrollment figures that represents the greatest return on investment. Class enrollment that is below the fixed cost amount results in wasted dollars
enrollment above that amount can result in exorbitant spending. Page 102. Ensure that a portion of the incentive school funding fulfills the plans commitment that "the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/ activities." 3. Give the incentive schools priority in the districts sequencing of capital improvement projects since double funding does not cover capital improvements and maintenance. If student enrollment at the incentive schools is to become desegregated, the buildings must be sound, attractive, and well-maintained. Page 116 LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 17th Phone 374-1226 Little Rock, Arkansas 72206 .s' To: r Through: From: Subj ect: Date: 0^ O Office of Desegregation Monitoring ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith James Jennings, Associate Superintendent of"^^ Desegregation Anne Mangan, Principal, Rockefeller Incentive School Corrections of Review of the Incentive School Monitoring Guides June 1, 1992 Please note the following corrections: ,y4^Page 7 - POSITION - Change Registrar to Bookkeeper Page 40 - #67 are social STATUS: worker, The recommended positions not filled alternative supervision aides and program soec-ialist classroom specialist, q# _ Participants included the principal, primary teacher, an intermediate teacher. Page 54 parent and one grandparent a specialist, . a one 7 Page 56 #55 ' in Camp Pfeifer. Four students from Rockefeller participated Page 56 #67 order would be followed, particularly discussed but Principals were told that the recent court Individual positions mentioned. not were were all in general Rockefeller Incentive School has an assistant rulings an principal so a commitment regarding this position was not necessary. (The last two sentences on #67 do not necessarily reflect the situation at Rockefeller and could be deleted on our individual school report.) was do FILED ' 3 niSTHfCT ASTFPN OsrR,W ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF .ARKANSAS WESTERN DIVISION JUL U 1992 CARL ^'^NTS. CLERK 3y: I, 'cl*- LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL 1, ET AL. DEF END All T 3 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 Cour' 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 f0 day of July, 1992. United state s, DISTRICT?JUDGE mis DOCUMENT ENTERED ON DOCKET SHEET tN :OMPtlANCE_WITH RULE 58 AND/OR 7S{a) FRCP JN -BY I 4 F.Y.I. Date: Q Ann Bill q/ Bob Cernnie Horace Linda Margie Melissa CT Polly Return to: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 22, 1993 MEMORANDUM TO: Ann Brown, Desegregation Monitor hROM: Janet Bernard, Associate Superintendent for jdiicL ociiiaiu, oupci k y School Operations and Climate SUBJECT: Incentive School Recommendations Ann, here are a few recommendations I have to improve the operation of the Incentive Schools in the Little Rock School District: 1. Bi-monthly meetings should be held with all associate superintendents and the assistant superintendent for the Incentive Schools to discuss plan implementation. Status reports from every division should be shared at these meetings, with a major focus on ODM recommendations. 2. A long-range comprehensive staff development plan needs to be developed for the Incentive Schools. The focus in this area should be on improving the instructional delivery process and maximizing time on task for both students and teachers. 3. Curriculum supervisors need to make routine visits to each school in order to gather data for establishing on-going technical assistance. 4. The theme of each school should be included in the official title (i.e.. Garland Multimedia Technology Elementary School). The term "Incentive" has taken a negative connotation and therefore should be dropped. To further rationalize this recommendation, we do not refer to Terry Elementary School as Terry Area Elementary School.Incentive School Recommendations Page 2 5. 6. Catherine Gills job description and role in the parent involvement component needs to be clarified and re-defined. Confusion does exist as to what she actually does and what she should be responsible for. As discussed with Horace Smith, the long-range strategic plan should be developed collaboratively with all top-level administrators, principals, and staffs. Parent input is also necessary. I hope these suggestions are helpful to you, Ann, as you monitor the Incentive Schools for plan implementation. Best regards and remember, it has been a pleasure knowing and working with you. Keep in touch!LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 22, 1993 MEMORANDUM TO: Ann Brown, Desegregation Monitor FROM: Janet Bernard, Associate Superintendent for K Y School Operations and Climate SUBJECT: Incentive School Recommendations Ann, here are a few recommendations I have to improve the operation of the Incentive Schools in the Little Rock School District: 1. Bi-monthly meetings should be held with all associate superintendents and the assistant superintendent for the Incentive Schools to discuss plan implementation. Status reports from every division should be shared at these meetings, with a major focus on ODM recommendations. 2. A long-range comprehensive staff development plan needs to be developed for the Incentive Schools. The focus in this area should be on improving the instructional delivery process and maximizing time on task for both students and teachers. 3. Curriculum supervisors need to make routine visits to each school in order to gather data for establishing on-going technical assistance. 4. The theme of each school should be included in the official title (i.e.. Garland Multimedia Technology Elementary School). The term "Incentive" has taken a negative connotation and therefore should be dropped. To further rationalize this recommendation, we do not refer to Terry Elementary School as Terry Area Elementary School.Incentive School Recommendations Page 2 5. 6. Catherine Gills job description and role in the parent involvement component needs to be clarified and re-defined. Confusion does exist as to what she actually does and what she should be responsible for. As discussed with Horace Smith, the long-range strategic plan should be developed collaboratively with all top-level administrators, principals, and staffs. Parent input is also necessary. I hope these suggestions are helpful to you, Ann, as you monitor the Incentive Schools for plan implementation. Best regards and remember, it has been a pleasure knowing and working with you. Keep in touch!.a. JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED JAN 1 2 1996 Office oi Desegregation Moniionna January 9, 1996 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I am reviewing the desegregation plan with an eye toward considering changes in the Incentive schools. It would be helpful to me if either you or Dr. Mayo would provide me a list of the incentives that your administration has put into operation in those schools in the past three years. It would also be helpful if you would provide me any written assessment of the success or failure of the incentives which were in place when: you: came here. you found them. By the way, would you kindly list those incentives as I need this information before we began any discussion regarding plan revisions at the Incentive schools. Very truly yours, ihn W. Walker JWW:j s cc: Ms. Linda Pondexter (for herself and Board members) Mr. Chris Heller, Mr. Jerry Malone Ms. Ann Brown Mr. Travis CreedOffice of Desegregation Monitoring United Slates 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 February 14, 1996 Dr. Russ Mayo Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Russ
In an Order dated July 10, 1992, the Court adopted the recommendations of ODM which were contained in the Incentive Schools Monitoring Report of June 1992. On page five of that report, we recommended that the district "Identify the factors that are working to make Rockefeller a II desegregated school and adopt or adapt them for the other incentive schools.' Tlie same recommendation has appeared in subsequent ODM monitoring reports, and has also been discussed by Judge Wright during hearings. As the district is poising itself to consider changes in the desegregation plan, and perhaps particularly in the incentive schools, it seems especially important that we know the results of the districts analysis of the factors that have worked to desegregate Rockefeller. Tlierefore, please immediately forward to me the results of the districts identification of the Rockefeller success factors. Also explain how the identification process was conducted, including when it was undertaken, who participated in it, the analysis criteria and methods used, and how the results have been applied to the other incentive schools. Tliank you very much for your assistance. Sincerely yours. Ann S. Brown cc
Hank Williams Chris Heller 'SCO /.(SC'SC.: . CP Little Rock School District To
From
Date: MEMORANDUM Ann Brown, Ojjice of Desegregation and Monitoring Dr. Don Roberts. Superintendent December 6, 1996 RECEIVED DEC 2 0 1996 Office of Desegregation Monitoring 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 Atlome>12/19/96 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 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO 1 2 3 4 PG 6 7 28 28 ___________________________________________________RECOMMENDATION The incentive program Is successfully desegregating each Incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1992-93 Incentive Schools Monitoring Report, pg. S)________________________________________________________ The incentive program is successfully desegregating each Incentive school. (LRSD Plan, pg. 149) Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schooj^ODM 1992-93 Incentive Schools Monitoring Report, pg. 6)_ ______ Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children Io execute long-term experiments and study science in ttio fullest sense. (LRSD Plan, pg. 153
July 10,1992 Court Order: ref. June 5, 1992 ODM Report, pg. 15) 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)_______________________________________________ thecurriculum 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) Capitalize on the district's resident expertise and experience to assist the Incentive schools In establishing a foreign language program as an integral part of the overall school program. (ODM 1992- 93 Incentive Schools Monitoring Report, pg. 61) RESPONSE:' Oeni 8-11418, ofnftTfbralfln lariouflig# profjrarn and the problems LRSD facod. LRSD continuos to face the eome problems that wore outlined in Porkcr'e teetimony to thl courts. .Ui - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report t In Progroon * Completed PERSON Rather Principals Gremlllion Gremlllion Principals Glasgow Gremilllon DONE 8/06 +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR NO 5 PG 28 RECOMMENDATION The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response" 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 teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. Schools Monitoring Report, pg. 51) ODM 1992-93 Incentive RESPONSE: Gene Parker gave court testimony 8-11-96, on the foreign language program arid 7/12/96 7/12/96 71^2/QQ MR MR MR 6 7 8 28 28 28 problems LRSD faced. LRSD continue# to face the same problem? that were outlined in Gene Parker's 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 loroign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Encourage the Spanish teachers to develop a series of Spanish "mini-lessons" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 51) RESPONSE: Geno ^arkeF gave oduh^t^^ 8-11*96, on tho foreign language pfdgram and thd problems LRSD faced. LRSD continues to face the same problems that were outlined In Gene Parker's testimony to the 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 loroign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Increase the amount and improve the quality of Spanish language materials available in each school. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 61) RESPONSE
Gene Parker gave court testimony 8-11-96, on the foreign language program and the problems LRSD faced. LRSD contiinios to face the aemo problems that were outlined In Gene Parker's testimony totho courts. Cumulative rocoixJs document both host and guest school's parflclpallon In SnIurdny programs. (ODM 1902 Report, pg. 25) Saturday programs will bo developed Io onhnnco learning. Those programs will Includo but shall not be limited - Naedu to be done *Dnotoa recommendation appeared in prior ODM Monitoring Report + In Progreuu * Completed PERSON Gremillion Parker Gremillion Parker Grornilllon Parker Grornilllon Principals DONE +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 3 DATE DOC NO PG 7/12/96 MR 9 29 ___________________________________________________RECOMMENDATION to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Standardize the reporting process for Saturday school. Data should be cumulative and reflect race, gender, and grade of participating students. (ODM 1993-94 Incentive School Monitoring Report, pg. 60) Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichmont activities, tutoring, parent/child mako-and-tako sessions, book fairs, and physical education activitlos. (LRSD Plan, pg. 179) PERSON Gremlllion Principals 7/12/96 MR 10 29 Perform annual evaluations of the Saturday programs, using the Information to design programs that appeal to the students and their parents. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 60)___ Cumulative records document both host and guest school's participation In Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will bo developed to enhance learning. Those programs will Include but shall not bo limited to field trips, enrichment activities, tutoring, parent/chlld make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Gremlllion Principals 7/12/96 7/12/96 MR MR 11 12 29 40 DONE Perform regular evaluations of the Saturday program, both during and at tho end of the school year, asking staff, parents, and students for feedback. Use the garnered information to design activities and events that coincide with the interests of all participants. (ODM 1994-95 Incentive Schools Monitoring Report, pg. 37)__________________________________________________________________________________ Cumulative records document both host and guest school's participation In Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will bo developed to enhance learning. Those programs will Include but shall not bo limited to field trips, enrichment activities, tutoring, parent/chlld mako-and-tako sessions, book fairs, and physical education actlvlllos. (LRSD Plan, pg. 179) Promote collaboration among the Incentive schools and between tho Incentive schools and the district's area and magnet schools to plan Joint field trips and other collaborative activities during the regular academic wook. Thu district can thus do a bottor Job of fulfilling its obligation to provide Incentive school students with more opportunities for desegregated learning experiences. Tho purpose of tho Incentive school program Is to promolo and ensure academic oxcollonce In schools that have boon dldicult to dosogrogato, (LRSD plan, pg. 149) With proper resources and oxpoctallons, tho Incentive school program will servo as a model of oxcollonco (or tho county, stalo, and tho nation. (LRSD plan, pg. 149) Base staff development activities on areas of domonstrated need. Some toachors many naod more - Needo to bo done *Danotas racommandatlon appeared In prior ODM Monitoring Report + In Progreoij * Completed Asst Supls. Principals Gremlllion Principals +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1996-96) Summary of Recommendations 4 DATE DOC NO PG I 7/12/96 7/12/96 7/12/96 MR MR MR 13 14 15 40 46 54 [ RECOMMENDATION___________________________________________________ training than others in areas such as classroom management and organization and effective discipline. It is incumbent upon the building administrator and the individual teachers to identify areas of need and access the resources necessary to address them. (ODM 1992-93 Incentive Schools Monitoring Report, 3115)_________________________________________________________________________________________ The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. (LRSD plan, pg. 149) With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state, and the nation. (LRSD plan, pg. 149) Better define the role of phonics instruction in the incentive schools and convene a meeting of those administrators in charge of the incentive schools and the reading supervisor and his staff to communicate that role to all teachers so that phonics instruction will conform to the board-adopted LRSp^ curriculum._______________________________________________________________________________ the schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and Interest inventories. (LRSD Plan, PG. 172, 180) Study skills training enhances skills In test-taking, listening, and studying. Test-taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183
July 10, 1992 Court Order ref. Juno 5, 1992 ODM Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses poor facilitators. (LRSD Plan. Pp. 176, 184) The staff has developed writfon building guidance plans to address personal growth, social development, career awareness, and educational dovolopmont. (July 10, 1992 Court Order: ref: Juno 5, 1992 ODM Report, pg. 27) Require counselors to have bullding-lovel guidance plans that reflect activities and projects for the current school year. Clear guidance plans help teachers and administrators achieve school improvement goals, reflect an assessment of the schools guidance needs, and show how the counselor plans to address those needs, bisag'^rogato data rolatod to studont disciplino and review student data to address issues of racial disparity. (Interdls. Plan. pg. 27) Carefully collect disciplino data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summativo, information. The district would bo wise to analyze the factors that contribute to some schools having fewer overall discipline problems and loss disparity in disciplino between black and white students. Identifying and emulating those factors and closely scrutinizing progress should result in Intorvontions that reduce the number of students suspended or expelled, as well as Iho disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) - Neodo to bo done Denotes reconmondntion appeared in prior ODM Monitoring Report I In Progreao A Completed PERSON Gremllllon Principals Parker Elston Gromllllon Principals Watson done:12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 5 DATE DOC NO I PG ___________RECOMMENDATION_______________ Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) PERSON DONE 7/12/96 MR 16 54 Hold periodic "summits" to develop a forum for an exchange of ideas and successful techniques for handling disciplinary problems. Incentive schools have similar characteristics and staff members who, along with parents and students, are valuable resources for ideas to combat problems. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 29)_______________________________________________________ Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan. pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would bo wise to analyze tho factors that contribute to some schools having fewer overall discipline problems and loss disparity In discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly Indicate what Is appropriate and Inappropriate behavior, and spoil out consoquoncos for Infractions. Policy onforcomont Is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Gremilllon Watson 7/12/96 MR 17 54 Explore ttio foasiblllty of doveloping permanent altornativo educational sitos dosignod specifically for chronically disruptive students. The presence of chronically misbehaving and disruptive students In the classroom hinders teaching and learning for the rest. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 29) RESPONSE: Tho Asslutrint Suporlntondent ovor incentive Schools, LRSD Hearing Officer, along with tho Incontivo School Principals are currently dlacussing the losue and exploring alternative educational sites designed tor chronically disruptive students.s<.i:tiJSil31^ Disaggregate data related to student discipllno and rovlow student data to address issuos of racial disparity Gremilllon - Nocdo to tio done Denotes recommendation appeared in prior ODM Monitoring Report + In Progronn * Comploteii12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 6 DATE /12/96 7/12/96 7/12/96 DOC I MR MR MR NO 18 19 20 I PG 60 60 60 RECOMMENDATION (Interdis. Plan. pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Provide ongoing training in behavior management for school district employees who are responsible for supervising children for any period of time. RESPONSE: The Assistant Superintendent over incentive Schools, LRSD Hearing Officer, Staff Dvslopmn1 Supervisor, along with Incentive School Principals and teachers will be planning inaervices for LRSD employees responsible for supervising children on behavior management.________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Investigate the cause of the failing paint and take corrective action. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are Installed, train tho custodial staff In proper plant caro Io prevent loss of plantings Io improper pruning or undor-watoring. (ODM 1992 Report, pg. 43) F ran Id in Co rrect drai nage problems on all affected levels of the bul Iding. Tho district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from the addition of attractive landscaping. Once - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreao * Completed PERSON Watson Eaton Eaton Eaton done: 8/96 8/96 12/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 7 DATE DOC NO I PG ___________________RECOMMENDATION plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) PERSON DONE 7/12/96 MR 21 60 Garland - Attend to the peeling paint on the exterior doors.___________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland Principal 7/12/96 MR 22 60 Garland - Improve cleanliness in the cafeteria and bathrooms. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Eaton 8/96 7/12/96 7/12/96 7/12/96 MR MR MR 23 24 25 60 60 60 Garland - Correct the problems with floor tiles in the large downstairs bathrooms.______________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Replace the worn lunchroom tables.______________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Remove or replace the malfunctioning urinal in the bathroom located on the second floor landing. RESPONWtrid^ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would bonofit aesthetically from the addition of attractivo landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Moran Eaton Eaton 8/96 8/96 8/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 8 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG 26 27 28 29 60 60 60 60 RECOMMENDATION Mitchell - Replace or reattach the loose tiles in the hallways._________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell -Determine the cause of the leaks found throughout the building and correct the problems. RESPONSE: LRSD is committed to repairing leaks In the roof, but due to the age and condition of the building, leaks ra likely to b^^a^eocciyifMng bt^blem dntlt funds are available to replace the roof._______ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair and repaint damaged ceilings.____________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Assess water damage to carpets and replace as needed. RESPONSE: Maintenance of the carpete will be accessed by school personnel while roof repair Is In The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair any broken partitions and fittings in the bathrooms. PERSON Eaton Eaton Eaton Eaton DONE 11/96 12/96 - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreso * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 9 DATE 7/12/96 DOC MR NO 30 PG 60 _________________________________________________RECOMMENDATION The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Evaluate the schools plumbing needs and complete work needed to make all bathrooms fully functional. 7/12/96 MR 31 60 Tho district will provide clean and safe facilities and make all repairs fundamental to maintain the Incentive schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are Installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) 7/12/96 MR 32 60 Rightsell Eliminate the Insect Infestation._________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain tho Incontivo schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) 7/12/96 7/12/96 MR MR 33 60 Rockefeller - Repair the small area of damaged tile in the boys bathroom before the problem escalates. The district will provide clean and safe facilities and make all repairs fundamental to maintain the Incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller -Replace carpeting throughout all areas of the building. Before releasing as RFP, representatives from the plant services and the purchasing departments should consult with the principal and staff regarding details of carpet replacement, such as the replacement schedule, the carpet color, and the areas to be carpeted, including the carpet-covered furnishings. 34 78 RESPONSE
Due to budWftnilnte th cSnart cannotWrepiacaOw PERSON Eaton Eaton Eaton Eaton A Parent Center In each school provides resources and materials, recommended by a parent and staff Eaton committee, that can bo loaned Io parents. A parent has been trained to operate the center, which Is to be tho - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreao * Completed DONE 11/96 8/96 8/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 10 DATE DOC I NO I PG _______________________recommendation source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Keep more accurate and complete records of Parent Center use by consistently using sign-in sheets. (ODM 1993-94 Incentive School Monitoring Report, pg. 77) ______________________________________ 7/12/96 MR 35 78 A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Develop strategies and arrange events to encourage greater use of the Parent Center. For example, design boxes or bags containing materials on a certain topic that could be checked out. Highlight Parent Center Resources in the school newsletter, bulletin boards, and PTA meetings to heighten awareness and increase interest in the centers. (ODM 1993-94 Incentive School Monitoring Report, pg. 7/12/96 MR 36 79 ni The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) 7/12/96 MR 37 79 Team with community organizations (such as churches and civic clubs) and other programs (such as HIPPY and New Futures) to explore ways to cooperate in offering parent training. Such collaboration can help coordinate and strengthen resources to focus on targeted audiences. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 79)______________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities Is maintained, Including sign-In sheets that reflect - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed PERSON Gremlllion Principals Gremlllion Principals Gremlllion Principals DONE +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 11 DATE DOC NO I PG I RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) PERSON DONE 7/12/96 MR 38 79 Offer sessions on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase participation. (ODM 1994-94 Incentive Schools Monitoring Report, pg. 79)_______________________________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent mootings and activities Is maintained, including sign-in shoots that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Gremillion Principals 7/12/96 7/12/96 MR MR 39 40 79 79 Ask workshop participants to evaluate each session at its conclusion and make candid suggestions for training improvements and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training to make changes accordingly. (ODM 1994-95 Incentive Schools Monitoring Report, pg. 62)_______________________________________________________________________ The schools offer parent workshops to assist parents In understanding and carrying out school expectations. The workshops include such topics as study skills, disciplino, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Evaluate the parent workshops offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to redesign offerings as necessary to ensure progress toward the goals. (ODM 1993-94 Incentive School Monitoring Report, -Pfl.??! The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and dovolopmontal learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with Iho number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities Is maintained. Including sign-in shoots that reflect - Needo to be done *DnotB racommndation appeared in prior ODM Monitoring Report + In Progrouij * Completed Gremillion Principals Gremillion Principals12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 12 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG I 41 79 _________________________RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information. (ODM 1992-93 Incentive School Monitoring Report, pg. 105)_______________ Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132) PERSON DONfi 42 79 Expand contacts with and widen access to the variety of community-based programs, designed to support children and families. (ODM 1992-93 Incentive School Monitoring Report, pg. 78)______________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) 43 79 Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. (ODM 1992-93 Incentive School Monitoring Report, pg. 105)________ Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) 44 79 Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. (ODM 1992-93 Incentive School Monitoring Report, pg. 78)________________________________________________________________ speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Milam Cheatham Principals Milam - Gremillion Principals Ratherill INCENTIVE SCHOOL MONITORING REPORT (1995-96) 13 buminary of Recommendations DATE I DOC I NO | POf 7/12/96 MR 45 80 ___________________________________________________RECOMMENDATION___________________________________________________ Develop and implement a comprehensive plan for using the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. (ODM 1993-94 Incentive School Monitoring Report, pg. 86)__________________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) 7/12/96 MR 46 80 Develop job descriptions for the speakers bureaus and key communicators that clearly identify the job goal, qualifications, performance expectation, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. (ODM 1993-94 Incentive School Monitoring Report, pg. 86) ____________________________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) 7/12/96 MR 47 80 Engage in a recruitment campaign that is broad and intense enough to ensure that the district can select a Biracial Committee membership that is racially balanced and also fully representative of the districts geography. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 26)_____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports - Needs to be done Denotes roconunendation appeared in prior ODM Monitoring Report + In Progreso * Completed PERSON DONE Rather Supt. Supt.12, iMCENTIVE SCHOOL MONITORING REPORT (1995-96) 14 Summary of Recommendations DATE DOC NO I PG I RECOMMENDATION that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order
ref: June 5, 1992 ODM Report, pg. 5) I person' DONE 7/12/96 MR 48 80 Define Biracial Committee goals and then develop and carry out specific objectives and timelines for reaching them. (ODM 1991-92 Monitoring Report on the Biracial Committees, P2^2y The dislrictwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of
incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Supt. 7/12/96 MR 49 80 Coordinate Biracial Committee monitoring activities with other internal district monitoring groups to eliminate duplication and ensure that no part of the desegregation efforts go unscrutinized. (ODM 1992- 92 Monitoring Report on the Biracial Committees., pg. 28) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will Supt. monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In ProgreoQ * Completed Jackson12/19/96 jMCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 15 DATE DOC I NO PG I RECOMMENDATION I PERSON DONE 7/12/96 MR 50 80 7/12/96 MR 51 80 The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Design Biracial Committee monitoring instrument that correlate specifically with the desegregation plan provisions so each district can measure its progress in plan implementation. (ODM 1992-92 Monitoring Report on the Biracial Committees, pg. 28)________________________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Regularly update Biracial Committee monitoring instruments to reflect all modifications to the desegregation plans. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 28)____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will I monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) Supt. 8/96 - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Supt. Jackson12/1b/3- JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 16 DATE DOC I NO I PG I ______________RECOMMENDATION The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) I PERSON DONE 7/12/96 MR 52 80 Make evaluation an integral part of the Biracial Committee monitoring process so that conclusions and recommendations for improvement are used to both prevent and correct problems. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29)______________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Supt. Annually evaluate the role, operations, and accomplishments of the BIraclal Committee In relationship - Needs to be done Denotes racommendation appeared in prior ODM Monitoring Report * + In Progreoo Completed12/19/9t jCENTIVE school MONITORING REPORT (1995-96) Summaiy of Recommendations 'il DATE 7/12/96 7/12/96 DOC MR MR i NO I PG 53 54 80 80 RECOMMENDATION to specific settlement plan provisions and overall desegregation goals. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) I person' RESPONSE: An annual evaluation of the Biracial Committees role, operations, and accomplishments at the end of each fiscal year beginning with the 1996-97 school year. ............. ........... The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Regularly ask Biracial Committee members to review and rate the type and quality of support the district is furnishing them, and solicit suggestions for new or improved support services. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) RESPONSEr tJRSD will develop a survey for Biracial Committee members to review and rate the quality of support LRSD IS "providing and asking for suggestions for new and Improved support services. This survey will be distributed to members during the 3rd quarter of the 1996-97 school year. Beginning with the 1997-9B school year LRSD will survey members during the 1 st end :3fd quarter of each school year. The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Supt. Gremillion Principals DONE12/19/96 JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 18 DATE DOC NO I PG I ___________________________________________________RECOMMENDATION____________________ parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) PERSON DONE 7/12/96 MR 55 80 Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy.__________________________________________________________________ Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order
ref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Milam 7/12/96 MR 56 80 Focus on the schools where community involvement is lagging and intensify efforts to increase volunteer support in those buildings. Pay particular attention to targeting those schools which fall far behind the others in volunteer activity.____________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Strengthen the communication between school and community by considering placement of an outreach coordinator in each incentive school to function as a liaison. This position, which should require at lease half-time and preferably full-time attention, could be paid or voluntary and filled by an employee, a volunteer, or an intern. The outreach coordinator would be supervised by the principal and work closely with all aspects of the school, as well as the districts offices of student assignment and communications. Any funding necessary for such a position could be sought from a grant or come from the extra money provided through the schools' double funding. The outreach coordinator could perform a number of tasks that could include, but not be restricted to, the recommendations listed below. Gremillion Principals RESPONSE: LRSD is exploring the possibility of using a volunteer to serve as an outreach coordinator - 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 19 DATE 7/12/96 DOC I NO I PG MR 57 81 ___________________________________________________RECOMMENDATION___________________________________________________ A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) Develop a school communications plan that includes specific objectives as well as methods to measure results. Each school should write objectives that answer the following questions: Who will benefit from this activity and how will they benefit from it? How will the activity be implemented, who will do the work, when will the work start, and what is the implementation schedule? When will the benefits be visible and what will they look like? How will we know if were successful? 7/12/96 MR 58 81 RESPONSE: LRSD Assistant Superintendent for Incentive Schools. Parent Recruiters, Communications Director and Incentive School principals are currently working together to develop a communications plan, _____________________ ' '_________________________________________ A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) 7/12/96 MR 59 81 Produce a monthly school newsletter that targets the community, with distribution to parents, volunteers, partners, and residents of the neighborhood. These neighbors would include churches, shops, fire stations, nursing homes, hospitals, professional offices, etc. The newsletter should stress the success of students and teachers, herald coming events, and highlight individuals who live or work in the community. Use the publication as a means to more broadly recognize students, teachers, parents, and volunteers. Students could write some of the articles, striving to create a friendly, chatty communique that conveys a positive and enthusiastic attitude. Make this publication a banner of school pride.___________________________________________________________________________________ The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) 7/12/96 MR 60 81 Work the territory by actively reaching out to the neighborhood and beyond. Instead of waiting for the community to come to the school, the school can energetically extend itself to the community. Contact local businesses and other organizations to explain the school and its place in the neighborhood. Personally extend an invitation to attend an open house or any other special function being held in the school. If a class is presenting a play, invite the neighbors in for the fun and assign student hosts to guests._________________________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed PERSON Gremillion Principals Rather Gremillion Principals Vann Rather Gremillion Principals Vann Rather Rather Principals DONE12/19/96 ir iENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 20 DATE DOC NO I PG RECOMMENDATION PERSON DONE 7/12/96 MR 61 81 7/12/96 MR 62 82 213) Develop the speakers bureau into a proactive ambassadorship for the school. Members of the bureau can be parents, teachers, students, and community volunteers. Give the speakers a special title (such as Goodwill Ambassadors, Outreach Angels, etc.) and help them focus on a specific theme or point of school pride. Arrange for them to meet frequently with small groups at a well known nearby place, such as a church, fire station, or community alert center. Such experiences are prime learning opportunities for students, helping boost their self esteem while also polishing their schools image.________________ A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Gremillion Principals Actively manage the Parent Centers to become the catalyst and focal point of parent resources and services they were intended to be. Suggestions for strengthening the centers include the following: foster the ongoing involvement of a strong Parent Center Committee in each school, using the Committee to establish a means for determining what special parent needs exist, such as materials and equipment, home visits, extended center hours, etc.
consider relocating the centers to a place of prominence and easy access, where parents can meet and chat without fear of disturbing classes
develop a monthly theme of parenting emphasis that is carried throughout the school in such way as a featured bulletin board and the school newsletter, then follow up with appropriate workshops on the themes
equip the centers with welcoming and comfortable furniture that invites parents to linger awhile
consider the feasibility of merging the faculty lounge and the Parent Center into a combined building resource center to promote frequent and sustained interaction between teachers and parents.___________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Milam Principals - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 21 DATE I DOC I NO | PG~r ___________________________________________________RECOMMENDATION___________________________________________________ Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) PERSON DONE 7/12/96 MR 63 87 Intensify efforts at the school level to coordinate the services of volunteers and school partners in the school, making them an integral part of the school family. Routine operation procedures should include follow-up to determine the degree of volunteer satisfaction, because these very important people need consistent guidance, support, encouragement, and thanks. Keep in contact with them through meetings, phone calls, and notes. Invite them to the special functions at the school and assign a student host to escort them. Spend time training the children who are selected as hosts, showing them how to be courteous and respectful. Make these students a part of the symbols of school pride. The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215
Interdist. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, PG. 215- 216, 220-222) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process
present a firm timetable in its recruitment plan and strictly adhere to it
develop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups
increase the number and variety of specifically targeted recruitment activities. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pp. 4, 5) Gremillion Principals Rather Millhollen Establish a budget that is adequate to underwrite an aggressive and sustained recruitment program that encompasses the special needs of the incentive schools, investing that allotment in high-quality, high- energy strategies that result in steady progress toward the desegregation goals. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * CompletedRECE FILED U.S. DISTRICT COURT DEC 3 0 1996 Office of Desesieijaiici
IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION jAMtS q> I**- \O5<VIS4?> .<- 27i996 >\maGK, CLcni DE?T. CLERK LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * * vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL., * * * * * No. LR-C-82-866 Defendant. * * MRS. LORENE JOSHUA, ET AL., * * Intervenor. * * KATHERINE KNIGHT, ET AL., * Intervenor. * * SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership, * * * Intervenor. * ORDER Before the Court is the motion of the Little Rock School District (LRSD") for approval of a plan development period to which the Joshua Intervenors have responded. Upon careful review of the motion, the Court finds that the motion should be granted. A. On numerous occasions, the Court has expressed the view that modifications of the LRSDs desegregation plan might be appropriate. In an attempt to assist the parties, the Court itself called experts who testified concerning potential areas for modification. However, the 290Court has noted that the parties themselves must develop and present any proposed modifications. By its motion, the LRSD seeks a six to nine month period during which it would concentrate its efforts on developing plan modifications to improve education and desegregation within the district. Specifically, the LRSD asks the Court to authorize the Office of Desegregation Monitoring (ODM) to act as a consultant and a participant in the development of a modified plan. The LRSD asks that the Court redeploy monitors to provide assistance to the district in areas such as budget development, staff development, student assignment, and resolution of discipline issues, and to withhold any further monitoring of the current LRSD desegregation plan for a six to nine month period. The LRSD states that the Knight Intervenors support the effort to develop a modified plan for the LRSD, and that the Pulaski County Special School District and the North Little Rock School District support the effort described in the motion. While the Joshua Intervenors respond generally in a favorable manner to the new superintendent and the motion, they also express some reservations. Because the ODM operates as an arm of the Court, the Joshua Intervenors urge that the ODM not participate in negotiations between the parties, unless the ODM agrees not to report the content of such negotiations to the Court. Further, the Joshua Intervenors urge the Court to appoint additional monitors to work on matters of particular concern to them, namely alleged ill-treatment of class members. See docket entry 2885. The Court finds that the parties, particularly the LRSD, will benefit from a temporary hiatus from monitoring and from the expertise of the ODM, in order to develop proposed modifications to the LRSD desegregation plan. The ODM has assured the Court that the 2functions of monitoring and assistance can and will be kept separate during this period. The Court declines at this time to direct the ODM to employ additional monitors to handle complaints about mistreatment of class members. Should the ODM determine during the course of this plan development period that it needs additional staff, the Court will address the issue at that time. The Court will not prevent the ODM from advising the LRSD or other parties durin: g negotiations for plan modifications. However, neither the ODM nor the Court is a party to this litigation and the ODM cannot be a negotiator for any party. The ODM may participate in negotiations as a facilitator. The Court will rule on any plan modifications on the basis of the evidence and the record in the case, including orders of the Eighth Circuit. B. Pending before the Court are the Joshua Intervenors motions for relief concerning the incentive schools, for implementation of recommendations of the ODM, and for a hearing on those motions. In light of the Courts approval of a period during which the LRSD intends to develop a modified education and desegregation plan, the Court denies without prejudice the motions filed by the Joshua Intervenors. Should the Joshua Intervenors wish to refile the motions, they must do so within thirty (30) days following the submission by the LRSD of its modified plan. C. Also before the Court is the motion of the LRSD to withdraw its motion to reconsider the Courts ruling on the LRSDs motion to end federal court jurisdiction. The motion is 3granted. The LRSD has until and including September 30, 1997, within which to refile its motion for reconsideration. D. IT IS THEREFORE ORDERED that the LRSDs motion for a plan development period [docket entry 2878] is granted. IT IS FURTHER ORDERED that the Joshua Intervenors motions [docket entries 2680, 2705, & 2812] are denied without prejudice. IT IS FURTHER ORDERED that the LRSDs motion [docket entry 2890] to withdraw the motion for reconsideration [docket entry 2831] is granted. SO ORDERED this day of December 1996. / 'UNITED STATES RIOT JUDGE 'HIS DOCUMENT ENTERED ON DOCKET SHEET IN .(MPUANC^ WITH RULE 58 ANDXDR 79(a) FRCP ON 4 BlEw&i ty JOHN W. WALKER, P.A. dAN 2 9 1997 OFFICE OF desegregation M0NIT0RIM8 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK. ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 REP" VW ffnn rJL LT?' JSSEGAfGahbi. iVMiaiiUnJjyll DATE: ENCLOSURE MEMORANDUM January 27, 1997 TO: Steve Jones, Esq. Jack, Lyon & Jones, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge & Clark 2000 First Commercial Building Little Rock. AR 72201 Richard Rcachs.'l, Esq. Roachell & Streett 401 W. Capitol Ave. Suite 504 Little Rock, AR Ms. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey & Jennings 2200 Worthen Bank Building Little Rock, AR 72201 John W. WaSker^.^^^) RE: ENCLOSURES: LRSD, et al. v. PCSSD, et al.
NO. LR-C-82-866 Motion for Extension of Time in Which to File Notice of Appeal IF ANY OF THE ABOVE LISTED DOCUMENT(S) ARE NOT ENCLOSED, PLEASE CALL THE ABOVE NUMBER. THANK YOU.* Ct-< IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL. RECEVO DEFENDANTS MRS LORENE JOSHUA, ET AL JAN 2 9 1997 INTERVENORS KATHERINE KNIGHT, ET AL. OFFiCEOF DESEGREGATION MONITORING INTERVENORS MOTION FOR EXTENSION OF TIME IN WHICH TO FH.E NOTICE OF APPE AT The Joshua Intervenors respectfully move the Court for an extension of time of thirty (30) days in which to file Notice of Appeal herein in the event that they choose to do so. The reason for the request is that counsel has been ill much of late December and early January and has not had a full opportunity to consider the propriety or merits of an appeal from the Order of the Court entered on December 27, 1996. There is no prejudice to the defendants by granting the motion. WHEREFORE, pursuant to 28 U.S.C. 2107c, the Joshua Intervenors respectfully pray the Court for an Order extending the time in which to file Notice of Appeal to and including, February 27, 1997. Respectfully submitted. JOHN W. WALKER, P.A 1723 Broadway Little Rock, Arkansas 72206 (501) 374-3758By: Joi iu. . Walker, Bar No. 64046 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing pleading has been served upon all counsel of record, by placing a copy of the same in the United States Mail with sufficient postage prepaid, on this ,5^ '9 day of January, 1997. Jol^5 WalkerC.P RECESVED JAN 2 9 1997 U.S OIS- --------COURT EASTcRN DiSTF,!, * Ai\sANSAS OFFICE OF UNITED STATES DISTRICT COURT f^lSBSflEGAJIQfi MONITORtNQ 2 8 1997 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By._ McCormack, clerk ' OP CLa LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. No. LR-C-82-866 * * * * * * PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL., * * * Defendant. * * MRS. LORENE JOSHUA, ET AL., * * Intervenor. * * KATHERINE KNIGHT, ET AL., * * Intervenor. * * SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership, * * * Intervenor. * ORDER Before the Court is the motion of the Joshua Intervenors for an extension of time within which to file a notice of appeal of the Courts Order of December 27, 1996. For good cause shown, the motion is granted. The Joshua Intervenors have until and including February 27, 1997, within which to file a notice of appeal. SO ORDERED this day of January 1997. UNITED states DISTRICT? RICT JUDGE n-WS DOCUMENT afsTTREO ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON BY 2918Office of Desegregation Monitoring United Slates 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 May 20, 1997 Mr. John W. Walker 1723 Broadway Little Rock, AR 72206 Dear John: Through communication with this ofiBce by mail (a copy of your letter to Chris Heller dated May 14, 1997) and by phone (your conversation with my associate. Gene Jones, last week), you asked for information about the LRSD work group that is concentrating on the incentive schools. You also wanted to know what recommendations ODM has made regarding the incentive schools. The only formal recommendations ODM has made about the incentive schools are those which appear in our numerous monitoring reports on those schools, all of which have been filed with the Court. I have sent representatives from ODM to sit on each of the LRSD work groups that Dr. Roberts established earlier this year, including the group looking at the incentive schools. My associates participate in each groups discussion and research, but make no formal recommendations as representatives of ODM. However, fi-om time to time, they do make suggestions. For example, in response to some members ideas of completely doing away with the extended day program at the incentive schools, Gene Jones suggested that such a drastic step would have negative consequences. Instead, he urged the groups to consider ways to improve the program to better meet the needs of the students. The group is now researching ways to enhance the extended day program. I have contacted Chris to ask that you be kept informed of the work groups activities through minutes and invitations to attend the meetings. He has agreed to contact you to share this information. Although I have no objection to keeping you posted, I believe it is more appropriate for the district to do so in the spirit of cooperation and open communication. Sincerely yours, Ann S. Brown cc: Chris Heller
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