Report: ''Little Rock School District Educational Equity Monitoring 1996-97, First Semester Summary Report,'' Planning, Research, and Evaluation Department

LITTLE ROCK SCHOOL DISTRICT RECEIVED JUN 6 1997 OFFICE OF Office of Desegration Monitoring EDUCATIONAL EQUITY MONITORING 1996-97 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1997 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS 1.0 Page Equitable Placement by Race/Gender in School Programs 3 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 24 4.0 Committees 30 5.0 Extracurricular Activities 34 6.0 Student Achievement/Assessment 41 7.0 Special Education 49 8.0 Gifted and Talented Education 54 9.0 Staff Development 63 10.0 Parental Involvement 70 11.0 Student Discipline 79 12.0 Building Leadership/Management 92 9 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 108 2.0 Curriculum 108 3.0 School/District Initiated Honors and Awards 111 4.0 Committees 111 5.0 Extended Day Educational Opportunities 112 6.0 Student Achievement/Assessment 113 7.0 Special Education 114 8.0 Gifted and Talented Education 115 9.0 Staff Development 116 10.0 Parental Involvement 118 11.0 Student Discipline 119 12.0 Building Leadership/Management 122 additional observations addendum School Category Groupings Used In Report Henderson Health/Sciences Magnet Program McClellan High School Business/Communications Magnet Program 124 134 135 138LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 1996-97 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 school 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/Management 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. ThePage 2 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 15, 1996 and December 17, 1996. 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 LRSD Office of Desegregation, through the appropriate central office administrator, provides guidance for corrective actions. Therefore, current conditions may be different.1.0 Page 3 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 1996-1997, elementary: 40% to 60%, junior high: 52.57% to 78.85%, senior high: 49.83% to 74.74% Racial/gender enrollment of classrooms and courses generally reflects the racial/gender composition of the school Racial/gender enrollment of extended educational programs generally reflects 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: Of the 23 area elementary schools, eleven schools, or 48%, did not meet the criteria of equitable staffing (certified and/or non-certified). Jefferson, Meadowcliff, Otter Creek, and Watson fell below the staffing goal of at least 25% black certified staff members. The other seven of eleven schools-Badgett, Bale, Baseline, Brady, Cloverdale, McDermott and Pulaski Heights-fell below the staffing goal of at least 25% white non-certified staff members. Seven of the 23 area elementary schools, or 30%, reflected the acceptable range for black student enrollment for the 1996-97 school year. The schools arePage 4 Forest Park, Fulbright, Jefferson, McDermott, Otter Creek, Pulaski Heights, and Terry. Bale, Baseline, Dodd, Fair Park, and Otter Creek, or 22%, of the 23 area elementary schools had class enrollments that failed to reflect the racial/ethnic composition of the school. Bale had four classes out of range. At Baseline, the fifth grade was out of range at 93% black students. There were three classes out of range at Dodd. Fair Park had seven classes out of range. Six of 14 classes were slightly above the recommended range for black students. One first grade class was slightly below the recommended range for black students. Of the 23 area elementary schools, six have one-race classes. The identified schools are Badgett, Bale, Baseline, Meadowcliff, Watson, and Wilson. At Badgett, a single one-race class was noted. Bale had four one-race classes. At Baseline, four one-race classes were also observed. Meadowcliff had a single one-race class. At Watson, a one-race class was observed. At Wilson, one section of special education was noted with 17 black students. Response from Principal(s): Meadowcliffs principal said that Human Resources pulled two teachers from the school, a black teacher and a white teacher. The Watson principal said that a new black speech therapist was employed in November. Meadowcliffs principal said that speech was normally a one teacher to one student class.Page 5 Original Magnet Elementary Schools: Of the four original magnet elementary schools, two schools, or 50%, did not meet the criteria of eguitable staffing (certified and/or non-certified). Both Booker and Gibbs fell below the staffing goal of at least 25% white non-certified staff members. At the other two schools, Williams and Carver, the school staff composition was adequate to ensure student contact with a variety of personnel. At all four schools, enrollments reflected the racial composition prescribed by the Court approved desegregation plan. Class enrollments at all four schools generally reflected the racial/ethnic composition of the school. All principals implemented effective strategies in order to racially balance class enrollments. There were no one-race classes in any of the four schools. Response from Principal(s). The Booker principal stated that there was one open position this year which was filled by a white drama specialist. Interdistrict Elementary Schools: King, Romine, and Washington attained the goal for equitable staffing for certified staff members. Romine met the goal for non-certified staff. The noncertified staff was 9% white at King, 26% white at Romine, and 22% white at Washington which was similar to the 1995-96 second semesters equity report. The school enrollment at Romine (71% black) did not reflect the racial composition prescribed for the interdistrict schools. At three schools, no one-race classes were observed.Page 6 Response from Principal(s): The percentage of Romines black students assigned through the student assignment office exceeds the goal of 40-60% black. Also, changing neighborhood demographics is a factor. Area Junior High Schools: Forest Heights, Mabelvale and Southwest attained the equitable staffing goal. The non-certified staff at Cloverdale was 9% white. The certified staff at Pulaski Heights was 20% black. The school enrollment at Cloverdale (87% black) did not reflect the racial composition prescribed for area junior high schools. Only Cloverdale 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 all of the area junior high schools. Response from Principal(s): Pulaski Heights principal stated that there is a very limited pool of black staff members who are willing to work at the junior high level. Original Magnet Junior High School: The equitable staffing goal was attained at Mann. The 52% black student enrollment was within the range approved by the Court. More than 50% 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 five one-race classes reported.Page 7 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 23% of noncertified employees are white. The school population at Dunbar reflected the acceptable range of 52.57% to 78.85% black. At Dunbar and Henderson, the class enrollments did not reflect the school populations. The principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at Dunbar and Henderson. Response from Principal(s): None Alternative Learning Center: The ALC did not attain the equitable staffing goal for non-certified positions with only 20% white personnel. School enrollment was 46% black. Classes generally reflected the ethnicity of the student population. One-race classes were observed. Response from Principal
The ALC principal stated that he had no chance to pick the race of new security personnel. Area Senior High Schools: Fair and Hall attained the equitable staffing goal. Halls enrollment reflected the acceptable range of 50% - 75% black students. Class/ course enrollments didPage 8 not generally reflect the composition of the student population at either school. Both schools, Fair and Hall, generally had classes out of compliance. Also, both schools were observed to have had one-race classes. Written strategies to eliminate disproportionate classes were provided. Response from Principal(s): 4 None Original Magnet Senior High School: Parkview attained the eguitable staffing goal. Fifty-two percent of the student population was black. More than 73% of the classes were within the acceptable range for black student enrollment. Two one-race classes were reported which included nine black students in a Drama II class. There were 13 black students in kindergarten. Response from Principal: None Area Senior High Schools with Magnet Programs: Only the composition of the school staff at McClellan met the goal for both certified and non-certified personnel. At Central, the non-certified white personnel was 22%. Centrals school enrollment was 62% black and within the prescribed range of 50% - 75%. McClellan did not meet this goal with an 84% black enrollment. Class/course enrollments did not reflect the composition of the student bodies. Sixty-four percent of the classes at Central were over or under the acceptable range. The principal provided strategies to eliminate disproportionate classes and the one-race classes at Central and McClellan.Page 9 Response from Principal(s): The principal stated McClellan is working toward a quality 50% black and 50% white staff. Metropolitan Vocational-Technical Education Center: Metropolitan did not achieve the staffing goal for non-certified staff. Personnel included a 25% black certified staff and 20% non-certified white staff. The school population was 50% black. There were two 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 the curriculum be implemented with available materials and equipment ?) 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 multiculturalismPage 10 FINDINGS: Area Elementary Schools: In all area elementary schools except Baseline, most of the visited teachers said that materials and equipment were adequate for curriculum delivery. Although all classroom teachers visited at Baseline Elementary School said that they had adequate materials and equipment for use in the classroom, the Success for AH Title I program materials were not at the school, and it was mid October. The Peabody materials were back-ordered through December. It was reported that Baseline School was not connected to the Internet. At Chicot School, it was reported that additional social studies teacher guides were needed. At Woodruff School, two teachers said that they could use additional equipment and/or materials. One teacher said that dictionaries were needed. Another teacher said that more hands-on materials for instruction were needed. It was reported at Badgett Elementary School that the computer laboratory needed additional working headphones. In some visited classes at Geyer Springs Elementary School, some teachers mentioned that they could use additional computers. At Bale School, one visited teacher needed some social studies books for each child to have one copy. All observed student records at these schools were current and complete. Visited classroom seating patterns promoted interactions among students of different races/genders in all of these schools. However, in the classrooms observed at Baseline and Fair Park Schools, there were very few white students.Page 11 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 in all of these schools. In all of these schools except one, the bulletin boards, displays of projects. publications, and productions in the classrooms reflected multiculturalism. There was an inadequate representation of Caucasians in the pictures and posters of the classrooms visited at Fair Park School. There was a display of student work both inside and/or outside of the classrooms visited in all of these schools. The multicultural objectives of the curriculum were taught in all the visited classrooms in these schools. For all of these schools except one, it was determined that the media specialist annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. At Otter Creek School, the media specialist was out of the building attending a workshop on the day of the monitoring visit. She was not at school for the monitors to interview about this. However, the monitors saw multicultural materials throughout the media center. Response from Principal(s): The Chicot Elementary principal reported that the teacher guides in question for social studies had been ordered, but she would check on when they will be sent to the school. The Woodruff Elementary principal said that hands-on mathematics materials will be purchased from the Title I budget. The Bale principal said that the teacher had not given the number of social studies books needed to the principal.Page 12 Original Magnet Elementary Schools: Materials and eguipment \A/ere reported to be sufficient for curriculum delivery by most monitored teachers. Overhead projectors, globes, computers. manipulatives, films, audios, texts, LRSD multicultural curriculum guides, and TVs were observed in the visited classrooms at Carver Magnet School. All observed records were current and complete in these schools. In most classrooms visited, all students were actively involved in classroom instruction. Students were observed drawing circles using a compass. Students were also observed using computers, worksheets and books. Pupils were observed reading aloud to the class. A game of charades was observed. 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 Gibbs School, a poster was observed with the theme of cooperative group rules with a child pictured in a wheel chair as well as other youngsters of multiple races. Some bulletin boards about Mesopotamia and India were observed. In all the classrooms monitored at these schools, multicultural poster and bulletin boards were displayed. At Williams Magnet School, a bulletin board on Native Americans was observed as well as one on black leaders, and a multicultural number line was on display. In most classrooms monitored, displays of student work reflecting various teaching strategies were observed. At Carver Magnet School, displays of studentPage 13 work of American Indians stipulating the cultural diversity of the tribes were observed. Multicultural objectives of the curriculum guides were being taught in all classrooms visited in these schools. At Carver Magnet School instruction was being conducted on how the various American Indian tribes beneficially used the environment. The media specialists at these schools annually evaluated the adequacy of the multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine and Washington Schools, most teachers of monitored classrooms had adequate materials and equipment to deliver the curriculum. One of the English as a Secondary Language (ESL) centers was located at Romine. These schools had current and complete student records in the classrooms monitored. All students observed at these schools were actively involved in classroom instruction. Observed classroom seating patterns were well balanced in these schools. Bulletin boards, displays of projects, publications, and productions in these schools reflected the racial/ethnic/gender differences of the student bodies and/or multiculturalism. Native American, Asian, and Hispanic cultures were examples of displays reported by monitors.Page 14 All monitors at these schools said that classroom bulletin boards were multicultural. Examples included famous people from different cultures and professions featured on a bulletin board, and a globe was observed that featured cultural economics throughout the world. Displays of student work were observed in all the visited classrooms in these schools. Multicultural objectives of the curriculum were reported to be taught in all visited classes. One monitor observed a multicultural music lesson in progress. The media specialists at these schools reported that the evaluation of materials was ongoing. The Washington media specialist reported that this school year more materials have been available from Asian and Hispanic authors, and the school has ordered some of them. The multicultural collection is increased each year at Washington School. Response from Principal(s): None Area Junior High Schools: All of these schools reportedly had adequate materials and equipment to deliver the curriculum. However, at Cloverdale Junior High School, some teachers of monitored classrooms said that they needed more high interest and low ability level materials. It was reported that some Cloverdale Junior High School textbooks were damaged, and that they were kept an extra year when they should have been replaced. Some visited teachers at Cloverdale said that the class set concept for textbooks was working
at least, this assured that every student had a text every day.Page 15 Most of the student records observed in these schools were current and complete. However, one visited teacher at Cloverdale Junior High School had the grade book and lesson plan book at home. In most classrooms visited in these schools, the students were actively involved in classroom instruction. Most of the students in one classroom visited at Pulaski Heights Junior High School were not involved in the lesson being taught. Seating patterns were appropriate in the monitored classes at these schools. In all of these visited schools, the bulletin boards, displays of projects, publications. and productions throughout the schools, including the media center, reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Most of the classrooms visited in these schools had bulletin boards, displays of projects, publications, and productions reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism. A few visited classes at Pulaski Heights Junior High School did not have multicultural displays. A display of student work was observed in all classrooms visited at these schools. Interviewed teachers at these schools said that the multicultural objectives were taught. The media specialists at these schools said that they annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. The media specialist at Cloverdale Junior High School said that she read book reviews, reviewed the books on the shelf and listened to what the students and teachers asked for before making an order.Page 16 Response from Principal(s)
None Magnet Junior High School: Most of the teachers visited at this school said that they had adequate materials and equipment. Most of the observed records at this school were current and complete. All observed students were actively involved in classroom instruction at this school. In most visited classrooms at this school, the seating patterns enhanced the desired race/gender interaction. This school had evidence that the multicultural curriculum was being implemented. In most classrooms visited in this school, there was a good mix of multicultural displays. In two classrooms at Mann Junior High, no bulletin boards were observed. There was a display of student work exhibited in most of the classrooms visited. However, no student work was observed in one classroom. It was reported in all the classes visited in this school that multicultural objectives of the curriculum guides were taught. The visited media specialist at this school reported that she annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Response from Principal(s): The Mann Junior High principal said that the media specialist attended the tridistrict multicultural fair each year. The Mann media specialist coordinated thePage 17 purchase of materials with the LRSD Director of Instructional Technology/Library Programs. Area Junior High Schools with Magnet Programs: On the report from Henderson, several problems concerning the band program were noted. It was reported that the Henderson band had to have its own fund raiser for the purchase of needed instruments and equipment. It was also reported at Henderson that some students had to be turned away from the band because they did not have the needed instruments. A staff member at Henderson said that either two band room walls needed to be fully carpeted for better acoustics or that acoustical panels needed to be placed on these walls. It was reported that Henderson needed some locked storage space for band instruments. Some instruments were getting stolen because of the lack of adequate and locked storage space. The band also needed a computer capable of running software on rhythm and pitch identification. One student reportedly wanted out of band because he could not afford drum sticks. There was no Internet connection at Henderson. No lesson plan book was available in one classroom visited at Henderson Junior High. At Henderson Junior High School, in some rooms visited, white students sat together, or there were so few white pupils that there could not be a good mix. In one visited classroom, the students were seated alphabetically unless they talked too much. At Dunbar, the recommendation was given by the monitoring team for more multicultural displays to be reflected in the classrooms.Page 18 Response from Principal(s): The Henderson principal said that he talked with the student who allegedly wanted out of band because he could not afford drum sticks. The principal said that the situation was that the boy could actually afford the drumsticks, but he decided to spend the money elsewhere. The Henderson principal also said that once the building was wired and prepared for the Internet, he would determine how much money to spend on computers, software and inservice for the 1997-98 school year. Alternative Learning Center (ALC): Some visited ALC teachers said that they did not have adequate materials and equipment to deliver the curriculum, nor did they have enough textbooks. Teachers expressed the need for classroom sets of textbooks and more computers. In one classroom visited, the overhead projector did not work. A projection screen was needed in one visited class. Observed records were current and complete. All observed students were actively involved in classroom instruction. The gender mix in the observed classes was good. There were only three white students in the school. There was evidence that the multicultural objectives of the curriculum were being implemented both throughout the school and in the classes visited. Some visited classes had student work on display. It was reported that the multicultural objectives of the curriculum guides were being taught. There was no library, and thus, no media specialist assigned to the school.Page 19 Response from Principal: The principal said that no teacher had asked for more materials. He said that each teacher was allocated $150 for the first semester to be spent for materials and equipment beyond the normal needs. He said that extra requests were handled on a case-by-case basis. He said that there was a plan to have classroom sets of textbooks (science 1995-96 and English 1996-97) in the second year. He said that he was in the process of negotiating to get the school more computers. Vocational funds were used to purchase new computers. The principal also said that the classrooms had new student desks, and this was not true at some of the other junior high schools. Area Senior High Schools: There were ample textbooks and extra reading material available at Hall High School. However, there was a concern expressed by some visited teachers about the lack of phone lines in the classrooms and the lack of access to the world wide web on the Internet. One classroom visited at Hall had no computer in the room. Another Hall teacher used the computer for classroom laboratory work. A Hall High teacher mentioned that more expensive computer hardware was needed to run the most current programs. Adequate materials and equipment were observed at Fair High School. However, more modern computer technology was frequently mentioned as a need by the monitored teachers. The observed records at both of these schools were current and complete. One set of records at Hall High indicated a particular class that had excessivePage 20 absences. This teacher said that the absences really hurt the students progress in the subject matter. Some of the absences were due to disciplinary suspension from school. All observed students were actively involved in classroom instruction at both of these schools. The program monitors at Hall High School observed that there were no patterns established by race/gender of the students in their seating arrangements. However, it was noted that when there are only two whites in a classroom, it was hard to see patterns. It was noted on the Fair High School report that the seating patterns observed promoted the desired interaction among students of various races and genders. There was evidence in both of these schools that the multicultural curriculum was being implemented. In most of the classrooms observed, there was some student work on display in both of these schools. It should be noted that such work is less likely to manifest itself at the high school level than the lower levels. It was reported by all monitored teachers at Hall High School that the media specialist annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. On the day of the monitoring visit, ACT testing for grade ten and eleven students was occurring in the library. Therefore, contact with the librarian was not possible to see evidence. The Fair High School media specialist said that she was sensitive to the need to have adequate multicultural materials. However, she expressed a frustration overPage 21 an absence of technology. For example, Fairs Library Media Center is not automated. Response from Principal(s): In the exit conference, one of the Hall assistant principals said that the PTSA committee was assisting in getting a plan for Internet access. He also indicated that the PTSA bought $2,400 worth of ACT prep computer programs. Original Magnet Senior High School: In all the classrooms monitored at Parkview, the teachers reported having adequate materials and equipment. Observed records were current and complete. All students were actively involved in all classrooms visited. All observed classroom seating patterns promoted interaction among students of different races and both genders. Most teachers interviewed reported that the multicultural objectives of the curriculum were being taught. In a majority of the classrooms monitored, student work was on display. It was reported that the media specialist annually evaluates the adequacy of multicultural materials in the media collection. Response from Principal: None Area Senior High Schools with Magnet Programs: The majority of the monitored teachers at McClellan said that they had adequate materials and equipment. Some visited teachers said that they needed more computer equipment.Page 22 A majority of the teachers monitored at Central High School reported that additional materials and/or equipment were needed. Mentioned specifically were materials needed for Language Arts Plus classes, updated computers for Business Department classes, computers for English classes, an electric piano for the choir. and dictionaries. Observed records were current and complete at both schools. In most classrooms monitored, all students were actively involved in classroom instruction. In two McClellan classes, some students were observed sleeping. Classroom seating patterns observed were appropriate based on the school enrollment. There was evidence that the multicultural objectives of the curriculum were being implemented. Displays of student work were found at McClellan. However, at Central in the majority of the classes observed, monitors saw no student work displayed. Media specialists at Central and McClellan evaluated the adequacy of multicultural materials in the media collection. The Central media specialist said that no additional funding to support the purchase of materials for the International Studies magnet program are received. The McClellan media specialist said Internet access was needed to supplement the multicultural materials, as well as other areas of the media collection. All monitored teachers at both schools said that they taught the multicultural objectives of the curriculum guides.Page 23 Response from Principal(s): The Central principal responded that the Language Arts Plus classes require no additional materials, but use the same ones as regular classes. Other materials/equipment cited by teachers as needed seemed beyond adequate to the principal. Except for the computers for the Business Department, the principal at Central felt that the teachers had adequate materials to teach the curriculum. In regard to student work being displayed, the Central principal responded that much of the work students complete at the high school level did not lend itself to be displayed. Metropolitan Vocational-Technical Education Center: In a majority of the classes monitored, teachers reported having adequate materials and equipment. However, it was reported that new textbooks and workbooks were needed for television production. Additionally, although classroom material was adequate for the auto body class, shop materials were not. In welding. more modern equipment was needed to enhance the program, although students were being taught necessary skills with the equipment available. Observed records were current and complete. In all classrooms visited, all students were actively involved in classroom instruction. Numerous pictures of students were on display in the activity center. Bulletin boards, displays of projects. publications and productions in the classrooms reflected the racial/ethnic/gender differences of the student body. Monitors observed student work displayed in all classrooms visited. Metropolitan does not have a media center. It has established an Activity/Page 24 Information Center in which information about each program is housed. No funds are provided to Metropolitan from the LRSD to purchase books, equipment, and other materials specifically for a media center. Response from Principal: The principal reported that a grant had been approved in the amount of $69,000 to be spent for the television production program. The money will be spent on materials and equipment. 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors 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 programs for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS Area Elementary Schools: There were no negative answers given to any items of this section for all area elementary schools. At Cloverdale Elementary, scholarship and citizenship honor rolls and perfect attendance awards offered a variety. At Dodd School, at the beginning of each school year, a revised/updated handbook is given to each family and all staff members outlining the prerequisites for all awards and honors. At Woodruff School, the principal monitored honors and awards by race/gender every nine weeks. The Chicot honors and awards committee metPage 25 regularly to evaluate existing awards for equity and to determine if new awards were necessary. At Badgett School, the principals choice honor was a motivational award. At Western Hills School, new awards have been added through the COE plan. At Bale School, the strategies for awards equity was developed by the Effective Schools Team. There were no entries in the school profile for honors and awards for the first nine weeks at Baseline School. Response from Principal(s): The Baseline principal said that an honors convocation will be held at the end of the quarter. Original Magnet Elementary Schools: At Williams Magnet School, annual, quarterly and monthly award events honor achievement. Classroom teachers recognize students weekly, as do special area teachers for effort, progress and citizenship. Perfect attendance and improvement in academics and citizenship are given. A Good Citizens Reception is held monthly to recognize students who are exceptionally responsible and courteous citizens. Achievement awards were given periodically at Gibbs Magnet. Carvers Courteous Kids Tea was given once per month to reward students. There were usually about 15 tables of pupils at the tea with the principal. One purpose of the tea was to give the students some practice with their social skills. Outstanding spelling and good citizen awards were given. There was an honor roll recognition at Carver. Homework charts were kept to give pupils recognition. The teachers ofPage 26 classes for Gifted and Talented students gave awards in the following areas: National Geography Bee, LRSD Quiz Bowl, Thinking Cap Quiz Bowl, Odyssey of the Mind participation certificates (regional and state), Duke MAP certificates based on the achievement test results, and Yearbook certificates. Young Astronaut achievement awards and assignments completed and showed an interest awards were given. Space Fair projects were judged by out-of-the-building guests and graded by two staff members at Carver. At Carver, each staff member who gave an award wrote a criteria statement for publication in the August Carver Courier. Responses from Principal(s): The Gibbs Magnet Principal reported that honors and awards were given at the end of the semester. Interdistrict Elementary Schools: There were no negative answers given in the section concerning honors and awards for the Interdistrict Elementary Schools. The distribution of honors and awards will 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. The school profile for Southwest Junior High showed a list of honors and awards. Examples listed were honor roll, citizenship award, sports awards, and most improved student award. It was reported that atPage 27 Southwest, honors and awards were reviewed quarterly by the steering committee, and the monitoring and assessment committee also reviewed honors and awards for equity. Citizenship, academic honors and peace project were examples of Pulaski Heights Junior High School honors and awards provided and listed in the school profile. At Pulaski Heights, grade level teaching teams shared written procedures and requirements governing honors and awards with students. At Cloverdale Junior High School, Caught Being Good, Cadet of the Week, and seventh grade team honors were examples of academic and citizenship awards offered students at the end of the week for academic accomplishment and good behavior. Friday Flings and honors assemblies were given to students. Responses from Principal(s): The Forest Heights and Mabelvale Junior High Schools principals said that awards and honors will be presented subsequent to report cards being sent home for the first and second nine weeks. 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 on this section for Henderson Magnet Junior High School. There was no evidence that the offerings and procedures regardingPage 28 honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs at Henderson Magnet Junior High School at the time of the monitoring visit. However, a copy of a memorandum from the principal to all Henderson teachers was received in the Planning, Research and Evaluation Office on January 14, 1997. This memorandum had the subject of procedures for honors and awards. It stated that the desegregation plan required the staff to establish written procedures and requirements to govern honors and awards. The purpose of the memorandum was to provide the staff with a guide for developing these requirements. Sponsors were encouraged to provide written procedures to students and parents at the start of the school year in writing. They were encouraged to make copies available for inspection in the principals office. The statement was made that all students who met established eligibility requirements should have an equal opportunity to participate in all activities. Furthermore, this memorandum stated that eligibility for every activity should be based upon scholastic performance, conduct and interest. It was also stated that the Little Rock School District had a grading policy for extracurricular participation that should be followed at all times. Any modification had to be approved by the principal in advance. Response from Principal(s): At the exit conference, the Henderson principal said that the process of evaluation for honors and awards was available, and that he would provide the PRE office with a copy in a few days. However, the material did not arrive in the PRE office in time for it to appear in the schools written summary report.Page 29 Alternative Learning Center: There were no areas of concern noted at the Alternative Learning Center with regard to the distribution of honors and awards. Response from Principal: None Area Senior High Schools: Guidelines for awards and honors at Fair High School were communicated and/or distributed to staff, students, and parents during orientation assemblies, open house, and parent meetings. In the narrative profile for Hall High School, it was written that the offerings and procedures regarding honors and awards were evaluated regularly for eguity and to determine if new awards were necessary to meet student needs. Response from Principal(s): According to the Fair High School principal, awards and honors will be given subsequent to report cards being sent home for the first nine weeks. Original Magnet Senior High School: A list of honors/awards for the 1995-96 school year was attached to the summary report for program monitoring at Parkview. A good variety has been offered. It was reported that honors/awards information was given each quarter through notices and scoop sheets from the counselors, the school newspaper, and Honors Night bulletin. Response from Principal: NonePage 30 Area Senior High Schools with Magnet Programs: Information regarding Central High Schools honors and awards from the school year 1995-96 was attached to the summary report for equity monitoring. It showed that a variety of awards were given. Student of the Week, DAR award, sports awards and Family of the Month were examples of awards provided at McClellan High School. A list of awards/honors presented to students in the school year 1995-96 was attached to the monitoring summary report for McClellan High School. It also showed that a variety of honors and awards was given. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: All answers in this honors and awards section were positive for Metropolitan. Distribution of honors/awards will be monitored on the second semester visit. Response from Principal: None 4.0 COMMITTEES At each school the monitors expected to find: The composition of each appointed school-based staff/parent committee generally reflects the staff/student populations. FINDINGS: Area Elementary Schools: The monitoring teams at fourteen schools (Bale, Baseline, Brady, Chicot, Cloverdale, Dodd, Forest Park, Fulbright, Geyer Springs, Jefferson, Pulaski Heights,Page 31 Wakefield, Western Hills, and Wilson) reported that the composition of the schoolbased staff/parent committees was generally reflective of the staff/student populations. The composition of parent committees was not reflective of the school population at Badgett, McDermott, Meadowcliff, Terry, Watson, and Woodruff. Otter Creek reported that 72% of parent committee members were black, which exceeded the expected range, based on the school population. At Watson, only one parent committee, VIPS, was reported. It consisted of two black females. At Fair Park, the team consensus report showed that no information was available on committees. At Mabelvale Elementary and Watson Elementary, employee committees were not reflective of the staff population. The Cloverdale Elementary consensus report stated that one parent committee, the Cotillion Committee, was composed of four black parents. Response from Principal(s)
Regarding the composition of the Cotillion Committee at Cloverdale Elementary, the principal said that membership on the Cotillion Committee is strictly voluntary, members are not appointed. The principal at Watson said that most of the parents at Watson work two jobs, making it difficult to volunteer time for committee work. Original Magnet Elementary Schools: Parent and staff committees were generally reflective of the school populations at Booker, Carver, Gibbs , and Williams. Response from Principal(s): NonePage 32 Interdistrict Elementary Schools: Parent and staff committees at King, Romine, and Washington reflected the staff/student populations. Response from Principal(s): None Area Junior High Schools: School-based committees generally reflected the staff/student population at Southwest. Parent participation rates at Cloverdale, Forest Heights, and Pulaski Heights were not within the recommended range for each school. At Mabelvale Junior High, there were no parent committees reported. Response from Principal(s): None Original Magnet Junior High School: Committees at Mann generally reflected the staff/student populations. Response from Principal: None Area Junior High Schools with Magnet Programs: At Dunbar, the composition of school-based committees reflected percentages that were within the expected ranges. At Henderson, the Biracial Committee, with a 50% black membership, was the only committee listed in the school profile, according to the monitoring report. However, profile information was also given relative to the composition of the Recruitment Committee, which had a 33% patron/parent membership.Page 33 Response from Principal(s): None Alternative Learning Center The only committee listed in the school profile was the school improvement committee with 44% black staff members. Response from Principal
The principal said that there were no parent volunteers available to serve on committees. Area Senior High Schools: The composition of committees at Fair and Hall reflected the staff/student populations. Response from Principal(s): None Original Magnet Senior High School: Committees at Parkview generally represent the appropriate population. However, the employee composition of the School Improvement Committee was 69% black . Response from Principal: None Area Senior High Schools with Magnet Programs: Committees at Central and McClellan were reflective of the staff/student populations.Page 34 Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Committees generally represent the appropriate population.. Response from Principal: None 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find: Extracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sex 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: newsletters, school newspapers, special bulletins, information provided by teachers and counselors, announcements via intercommunication systems, monthly rap sessions with the principal, recruitment by teachers and counselors, through closed circuit television, information provided in student/parent handbooks, postings about schools, and through encouragement by teachers, counselors, and principals. Participation in extracurricular activities/extended educational programs generally reflected the school population in all area elementary schools. However, monitors from Pulaski Heights Elementary School noted that although totalPage 35 participation in extracurricular/extended educational programs reflected the school population, only one of five bus monitors was white, and only 14% of the students who participated in after-school art were black. Similarly, the monitoring report from Fulbright indicated that total participation in the above programs was within the acceptable range of 40% - 60% black students, based on the 53.3% black student enrollment, but that 62% of the monitors were black
only one of five fire marshals was black, and 33% of the Student Council officers were black. 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: information provided by teachers, counselors, and P.T.A. members, recruitment at registration, verbal and written announcements, and newsletters. Participation in extracurricular activities/extended educational programs generally reflected the school population at each original magnet elementary school, according to monitoring reports. However, no substantiating evidence was included as part of the report from Carver. 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. Monitors reported thatPage 36 students were informed about various activities via announcements over the intercommunication system, through newsletters, assemblies, bulletins, handbooks, by staff members, and through video announcements. Additionally, participation in such activities/programs generally reflected the school population at King, Romine, and Washington, according to monitoring reports. However, even though the report from King indicated that participation in extracurricular activities generally reflected the school population, monitors included the information that 64% of the students who participated in such activities were black, which is not within the acceptable range of 40%-60% black students, based on the 53% black student enrollment, as the report also indicated. Response from Principal(s): None Area Junior High Schools: All area junior high schools have implemented procedures 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, posted informational fliers, assemblies, parent newsletters, and through counselors Participation in extracurricular activities generally reflected the school population at each area junior high school except Southwest, as reported by monitoring teams. At Southwest, 93% of the participants in the extracurricular program were black
the acceptable range for Southwest is 59%-88% black students, based on the 79% black student enrollment. Additionally, the report from Pulaski Heights Jr. High School indicated that although the total participation in extracurricular activities was within the acceptable range, the drill team was composed of eighteen black females
Y-Teens had a ten percent black membership, and Afrotique a membership of 100% black students. Similarly, the report fromPage 37 Cloverdale Jr. High School noted that participation in such activities was within the acceptable range. However, the School Profile from Cloverdale included information that the drill team had a 100% black membership, as did the volleyball team and the band. The National Junior Honor Society was composed of 93% white members and seven percent black students at Cloverdale Jr. High. The report from Cloverdale Jr. High School also included the information that monitors were informed that the Beta Club could do more to let students know what membership requirements were. Response from Principalfs): The principal at Cloverdale informed monitors "... that daily bulletins, membership drives, and teachers talking with students were used to get more participation in extracurricular activities. Original Magnet Junior High School: No areas of concern regarding the section on "Extracurricular Activities were noted on the monitoring report from Mann. Forty-one percent of the students who participated in extracurricular activities were black
there were no activities composed entirely of one race. Students were fully informed of opportunities for participation in the above activities via posters, information areas in the cafeteria during lunch, at Open House, announcements over the public address system, and through counselor visitations to classrooms. 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: verbal and written daily announcements and school newsletters.Page 38 Participation in extracurricular activities generally reflected the school population at Dunbar and Henderson, according to reports submitted by monitoring teams. Response from Principal(s): None Alternative Learning Center: No areas of concern were noted regarding the extracurricular section of the monitoring instrument. Announcements regarding extracurricular activities are made via the public address system. Seventh grade students are involved in a "shop" activity, which is open to all seventh graders on a rotating basis. Eighth and ninth grade students recently began participating in an art activity, which is open to all eighth and ninth graders on a rotating basis. 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 publicizing activities in the school newspaper, making announcements in the daily bulletin, publishing informational brochures, conferring with students, and recruiting by individual clubs/organizations. The report from Hall indicated that during fall registration, each club/organization encouraged new and returning students to become involved in extracurricular activities. Monitoring reports indicated that total participation in extracurricular activities generally reflected the school population at both Hall and Fair. However, the school profile from both schools noted that some organizations had one hundred percent black student memberships. At Hall, C.C.E. and Cheer-O-Kees were composedPage 39 entirely of black students, and at Fair, no white students participated in either boys basketball or girls track. 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 at the Club Fair held during registration, through the Parkview Handbook, the school newspaper, The Constitution, via school bulletins, grade level assemblies, and at fall and spring open houses. 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: Teachers of Tomorrow, girls track, boys basketball. Liberty Belles, a spirit group, boys' football, FBLA, and FHA. Ones with an under-representation of black students included: golf, German Club, National Honor Society, tennis, Madrigals, and Odyssey of the Mind, lab singers. Alpha and Omega, and baseball. Response from Principal: None Area Senior High Schools with Magnet Programs: At both McClellan and Central, procedures were evident to assure that students were apprised of information regarding various opportunities to participate in extracurricular activities. At McClellan, information concerning the aforementioned activities is included in the student handbook. Examples of procedures used at Central included the following: announcements via daily bulletins, recruitment efforts by clubs and organizations, try-outs for all sports, andPage 40 through the school newspaper. Student participation in extracurricular activities was within the acceptable range at McClellan, but not at Central, according to submitted reports. Monitors from Central reported that in total, 42% of the students who participated in extracurricular activities were black, which is not within the acceptable range for Central of 47% to 70% black students, based on the 62% black student enrollment. However, of the 27 clubs/teams listed in the school profile. eleven had more than 70% black student memberships, fourteen had fewer than 47% black student participation, and two. Student Government and TAILS, had memberships which fell within the acceptable range. The extracurricular activities with an over-representation of white students were primarily the honor and foreign language organizations and such activities as Rotary Interact, Accept No Boundaries, Young Democrats, cheerleaders, and troubadours. At Central, activities/teams with an over-representation of black students included DECA, FBLA, the Ladies' Club, the Gentlemen's Club, football, drill team, CCE, VICA, and Madrigals. At McClellan, monitors indicated that participation in extracurricular activities generally reflected the school population. Response from Principal(s): None Metropolitan Vocational-Technical Education Center No areas of concern were noted regarding extracurricular activities at Metropolitan. Forty-three percent of the students who participated in these activities were black, which is within the acceptable range, according to the monitoring report.Page 41 During recruiting efforts, students and parents are given brochures and other material concerning Metropolitan, its classes and activities. Extracurricular activities are conducted through Vocational Industrial Clubs of America (VICA) and Health Occupation Students of America (HOSA). As students are engaged in their classes, they are made aware of these activities. 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 by 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 monitoring team reports stated that goals and strategies have been developed and implemented to provide the best possible assistance for all students to experience successful test performance and achievement. These goals and strategies are part of each schools improvement plan. Some schools mentioned specific strategies during the monitoring exit interview. Badgett's teachers said that they are always testing to monitor mastery of curriculum objectives by students. AtPage 42 Chicot, the Title 1 Specialists are scheduled into primary classrooms daily, and teachers are using the Marie Carbo Learning Styles Methods to determine how to best assist students. Matching teaching and learning styles, using K-4 Crusade strategies, small group and individual tutoring, and peer tutoring were reported by teachers at McDermott. At Meadowcliff, the staff was implementing a remedial reading program. Success for All. This reading interaction provided education for all students (K-2) with special tutorial emphasis for at-risk students. Interviewed teachers at Watson reported having strategies to help the students have better language skills, and teachers reported giving students tutoring to help them in reading. All Stanford 8 test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995 or Spring, 1995 and Fall, 1995. All schools had mixed results. Fulbright and Watson were the only schools who achieved the disparity goal in the educational equity monitoring report. At Badgett, the black student achievement increased for grades 2, 3, 4, and 6 while grade 5 decreased. White student achievement increased for grades 2, 5, and 6, while grades 3 and 4 decreased. In reviewing Bales Stanford scores from 1994 and 1995, there were three classes of students that did not meet this goal. The same group of students were followed from the grade they were in 1994 to their grade in 1995. As for Baseline, three grades of white students and two grades of black pupils lost in national percentile scores on Stanford 8 from 1994 to 1995.Page 43 At Brady, black and white students only reflected a degree of growth where fifth graders became sixth graders. When test results were examined at Dodd, three classes of students that moved from one grade to the next from 1994 to 1995 on the Stanford 8 test did not meet the criteria. Fulbrights Stanford scores were examined and the achievement of white students remained stable or increased as black student achievement improved. Results of the spring of 1995 were compared to the fall of 1995. When Geyer Springs test results were examined, a grade-to-grade comparison did not reveal that black and white students showed academic growth. At McDermott, the disparity level increased in grade 2 from spring, 1995 to fall, 1995. There was no significant changes in the disparity level for grades 4, 5, and 6 from spring, 1995 to fall, 1995. The disparity level for grade 3 increased 3 percentile points. Wakefields complete battery scores. Spring of 1994 and Spring of 1995, were compared. An examination of these indicates that generally both black and white students did not reflect year-to-year growth. This thorough examination includes grades 1 through 6. Schools have different acceptable ranges for black student retention. Also, the reporting of retention is based on the number of retained students attending a particular school and does not necessarily imply the number of retentions made by a school. Elementary schools which fell within the acceptable range of black retention were Bale, Baseline, Brady, Chicot, Dodd, Fair Park, Geyer Springs, Mabelvale,Page 44 Otter Creek, Terry, Wakefield, Watson, and Wilson. Without exception, each area elementary school indicated that test taking skills were taught throughout the academic year. Response from Principal(s)
The Bale principal said that the student population changed year by year at particular grade levels. The principal also thought that the fall testing was detrimental to the students. Watsons principal said that there were goals in the COE plan to narrow the gap in achievement between black/white students. Original Magnet Elementary Schools: All test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995 or Spring, 1995 and Fall, 1995. All schools had mixed results. None of the four schools achieved the goal on achievement disparity in the monitoring report. At Carver, examination of test results indicated that in moving from 1994 to 1995, five class groups did not meet the goal. Gibbs analysis revealed that no group of students moving from the 1994 to the 1995 school year met the stated goal on the Stanford 8 Achievement Test. The monitoring team noted that all four schools developed and implemented goals and strategies which are designed to decrease the achievement differences between black and white students. As for retention rates, only Gibbs was within the acceptable range.Page 45 Response from Principal(s): The Carver principal said that test data could not be used appropriately when children were tested in the fall and test scores are not delivered to the school in a timely manner. The Gibbs principal said that five staff members were moved in an attempt to improve test scores for the beginning of this school year. She said that the school has had three principals in three years. Interdistrict Elementary Schools: Of the three schools, only King attained the assessment goal. An examination of these scores indicates that generally both black and white students showed growth with the exception of third grade. Strategies to improve test scores were found in all school improvement plans. The retention rate for King was within the acceptable range for black students. The Romine retention rate was unacceptable inasmuch as 83% of the students retained were black. At Washington, the percentage of black students exceeded the expected range. Test-taking skills are taught during the entire school year at all interdistrict schools. Response from Principal{s): None Area Junior High Schools: Of the five area junior high schools, only Mabelvale attained the student assessment goal. An examination of these scores indicates that generally bothPage 46 black and white students reflected year-to-year growth. The examination includes I grades 7 through 9. The monitoring teams observed that all schools developed and implemented 1 goals with strategies which are designed to have an impact on decreasing the achievement disparity between the races. Cloverdale, Mabelvale, and Southwest were in compliance regarding student retention. All five of the area junior high schools taught test-taking skills throughout the entire year. Response from Principal(s): None Original Magnet Junior High School: When Manns test results were examined, the disparity question only provided mixed results. The results did not provide a clear-cut answer regarding student assessment. The school has effected appropriate strategies that are designed to decrease the achievement differences between black and white students. range. Manns retention rate, at 78% black, is not within the acceptable school Manns students are taught test-taking skills the entire school year. Response from Principal: NonePage 47 Area Junior High Schools with Magnet Programs: In visiting the guestion of disparity reduction at Dunbar and Henderson, the analyses indicate that neither school met the stated criteria. An examination of Dunbars scores indicates that generally both black and white students did not reflect growth. The data for Henderson were mixed for this item. When seventh graders moved to eighth grade, their scores on the Stanford 8 test met this criteria. However, when the eighth graders moved to ninth grade, this criteria was not met. Appropriate strategies are in place to address reducing the achievement disparity. The retention rate was only met by Henderson. At both schools, students are taught test-taking skills the entire school year. Response from Principal(s): None Alternative Learning Center: Stanford 8 test results for these students are 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: A review of the Stanford 8 disparity comparisons for Fair and Hall reflects that both schools failed to meet the criteria on achievement disparity. As for Fair, in the tenth grade, both black and white students, test scores decreased when they tested in grade 11.Page 48 Hall's black students in the tenth grade on the spring Stanford 8 test composite had a 33 percentile score. Black eleventh grade students on this same test had a percentile score of 31. This group of black students did not improve. White students in the tenth grade on the spring Stanford 8 test composite had a 72 percentile score. White eleventh grade students on this same test had a percentile score of 66. This group of white students did not improve. Based on the monitoring teams reports, proven strategies are in place which are designed to effectively address the disparity issue. Response from Principalfs): None Original Magnet Senior High School: Parkview did not meet the criteria which addresses student assessment comparisons. In a comparison of the complete battery Stanford 8 test results from one grade level to the next (grade 10, spring 1995 to grade 11, fall 1995), scores of both black students and white students were lower. Goals and strategies designed to decrease the standardized test achievement differences between black students and white students may be found in the School Improvement Plan/COE Document, according to the submitted monitoring report. The school's retention rate met the criteria inasmuch as it was within the school's population range. Response from Principal: NonePage 49 Area Senior High Schools with Magnet Programs: Neither Central nor McClellan met the criteria on achievement disparity when student assessments were compared. Comparing McClellans complete battery test scores for spring, 1995 Stanford 8 and fall, 1995 Stanford 8, black students achievement scores increased by one percentile point at grades 10 and 11. Scores for white students decreased at grade 10 and increased at grade 11. The disparity level decreased at grade 10 and increased at grade 11 spring, 1995 to fall, 1995. McClellans retention rate was within the acceptable range. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: This section is not applicable to this school. Metropolitan students scores are kept at the home school. Response from Principal
None 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 minoritiesPage 50 Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: Equity monitoring teams at seventeen schools (Badgett, Baseline, Brady, Chicot, Cloverdale, Dodd, Forest Park, Fulbright, Mabelvale, McDermott, Pulaski Heights, Terry, Wakefield, Watson, Western Hills, Wilson, and Woodruff) reported positive responses to each question in the special education section of the monitoring instrument. A negative response was noted on the Geyer Springs report regarding the provision of strategies to ensure that student placements are non-discriminatory in special education. Materials and equipment were reported to be adequate in the majority of area elementary schools. At Otter Creek, instructional materials and equipment were not examined. The special education teacher was out of the building attending staff development training on the day of the monitoring visit. At Jefferson, the majority of special education teachers who were interviewed said that materials and equipment were needed. Teachers reported that special education classes are included in the regular school budget. Basic supplies are furnished at the school. Teachers also said that the principal has been very cooperative in trying to supply needed materials. At Bale, Fair Park, and Meadowcliff, the consensus reports revealed three areas of concern. Monitors reported that special education facilities were not comparable to the campus in general, classrooms were not integrated into the totalPage 51 school environment, and facilities did not meet the needs of the students served. The visited classrooms were housed in portable buildings. Current and complete student records were found in monitored classrooms. Response from Principals): Regarding speech therapy at Bale, the principal said that speech is not selfcontained. Speech students are enrolled in regular education or special education classrooms which are housed in the main building. At Fair Park, the principal suggested adding space onto the main plant to rectify the situation which has caused the speech therapy class to be housed in a portable building. The principal at Meadowcliff said that he was planning to move special education into the main building. However, the Meadowcliff special education staff said that the classes should remain in the portable building because the main building was not handicapped accessible. Original Magnet Elementary Schools: There were no areas of concern identified at Booker, Carver, Gibbs, and Williams. Response from Principal(s): None Interdistrict Elementary Schools Monitors at King, Romine, and Washington recorded positive responses to all items regarding special education. However, monitors at Romine noted that a computer is available for the self-contained classroom, but additional wiring isPage 52 needed in order to connect the computer. Students in the self-contained classrooms receive computer instruction in the computer lab. Response from Principal(s): The Romine principal said she has reported the wiring problem by letter and phone to the appropriate departments. Area Junior High Schools: All responses were positive at Cloverdale, Forest Heights, Pulaski Heights, and Southwest. Domestic sites in the community are available for students to use to acquire experience using kitchen appliances. However, one interviewed teacher at Southwest said that additional kitchen appliances were needed in the classroom. The visited classroom at Mabelvale Junior High was housed in a portable building. Equity monitors at Mabelvale reported that the facilities were not comparable to the campus in general and the facilities did not meet the needs of the students served. Records were current and complete in all monitored classrooms. Response from Principal(s): None Original Magnet Junior High School: At Mann Junior High, the special education enrollment is 62% black. The principal provided strategies to eliminate disproportionate assignment to special education. Response from Principal: NonePage 53 Area Junior High Schools with Magnet Programs: No areas of concern were reported at Dunbar. Henderson also received positive responses on each item. However, one special education teacher said that class sets of text books were needed. Response from Principal(s): None Alternative Learning Center: There were no special education classes housed at the ALC this year. Response from Principal: None Area Senior High Schools: Teachers interviewed at Hall and Fair said that materials and equipment at both schools were generally adequate to deliver the curriculum. Facilities at both schools met the needs of the students served. Student records were current and complete. Response from Principal(s): None Original Magnet Senior High School: There were no areas of concern noted at Parkview Arts/Science Magnet High School. The enrollment was not disproportionate. Materials, equipment, and facilities were adequate. Records were up-to-date and complete. Grade books. lesson plans, and lEP objectives were observed.Page 54 Response from Principal: None Area Senior High Schools with Magnet Programs: Equity monitors at Central and McClellan found adequate materials and equipment. Visited teachers at both schools said that the facilities met the needs of the students. Classrooms were not isolated. Records were current and complete. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No special education classes are housed at Metropolitan Vo-Tech Center. Response from Principal: None 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 staff A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served JPage 55 FINDINGS: Area Elementary Schools: There were strategies found at all area elementary schools to eliminate disproportionate student assignment to gifted and talented. At Cloverdale Elementary School, multiple identification criteria were used such as LRSD/GT guidelines, including both objective and subjective data on creativity, motivation. leadership, and academic ability and adaptability. At McDermott School, the number of black teachers serving on the schoolbased G/T committee was increased this year as a strategy to address the under - representation of black students in the G/T program. At Watson School, it was reported that the G/T curriculum was used for students even if some of them scored low on achievement test, but had other strengths. The Watson School staff attempted to stretch their capabilities. At Bale School, students were placed in the G/T program using LRSD guidelines. Students at Bale were assessed by test scores, leadership qualities. creative abilities, special aptitudes, referrals and nominations. A school-based committee selects the students that meet eligibility requirements. The district level review board approves final election to the program. Only two of these schools, Chicot and Fulbright, had negative answers to the item on teachers having adequate materials and equipment to deliver the curriculum. The G/T teacher at Chicot reportedly needed a television set and a computer plus software. The G/T teacher at Fulbright reported that a television. overhead projector, a file cabinet, and a new tape recorder were needed.Page 56 Four of these schools had negative answers on the item dealing with facilities being comparable to those of the campus in general. The teacher of G/T classes at Cloverdale Elementary reported that more storage space for student supplies and a sink were needed in the G/T classroom. Other classrooms were equipped with a sink. The lack of a sink limited art activities. At Fair Park, the gifted class was held in a portable building. There did not appear to be adequate space to display student projects. However, after the monitoring visit, the Planning, Research and Evaluation Department was informed that the gifted room had been moved from the portable to inside the main building. The Wakefield G/T program was housed in a trailer, and it was therefore in an unacceptable facility. For example, these students were adversely affected when the weather was inclement. The Watson facility for G/T were in a portable building. It was not handicapped accessible. There were two negative responses to the item dealing with the classrooms being integrated into the total school environment. The Watson gifted class was in a portable building. It was not integrated into the total school environment. The Fair Park gifted class was held in a portable building. There was no covered walkway to the main building. It has been reported to the PRE office that the G/T facility at Fair Park was relocated and is now housed in the main building. The Fair Park gifted program appeared to need more display space for student projects. The Watson gifted facilities were in a portable building. It was not handicapped accessible. One monitored teacher felt that the gifted students were identified in the regular classroom setting when the gifted teacher visited to workPage 57 with them. This teacher felt that these students might feel superior to the other students in the class as a result of this special treatment. There was not enough display room in the portable building for the gifted students classwork. At Jefferson Elementary, a covered walkway to the main building was needed. The Jefferson G/T teacher reported that the G/T classroom would benefit from having running water. The only negative answer on the item dealing with current and complete student records came on the Fulbright Elementary School report. Identification folders and portfolios for each student were available. The teacher, however, did not keep copies of unit or progress evaluation on which progress reports were made, nor keep such records in a grade book or notebook. Response from Principal(s): The Woodruff principal said that she confers with teachers about non- traditional indicators of potential giftedness. The principal of Woodruff also sought referrals from family members when potential giftedness was suspected but had not been evident in the school setting. The Chicot principal responded that television sets were only placed in regular classrooms. The Fulbright principal responded that Fulbright does not have a sufficient quantity of televisions to dedicate one solely for the use of G/T. A television was available for use by the teachers in each module, and the teacher of G/T classes can schedule its use as needed. An overhead projector was available and could be requested from the media center. The principal further noted that if the tape recorder was not working properly, it could be repaired or replaced.Page 58 The Watson principal said that she has requested handicapped accessibility for all classrooms at the school. However, there were no eligible gifted orthopedically handicapped students at Watson at the time of the monitoring visit. The Watson principal said that there was a display area in the hallway in the cafeteria for gifted pupils. Original Magnet Elementary Schools Three of these schools had negative marks in the section on gifted education. At Gibbs Magnet, 34% of the students in the gifted program were black. This was out of range for the school. At Gibbs School, more display space and elbow room was needed than the portable building provided. There was no covered walkway to the main building at Gibbs, and there was a reported accumulation of standing water and mud in front of the door to the portable whenever it rained. The gifted program at Carver was reported to need more space to accommodate a growing program. Teachers for the gifted/talented students reported that they need more room at Williams School. The gifted classroom at Williams was often too crowded to conduct desired activities. Response of Principal(s): The Gibbs principal commented that a black gifted teacher was hired. The gifted committee process was redefined, and most of the 15 new gifted students added to the program were black pupils. The gifted selection committee has developed strategies to eliminate disproportionate student assignment.Page 59 The Carver principal said that the hallways had to be used for display space for student projects. She said that she was desperate for more space at the school because more than 200 students have been identified as gifted. She said that other areas of the school were crowded as well as gifted. The Williams principal said that the cafetorium was available for G/T activities which required more room than the classroom provided. Interdistrict Elementary Schools: No areas of concern were noted in this area for King, Romine and Washington Elementary Schools. At Washington School, LRSD guidelines for referral, evaluation, and placement were followed. At Romine School, the gifted facility compared favorably to other observed areas /classrooms of the building. King School is a relatively new structure and the gifted teacher felt that the facilities were sufficient to meet the needs of the students. 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 Mabelvale JHS, it was reported that the special population of gifted students was totally infused into the school environment. There are no separate G/T facilities at Forest Heights. As with other secondary schools. the G/T classes are held in the same classrooms as all other classes. Although calculators, laser disc programs, and computers were observed in gifted areas, it was reported at Cloverdale JHS that more software and inservice forPage 60 the teachers on how to use the software and computers would be helpful. Also helpful at Cloverdale JHS, would be an Internet connection. An Internet connection was planned for the library. It was also reported that it would be good to have a TV and cable in classrooms so that there would be an AETN connection at Cloverdale JHS. Subsequent to the monitoring visit, the media specialist informed a monitor that television sets and cable connections were in all classrooms except for rooms in the remodeled area. All cable channels can be seen, including C-SPAN, CIVN, the Discovery Channel, Arts and Entertainment, etc., except Channel 3-AETN. The problem with Channel 3 is a technical one. Furthermore, the library media specialist said that no teacher had ever requested AETN, mainly because most of the programs during the day are for elementary students and even if appropriate for a particular class, could only be shown during the time it was broadcast by AETN. To be useful at the secondary level, tapes of requested programs would need to be made. The media specialist reported that no requests for taping AETN programs had been received. A staff member in the media center of Cloverdale JHS was very knowledgeable about the use of the Internet. Although adequate materials and equipment were reported at Pulaski Heights JHS, two interviewed staff members said that the students needed one or two computers in each classroom throughout the building. Response of Principal(s): NonePage 61 Original Magnet Junior High School: All of the responses on the gifted section for Mann Magnet Junior High School were positive. Response of Principal: None Area Junior High Schools with Magnet Programs: All responses on the gifted section for Dunbar and Henderson Junior High Schools were positive. Response of Principalfs): Although there was no need for strategies to eliminate disproportionate student assignment to gifted and talented program at Henderson Junior High School, the principal in the exit conference said that there were such written strategies, which he would fonward to the PRE office. When the team consensus report was written, those strategies had not yet arrived in the PRE office. Alternative Learning Center: No gifted and talented program was housed in the Alternative Learning Center. Response of Principal: None Area Senior High Schools: There were no negative responses to the gifted section of the checklist for Fair and Hall High Schools. Although teachers interviewed at Hall reported having adequate materials and equipment, some of the visited teachers mentioned thePage 62 need for more computer equipment with current software and inservice. At Hall, the lack of the Internet seemed school-wide except for one classroom visited with a phone line. This teacher had brought a personal computer from home and personally paid for the connection to the Internet for the students. Response from Principal(s): None Original Magnet Senior High School: There were no negative responses to the gifted section of the checklist for Parkview Magnet High School. Response from Principal: None Area Senior High Schools with Magnet Programs: All of the responses on the checklists for gifted program monitoring at Central and McClellan High Schools were answered in the positive except for one at McClellan. The item on records for McClellan was answered with a Not Applicable because the G/T Coordinator was out of the building on school business on the day of the monitoring visit. Therefore, at McClellan, school gifted records were not observed by monitors. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No gifted/talented program is housed at Metropolitan.Page 63 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
Of the 23 area elementary schools, virtually all - based on the monitoring teams findings - reported to have had comprehensive staff development for all three areas of priority, as reflected on the monitoring checklist. However, five of the schools. Baseline, Dodd, Fair Park, Meadowcliff, and Watson failed to meet the staff development criteria in one or more of the three areas of priority (equity, multicultural curriculum delivery, and discipline/classroom management). Continued inservices during the first semester included COE training. Pathway to Excellence, hands-on science activities. Literature Rich Environment, Thematic Units, School Safety/Gang Related, Integrated Literature, 4th Grade Crusade, Maps, Clown/Bullies, local counselor and media specialist inservice onPage 64 various topics and units of study, Reading Recovery, MCRAT, Classroom Management, Cooperative Learning, and Urban Schools. This continuing inservice training was provided to the various staffs in a variety of forums, including at faculty meetings, workshops, and by the District's Staff Development Department. Title 1 teachers provide ongoing inservice, and Title 1 teachers work directly in the classroom with students in cooperation with the regular classroom teacher. Response from Principal(s)
The principal at Baseline said that all inservices have been academic, and the other inservices will be later this school year. Dodds principal said that through the social studies curriculum, the multicultural aspects are being introduced. The Fair Park principal was able to show the monitors a staff meeting agenda with equity inservice on it. He also said that equity inservice was discussed during inservice the first week of school. The fact remains that most of the visited teachers did not seem to remember it. Original Magnet Elementary Schools: First semester monitoring reports from the four original magnet elementary schools reflect that extensive courses which addressed educational equity. multicultural strategies, and student discipline/management were offered. Booker reported that the majority of certified staff members have completed PET, TESA, Team Building, Human Relations, and Prejudice Reduction. Also reported in the school profile were Cooperative Learning, Academic Support, and Classroom Management inservices.Page 65 The majority of Carver teachers indicated they had received equity and multicultural curriculum delivery inservice this year. All teachers also received Stop Think and Plan (STP) and Responsible Thinking inservices. Gibbs staff focused during the 1996-97 academic year on educational equity related activities, including cooperative learning and TESA. The staff also received conflict management and positive classroom discipline training during the 1996-97 academic year. Williams included At-Risk Strategies and Modifications in their training, as well as Assertive Discipline and classroom management. All four schools reported ongoing linkages between classroom teachers and remedial teachers (e.g.. Title 1) to provide enhanced 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. King teachers who were visited said that they have received inservice in the different areas, including the fact that 42 of its staff had been inserviced in both Assertive Discipline and classroom management. At Romine, during this school year discipline training was provided schoolwide.Page 66 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 junior high school staffs included all of the specific courses mentioned in the monitoring instrument. At Cloverdale, additional inservices mentioned were the Advisor/Advisee Training Parts I and II, and learning styles. Also, the Student Assistance Program and Conflict Resolution and Discipline with Disparity were offered. The majority of Forest Heights faculty has had inservice in cooperative learning. Also, interviews indicated that a significant number of the teachers has been exposed to the multicultural inservice. Mabelvale cited that the major portion of the staff has been exposed to TESA and PET. In addition, 41 of its faculty, at the start of the academic year, had been inserviced in classroom management. Pulaski Heights and Southwest reported that all suggested inservices were provided. Additionally, some staff members received training in Inclusion this fall. In all area junior high schools, regular classroom teachers teach the Language Plus and Math Assistance classes. All teachers in all schools have been provided training in these programs. Response from Principal(s): NonePage 67 Original Magnet Junior High School: Prior to the 1996-97 academic year, the Mann staff already had been exposed to various workshops such as Prejudice Reduction and Cultural Relations. Ongoing training in 1996-97 included at-risk student identification, modifications and successful year starts. The vast majority of certified staff members also had conflict resolution and behavior/styles/student workshops this year. A workshop on the 4 Rs (Report, Respond. Reach, and Rally) was reported for the current academic 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 Dunbar and Henderson reported that staff development in the required areas had already been received prior to the 1996-97 academic year. At the beginning of the academic year, most of the faculty at Dunbar had been exposed to classroom management. Henderson Magnet School teachers received an equity inservice from Dr. James Jennings of Hendrix in the fall. Reported also was the fact that Patsy Campbell did an inservice on student self-esteem and peer mediation training. Most visited teachers from both Dunbar and Henderson said that they had ongoing inservice in understanding the remedial programs. Response from Principal(s): NonePage 68 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 1 remedial teachers at the Center. Response from Principal
The principal said that there was a class in behavior modification based on the curriculum-advisor-advisee model. Area Senior High Schools: Many of the staff members at Fair received inservice training prior to the 1996-97 academic year. However, Halls visited faculty failed to get positive answers on the checklist for inservice training in all three areas. The staff at Fair focused on inservice in understanding the remedial programs which was an area of concern. All visited teachers received training in classroom management prior to the current academic year. Also, a significant number of Fairs faculty had received the multicultural curriculum inservice training. All interviewed teachers from both schools 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: Parkviews staff was offered many inservices in educational equity, including PET, TESA, Student Assistance, Stanford 8 instructions and test-taking.Page 69 Multicultural learning and cooperative learning were cited, as well as conflict resolution and classroom management workshops. Appreciating Diversity was also cited. As for remediation, these classes were taught by the regular classroom teachers and explained to the rest of the faculty. Response from Principal: None Area Senior High Schools with Magnet Programs: Both Central and McClellan provided inservice training in all areas. At Central, TESA, PET, Cooperative Learning, and Learning styles were cited as examples of educational equity inservices having been offered. In addition. Assertive Discipline, Classroom Management, Conflict Management, and Alternative Assessment were cited as examples. The principal reported that all academic support programs have been fully explained to all faculty members. McClellans school profile reported the many inservice offerings were available. The principal pointed out that the regular classroom teachers have a clear understanding of the remediation programs as a result of inservice training. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Many courses had already been provided prior to the 1996-97 academic year Additional training was provided this year, including Self-Esteem, LearningPage 70 Styles and Positive Discipline. Classroom Management and Team Building were cited as examples. Response from Principal: None 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 child's 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: Interviewed staff members at area elementary schools said that phone calls, parent conferences, and newsletters were most often mentioned as methods used I to encourage parental involvement in educational activities. Other examplesPage 71 included student productions, assignment/communication notebooks, and sharing video tapes with parents. The principal at Dodd indicated that parental involvement has increased this year through PTA and VIPS. The majority of schools reported that there was a well diversified group of parents involved in school activities. Some teachers and principals said that they encourage involvement of all races and genders by encouraging diversity in the selection of room mothers and PTA officers. Teachers offered volunteer lists and Open House sign in sheets as evidence that parents were actively involved in school activities. However, several schools reported that more parental involvement was needed. At each of the area schools, documentation indicated that parents were involved in the remediation programs in which their children participated. Examples of documentation included notification letters, parent conference records, progress reports, contracts, and student work folders with parent signatures. School/ home contracts were observed at several schools. The contracts are designed to increase parent/school involvement and increase learning for students through this partnership. Teachers reported making regular home contacts to communicate information related to student behavior and/ or academic achievement. Positive notes, assignment notebooks, homework calendars, and phone calls were examples offered by teachers. Principals at the area elementary schools reported that parents serve on COE and School Improvement Plan (SIP) Committees. Parent surveys are utilized.Page 72 Parents also provide input through Title I Support Teams and other school committees. All of the area elementary schools reported that meetings had been held to provide parents with information regarding district structure, policy, and programs. The above were conducted at Open House and PTA or other parent meetings. Examples of topics discussed include standardized testing, test taking strategies. school/district discipline, recruitment, and busing. Several schools reported that parent meetings are scheduled at various hours of the day to include as many parents as possible. Response from Principalfs): The principal at Fair Park said that he had purposely placed the classroom for the parent center very close to the office for the convenience of the parents. He also said that the school was able to involve more parents in the homework phase via the K-4 Crusade. The principal at Dodd reported that PTA participation has increased. Original Magnet Elementary Schools: Booker, Carver, Gibbs, and Williams reported using a variety of methods to encourage parental involvement in school and in home supported educational activities. Methods shared by teachers include newsletters, monthly calendars. phone calls, and school functions such as the Williams Cook-off. Monitors at each magnet school found that all identifiable groups of parents were actively involved in school functions.Page 73 Documentation was available to show that parents are involved in the remediation programs in which their children participate. Parent involvement was documented through parent conference forms, phone logs, letters, and progress reports. Teachers at each school said parent contact is made regularly to communicate positive/ negative information related to student behavior and/or achievement. Weekly behavior/academic reports, assignment notebooks, and interim reports were communication avenues cited by teachers. Parents at each school have been active participants in the COE Process and in the development of the School Improvement Plan. At Gibbs School, it was reported that the New Student /Parent Orientation was held before school began to make parents aware of the districts policies and programs. Additional parent meetings were held at each school to discuss topics ranging from the Science Fair to the VIPS program. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine, and Washington, phone calls, school calendars, parent workshops, and conferences were reported as methods used to encourage parent involvement in school and home supported educational activities. Monitoring teams at all three schools said that all groups of parents are represented at school functions. Title I compacts/contracts, parent conference forms, and parent sign-in sheets from Title I workshops were observed as evidence of parent involvement inPage 74 the remediation programs in which their children participate. Regular home contacts such as weekly progress reports, Happy Grams, and phone calls were reported by teachers. All three schools reported that parents were involved in the COE/School Improvement planning process. Parents serve on COE committees and participate in revising the school improvement plan, as needed. Meetings were held at the schools or in the community to make parents aware of district structure, policies. and programs. At Romine, several teachers mentioned the Title I Program presentation that was attended by many parents. At Washington, teachers cited I I the LRSD Rights and Responsibilities Handbook and the Title I Program as topics presented at parent meetings. Response from Principal(s)
None Area Junior High Schools: Phone calls, newsletters, conferences, and team contacts were noted as ways that schools encourage parental involvement. Monitoring teams at Forest Heights, Mabelvale, Pulaski Heights, and Southwest reported that parents representing students of different races and genders are actively involved as volunteers and at school functions. At Cloverdale, the reported response was negative regarding parent involvement in school functions. Interviewed staff members at all five schools indicated a need for all groups of parents to be more active. This year, the administration at Pulaski Heights initiated the formation of a booster club which PTA has implemented as one way to improve parent involvement.Page 75 Phone calls, interim reports, and parent/team conferences were reported as regularly used forms of school-parent communication. Documentation was available at each school to indicate that parents were actively involved in each phase of the remediation programs in which their children participate. Monitoring teams at each school found that meetings had been held to make parents aware of district structure, policy, and programs. Response from Principal(s): The principal at Cloverdale Junior High said that parents were involved in the COE process and that parents participated on COE committees. Original Magnet Junior High School: Equity monitors at Mann Junior High recorded positive responses to all items regarding parent involvement. No areas of concern were noted. Response from Principal(s): None Area Junior High Schools with Magnet Programs: Phone calls and letters were utilized to encourage parental involvement at Dunbar and Henderson. Teachers at Dunbar said parents actively support school functions. Henderson teachers also said all groups of parents are involved in school functions, but more parent participation in PTA is needed. Evidence provided at both schools indicated that parents participated in the COE process by serving on committees and by responding to surveys. Policies and programs of the district have been presented at local PTA meetings and/or miniseminars at each school.Page 76 Response from Principal(s): None Alternative Learning Center: Phone calls and letters were reported to be methods used to encourage parental involvement in educational activities. However, the consensus report stated that there is very little parent involvement at the school. A negative response was noted relative to parent participation in the development of the School Improvement Plan/COE. Response from Principal: The ALC principal said that there were no school functions such as ball games. At each student/parent intake conference, parents were asked to visit the school one time per month in addition to the regular parent conference dates. The principal reported that parents were given the opportunity to serve on committees and participate in the development of the COE Plan. However, there were no parents that agreed to serve. He stated that the school did not have to have an official school improvement plan. However, he said that he would write one and model it after the regular ones. The principal also said that the subject of graduation requirements is covered at the intake conference in addition to the LRSD and ALC discipline plans. Area Senior High Schools: At Fair and Hall, monitors reported that parent involvement is encouraged through phone calls, parent conferences, and newsletters. The majority of teachers said all groups of parents are represented at school functions.Page 77 At Hall High, the consensus report stated that documentation was not available to indicate that parents were involved in the remediation programs in which their children participate. LRSD policies and programs had been discussed at parent meetings at both area high schools. Response from Principal(s): None Original Magnet Senior High School: A variety of methods is utilized to increase parent involvement at Parkview. Computer calls, letters, scoop sheets, and Open House were examples of schoolhome communication. Teachers reported making regular home contacts via phone calls, letters, interim reports and notes. Parent input gathered from the Quality of Education Survey was used in the development of the School Improvement Plan. Parents who served on the PTSA Executive Board helped develop the plan. Information regarding district policy and procedures was presented to parents at Open House and PTSA meetings. Response from Principal: None Area Senior High Schools with Magnet Programs: At Central and McClellan, parent newsletters, phone calls, and Open House were cited as methods used to promote parental involvement in educational activities. Teachers at both schools said all identifiable groups of parents are actively involved in school functions.Page 78 Interviewed teachers said regular home contacts, including interim reports, school conferences, and phone calls are made to communicate positive/negative information related to student behavior and/or achievement. Documentation was on file to indicate that parents are involved in the remediation programs in which their children are enrolled. Parents participate in the COE process and serve as COE committee members at Central and McClellan. PTSA records and agendas were available as verification that parents were aware of district structure, programs, and ways to access them. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Teachers in all classrooms visited reported that the school sends letters and makes phone calls to encourage parental involvement. Parents also serve as advisory board members. Teachers regularly contact parents to keep them up-to- date on information related to student behavior and/or achievement. Teachers, staff, and advisory board members were assembled for planning and developing the COE/SIP. Parents receive information concerning district policy and programs through the home-based school which their children attend. It was reported that all identifiable groups of parents were involved in school functions, such as Open House/Spaghetti Supper. Response from Principal. NonePage 79 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 Little Rock School District Rights and Responsibilities Handbook was taught, and a majority of the monitoring reports noted that forms denoting receipt thereof are kept on file. Monitors from many of the area elementary schools indicated that individual school handbooks also contained information relative to disciplinary policies and procedures. School and classroom rules were carefully explained, and in most cases, were posted throughout the schools, according to monitoring reports. All area elementary schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success, and alleviate behavior problems, according to monitoring reports. Examples of the aforementioned included incentive programs, monitoring at-risk students, the "Great Expectations" program, in-school suspensions, use of behavior management plans, mentoring programs, volunteer work of police officers, effective reading programs, an "Adopt-a-Student" program, conferences with parents, practicing positivePage 80 discipline, assemblies, honor/award systems, detention hall, tutoring, efforts of counselors, cooperative learning, Reading Recovery, IBM Write-to-Read Laboratory, and extracurricular activities. Classroom instruction proceeded in an orderly manner at each area elementary school. It was reported that monitors observed orderly classes in progress, with students involved in the tasks assigned. Additionally, principals and teachers were considered very active/very visible in directing/controlling students at all area elementary schools where applicable. The principal at Cloverdale Elementary was on sick leave the day of the monitoring visit, and the Otter Creek principal was attending a workshop on the day Otter Creek was monitored. Assistant Principals were also considered as being very active in directing/ controlling students at area elementary schools, with the exception of Watson, where monitors indicated that the assistant principal was somewhat active/somewhat visible in that regard. Supervision aides at each area elementary school except Western Hills, Jefferson, Bale, Dodd, and Fulbright were also considered very active/very visible in directing/controlling students. Of the five schools mentioned, with the exception of Dodd, monitoring reports indicated that supervision aides were somewhat active/somewhat visible in performing that task. At Dodd, supervision aides were considered not active/not visible in directing/controlling students. Monitors from Fulbright indicated that there appeared to be little supervision of students who had hall passes and were in the hallways by themselves. Fulbright monitors also reported that it seemed that additional supervision aides were needed for the playground. With the exception of Chicot, Pulaski Heights Elementary, Fulbright, and Baseline, monitoring reports either indicated that suspension/expulsion rates were generally representative of the student population or that there were fewer than five such sanctions at a school the first nine weeks. At Baseline, monitors stated thatPage 81 there was an gender imbalance regarding disciplinary sanctions and considered this an area of concern
one female and seven male pupils were suspended at Baseline the first nine weeks. Monitors from Geyer Springs, Mabelvale Elementary, and Brady indicated that the suspension/expulsion rates were generally representative of the student population
however, at all three schools, the number of black students suspended did not fall within the acceptable range for each school, respectively. At Geyer Springs, 90% (9/10) of the students who were suspended were black, which is not within the acceptable range for Geyer Springs of 56%-84% black students, based on a 75% black student enrollment. At Mabelvale Elementary, the acceptable range is 55%-82% black students, based on a 73% black student population
86% (6/7) of the students receiving suspensions/ expulsions were black. At Brady, all five of the students who were suspended/expelled the first nine weeks were black. Where neeaed, 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
development of behavior modification plans, mentoring programs, extracurricular activities, incentive programs, teacher inservices, behavior modification plans, conferences with parents, detention, in-school suspension programs, peer helpers, utilization of community agencies, functioning discipline committees, and award programs. Response from Principal(s) Regarding the monitors' opinion that supervision aides were neither visible nor active in directing/controlling students, the principal at Dodd told the monitors that a supervision aide came to school every day at 7:15 a.m. to tutor students. At Fulbright, in response to the notations in the monitoring report concerning supervision of students, the principal reported that the school is short one supervision aide and that he is trying to fill the vacancy. He also informed thePage 82 monitors that on the day of the monitoring visit, an aide had to be reassigned to physical education. In regard to the gender imbalance of disciplinary sanctions at Baseline, the principal said that she would be more cognizant of the gender problem as time progresses. At Bale, the principal indicated that district rules and consequences had to be followed. Original 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 at Booker, Gibbs, and Carver, according to monitoring reports. Monitors from Carver did not indicate if the signature form was on file. 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, after-school counseling program, homework program, tutoring, and detention hall. 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. Monitoring reports indicated that fewer than five students received suspensions/expulsions the first nine weeks at each original elementary magnet, respectively. There were no suspensions at Williams, one at Booker, one at Gibbs, and four at Carver. All of the original elementary magnet schools have implemented strategies to eliminate disproportionate discipline sanctions among identifiable groups, perPage 83 monitoring reports. Examples of strategies follow
formation of Discipline Hearing Committees, intervention programs, an after-school detention program in which counselors work with students, including discussing behavior and helping students develop better skills at solving problems, and in scheduling parent conferences at night. Response from Principal(s): The monitoring report from Carver included the following principal response concerning suspensions: "The principal said that she was working hard to fairly discipline all students. These particular suspensions were for students who had chosen to fight. 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. Signature forms denoting receipt of the handbooks are on file at each school. 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, the Behavior Management Plan was the only example cited in the monitoring report. Monitors from Romine reported the "Success For All Program, K-3," peer tutoring, and tutoring by volunteers, the principal and assistant principal, the remedial program and the ETC program as examples of the above. At Washington, examples cited included a school-wide discipline plan, in-school suspension, detention hall, posting of rules in classrooms, extracurricular activities, positive reinforcement, and use of interesting games and lessons. Monitors reported that classroom instruction proceeded in an orderly manner in classrooms visited at the three interdistrict elementary schools. The suspension/expulsion rates at Washington and Romine will be reported on the nextPage 84 I i monitoring visit, according to submitted reports. Monitors at King indicated that five students were suspended the first nine weeks, one of whom was white and that this generally represented the student population. However, the acceptable range for King is 40%-60% black students, based on a 53% black student enrollment. The 80% (4/5) black student suspension rate falls outside of that range. Strategies to eliminate disproportionate discipline sanctions among identifiable groups had been developed at all three of the interdistrict elementary schools. Examples cited included training staff members in conflict management, active Discipline Committees, and using praise and incentives for appropriate behavior. Monitors considered all appropriate personnel as being very active/very visible in directing/controlling students at King, Romine, and Washington. Response from Principal: None Area Junior High Schools: Monitoring reports from all area junior high schools indicated that students and parents were informed about LRSD disciplinary policies and procedures. The Little Rock School District Rights and Responsibilities Handbook was taught, and signature forms denoting receipt thereof are kept on file at Forest Heights, Mabelvale, Pulaski Heights, and Southwest, per monitors. At Pulaski Heights Jr. High School, the school handbook was also distributed and discussed, and discipline levels were posted throughout the building, according to the monitoring report. At Cloverdale Jr. High, the advisor-advisee program assisted in informing students about expectations for student conduct. Each of the area junior high schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems, per monitors. Examples of thePage 85 aforementioned cited by interviewed teachers follow: peer mediation, advisory classes, incentive/recognition programs, conflict management, behavior management plans, after-school tutoring programs, team interventions, in-school suspension programs, and parent conferences. Classroom instruction proceeded in an orderly manner in a majority of classrooms visited, according to monitors at each school. At each area junior high school, reports indicated that all appropriate personnel were observed being very active/very visible directing/controlling students. During the first nine weeks, the suspension/expulsion rates at Mabelvale, Forest Heights, and Cloverdale Junior High School were generally representative of the student population. At Cloverdale, 92% (105/114) of the students receiving disciplinary sanctions the first nine weeks were black
at Forest Heights, 81% were received by black students, and at Mabelvale Jr. High, 78%. Monitors from Forest Heights and Mabelvale did not include the total number of students receiving the sanctions, only the percentage of black students. In all three cases, the percent of students suspended was within the acceptable range for each school, respectively. Information regarding the suspension/expulsion rates will be available for Pulaski Heights and Southwest upon completion of the second monitoring visit. All junior high schools have formulated strategies to eliminate disproportionate discipline sanctions among identifiable student groups. Following are examples of strategies cited in monitoring reports: utilization of incentive programs, recognition for good behavior, periodic review of disciplinary data, awards assemblies, and discussions by administrators and staff members concerning alternative methods to use in an attempt to decrease disciplinary sanctions in the black male subgroup. Response from Principalfs): NonePage 86 Original Magnet Junior High School: The LRSD Rights and Responsibilities Handbook, the Mann Magnet Student Handbook, and classroom rules were distributed to all students and parents
thus, information regarding the staffs expectation for student conduct was made available and fully explained. Parent signatures denoting receipt of the handbooks were required. Classroom rules were also posted in classrooms, according to the monitoring report Tutoring, counseling, the availability of incentives for good citizenship, attendance, and good academic work were cited as examples of various strategies used at Mann to encourage students to remain in school, work toward academic success, and improve behavior. Weekly progre
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.