Recommendations by Office of Desegregation and Monitoring

Little Rock School District Pulaski County Desegregation Case Federal Office of Desegregation Monitoring Recontmendations (As of June, 1995) BBExplanation Attached is a list of recommendations made by the Office of Desegregation Monitoring from monitoring reports. The only report not included is the June 5, 1992 Incentive School Monitoring Report which the Court ordered into obligations recommendations from that report are already addressed in our Program Budget Document (PBD). The 1. 2. 3. 4. You may be interested in the following information relating to these recommendations: ODM reports which identify no specific recommendations are not included in this list. Those reports appear to be simply updates
In some of the listings, the requirements appear just prior to the recommendations. This is inconsistent because the decision to include requirements came well after we began cataloging the recommendations
The column marked DOC indicates the type of document. MR means monitoring report and SR means status report
and, Symbols in the far right column indicating the status of each recommendation are explained at the bottom of each page.No 1 2 3 4 5 6 7 8 9 10 DOC MR MR MR MR MR MR MR MR MR MR Federal Office of Desegregation Monitoring Recommendations (As of June, 1995) LRSD Biracial Committee Monitoring Report - November 16, 1992 (Updated 9/95) Pg 26 26 26 26 26 27 27 27 27 27 DATE 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 _________________________________RECOMMENDATIONS_________________________________ Engage in a recruitment campaign that is broad and intense enough to ensure that the district can select a committee membership that is racially balanced and also fully representative of the district's geography./ Create job descriptions that clearly stale the home district's expectations of committee members, the amount of lime members should plan to devote to membership duties, and precisely what those duties are. _____________________________________________. Develop a formal orientation packet for new committee members that will give them their own "reference library of materials they can consult on their own and use during committee activities._______________ Involve all new committee members in a comprehensive orientation that leaves participants with an understanding of the committee's role, the individual's role within the group, district norms and protocols, communication channels, and the resources and support the district will furnish the committee. Implement a training schedule, based on committee input, that reflects the group's goals and interests as well as what the district believes the committee needs to know. Regularly evaluate the effectiveness of all orientation and training sessions and make inservice modifications in response to committee evaluation feedback. Recognize that biracial committees are volunteer groups that are an important form of community involvement in education and desegregation. As a significant human resource, these volunteers require sensitive, ongoing management and support just as do paid employees and all other volunteers, such as those who work through the districts' school volunteer programs and school-community partnerships. Use the inhouse expertise and experience of each district's professional volunteer coordinators to advise and assist the districts in managing and supporting the biracial committees. The basic principles and techniques that volunteer coordinators use to manage school volunteers and business partners are equally applicable to all other volunteers, including those who serve on biracial committee. Define committee goals and then develop and carry out specific objectives and timelines for reaching them. , Succinctly outline each committee's organizational structure and its relationship to the schools, administration, and board of directors to foster an understanding of the committee's role in their district. - Needs to be done + In progress * Completed PERSON Mayo Mayo Mayo Mayo Mayo Mayo Mayo Mayo Mayo Mayo DONE 6/94 9/95 + + R Repealed from earlier reportLRSD Audit of ODM Recommeitdations fas of June, 199S) Page 1 No 11 12 13 14 15 16 17 18 19 20 21 22 23 DOC MR MR MR MR MR MR MR MR MR MR MR DOC MR MR Pg 20 28 28 28 28 29 29 29 29 29 30 Pg 5 5 DATE 11/16/92 RECOMMENDATIONS 11/16/92 11/16/92 11/16/92 11/16/92 11/16/92 Document commillee meetings very comprehensively and make sure members who miss a meeting or training session receive commillee minules and handouts. _________________________ Consider establishing an Inlerdislrict liiracial commillee or some mechanism whereby representatives from each dislricl commillee could meet Io discuss goals, procedures, accomplishments, and concerns. / Coordinate liiracial committee monitoring aclivilles with oilier Internal dislricl moniloilng groups Io eliminate duplication and ensure that no part of the desegregation efforts go unsrulinized.___________ Design monitoring Inslnrrnenls that correlate specifically with the desegregation plan provisions so each dislricl can measure its progress in plan Implementation._____________________________ Regtrlarly update monitoring Instruments Io reflect all modifications Io the desegregation plans. Revise effectiveness indicators anrf monitoring and repotting procedures as necessary so they will correspond with any monitoring instrument revisions.________________________________________/ PERSON Mayo Mayo Mayo Mayo Mayo Mayo DONE 7/95 7/95 7/95 + + 11/16/92 Make evaluation an Integral part of the monitoring process so lltal conclusions and recommendations for Improvement are used to both prevent and correct problems. / 11/16/92 11/16/92 11/16/92 11/16/92 DATE 12/09/93 12/09/93 Mayo + Develop follow-up procedures al Ilie liuilding and dislricl level Io ensure that all problems uncovered in monitoring are addressed in a timely fashion. Annually evaluate the role, operations, and accomplishments of each biracial committee in relationship Io specific settlement plan provisions and overall desegregation goals.___________________________ Regularly ask committee memirers Io review and rale Ilie type and gunlily of suppoit the dislricl is furnishing them, and solicit suggestions for new or Improved services._____________________ Initiate an ongoing practice of recognizing and expressing appreciation to cornmillee members throughout the school year. INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION __________________ Make recruiting while students Io the incentive scliools among district priorities, focusing Ilie energy and resources necessary to ensure that the incentive schools become fully desegregated._________ identify the facts that are working Io make Rockefeller a desegregated school and adopt or adapt them for the other incentive scliools. ___________________________________________________ - Needs Io be done + In progress Completed R Repealed from previous report Mayo Mayo Mayo Mayo PERSON Plincipals, Rather Ingram. Gremillion DONE r + r r Pago 2LRSD Audit of ODM Recommendations fas of June, 1995) Page 3 24 25 26 27 28 29 30 31 32 33 34 35 36 37 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 12 12 13 15 15 15 15 22 22 22 27 30 34 38 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 ________________________________RECOMMENDATION______________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.__________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee._______________________ ODM makes no new recornmendalions
the district remains
obligated Io follow all court orders and to fulfill the commitments In its desegregation plans,/' Requirement
The Incentive Schools Staffing Committee is composed of teachers
parents, siipeivisors, principals, other administrators, and the Joshua Intervenors. Ttie committee assesses staffing needs. Sets criteria, assists in recruiting quality staff, and determines hiring procedures.
(LR$D Plan, pg. 190) Institute staffing needs assessment.s as an annual process in the incentive scfiools. Develop a compreliensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process. Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams. , ODM makes no new recommendations
the district remains obligated to follow all court ordefssand fs fulfill the commitments in its desegregation plan. Requirement: The parlies shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others: (Inierdis: Pianj ODM makes ho new recbmmendatiOhs
the district remains obligated to follow all court orders and to fulfill the comniitrneiits in ils desegregation plan, / Requlremeht: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (InlertiiS, Plan, pg, 27) Increase the amount of lime the gifted and talented program specialists spend in the incentive school.s so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. - Needs to be done + In progress * Completed r L R Repeated from previous report PERSON Hurley Hurley Hurley Asst. Supt. Matthis Malthis Hurley Hurley Hurley Woods Woods Mallllis Robeilson Doiialdsoti Eaton DONE 8-94 8-92: 11-93 11-93 8-94 + Page 3LRSD Audit of ODM nacommendations las of June, 1995) Page 4 38 39 40 41 42 DOC MR MR _MR__ MR Pg 38 DATE RECOMMENDATION 12/09/93 Repair or replace the leaky loof Io Mllcliell's readliuj rooio. 38 12/09/93 38 38 38 12/09/93 f 2199192 f2IO9l92 -13 MR 38 12/09/93 44 MR 40 12/09/03 Re[)lace Ihe loose floor Ilies in MilchcH's hallway' ~~ ' Develop a schedule of carpel repair or replacenienl for Rockefeller, Milchell, and Riglilsell. Repair Ihe floor and wall in Righlsell classroom 3 B, and then replace any damaged carpet. Take steps Io coned Ihe remaining drainage problems al Riglilsell, inclirding reiocalion of any down spout draining toward Ihe foundation. Make sure all incenlive school principals are aware Ihal disIricI funds are available Io improve landscaping al Iheir schools If a parent, teacher, or community organization will lake maintenance responsibility for plantings. PERSON Eaton Eaton DONE 9 94 r9A 45 MR 41 12/09/93 46 MR "4 I 12/09/93 47 MR 41 12/09/93 48 MR 41 12/09/93 49 MR 41 12/09/93 50 MR 41 12/09/93 51 MR 41 1 2/09/93 52 MR 43 12/09/93 Eaton Eaton Eaton Eaton op^ rtiakeS ho riovv recothihehdallrihs
the district reinalos obilyat^d to fpiloy/ all epnd ciders and id Mallhls llliritl Ilie Cnniiiiilliieiit^ to il>
-Ip-jpnrpnnlirin iilhiia fulfill llid coniiiiilineriis hi Ils desbgregaiiqii (ilritis Reiiiiiir^nieni: The ihcenlivo school piogram prortioles find bhsufos acddeihld rixcellehce in schools Ihal have been dillicull Io desegieijalei The hiceiilive school pidgraih cohipen^ales Ilie Viclinis of segtogaliori arid serves as a idol for piOihotinp meaningful arid loiig iorni desogregallon in these Schools aiid In the eiiliie sclrppi disiricl. (LRSp Rian, pg 140) J Create job dcscrlplinns for council momliers that cleady identify Ilie disliicl's expeclalions of th council, nicmbeiship lesponsiliililies, and Ilie amount of seivice lime involved e Ingrain 2 1 1-92 1 94 6-94 Oulline Ilie council s oiganizalional sliucluie and its working and reporting relalionship Io the school boaid, dislilcl adiiilrilslratois, Ilie incenlive schools, and other moniloring entities. ,, Provide a comprehensive oiienlalion for Ilie council al the beginning of each school year so all members will undersland their role, dishicI policies and procedures, comniunicallon channels, and wliat disIricI resources and support aie available. Develop and carry out a specific plan for meeting council obligalions llial includes goals and objeclives tasks, limelines, persons responsible, and evaluation criteria llial addresses Ihe council's Ingiain Ingram . Ingram desegregation plan obligations.______ / Deveiop a monitoring iiisirumenl for council use llial correlates specifically with desegregation plan and court order requirements. Such an Instrument and the information it elicits will facilitate an ongoing assessment of liow well Itie dislilcl Is complying willi Ils obligations. Help Ihe council develop monitoring and reporting procedrrres, guideline, and schedtrles Ihal provide members clear direction for Iheir moriitoring tasks. Coordinate moniloring aclivilies with ollter internal monilotitig grnrrps inclirding Ilie disIricI hiracial commlllee, school hlraclal committee, and Ilie Depailmenl of Planning, Researcli and Evaluation. Such coordination will help avoid monitoring gafis and duplication and also help ensure more effective use of lime and oilier resources. Include as a member of Ilie Eaily Childliood Education Task Force al least one iiislriiciioiial aide or teacher 1rorn each school having a 1our-year-old program. - Needs Io be done + In progress * Completed R Repealed from previous report Ingram Ingrain Cloweis Price 6 94 r 6-94 3-94 6-94 10 94 I Page 4LRSD Audit of ODM Recommendations (as of June, 1995) Page S 53 DOC MR Pg 43 DATE 12/09/93 ________________________________RECOMMENDATION________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. / PERSON Price DONE 8-93 54 MR 43 12/09/93 55 56 57 58 59 60 61 62 63 64 65 66 MR MR MR MR MR MR MR MR MR MR MR MR 45 45 46 47 Al 48 48 49 49 51 51 51 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another Instructional technology program, are tn place for grades K-2 at each school. (LRSD Plan, pg. 152) _____z"' Base staff development on activities on areas of demonstrated need.____________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.__________________________________________________ < Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum_____________ < Ensure that each school develops and executes a plan for fully implementing its tlieme by the opening of the 1993-94 school year. , Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision.________________________________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.__________< Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. r Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. , Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. t' Encourage the Spanish teachers to develop a series of Spanish "mini-lessons" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. - Needs to be done + In progress * Completed R Repeated from previous report Price Woods Grier, Ingram Asst. Supt. Ingrain Gremillion, Ingram Grier, Ingram Grier, Ingram Glasgow, Ingram Glasgow. Ingram Grier, Parker, Ingram Grier, Parker, Ingram Grier, Parker, Ingram 8-94 Page 5Lnsn Audit of ODM Deconuuendulions las of June, 1995/ Page 6 67 DOC MR -fs. 51 DATE 12/09/93 RECOMMENDATION Increase Ilie ainoiiiil and improve Ilie rpialily of Spanish language iiialerials available in each school. 68 Ml 15 J2/09/93 pbM itinkea no hew fooohtnioiid/iiioii^
iiio dliiliict r^gioiiis oblig^ieil to rolioW iaii coini ortiei^ iiild (6 69 MR 53 12/09/93 (ulliiilho CQinmliiTifliils In Ils (jesegiegtilloti plans- Requiiemenii Parent Home Study Quidaa in eardr core eubjeci area for eachF)/tide (1'6) wilt biSs aygilabl^ by the IPgS-g-t gcliool year. (LRSU Plat), pg. 153) PERSON Grier, Paiker, Ingrain Wfiis DONE @-93 I 70 MR 55 12/09/93 Piovide siiflicieiil liaining and su|ipoil Io enable all schools Io fully implemenl Abacus dining Ihe I993- 94 school year , ODM makes no new lecoinmendailons
the rilsirlci lomalns obiigaled Io Follow all coui1 orderFaTidl^ fuinii the cummlimeni.s in its desegiegaiion plans. RofiuireiTicni
i he Effeciive ctio6is iiiodel (iperales in eacti school, wilh lialning piovlded for Woods Woods I 71 mr "so" U/og/H ODM hioke? ho ilevv jeOoiiiihehdaholiS
ihh d'isiiici reiiifiiris obiigaled lo idiloW nii fcOtirfoiddid hniFIo 12 ' MR 51 \2in9l92 lillill Ihe coiiimilihenis In its ilepegfogatiop plans ^eqiiliernenl: The school eniphnsizes a classics tending program and uses the basal fcadei to aiigihdut (1)0 oiassitiSi ilhsb Plan, i>g 164) Greiiiiillon, ftihcifiai I 73 MR 58 12/09/93 H MR 61 12/09/93 75 MR 61 12/09/93 76 MR 63 12/09/93 11 'MR 65 i2/09/93 OOM makes no new recommeiidallon.s: ihe drJiici lemains olilKialeii Io Follow all coiiil oiders and Io liillill Ilie conimilmenl in ils (leseiiietjalion plans Reguiiemeiil: A Lalin piogiam, used Io Increase vocabulaiy and woid allack skills, is incoiporaled Into Ihe fiflh and sixth grade language ails program. The staff schedules lime for insiruclion, provides Iiialerials and supplies, and dociiirieiils sliideiil achleveiiienl (LRSD Plan, pp. 15<l, 159 164) Incorpoiale leisuie limo aclivilles, which sludenis can pursue Ihroiighoul their lifelime, as pail of Ihe physical edticalion cuiiiculuni. / SIrenolhen effoils Io recruit mentors for (he slurlenis I laving al least one special friend, coach, and encourage can be so ImpoilanI Io a childs developnieiil that every sludenl who needs or wants a inenlor sliould have one. Consider a trainer ol liainets program or similar means Io equip piincipals or oilier school slaff hThalir volunleer menlors. Abandon Ihe practice of liniiling Ihiee-aiid-foiir-year-old children Io walking neld trips and allow Ihern Io travel by bus Io any appio(>dale sile, with paieiilnl approval Whalever Ilie [lasI mIsunderslandliMj Dial lesulled in liavel lesliiclions lor young sludenis, ADE should conliini Ihal, with appioprlale |>aicnl __peiniission, il is lawhil Io linrispoU cliilrlieii ol llieso ages In public school buses. Treal and leach career skills developnieiil as an Inlegral pail of school life. - Needs Io be done + In progress Completed R Repealed from previous report (3iior, Paikei Mallhis Mllain Milain Chealham Elslon I t 4 94 + Page 6LRSD Audit of ODM Recommendations fas of June, 1995) Page 7 78 DOC MR Pg 68 DATE 12/09/93 RECOMMENDATION 79 MR 68 12/09/93 Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them Io identify those / elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.__________ Ask incenlive school parents and studerrls who did not lake pari in summer school Io Identify why they did not participate and what would most likely induce them Io attend. PERSON Gremillion, Ingram DONE 80 MR 68 12/09/93 81 MR 68 12/09/93 Seek broad-based input from incenlive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for It. continuous improvement. Include II,e incenlive school principals, leacliers, students, and parents in the assessment, pul,list, and analyze 11,e results, and when act decisively upon what the evaluation reveals. 82 MR 68 12/09/93 83 MR 68 Mount an aggressive marketing campaign tor summer school recruitment, gelling ideas from staff, students, and parents and also encouraging them Io help recruit. 84 MR 68 12/09/93 Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. 85 MR 70 12/09/93 86 MR 70 12/09/93 Consider implementing the recommendations made by II,e extended year administrative staff in the district's summary report. i Encourage partnered schools Io develop some Joint projects and co-aclivilies so students will learn how Io plan, organize, and cooperate on aclivilies that they develop. Shared ventures could held increase participalior, in Saturday School aclivilies. The principals should collaborale with each other to provide the necessary resources and to ensure successful projects. I 87 MR 72 12/09/93 Consider pairing Franklin with Iwo smaller incenlive schools for Saturday School activities incenlive school is without a partner to encourage sharing and variely. Design the extended day survey Io include a description of the skills a student develops while so no engaged in leisure lime aclivilies. Tliis design will help parents and students recognize the importance 88 MR 72 \ 2109193 of a good balance between work and play. 89 MR 76 12/09/93 Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Il's developmentally and emotionally healthy for studerrls to participate in wholesome activities jus) for fun. Make an effort Io pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. / - Needs to be done + In progress Completed R Repealed from previous report Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion, Ingram Gremillion Gremillion, Ingram Gremillion, Ingram Gremillion, Principals Principals 8-92 10-93 10-92 10-92 + + Page 7 I ^9 ^9 ^9 ^9 T9 T9 T9 99 ^9 T9 ^9 T9 T9 99 ^9LRSD Audit ot ODM Recommendations (as of Jtnte, 1995) Page B 90 91 92 93 94 95 96 91 98 99 100 101 DOC MR MR MR MR MR MR MR MR MR MR MR MR Pg DATE 76 78 78 78 84 85 89 89 89 91 92 92 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 _ ________________________RECOMMENDATION____________________________________ Provide pre-service oricnlalion and Iraining for all aides, and follow-up with regttlar inservice, on topics Ural include beliavior rnarragernenl tecliniques and other suirjecis Ihal will contribute Io Ilie aides' ellecliveness. Consider liaving VIPS train incentive scliool principals Io servo as inslruclors lor new mentors so lliese building leaders can conduct Itieir own sireamlined, on-site mentor Iraining._____________________< Allow principals Io conlaci and select pre-professlonals Irorn Insliltilions of higher education when Ihe opportunity presents itself. Somelimes Ilie best deals occur liecaiise of a chance meeting al a seminar or conference. II doesn't make sense tor a good opportunity Io gel lost in bureaucratic / wastelands._________________________________________ Expand contacts willi and widen access to Ilie variety of community-based programs designed Io support children and families.____________________________________ Allow leacliers who want Io leave Ihe incentive schools Io do so with impunity If staff members wisli Io transfer elsewliere, lliey are not necessarily unfit or incompetent
lliey may simply not lie suited for Ilie incetilive school experience II cannot Iio overemphasized Ihal Ihe disIricI sliould only assign people Io Ihe incentive schools who are riol only talented, committed, and experienced, and wtio also want to be there.__________ Comply with Ihe reqiiiremenl Io develop complete student performance profiles for each ctiild and then use Ihe Inforniallon Io define and guide each sludeni's learning palli and Io help delermlne Ihe effect of the variables these profiles record. Make sure that eacji incentive scitool Iras a lull-lime certilied guidance counselor on staff llrroughout Ihe scliool year. Decide each incentive scliool's need lor a social worker, then staff accordingly. Require inceiilive school counselor Io meel as a group on a regular basis. Such meetings will provide an informal almosphere in which Io discuss problems unique Io Incentive sclinols, develop solulions, sliare ideas and success sloiles. and Io explore ways Io expand Iheir resources. Counselors need the Slippoll and eticouragemeiil lliey could gel fioni an organized group of peers. Assign a disIricI employee the responsitrilily for fully developing and Implementing Ihe plan requiremenis for a program that will erpiip parenis with jot, skills necessary lor employmenl al all levels within Ihe incentive schools. Be sure Io include program goals, objectives, limelines, persons responsible lor each step ol im[ilemerilalion, and evaluation criteria. Follow up Io provide appropriate assistance Io sirrvey respondents who have expressed interest in receiving specialized help Irorn Ihe disIricI, such as oblalriing their GED. Evalttale Ihe cost ellecliveness ol irsiruj local community resortrces, sitch as Ihe Parent Learning Center, as a means lor providing edrrcaliori opportunities lor parents. - Needs Io be done + In progress Compleled R Repealed from previous report PERSON Woods DONE + Milam Gremillion. Ingram Principals Hurley, Ingram Principals, Ingram Gremillion, Hurley Gremillion, Hurley Elslon Marlin Mailin Marlin, Ingrain 4- + + 8-94 9-94 8-94 8-94 1-94 3-94 + + Page 8LRSD Audit of ODM Recommendations (as of Juno, 1995/ Page 9 102 DOC MR Pg 95 DATE 12/09/93 ________________________________RECOMMENDATION________________________________ ODM makes no new recommendations
Ihe disiricl remains obligated Io follow all court orders and Io fulfill the commitments in its desegregation plans. Requirement
A Parent Center in each school provides resources and materials, recommended by a _ parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be Ihe source of a monlhly communicatioris packet that is distributed to parents
< (LRSD Plan, pp. 206, 208) PERSON Gill, Ingram DONE 103 MR 97 12/09/93 104 MR 97 12/09/93 105 MR 98 : 12/09/93 Evaluate the parent workshops offered Io determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations. Ask workshop participants Io evaluate each session at ils conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess Ihe quality and relevancy of the training and make changes accordingly.__________________________ ODM makes no new reconimcndalions
the district remains obligated Io follow all court orders and Io 106 MR 105 y2IQ9l93 107 108 109 110 MR MR MR MR 105 105 106 109 12/09/93 12/09/93 12/09/93 12/09/93 Gill, Ingram Gill, Ingram + fulfill the Commitment in ils desegregation plan.
Requirement
Recognition is used as a tool for community and parent Involvement
The school recognizes parents and the community at monthly PTA meetingSi displaya awardS) gives school lunch Vouchers to award winnersf and Involve students In the recognition selection proG6ss
i5(tiRSD Plan* pp^ 209-210) Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of Ihe contact or any other pertinent information. Train incenlive school principals and staff Io serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.___________________/ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how Io identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed. Provide parents with current school year contracts to sign when they register Iheir children in the incenlive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign Ihal either Ihe school, the disiricl, or both don't place much value on Ihe contracts or parent commitments. Assign a LRSD employee Ihe responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.x - Needs to be done + In progress * Completed R Repeated from previous report Principals Principals, Ingram Milam Cheatham. Principals Principals Rather 4-94 + Page 9LRSD Audit of ODM Recomruendations las of June, 1995) Page 10 11 1 DOC MR I Pg _ 109 1: DATE 12/09/93 112 MR 109 12/09/93 RECOMMENDATION 113 MR 116 12/09/93 114 MR 116 12/09/93 Develop and implemenl a cornpreliensive (ilan for irlilizing Ihe services of Ilie speakers tiureaus and key cornmunicalors Ihal includes specilic, goals, ohjeclives, Ihe persons responsible, and evalualion crileria Io delermirie sirccess and where changes need Io be marie, Develop job descriplions for the speakers hirreau and key commirnicalors Ihal clearly idenlify Ihe job goal, ()ualilicalions, performance expeclalions, the parlicipanl and dislricl responsitiillties, and Ilie arnounl of lime Ihal will likely be re()uircd Io successfully perform each Job,_____________________Z Seriously consider placing al Rockefeller an early cliildliood program specialist who has Ilie credenlials and experience Ihal clearly illiisltale adei|uale Iraininrj anil inleresl in Ihe cducalion of very young children,__________________________________________________________________________ Re-eslabllsti Ihe Rockefeller advisory group. PERSON Rather Rather Mallhis 115 MR 117 12/09/93 DONE 2-94 4- + I 16 MR 117 12/09/93 117 MR 117 12/09/93 1 18 MR 117 12/09/93 Regirlarly evaluate Rockefeller's early childhood education policies as specified in Ihe plan and then niblisli Ihe results in an Informational handbook tor parents,___________________ \4ake sure Ihal Ihe early childhood sludenis receive Ihe services of lire scliool's coitnselor. Very young children can need Ihe specializetl insights and services of a counselor professional just as much as older children,___________________________________ Concentrate Ihe same level of alienlion, funding, and materials on Ilie Rockefeller Early Childhood Magnet Program Ihal the dislricl lavls11es on oIher magnet scliools and programs,< Price, Mangan Price, Mangan Mangan, Ingram, Hurley Smith 1-94 3-94 93-94 119 120 121 MR MR MR 117 117 117 12/09/93 12/09/93 12/09/93 Broadly piitilicize Ihe Early Cliildhood Magnet Program. This program is truly unir)ue anti Ihe riisirlct should capitalize on ils success. Refrain from placing any uncertified teacher in an early childhootl classroom. Provide regular, quality staff development opportirnilles for the early childhood education staff. I 7 Ensure Ihal Rockeleller serves as an early chilrlhotxl etlucalinn tnotlel, tiernonsiralion sile, and training center try inilialing Ilie innovative praclices desciihed in Ilie desegregalion plan, utilizing arlvice and Mangan, Plice Mangan Mangan Mangan 8 93 + 122 MR 120 eiqieilise from parents Jeacheis, and college and irniveisily stall 5^ hiajres noTiew recornifieiidailpiiS
the fiishlcrrcinahTs obiigaled lb follow all coint orders ahd Io 93-94 ongoing iiiiiii hie coifthiilrtiOhU ill ii^ tiesiesirerj/iiidiii plfio Milliollcri Annually ' Reguireincnls: Fundings lor Ihe Indriniive Scheels sliall bo sei al Iwd limes (ho level fot Ihti elemeiilnry area schools Io ensure Ihal lite children wiio are in iacially-isfjlaieri sailtOgs are provided njeaiiingful opportunilics for desegregated experiences and aclIvKies, (Inlerdis Plan
pg, 4) The Lillie Rock 3cliool Dislricl Beanl of DiiectorS is cornmilled lb impfoviitg educaiibilrtl quality nhd student academiG peifoimance In all schools and doubling Hie financial rosoiirces In Schools Idoiilllied' ill Ihe Coiid- appifjved deaegiegalion plan as Incenliye srjiools, (LRSD Plan, pg. I) - Needs Io be done + In progress * Completed R Repealed from previous report Page 10LRSD Audit of ODM Recommendations las of June, 1995) Page 11 122 DOC MR Pg 12 DATE 03/11/94 123 MR 12 03/11/94 124 MR 12 03/11/94 125 MR 12 03/11/94 126 MR 12 03/11/94 127 MR 12 03/11/94 128 129 130 131 132 133 MR MR MR MR MR MR 13 13 13 13 19 20 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 Incentive School Recruitment Monitoring Report _______________________________RECOMMENDATIONS_____________________________ Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Assign specific district employees the responsibility and accountability for fully developing and implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification and job descriptions that clearly slate the team charge, the district's expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. Z Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools. Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for theic children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Establish a target date for completing recruitment efforts, measuring results, and deciding whether to petition the Court to release available pre-kindergarten and kindergarten seats to black students who could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to which schools they move. Then use this information to modify recruitment and retention strategies.^ - Needs to be done + In progress * Completed R Repeated from previous report PERSON Rather Rather Rather Mayo Principals, Rather Principals, Rather Principals, Rather Rather Principals Rather, Principals Rather Principals, Ingram DONE 1-94 5-94 9-94 + + + Page 11LRSD Audit of ODM Recommendations ias of June, 1995) Page 12 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 DOC MR DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR MR f9 20 Pg 21 21 21 21 21 21 22 12 22 22 22 22 22 22 DATE 03/11/94 RECOMMENDATIONS Consider adding four-year-old classes al Ihe incentive schools which have only one class, Ihereby achieving a more even grade siruclure Ihal can help foster desegregation as children rise from one grade level Io Ihe next. PERSON Mallhis DONE 8-94 Involvement of the 1994-95 Principal Selection Process in the LRSD Monitoring Report DATE 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 9/6/94 RECOMMENDATIONS I Iced Ihe many excellenl siiggeslions made by Ihe parenis and school staff in Ihe section of this report - which sirmrnaries Iheir Inpul. Establish anti publish criteria Io guide the district in dclerrnirring wherr principals will be assigned wilhout Ihe help of an interview committee and when they will be selected with a committee's assistance._____' Develop school principal job descriptions Ihal are tailored Io Ihe unique environment, goals, and needs of each school. nvolve Ihe Magnet Review Committee In developing principal job descriptions tailored Io Ihe magnet schools. Aller Ihe liming of Ihe hiring process Io avoid holditrg Interview sessions during Ihe last days of school. Remember Ihal Ihe parents and school staff who serve on interview committees hrnclion as volunteers and treat them accordingly. Give plenty of advance notice abotti otienlalion and interview scheditles. Help committee members begin Io belter itndersland and anticipate Iheir role as early as possible. CondtrcI a comprehensive orlertlalion for all Inlerview commillee parllcipanis well in advance of Ihe actual inlerviews. Consider allowing commillees Io have more information about Ihe candidates earlier in Ihe selection process.______________________________ Continue Ihe practice of allowing inlerview committees an opportunity Io develop and coniribule questions Io srrpplernent those developed by Ihe district. Standardize Ihe method Ihal interview commillees rtse for rating and ranking candidates. Evaluate Ihe system irsed Io rale candidates dirrinrj interviews Io eliminate any chance of individual collective weighting that could tesull from scoring Ihal is calculated to skew overall results. Clear up Ihe ambiguity about whether Ihe names of lop candidates subrnilletl for final consideration ranked in order of Ihe commillec
s preference. or are Consider asking committees Io routinely snbmil a wtillen summary of their reasons for having named each of Iheir lop choices. Including the group's appraisal of each candidate's strengths and weaknesses. - Needs Io be done + In progress * Completed R Repeated from previous report PERSON Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Williams Wiiliams Williams DONE Page 12LRSD Audit of ODM Recommendations las of June, 1995) Page 13 150 151 152 153 No 154 155 156 157 DOC MR MR MR MR DOC MR MR MR MR Pg 22 23 23 23 Pg 5 5 5 13 DATE 9/6/94 9/6/94 9/6/94 9/6/94 DATE 12/21/94 12/21/94 12/21/94 12/21/94 RECOMMENDATIONS Form Ihe habit of asking for comprehensive, written feedback from each committee member about all aspects of Ihe inlerview process after it is complete. Work with both the Joshua and Knight Intervenors to reach agreement of their proper role in relation to the committees that interview prospective principals. Consider expanding the involvement of Ihe human resources director to include more direct participation in the interview process.________ Work with Ihe Magnet Review Committee to develop specific and comprehensive written procedures that will guide Ihe LRSD in consulting Ihe MRC before the district fills any principal vacancies at the magnet schools. INCENTIVE SCHOOL MONITORING REPORT (1993-94) _______________________________ RECOMMENDATION_________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1993 Report, pg. 5) The incenlive program is successfully desegregating each incenlive school. (LRSD Plan, pg. 149) Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. (ODM 1993 Report, pg. 5) The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make enrollment stability a priority in the incentive schools. The academic progress of individual students may be furthered when they are allowed to enjoy the security of the same school each year. Continuity also aids the district in its assessment of the longitudinal success of certain instructional programs and approaches.______ Progress is being made loward racially balancing both Ihe certified and non-cerlified staff. (ODM 1992 Report, pg. 6) Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range plan for implementing the incentive school features. (ODM 1993 Report, pg. 12) - Needs to be done + In progress * Completed R Repeated from previous report PERSON Williams Williams Williams Williams PERSON Principals, Rather Ingram, Gremillion Mayo Hurley DONE DONE R R R Page 13LRSD Audit of ODM Recommendations Las of Jtme. 199S) Page 14 No 158 DOC MR I Pg I DATE RECOMMENDATION 12/21/94 The Incenlive Schools Slalliny Coniinillee is composed of leachers, parenis, supervisors, principals, 159 MR 15 12/21/94 160 MR 15 12/21/94 oilier administralors, and Ilie Joshua Inlervenors. The coiniiiillee assesses slaffiiig needs, seis crileiia, assisls in recruiling f|ualily staff, and delermines hiring (irocedures. (LRSD Plan, pg. 190) Consider exenipring incenlive scliools from being forced Io accept any employees who have not been interviewed and recommended by Ilie principal and Ilie school's slaffing comniiltee. (ODM 1993 Report, pg. 12) A staffing needs assessment process delermines staff selection based upon the needs and interests of Ihe student population. Factors Io be considered include the number of students per grade level, Iheir race and gender, academic aclilevernenl needs and irileresls, disciplinary needs, social Interaction needs, and heallli needs. (LRSD Plan, pg. 190) Tlie district must staff Ihe scliools in accordance willi eriuilalily mecling Ihe identified needs of Ilie staff and students in a particular scliool, making decisions regarding plan-recommended staff positions based on criteria tinked Io a curreril needs assessment of the individual school The district Is required Io dclermirie Ihe need for alternative classinoms and establish lliern where necessary. (May 1992 Order, pp 41-42) Tile district uses a current needs assessment of each scliool to determine the plan-recommended positions dial should be filled, whellier addlllonal or different positions may bo needed, and the need for alleinalive classrooms (May 1992, Order, pp. 41-42) Develop a coiiiprelieiistvc guide lor assessing slalling needs which incorporales Ilie factors listed in Ihe plan as well as other relevant archival and anecdotal data. (ODM 1993 Report, pg. 15) A slaffing needs assessmenl process delermines staff selection based upon Ihe needs and interests of Ihe sludetil populalion. Factors Io be considered include Ilie number of students per grade level, Iheir race and gender, academic achievement needs and inleresls, discijilinary needs, social interaction needs, and heallh needs. (LRSD Plan, pg. 190) The district mirsl staff Ilie schools in accordance with equitably meeting Ilie identified needs of Ihe staff and students In a particular school, making decisions regarding plan-recommended staff positions based on criteria linked Io a current needs assessment of Ihe individual school The disIricI Is required Io deleimine Ihe need for alleinalive classrooms and establish them where necessary. (May 1992 Order pp 41-42) The district uses a current needs assessment of each school to determine the plan-recommended poslllons Ihal should be filled, whether additional or different positions may be needed, and Ihe need for allernalive classrooms (May 1992, Order, pp 41-42) Train principals and slaffing committees in procedures for effectively assessing staffing needs (ODM 1993 Repoif, pg. 15) PERSON Hurley Mallllis Hurley DONE f? r- 11/93 R R - Needs Io bo done + In progress * Completed R Repealed from previous report Page 14LRSD Audit of ODM Recommendations fas of June, 1995) Page 15 No 161 DOC MR Pg 15 DATE 12/21/94 162 MR 29 12/21/94 ________________________________RECOMMENDATION_________________________________ A slatting needs assessment process determines staff selection based upon the needs and interests of the sludenl population. Factors to be considered include Ihe number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school The district is required Io determine Ihe need for allernalive classrooms and establish them where necessary. (May 1992 Order, pp 41-42) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms (May 1992, Order, pp. 41-42) Involve the Human Resources Department as an integral part of the assessment process. (ODM 1993 Report, pg. 15)___________________________________________________________________ Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Inlerdis. Plan, pg. 27) Carefully colled discipline data and closely monitor Ihe discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze Ihe factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as Ihe disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Sludenis help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for Ihe work being done. (ODM 1992 Report, pg. 32) Hold periodic "summits" to develop a forum for an exchange of ideas and successful techniques for handling disciplinary problems. Incentive schools have similar characteristics and staff members who, along with parents and students, are valuable resources for ideas to combat problems. PERSON Hurley Ingram DONE R - Needs to be done + In progress * Completed R Repeated from previous report Page 15LnSD Audit of ODM fiecomniendations fas of June, 19951 Page 16 No 163 DOC MR Pg 29 DATE 12/21/94 _________________________________RECOMMENDATION________________________________ Disaggregate dala related Io sludent discifriine and review sludenl rtala Io address issues of racial disparity. (Inletdis. Plan pg. 27) Carefully colled discipline dala and closely monitor Ilie discipline program Io make modifications Ihal are Indicated by formative, as well as summallve. information. The disiricl would be wise Io analyze Ihe factors Ihal conlrlbiilc Io some schools having fewer overall discipline problems and less disparity in discipline between black anti while sludenis. Idcniifyinrj and einulaling these factors and closely scrulinizing progress should result in interventions Ihal redtrce Ihe number of sludenis suspended or expelled, as well as Ihe dispropoilionale number of black sludenis referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines Include time-out rooms that are staffed with trained personnel. (LRSD Plan. pp. 175, 184) Sludenis help develop school-based management rules and receive lielp with problem solving. (LRSD Plan, pp. 175, 184. Staff, parents, and sludenis cooperatively design discipline policies (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and Inappropriate behavior, and spell oul consequences for infractions. Policy enforcement Is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for Ihe work being done. (ODM 1992 Report, pg 32) Explore Ihe feasibility of developing permanent alternative educational sites designed specifically for chronically disruptive sludenis. The presence of chronically misbeliaving and disruptive PERSON Principals, Ingram DONE + 164 MR 32 _______students in Ilie classroom hinders leaching ami learning for Ihe rest. 12/21/94 165 MR 36 12/21/94 The disiricl devotes special allenlinn Io idenlifying and placing in gifted and talented programs black slirdenis arrd slirdenis from low and middle soctoecorrornic levels. (LRSD Plan, pg. 58) Gtfled arrd talented cdircalton Is latlored Io challenge, exercise, anti enlarge sitrdcnis' individiral talents and inleliccliral afrlitirdes (ODM 1992 Report, pg. 18) Increase Ihe arnoirnt of lime Ihe gifted and talented program specialists spend in Ihe incentive schools so they can fully implemenl Ihe G/T program and spend more lime idenlifying Ihe children whose needs can be met through Ihe program. (ODM 1993 Report, pg. 34, The disiricl will provide clean and safe faciliUes and make all repairs firndarnenlal Io maintain Ihe incenlive schools. (LRSD Plan, pg. 129) All seven incenlive schools would beneftl aeslhelically from Ihe addition of attractive landscaping. Once planlittgs are installed, Iraln Ihe custodial staff In proper plant care Io prevent loss of plantings Io Improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Repair roof leaks. pPM 1993 Report, pg. 38, Donaldso n Ealon 12 94 R R - Needs Io be done + In progress * Completed R Repealed from previous report Page 16LRSD Audit of ODM Recommendations ias of June, 1995) Page 17 No 166 DOC MR Pg 36 DATE 12/21/94 167 MR 36 12/21/94 168 169 170 171 MR MR MR MR 36 36 36 36 12/21/94 12/21/94 12/21/94 12/21/94 _________________________________RECOMMENDATION_________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, PG. 43) Franklin - repaint the entire interior.^ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Replace deteriorated floor and ceiling tiles. (ODM 1993 Report, pg. 38) '______________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Correct drainage problems leading to flooding on the third floor of the building. _____ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland - Repair loose tiles in the girls' bathroom. < _______________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland - Install an operative washing machine and dryer for the CBI students to use,,.__________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Repair the ceiling leaks found throughout the building. (ODM 1993 Report, pg. 38, f PERSON Eaton DONE Eaton Eaton Eaton Eaton Eaton 12-94 6-94 9-94 R R - Needs to be done + In progress * Completed R Repeated from previous report Page 17LRSD Audit ot ODM Recontmendations fas of June, 1995) Page 18 No 172 DOC MR Pg 36 DATE 12/21/94 173 MR 36 12/21/94 174 MR 36 12/21/94 175 MR 36 12/21/94 176 MR 36 12/21/94 _________________________________ RECOMMENDATION_________________________________ The dislricl will provide clean and sate facilities and make all repairs fundamental Io malnlain Ihe Incentive schools. (LRSD Plan, pg 129) All seven incentive schools would benelil aesthetically from Ihe addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff In proper plant care to prevent loss of plantings Io improper pruning or under-walering (ODM 1992 Report, pg. 43) Mitchell - Replace all carpet and ceilings damaged by Ihe waler leaks. (ODM 1993 Report, pg. 38) The dislricl will provide clean and safe facilities and make all repairs fundamental Io malnlain Ilie Incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from Ihe addilion of allraclive landscaping. Once planllngs are Inslalted, train Ihe custodial staff In firoper plant care Io prevent loss of plantings Io Improper pruning or under-waler Ing. (ODM 1992 Report, pg 43) Mitchell - Secure loose floor tiles. (ODM 1993 Report, pg. 38) , The dislricl will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incentive schools (LRSD Plan, pg. 129) All seven incentive schools would trenetil aesthetically from Ihe addilion of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care Io prevent loss ol plantings Io improper pruning or iinder-walering (ODM 1992 Report, [)g 43) Mitchell - Correct Ilie dangerously sloped stair treads leading Io a porlion of the liasemenl.______ The distdcl will provide clean anil sate facilities andmake all repairs fundamenial Io mainlain the incentive schools. (LRSD Plan, pg. 129) All seven incentive scliools would beneLil aesllielically from Ihe addilion of allraclive landscaping. Once [ilanllngs are Installed, train Ihe custodial staff in profrer plant care Io prevent loss of planllngs Io improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rlghtsell - Replace Ihe worn, torn carpet. (ODM 1993 Report, pg. 38)_________________________ The dislricl will provide clean and safe facilities and make all repairsTundamenlal Io mainlain Ihe incentive i schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesllielically from Ihe addilion of allraclive landscaping. Once plantings are installed, train Ihe custodial staff In proper plant care Io prevent loss of plantings Io Improper pruning or under-watering. (ODM 1992 Report, fig. 43) PERSON Eaton DONE 8 94 R Eaton Eaton Eaton Eaton 3-94 6-94 R r^ r R + Rfglilsell - Correct Ilie Improper orlentallon of (be exterior guller tlial causes moisture to build up on a basement wall. (ODM 1993 Report, pg. 38) ' - Needs Io be done + In progress * Completed R Repeated from previous report Page 18 LRSD Audit of ODM Recommendations (as of June, 1995) Page 19 No 177 DOC MR Pg 36 DATE 12/21/94 178 MR 36 12/21/94 179 MR 36 12/21/94 180 MR 36 12/21/94 181 MR 36 12/21/94 __________________________________RECOMMENDATION_________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incenlive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Eliminate the flow of water that periodically pours in through the doors to the media center. ' The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Replace the media center carpet if it cannot be adequately cleaned and deodorized. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incenlive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Rightsell - Install gates in the perimeter fence to make the school more safe and secure. The disirict will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller - Replace worn carpet. (ODM 1993 Report, pg. 38) The disirict will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan. pg. 129) All seven incenlive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller - Evaluate the effectiveness and efficiency of the heating and cooling system, which never seems to have worked well, and make repairs or install replacements as necessary, r PERSON Eaton DONE 6-94 Eaton Eaton Eaton Eaton 3-94 - Needs to be done + In progress * Completed R Repeated from previous report + R + Page 19LRSD Audit of ODM Recommendations (as of June, 1995/ Page 20 No 182 DOC MR Pg 36 DATE 12/21/94 ________________________________RECOMMENDATION_________________________________ The district will provide clean and safe facilities and make all tepaits lundamenlal Io maintain Ihe incentive schools. (LRSD Plat), pg 129) All sever) lt)cenlive schools would beneftl aeslhelically lion) the addition of attractive lattdscaping. Once plattlings are Ittslalled, train Ihe custodial staff it) proper plattl cate Io prevent loss of plantings Io Intproper prittting or under-walering. (ODM 1992 Report, pg 43) All scitools - Develop a system of prevet)live maintenance whici) ensures llial each struclure will PERSON Ealon DONE 1B3 MR 46 12/21/94 184 MR 47 12/21/94 185 MR 47 12/21/94 186 MR 48 12/21/94 be maintained in good working order and have suflicienl aesllielic appeal (cleanliness, fresh paint, landscaping, and other evidence of cate and attention ) Io allract parents and students. Parents and staff al each school develop school Iheines which are integrated into Ihe curriculum. (LRSD Plan, pg. 153) Fresli imaginative themes are eslalilislied based u|>on each school's unl()ue sirengllis. (ODM 1992 Report, pg. 20) Work will) Ilie incenlive school staffs to help assure Ihal themes are being closely correlated will) Ihe disirlcl's core ciirricnliim. (ODM 1993 Report, pg. 47) Sludenis in grades 3-6 have access io either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in Ihe fullest sense. (LRSD Plan pg. 153
ODM 1992 Report, pg 15) Scliediile science in-service training for teachers wlio need or want help improving llieir science Instruction. Principals should be able Io determine whici) teachers are not fully utilizing Ihe science labs and steer lliern Io staff development sessions devoted Io enlivening science it) Ihe classrooD). (ODM 1993 Report, pg. 49) , _________________________ ________________________ Slirdenis in grades 3-6 have access Io either mobile or pertnat)et)l science labs will) adequate materials Ihal allow chikiren Io execrrle lotrg-lerrn experiments and study science in Ihe fullest sense. (LRSD Plat) pg. 153
ODM 1992 Report, pg. 15) Take steps Io et)sure Ihal all anitnals Rep* al school are treated hutnatrely and refrain frotn Isolalitrg animals in unoccupied scietrce labs. Leart)it)g Io care for atrimals and treat them will) respect can be very beneficial Io sittdetils. But Ihe bettefils of such care can be undermined if atrinrals are viewed as just atrolher leaching tool that cat) be stored oul of sight when not it) use. Each building operates foreign language labs with appropriate e(|itipmenl anti rnaletials. (LRSD Plan, pg. 153) The curriculum al each school Irtcorporales fotelgtr langttage irrslructlon uslrrg Ihe foreign latrguage lab and Ihe "total physical response" method of instruction. Etttphasls Is on basic vocabulary, conversation, at)d cultural materials. (LRSD Plat) pg. 156) Place as many qualified foreign language teachers as needed Io provide Spanisf) instruclion of all ittcenlive school sludetrls as pait of the regular school day. (ODM 1993 Report, pg. 51) Ingrain Glasgow, Ingram Principals, Glasgow Grier, Parker, Ingram r? r R 4 r R - Needs Io be done + In progress * Completed R Repealed from previous report Page 20LRSD Audit of ODM Recommendations fas of June, 1995) Page 21 No 187 DOC MR Pg 48 DATE 12/21/94 188 MR 48 12/21/94 _________________________________RECOMMENDATION_________________________________ Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg 153) The curriculum at each school incorporates foreign language instruction using Ihe foreign language lab and the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan pg. 156) Encourage the Spanish teachers to develop a series of "mini-lessons" for each grade level to help the classroom teachers reinforce foreign language instruction across the curriculum. (ODM 1993 Report, pg. 51) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) PERSON Grier, Parker, Ingram DONE R 189 MR 57 12/21/94 The curriculum at each school incorporates foreign language instruction using the foreign language lab and the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan pg. 156) Increase the quantity and improve the quality of Spanish language materials available in each school. (ODM 1993 Report, pg. 51) r 190 MR 60 12/21/94 The schools schedule Special Skills programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes Ihe homework center, special skills Iraining, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave Ihe campus at the request of a parent of guardian. (LRSD Plan, pp. 173 174 181,184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEP'S, school staff, parenis, and students, reinforces and extends the SEP Io meet individual needs. (ODM 1992 Report, pg. 25) Design the extended day survey to include a description of the skills a students develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. (ODM 1993 Report, pg. 72) K Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited Io field trips, enrichment activities, tutoring, parenl/child make-and-lake sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Standardize the reporting process for Saturday school. Data should be cumulative and reflect race, gender, and grade of participating students. - Needs to be done + In progress * Completed R Repealed from previous report Grier, Parker, Ingram Grier, Parker, Ingram Principals, Ingram R R + Page 21LRSD Audit of ODM Recommendations las of June, 1995) Page 22 No 191 DOC MR Pg 60 DATE 12/21/94 192 MR 60 12/21/94 193 MR 65 12/21/94 194 MR 65 12/21/94 RECOMMENDATION 1 Citrnitlalive records document both host and guest school's parlicipalion in Saturday programs. (ODM 1992 Report, pg. 25) Salitrday programs will be developed Io enhance learning. These programs will inclitde but shall not be limlled Io field trips. enrichrnet)l aclivilies, litloring, parerit/child make-and-lake sessions, book fairs, and physical edircalion aclivilies. (I.RSD Plan, pg. 179) Perform anmtal evaluations of Ilie Saturday programs, using lire information to design programs that appeal to the students and tireir parents.___________________________________________ Cumulalive records document both host attd guest school's participalior) in Saturday programs. (ODM 1992 Report, pg 25) Saturday programs will be developed Io enhance learning. These programs will include but shall not be limited to field trips, et)tichtnenl aclivilies, tutoring, parent/cliild make-and-lake sessions, book fairs, and (ihyslcal education aclivilies. (LRSD Plan, pg. 179) Determine students' transportation needs and design services (Hat are reliable and easy to use. / Extended year scliool includes summer rcmerlialion and enrichment oplions al all incenlive schools al no cost Io students. Summer courses ate prescribed for sludenis. (LRSD Plan. pp. 172. 180) Extended Year is a conlinualion of Ihe regular school year. (ODM 1992 Reporl. pg. 25) Academic enhancetnenis are evident in extended iitograms. (ODM 1992 Report, pg. 25) Attendance al extended (irograms Is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Tliorouglily evaluate Ilie summer scliool program to determine Ilie extent to which It Is fulfilling its goats and objectives for all involved. A well done evaluation will Indicate Ilie strengths and weaknesses of Ilie program and help planners determine wliere and how clianges need Io be made. Tlien act accord!11gIy^______________ Extended year school includes summer remediation and enriclimenl options al all incenlive schools al no cost Io sludenis. Summer courses are presciilied for sludenis. (LRSD Plan. pp. 172. 180) Extended Year is a conlinualion of Ilie regular school year. (ODM 1992 Report, pg. 25) Academic enhaticetiietils ate evident in extended programs. (ODM 1992 Report, pg. 25) Attendance al extended programs is recoided by grade level, race, and gender. (ODM 1992 Report, pg. 25) Solicit candid feedback from summer school participanis (including staff, parents, and students) about wlial they most and least valued about Ihe summer school program. Ask them to Identify those elements llial enticed tliem into Ihe program, what facilitated (Heir participation, and any PERSON Principals, Ingram Principals, Cbealham Principals. Ingram Gremillion . Ingram DONE 1 95 R barriers (hat liiipetjed IL (ODM 1993 Repod, pg. 68) - Needs Io be done + In progress * Completed R Repealed from previous report Page 22LRSD Audit of ODM Recommendations las of June, 1995) Page 23 No 195 DOC MR Pg 65 DATE 12/21/94 196 MR 65 12/21/94 197 MR 65 12/21/94 198 MR 66 12/21/94 _________________________________RECOMMENDATION________________________________ Extended year school includes summer remediation and enrichment options at all incentive schools at no cost Io students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. (ODM 1993 Report, pg. 68)_________________________________________________________________ Extended year school includes summer remediation and enrichment options at all incentive schools at no cost Io students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective . participants. (ODM 1993 Report, pg. 68)________________________________________________ Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to sludenis. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of Ihe regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals. (ODM 1993 Report, pg. 68) Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to sludenis. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended Year is a continuation of Ihe regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. PERSON Gremillion , Ingram Gremillion . Ingram Gremillion . Ingram Gremillion , Rather DONE 1-95 1-95 R R R R 25) Mount an aggressive marketing campaign for summer school recruitment, getting ideas from Z staff, students, and parents and also encouraging them to help recruit. (ODM 1993 Report, pg. 68) - Needs to be done + In progress Completed R Repeated from previous report Page 23LRSD Audit of ODM Recommendations fas of June, 19951 Page 24 No 199 DOC MR Pg 66 DATE RECOMMENDATION 12/21/94 Exlended year school hicliides siiinmer reiiierlialion and enrichinenl oplions al all incenlive schools al no 200 201 MR 66 12/21/94 MR 66 12/21/94 cosi Io shidenis. Summer courses are prescribed for sliidenis. (LRSD Plan, pp. 172, 180) Exlertded Year is a cortlirntaliort of Ihe regttlar school year. (ODM 1992 Report, pg. 25) Acadetrtic enhancemenis are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance al extended irrograms is recorded by grade level, race, attd gender. (ODM 1992 Report, pg. 25) Maintain thorough and accirrale records of all summer school information, including planning, recrurlnrent efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in eacli program category and individual class, and a record of these students' borne school. Comprehensive recortls will enable program plantters Io track success and make appropriate program modifications as itecded. (ODM 1993 Rep^^ ^9^^^__________ ________ !_ Extended year scliooi Inclitdes summei remediation and enticlimcnl options al all Incentive scliools al no cost Io sirtdertls. Srrrnmer corrrses are prescribed for slttdertls. (LRSD Plan, pp. 172, 180) Exlerrded Year is a conliniralion of Ihe regrrlar school year. (ODM 1992 Report, pg. 25) Academic eniiancemcnis are evident in extended programs. (ODM 1992 Report, pg 25) Attendance al extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Ensure that media services, Inclirdirrg a media clerk, are accessible during extended year.______ Extended year scliool Includes sirmmer remediation and eirrlclirnenl options ol all Incenlive scliools al no cost Io sludenis Summer courses are prescribed for shrdenis. (LRSD Plan, pp. 172, 180) Exlerrded Year is a conliniralion of Ihe regular school year. (ODM 1992 Report, pg. 25) Academic enhancemenis are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance al exlendetf programs Is recorded by grade level, race, and gender. (ODM 1992 Report, pg. PERSON Gremillion , Ingram Piinclpals, Ingram Gremillion , Ingiam DONE R r R 25) Consider implemenling Ihe recommendations made by the extended year administrative staff In the district's summary report for 1992. (ODM 1993 Report, pg. 68, - Needs Io be done + In progress * Compleled R Repealed from previous reporf Page 24 LRSD Audit of ODM Recommendations fas of June, 1995) Page 2S No 202 DOC MR Pg 70 DATE 12/21/94 203 MR 70 12/21/94 _________________________________RECOMMENDATION_________________________________ Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183, ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed al least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp 176, 186) Disaggregate lest results Io enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and help determine the effects of the variables these profiles record. (ODM 1993 Report, pg. 85) ______________ Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183, ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between lest performance and such vari.nble.s as how long a student has been enrolled at a particirlar school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) Standardize the student performance profiles among the schools so that teachers and principals PERSON Principals, Ingram Ingram 204 MR 73 12/21/94 205 MR 73 12/21/94 DONE R + throughout the district will have current and cumulative information at hand. Z Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176-184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Require school social workers to complete an orientation designed to help them understand the educational system, its protocols, language, relationship to the community, and how the social worker's special skills can strengthen the pupil services team. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176-184) The staff has developed written building guidance plans to address personal growth, social development. Principals, Ingram Principals 10-94 career awareness, and educational development. (ODM 1992 Report, pg. 27) Select social workers by site-based interview committees. - Needs to be done + In progress * Completed R Repeated from previous report Page 25LRSD Audit of ODM Recontmendations Las of June. 1995/ Page 26 No 206 PQ MR Pg 77 DATE RECOMMENDATION 12/21/94 A Pareiil Center in each school provides resources and materials, recommended by a parent and stall 207 MR 77 12/21/94 commillee, Ihal can be loaned Io parents. A parent has been Irained Io operate Ihe center, which is Io l)e Ihe source of a monthly communications packet Ihal is distributed Io parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources Io be housed in Ilie Parent Cenlers, incorporating as many of llieir suggestions as possible. The school documents Ihe degree Io wliich parents use Ihe center and Ils resources. (ODM 1992 Report, pg. 39) Keep more accurate and complete records of Parent Center use by consistently using sign-in slieels.________________________________________________________________________ A Parent Center in each scliool provides resources and materials, recommended by a parent and staff commillee, lliat can be loaned Io parents. A parent has been trained to operate the center, which is Io be Ihe source of a monthly communications packet llial is disiribuled Io parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resoutces Io be housed In Ihe Parent Cenlers, Incorporating as many of llieir suggestions as possible. The school documents Ilie degree to which parents use Ihe center and ils resources (ODM 1992 Report, pg 39) ( Develop shniegies and arrange events to encourage giealer use of Ihe Parent Center. For example, design lioxes or hags containing materials on a certain topic tlial could be checked out. lligliliylil Pntciil Center Hesniiices in Ilie school newsletler, htillelin hoards, and PTA meetings ta heighleii awareness and increase Inleresl In the cenlers. 206 MR 79 ^7 12/21/94 Ttie schools oiler parent woikshops Io assist parents in understanding and carrying out school 77 expectations. Ilie woikshops include sucli topics as study skills, discipline, lime management, |)ie- leading skills, linancial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, lime, and location along wilh Ihe number of participants try race, gender, and Ilie child's school. Regulaily collect and analyze participants' feedback on how well Ihe session was conducted and llieir perception of Ilie potential lielpfulness of Ihe training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign in sheets Ihal reflect parents' race, gender, and Ihe school their child attends. (ODM 1992 Report, pg. 38) Team with community organizations (sucli as cluirches and civic chibs) and other programs (such as HIPPY and New Futures) to explore ways to cooperate In offering parent training. Such collaboration can lielp coordinate and strengthen resources to focus on targeted audiences. - Needs Io be done + In progress * Completed R Repealed from previous report PERSON Principals, Ingram Principals. Ingram Princi()als. iiigiam DONE r- + r Page 26LRSD Audit of ODM Recommendations las of June, 1995) Page 27 No 209 210 211 DOC MR MR MR Pg 79 79 79 DATE 12/21/94 12/21/94 12/21/94 _________________________________RECOMMENDATION_________________________________ The schools offer parent workshops to assist parenis in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and Ihe child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and Iheir perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and Ihe school their child attends. (ODM 1992 Report, pg. 38) Offer sessions on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase participation.____________________________ The schools offer parent workshops Io assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and Ihe child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Reporl, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Ask workshop participants to evaluate each session at its conclusion and make candid suggestions for training improvements and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and made changes accordingly. (ODM 1993 Report, pg. 97) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with Ihe number of participants by race, gender, and Ihe child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of Ihe potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Evaluate the parent workshops offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to r redesign offerings as necessary to ensure progress toward the goals. (ODM 1993 Report, pg. 97) - Needs to be done + In progress Completed R Repeated from previous report PERSON Principals. Ingram Gill. Ingram Gill, Ingram DONE R + R Page 27LRSD Audit of ODM Recontniendationt fas of June, 1995/ Page 28 No 212 DOC MR Pg 84 DATE 12/21/94 RECOMMENDATION 213 MR 85 12/21/94 214 215 MR 86 12/21/94 Eacli scliool provides community role models and a mentoring program (I.RSD Plan, pg. 157) The (lislrlct has mounted an intense mentor lecriiilmenl campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior Io being matched with students. (ODM 1992 Report, pg 29) Tire school maintains mentor-student records Ural include Ilie race, gender, parlicipalioii hours, and types of activities shared by Ihe mentors and Iheir sludenis. Records of Iraining parllcipanis by race, gender, anil classificalion (i.e, student, mentor, parent, teacher) are also maintained (ODM 1992 Repoit, pg 30) Train all incenlive school principals and staff to serve as trainers for new mentors so they can conduct Iheir own Iraining, if needed, and Ihereby expedite menlor placement. (ODM 1993 Report, pg. 105)__________________________________________________________________________Z Parenis sign coniraclual commilmonis prior Io enrolling llieir child in an incenlive school. (LRSD Plan. pg. 211) The schools Itave follow-up procedures Io remind parenis of Ihe commilmenis they made In Ihe contracts they signed al legislrallon. (ODM 1992 Rcpnil. (>g. 38) Provide parents with a current school year contract Io sign when they register Iheir children in Ihe incenlive schools. Coniracis with old dales and information convey a sloppy message that parents can interpret as sign Ural either Itie scliool, Ihe district, or liolli don't ptace much vatue on Itie coniracis or parent comnulmeiils. (ODM 1993 Repoit, pg. 106)_______________________ A speakers hiiieau on education issues lor communily groigis exists In school zones. Each school has identified three key communicators. Tlie sctiool staff coordinates events Io promote neighborhood pride. These strategies work logellier Io raise Ilie IrusI level between the scliool and Ihe communily. (LRSD Plan. pp. 210. 213) Assign a LRSD employee Ihe responsibility for coordinating Ihe speakers bureaus and assisting tire key communicators. Wilhout consistent direction and support, those who volunteer as a speaker or key communicator can't be expected Io carry out Iheir responsibilities effectively. (ODM 1993 Report, pg. 109) i MR 86 12/21/94 A speakers bureau on education issues for community groups exists In school zones. Each school has identified three key communicators. The school staff coordinates events Io promote neighborhood pride. Tliese strategies work logellier Io raise Ihe IrusI level between Ihe school and Ihe community. (LRSD Plan, pp. 210, 213) Develop and Implement a comprehensive plan for using Ihe services of Ihe speakers bureaus and key communicators Ural Includes specific goals, objectives, Ihe persons responsllile, and evaluation criteria to determine success and where changes need to be made. (ODM 1993 Report pg. 109) I z - Needs to bo done + In progress * Completed R Repealed from previous report PERSON Milam Principals. Ingram Rather Rather DONE 8-9'1 R + R R + R + Page 28LRSD Audit of ODM Recommendations las of June, 19951 Page 29 No 216 217 218 No 219 220 221 222 DOC MR MR MR DOC MR MR MR MR Pg 86 96 98 Pg 31 31 31 32 DATE 12/21/94 12/21/94 12/21/94 RECOMMENDATION____________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) Develop job descriptions for the speakers bureaus and key communicators that clearly identify the job goal, qualifications, performance expectation, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. (ODM 1993 Report, pg. 109)_______________________________________________________________ The early childhood program is an integral part of the whole school, not a separate of "add-on" program. If receives the same attention as to supervision, support, staff development, resource allotment, accountability, moniloring, and evaluation as grades K through six. (LRSD Plan, pg. 13) Make sure that early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counseling professional just as much as older children. (ODM 1993 Report, pg. 117)_________________________________ At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) Ensure that the quality of services provided as part of the CARE program are comparable to the educational program offered during the school day. PERSON Rather Mangan, Ingram, Hurley Elston FOCUSED ACTIVITIES AND ACADEMIC PROGRESS INCENTIVE GRANTS MONITORING REPORT (1993-1994) * DATE 12/22/94 12/22/94 12/22/94 12/22/94 ________________________________RECOMMENDATIONS________________________________ Make a solid philosophical, management, and material commitment to the continuation and support of focused activities and APIG. f' Implement APIG within the time period prescribed in the desegregation plan so the programs can function as both prevention and remediation. Plan and provide comprehensive, substantive training for teams of administrators, school staff, and parents for both focused activities and APIG. Identify the components that have made individual APIG programs work, then recognize and disseminate the successful programs. PERSON Ingram Ingram Ingram Ingram DONE DONE R R * LRSD Desegregation Plan modification proposed - Needs to be done + In progress * Completed R Repeated from previous report Page 29 & B LRSD Audit of ODM Recommendations (as of June, 19951 Page 30 Incentive School Staffing Status Report 1994-95 No 223 DOC P9 3 DATE 12/22/94 _________________________________RECOMMENDATIONS_______________________________ The Incenlive Schools Staffing Committee is composed of leacliers, parenis, supervisors, principals, oilier ailiiiinislialors, and Ihe Joshua Inlervenors. The coniniltlee assesses slatting needs, seis criteria, assists in recruiting quality staff, and delermines liiriritj |irocedures. (LRSD Plan, pg. 190) Make every effort to involve the Incentive School Staffing Committees in all certified liirings, including specialized positions. PERSON Hurley, Ingram DONE 224 225 226 227 SR SR SR SR 3 4 6 6 12/22/94 The Incenlive Schools SlalTing Coniinillee is composed of leachers, parenis, supervisors, principals, 12/22/94 12/22/94 12/22/94 other adminisiralors, and Ihe Joshua Inlervenors. The committee assesses slaffing needs, seis criteria, assisls itt recrtrtlirtg rjiralily staff, and delermines hiring procedirres. (LRSD Plan, pg 190) Strive Io make slaffing allnimenis far eiioiigli in advance of scliool opening so that principals will have sufficient lime to appropriately involve the staffing committees. ____________________ The selection and support of quality staff members will be critical factors in Ihe success of incenlive schools. Carefully planned criteria and procedures for staff-selection will provide Ilie quality personnel capable of successfully allaining Ihe goals and implenienling Ihe programs and curriculum of these scliools. (LRSD Plan, pg. 190) Involve bolli disirict adniinistralors and union representatives In carefully reviewing the policies regarding teacher reassignnicnis
tlicn adjust policy anil practice where necessary Io support Ihe Incentive scliool ohjcctives. ______________________________________________________ Progress Is being made toward racially balancing both Ihe certified and non-cerlified staff. (ODM 1992 Rejiorl, pg. 6) Pay allenlion to the racial balance wilbiii Ihe two categories of certified and non-cerlified employees. The racial composition of a school's entire staff may appear proportionately balanced, yet subgroups of employees may be decidedly racially identifiable. Progress is being made toward racially balancing both the certified and non-cerlified staff. (ODM 1992 Reporl, pg. 6) Closely monitor Ihe racial balance of the staffs al each Incentive school and seize Ihe opporlunily Hurley, Ingram I lurley, Ingram Hurley, Ingram Hurley, Ingram Io proinole more balanced staffing whenever possible. - Needs Io be done + In progress * Completed R Repealed from previous report Page 30 LRSD Audit of ODM Recommendations las of June, 1995! Page 31 INCENTIVE SCHOOL MONITORING REPORT (1994-95) No 228 229 230 231 232 233 DOC MR MR MR MR MR MR Pg 6 17 17 17 17 17 DATE 5/17/95 5/17/95 5/17/95 5/17/95 5/17/95 5/17/95 _________________________________RECOMMENDATIONS________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make enrollment stability a priority in the incentive schools. (ODM 1994 Report, pg. 5) <________ The district will provide clean and safe facilities and make all repairs fundamental to mainlain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Carry through on promises to paint the entire interior. (ODM 1994 Report, pg. 36) The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Continue to repair roof leaks as they occur. (ODM 1994 Report, pg. 36) _____________ The district will provide clean and safe facilities and make all repairs fundamental Io maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Replace the damaged ceilings and unsightly metal plates with new ceiling tiles. (ODM 1994 Report, pg. 36) /'_________________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamenial to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addilion of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care Io prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Franklin - Ensure that all restrooms are clean and fully stocked._____________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg 129) All seven incentive schools would benefit aesthetically from the addition of allraclive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-walering. (ODM 1992 Report, pg. 43) Garland - Remove custodial clutter from the public spaces and increase the attention given to general cleanliness. PERSON Mayo Eaton Eaton Eaton Eaton Eaton DONE R R R 3 R - Needs to be done + In progress * Completed R Repeated from previous report Page 31S B 5 LRSD Audit of ODM Reconuuendations fas of Juno, 199Sf Page 32 No 234 DOC MR Pg 17 DATE 5/17/95 235 MR 17 5/17/95 238 MR 17 5/17/95 237 MR 17 5/17/95 230 MR 17 5/17/95 ________ RECOMMENDATIONS______________________________ Ttie dislilcl will piovide clean and sale facilities ami make all icpairs lundamenlal Io mainlain Ilie incenlive schools. (LRSD Plan, pg. 129) All seven incenlive scliools would benefil aeslhelically from Ilie addition of attractive landscaping. Once planllngs are Installed, train Ilie ciislorlial staff in proper plant care Io prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg, 43) Garland - Replace the damaged exterior doors. ______________________________ _ Tlie district will provide clean and safe facilities and make all repairs fundamental Io mainlain Ilie Incentive scliools. (LRSD Plan, pg. 129) All seven incenlive schools would benefit aesllielically from Ilie addition of attractive landscaping. Once plantings are installed, train Ilie custodial staff in proper plant care Io prevent loss of plantings Io improper ririining or under-wnlering (ODM 1992 Report, pg. 43) Mitcliell - Survey Ilie entire system of gutters and roof drainage Io assess Iheir current condition. Repair or replace all damage^gutlers, making sure that the replacement gutters match Ihe appearance of the originals./_______________________________________________________ The disiricl will provide clean and safe facililies and make all repairs fundamental Io mainlain Ilie incenlive schools. (LRSD Plan, pg. 129) All seven Incenlive schools would beneLil aesthetically from Ihe addition of allraclive landscaping. Once plantings are installed, train lire custodial staff in proper plant care Io prevent loss of planllngs Io Improper pruning or under-walering. (ODM 1992 Report, fig. 43) Mitcliell - Repaint tlie exterior trim. <________________________________________ The disiricl will provide clean and safe facilities and make all repairs fundamental Io maintain Ilie incenlive schools. (LRSD Plan, pg. 129) All seven incenlive schools would beneni aesthetically from Ihe addition of allraclive landscaping. Once (ilanllngs are installed, train lire custodial staff in proper plant care Io prevent loss of plantings Io Improper pruning or under-walerlng. (ODM 1992 Report, fig. 43) Mitcliell - Find tlie cause of Ihe persistent leaks that plague Ilie south stair hall. Then eradicate Ihe problein, taking care to preserve the decorative metal ceiling in that area. _______________ Tlie district will provide clean and safe facililies and make all repairs fundanienlal Io mainlain Ilie incenlive scliools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aestlielically from Ihe addition of allraclive landscaping. Once planllngs are Installed, train Ilie custodial staff In proper plant care to prevent loss of planllngs Io Improper pruning or under-walering. (ODM 1992 Report, pg. 43) Milchell - Evaluate the condition of the floor in the main hall and repair or replace all loose and missing floor tiles. (ODM 1994 Report, pg, 36) PERSON Ealon DONE Ealon Eaton Ealon Eaton R - Needs to be done + In progress * Completed R Repealed from previous report Page 32 LRSD Audit of ODM Recommendations {as of June, 1995) Page 33 No 239 DOC MR Pg 17 DATE 5/17/95 240 MR 17 5/17/95 241 MR 17 5/17/95 242 MR 17 5/17/95 243 MR 17 5/17/95 _________________________________RECOMMENDATIONS________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Repair and repaint the damaged and discolored ceilings in the cafeteria, reading room, and the math classroom. (ODM 1994 Report, pg. 36) _____________________________________ The district will provide clean and safe facilities and make ail repairs fundamental Io maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care Io prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Replace the missing covers on the light fixtures throughout the building. ___________ The district will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesifietically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Redirect the downspout that continues to cause a moisture problem in the basement. (ODM 1994 Reporf. pg. 36) ___________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incenlive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from Ihe addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Righlsell - Repair the damaged walls in the basement hall, __________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from Ihe addition of attractive landscaping. Once plantings are installed, train Ihe custodial staff in proper plant care to prevent loss of plantings Io improper pruning or under-walering. (ODM 1992 Report, pg. 43) Rightsell - Locale the cause of the excessive moisture and humidity in the media center and correct the problem. (ODM 1994 Report, pg. 36) PERSON Eaton DONE R Eaton Eaton Eaton Eaton - Needs to be done + In progress * Completed R Repealed from previous report R 3 R Page 33IRSD Audit of ODM Recommendations las of June. 1995) Page 34 No 244 DOC MR Pg 17 DATE 5/17/95 RECOMMENDATIONS 245 MR 17 5/17/95 246 MR 17 5/17/95 24 7 MR 17 5/17/95 248 MR 17 5/17/95 The district will provide clean and safe facilities and make all repairs fundamental Io maintain lire incenlive schools. (LRSD Plan, pg. 129) All seven incenlive scliools would benefit aesthetically from Ihe addition of attractive landscaping. Once plarilings are installed, train Ilie custodial staff in proper plant care Io prevent loss of plantings Io Improper pruning or under-walering. (ODM 1992 Reporl, pg. 43) Righlsell - Evaluate Ilie condilion of all books, ftrrnishirigs, and Ihe carpet in Ihe media center and replace those damaged beyond repair, (ODM 1994 Report, pg. 36) ____________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain Ilie incenlive scliools. (LRSD Plan, fig. 129) All seven incenlive scliools would benefil aesllielically from Ilie addition of attractive landscaping. Once plantings are installed, train Ilie cuslodial staff in proper plant care Io prevent loss of plantings Io improper pruning or under-watering. (ODM 1992 Reporl, fig. 43) Riglilsell - Correct the problem of low waler pressure in Ihe restrooms to ensure hygienic conditions, _____________________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incentive schools. (LRSD Plan, pg. 129) All seven Incenlive schools would benefil aesllielically from Ihe addition of allraclive landscaping. Once filanlings are installed, train Ihe cuslodial staff in firoper plant care Io prevent loss of plantings Io Improper pruning or under-watering. (ODM 1992 Refiorl, fig 43) Riglilsell - Ensure Ihal all restrooms are fully supplied with soap and paper goods. __________ The disliict will provide clean and safe facilities and make all repairs fundamental Io maintain Ilie incenlive scliools. (LRSD Plan, pg. 129) All seven incenlive scliools would benefit aesthetically from Ihe addition of allraclive landscaping. Once filanlings are installed, train Ilie cuslodial staff in proper plant care Io prevent loss of plantings Io improper firuning or under-waleiing. (ODM 1992 Repoil, fig. 43) Rockefeller - Refilace Ilie broken door glass on Ilie west side of the building. ________________ Tlie district will provide clean and safe facilities and make all repairs fundamental Io maintain Ihe incenlive schools. (LRSD Plan, pg 129) All seven incenlive schools would benefil aesllielically from Ilie addition of allraclive landscaping Once filanlings are Inslalled, train Ilie cuslodial staff in proper plant care Io prevent loss of plantings Io improper pruning or under-watering. (ODM 1992 Repoit, pg. 43) Rockefeller - Install a school sign facing Inlerslale Highway 630 to help publicize Ihe prime location of the school. PERSON Eaton DONE R - Needs Io be done + In progress Completed R Repealed from previous reporl Eaton Eaton Eaton Eaton + Page 34LRSD Audit of ODM Recommendations las of June, 1995) Page 35 No 249 DOC MR Pg 17 DATE 5/17/95 MR 18 18 21 22 22 23 24 25 25 26 5/17/95 _________________________________RECOMMENDATIONS________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller - Replace all worn and frayed carpet, (ODM 1994 Report, pg. 36) _________________ Requirements for Recommendations on monitoring report pages 36-37 PERSON Eaton DONE R 3 J Parents and staff al each school develop school themes which are integrated into Ihe curriculum. (LRSD Plan, pg. 153)- Fresh, imaginative themes are established based upon each school's unique strengths. /ODM 1992 Report, pg. 20) Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153
ODM 1992 Report, pg. 15) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153), The curriculum at each school incorporgled foreign language instruction using Ihe foreign language lab and'the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) <- Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Z Social skills are taught, vtrhen appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)< J The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181
Inlerdis. Plan, pg. 4) r' The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) / The schools schedule special skills programs during (he time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to Ihe homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan pp. 173, 174, 181, 184)^ - Needs Io be done + In progress * Completed R Repeated from previous report Page 35LRSD Audit of ODM Recommendations las of June. 19951 Page 36 No 250 251 252 253 DOC MR MR MR MR Pg 27 27 29 29 29 30 30 30 31 31 36 36 36 36 DATE 5IMI9S 5/17/95 3I\1I9S 5/17/95 / / RECOMMENDATIONS The disIricI sttrveys parenis and sludenis Io determine the most appealing extended day activities. (ODM 1992 Refrorl, pg. 25) , The extended day program, wliich is based on information gleaned from SEP'S, school staff, parenis, and sludenis, reinforces and extends Ihe SEP Io meel individual needs. (ODM 1992 Report, pg. 25) -- Physical education (PE) and health are included It) Ilie total elementary curriculum will) emphasis on wellness, lilekrng leisure skills, nuhilitrn, and losfroci lor those with disabilities. (LRSD Plan, fig. 156) Saturday programs will be developed Io enhance learning. These programs will Include but shall nol be limited Io field It ips, eniiciimenl aclivilies, tutoring, parenl/child make-and-lake sessions, book fairs, and physical education aclivilies. (LRSD Plan, pg. 179) Cuniulalive records doctttnenl bolli host arrd gttesi scliool's patllcipalion In Saturday programs. (ODM 1992 Report, pg. 25) Study skills Iraining enhances skills in lesl-laking, listening, and studying. Test-taking skills are being lauglil and sludenis practice test-taking. (LRSD Plan, pp 153, 176, 183, ODM 1992 Report, pg. 32) ,, Regular tracking of sludenl aliendance, behavior, discipline, and achievement Is systematic and assessed al least quaileily. Individual and class profiles are utilized htdividual sludenl plans and inlervenlions are based on needs determined through ongoing data review. (LRSD Plan, pp 176, 186) . . Disaggregate lest results to eiinlile an assessment of tlie short- and long-term correlation between test performance and siiclr variables as bow long a sludenl has been enrolletl al a partlcrrlar school, behavior and attendance records, and participation in sucli programs as early childhood and extended day, week, and year. (ODM 1992 Refrorl, (rg. 32) Sludenis receive individual and group counseling and are taught conflict resolution. The school uses peer (acililalors. (LRSD Plan, pp. 176, 184) The staff has develofred written building guidance (rians Io address personal growth, social develofimenl, career awareness, and educalional develofrinenl. (ODM 1992 Repoit, pg. 27) _____ Develof) an ongoing program of staff developiiient that focuses on science irrstriiclion. Then follow through Io see that teachers are roulinely teaching Ihe full scierrce curriculum and habitually using Ihe coiiiplete array of labotaloty resources. (OOM l994TRepoi(, pg. 47)__________ Involve all Ihe incenlive school principals in identifying and agreeing upon a starrdardized recordkeeping system tor lire extended day program. _______________________________ Likewise7iiave princifrals standardize the reporting process for Ihe Sairrrrlay program so Ihal they can share information for monthly review arrd a combined end-of-lhe-year report and evaluation. (ODM 1994 Rcfrorl, fig. 60) _________________________________________________________ Develop activities that encourage parent participation in Ihe Saturday program. - Needs to be done + In progress * Compleled R Repeated from previous report PERSON Glasgow, Ingram Princifrals, Ingram Princifrals, Ingram Principals, Ingrain DONE I R t Page 36LRSD Audit of ODM Recommendations (as of June, 1995) Page 37 No 254 DOC MR Pg 36 27 DATE 5/17/95 255 MR 37 5/17/95 256 MR 37 5/17/95 257 MR 37 5/17/95 258 MR 37 5/17/95 _________________________________RECOMMENDATIONS________________________________ Perform regular evaluations of the Saturday program, both during and at the end of the school year, asking staff, parents, and students for feedback. Use the garnered information to design activities and events that coincide with the interests of all participants. (ODM 1994 Report, pg. 60) Establish and adhere to employment qualification standards for social workers that will ensure that prospective employees have thorough professional training and in-depth experience with children and families. (ODM 1994 Report, pg. 73)__________________________________________ Help the social workers develop outlines for planned services and activities for the school year, based on the identified needs of the students and individual school community. Z'____________ Require the social workers and guidance counselors to develop joint service plans for the school year.____________________________________________________________________ Develop a team approach to pupil services with the core team composed of the school guidance counselor, social worker, and nurse.___________________________________________________ Requirements for Recommendations on monitoring report page 62 PERSON Principals, Ingram Hurley, Ingram Elston, Ingram Elston, Ingram Elston, Ingram MR 49 49 51 51 51 51 53 53 DONE R R 5/17/95 J J A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the sources of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of Iheir suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) z Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Z Mainlain complete documentation of all parent meetings and activities, including sign-in sheets that reflect parents' race, gender, and Ihe school their child attends. (ODM 1992 Report, Pg. 38) z Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)i^ Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monlhly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visible part of school life. (ODM 1992 Report, pg. 38) - Needs to be done + In progress * Completed R Repeated from previous report Page 37LRSD Audit of ODM Reconunendations (as of June, 1995) Page 38 No DOC Pg 53 53 54 54 54 54 55 55 56 56 51 51 51 DATE RECOMMENDATIONS PERSON DONE / / J / / J J J The staff documents Iho niiriiber and dale of visits Io eacli student's borne, along wilh who made Ihe visit. Io delermirie if each family is visited al least twice yearly. (ODM 1992 Report, pg. 38) < Require al least Iwo or more home visits. (LRSD Plan, pp. 206-211)r Eacli scliool provides communily role models anti a mentoring program. (LRSD Plan, pg. 157) - The dislricl has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) < Individual scliool volunleer mentoring programs are coordinated with VIPS and all volunteers are screened and trained ptior Io being malched willi sludenis. (ODM 1992 Report, pgs. 29)^ The school ntainlaiiis menlor-shitlenl records that include Ihe race, (jeirder, parlicipallon hours, and of activities sliared by Ihe mentors and llieir sludenis. Records of Iraininrj parllcipanls by race. g'ender, and classification (i o sludenl, menlor, parent, leaclier) are also maintained. (ODM 1992 Parents s?gn contractual commitments prior to enrolling their child in an Incentive scliool. (LRSD Plan, pg. 211)Z The schools liave follow-np procedures Io remind parents ol Ihe corninilinenls they made In Ihe coniracis they signed al legislrallon. (ODM 1992 Repod, (xj 38)^ A speakers bureau on education issues (or communily groups exists in scliool zones Each school has identified lliree key communicators. The school staff coordinates events Io promote neighborhood pride. Tliese siralegies work logellier Io raise lite IrusI level between Ilie scliool and the communily. (LRSD Plan, pp 210, 213)^ Incentive School Program Parent Council fiinclions as a disIricIwide council of incentive scliool Membership includes Iwo parents from each incentive school and four appointed by Joshua The Council monitors all aclivilies related Io Ihe incentive school program and rejiorls quartedy Io Ihe The parents LRSD Board of Directors and Ilie Josluia Intervenors. (LRSD Plan, pg. 151) A disliiciwide biracial commillee will monitor disIricIwide desegrerjalion efforts and data. (LRSD Plan, pg. 30) The disIricIwide Biracial Commillee, whose members represent various geographic areas of Ilie communily, will monilor Ihe incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Commillee will furnish copies of llieir monitoring reports Io Ihe iricerilive school principals and vaiioiis dislricl officials. Tire Office ot Planriiiirj, Researcli and Evalualion (PRE) will prepare quarterly reports Ihal sirmrnarize all monitoring visits. The superintendenl will sliare Itie PRE document willi Ilie Board of Directors al llieir regularly scliediiled meelirigs. The Associate Supeiinlenderil for Desegregation is responsilile lor eliminating any rioted derrciencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, wilh Ilie advice of marketing and advertising experts, will serve as Ilie steering committee for iricerilive scliool recriiilmenl. The commillee will review bimoiilhly recruilinenl repoils from Ihe desegregalion office, evaluate Ihe program quarterly and recommend needed changes Io the Board of Directors. (LRSD Plan, pp. 217, 223)^-^ - Needs Io be done + In progress * Completed n Repeated from previous report Page 38LRSD Audit of ODM Recommendations fas of June, 1995) Page 39 No DOC Pg DATE 258 MR 62 5/17/95 259 MR 62 5/17/95 260 MR 62 5/17/95 261 262 263 264 MR MR MR MR MR 62 62 62 62 69 5/17/95 5/17/95 5/17/95 5/17/95 5/17/95 RECOMMENDATIONS Z Before July 1 of each year, the district will convene a committee Io revise Ihe instrument used to monitor Ihe incenlive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, Ihe superintendent's senior management team, specialists from PRE, and six members of Ihe Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted Io Ihe LRSD Board Joshua by August 15. (LRSD Plan, pg.225) Z The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Reporl, pg. 5)____________________________________ Offer parent workshops on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase parent participation. (ODM 1994 Reporl, pg. 79) Ask workshop participants to evaluate each session at its conclusion and make candid suggestions for training improvements and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training to make changes accordingly. (ODM 1994 Report, pg. 79)___________________________________________ Evaluate the parent workshops being offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to redesign offerings as necessary to ensure progress toward the goals. (ODM 1994 Reporl, pg. 79)________________________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. (ODM 1994 Report, pg. 86) PERSON Prinicpals, Ingram Gill, Ingram Gill, Ingram Rather DONE R R 3 R 3 R 3 Develop job descriptions for the speaker's bureaus and key communicators that clearly identify the Job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to succ
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