Report: ""Little Rock School District Educational Equity Monitoring 1995-96, First Semester Summary Report,"" Planning, Research, and Evaluation Department

LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas February 1996 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS Page 1.0 Equitable Placement by Race/Gender in School Programs 3 2.0 Curriculum 10 3.0 School/District Initiated Honors and Awards 31 4.0 Committees 38 5.0 Extracurricular Activities 42 6.0 Student Achievement/Assessment 50 7.0 Special Education 61 8.0 Gifted and Talented Education 65 9.0 Staff Development 73 10.0 Parental Involvement 81 11.0 Student Discipline 88 12.0 Building Leadership/Management 106 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 121 2.0 Curriculum 121 3.0 School/District Initiated Honors and Awards 124 4.0 Committees 126 5.0 Extended Day Educational Opportunities 126 6.0 Student Achievement/Assessment 127 7.0 Special Education 129 8.0 Gifted and Talented Education 130 9.0 Staff Development 132 10.0 Parental Involvement 133 11.0 Student Discipline 135 12.0 Building Leadership/Management 137 ADDITIONAL OBSERVATIONS 140 ADDENDUM School Category Groupings Used In Report Henderson Health/Sciences Magnet Program McClellan High School Business/Communications Magnet Program 148 151 153LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 1995-96 EDUCATIONAL EQUITY MONITORING FIRST SEMESTER 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 local biracial committee members and the Planning, Research and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. 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. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the superintendent the progress or lack of progress in the following areas: Equitable Placement by Race and Gender in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY 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 provides a summary of the visits conducted between October 23, 1995 and December 15, 1995. 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 toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principals comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation, through the appropriate central office administrator, provides guidance for corrective actions. Therefore, current conditions may be different.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 3 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentage Racial/Gender Balance (at least 25% black) in staff assignments, programs, content areas, and grade level School enrollment to be within the appropriate racial range for 1994-1995 elementary 40% to 60%, junior high 51.25% to 76.88%, senior high 49.11% to 73.67% Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plans to eliminate one-race classes, if one-race classes are identified Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools: Six schools had not attained the goal for equitable staffing. McDermott, Meadowcliff and Otter Creek fell below the staffing goal of at least 25% black certified staff members although McDermott missed this goal by less than 1%. Brady, Jefferson and Pulaski Heights fell below the staffing goal of at least 25% white non-certified staff members, with Jefferson missing the goal by only 1%.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 4 Seven schools, Forest Park, Fulbright, Jefferson, McDermott, Pulaski Heights, Otter Creek and Terry, reflected the acceptable range for black student enrollment for 1995-1996. Eight schools (Brady, Fair Park, Fulbright, Geyer Springs, Mabelvale, Pulaski Heights, Otter Creek and Terry) had class enrollments that did not reflect the racial/ethnic composition of the school. Fair Park had six of 15 classes out of range. Geyer Springs kindergarten was out of range. Pulaski Heights 4th grade and Otter Creeks 3rd grade were out of range. A one-race special education class was found at Geyer Springs where 11 black students were enrolled. Response from Principal(s)
The Jefferson principal reported that two black certified staff members have been added during the current academic year. The Meadowcliff principal explained that all efforts are being made to recruit black certified staff. The Fair Park principal indicated that strategies were being implemented to address disproportionate enrollments which included teacher recruitment teams and parent involvement activities to market the school. The Forest Park principal requested principals have more input into determining class size, pending needs of students and circumstances unique within a building at particular times. The Fulbright principal stated that classroom assignments are based on three factors: class size at each grade level, distribution of class by race and distribution among classes by gender. The Geyer Springs principal noted thatEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 5 openings in kindergarten are filled by the student assignment office with regard to total kindergarten racial composition, but not individual kindergarten black/white enrollment. The Pulaski Heights principal stated that the school staff does not assign students to the school. However, all but two of the 4th graders were there last year. The Otter Creek principal said that when the school year started, classes were balanced based on percent in each grade level. When students move in and out of the school, it is difficult to control the class racial composition. Original Magnet Elementary Schools: The composition of the school staff (certified and non-certified members) was adequate to ensure student contact with varied staff personnel at Williams. At Booker, 6% of the non-certified staff were white. At Gibbs, 13% of the noncertified staff members were white. At Carver, 23% of the certified staff members were black. School enrollments reflected the racial composition prescribed by the court- approved desegregation plan. Class enrollments generally reflected the racial/ethnic composition of the school at all four schools. Principals provided strategies used to balance class enrollments. No one-race classes were reported at any of these schools. Response from Principal(s): The principal from Carver said that according to the PN agreement, she had to use the transfer file in filling open positions. There were only whiteEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 6 teachers in this file. Therefore, she had no options to hire anyone other than a teacher from this file. Interdistrict Elementary Schools: King, Romine and Washington attained the goal for equitable staffing for certified staff members. The goal for non-certified staff was not achieved. Noncertified staff was 18% white at King, 24% white at Romine, and 14% white at Washington which was not very different from last years equity report. The school enrollment at Romine and Washington did not reflect the racial composition prescribed for the interdistrict schools. Washington had four classes out of range. No one-race classes were observed. Response from Principal(s): None Area Junior High Schools: Forest Heights, Mabelvale and Southwest attained the equitable staffing goal. The non-certified staff at Cloverdale was 11% white and the certified staff at Pulaski Heights was 22% black. The school enrollment at Cloverdale and Southwest did not reflect the racial composition prescribed for area junior high schools. None of the schools had class enrollments that reflected the ethnic composition of the school population. Principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at Cloverdale, Mabelvale, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE? Pulaski Heights. Response from Principal(s): The Forest Heights principal said some classes are disproportionate due to the low test scores of students. Students scoring low on Stanford 8 will be enrolled in classes to improve their skills in a specific subject. Original Magnet Junior High School: The equitable staffing goal was attained at Mann. The 53% black student enrollment was within the range approved by the Court. Sixty-five percent of the classes did not generally reflect the ethnic population of the school. The principal provided strategies to eliminate disproportionate class/course enrollments. There were no one-race classes reported. Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar and Henderson attained the equitable staffing goal for certified staff. The goal for non-certified was not attained at Dunbar where only 18% of noncertified employees are white. The school population at Dunbar and Henderson reflected the acceptable range of 40% to 60% black. Approximately 64% of the classes at Dunbar and 28% of the classes at Heiiderson did not reflect the school population. The principals provided strategies to eliminate disproportionate class/course enrollments. Four one-race classes were reported at Dunbar.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 8 Response from Principal(s): None Alternative Learning Center: The ALC did not attain the equitable staffing goal for non-certified positions with only 11% white personnel. School enrollment was 89% black. Classes generally reflected the ethnicity of the student population. No one-race classes were observed. Response from Principal: None Area Senior High Schools: Fair and Hall attained the equitable staffing goal. School enrollments at both schools reflected the acceptable range of 49.11% - 73.67%. Class/course enrollments did not generally reflect the composition of the student population at either school. Fair reported 39% of their classes were over or under-represented by blacks, and Hall had 41% of their classes out of compliance. Fifteen one-race classes existed at Hall. Written strategies to eliminate disproportionate classes were provided. Response from Principal(s): None Original Magnet Senior High School: Parkview attained the equitable staffing goal. Fifty-two percent of theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 9 student population was black. Forty-nine percent of classes were above or below the acceptable range for black student enrollment. Three one-race classes were reported which included eight white students in a German class and six black students in a Language Plus II class. There were 18 black students in kindergarten. Response from Principal: None Area Senior High Schools with Magnet Programs: The composition of the school staff at Central and McClellan met the goal for certified and non-certified personnel. Central's school enrollment was 63% black and within the prescribed range of 49.11% - 73.67%. McClellan did not meet this goal with an 80% black enrollment. Class/course enrollments did not reflect the composition of the student body. Seventy-six percent of the classes at Central and 25% of the classes at McClellan were over or under the acceptable range. The principals provided strategies to eliminate disproportionate classes and the 19 one-race classes at Central and the four one-race classes at McClellan. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Metropolitan did not achieve the staffing goal for certified or non-certifiedEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 10 staff. Staff included 22% certified black staff and 20% non-certified white staff. The school population was 50% black. There were no one-race classes reported. Response from Principal: None 2.0 CURRICULUM At each school the monitors expected to find: Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have) Varied teaching strategies reflected by display of student work Current and complete documentation of student progress. Teachers demonstrating use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism FINDINGS: Area Elementary Schools: In all twenty-three (23) area elementary schools most of the teachers said that materials and equipment were adequate for curriculum delivery. Some teachers at Brady School needed more spelling and reading instructional material.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 11 Also at Brady School, it was mentioned that more multicultural materials could be used in the library. Some monitored teachers at Dodd Elementary School mentioned that more copy paper was needed and more supplies were needed in the third grade. At Woodruff School, it was reported as it was in a previous school year that more computers in the classrooms would enhance instruction and facilitate the use of ABACUS. It was also reported that some pull-down wall maps of the United States and of the world were needed at Woodruff. At Fair Park School, some monitored teachers said that there were not enough consumable books for new students when they arrive at the school. It was reported that new students had to wait several weeks for these consumable books. At Forest Park School, it was reported that the kindergarten instruction would be enhanced if individual handwriting booklets and mathematics workbooks could be provided. In most of the classrooms monitored, most of the student records were found to be current and complete in all of the area elementary schools. In all of the area elementary schools, most students in the monitored classrooms were actively involved in instruction. Such activities as students participating in a music lesson, marching, clapping hands, pupils in a classroom discussion of a story the teacher had read to the class, creative writing following aEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 12 teacher read story and students working on making a globe were observed. Other student activities observed were participation in oral word games with students acting as detectives, learning the sounds of letters, testing, learning about teamwork and diversity, writing poetry, doing art work, watching a video on phonics, working on spelling, vocabulary and alphabetizing and discussion of tornado safety. Some students were observed working on book reports. In all area elementary schools, classroom seating patterns observed promoted interaction among students of different race/gender. In all the area elementary schools bulletin boards, displays of projects, publications, and productions throughout the school including the media centers reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Examples of this were "Christmas Around the World," Egyptian, European, African-American and American Indian cultures, and a poster with the theme "We are all children under the same sky." At Fulbright School, there was a commercial poster observed promoting achievement with only white students depicted. In most of the area elementary classrooms visited, a reflection of the racial/ethnic and gender differences of the student body and/or multiculturalism was observed. Some examples were at Otter Creek School a "Being a Good Neighbor" bulletin board, at Western Hills School there were pictures of actual students on the honor roll bulletin board, and at McDermott there was a "Lets Be Friends" poster. At Forest Park, posters of famous black Americans wereEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 13 observed as well as friends around the world and children of other cultures. In most of these classrooms visited, there were many displays of student work observed. Examples of this at Geyer Springs School were art work on the Thanksgiving theme, graphs, poetry written by students, book report projects, and science experiments. At McDermott School, examples of this were rhyming word papers, time lines of their lives drawn by pupils, art work, and clay pots made by students. However, of the six classrooms monitored at Pulaski Heights Elementary School, there were three teachers who had student work displayed. and three who did not. At Fulbright Elementary, science work, art work. handwriting displays and story maps were in evidence in the visited classrooms. Multicultural objectives of the curriculum guides were being taught in all of these schools visited. At Otter Creek School, astronauts and scientists of the various races were studied. Various multicultural books and materials were being used at Otter Creek. At Geyer Springs School, the students made a tepee and sat in it and read a book about American Indians. At Pulaski Heights Elementary School, the media specialist helped initiate a theme of "Winter Holidays Around the World." She was heard reading a story of the Japanese Winter Holiday to a group of children in the library. Classes at Pulaski Heights Elementary School were observed working on the Kwanza theme and Aesops Fables. At Cloverdale Elementary School, the students were observed talking about the cultures of Africa, Mexico, and Canada. At Fulbright School, the ThanksgivingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 14 theme of the pilgrims and the American Indians was replete throughout the building. King Tut and Socrates were taught in some rooms. Harriet Tubman and Kachina dolls of the Pueblo Indians were taught in other rooms visited. Response from Principal(s): The Fair Park principal said that with the districts being in difficult financial straits, the LRSD does not routinely send extra books to the school to await the arrival of new students. Original Magnet Elementary Schools: Materials and equipment were reported to be sufficient for curriculum delivery by most monitored teachers. At Carver Magnet School, overhead projectors, computers, and televisions were observed in the visited classrooms. Some visited Carver teachers said that they had gone to various state and local facilities to provide materials for class. Some visited teachers said that all they had to do was ask for materials and equipment, and it was provided. At Williams School, it was reported in some monitored classrooms that more computers were needed. All observed student records were current and complete. In most classrooms visited, all students were actively involved in classroom instruction. At Gibbs School, observed students were actively involved in gardening, small group discussions and question/answer sessions. At Williams School, a sixth grade student was observed reading to a second grade class, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 15 the pupils were preparing to write a creative paper about the story. Williams' students were also observed writing book reports, drawing a mural, doing independent study, reading a book about Native Americans, and completing a project about the Pilgrims. In all classrooms visited, seating patterns promoted interaction of the races/genders. Throughout these schools, publications, bulletin boards, and productions reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. At Carver School, there was a display of book reports of the last books read in one classroom visited. A poster was observed of black scientists and inventors in history in another visited classroom. There was another poster observed with the theme that reading opens up new worlds with different cultures pictured around it. At Williams School, international menus were posted for the international food fair. There was a display at Carver School of an American Indian theme exhibited on the bulletin boards throughout the school. A bulletin board in the hallway with student art work was observed as well as a "Fall into Autumn' bulletin board. At Gibbs School, one week before the monitoring visit, there was an Italian Festival held. At Williams School, there was a display on China and Japan.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 16 Displays of Egyptian and Indian cultures were noted in the classrooms visited at Booker School. In most classrooms monitored, displays of student work reflecting various teaching strategies were observed. The various resources of the different states were displayed artistically on shoe boxes around a visited classroom at Carver Magnet School. At Williams School, a writers corner in one classroom displayed student writing, test papers, art and mathematics work, and spelling. Multicultural objectives of the curriculum guides were being taught in all classrooms visited at all these schools. In one classroom visited at Carver Magnet School, corn was sprouted the way the native Americans did it. The United Nations and different cultures were studied in another visited classroom at Carver. Three ways of multiplying numbers were studied in another Carver classroom visited: Egyptian doubling, Russian peasant and lattice from India. At Williams Magnet School, units of study on Kenya and China were observed as well as the studying of other lands in a "Walking in the shoe steps of other people" theme. Students from Booker Magnet School went to Wildwood Park to performances with a multicultural theme. The media specialists at Booker, Carver and Williams Magnet Schools annually evaluated the adequacy of the multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. There was no answer to this item on the Gibbs Team Consensus report becauseEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 17 it was reported that the media specialist was not in the building on the day of the program for equity monitoring. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine and Washington Schools, most monitored teachers had adequate materials and equipment to deliver the curriculum. However, at King School computers in some classrooms at one grade level were not functional on the day of the monitoring visit. At Washington School, overhead projectors. televisions and encyclopedias were observed in most of the visited classrooms. and most monitored teachers said that they had adequate materials and equipment. However, a power surge burned out two computers in the media center. These computers needed to be fixed, and a CD drive computer was needed. At Washington School, it was also reported that there were certain experiments to do in the science curriculum. A problem was that no one prepared materials for the science experiments. Two visited classrooms needed encyclopedias. At Washington School, it was reported that the LRSD had a policy that computers in the laboratory cannot be moved to the classroom. It was noted that Washington School was a big school with many students. Yet, rather routinely the same amount of materials was sent to Washington as a smaller school with fewerEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 18 pupils. Most observed records were current and complete at these schools. However, at Washington School, one visited teacher had no grade book at the school. At these schools, all observed students were actively involved in classroom instruction. Some visited teachers were observed asking questions, with the students answering questions. ABACUS testing was observed. In most classrooms observed, students of both races and genders were observed seated together. However, in one monitored classroom at King School, when the students were allowed to work in groups, the equity monitor noted that one small group consisted of three white students. All monitors reported observing an abundance of multicultural displays throughout the schools on bulletin boards, displays of projects, publications and productions. Multiculturalism was reflected in all classrooms visited in these schools. At Washington School, Caddo and Quapaw Indians of Arkansas displays, student art work with multicultural aspects, and a bulletin board display of the Central High School crisis were observed. In all monitored classrooms, numerous displays of student work were evident. Examples of this were pictures drawn by students, writing samples, and seed planting systems. At all three of these schools, it was reported that the multicultural objectivesEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 19 of the curriculum guides were taught. Some examples of this were integration and Chinese writing. At King School, the media specialist reported that the budget was increased this year and the multicultural media collection was increased. It was reported to be continually evaluated. The library media specialist at Romine School was sensitive to the need to include multicultural materials in the holdings. Moreover, there was sufficient evidence in the files to support this conclusion. A book order with multicultural materials such as American Indians was seen at Washington Elementary. Response from Principal(s): The principal from King School commented that computers in the first grade classrooms have been temporarily inoperative at times this school year. The situation has been closely monitored. Repairs were in progress on the day of the monitoring visit. Area Junior High Schools: Four of the five schools, Cloverdale, Mabelvale, Pulaski Heights and Southwest, had adequate materials and equipment to deliver the curriculum. The ninth grade English Department at Forest Heights Junior High School needed 50 textbooks for all students to have one book. Teachers visited in the science department at Forest Heights needed hands-on projects materials to supplement the textbooks.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 20 At Mabelvale Junior High School, a science laboratory room was badly needed, as well as additional science equipment. It was reported that the LRSD Science supervisor was quite helpful in seeing that supplementary science materials were provided. Teachers at Mabelvale spent personal funds for materials. English classes at this school needed more current reading materials which contained extensive multicultural selections. All records observed at these schools were current and complete. In four (Cloverdale, Mabelvale, Pulaski Heights and Southwest) of five of these junior high schools, all observed students were actively involved in classroom instruction. However, at Forest Heights Junior High School, in some classrooms visited the students were not actively involved with such activities going on as throwing of spit wads, talking, playing around, and moving around in the room. In these rooms it appeared that the students did whatever they wanted to do. apparently without teacher direction. Most observed classroom seating patterns promoted interaction among students of different race/gender in all of these junior high schools. The Mabelvale Junior High School media center was equipped with a computer/CD/ROM that has SIRS available and offers multicultural research capability for students. Mabelvale Junior High School has completed all of the requirements to become a GLOBE school and will be the only such school in the LRSD. GLOBEEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 21 is a worldwide science and education program coordinating the work of students, teachers, and scientists to study and understand the global environment. GLOBE is an international partnership, involving countries around the world. Wal-Mart-Geyer Springs donated a Zoomfax Modem/External/v.32 bis computer modem, cable and phone cable that will assist Mabelvale Junior High School to have an Internet connection for the GLOBE program. SECME, Science Engineering, Communication, and Mathematics Enrichment, a new program being implemented at Mabelvale Junior High School, gave a grant of $500 to the school to cover the cost of a dedicated phone line ($38/month). The media specialist has been instrumental in securing these donations for an INTERNET connection. Response from Principal(s): The Forest Heights Junior High School Principal said that the problem with the lack of materials in the two departments was evidently the result of a communication problem between the two department chairs and him. He said that he would meet with the department chairs of English and science to rectify the shortage of materials. Magnet Junior High School: All interviewed teachers at Mann Junior High School said that materials and eguipment were adequate. All records observed were current and complete. Most observed students were working in groups and participating in discussions. All observed classroom seating patterns were adequate to promote interactionEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 22 among students of different race/gender. Bulletin boards throughout the school and displays were reported by all the monitors to be multicultural. All visited classrooms displayed multicultural materials. Monitors observed student work displayed in all visited classrooms. Examples of this were mathematics projects, science displays, and biographies of scientists of different cultures. Multicultural objectives were reflected in the student work displayed. Multicultural objectives were observed in lesson plans. The media specialist evaluated multicultural materials in the media collection. Teachers were encouraged to recommend new multicultural materials for purchase. The media specialist said that an intensive effort was being made to purchase more materials on Asian and Hispanic populations. Response from Principal: None Area Junior High Schools with Magnet Programs: Although at Dunbar and Henderson Junior High Schools most classrooms visited had adequate materials and equipment, the Henderson choir was reported to need more money in the budget for sheet music which costs $1.25 for one sheet of music. All observed student records at these two schools were current and complete.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 23 At Henderson, in most classrooms visited, all students were actively involved in classroom instruction. Dunbar students were observed working in groups, participating in discussions, taking a test, watching an overhead transparency presentation and watching an educational film. In most classrooms visited at these two schools, the seating patterns promoted interaction among students of different race/gender. Posters and bulletin boards throughout Dunbar and Henderson reflected the racial/ethnic/ gender differences of the student body and/or multiculturalism. In all monitored classrooms, there were displays of multicultural materials. At Henderson, different countries were reflected in an observed bulletin board. Flamingo dancing was a theme for another observed bulletin board at Henderson. In most monitored classrooms at Dunbar, there was a display of student work. However, the traveling teachers at Dunbar had no display of student work. Although posters of students work were displayed in one visited Henderson classroom, in most monitored rooms there was not a display of pupil work. At Henderson Junior High School, pictures of the different cultures were observed in the visited classrooms. It was reported that discussions of the accomplishments and music of the different races and cultures occurred. At Dunbar Junior High School, in most classrooms visited, multicultural objectives of the curriculum guides were taught. In one Dunbar mathematics classroom monitored, the teacher said that there was nothing multicultural to teach butEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 24 Arabic numbers, an obvious difference from the reality of the curriculum guides for mathematics which were replete with multicultural objectives. Multicultural objectives were observed in the lesson plan books of the other Dunbar monitored teachers. Many multicultural displays were observed in the media center at Henderson. It was reported that the media specialist annually evaluated the adequacy of multicultural materials in the Henderson media collection and continually evaluated new materials to be considered for purchase. One visited teacher at Dunbar said that the media center materials needed multicultural updating. On the day of the monitoring visit, the library staff was in the process of making an order of multicultural materials. It was reported that in order to get ready to make this order, evaluation of the adequacy of the multicultural materials occurred. Response from Principal(s): None Alternative Learning Center: In the seven classrooms observed, the teachers at the Alternative Learning Center had adequate materials and equipment to deliver the curriculum. All records observed were current and complete. Observed students were working in groups, taking exams and engaged in meaningful discussion. In the classrooms visited, the seating patterns promoted desired exchange among students.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 25 Throughout the school, posters and murals reflected a multicultural commitment. Also, bulletin boards were of a similar nature. All classrooms monitored revealed multicultural themes. Student work was displayed in all classrooms visited. Multicultural objectives of the curriculum guides were being taught in the majority of the classrooms visited. This Alternative Learning Center (ALC) site is without a library/media center. However, the English teacher and principal worked closely together in annually evaluating the adequacy of multicultural materials in the media collection, and they continually evaluated new materials to be considered for purchase. Response from Principal: None Area Senior High Schools: Televisions, puzzles, manipulatives and numeral cards were observed in the visited classrooms at Fair High School. Although most of the visited teachers at Hall High School had adequate materials and equipment to deliver the curriculum, one teacher said that the budget for their department was cut in half this semester. However, this teacher said that mini-grants have been provided by the PTSA to fund the purchase of additional materials and equipment. All records observed at these schools were current and complete. All observed students in the visited classrooms were listening, asking questions or quietly working at computer stations in both of these schools.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 26 In all classrooms visited, the seating patterns promoted interaction among students of different race/gender. At Fair High School, bulletin boards were observed with pictures of black students and white students throughout the school. In the media center there were posters depicting multiculturalism. All monitors at Hall High School said that multicultural displays were evident throughout the school. At Fair High School, there were two monitored classrooms with no displays reflecting racial/ethnic/gender differences of the pupils. The monitors at Hall High School observed multicultural bulletin boards in all monitored classrooms. Multicultural objectives were observed in lesson plans and reflected in displays at Hall High School. Stories dealing with the various cultures were told in one monitored classroom at Fair High School. In one visited class, the teacher emphasized the differences in business of the various cultures. In another classroom at Fair, it was explained how different kinds of families were found in the different cultures. The Scottish culture was being studied in one class. At Hall High School, student and teacher recommendations for new multicultural materials were encouraged. The Hall media specialist evaluated these requests and the holdings to purchase needed books and materials as needs changed. Many and varied cultures were observed on display in the book holdings at Fair High School. New books with multicultural themes were observed beingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 27 displayed. A library staff member said that the adequacy of multicultural materials in the media collection was annually evaluated. Response from Principal(s): The Hall High School principal said that the budget for the current school year was determined before she became principal. Original Magnet Senior High School: A majority of the teachers interviewed reported having adequate materials and equipment. However, it was reported that some new band instruments were needed, and some sheet music and a CD/cassette player/recorder were needed for choral music. According to the teacher, additional funds were needed to purchase videotapes for the Theater History course. All monitored records were current and complete. In all classes visited, all students were actively involved in instruction. Examples were: practicing for a band program, individual students reading parts of a play, testing, classroom discussion and teacher explanations. In all but one of the monitored classrooms, the monitors observed that classroom seating patterns promoted interaction among students of different race/gender. Monitors also observed that bulletin boards, displays of projects. publications, and productions throughout the school including the media center reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Examples were: a poster with a theme of blacks in the arts, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 28 murals on the walls. In all but one classroom monitored, there were pictures of students of the different races engaged in various activities, multicultural posters, pictures of a multiracial play from the young playwrights festival in New York and posters concerning Greek drama. In a majority of classrooms visited, student work was on display. Examples of this were: student writing, art work, primitive and Greek masks, posters, and creative literature projects. All Parkview High School teachers interviewed reported teaching the multicultural objectives. Examples were
singing songs in languages other than English and studying scientists of other cultures. The Parkview media specialist continually purchased new multicultural materials after a thorough evaluation of available materials. Lists were accepted from students and teachers before buying decisions were made. The media specialist recently purchased "Discovering Multicultural America." a multimedia CD-ROM, which contains extensive data on Africa, Asian, Hispanic and native North Americans. Response from Principal: The Parkview principal reported that efforts were underway to improve the holdings of the Music Department. A proposal, "The Curriculum Review/Update," contained full information regarding the equipment/instrumentation housed in theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 29 school music department. Information concerning this proposal can also be found in the "Extended Program Evaluation Document." Area Senior High Schools with Magnet Programs: All teachers interviewed at both Central and McClellan High Schools reported having adequate materials and equipment to deliver the curriculum. However, one mathematics teacher at Central High School reported that some computers in the classroom would greatly enhance instruction. Although the science teachers interviewed at Central High School reported having adequate materials and equipment, the science facilities needed updating and upgrading. It was also necessary that supplemental kits be provided for various instructional units in order to have adequate materials and equipment for those units of study. All observed records were current and complete. All students in all visited classrooms were actively involved in instruction. Examples were
teacher preparing students for an activity, analyzing a sonnet, watching a video from the Humanities Council, working in a small group, taking examinations and fruitful debate. In all classrooms visited, the seating patterns promoted the desired interaction among students of varying races and genders. Multicultural displays and posters were observed on bulletin boards in the media center, counselors offices and the whole school in general. In a majority of the classrooms monitored, famous black American posters, posters on mathematics from variousEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 30 countries, maps and posters of African kings and queens were observed. In a majority of the classrooms monitored, student work was displayed. Examples were: maps made by students, science projects and student writing. All visited teachers reported that multicultural objectives of the were taught. curriculum guides At both Central and McClellan High Schools, the media specialists constantly evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Faculty members made suggestions. Media specialists sent reviews of materials and books to teachers to ask for their opinions. Central has added a great deal of multicultural material in the fields of science and mathematics. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: The visited teachers said that the materials and equipment were adequate. However, more advanced camera equipment was needed in the television production class. A new IBM computer with CD ROM was added in the Health Occupations classroom this school year. Students could now access medical encyclopedic technology using the computer. Another example of new equipment was the computerized paint mixing system in the paint and body class. The system was supplied by a partner in education.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 31 Current and complete parent conference documentation, lesson plans and interim reports were observed. Students were observed making preparation for producing video Christmas cards. In other classrooms visited students were reviewing for tests. Observed student seating patterns were well mixed. School-wide multicultural displays were observed, such as student photographs in the front hallway. These reflected the student population. Classroom bulletin boards observed were multicultural. Student work projects, videos made by pupils, and photographs were observed. The visited teachers said that multicultural objectives were taught as an integral part of the curriculum. A media specialist was not employed at Metropolitan. The vocational teachers in each area ordered current magazines and materials to supplement required textbooks. All current materials were ordered by each teacher. It was reported that the most recent material ordered was multicultural in nature. Response from Principal: None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honorsEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 32 Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS: Area Elementary Schools: There was only one negative answer given to all items of this section for all area elementary schools. The negative answer came on the Wilson School checklist. Procedures and requirements in a written form had not been distributed to parents and students at Wilson School. Student of the Month," honor roll, good behavior, perfect attendance, and "Caught Being Good" were awards and honors given at Otter Creek School. Examples of honors and awards at Badgett School were honor roll, perfect attendance and "Student of the Week. II At Geyer Springs School, procedures and requirements were distributed to staff, students and parents through the opening bulletin, newsletters and written announcements. The distribution of honors and awards will be reported the second monitoring visit. Response from Principal(s): The Wilson Principal said that the issue of getting written procedures and requirements on honors and awards distributed to parents and students would beEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 33 rectified. Original Magnet Elementary Schools: The various honor rolls and the "Caught Being Good" programs at Carver Magnet made for a variety of awards and honors. A large honor roll bulletin board in the hallway outside the office area showed the variety of students who received this honor at Carver. The other three original magnet elementary schools also provided a variety of awards and honors. The honors and awards were discussed in the Carver Student Handbook. The handbook was presented to each student and his/her family upon enrollment, and they were encouraged to read it. The other three original magnet elementary schools also distributed written procedures and requirements governing honors and awards to staff, students and parents. All four of the original magnet elementary schools regularly evaluated the offerings and procedures for honors and awards for equity and to determine if new awards were necessary to meet student needs. The distribution of honors and awards will be reported on the second monitoring visit next semester. Response from Principal(s): None Interdistrict Elementary Schools: There were no negative answers given in this section of honors and awards for the Interdistrict Elementary Schools. The distribution of honors and awards willEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 34 be monitored during the second semester visit. Response from Principal(s): None Area Junior High Schools: There were no negative answers given in this section of honors and awards for the five Area Junior High Schools. Trophies, science fair and honor society were in evidence at Forest Heights Junior High School. At Cloverdale Junior High School, the academic honor rolls, citizenship honor roll, athletic awards, and "Most Improved Student" awards offered a variety. At Forest Heights Junior High School, it was reported that the staff notebook takes care of distributing to staff, students and parents the written procedures and requirements governing honors and awards by delineating how teachers can inform parents and students. At Cloverdale Junior High School, the written procedures and requirements governing honors and awards were distributed in the Cloverdale Student Handbook and in a bulletin to parents. Teachers also received the above. At Pulaski Heights Junior High School, interdisciplinary teaching teams determine offerings and procedures regarding honors and awards. Results were shared with steering committees. Distribution results were provided for a review by team members.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 35 The distribution of honors and awards will be reported on the second monitoring visit. Response from Principal(s): None Original Magnet Junior High School: There were no areas of concern noted at Mann Magnet Junior High School with regard to the distribution of honors and awards. Response from Principal: None Area Junior High Schools with Magnet Programs: There was one area of concern in this section of the checklist for Dunbar. Although there was a statement in the teachers handbook and bulletin announcements at Dunbar, there was nothing written for parents on honors and awards. Response from Principal(s): None Alternative Learning Center: It was reported that each Friday at the Alternative Learning Center an awards assembly was held to recognize students. It was noted that 82% of the award recipients were black.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 36 Response from Principal: None Area Senior High Schools: A variety of honors and awards was provided in areas including the "Sidney Moncrief Award," course achievement awards, academics, citizenship and attendance. At Fair High School, oral and written guidelines were disseminated during assemblies, open house, and certified staff communicated the procedures for honors and awards to individual classes. Criteria for "Hall of Fame" and "I Eagle Track Awards" were in the Fair school profile. "Eagle Track" and "Hall of Fame recipients were selected by any teachers wishing to participate. Any teacher may nominate students who meet the requirements, then the field is narrowed in an open forum of teachers
the recipient is finally selected by a vote by teachers. The distribution of honors and awards will be reported on the second monitoring visit next semester. Response from Principal(s): None Original Magnet Senior High School: At Parkview, academic honor roll, citizenship honor roll, athletic awards, and academic district awards offered a variety. Information was presented each quarter through notices and scope sheets from the counselors, school newspaper and Honors Night bulletin. Counselors, teachers, the principal, and assistantEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 37 principals, plus the Parkview Biracial Committee reviewed and evaluated honors/awards for equity. The distribution will be reported on the second monitoring visit. Response from Principal: None Area Senior High Schools with Magnet Programs: At Central High School, a variety of honors and awards was offered via honor rolls, recognition for academic achievement, service to school and community, and participation in extra-curricular activities. Also at Central, department chairs, working with school administrators, evaluated honors and awards for equity and to determine if new awards should be added. At McClellan High School, 80% of the honors and awards went to black students. Responses from Principal(s): None Metropolitan Vocational-Technical Education Center: All of the answers in this honors and awards section were positive for Metropolitan. Distribution of honors and awards will be monitored on the second semester visit. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 38 4.0 COMMITTEES At each school the monitors expected to find
Racial/gender composition of appointed school- based committees (-25% to 12.5% of black student enrollment) generally reflects the school population FINDINGS: Area Elementary Schools: The monitoring teams at twelve schools (Bale, Baseline, Chicot, Cloverdale, Dodd, Forest Park, Geyer Springs, Jefferson, McDermott, Wakefield, Wilson, and Woodruff) reported that the composition of the school-based staff/parent committees was generally reflective of the staff/student populations. The composition of the parent committees was not reflective of the school population at Badgett, Brady, Fair Park, Fulbright, Mabelvale, Meadowcliff, Otter Creek, and Western Hills. Employee committees were not reflective of the staff population at Meadowcliff. There was no information reported for employee committees at Fair Park. The school profile at Chicot did not contain information on committees. However, the Chicot principal assured monitors that employee and parent committees are reflective of the school population. The 23% black parent representation on committees was not within range for Terry Elementary School. The school profile at Pulaski Heights Elementary showed that 33% of parent committee members were black. This percentage was not within the expected range of 35%- 53% black parents for the school. The participation rate for blackEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 39 parents at Watson was below the expected range. Response from Principal(s): The principal at Badgett said that district required guidelines for parent committees have been followed. The principal assured monitors at Terry that the school staff will continue to work to increase black parent participation at Terry. Original Magnet Elementary Schools: Appointed school-based committees were generally reflective of the applicable populations at Booker, Gibbs, and Williams. At Carver, staff committees reflected the composition of the staff. Thirty-five percent of the Carver parents participating on committees were black. This percentage is slightly below the recommended range of 38% - 57% for black parents. Response from Principal(s)
None Interdistrict Elementary Schools: School-based committees at Romine and Washington reflected the staff/student populations. The percentage of black parents serving on committees at King was slightly below the recommended range. Staff committees were reflective of the employee population at King. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 40 Area Junior High Schools: School-based committees generally reflect the staff/student population at Cloverdale, Mabelvale, and Southwest. Staff committees at Forest Heights and Pulaski Heights were reflective of the staff population. However, parent participation rates at Forest Heights and Pulaski Heights were not within the recommended range for each school. Response from Principal(s): None Original Magnet Junior High School
The monitors at Mann did not identify any areas of concern. Response from Principal: None Area Junior High Schools with Magnet Programs: At Dunbar and Henderson, committees generally reflected the staff/student populations. Response from Principal(s): None Alternative Learning Center: Monitors reported that committee percentages were within the expected range for the school population.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 41 Response from Principal
None Area Senior High Schools: The composition of parent committees at Fair and Hall were not reflective of the student population. Response from Principal(s): The vice-principal at Fair reported that there will be some new committees formed for COE. These committee formations will allow for a balance on committees by race. Original Magnet Senior High School: The team consensus report did not identify any areas of concern with regard to committees. Response from Principal: None Area Senior High Schools with Magnet Programs: There were no areas of concern with regard to staff/parent committees at Central or McClellan. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 42 Metropolitan Vocational-Technical Education Center: Employee committees are 24% black. Parent committees are generally reflective of the student body. Response from Principal
None 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find
Extracurricular activities (sports, clubs, etc.) generally balanced (-25% +12.5% of black student enrollment) by race and sex to Recruitment practices to promote participation of all races and both genders in extracurricular activities FINDINGS: Area Elementary Schools: At all area elementary schools, procedures were in place to assure that students were apprised of information regarding various opportunities in extracurricular activities/extended educational programs. Examples of ways students were informed about the aforementioned opportunities included the following
information provided by teachers and counselors, newsletters, announcements via intercommunication systems, monthly rap sessions with the principal, recruitment by teachers and counselors, monitoring by principals, and postings about schools.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 43 Participation in extracurricular activities/extended educational programs generally reflected the school population in all area elementary schools except Brady. Fair Park, and Pulaski Heights Elementary School. In these three schools, there was an over-representation of black student participants. At Brady, total membership in extracurricular activities was 75% black
the acceptable range for Brady is 48% - 72% black students, based on a 64% black student enrollment. At Fair Park, 93% of the participants in extracurricular activities were black
the acceptable range is 58% - 88% black students, based on a 78% black student enrollment. Fifty-seven percent of the students participating in extracurricular activities at Pulaski Heights Elementary were black
the acceptable range is 35% - 53% black students, based on the 47% black student enrollment. Although student participation at Dodd generally represented the student population, there were only three white cheerleaders, and 19 black cheerleaders. Response from Principal(s): None Original Magnet Elementary Schools: All original magnet elementary schools have procedures in place to assure that students are provided information regarding opportunities to participate in extracurricular activities/extended educational programs, according to monitoring team reports. Examples of procedures cited by monitors: distribution of information via school newsletters, use of closed circuit television, recruitment atEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 44 registration, use of bulletin boards for publicity about opportunities, and opening specific activities to all students in a particular grade level. Participation in extracurricular activities/extended educational programs generally reflected the school population at each original magnet elementary school except Carver, according to submitted reports. Sixty percent of the students who participated in extracurricular/extended educational activities at Carver were black, which is not within the acceptable range of 38% - 57% black students, based on the 51.8% black student enrollment at Carver. However, it should be noted that included in the calculation to determine the percentage of black students participating in the extracurricular/extended educational programs is the 86.8% black student participation in the summer reading program. Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern regarding extracurricular activities were noted by monitors of the three interdistrict elementary schools. Procedures were evident at each of the schools to apprise students of opportunities to participate in extracurricular activities/extended educational programs. Additionally, participation in such activities/programs generally reflected the school population at King, Romine, and Washington, according to monitoring reports.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 45 Response from Principal(s)
None Area Junior High Schools: All area junior high schools have strategies to assure that students are provided information regarding opportunities to participate in extracurricular activities. Following are examples of such strategies cited by monitors: information in student handbooks, daily announcements and bulletins, recruitment activities by program/club sponsors and coaches, and through closed circuit television. Participation in extracurricular activities generally reflected the school population at each area junior high school, as reported by monitoring teams. However, the report from Forest Heights indicated that the Science Club was slightly out of the acceptable range of 58% - 87% black students, based on a 77% black student enrollment, with only 56% black student participation. At Mabelvale Jr. High School, the monitoring report noted that 13 of 20 organizations had memberships which fell within the acceptable range of 60% - 83% black students, based on a 73% black student enrollment. Three of the seven organizations that reflected an under-representation of black students had at least 50% black student memberships: MJHS Readers, 50% black members
cheerleaders, 50% black membership
Foreign Language Club, 54.5% black student membership. The other three organizations which had an under-EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 46 student membership. The other three organizations which had an underrepresentation of black students were S.C.A.T., Pep Squad, T.S.A., and soccer. The report from Cloverdale Jr. High School indicated that the Drill Team had an all black membership. Response from Principal(s)
None Original Magnet Junior High School: No areas of concern regarding the section on "Extracurricular Activities" were noted on the monitoring report from Mann. Forty-six percent of the students who participated in extracurricular activities were black. Students were fully informed of opportunities for participation in the above activities via posters, exhibits in the cafeteria, at Open House, and announcements over the public address system. Response from Principal: None Area Junior High Schools with Magnet Programs: At both Dunbar and Henderson, monitoring reports indicated that procedures were evident to assure that students were fully informed about information regarding various opportunities in extracurricular activities. Examples of procedures cited: daily bulletin announcements, school newsletters, recruiting efforts by clubs/organizations, and use of displays and posters.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 47 Participation in extracurricular activities generally reflected the school population at Dunbar and Henderson. However, the report from Henderson noted that the drill team was composed entirely of black students. Response from Principal(s): The principal at Henderson indicated that he had asked all sponsors to recruit students to organizations so that memberships are racially balanced. Alternative Learning Center: No areas of concern were noted regarding the extracurricular section of the monitoring instrument. Although the report indicated that procedures were evident to assure that students were informed regarding opportunities to participate in extracurricular activities, no examples of procedures used were cited in the report. Eighty-one percent of student participants were black. Response from Principal: None Area Senior High Schools: At both Fair and Hall High Schools, it was evident to monitors that students were provided with necessary information regarding opportunities to participate in extracurricular activities. Methods used to inform students about extracurricular options included announcements in the daily bulletin, informational brochures. discussions with counselors, information in student handbooks, and recruitment by individual clubs/organizations. Additionally, reports indicated that participation inEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 48 extracurricular activities generally reflected the school population schools. at each of the Response from Principal(s): None Original Magnet Senior High School: No areas of concern were noted regarding extracurricular activities at Parkview. Information concerning procedures used to apprise students about the availability of extracurricular activities was distributed through the Parkview Handbook, the school newspaper, The Constitution, and through bulletins. Total participation in extracurricular activities was within the acceptable range, according to the monitoring report. However, some individual activities were not within range. Examples of activities with an over-representation of black students: Lab Singers, Peer Helpers, cheerleaders, FBLA, Gentlemens Club, boys basketball, football, and girls basketball. Ones with an under-representation of black students included: Alpha Omega, golf, German Club, the newspaper staff. stage band, and tennis. The monitoring report indicated that the a spirit group, has a 100% black membership. Response from Principal: None "Liberty Belles," Area Senior High Schools with Magnet Programs: At both McClellan and Central, procedures were evident to assure thatEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 49 students were apprised of information regarding various opportunities in extracurricular activities. Examples of procedures used at Central included the following: announcements via daily bulletins, recruitment efforts by clubs and organizations, and try-outs for all sports. No specific examples were noted on the McClellan monitoring report. Student participation in extracurricular activities was within the acceptable range at McClellan, but not at Central, according to submitted reports. Monitors from Central noted that of the 30 organizations/athletic teams for which total membership was provided in the school profile, five were within the acceptable range. However, seven more were only slightly out of range. No activity/team was composed of 100% of any one race. The extracurricular activities with an over-representation of white students were primarily the honor and foreign language organizations and such activities as the Fellowship of Christian Athletes, Rotary Interact, and Accept No Boundaries. At Central, activities/teams with an over-representation of black students included DECA, FBI_A, the Ladies Club, and the Gentlemens Club. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No areas of concern were noted regarding extracurricular activities at Metropolitan. Forty-eight percent of the students who participate in these activitiesEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 50 are black, which is within the acceptable range, according to the monitoring report. Response from Principal: None 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 graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated bv race/gender) Test results that are 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
Area Elementary Schools: All team reports stated that goals and strategies are being developed and implemented to provide the best possible assistance for all students to experience successful test performance and achievement. These goals and strategies part of each schools improvement plan. Some schools mentioned specific are strategies during the monitoring interview. Pulaski Heights said that they pair more talented students with less talented students for teaching skills. Teachers ask questions after every lesson expecting that all students would be ready toEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 51 answer correctly. Reteaching occurred for those who did not. Another strategy they used was to offer enrichment periods. At Terry, students who needed extra help were identified, a special records folder was created and individualized help was provided. Cloverdale chose the primary grades to highlight in closing disparity. Teachers will concentrate on those skills that were not mastered. Fulbright students with special needs are targeted. Special work is given to low achieving students. A personal plan was written for each one of these students. One-on-one remedial help was given. Otter Creek uses small group instruction, and "Reading Recovery." The staff reported keeping in close contact with parents to seek their help.in education. Peer helpers were used. All test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995. All schools had mixed results. Otter Creek and Terry were the only schools who achieved the goal in the monitoring report. Test data from Badgett Elementary evidenced an improvement for white students from Grades 2 to 3, 3 to 4 and 5 to 6. Scores for black students decreased in Grades 1 to 2 and 4 to 5. White student scores decreased in Grades 1 to 2. The Stanford achievement results from Bale showed percentile scores for white students decreasing from Grades 2 to 3. Both black and white student scores decreased. Other scores remained stable. At Baseline Grades 1, 2, 3 and 6 did not meet the goal but overall scores showed improvement.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 52 Brady had black student score decreases in Grades 1 to 2 and white student score decreases in Grades 2 to 3 and 3 to 4. White student scores increased in Grades 4 to 5. Cloverdale students scored above the 50th percentile in Grades 1, 2 and 5, slightly below in Grade 4 and at the 43rd percentile in Grade 6. Disparities were as follows: Grade 1: -10 Grade 3: -25 Grade 5: -33 Grade 2: -9 Grade 4
-17 Grade 6: -1 Dodd s scores showed a both white and black group increase in Grades 2 and 4. Disparities are as follows: Grade 1: -21 Grade 3: -18 Grade 5: -30 Grade 2: -32 Grade 4: -6 Grade 6: -25 Forest Park had some decrease in black student scores. White student scores were higher or stable. Disparities were as follows: Grade 1: -44 Grade 3: -50 Grade 5: -52 Grade 2: -76 Grade 4: -51 Grade 6: -49 At Geyer Springs, achievement of white students, black students and total achievement increased from Grades 1 to 2, 2 to 3, and 5 to 6. At Grades 3 to 4 total scores, both black and white, decreased. Disparities were as follows: Grade 1: -19 Grade 3: -55 Grade 5: -10 Grade 2: -10 Grade 4: +1 Grade 6: -32EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 53 Jefferson had white student score increases at Grades 2 and 5 and a decrease at Grade 1. Black student scores increased at Grade 6 and both groups decreased at Grade 3. Disparities are as follows
Grade 1: -51 Grade 3: -48 Grade 5: -53 Grade 2
-64 Grade 4: -50 Grade 6: -23 McDermotts scores included a black student score increase at Grades 2, 4 and 5 and a decrease at Grade 3. There was a white student score increase at Grade 6. Disparities were as follows: Grade 1: -46 Grade 3: -42 Grade 5: -35 Grade 2: -51 Grade 4: -30 Grade 6: -34 At Watson 70% of white students scores increased on the Basic Battery. Western Hills had both black and white student score increases in Grades 1 to 2, 3 to 4, 4 to 5 and 5 to 6. There was a white student score decrease from Grades 2 to 3. Wilson scores showed black and white student score decreases in Grades 1 to 2, 2 to 3 and 4 to 5 and an increase in black student scores from Grade 5 to 6. White student scores also decreased in Grades 3 to 4. At Woodruff, Grades 3-6 total achievement scores were at the 51st percentile or higher in Spring, 1995. Disparities were as follows: Grade 1: -13 Grade 3: -22 Grade 5: -24 Grade 2: -31 Grade 4: -25 Grade 6: -27EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 54 Schools have different acceptable ranges for black student retention. Also the reporting of retention is based on the number of retentions within the particular school and do not necessarily imply the number of retentions made by a particular school. Elementary schools which fall into the acceptable range of black retention are Bale, Brady, Dodd, Geyer Springs, Jefferson, Wakefield Response from Principal(s)
and Wilson. The Pulaski Heights principal stated that "The test scores do not always show that we receive many new students at the school every year." The Forest Park principal said, "When analyzing achievement on the Stanford 8, it is important to consider the frequent turnover of black students, which greatly contributes to fluctuating test scores. Black students are assigned to Forest Park from all areas of Little Rock and from the Pulaski Original Magnet Elementary Schools: County District." At Booker, scores for white students increased from Grades 3 to 4 and scores for black students increased from Grades 2 to 3, 3 to 4 and 5 to 6. Scores for both groups decreased from Grades 1 to 2 and 4 to 5. The principal reported that schoolwide, there was over a 5% increase in the number of students in the upper two quartiles on the Stanford 8 last spring. In three of five cohort groups. Carver students lost in score on the scoring Complete Battery of Stanford 8. The principal reported that overall fewer students were in the lower quartile and more students scored above the 50th percentileEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 55 when comparisons were made between 1994 and 1995. Gibbs scores indicated increased achievement for black students in Grades 3 to 4. They showed a decrease from Grades 4 to 5. Achievement results for white students decreased from Grades 2 to 3 and 4 to 5. Williams School scores noted that total achievement at all grade levels except the third grade was at the 78th percentile or higher on the Spring, 1995 Stanford 8. Total achievement at the third grade was at the 69th percentile. All student scores increased or remained stable except at the third grade where black student scores decreased. Disparities were as follows: Grade 1: -14 Grade 3
-31 Grade 5: -26 I Grade 2: -11 Grade 4: -15 Grade 6: -17 Carver. Gibbs and Williams were within the acceptable range of student retention. Response from Principal(s)
The Booker principal said that some parents requested retention for their children rather than send them to summer school. The Carver principal said that the magnet schools were asked to make a proposal to improve the environment of the school. Every teacher has listed technology development as a priority. The principals recommendation was also to improve computer technology. The magnet school review committee said that there has been no increase in budget for the magnet school in the last six years. Research shows that computers wereEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 56 good at helping at-risk students to close that gap in achievement disparity. The extended evaluation was being used to pitch computers, staff development in use of computers and new software as essential tools for learning in the 199Os. Interdistrict Elementary Schools: Washington attained the goal for assessment. At King, white student achievement increased from Grades 4 to 5 and decreased from Grades 2 to 3. All other scores remained stable. Strategies to improve scores were found in the school improvement plans. Washington mentioned some additional strategies. It was reported that all teachers were being inserviced on test scores. They were looking at the Fall, 1995 scores and they were entering low test objective areas in their teachers handbook. There was a hands-on science program at this school. Science laboratory situations were based on deficit areas on the Stanford Test. The grade level teachers met to discuss different discrepancies students had. Comprehension materials were used to help reading scores and context clues were taught. Romine was within the acceptable range for black student retention. Response from Principal(s): The principal added that modifications in student testing below grade level on Stanford 8 are in place in each classroom. Area Junior High Schools: None of these schools attained the student assessment goal. ForestEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 57 Heights eighth and ninth grade test results did not meet the criteria. Black student scores dropped from the 43rd percentile in Grade 7 in 1994 to the 29th percentile in Grade 8 in 1995 which is a significant drop. In comparisons between 1994 and 1995, Mabelvales scores were generally favorable. Grade 7 in 1994 to Grade 7 in 1995 and Grade 9 in 1994 to Grade 9 in 1995 showed total scores of both black and white students were higher. In comparison of the two eighth grades, black student scores remained stable while white student scores decreased. At Pulaski Heights, Grades 7 to 8 scores for black students decreased by five percentile points. All other scores remained stable. White student scores in Southwests Grade 8 dropped from the 60th to the 43rd percentile. Cloverdales scores improved from Grade 8 in 1994 to Grade 8 in 1995. In all other instances white achievement decreased. Achievement also decreased from Grade 9 in 1994 to Grade 9 in 1995. On the Complete Battery, disparities were as follows
Grade 7: -18 Grade 8: -22 Grade 9
-8 Only Cloverdale fell within their acceptable range for student retention. Testing strategies were found in the school improvement plans. However, Forest Heights teachers reported teaching higher level thinking skills and analogies to students. Some special writing assignments were developed to solve this problem. One teacher reported that small group work was used to deal withEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 58 achievement differences. Response from Principal(s): None Original Magnet Junior High School: When test results on the Complete Battery were compared, Mann white student scores decreased by six percentile points between 7th grade scores of 1994 and 1995. Black student scores increased from Spring, 1994 to Spring, 1995 in Grades 8 and 9 by five percentile points. Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar did not meet the goal as determined by the desegregation plan. In Grades 8 and 9 Stanford 8 scores for black students declined from 1994 to 1995. Henderson did meet the guidelines. Black students in the seventh grade in 1994 scored the 34th percentile and in 1995 scored the 35th percentile. The white student cohort group in seventh grade significantly improved their scores. Black students in the eighth grade in 1994 scored in the 33rd percentile and in 1995 scored in the 37th percentile. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 59 Alternative Learning Center: Test results for these students are a part of their home school records. Students are not retained at the ALC but rather at their home school. Response from Principal: None Area Senior High Schools: Neither Fair nor Hall reached the goal in student testing. At Fair, both black and white student cohort groups lost significant percentile points between 1994 and 1995. From 10th grade in 1994 to 11th grade in 1995 black student scores decreased from the 37th percentile to the 27th percentile and white student scores decreased from the 63rd percentile to the 55th percentile. At Hall, Grade 10 to 11 achievement decreased for both subgroups. Fair was within their acceptable range for retention. Hall was not. Once again, acceptable ranges differ from school to school and some of the retention may have been made at another school. Response from Principal(s): None Original Magnet Senior High School: Parkview did not meet the criteria for student assessment. At the 10th grade level, results indicate lower achievement for black students and white students. At the 11th grade level, scores of both groups decreased when oneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 60 compares the scores of 1994 10th grade students to those of Spring, 1995 11th grade students. Disparities were as follows: Grade 10
-31 Grade 11: -35 Parkviews retention rate was within the established guidelines. Response from Principal: None Area Senior High Schools with Magnet Programs: Student scores at Central remained stable, and they met the criteria for this goal. Disparities were as follows: Grade 10: -52 Grade 11
-48 McClellan did not meet the goal. No grade met the criteria. McClellan also met the acceptable range for retention but Central did not. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: This section is not applicable to this school. Metropolitan student scores are kept in the home schools. Response from Principal
NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 61 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: Strategies were provided at each school to ensure that student placements are non-discriminatory in special education. Materials were reported to be adequate at 16 schools (Bale, Baseline, Chicot, Forest Park, Fulbright, Geyer Springs, Mabelvale, McDermott, Meadowcliff, Otter Creek, Pulaski Heights Elementary, Terry, Wakefield, Watson, Wilson, and Woodruff). A special education teacher at Badgett said that a computer in the resource room would benefit the students. At Brady, one teacher said basic supplies were adequate, but hands-on materials were needed for teaching reading and math. The teacher said she would discuss the reported need with the principal. The visited teacher at Dodd reported the need for equipment, hands-on instructional materials, and additional materials for non-readers. Both of theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 62 interviewed teachers at Jefferson said that materials and equipment were needed. The teacher at Fair reported that additional software was needed for the computer. The observed classroom at Fair Park was located in a portable building. A teacher reported that there was a lack of handicapped access for speech in the portable building. The teacher also said that at times it was necessary to carry a physically handicapped child into the portable because it was not handicapped accessible. At Jefferson, a special education teacher said that a more accessible restroom which provides privacy for students is needed. The teacher at Cloverdale Elementary was absent on the day of the monitoring visit. Materials, equipment, and records will be monitored second semester. Response from Principal(s)
The principal at Brady said that she was not aware of the need for instructional materials in special education. She also said that when needs are identified, efforts are made to assist teachers in meeting the needs of students. The principal at Fair Park said there were no students at Fair Park who required assistance to enter the portable building. Oriqinal Magnet Elementary Schools: No areas of concern regarding special education were reported at Booker, Carver, Gibbs, and Williams.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 63 Response from Prjncipal(s): None Interdistrict Elementary Schools: No areas of concern regarding special education were reported at King, Romine, and Washington. Strategies were available at each school to ensure that special education placement and services provided are non-discriminatory. Response from Principal(s): None Area Junior High Schools: All area junior high schools had strategies to eliminate disproportionate student assignment to special education. All teachers reported adequate facilities, materials, and equipment. Monitors at Forest Heights reported that one of the visited special education classes was housed in an annex building and that facilities were not comparable to the campus in general. Teachers at Forest Heights reported that the facilities met the needs of students. Teachers said that materials and equipment were sufficient. Records monitored at all schools were current and complete. Response from Principal(s): The principal at Forest Heights said that there are classes other than special education classes located in the annex building.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 64 Original Magnet Junior High School: There were no areas of concern reported at Mann. Response from Principal: None Area Junior High Schools with Magnet Programs: Strategies to eliminate disproportionate student assignment to special education were evident at Dunbar and Henderson. The majority of teachers at both schools reported that materials and equipment were adequate to deliver the curriculum. There were no areas of concern noted on the team consensus report. Response from Principal(s): None Alternative Learning Center: Monitors reported that this is the first year a special education class has been housed at the Alternative Learning Center. No areas of concern were noted on the consensus report. Response from Principal: None Area Senior High Schools: Strategies were found to eliminate disproportionate student assignment to special education at both area high schools. At Fair and Hall, there were no areas of concern regarding equipment, facilities, or records in the monitored classrooEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 65 Response from Principal(s): None Original Magnet Senior High School: Monitors found no areas of concern at Parkview. Response from Principal: None Area Senior High Schools with Magnet Programs: Interviewed teachers at Central and McClellan reported they had adequate materials and equipment. However, at Central, the opinion was expressed that access to laboratory facilities would enhance instruction, as would the provision of workbooks. Records monitored at both schools were up-to-date and complete. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No special education classes are housed at Metropolitan Vo-Tech Center. 8.0 GIFTED, AND TALENTED EDUCATION At each school the monitors expected to find: Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staffEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 66 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 served FINDINGS: Area Elementary Schools: There were strategies found at all area elementary schools to eliminate disproportionate student assignment to gifted and talented. It should be noted that there was no teacher for Gifted/Talented at Woodruff until the second week in November. Only two of these schools, Fulbright and McDermott, had negative answers to the item on teachers having adequate materials and equipment to deliver the curriculum. At Fulbright School, some visited teachers reported needing two more file cabinets. Also needed were a CD ROM drive computer and a set of dictionaries. At McDermott Elementary School, one of the visited teachers reported having adequate materials and supplies. The other did not. The monitors reported that more advanced materials were needed, and computer equipmentEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 67 should be available in the G/T classroom. It was reported that compared to last year, funding was very low for Gifted/Talented this school year. Part of the Gifted Program at Fulbright Elementary School was held in a portable building. The Gifted Program at Fair Park Elementary School was housed in a portable building which did not seem to have room enough for proper display of student projects. At Cloverdale Elementary School, the gifted facility was too small to house the students. There was also no sink in the room. The above limits the activities that can be conducted, as well as adversely affecting the implementation of the Gifted curriculum. All of the regular classrooms have sinks, according to the teacher. Additionally, there was not enough storage capacity to store on-going student projects. The gifted class at Wilson Elementary School was housed in a smaller classroom than it was last year. The teacher said that the classroom was adequate. Response from Principal(s): The Wilson Principal said that the school enrollment was up this school year over last school year. The location of the gifted classroom was changed to accommodate an additional regular classroom. The Fulbright Principal reported that the gifted teachers had access to the computer laboratory two times per week.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 68 Original Magnet Elementary Schools: All four of these schools had strategies to eliminate disproportionate student assignment to gifted and talented. Although the Booker Magnet School gifted teacher said that the materials and equipment were adequate, one project during the school year offered the students the experience of requesting a loan, raising money through projects, marketing and repaying the loan. The money raised by students has supplemented the gifted program. The teachers of the gifted classes at Williams reported that they were using creative spending and networking in order to approach having adequate materials and equipment. Williams teachers reported having received only $85 for the Gifted program thus far this year, and that no funds had been provided by the Division of Exceptional Children for gifted. It was also reported that the Williams principal has allocated paper and other materials to the gifted program and has been very cooperative in trying to fill the needs of the program. At Carver Magnet School, in order to eliminate the minority underrepresentation (35% black students) in the gifted classes, the following strategies have been implemented. The gifted specialist met with classroom teachers to discuss differentiation in the regular classroom and to develop strategies for implementation. All K-2 classrooms received thirty minutes of enrichment per week with the gifted Learning Styles Specialist.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 69 The Carver gifted specialist and the K-2 regular classroom teachers work together to observe and record information on potentially gifted students. All teachers have been inserviced on the inclusion of higher order thinking skills in all aspects of the curriculum. Teachers have received in-service training on recognizing the multiple intelligences and developing strategies to enhance these differing intelligences in the classroom. Classroom teachers at Carver used flexible grouping and cooperative learning techniques in order to expose all children to higher level tasks and experience success. Teachers have received in-service education concerning ways in which to recognize potentially gifted characteristics in students. Although it was reported that the Carver teachers had adequate materials and equipment, with 210-220 students identified as gifted, the special teacher felt overburdened. She said that she thought the gifted pupils needed more time with the teacher. It was reported that the school staff was educating some parents on how to work with their gifted students. Although the Carver gifted facility looked comparable to those of the campus in general, the gifted specialist said that at times during the school day the room seemed very crowded. The gifted specialist was of the opinion that there were too many students for the classroom size. All observed records at all of these schools were current and complete.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 70 Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern were noted in this area for King, Romine and Washington Elementary Schools. Although most teachers visited at Washington School had adequate materials and equipment, some teachers needed more materials for enrichment activities. Challenge activities were observed while students used these materials. It was reported that purchasing a computer with software was planned for the gifted program. A donated computer needed repairing. Most of the teachers visited had current and complete student records. Response from Principal(s): None Area Junior High Schools: There were no areas of concern noted in the section "Gifted and Talented Education" for these schools. At Forest Heights Junior High School, it was reported that a program needed to be established to help gifted students who were weak in certain areas. Despite the fact that only five white students were assigned to the gifted program at Cloverdale Junior High School, this was still within the expected range for the school because of the 86 percent black student enrollment.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 71 At Mabelvale Junior High School, it was reported that although a majority of the teachers visited had adequate materials and equipment, the teachers of the G/T science classes reported that science equipment needed updating and that a laboratory facility was needed. Also, updated reading material was needed for English classes. At Mabelvale Junior High School, it was also reported that computers for the use of gifted mathematics students were needed. At Pulaski Heights Junior High School, it was reported that more space was needed for students to work together on projects. Response from Principal(s): None Original Magnet Junior High School: All the responses on the gifted section for Mann Magnet Junior High School were positive. Response from Principal: None Area Junior High Schools with Magnet Programs: All the responses on the gifted section for Dunbar and Henderson Junior High Schools were positive. At Dunbar, it was reported that the gifted coordinator had inserviced the entire faculty regarding procedures for identifying students. The Dunbar Principal had also conducted inservice with staff on the topic.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 72 Response from Principal(s): None Alternative Learning Center: No Gifted and Talented program is housed at the Alternative Learning Center. Response from Principal: None Area Senior High Schools: There were no negative responses to the gifted section of the checklist for Fair and Hall High Schools. Response from the Principal(s): None Original Magnet Senior High School: Although all the responses on the checklist section for gifted at Parkview High School were positive, some visited teachers reported needing more funds to purchase additional materials to enhance the implementation of the curriculum. Response from Principal: None Area Senior High Schools with Magnet Programs: All the responses on the checklist section for gifted were answered in the positive for Central and McClellan High Schools. It was reported that at Central,EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 73 networking was occurring with the junior high schools in providing early experience with gifted expectations and in forming a task force of successful black students from the gifted program to assist in recruitment to Advanced Placement and G/T classes. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: There were no gifted classes at Metropolitan. Response from Principal: None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the district-wide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum FINDINGS: Area Elementary Schools: The elementary schools report extensive staff development in all threeEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 74 areas of priority. Additional inservices this semester include COE training. Pathway to Excellence, Hands-on science activities. Literature Rich Environment, Thematic Units, School Safety/Gang Related, Integrated Literature, 4th Grade Crusade, Maps, Clowns/Bullies, local counselor and media specialist inservice on various topics and units of study, Reading Recovery and MCRAT. This educational training was provided at faculty meetings, workshops, and by the district. Title I teachers provide on-going inservice, and Title I teachers work directly in the classroom with students in cooperation with the regular classroom teacher. Only one area of concern was voiced at Terry where no teacher visited experienced inservice on multicultural curriculum delivery this semester. There were however 59 instances of this inservice prior to 1995-96. Response from Principal(s)
The Terry principal stated that an equity staff development inservice was advertised at Terry. She also said that Terry teachers were constantly encouraged to go to inservice on the topic of multiculturalism. Oriqinal Magnet Elementary Schools: Reports from these schools indicated that many courses dealing with educational equity, multicultural strategies, and student management were offered. Booker reported that AEA has recently provided workshops in "Multiculturalism in Arkansas" and "Multiculturalism from a Global Perspective." They also mentionedEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 75 some workshops provided by the State Department of Education such as the K-3 Initiative. Inclusion training was also cited. The majority of Carver teachers indicated they had received equity and multicultural curriculum delivery inservice this year. All teachers also received Discipline with Dignity inservice. Gibbs focused on At-Risk student identification and had staff development to aid them in this effort. International studies teachers provided inservice during preschool week on multiculturalism. They also received classroom management and Positive Reinforcement training during the 1995-1996 school year. Williams included At-Risk Strategies and Modifications in their training, as well as Assertive Discipline and classroom management. All schools reported on-going links between classroom teachers and remedial teachers to provide a better understanding of the remedial programs. Response from Principal(s)
None Interdistrict Elementary Schools: All schools reported inservices that aid staff in providing equity, multiculturalism, and safety. Although there were no entries in the school profile. Washington teachers who were visited said they have received inservice in the different areas including workshops by Sanford Tollette of Pfeiffer Camp and Judy Milam of the IRC.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 76 All interdistrict school teachers visited indicated they had inservice to better understand the remedial programs. Response from Principal(s): None Area Junior High Schools: Most of these school staffs included all of the specific courses mentioned in the report. Additional inservices mentioned at Cloverdale were the Student Assistance program, vocational education, specific multicultural classes from a global perspective, and Discipline: Results, Not Outrage. Forest Heights was a concern since there was no evidence of staff development in equity education or multicultural curriculum delivery this year. Most teachers visited however did indicate training in discipline management. Mabelvale cited New Futures and Stanford 8 training. Science Crusade participation and multiculturalism inservice. Teachers had a concern about receiving multicultural training as opposed to studies about only black/white cultures. Several teachers also voiced their concern about central office decisions that do not allow them to implement their classroom management training. Pulaski Heights and Southwest reported that all suggested inservices were provided. Conflict Resolution was an addition. In all area junior high schools, regular classroom teachers teach the Language Plus and Math Assistance classes. All teachers in all schools haveEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 77 been provided training in these programs. Response from Principal(s): None Original Magnet Junior High School: The staff at Mann had already experienced many workshops such as Prejudice Reduction and Cultural Relations prior to 1995. On-going training in 1995 included At-Risk student identification and modifications and Successful Year Starts. The majority of certified staff members also had Conflict Resolution and Behavior/Styles/Student workshops this year. Counselors and remedial teachers provided training in the remedial programs in conjunction with district training. Response from Principal: None Area Junior High Schools with Magnet Programs: Both schools reported that staff development in the required areas had already been received prior to 1995. This year staff members at Dunbar had inservice in cooperative learning, PET and/or TESA. Sixteen staff members had workshops on multiculturalism and four staff members had classroom management workshops. Remedial inservice was provided by Dunbar remedial teachers and the school district. Henderson Magnet School teachers had Health Science workshops last summer sponsored by UAMS. They also had a school health science workshop.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 78 Some of the teachers attended these inservices at UCA. They also attended a Partners-in-Education for Teachers class during the summer. Henderson also reported that the AEA provided a variety of inservice topics like the INTERNET. Staff development activities in teaching strategies for multicultural curriculum delivery is on-going throughout the school year. Some staff monitored had just completed an Assertive Discipline inservice. Most visited teachers said that they had not had on-going inservice in understanding the remedial programs. Response from Principal(s): None Alternative Learning Center: The School Profile documented that inservice in educational equity, multicultural curriculum delivery and classroom management was provided to staff. This year, there are no Title I teachers at the center. Response from Principal
Our whole program is one of remediation. Our staff has continuous inservice on how to remediate all students and help them to become more successful in a special classroom setting. Area Senior High Schools: Many of the staff members at these two schools received inservice training prior to this year. The staff at Fair focused on inservice in understanding the remedial programs which was an area of concern last year. Most visited teachersEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 79 received training in classroom management this year. As of the first semester of the 1995-1996 school year, none of the staff of classrooms monitored reported inservice in educational equity or teaching strategies for multiculturalism. Prior to 1995 there were 210 staff members who received education equity training and 65 who completed training in PET and Cooperative Learning. Hall included in their school profiles inservice in Prejudice Reduction, At-Risk strategies, TESA, PET and Cooperative Learning. Violence Prevention was also provided prior to 1995. All interviewed teachers said that extensive training has been provided in understanding the remedial programs and assistance is readily available. Response from Principal(s): None Original Magnet Senior High School: Parkview offered many inservices to staff in educational equity which included PET, TESA, Student Assistance, Stanford 8 instruction and test taking. Multicultural learning and cooperative learning were cited as well as Conflict Resolution and classroom management workshops. Positive Communication was also included. Remedial classes are taught by the regular classroom teachers and explained to the rest of the faculty. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 80 Area Senior High Schools with Magnet Programs: Both schools provided inservice training in all areas. Central cited Advanced Placement inservice and academic course inservice which included a math workshop on multiculturalism. Common Ground was another course currently being offered. The principal reported that all academic support programs have been explained to all faculty members. McClellans school profile outlined the many inservice offerings available. The administration pointed out that the regular classroom teachers have a clear understanding of the remedial programs as a result of inservice training. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Many courses have already been provided prior to the 1995-1996 school year. Additional training this year include Self Esteem, Learning Styles and Positive Discipline. Teachers were given Stanford 8 scores and achievement records to enable teachers to appropriately address students strengths and weaknesses. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 81 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 and involving parents regarding all aspects of their childs school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans FINDINGS: Area Elementary Schools: The majority of teachers at area elementary schools ranked the telephone as the most effective method of encouraging parental involvement. Personal contacts and letters/memos were also reported as effective means of communication. Home visits were rarely cited as a communication process used by the school to increase parental involvement.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 82 The majority of visited teachers said that all identifiable groups of parents are involved in school functions. However, teachers at Mabelvale and Meadowcliff said that all parent groups were not represented, and more participation by all parents is encouraged. At Fulbright, the monitoring team reported that parents were not involved in the development of the School Improvement Plan. Three area elementary schools (Mabelvale, Meadowcliff, and Woodruff) reported that district structure, policy, and programs had not been discussed at school meetings at the time of the first semester monitoring visit. Response from Principal(s): The principal at Fulbright said that it was an oversight that parents were not involved in the development of the School Improvement Plan. However, he also reported that co-presidents of the PTA reviewed the plan. The principal at Meadowcliff said that although local school meetings had not included information on district policy and programs, the counselor at Meadowcliff was conducting a five-week workshop on "Helping Students Succeed In School." The Woodruff principal said that a PTA meeting was planned for the month of December. Topics to be discussed at the meeting included Stanford-8 testing results, district programs, and ways to access them. Oriqinal Magnet Elementary Schools: Parents at all schools were given opportunities to provide input regarding the School Improvement Plan. Parent involvement was encouraged throughEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 83 phone calls, newsletters, and parent conferences. Teachers at Williams said that parent contract letters and a volunteer booth have also been used to enhance parental involvement. All schools reported evidence of providing parents with information on district policy and programs at PTA or other parent meetings. Response from Principal(s): None Interdistrict Elementary Schools: The team consensus reports listed phone calls, memos, and newsletters as the most frequently used methods to encourage parental involvement. Responses were positive relating to parental involvement at all three schools. Response from Principal(s)
The assistant principal at Washington said that grant money is used to provide parents with information through mini-seminars. Area Junior High Schools: At Mabelvale Junior High, a variety of methods is used to encourage parental involvement. All interviewed teachers at Mabelvale mentioned the effectiveness of team conferences and team newsletters. The majority of visited teachers at Mabelvale, Southwest, and Cloverdale Junior High said that all groups of parents are represented and involved in school functions, but more parental involvement is needed.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 84 Teachers at Forest Heights reported that the school provides equitable opportunities for parental involvement in the district and school activities. Phone calls were reported to be the most effective means of communication with parents. It was noted that some teachers are beginning to bring their own cellular phones to the classroom. These teachers said this is a most useful and effective way to contact parents immediately when a discipline problem occurs. Teachers also said discipline has improved since they have been able to immediately involve parents via phone calls. No evidence was provided that district policy, structure, and programs had been addressed at PTA meetings or through mini-seminars held at Forest Heights or in the community. The Pulaski Heights team reported positive responses to all parental involvement questions, except one. Fifty percent of the interviewed teachers at Pulaski Heights said that all identifiable groups of parents are not actively involved in school functions. Response from Principal(s): None Original Magnet Junior High School: Teachers at Mann reported phone calls, newsletters, and student plan books as regularly used methods to improve parent-school communication. Documentation was available as evidence that parents were involved in the remediation programs in which their children participate. Parents activelyEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 85 participated in the development of the improvement plan. District policies and programs were discussed at Manns Open House and Seventh Grade Orientation. Response from Principal(s): None Area Junior High Schools with Magnet Programs: Teachers at Dunbar and Henderson said that phone calls and parent conferences were among the most effective ways to encourage parent involvement. The majority of teachers reported that all identifiable groups of parents are involved in school functions. Parents were involved in the development of the improvement plan at both schools. District policies and programs have been discussed at PTA meetings at Dunbar and Henderson. Teachers at Henderson said that the principal or guest speaker addressed LRSD programs or procedures during each PTA meeting. Response from Principal(s)
None Alternative Learning Center: Phone calls were reported as the most effective way the school communicates with parents. Parents were involved in the development of the improvement plan. No areas of concern were reported. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 86 Area Senior High Schools: Teachers at Fair and Hall said that phone calls were the most effective form of communication with parents. Interviewed teachers at Fair and Hall reported that all identifiable groups are involved in school functions. At Hall, an active PTA, a diversified parent group of regular volunteers, and VIPS were some of the examples of parental involvement cited. Regular contacts were made with parents at both schools. Documentation was available at both high schools to show that parents were involved in the development of the improvement plan. Parent conference letters were observed as evidence of parent involvement in remedial programs in which their children participate. Response from Principal(s): None Original Magnet Senior High School: Information regarding district structure, policy, and programs has been distributed and discussed at Parkview PTA meetings. Teachers said the most effective way to encourage parent involvement is offering activities in which students perform. Teachers reported that all identifiable groups of parents are involved in school functions. Parent input from the Quality of Education survey was utilized in the development of the improvement plan. Parents on the PTSA Board/ExecutiveEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 87 Committee were directly involved in developing the local School Improvement Plan. Response from Principal: None Area Senior High Schools with Magnet Programs: No areas of concern were reported at Central or McClellan. Memos were reported to be the most effective method of communication with parents at McClellan. Personal contacts were reported as most effective at Central. All parent groups were represented at school functions. However, more involvement by black parents was desired at Central. Parents at both schools were involved in remedial programs in which their children participated. At Central and McClellan, parent participation in the development of the local School Improvement Plan was evident. District structure, policy, and programs were addressed at PTA at both high schools. Response from Principal(s)
None Metropolitan Vocational-Technical Education Center: Areas of concern were not identified at Metro. All identifiable groups of parents participate on advisory boards and serve as chaperons through the career orientation classes. Effective methods were used to encourage parent involvement. Examples include phone calls, parent conferences, and sendingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 88 home student work such as videos produced by students. Staff members and Advisory Board members were assembled for planning and developing the School Improvement Plan. Home school PTA meetings and church meetings were avenues used to apprise parents of district structure, policy, and programs. Response from Principal: None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality exists Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/ controlling students FINDINGS: Area Elementary Schools: Information regarding LRSD disciplinary policies and procedures was distributed to all students and parents at all area elementary schools. The UttleEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 89 Rock School District Rights and Responsibilities Handbook was taught, and a form denoting receipt thereof is kept on file at each school. School and classroom rules were carefully explained, and in most cases, were posted throughout the schools. At each of the area elementary schools, monitors reported that the school staff had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success, and alleviate behavior problems. Examples of the aforementioned included incentive programs. monitoring at-risk students, use of behavior management plans, conferences with parents, practice of positive discipline, assemblies, honor/award systems. detention hall, tutoring, efforts of counselors, cooperative learning, and extracurricular activities. According to monitoring reports, classroom instruction proceeded in an orderly manner at each area elementary school. Additionally, principals, assistant principals, and teachers were considered very active/very visible in directing/controlling students at all area elementary schools. Supervision aides at each area elementary schools except Brady and Fulbright were also considered very active/very visible in directing/controlling students. At Brady, the monitoring report indicated that supervision aides were somewhat active/somewhat visible in performing that task. At Fulbright, supervision aides were considered not active/not visible in directing/controlling students. The report from FulbrightEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 90 indicated that more supervision on the playground by supervision aides was needed, and further stated that upper grade level students were observed on the playground intimidating small primary level students, evidently unobserved by aides. With the exception of Watson, Pulaski Heights and Mabelvale Elementary Schools, all area elementary schools had three or fewer suspensions/expulsions the first nine weeks. At Pulaski Heights, eighty-one percent (17/21) of the students who received the above disciplinary sanctions were black. The acceptable range for Pulaski Heights Elementary is 35% - 53% black students. based on a 47% black student enrollment. At Mabelvale Elementary, eighty-six percent (6/7) students who were suspended/expelled the first nine weeks were black. The acceptable range for Mabelvale is 53% - 79% black students, based on a 70% black student enrollment. All ten of the students who were suspended/expelled the first nine weeks at Watson were black. The acceptable range for Watson is 61% - 91% black students, based on an 81% black student enrollment. Where needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in place at all area elementary schools. Examples of strategies cited in monitoring reports'follow: incentive programs. teacher inservices, behavior modification plans, conferences with parents. detention, functioning discipline committees, and award programs.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 91 Response from Principal(s)
None Oriqinal Magnet Elementary Schools: All original magnet elementary schools apprised students and parents of LRSD disciplinary policies and procedures, according to reports submitted by monitoring teams. The Little Rock School District Rights and Responsibilities Handbook was taught, and forms denoting receipt thereof are kept on file. Classroom and school rules were also explained and posted. Strategies have been implemented to enable students to remain in school. promote academic success and alleviate behavior problems at each original magnet elementary school. Examples of the foregoing cited by monitors follow: award and incentive programs, individual student contracts, peer helpers, tutors. detention hall, and academic and behavior plans for students. Classroom instruction proceeded in an orderly manner in classrooms observed by monitors at the original magnet elementary schools. All appropriate personnel were observed as being very active/very visible in directing/controlling students at Booker, Carver, and Gibbs. At Williams, monitors considered the assistant principal, teachers, and supervision aides as being very active in supervising students
the principal was viewed as neither active nor visible in completing that task.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 92 Monitoring reports indicated that two or fewer students received suspensions/expulsions the first nine weeks at all original elementary magnet schools except Booker. At Booker, 90% of the ten students who received disciplinary sanctions were black, which is not generally representative of the student population. All of the original elementary magnet schools have implemented strategies to eliminate disproportionate discipline sanctions among identifiable groups, per monitoring reports. Examples of the strategies follow: formation of Discipline Hearing Committees, after-school detention programs, emphasis on conflict resolution, individual counseling, intervention programs, work of Pupil Services Teams, and efforts to help students develop effective study techniques. Response from Principal(s): None Interdistrict Elementary Schools: Information regarding LRSD disciplinary policies and procedures was made available to all students and parents at King, Romine, and Washington, according to monitoring reports. Additionally, the school staff at each of the schools indicated that plans, procedures, and practices were in use to enable students to remain in school, promote academic success, and alleviate behavior problems. At King, examples of the aforementioned included incentives for appropriate behavior, cooperative discipline, and an In-school Suspension Program. AtEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 93 Washington, monitors indicated that there was an emphasis on building selfesteem. No specific examples were noted on the report from Romine. Monitors reported that classroom instruction proceeded in an orderly manner in classrooms visited at the three interdistrict elementary schools. Suspension/expulsion rates generally represented the student population at King and Romine, but not at Washington. Eighty-three percent of the students receiving suspensions the first nine weeks at Washington were black, which is not within the acceptable range of 48% - 72% black students, based on a 64% black student enrollment. Strategies to eliminate disproportionate discipline sanctions among identifiable groups had been developed at Washington. Although no disproportionality in this area was evident at King, strategies to prevent disproportionate sanctions were in the narrative section of Kings school profile. The report from Romine indicted that no strategies in this area were needed. At King and Romine, monitors considered all appropriate personnel as being very active/very visible in directing/controlling students. However, at Washington, the principal was regarded as somewhat active/somewhat visible in directing/controlling students, and the supervision aides were considered as not active/not visible in completing the same task. The re
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.