Monitoring

LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING' PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 TABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees I 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I o D School Profile Interview Observe DocumentSCHOOL PRINCIPAL MONITO: S) LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 Grade Level(s) DATE NUMBER OF CLASSES VISITED t PL po L\ease /p^nt obs^ 3S^^t^e pXactic^ chcr^ r^ations and evides^ s andXareas in need jCe in suffffcient de^ \of improvement. / il to indicate Observers should review e ichool Profile prior to completing this form. SP 1.1 SP 1.2 SP 1.3 in S<fhQol The composition of the school staff ensures that students have access to, and contac with, staff of certified and non-certified personnel. COMMENTS: a varied School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: CIRiCLB O^ YES 'N9 i/ r YHS YES XT NO NO Educational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect, racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subject YE YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx. Rm#___Appx. Curriculum JI IT JI V of students of students of students Race Race Race Time Time Time Subject Subj ect Subject The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: YE NO 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: YE NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _____________ ______________ _____ Y / NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: Y^\ NO 2.5 There is evidence that the multicultural curriculum is being implemented. O/D 2.5.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS : . ________________________________________ YE, NO O/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________ ES NO O 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ______ ___________________ YES I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: ___. YES T NO oEducational Equity Monitoring Page 4 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and NO 3,2 3.3 community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e.. Governor's School, Girls'/Boys' State, etc.) COMMENTS: YE, NO 3.1 D D 7 I/D 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: YES 0 0 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: YE, NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _____ Y YES / YES NO YES NO Educational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: _____________________________________________ YE, 7.0 Special Education YE, NO YES NO YES NO Y' NO YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8 . O O 8.2 YES NO O 8.3 YES Nj O 8.4 YES y NO O 8.5 YES 0 Educational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES /NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related to . multi-cultural 'curriculum delivery and NO I I 10.0 COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations COMMENTS: NO Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 Y' NO Educational Equity Monitoring Page 9 r>/l SP 11.0 D/I D/0 D/1 Educational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES 0 11.3 Classroom instiruction proceeds in an orderly manner. COMMENTS: Y^S NO 0 11.4 How visible are the following persons in directing/ controlling students? following for each person(s). Indicate one of the I/P 11.5 A. B. C. Very active/visible ^Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I 1 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadershio/Manaoement SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NyEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: ____________ _______ YES SP 12.3 The school has an effective home/school communication program. COMMENTS: ES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ES NO O 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: / YES /NO / 0 12.6 Hallways are orderly. COMMENTS: YE NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ______ ______ YESi NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: ____________ ____________ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitahle services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation 810 West Markham Street Little Rock, AR 72201I Little Rock School District February 1, 1991 ti TO: Ann Brown, Office of Desegregation Monitoring Arma Hart, Office of Desegregation Monitoring FROM: THROUGH: (M James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools iODr. Herb Cleek, Deputy Superintendent SUBJECT: Semi-annual Monitoring Report According to the Tri-District Desegregation Plan, the Little Rock School District was required to provide a written monitoring report to the court on a semi-annual schedule (February 1, or the nearest work day, and July 15, or the nearest work day). Although the Tri-District Desegregation Plan is no longer in effect, the Little Rock School District is still in the process of preparing a semi-annual monitoring report. This report should be completed for submission on or before February 28, 1991. cc: Chris Heller Sterling Ingram 810 West Markham Street Little Rock, Arkansas 72201 (501)374-33615 s: Little Rock School District February 6, 1991 Ms. Ann Brown Ms. Arma Hart Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AP. 72201 1 Re: Monitoring of Desegregation Plan in LRSD Dear Ann and Arma: Now that we are certain there will be no further appeals of the Court of Appeals December 12, 1990 order, I believe we should establish, to the extent possible, a systematic approach to compiling and sharing the information necessary for you to monitor the implementation of the approved desegregation plan. Two of the most important functions of the Office of Desegregation Monitoring are to gather the information necessary to determine whether the desegregation plan is being properly implemented and to establish a means by which implementation problems can be quickly resolved. We want to provide necessary information to you in a timely manner and to act quickly to resolve implementation problems. We believe there are two ways we can help you get the information you need to effectively monitor desegregation implementation in the District. First, once you have determined what information you will need on a regular basis (monthly, quarterly, annually), we will establish a system to provide you that information on the dates requested. Second, we will designate one person at LRSD who has sufficient authority to provide any information requested by your office to serve as the person responsible for insuring that you get a prompt response to any ad hoc information request. We believe it will be helpful to both LRSD and ODM if we could establish a calendar of information which will be necessary on a regular basis and designate a person who is responsible to insure that all other information requests receive a prompt response from LRSD. We understand that regular reports and ad hoc information requests will not provide you with all of the information you need for effective monitoring and that there is no substitute for visiting the schools and talking with teachers, parents, and students. We will assist you in whatever way 810 West Markham Street o Little Rock, Arkansas 72201 (501)324-2000Ms. Ann Brown and Ms. Arma Hart February 6, 1991 Page Two we can or in whatever way you would find helpful to facilitate this aspect of your work. We are committed to the successful implementation of our desegregation plan and will work quickly to resolve any problems which are brought to our attention. I urge you to make us aware immediately of problems you find concerning the implementation or operation of our desegregation plan. We want to be able to respond quickly and effectively in resolving whatever problems exist and to work cooperatively with you in addressing them. You may already have some ideas about how we can work cooperatively to insure that our desegregation plan is successful. We would be happy to meet with you to discuss any of the proposals set out in this letter or any other steps we can take to insure that our efforts are successful. Sincerely, Ruth S. Steele Superintendent of Schools RSS/pkk 3 Little Rock School District February 25, 1991 n 2^ O\Ve TO
LRSD Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: /Dr. Ruth Steele, Superintendent of Sci Dr. Herb Cleek, Deputy Superintendent Dr. Schools SUBJECT: Monitoring Report on Incentive Schools Please find attached the Educational Equity Monitoring Report for the Incentive Schools. The report summarizes the findings from the first monitoring visits to the incentive schools. Each incentive school principal was asked to respond to the concerns listed in the monitoring report. review. No concerns were listed for Rightsell. The responses are attached for your 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 ' t !Xijr*v0i / 12- LITTLE ROCK SCHOOL DISTRICT kiWi 'l. l:'. . - ri . i J I I- t-l t., r INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990
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! a-*' }< Ob i'^" t-- '.I, c:. The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School District Biracial Committee. The committee is required to monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted school visits during October 1990 and November 1990. ------------ Each team reviewed a school profile which contained basic information related to current conditions in the schools. 'f This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, content areas, and grade level programs, * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school 1 '4' M t * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school f: Findings: ux
r & JA All schools were within appropriate percentages for certified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to.100% black at Ish and Rightsell. Non- A scarcity of
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INCENTIVE SCHOOLS .^EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 WO^Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Garland Ish Mitchell Rightsell Rockefeller Stephens Black #/% White #/% Other #/% Total Non Certified Black White U / 5- 1t/ 'o Total 14/50% 14/50% 0/0% 28 9/53 8/47 17 12/57 9/43% 0/0 '6 21 13/93% 1/7 14 15/60% 11/52% 9/30% 14/52% 10/40% 10/48% 20/67% 13/48% 0/0 0/0 1/3% 0/0% 25 21 30 27 14/100 15/100% 33/83 12/71 0/0% 0/0% 7/17% 5/29 Q, *0 14 15 40 17 *0 'b "b "b Black Teachers may constitute 25-50% of the certified staff 1 TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K -6 '! fc mi- Garland a Mitchell sell)i
4i/ U.-.-n in Ji.- Rocke-zV. feller Stephens Black 11/ 58% 13/ 93% White 7/ 37% No Program : No Program 58/ 58% -11/ 41% Other 5% 0/ 0% 1/ 1% Total 19 14 100 13/ 68% 6/ 32% 0/ 0% 19 Black / 16/ 84% 16/ 100% 31/ 86% 3 2/ 97% 33/ 56% 2Z/ 90% White #/^ 3/ 16% 0/ 0% 5/ 14% 1/ 3% 2 6/ 44% 2/ Other /% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 1/ 3% Total 19 16 36 33 59 31 Black 192/ 90% 124/ 98% 153/ 88% 158/ 99% 159/ 163/ 95% white 13/ 6% 3/ 2% 3\/ 12% 0/ 0% -15/ 22% 8/ 5% Other /t 4% 0/ 0% 0/ 0% 1/ 1% 3/ 2% 6/ 4% Total 214 127 174 159 209 171 Grand Total 252 157 210 192 368 221 1/ . The acceptable range for black student enrollment (K-6) in area schools is 51 percent 76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. ' The student enrollment at Rockefeller is 68t black, 30% white, and 2% other.W ^INCENTIVE SCHOOLS i^EDUCATIONAL EQUITY MONITORING Jr g-FIRST QUARTER REPORT 1990-91 Responses from Principal(s): The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little She said that success. The school biracial committee was devising a plan to sell the school to white families. ' 2.0 Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population i * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of multiculturally infused curriculum a Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population Findings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. student work, bulletin boards and teachers plan books verified the implementation of the multicultural Displays of curriculum. Monitors observed students actively engaged in classroom instruction. e. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possibl Total realization of this goal was hampered by the low enrollment of white students.^^incentive schools ^^EDUCATIONAL EQUITY MONITORING ^^FIRST QUARTER REPORT 1990-91 ^^^Page 4 r student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. At '..Y h'V I. Reports from Garland, Ish, Mitchell, Rightsell Ksporus rrom Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) developed for each student. The Rockefeller team reported 'that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. were The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were pai'ticipating in classroom activities. However, a need for more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were visibly in use and that teachers and students expressed pride in the content. At The team believed the bulletin boards and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. The team reported a variety of Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Mu^^^^'^^tural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural art was displayed throughout the school. These displays were representative of the racial/ethnic and gender differences of the student body. The classroom seating provided for racial/ethnic interaction, and while students were involved in classroom instruction, monitors noted that "some" were more actively involved than others. The majority of teachers visited maintained current and complete student records. tests were unavailable. However, some student magazine Short term goals were listed on the Student Educational Plans (SEPs) in all monitored class- rooms. - . 1,'S a' INCENTIVE SCHOOLS EDijCATIONAL EQUITY MONITORING ^glRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s): 1' f -.n'- i J 1^
The principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school budget. Saturday school serves only a few children because the District does not provide transportation. Therefore, practically all of the children who attend ' are ones who can walk to school. On Saturday, November 3, thirty-one children attended
fewer than thirty-one attended on previous Saturdays. School/District Initiated Honors and Awards At each school the monitors expected to see: * A variety of awards and honors * Written procedures and requirements governing honors and awards * Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities * Visible evidence that non-athletic awards and honors are valued as much as athletic awards and honors (secondary schools) Findings: All teams reported that a variety of awards and honors were provided for academic achievement and citizenship. The Stephens team reported that a variety of simpleincentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that awards could be encouraged. more It was reported by all teams that procedures evident to ensure that students were apprised of requirements governing honors and awards, principal made personal announcements and conducted meeting to inform students about award opportuniti were The Rockefeller -p 7 - 3.0 >3' es. s % J j' '-i 0^0 ! '0'' ^INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING BFIRST QUARTER REPORT 1990-91 fiPage 6 cV 't' Il I The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. .r'i 4 According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs
the school initiates its own -academic competitions based upon the philosophy of the principal. Responses from Principal(s): The principal at Ish commented that in order for the more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see: * Racial/gender composition of committees generally reflects the school community i i- .*.. Findings: population. As evidenced by information listed in the school profiles, committees appointments reflected that members had knowledge of educational programs for a varied student Committee members were selected on a voluntary basis and by request, according to interviewed staff at schools. h v jS I u
a5.0 Responses from Principal(s)
(None given) Extracurricular Activities some i At each school the monitors expected to see: * Extracurricular activities generally balanced by gender race and * Leadership positions generally balanced by race and gender when appropriate * Recruitment practices to promote participation of all races in extracurricular activities.Vj.
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^^| INCENTIVE SCHOOLS CATIONAL EQUITY MONITORING QUARTER REPORT 1990-91 Findings: i-ir ! I- Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of ' student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. and h Responses from Principal(s): .1 It was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against There were no other team comments regarding each other. this area. 'Xi 6.0 Student Achievement/Assessment At each school the monitors expected to * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/prorootion/retention rates monitored and analyzed to reduce disparities in achievement. Strategies to close the disparity in test scores identifiable groups Findings: are among When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at some schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores available. were see: } 'I' ?^'i
.INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^FIRST QUARTER REPORT 199 0-91 ^Page 8 j'.sfeiyfc'? ?r,' j
( J. J 'A' 'I Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. Achievement strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas' Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. were When retention rates were examined and compared, no differences were evident between identifiable of students at some of the schools visited. groups _ . -------- Very few students were retained at some schools as evidenced in the school profiles. in schools where differences were , - _ _ _ In schools where differences evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. ' Students who needadditional assistance are identified
the teachers provide appropriate teaching strategies
are aides work with the students, and if indications observedthat this is not providing necessary instruction, the Pupil Services Team considers the student's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to * Clear, well-defined referral, procedures assessment and placement Special Education facilities that , . ------- ----are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available ror all students to participate in classroom learnino experiences see: * * Strategies to decrease minorities any overrepresentation ofSV A*? ^INCENTIVE SCHOOLS [educational equity monitoring [j.IRST QUARTER REPORT 199 0-91 :Page 9 ^tS Findings: 1^ t
j Monitoring reports from Ish and Mitchell schools e, I .. ci* J vf i' reflected all positive responses in this area. In theseschools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools i reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. 3j There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and nearby elementary school on half-time basis. a At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only. -- All other responses were positive. The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. one comment. The committee report for Stephens contained only This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. 3- if- I- j
'' Jr"- itV.- r I .V Responses from Principal(s)
The principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collatingand stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. $ The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies. I 7 I*'-' -.NINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING tA^^^W^FIRST QUARTER REPORT 1990-91 Page 10 ) 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the scnool staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: I The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher
therefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. \T' ri' In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. I c
The monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. rA'>. v/t. I -T v .A-'- All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, according to observations reported by the monitoring The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served. teams. > r'INCENTIVE SCHOOLS A^(<EDUCATIONAL equity MONITORING feiwfejFIRST QUARTER REPORT 1990-91 Wfew.______ X V '7^ with the exception of the G/T classroom at j Mitchell, monitors considered the classrooms integrated into the total school environment. as The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational eguity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff development activities related to eguitable staffing practices. __ Mitchell i't was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. At Responses from Principal(s): The principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inseirvices were presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictMl -M :i? f-k-: iX-INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^^IRST QUARTER REPORT 1990-91 Page 12 A Cl management. It was shared that the topics selected were the results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over hiring. At 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population * The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited i * School functions scheduled in community facilities near identifiable groups of parents Findings: '-tf Overall parental involvement of all identifiable The groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working parents, and an inactive or unorganized PTA. Stephens' team indicated that many strategies were being used to solicit parent participation, but the process had produced very little success.,1, I?.INCENTIVE SCHOOLS Ji tu ^EDUCATIONAL EQUITY MONITORING gFIRST QUARTER REPORT 1990-91 fjPage 13 W Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools All schools reported that some contact was made with parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. encourage According to the reports of Ish, Garland, Rockefeller, patrons and/or parents of ... schools did actively participate in the writing of the local school plans. Mitchell, and the incentive Responses from Principal(s): The principal of Ish indicated that each teacher make one positive phone call to student achievement/behavior. letter or bulletin that was to a parent each week regarding It was also shared that was sent home was numbered with tear-off section at the bottom for students to return. every a When this section was returned, it was kept on file documentation. The principal further reported that Ish had established a parent center that is utilized by all Identifiable groups of parents. tutor, serve as room parents, and - - ----- She also shared that there was 100% participation on student conference day. identifiable participate in PTA. f I >1= as These same parents serve as room parents School profile from Stephens suggested little parental involvement was apparent. The principal was apparent. that very expressed in the report that he did not believe in "holdinq the hands n-F _______ ____, iiuiuiny the hands of parents" _____ that parents should be responsible on their to encourage involvement. He feels own. He stated opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline r .i-i :r is f ^ch school the monitors expected to see: * No disproportionality among identifiable students when discipline sanctions groups of are analyzed >1 rF 4 iW'?:INCENTIVE SCHOOLS Vs^Z^W/feEDUCATIONAL EQUITY MONITORING .^i^l^^iFIRST QUARTER REPORT 19 9 0-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management * The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies ha been distributed to parents and students. Garland School sent a handbook to each parent. signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are Ish School has on of handbooks. posted in most rooms. s The Suspension and. expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell, team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. ish and Garland reported no suspensions or expulsions. Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the progress of instruction. 1 P' In.all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling The team that visited Stephens stated that it needed to return to the school for further students. observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals \____1___ active and visible in directing/controlling students." were also very s
Strategies to eliminate disproportionate sanctions among identifiable student groups are evident at Rightsell, Garland, Rockefeller, and Ish, according to the monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING ^^/i
^^FIRST QUARTER REPORT 1990-91 k- .I: ' 'if/' Responses from Principal(s): .!* The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Strategies established to prevent onerace classes and a review of the strategies to determine effectiveness * Evidence that the principal monitors the curriculum Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students the guidance program are served by * A system to receive information from former students ai.d patrons regarding the guality/needs of the total program and Findings: All six teams responded positively that the schools had concise, well-written statements of specific improvement goals. One monitoring team said that more specifics regarding inservice for added to the school improvement goals. clear, new staff could be * r INCENTIVE SCHOOLS /^EDUCATIONAL EQUITY MONITORING bpIRST QUARTER REPORT 1990-91 pipage 16 .0-3 All monitoring teams reported that the schools :a ? js: V *** <! had appropriate strategies for attaining improvement Although the Ish team members said that this was difficult to measure at this time. goals. iS: i Five positive responses were made regarding the schools having an effective home/school communication i r f- V t ir' program. At Ish school a memorandum was sent home with children each week
and at this school, a parent survey was conducted at the end of the first nine weeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sen-t home about open house
numerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. ----- At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very "Very pleasant," "cheerful," "colorful," "beau'tiful" and "excellently maintained" were used to describe the campuses and buildings. positive. n cheerful, It The hallways were orderly and the students were well behaved. All positive responses were recorded related to the friendliness and helpfulness of the office staff. Inschools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. J was Three school All six monitoring teams reported that there evidence curriculum monitoring occurred. Tl____________ reports indica'ted that the principals had made specific to monitor in the classrooms. I Vra. -i.u^i^INCENTIVE SCHOOLS '.SSfea^afeEbUCATIONAL EQUITY MONITORING jsr ^FIRST QUARTER REPORT 1990-91 fPage 17 .W-Ij Ki*: :^- ij The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs. The team consensus for Mitchell School said that this item was not applicable to the school. Rightsell monitoring team reacted positively to this issue
but they made no comment on this item. The Stephens team members gave no positive nor negative response to the item
instead they wrote not applicable. The The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. but they also wrote At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem.
_____ the counselor was unable to take students from class for At Rockefeller school iff. one-on-one help. pullouts. The Incentive School Plan calls for According to the monitoring team, it was difficult for the counselor to do with the children. no one-on-one and group work The counselor is assigned to Rockefeller School three days per week. Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): k. h Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers 'l i 1 A The Ish principal reported that the Ish teachers had a major role in setting the goals of the school. r I-INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING > j^m^^jFIRST QUARTER REPORT 199 0-91 18 Si I: 'r She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy alleqedlv violated. v j The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School, did not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those . i'feji-. MA 'V< There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, safety concerns for students and staff because___ dismissal time for the extended day during the central standard time period because it is dark when the students leave. there are of the There was concern for teachers and principals in all incentive schools "holding up" and Saturday activities. under demands of extended day The team for Mitchell stated: "The environment at Mitchell is very positive and effective.We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance." I\ INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES Ilb' K' ,su: To: :From: ect K' ir-iS' <- 'I I J?':
'.a X. 0, it I. Mr. James Jennings, Cheryl A. Simmons, Associate Superintendent for Desegregation Principal Response to Concern Identified During November 0th Monitoring Visit . November 30, 1990 Please find the identified response following. concern listed below with the 10.1 Parent involvement is on a limited basis. utilize PTA Council to get PTA organized. Garland's Will parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. serve on its Bi-racial Advisory Committ Garland's parents also ee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained and will be leading APPLE workshops this year. parents have attended Parent Center Mrs. holding a as APPLE facilitators Several Garland workshops. Essie, Middleton, of the Little Rock PTA Council, 6:00-7:00 P.M. is workshop/planning session for Garland parents from on Tuesday, December Ath to for Garland's PTA for the 1990-91 assistance of Mrs. Middleton and Mrs. parents will devleop a plan to organiz will provide valuable tool In communication. organize and plan school year. With the Delores Egeston, Garland's e a strong PTA which continuity from year to year and serve as a recruiting parental involvement and improving'f**^*)* Ir -5^1 SISH
INCENTIVE SCHOOL ^^OOi-S
Pulaski Street ^ock, AR 3, 1990 Jf rvi: TOi Mr. James Jennings, Monitoring and Program Development Associate Superintendent for Desegregation I I
FROM '1 RE ' 1.0 i.2 1.4 2.2 2.5 8.1 f 'r.- Li I Mi i A. i- ri: f.' Lonnie S. Dean, Principal Monitoring Team Visit - Response(s) Non-certified staff has been were allowed.to remain when try to fill vacant positions as needed with The Bi-Racial Team is students. 1 all black since Ish School opened. They all other positions were vacated. non-blacks. I will working on strategies to recruit We have enrolled two (2) white visit. (We now have thirty five black more white students since the team's a total of five white students and one-hundred students in Grades K-6). The enrollment for Extended Day classes is one-hundred ten (110) , n 1 , twenty three (123) students enrolled in Extended Day , of a total of one-hundred grades 1-6. Friday. Our Saturday enrollment represents 83Z of our walking students, not provide transportation for District does represents 83Z of Saturday classes. out Our All ASDP's are available in each classroom now, Grades 4, 5, and 6. medical field, lawyers. pictures in the educator, eeleutist. politicians. We are in the Talented ses. process of adding two (2) black males program. All paper work is completed. to the Gifted andSi- li. .1 LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School & Battery Street* .Ji TO: FROM: SUBJECT: Phone 375-6931 memorandum December 3, 1990 Little Rock, Arkantai 72206 James Jennings, Associate Superintendent for Desegregation Monitoring and nita Hudspeth, Principal tchell Elementary Program Development Response to Monitoring Concerns of November 8 First, I would like to the comments registered always room for improvement, nova 4 m .1___- express my appreciation for in this report. have in place. The written I am proud of the While there is program we requested arp education plans in the format requested e new for most teachers. I am continuing to 1 staff members individually and . "3 are relevant and helpful, mi vary depending on the student and teach work with most teachers. that the plans could in groups to ensure Initiation dates teachers, however, Should be docZntJng when All tSe^sSnd!"-y^n I working ceacners individual 1 v. Par-h n____ t students indlvidually:p
t oFtheDecemb addrLs these concLns? involvement 1 as a dramatic increase 1 we have made improvement, area. The need for We have increased er s ongoing, at meetings this year as well in volunteer hours thus far. While , we will continue to work in this : r j .5'r 2^' :^!i LITTLE ROCK 5CLIOOL DISTRICT Rockefeller Elementary School ' >^ 700 Has, 17lh Phone 374-1226 Lillie Rock, Arkonsos 72206 : i -U f i" I NDvembur 2/, 19'70 Toi J T f <7allies (Jenning Fronii dames .Jennings, Assodate fJuperintendenh Ilonitoring and Program AAnne Mangan',' Prindpal , DgvgIopment for IJosegregat 1 on Rocks fol 1 er Sclwol Subjset 1 Response to conct?rn of tlia Little Rock nioni taring visit front Coinini ttee Scliool District Bl racial fklvisory tJri November 7, vlBlt from the 1990, Rockefeller Gchool had the fir conf er'ent
R, Nineteen cl LRSD Di racial there was only Advieory Committee. nt monitoring did one area of On till? asses were visited not have records current or Educational understanding. on records concern eiipressed and I was told that Equity Monitoring tf ley n I report - ns I read the report I all answers which were incomplete. further Ri! 11 to me. four teachere eijcept the one mentioned items and a concern only request to comiiient would have BOR that verifies on the indicated we received H .J. :r 1 lie that yet
" a positive response <^2). mere were comments at the end of the Til ere on several that the materials needed to was sent to the school This was not enough time You have been selective Would like for me to . for me to dutermi report. There is concern regarding safety or he prepared for the only four days before the
ne CDinments were selected itemss aass requested. 1*0 The staff interviewing team. intervi ewl decided that they Were no on the fact monitoring team 1t.o _ adJ equa, te ly compile aiBl cdlieodcuulm ede nvtaitsioint,. rn.,-r the criteria items that iRspond to in this report. Itow they chosen you at arid others not. Roc kef e11 er p 1 n c e I will It is difficult some areas wl th respond to those School was selected by an went through an ejitensive the original staff not commit to the incentive new black teachers r specialists Lach staff member ng- process. bl ack. could Two of by selected to be Seven teacher or members who school plan balance the staff, i B my understanding that iS In tin Acrrnn F i _____ wi til The result i an acceptable many black applicants vacancy. Of the were seven new to. B a rad ally staff which Is 29-/. black. It thl 5 percentage -I though not desirable, - are ava^ 1 :h 1 interview as 1 dost? contact with . that he or Human r a n g e. . I have kept in , every applicant mE in the past. I have as a Robert Robi teach1 ng ns on Resources has and sent f-'? i b'i B'*'- li fF' J 1 t 2. 1 about The comment made the neighborhood need for by hindergarten and and community younger children to Tirnh grade teaeliere he taught more about V: about the wor_ldJ was the They are required to foil however and do awareness before being expected L general feeling of those teachers. ">lticultural curriculum guides to AJp-i.riowever and do so as directed. about using the required materials. They lust agreement of its appropriateness for the they teach. - materials. They have had adequate iriser'vice are not in total very young children that before school plu 2.2 I. am, Twenty days of inservice have already been provided P'ts one other additional day. at the present determine if any are Mastery dates will be not time, checking all teacher checked current, on up-dated, a regular basis. an d records to complete. 2.5xf I fiavB suggested that to better plan lessons a would be desirable. , very helpful If the the material in different subject staff development inservir.- v... huw using the multicultural curriculum guides stated that I think it would be curriculum supervisors could cros ce on how ' f-1.1 , W1.1U jiitc aarreeaass.. It is r ref erence my understanding ! ? H' PH ij. teachers to . feel to be their turn In needs suggestions which will greatest need. ve schools will for the school. indicate what I have asked they 3. 1 More awards, than we have ro^fcfce-,r ed_I to studeunJts, atnta nR ocwke ehfeavllee r eSvcehr oooivle'n year. Students with strainhf a'., -^onoox ,.ivvu-vi cralght A s and honor roll students grading period have their names boldlv displayed A reception in their honor ' 4 ... first nine weeks. r were invited to attend and a large number achievement ribbons before, have Student 3 for- the 1990-91 been first nine weeks on the front h---a---l-l wall. .week following the end Btudents Tha students school Student and h were presented f-.T.A.), a "Principal's stlcker/badge. Award school for the was held the Parents o-f these.. were present. their parents-chlldren were honored, students will be were Thi Refreshments followed (purchased by the pencil aanndd aa "Guper activity Plans to was very repeated at the end I good citizen of the Monday morning, receiving a gold students are A for all students have a well received. reception 07 each star The to be of each nine weeks, week is announced for honor wi th a II at lunch students further recognir.ed worn during chosen over the intercom the Super Cltiz tliat day. Clasnes that the playground all en II on period at the end , SSttuuddeennttss,, in behavior chart for trays to the cl by having a sign and helium balloon display good behavi week are of the contest tl honored by day/week. are a special table The set s as a centerpiece or in the awarded an e:itra cafeteria and 3 oni f? c 1 js a (2 3 , the week. me. who have no 15 minutes checks on recess are allowed to bring tlieir assroom and have lunch with thei Plans have been made with to take the r teacher. 1 unch the 6th grade honor our partner, the Arkans veir -Trn..- . ----- students to the Gazette y ar for a tour and liinrli. Gar et te, at the end of i: .U- it/^i S' 'c- 1> * j iA I.U* ? V.1!
1 The Hrkansats DazEktr? make picture badej es for the will cnine to tlin honored students. help by providing some of 'the refreshments? to get special T-shirts for the checks ntudent*!) on end of the can ar tin rncRptlnn and They will a 1 so traight A students. who have proven (
o citizenship on ths report year. Perfect attendance The monitors Grades They are also trying bn good citi:ienn by having no cards will be honored at the will not be awards will also bn given. suggested long from businesses. considered in thio area. term incentives such I believe that this date. I persona?TrhX 'nn"w' ^^his one^^f"the^non^t'""l""'^''^ "^"h^i^rships^^har'eourS monitoring team members or - o-ffmr^d JS'ijJ" 7""""" t t't it very costly. proposal 5 7.5 left I come of the monitoring such an I am not been approved by the as scholarships is one of the controversial way of offering such an incentive. i ncenti students members but feel offered by suggest!ons about how on an equitable basis would have to and it might to be be Roc kef el 1 er special educati aware or of any student - white or black leave for plans to on needs met, members mentioned this have not been able team 10. 1 to Identify I as any reasons of think that one of the being a student uch student. Teachers simply finrZ?"' P^rt^nts . being abfe functions was limited. jhig and stated that was 1i mi ted. families have both to away volunteer transportatl ~ who has not having moni tori ng In speech but I parent participation to participat e i n in the , , , .------- -" school . partly due to the fact that parents working and they in the uransportation problems but whenever""'' has been offered t^the n-,. MiSt
!
'. planned. Actlvlt<on i " the parent i^<:'Sftnr r^.T.A. and pi anned. been offered es are borne this problem J* 'sS? 2. MS" W v..:
^<4 after regular working such hours'. as many unable to get parents do have or open houses is identified, a home visit is are held 10.2 the Whenever a home vi si t visit is are Immediately etaJed?"'' 'P'' our ^total Huescion the purpose, total concern and interest in the come to thtj unable to '.the parent. .ft fe# 7. question There 1s A home absolutely vi si t reason for no reason school, the school students. We never try there is -''^^^'-.nced is 12. 1 be to make can can reinforce If a parent is certainly come to a surprise visit and the no phone. if there is a only great need and .J. . Inservice members. on W SJre B-^neral informati assisted .i *4
fn.indlvldual ba.ia i given as ra group but teachers J level and instructed assignment. on i s i s held f or a all on theI V t t- 5 I little ROCK SCHOOL V A k if district Stephens Elementary School 3700 West 18 Phone 663-0374 Little Rock, Arkansas 72204 December 3, 1990 TO: FROM: SUBJECT: 1.1. 2.3. 3.2. James Jennings, Associate Monitoring and Program Development Superintendent for Desegregation Stanton L. Strauss, Principal, Stephens Incentive School RESPONSE TO CONCERNS FOR FIRST monitoring visit There are five black males on the staff: substitute, one instructional aide, the interview one P.E. teacher, one music . and two custodians, process as established by LRSD as well personnel files in the department of Human Resources. ' has hired a full time employee I followed ' reviewing The District of lack of black males as well to rectify the recruitment problem as black females in the Distri All students are involved through dire and independent practice. IL.,., 'actively' involved... than others, teacher is to be done ct. Ct questioning, guided practl More explanation is needed for Consideration also needs to be observers were "actively and what teaching II 11 ce. ..-more Communication between student and according to individual learning styles. given to the amount of time the observing whole classroom Instruction strategies were being used. report Stephens.is in compliance with article 2.3. According to the According to the appraisal form Stephens's ments for academic and behavior I don't understand these to promote academic success. Steps toward achievement students do know the require-honors, yet this still is conflicting statements. a concern. I see this The entire focus is art hot. th. students can get all students working must be taken as a very positive goal. Teachers must we want them to be. accomplishment. Then we can gaot ugpr adfreo mle vtheel,r e.that will be quite an If we. 3.. 4. Here again I difficult. reading conflicting ssttaatteemmeennttss.. Responding to this is with articlejhe monitoring report Stephens is in statement reads that recognition of .as many students II 13 doL both pStisrsi can more effort be given. attention is given to as possible." If we success, behavior compliance as much This I 1'.,/.'Jfonitoting . Concerns 1990 Is' I 6.3. Stephens graduation rate is excellent. ,1 .sr 'I- f /Ai xh:
1 :S. 5 $5 V 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. L >! the LRSD policy. grades K-1. males. retained. Our promotion policy follows Stephens does have most of its Unfortunately most of those being rententions falling in retained are'black As long as there is a graded system some students will be There are virtually no retentions beyond first grade. The retained students have successful second as leaders. years and are emerging According to the monitoring report Stephens is in compliance article 8.5. with Facilities for the G/T teacher does not need to be In the incentive schools, half of the contact time is performed during Extended Day. G/T student at the same time. expanded. The G/T Teacher does not see every Numbers do not exceed the size of The G/T. teacher also make excellent use of the media center. not attending Extended Day, (which is not many), they are pulled out of the classroom and G/T room. the classroom. For those students , ----- are serviced in the Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to th This should be seen as a positive, involvement that we desire. 'Holding parents hands I do believe that the school should make communicate with parents and I feel that context. article 10.2. notebook. e present. I know we are not at the level of we do. was taken out of every effort to monitoring report Stephens is in compliance with Staff can communicate daily through the assignment Many conferences have been scheduled. Stephens is in compliance with k 4 strategies for parental involvement are always eing discussed. As stated previously, oarental article 10.5. increasing. According to the monitoring Article 11.2. The school has previously, parental involvement is report Stephens is in compliance with ' sent many communications to the of newsletters, letters, points of interest J A _ If ..* * calendars, and invitations. . letters from teachers, and good news as well as interim from the office, I shall offer There has been notes. parents in the form school information, 1 reports, weekly On the next newsletter a space for parent feedback. no information provided for principals about former Students, ic IS not that I am not aware of the availability there just IS no information made available once students leave Stephens. It is f A i12.3 Every effort is iiindcj to provide .sn communication program at Pockefeller School. laffective hoine/nchooi . will have to further The monitoring team explain I low our efforts dates constantly notifying parents of up-coming events, >Canab^e ""Ta"" ^o attend, parent "seminars Jet iit Zs '"'^^tings and entertainment, and any other Tni It f Interest. In addition, news bulletins with fP^m articles are sent to parents and numerous letters every ThurZdZ
m behavior report on their child anything but'nrn \ these things could do anytning but promote good home to to We are constantly notifying remember, activities to P'.T.A. meetings attend, of interest. articles Parents are are I fail to are entertainment, add!tlon, failing to meet parent and news parents and any bul1eti ns any of these things could school communication. V 1LITTLE ROCK SCHOOL DISTRICT 810 REST MARKHAM LITTLE ROCK, AR 72201 October 16, 1991 TO: Elementary Principals FROMMargaret Gremillira, Assistant Superintendent Larry RobertsonT^Bsistant Superintendent SUBJECT: 1. 2. 3. 4. Request for Information to Complete for the Office of Desegregation Monitoring (Immediately) Monitoring Sheet Nutcracker Ballet Fund-Raising Activities 1. We have received from the Office of Desegregation Monitoring a comprehensive list of basic information needed for monitoring purposes. Attached are forms for additional information required that is not in your school profile packet. 2. A monitoring sheet is attached for you to copy and distribute to your Please check to make store that all items are completed. staff. Do not use the old forms. Return the forms to our office each nine weeks following Teacher Record Day. "The Nutcracker Ballet" will be limited this year to 3. 4. Attendance to --------- grades 4-6. Please contact Lee .Ann Matson (324-2295) for assistance with busses and early reservations. Patrons are calling Central Office ccmiplaining about students of all ages ccaning to their doors selling products for their schools. Please be reminded that the LRSD Board policy clearly states,"Elementary schools shall not have any fund-raising activities that will involve any students in door-to-door solicitations." Let us advise our PTA again of this policy in order to prevent any serious incidents. Please know that we are working to avoid any unnecessary paper work on your part. Call if you have any questions. Thanks. /laj AttachmentsLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 School Principal 1. PTA Officers Name Race Gender 2. PTA Committee Members Name ComtTC Pace 3. PTA total membership (approximate
to date by race, future meetings. Keep records on Black VJhite Other (Please spec. ly) (over)LITTLE ROCK SCHOOL DISTRICT I i I ( EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1991 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS Equitable Placement by Race/Gender in School Programs Curriculum School/District Initiated Honors and Awards Committees Extended Day Program Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Page 2 3 7 8 9 11 13 14 15 17 18 19LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the LRSD Districtwide Biracial Committee and Planning, Research and Evaluation staff. Each team conducts one school visit each quarter using a monitoring instrument developed by the Biracial Committee, the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. I The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. Visits by the Planning, Research and Evaluation staff are scheduled cooperatively with each principal. Visits by the Biracial Committee are scheduled by the Office of Desegregation. The teams report quarterly to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMllARY REPORT Page 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current -conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report is a summary of the first quarter visits conducted between October 7 and November 20, 1991. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this -report is to identify the degree to which each school is progressing towards the goals of desegregation.' At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation requires a written response from each principal detailing a plan to eliminate any identified problems. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: * Racially balanced staff which reflects appropriate percentages as established by the Court * Racial/gender balance in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 3 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Three of the LRSD biracial teams monitoring reported a negative reaction to the item dealing with acceptable staffing range. The Mitchell biracial team indicated that there were only three male certified teachers. The Mitchell team also said that the support staff was black, except for one person (perpetrating stereotypical black roles). The Rockefeller biracial monitoring team identified a lack of males in the teaching staff at the school. The Stephens biracial monitoring team saw no black certified males, no white instructional aides, and stereotypical black non-certified staff. Response from Principal(s): None. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists LRSD/PRE Specialists reported that all of the incentive schools were within the acceptable staffing range. 2.0 CURRICULUM At each school the monitors expected to find: A culturally diverse curriculum * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum An adequacy of materials and equipment to support the curriculum Varied teaching strategies that match the learning styles of the studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 4 Current and accurate documentation of student progress Teachers demonstrating an understanding of a multiculturally infused curriculum Students participating in heterogeneous groups that utilize peer tutoring Displays of bulletin boards, materials, and publications that reflect the multicultural curriculum Use of hands-on discovery and exploration teaching strategies * Academic program enhanced by extracurricular activities FINDINGS
Monitored by Little Rock School District/Biracial Team Members Deficiencies in record keeping were noted by the LRSD Biracial Committee (BRC) monitors at five of the seven incentive schools. Student records were reported as not current and complete in some classrooms visited at Franklin, Garland, Rightsell, Rockefeller, and Stephens. Other deficits noted follow. Franklin (10-8-91) Some SEPs did not have dates initiated or evaluation procedures. Some ASDPs did not have strategies to address deficit skills. Garland (10-9-91) Most SEPs reviewed lacked parent signatures, instructional strategies and evaluation procedures. No instructional strategies were listed on any of the ASDPs that were reviewed. Ish (10-10-91) Some signatures were missing on some student records. Mitchell (10-24-91) Some SEPs did not include evaluation procedures and/or initiation dates. One ASDP did not have instructional strategies.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 5 Rightsell (10-6-91) In two classrooms, all of the SEPs were the same with one minor exception. Some SEPs lacked evaluation procedures and some ASDPs lacked instructional strategies. Rockefeller (11-14-91) SEPs were not found in some files. Stephens (10-28-91) Dates initiated needed to be added to SEPs at the first and third grades. Two of the six ASDPs reviewed did not have instructional strategies. The Biracial Committee monitors indicated that at Rockefeller there was no evidence that teachers had adequate materials and equipment to deliver and use the multicultural curriculum. The report stated that the multicultural guides seemed too complicated and that there was no tool to show how to use the multicultural guides. All students were not actively involved in classroom instruction at Rockefeller. Monitors observed some students' who were "listless" and/or inattentive. At Rightsell, the Biracial Committee monitors noted that while exhibits in the halls were very good, most classrooms did not have displays that reflected the multicultural curriculum. Monitors found that the displays of student work did not reflect varying teaching strategies. Displays were of workbooks, basals, paperwork with no hands-on or innovative strategies evident. Some classrooms did not have science resources in evidence. No classes were observed working on science. Most teachers visited had not taken their studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 6 on field trips to reinforce the academic program and some had not yet planned field trips. The sixth grade teachers at Stephens did not have the district's multicultural curriculum guides. Monitors found that grades 4 through 6 had very little, if any, student work displayed. Also, teachers visited indicated a need for more science equipment, some of which had been ordered. Response from Principal(s): The Stephens principal stated that she was monitoring records and she would take care of all students' records. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The Planning, Research, and Evaluation monitoring team found the following deficiencies at the incentive schools related to curriculum. In every incentive school, in some classrooms visited, student records were reported to be not current and complete. Additional findings related to teacher/student records follow. Franklin (11-4-91) Reading magazine tests had not been given in two classrooms. Mathematics tests, ASDPs, and parent/student discipline contracts were not available in some classrooms. There were no displays of student work in some classrooms visited. Garland (11-5-91) Some SEPs and ASDPs lacked parent signatures. A grade book was not available in one visited classroom. Grades were available for only one subject area in another classroom. Ish (11-6-91) Parent notifications were not available in PAL folders. Some SEPs lacked parentEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 7 signatures. Interim reports and parent/student discipline contracts were not sent home in one classroom visited. 3.0 Mitchell (11-11-91) Rightsell (11-12-91) Rockefeller (11-13-91) Stephens ((11-14-91) Reading folders were not available in one monitored classroom. signatures in one classroom. ASDPs lacked parent Some parent notifications were not signed or available in a PAL classroom. Some ASDPs and SEPs lacked parent signature. In PAL classes, some parent notifications were not signed and available. Reading magazine tests and mathematics tests had not been administered for the first nine weeks in one monitored classroom. Student/Parent discipline contracts were not available in one monitored classroom. Reading magazine tests had not been administered and recorded on reading folders in some monitored classrooms. Some ASDPs did not have parent signatures. In some classrooms visited at Franklin, there were no displays of student work reflecting varying teaching strategies. Although instruction proceeded in an orderly manner in the monitored classrooms at Garland, some students displayed disruptive behavior, therefore, they were not involved in the instruction. SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A A variety of awards and honors Written procedures and requirements governing honors and awardsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 8 Methods for communicating requirements for receiving honors/awards to all students * A process to evaluate the honors and awards program * Plans to eliminate any gender/grade level inequities relative to distribution of honors and awards FINDINGS: Monitored by Little Rock School District/Biracial Team Members The Biracial Committee team reported that four of the seven incentive schools had no available evidence for distribution of honors or awards. Procedures for apprising students of the requirements and of information regarding various opportunities in educational programs was in place as observed by Biracial Committee team and PRE monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists The PRE monitors indicated that all information for this area would be available after the first nine weeks for all seven schools. However, procedures for apprising students of the requirements governing honors and awards and of information regarding opportunities in educational programs were in place at each school. 4.0 COMMITTEES At each school the monitors expected to find: Racial/gender composition of committees generally reflects the school populationEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 9 FINDINGS
Monitored by Little Rock School District/Biracial Team Members Members of the LRSD Biracial Team reported that the composition of each school based committee generally reflected the staff/parent population in six of the incentive schools. Although the school based committees at Garland generally reflected the staff/parent population, there was limited parent involvement and participation. At Rockefeller, school based committees did not reflect the staff/parent population. Monitors said there were no parents on the Biracial Committee and only two parents on the Parent Advisory Committee for this school. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists The composition of each school-based committee generally reflected the staff/parent population in each of the monitored incentive schools. 5.0 EXTENDED DAY PROGRAM At each school the monitors expected to find: Provides parents with adequate information regarding extended day activities * Recruitment practices to promote participation of all students in extended day activities Meets the individual needs of the students (SEPs)EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 10 FINDINGS
Monitored by Little Rock School District/Biracial Team Members The Biracial Committee teams reported that all seven schools informed parents of the extended day activities by sending surveys, fliers, and parent-teacher conferences. Six of seven schools informed the Biracial Committee teams that the majority (3/4 - 80 percent and over) participated in extended day activities. These six schools also indicated to the Biracial Committee teams that the extended day activities were adjusted to meet the needs of all students. Only one school (Rockefeller) reported that less than one-third of the students participated in the extended day activities. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The PRE monitors reported that all seven schools informed parents during registration and at PTA meetings. Fliers and survey forms were also sent to parents to be signed and returned to each school. The PRE monitors reports indicated that the majority of the seven schools student population participated in extended day activities ranging from 52-71 percent (according to each schools' student population). The PRE monitors also reported that all seven schools extended day activities were related to the objectives of each SEP and adjusted to meet the needs of the students.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 11 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups FINDINGS: Monitored by Little Rock School District/Biracial Team Members When test results were examined, overall achievement of students did not remain stable or improve at most of the incentive schools. Two of the incentive schools, Ish and Mitchell, demonstrated improved test results for overall student achievement. Goals and strategies were developed and are being implemented at most of the incentive schools to improve student achievement. Monitors at Rightsell reported that no evidence was provided on goals and strategies to improve student achievement. Promotion/retention rates reflected the school population at five of the incentive schools. At Rockefeller, the promotion/retention rates did not reflect the school population, according to monitors. The monitoring team forEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 12 Rightsell said that data was not provided on the promotion/ retention rates. Monitored by Little Rock School District/Planning, Research, and Evaluation Specialists Most of the incentive schools did not demonstrate stable or improved test results overall for student achievement. At Franklin, there was improvement on the Minimum Perfoirmance Test (MPT), but three grade levels had decreased scores on the Metropolitan Achievement Test-Sixth Edition (MAT-6). There was an overall decrease in student achievement on the MPT and MAT-6 at Garland and Ish. Although there was an increase in student achievement scores on the MPT at Rightsell, there was an overall decrease on MAT-6 scores. Monitors at Rockefeller reported that third grade students demonstrated improved scores on the MPT, while sixth graders had decreased scores. On the MAT-6, there was an overall decrease in test scores at Rockefeller. Two of the incentive schools, Mitchell and Stephens, demonstrated improved scores overall on the MPT and MAT-6. All of the incentive schools had developed goals and were implementing strategies to improve student achievement. The retention rate reflected the school population at each of the incentive schools, except Franklin. The monitors reported that the retention rateat Franklin, 16 males and 1 female, did not reflect the school population according to gender.EDUCATIONAL EQUITY MONITORING FIRST QUARTER 1991-92 INCENTIVE SCHOOLS SUMMARY REPORT Page 13 7.0 SPECIAL EDUCATION At each school the monitors expected to find: clear, well-defined referral, assessment and placement procedures Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to ensure equitable services by gender and grade level * Adequate facilities to meet the needs of the students served FINDINGS: Monitored by Little Rock School District/Biracial Team Members There were no areas of concern regarding special education reported by the Biracial Committee monitors at Franklin, Garland, Ish, or Stephens. No observations were made at Mitchell, Rightsell or. Rockefeller. The special education teacher was not available at Rightsell and the teacher at Mitchell was absent on the day of the visit. Monitored by Little Rock School District Planninc, Research, and Evaluation Specialists The PRE monitors found no areas of concern regarding special education at Garland, Ish, Rightsell, or Stephens. The Franklin report noted that materials and equipment were not adequate to deliver the curriculum in the special education classroom. The monitors observed that the number of male students enrolled in special education at Mitchell was disproportionateEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 14 to the school enrollment. Strategies to eliminate such disproportionality were not available in the School Profile. Monitors observed special education facilities at Rockefeller to be adequate
however, the staff reported that the facilities were not adequate for the needs of the students served. Response from Principal(s): The Franklin principal stated that there was a new teacher in special education. There had been some concern about how pull-outs for special education would be handled since Franklin was an incentive school. He said he,was working on this situation along with the Special Education Department. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students servedEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 15 FINDINGS: Monitored by Little Rock School District/Biracial Team Members There is not a teacher for gifted and talented (G/T) students assigned to Ish, according to the report submitted by the LRSD Biracial Committee. The report also indicated that the principal is attempting to locate a teacher for this position. No observation of the G/T programs at either Mitchell or Rockefeller was conducted by the monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists Students in the G/T program at Ish were not serviced during the first nine weeks.because there was no teacher for G/T education. At Rockefeller, the student enrollment in G/T was disproportionate to the school population
females comprised 73 percent of the students assigned to the program. Response from Principal(s)
The principal at Ish reported that there was a teacher for G/T students during the first three weeks of school, and G/T services were provided to students. At Rockefeller, the principal stated that additional students have been recommended, but approval for assignment to the program must come from the G/T central office. 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 16 A Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation FINDINGS
Monitored by Little Rock School District/Biracial Team Members The data from the Ish report revealed that strategies for multicultural curriculum delivery and training related to educational equity had not been provided during the first nine weeks. The report from Stephens reported that less than half of the certified teachers had taken advantage of staff development activities to enhance teaching strategies for multicultural curriculum delivery, and only three teachers had received training in educational equity. Some monitored staff members at Rockefeller indicated that their staff development plan did not provide for development to increase the achievement of a diverse student population. There were no areas of concern at the remaining schools. Monitored by Little Rock School District/Biracial Team Members According to monitored teachers, the staff development plans demonstrated a commitment to equity by providing the appropriate and/or selected inservices. There were no areas of concern.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 17 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: Documentation of school-home communication and contact * Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups * Provision for regularly informing parents regarding all aspects of their child's school performance * Opportunities to develop leadership skills among all parent groups FINDINGS
Monitored by Little Rock School District/Biracial Team Members The reports from Ish and Rockefeller showed that there was no evidence to' support that parents had participated in the development of the School Improvement Plan. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The team from Mitchell indicated that monitored teachers expressed that actual parent involvement was extremely limited, but emphasized that all parent groups had been adequately informed.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 18 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * Discipline program monitored, evaluated, and updated Community based support programs Mentoring program Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained FINDINGS: Monitored by Little Rock School District/Biracial Team Members At Ish, the LRSD Biracial Committee was not able to determine from a review of the School Profile if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. These same strategies were not included in the School Profiles of Rightsell or Rockefeller, according to the reports submitted. At Rockefeller, the Biracial Committee determined that there was no evidence that all students and parents had been given information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding studentdisciplinary policies. The committee that monitored Rockefeller reported that there wasEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 19 no mentoring program established to meet the needs of at-risk students, nor was there evidence that students have access to community based support programs. The report did not specify if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. Response from Principal(s): The principal at Ish stated that the plan was in place. but he has not had a need to suspend or expel any students. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The parent/student contracts in the discipline handbooks were either unsigned or unavailable in some of the monitored classrooms at Rightsell, according to the monitoring report. 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: Clear, concise and well-written improvement goals * Physical environment supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Evidence that the principal monitors the curriculum * Strategies to increase participation in upper level class groups Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program * A safe and secure campus for all students, LRSD employees, and visitorsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 20 FINDINGS
Monitored by Little Rock School District/Biracial Teaun Members The LRSD biracial monitoring teams from Garland and Rockefeller reported no written, clear, concise statements of specific improvement goals. The LRSD biracial team reported that the Garland Counselor was on an extended leave with no replacement. The biracial team from Stephens School said that the office media center needed new carpeting. There were loose wires hanging inside and outside the Stephens building. Stephens also had a broken fence along the playground area. The biracial monitoring team from Rightsell found that the office staff rather than being friendly and helpful. seemed "on edge." The biracial team from Rockefeller found no form for use in monitoring the curriculum or any other evidence that curriculum monitoring occurred. The Ish, Rightsell, and Rockefeller biracial monitoring committees could find no evidence that strategies were developed to increase the number of minority students in upper level classes. The Rightsell and Rockefeller biracial teams found some problems with security at the schools. At Rockefeller, the visitors were able to walk around without name tags. At Rightsell, a student opened the outside door to let the monitor (stranger) into the school.EDUCATIONAL EQUITY MONI^ORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 21 Response from Principal(s): The Ish principal stated that the item dealing with strategies to increase the number of minority students enrolled in upper level courses/class groups did not apply to the -elementary level. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists A few security problems were found at some of these schools by the LRSD/PRE program monitoring team. At Mitchell School, all the visited classroom doors were unlocked. At Rightsell, one outside double door was found unlocked. This was a rear entrance double door between the library and the annex classroom for four year olds. At Rockefeller, three outside doors were unlocked. At Stephens School, two outside entrance doors were unlocked. Also the back door to the girls' restroom was open. Some graffiti was observed on the wall of a portable building at Stephens. Response from Principal(s): The Rockefeller principal said that the outside doors near the cafeteria, were unlocked for a short time during lunch when students go outdoors and back inside with adult supervision. The Stephens principal said that she would have the graffiti removed. She also said that she monitors the building throughout the school day to keep the doors locked. Some students and staff continued to leave doors open. The school staff was working to correct the problem.TO
FROM: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: ""^ony Wood, Deputy Superintendent, LRSD SUBJECT
First Monitoring Visits - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991, F---- respond to the concem(s) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) Your response(s) should be Please listed below will be addressed, forwarded to my office. 2.2 Some of the SEP's did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP s did not have instructional strategies to address deficit areas. cc
tarry Robertson Arma HartFRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO
FROM:' SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns A copy of the attached memo was sent to all teachers whose SEPs were found to have areas of deficit. I personally reviewed each found to have areas of deficit. teacher's SEPs and I have a copy of what was given to each teacher in his/her file.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 7 2201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits - Concerns Your school was monitored by a team, from the Little Rock School District Biracial Advisory Committee on October 9, 1991. respond to the concern(s) listed below by November 1, 1991. Please be specific as to how and when the concern(s) listed below Your response(s) should be forwarded to my Please will be addressed, office. 2.1 Some teachers would like to have an additional Black History course. 2.2 Most Sep's did Interim reports appeared to be in order, not have parent signatures or dates of initiation, most SEP'S did not have evaluation procedures. There were no instructional strategies listed on any of the Also, 12.1 Gc: ASDP's that were reviewed. 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 Media center needs more bulletin board space. Library needs remodeling. Did not see evidence of requirements in profile. Limited parent involvement and participation. Students must remain during the full extended day. Limited parent involvement. Not reflected in profile. Not at this time. However, in discussion with Not in profile. _ . principal, he has very definite goals for this school. Larry Robertson Arma Hart* 'a' 'a* *A* Garland 3615 W. 25 th Uttie Rock. AR 72204 Incentive Mr. Robert L. Brown, Jr., Principal 0 A Phone: {501)671-6275 W 'Simply Truntfonnational'' TO: a' 4% .A* December 5, 1991 James Jennings, AAssssoocciiaattee SSuuppeerriinntteennddeenntt ftoorr Desegregation Monitoring and Community Services FROM:fA^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those programs recommended by this administrator
therefore they express discomfort in supporting that which they feel that The 2.2 the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles. SEP'S were not completed or properly initiated and still reflect serious deficits to this date. Teachers have been informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers had not been done, The teachers have been made aware of the concerns. Garland 3615 W. 25th UaleRodc AR 72204 Bobcats Incentive Mr. Robert L. Brouir). Jr. Principal l^yone: 1501) 671-6275 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 12.1 cc: School The needs of the Library are correct, small to conduct a full size staff mee setting. The facility is too ting with an appropriate The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement, has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. Thi s requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved. Some of the school patrons reflected on the profile are also employed in various capacities within the school. community church. Wltii partfULa have been held at a local Documentation and dates are available. Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several aspects of educational equity has been made by this administration. HHoowweevveerr,, those recommendations have not been approved by Central Office Administration. Larry Robertson Arma Hart Tony Wood LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991, Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. Cannot be determined from the school profile. 9.1 The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 9.2 A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan. 3.5Ish School First Monitoring Visit-Concerns Page -2- 10.4 10.6 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR TO: FROM:^ James Jennings, Associate Superintendent for Desegregation Monitoring and Comnunity Services Stan Strauss, Principal DATE: December 2, 199 1 RE: First Monitoring Visit - Concerns 3.2 The Parent/student Handbook is being revised to include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All students, those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned in 3,2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting is addressed to the entire staff and focuses on an area of instruction based on teachers individual improvement plans. The second meeting focuses on instruction and methodology, but is directed at primary teachers one time and intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school.LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 October 31, 1991 TO: Donita Hudspeth, Principal, Mitchell chool FROM: James Jennings, Associate Superintendent for -J IT Desegregation Monitoring and Community Services THROUGH: Tony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit -Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 24, 1991. respond to the concern(s) listed.below by Friday, November 15, 1991. Please Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be c 1.1 Support staff is black except for one person (perpetuating stereotypical .black roles). q 2.2 Most of the SEP'S were in excellent shape. There were a few cases, however, where SEP's did not include evaluation procedures and/or initiation dates. the ASDP' did not have instructional strategies. One of cc: Arma Hart Larry RobertsonLITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 & Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: 1.1 2.2 November 18, 1991 James Jennings, Associate Superintendent for Desegration Mon^oring and Community Services ita Hudspeth, Principal, Mitchell School First Monitoring Visit - Concerns The number of black support staff, to be sure represents an imbalance. Since I was already cognizant of this situation, I attempted to recruit white applicants for the additional instructional aides position. I did recruit two (2) white appliants, but was only able to recommend one for employment. Other positions/personnel have been in place for some time. Many staff members assume initiation dates for strategies written are the beginning of school. - - and/or initiation dates will be added. Evaluation procedures - -- ------ Two students' records who now have ASDP's did not arrive until early October. Their plans were completed in their entirety by Mitchell School. Those plans now have instructional strategies. TO
FROM: THROUGH: SUBJECT
LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR .72201 October 29, 1991 Bobbie Goodwin, Principal, Rightsell School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services '?ony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 15, 1991. Please respond to the concern(s) listed below by November 11, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.2 Most of the SEP'S were in excellent shape. In two of the classrooms reviewed, however, all of the SEP's were the same (one minor exception), tain evaluation procedures. have instructional strategies. Some SEP's did not con- A couple of ASDP's did not 3.3 6.2 6.3 2.4.1 2.4.2 2.4.3 2.5 Several did not. lassrooms had excellent evidence. Hall exhibits were very All classrooms did not reflect. Most good. All workbooks, basal, paperwork (all books). No hands-on or innovative strategies evident. Some classrooms didn't even have science resources in evidence, science. No classes observed working on Not in school profile. No evidence provided. Net provided.Incentive Schools Monitoring page 2 10.5 I i i The principal did not provide evidence of outreach to parents in this area. 10.6 Principal said no. 11.2 Not available in school profile. 12.3 Not available. 12.6 Seemed on edge. Didn't bend over to help. 1 f 12.s 'Not in school profile. 12.10 Student opened outside door to let stranger in. classrooms unlocked. Several ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Appalling lack of emohasis evidenced in test scores. ExampI lack of student j--- plaved showe es. Not enough writing practices science and'social studies of writing skills dis^ facility with the language.^ Look temporary. net ^'Trailers lack adequate bulletin boards. ---------------- rnnHnnive to learning. Ghild
r9n b.-ing away from ma
.n ayea Oa conducive to learning-,. . Ck school not good. j i I cc: Larry Robertson Arma Hartx/.... LITTLE J ROCK SCHOOL DISTRICT Rightsell Elementary School TO: 911 West 19 Street Phone 324-2430 November 11, 1991 FROM: RF: 2.2 Little Rock, Arkansas 72206 Mr. James Jennings - Associate Superintendent Mrs. Bobbie H. Goodwin, Principal First Monitoring Visit Concerns Concerns are being shared with staff. students, with a few exceptions, are the same. Usually, the needs of Primary I Teachers have been instructed to list instructional strategies, if needed on ASDPs. 2.4.1 All teachers have been requested to show evidence that the multi-cultural cur- and 2.4.2 riculum is being implemented by bulletin boards or other displays in the classroom. 2.4.3 Concern is being shared with staff. display hands-on-materials used, and/or Language Arts. Staff has been encouraged to use and The observation occurred during Reading 2.5 One classroom at each level (3-6) is receiving materials and supplies for a science lab. Science classes are scheduled after lunch. 3.3 Extended Educational Programs are listed in the school profile. Students and parents are apprised of this information through oral and written communication from the staff. 6.2 Our school improvement plan is in the folder with the School Profile. Goals and strategies are listed to improve -student achievement using the measures listed. 6.3 Students retained are listed by grade, race, and sex in the School Profile. 10.5 I shared with the team that every effort is made to ensure communication with all parents. Our staff utilizes written correspondence, telephone calls, home visits, early arrivals and late departures to accomodate parents. 10.6 The team was made aware of meetings coordinated last year by the Incentive Schools Parent Coordinator. We also shared with them that surveys were being made by our Incentive School Services Coordinator and meetings/workshops would be planned and implemented this school year.I LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas October 31, 1991 TO: FROM: THROUGH: SUBJECT: 72202 Ann Mangan, Principal, Rockefeller James Jennings, Associate Superintendent for 715 Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSp First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 14, 1991. Please respond to the concern(s) listed below by Tuesday, November 12, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, warded to my office. Your response(s) should be for- 1.1 The student profile reflects that there is a lack of African males. ' Also, European American males. Only staff American male. custodian (1) European male (1) African 2.1 There is no tool to show how multicultural guide is used. 2.2 No SEP' found in some files. 2.3 ome students seemed II 1istless It and/or inattentive. All students should participate in class or be made to participate. 2,4.1 But doesn't reflect student population. Should be more reflective of African American com- munity. 2.4.2 Yes, hut should be more reflective of the student population.I I Rockefeller Page -2- Concerns 3.1 No, program needs to be started. 3.3 No evidence. 3.4 No evidence. 3.5 No evidence. 4.1 No parents on biracial committee. parental participation. There is a lack of No evidence of involvement. 5.1 No evidence, one flier. 5.2 No, less than one-third. 9.3 10.1 Plan doesn't address diversity issue. No evidence of staff and parent interaction. I 10.5 No evidence. 10.6 No evidence. 11.1 No evidence. ! I 11.4 Working on it, right now only African American woman. 11.5 No evidence. 12.1 No evidence. 12.7 No form or evidence that curriculum monitoring occurs. 12.8 No evidence. cc: Arma Hart Larry RobertsonTO: FROM: JAMES JENNINGS, ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND COMMUNITY SERVICES ANNE MANGAN h^RINCIPAL, ROCKEFELLER INCENTIVE SCHOOL RE: RESPONSE TO FIRST MONITORING CONCERNS AS REPORTED BY THE DISTRICT BIRACIAL ADVISORY COMMITTEE/ OCTOBER 14,1991 VISIT DATE: NOVEMBER 18, 1991 The first visit of the Bi-Racial Monitoring Team was held on A copy of the responses made by the team was October 14, 1991. delivered to my office on Friday, November 15, 1991. An exit conference was held with me at the end of the visit and only a few serious concerns were reported to me at that time. The only two things that I felt would be addressed was the lack of male staff members and the fact that a mentoring program had not been fully implemented at that time. To have twenty-three concerns and twelve of those responses listed with "no evidence fl was a shock and If the team assigned to monitor Rockefeller totally beyond reason. School saw no evidence, I would have certainly expected them to ask for it from a staff member or the administration. During the exit conference, the team appeared to be rushed and in a hurry to leave. I feel that if there had been that many serious concerns - and only a few were mentioned to me - they should have been made known to me at that time. I keep accurate and up-to-date records and all documentation was available for inspection. I have notebooks, files, and documentation in my office or with the teachers in every area being monitored. clarify anything questionable. If any part was unclear, I was available to In response to the concerns: 1.1 There are three African American males - custodians (3) There is one African American male - instructional aide (1) There is one European American male - certified teacher (1) I will continue to search for additional males to add to the staff and interview any who have applied for positions with LRSD. 2.1 The tool used to determine if the multicultural guide is being used by the teachers is to monitor the lesson plan book. The teacher plans instruction with the textbook and the multicultural materials as a guide. Plans are monitored by the administration. The comment on the report that the multicultural guide appearing to be too complicated should not be a negative response about the program at Rockefeller but rather a comment made to those that have supplied the guide to all teachers in the district and directed all teachers to use it on a regular basis. We also should not be held responsible for the fact that the textbooks do not reflect enough about African Americans. 2.2 ' their This is an absolutely false statement. All teachers have in possession the SEPS prepared for each student and I personally have copies of those SEPs in my office.2.3 I f some students seemed, "listless" or i nat tent i ve, have been being referred an underlying reason. Not knowing which children there may I to in this report, i t 13 very difficult to we re say. There are some children who are allowed to stay up until all hours of the night and we sometimes have to do everything possible to keep them awake. There are other extenuating circumstances but teachers do everything keep students on tasks. 2.4.1 and 2.4.2 change as the in their power to stimulate interest and The bulletin boards and the school and classroom focus of study changes. They do reflect the multicultural curriculum as well as all aspects of the curriculum being studied -art work from all cultures, handwriting, language arts, science, social studies, math. etc. 3.1 All children who were good citizens during the month of September were honored with a special sticker and a popcycle. same reward was given at the end of October. Reception n The There is an "Honors at the end of each nine week period. The first of Parents of these receptions was held on Friday, November 15, 1991. students making either all As or the A/B honor roll were invited Students to the reception and approximately 50 parents attended. making straight As were awarded a "I am a STAR at Rockefeller School" tee shirt, a bumper sticker and a coupon for a kids meal at a local restaurant. tf The A/B Honor students were given a bumper sticker and a coupon for the Jr. Frosty at Wendys. A large sheet The cake, cookies, and punch was served to those attending. --- students with perfect attendance for the first nine weeks received cookies a coupon from McDonalds. Parents and students had been made aware of the awards that would be provided at the beginning of the year during meetings with the students and also explained fully at Parents Night and P.T.A. 3.3 I believe. if one were to check, Rockefeller was the only incentive school to provide an information sheet for parents during registration for the past two years. It fully outlined the educational opportunities that would be provided during extended for the past two years. day. Then, a survey was developed, listing possible selections. to determine interest in the various offerings. After this survey was completed, the programs most frequently chosen were offered during the extended day. 3.4 and 3.5 At the time of the monitoring visit. the list of for honors and awards had not even been turned in. recipients As soon as they were submitted to the office, an evaluation for equity No new awards are necessary since most definitely was conducted. the numbers population. of those awarded were reflective of the student 4.1 There IS Rather, there no are school bi-racial two parents on committee the Incentive set up this year. School Advisory Committee as directed by the district. It is beyond me how could report that there is a lack of parental participation when we have a very active P.T.A. and the executive board meets anyone regularly once a month. There is a listing of volunteers on in the office. There was approximately 275 parents in attendance. Parent Night that was very well attended. a highly successful Parent Night file with We had an Early Childhood 50 parents attended the awards reception. comment of It I certainly do not think that this merits No evidence of involvement." a 5.1 If a member of the monitoring team had asked for evidence of information sent home to parents about the extended day activities, they would have seen that we began giving them information during registration and continued to keep them informed up until time of implementation. The information included offerings, hours, registration for the number of days they wanted their children to attend, bus schedules, procedure for registration for CARE if they needed to stay beyond the ending time for extended day, etc. is more than enough evidence to substantiate this statement. There 5.2 the There are approximatel
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