Includes September 1990, September 1995 (Rockefeller School), July 1995 (Rightsell School), and September 1995 (Garland School)
LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 finalTABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I School Profile Interview O = Observe D DocumentLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are recruired to complete the conunent section for each criterion. Please print observations and evidence in sufficient detail to indicate posi-tive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1-0 Separation bv Race/Gender in School Procrams SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. COMMENTS: YES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: YES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: YES NOEducational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subj ect YES YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx. Rm#___^Appx. Curriculum IX 41 7r 41 7r of students of students of students Race Time Subj ect Race Race Time Time Subj ect Subject The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 2.2 In classrooms observed, the teachers have adequate materials and equipment io deliver the curriculum. COMMENTS: YES NO Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: ____________ YES NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _________ ________________ _______ YES NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: _______________________ __________ YES NO 2.5 There is evidence that the multicultural curriculum is being implemented. 0/D 2.5.1 Bulletin boards, publications, and productions throughout the schoo-1 (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS
._____________________________________ YES NO 0/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________________ YES NO 0 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ____ YES NO I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: . YES NOEducational Equity Monitoring Page 4 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: YES NO D 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO D 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e., Governor's School, Girls'/Boys' State, etc.) COMMENTS: YES NO I/D 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: YES NO O 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: ___________ YES NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _______ YES NO 5.0 Extracurricular Activities SP Participation in extracurricular activities generally reflects the school population. COMMENTS: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. COMMENTS: '__________ YES NO SP/D 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students on the following measures of student achievement. ...Norm referenced test ...Arkansas Minimum Performance Test . . .grade distribution COMMENTS: YES NOEducational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: ___________________________________________ YES NO 7.0 Special Education SP 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. COMMENTS: ________________________________________ YES NO O 7.2 In special education classrooms obseirved, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _________________________________________ YES NO O 7.3 Special^ education facilities are comparable to those of the campus in general. COMMENTS: _______._______________________________ YES NO 0 7.4 Special education classrooms are integrated into the total school environment. COMMENTS: _________________________________________ YES NO O/I 7.5 Facilities for special education are designed to meet the needs of the students served. COMMENTS: _________________________________________ YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident. COMMENTS: ________________________________________ YES NO 0 8.2 iTi gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _______________________________________ YES NO 0 8.3 Gifted and talented facilities are comparable to those of the campus in general. COMMENTS: _______________________________________ YES NO O 8.4 Gifted and talented classrooms are integrated into the total school environment. COMMENTS: ______________________________________ YES NO O 8.5 Facilities for gifted and talented are designed to meet the needs of the students served. COMMENTS: ______________________________ YES NOEducational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related ho . multi-cultural curriculum delivery and YES NO COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations YES NO COMMENTS: 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 All identifiable groups of parents are actively involved in school functions. COMMENTS: _______________________________________ YES NOEducational Equity Monitoring Page 9 D/0 10.2 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. COMMENTS: _________________________________________ YES NO D/I 10.3 Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. COMMENTS: ________________________________ YES NO D/I 10.4 Contact is made regularly with the home to communicate positive as wall as negative information related to student achievement. COMMENTS :____________________________________ YES NO SP 10.5 In matters of school desegregation, school patrons and parents are,given an opportunity to actively participate in developing the local school plans. COMMENTS: ____________________________ YES NO 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. D/I 11.1 Information in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. COMMENTS : _________________________________________ YES NOEducational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. COMMENTS
YES NO O 11.4 How visible are the following persons in directing/ Indicate one of the controlling students? following for each person(s). A. B. C. Very active/visible Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I/P 11.5 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadership/Management SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NOEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: _________ ___________ YES NO SP 12.3 The school has an effective home/school communication program. COMMENTS: YES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ______ YES NO 0 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: YES NO O 12.6 Hallways are orderly. COMMENTS: YES NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ____ ____ YES NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: _____ ____ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitable services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation 810 West Markham Street Little Rock, AR 72201e fcl I LITTLE ROCK SCHOOL DISTRICT ^"^01996 'vr '^icr EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/95 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key
I O SP Interview Observe School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 SCHOOL: GRADE LEVEL(s): PRINCIPAL: OVkOcimi Pinnc HAq PiGCVn NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP The composition of the school staff ensures that students have access to, varied staff o and contact with, a certified and non-certified NO SP SP 1.3 personnel. EVIDENCE: D lA (a ( C f A -T10 rJ School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan. EVIDENCE: .<=5 p OtxSc re A-f i 0 i-J Class/course enrollments generally reflect the racial/ethni^ composition of the school. EVIDENCE: lAl lOiV ES YES i NO NOEducational Equity Monitoring Page 2 CRITERIA CIRCLE ONE SP 1.4 If needed, strategies to eliminate disproportionate class/course enrollments or one- race classes are evident. EVIDENCE: YES NO SP/0 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 'T - he n Rm# Number of students Rm# Number of students Rm# Number of students Rm#__ Number of students __Time___Subject___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and eouioment to deliver the curriculum. EVIDENCE: t'X' f G lA H Cl \ 2.2 Current and complete student records are maintained in the classroom and school office t monitor the progress in achievement of the individual learner (i.e. grade books. Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). Or.'5 EVIDENCE: IP Check indiv.du91 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: k'.h f a? Cl ' c i\y YES YES ES j NO NO NOEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE O 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: f ZZlZ o/Yi Ati- CtP-c'U PS, pLVPPtgtZ v\-r(C(v 0 0 O/I 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.4 Did nV Z . 6 YES
NO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: 6<a.iufi - S of- Id n 1 t t , > M Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: CjJ CD b' Ac2-C> I u<^ii ^'i '^'^1 I I YES YES NO NO There is a disolav of student work. EVIDENCE: lJ ------ i Cfj d<^sS.s j ^"e^ I i NO Iiulticu-ltural...gbjectives of the curriculum guided are taught. gVIDENCEt--------2_______________ '^U'Cl-c.- The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: Cv' -iSoi^A ) P I r t-x' Vi Cl Al-<So i YES YES j NO NO TiiZ <'2-0 ___Pi't'^Apu T-r P h iUEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in YES '! areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: pn _ 01) n J 4: R-S 44 1 S r-hi fXS s? 3.2 Written procedures and requirements governing honors and awards are distributed to staff. students and parents. EVIDENCE: S P 4- i nTr ciecJ NO YES NO hjiu CO 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. I NO EVIDENCE: J T I The distribution of honors and awards is generally ! reflective of the school population. NO EVIDENCE: riT I P__ /veep__ mmoo pAFT___BK 4. C Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. S? 4.1 The composition of each appointed school based staff/parent committee generally reflects the Staff/student populations. EVIDENCE: ri u S 1 I n 1 eRr'ier YES NO Educational Equity Monitoring Page 5 CRITERIA 5.0 icular Activities The school's extracurricular important academic/non-academic skills interests. ' program helps to develop abilities and SP 5.1 Procedures are evident to assure that students are apprised of information regarding various opportunities in extracurricular activities/ extended educational EVIDENCE: Su o ' U iej-O programs. uJi S'TuQei-u-rs a SP 5.2 6.0 S? CIRCLE ONE YES ) NO 1 Spcii O'S eciftL. Participation in extracurricular activities/ extended educational , --- programs generally reflects the school population. EVIDENCE: ___LV^Ll-S .. _______________________ _Achievement / Assessment The school staff implements non-discriminatory procedures for administration, analysis most recent standardized tests. and use of the 6.1 When test results are examined, white students remains stable or black student achievement EVIDENCE: improves. achievement of increases as I SP/O 6.2 YES YES NO NO hlAUg, nr\j -res/s Goals and strategies are developed and implemented to decrease the achievemen black students differences between and white students on the followina measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: t o I Yk/ iids i-cii! /tt<f (' lUi-TH fO 1'5' <7 Outi 0 Sguj /A2^-) g YES NOEducational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES^ NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 takingz-glcills^are taught throughout the year. EVIDENCE: <----- Test rifii'Tic hi. 7.0 ____________ CO i , Special Education SuKhZE lyorTc-sT iVSQ i/\\ The school staff ensures that student placement and provided in the special education non-discriminatory. program are SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: /bjjS7 I ES
YES NO NO O/I 7.2 The teachers have adequate materials to deliver th EVIDENCE: curriculum. I ana equipment NO 0 7.3 777 Facilities are comparable to those of the in general. campus YES NO 0 7.4 EVIDENCE: Classrooms are integrated into the total school environment. EVIDENCE: z I pdrT M Cl YES NO Educational Equity Monitoring Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: LLa,^iLQljT1TS re L/ Su j p I 'l 0 1 .& ^rrent copies of student records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., grade books, lEP goals and objectives, lesson plans). t- -V i r) V -r O n r
bx>ir mnxH 8.0 and Talented Education The school staff ensures that student placement and services provided in the Gifted/Talented non-discriminatory. c/n/SObczJ q program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: 0/1 .2 The teachers have adeguare material ( 0 8.3 0 8.4 YES YES> YES NO NO NO to deliver the curriculum. and equipment
EVIDENCE: I YES Ki Faculties a I i -------res are comparable to those of the in generaj.. E\-IDENCE: g5C b oui S i'hBTfei campus Classrooms are integrated into the total school environment. EVIDENCE: YES cEr NOEducational Equiry Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: 12-21 YES NO o 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder
, progress folder). EVIDENCE: A V r r J 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: T>X-g-Le- I (> ?> t f ,'i 'i: J , S-P/I 9. Staff development activities in teaching straxeg-ies for multicultural curriculum delivery have been EVIDENCE: provided. ?/2 o activities related to staff developmen' discipline/classroom management have been provided (i.e., assertive discipline, conflict management, and positive classroom discipline, etc.). EVIDENCE: .5 P - (2P (VSs g-Pc) fi U uoS ._______ - (21 (V Ss r fr- lOs^hnutCiP ix'.AS I 7l> O g.S yes
YES NO NO ES J NO (y^ NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA_________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: _____________________________ uJ C K K -5 Top c g m 13C T H ____ pxoCS lJc 'Lie CIRCLE ONE YES > NO ________________^<S-c\ 11^ I y 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: (List in order of NO I ry ecv I u c r> n LCXJ Ciftiur CX2 red-iTi > iv-e-- 5Q<y s person SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE: Lit (jJbA5 ' SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). Ca ftSS R Ot) fieC 0 iLiO S EVIDENCE: I L.'reiiv'ietP'^ 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: S (' u oe 1-5 t l(i HCiZ- S SP YES YES YES , NO NO NO (v't? ct i~) 0 Te s 1 U 10.5 School patrons and parents are given an opportunity to actively participate in developing the local School Improvement Plan/Comprehensive Outcome Evaluation (COE). EVIDENCE: 5p _________________________ YES NOEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. NO EVIDENCE: J t L)y rc 11.0 student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is NO distributed EVIDENCE: o all students and parents. I 71^} 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. EVIDENCE: YES '\.. NO 1.3 Suspension and expulsion rates are generally representative of the student population. EVIDENCE: ________________ YES NO SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE: __________________ YES NO 0 11.5 Classroom instruction proceeds in an orderly manner. EVIDENCE: ___2. ZJ___' A 71,.i" t- / t e YES ' NOEducational Equity Monitoring Page 11 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s) . A. B. C. V&ry active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security EVIDENCE: fSoD mS 12.0 Building Leadership/Management In the desegregated setting, the principal must demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: fSo F^^,L L c) fe-SGg.i/cct NO YES
NO Ld 12.2 The campus and building are clean and free of debris and graffiti. , EVIDENCE: 12.3 Hallways are orderly. EVIDENCE: 12.4 There is evidence that curriculum monitoring YES'. NO NO YES'^. NO 0 0 0 I s ^0____ (l.( 9 ^-n i'Y'> u o occurs. EVIDENCE: m. z7i c rj, Yc: /\Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). NO EVIDENCE: re r orr >. s I/O /SP 12.6 District and school security guidelines are being followed. Kc cK ( EVIDENCE: ___hldsu, <8lkg I/?) <AooA5 .depots. ^YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: ____________April 22, 1996 Entered Rockefeller by north door where I was greeted and guided by a parent. On my way to the office to check in I was greeted by staff, parents and students. The atmosphere on a rainy Monday morning radiated cheerfulness, a good attitude and a well organized building. Staff stopped to greet students with encouraging words and gestures. Approximately 40 parents and children were waiting to line to check in late due to weather problems - all were very orderly, staff was very competent. Friendly office personnel greeted me first and Ms. Mangan, principal was available immediately. The school nurse was also greeting students and helping several with clothing problems. (They have a washer/dryer). The cafeteria was clean, organized and smelling good. All restrooms were clean and stocked with soap, toilet paper and towels. The janitor supply closet was also stocked. The physical plant could use new carpeting. A screw was loose in one door and the office personnel immediately called for someone in the building to fix it. The classrooms have a rich environment. There is a feeling of caring and good will that permeates the building and is reflected in the faces of the children and staff. Several children stated that they had "been in Rockefeller all their lives". I asked the staff what made their school so special and work so well, they all answered, "the leadership". I also asked the staff what they needed most to help the children and their response was, "more time". Some even stated that they had never asked for anything for the children that they didnt get. Companies use Operations Manuals to show staff how to run their companies. The rule is that you have to be able to have a system that is analyzed then committed to paper and can then be taken by another organization and replicated. Is it time to take Rockefeller, analyze what makes it work, commit it to a manual, and then replicate it? LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 7 Key: O = Observation I SP Interview School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL: GRADE LEVEL (s) : Ptf - Zp DATE: S PRINCIPAL: SkiQrOn fefOoKS NUMBER OF CLASSES VISITED: MONITOR(S): fohnnin r VqiT Xtebb'l Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, , varied staff of certified and non-certified personnel. EVIDENCE: NO 2.0 Curriculum a The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: YES NOO/I 2.2 2.3 o o O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE :_.OhSefU^cf -ftNe arggp to a:5 .^)daix 4X3pg I ri Tz <5 There is evidence that the multicultural curriculum is being implemented. 2.3.1 Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: _ ^|Ch,__6.0 D iTOn mpftJ 1 ft P^AL__H'iSoIqu <If fij 7- d s p/g q Dft rr n.t -S 2.3.2 2.3.3 __LV Kccc.___'fheuj________ HAAntj photos' of Sfh~i/id(^ . Bulletin boards, displays, publi- cations, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: -Doe cAftoo m useo =,CiCiZe-SS ftS su&^ecl Display of student work reflects a variety of teaching strategies (i.e.. art work, special projects, handwriting displays, etc.) EVIDENCE A PvAi/v) i^fje-ST Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments J.XLld 1 C. S 6^C 'j EVIDENCE: ObSertAcci Pnn tllftSsgooms JZLkj____ /nJ (M-C YES .ES ES YES NO NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 I 2.5 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic YES NO program. EVIDENCE: RetP TftiPg CFFiC-g /hOAjiTbg-S__________ bosKg-rbqcc I 2,6 Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: -PrOMnc\ I NO 30 School/District Initiated Honor and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: Lar ES^ NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: rv><a ho iyy e. Ei NOI 3.3 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE: ftOQ NgtO fico^n-c 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that knowledgeable of educational programs. are SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population EVIDENCE: Po fIL Vik J ES NO 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NO SP 5.2 The majority of the student population participates in a variety of extended day E, A NO activities. EVIDENCE: ^bout mofe in LJin-rer-6.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 student Achieveroent/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: atHnV . r<rc^tt_t t PC's. firo.AK-S Kcsults Lt)OU4'O LTS kt Ke '7b Sg^ YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: eaf/^l Qhildhood I aiu f /uooldem&fOi SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: I G-h'ild ES ES NO NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: Pearn'inQ i^aaher 'f' Cd . C>n/u YES NOO/I 7.2 O 7.3 O/I 7.4 8.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 In special education classroom observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: _LO- Special education facilities are comparable to those of the campus in general. EVIDENCE: / Facilities for special education are designed to meet the needs of the students served. EVIDENCE: /l/d jks'iq-f). ES YES YES NO NO NO Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: foFn^c: / n -r-fr O/X 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. ES NO EVIDENCE: /Yhc^/rt- fi-DO Specjfqc, GiEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. Gs3 NO EVIDENCE: /!><$ nye: O/I 8.4 Pan , Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. rrof^/ut: . EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and EVIDENCE: are ongoing. yES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in 70 Ive rrp 7v<2./cihb6 go d bar ho d EVIDENCE: io/rp / chool functions. ft C>oe.nj o YES NO ScJycaJEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. .YES NO EVIDENCE: (Please prioritize best methods used below.) 1. 2. 3 . 4. 0 m < ir:) fT\-e. I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: \a nc4 Kode. (1OCC5> SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: 5cJyo,r>l ___/m-ea.u ____ ______----------------------------------- - SChoc ! I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: :1s. bjD/Uc! 'ES NO ES NO ES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is ES NO distributed to all students and parents. EVIDENCE: fjniFb R-fTt 3^ I 11.2 Strategies are used to reduce the number of suspension.
, expulsions, and/or disciplinary referrals
,nvolving identifiable groups (gender/grade). EVIDENCE: UriKndcdn O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: peer rat. i- i gaj f I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: fjzije, CAL p:5 Uo/l/ n re^ I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: l n rvco t euj CV YES ES ES YE, NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement YES NO I 12.2 plan. EVIDENCE: Brocjk-S tvg __ft6ictT/gs. .sue ft&IClT((g^ frianjadc. The counsel On ne (y}an(jon an r Ar icnQs 'he counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). YES NO EVIDENCE: dnf<nd(xJn - CcXiPiSeLoa. ocir O/I 12.4 The campus and building are clean and free of debris and graffiti. ongoing. EVIDENCE: l\)g.g.O 'To tieTi Cftec- Debrrs, Preventive maintenance is ES NO ft 4 TlfLi^C) ^^>1 pginrcO qi- O 12.5 Student movement through the hallways is orderly. EVIDENCE: hind Li)Ofcor> 90^
s NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: can I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. f^s ferooK.s 'i Lvhe-r^ f ry^ Ci Db *1 zi z4 e EVIDENCE: * - V ------f---------------------- - R&rreLj /yrtmO-e-reAJT -Pi^'i B 'kc-uder, Ibe____musv hpod mo Re fWc itSmoks i I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: JF/vd Ui^ro/? pfiche-r Ka nd bot)/^ ^7<CC// ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I ^Aclcn-fiOn YES YES YES NO NO NO . <dccRg piy pro c e SS ( s hl Bpys Plc)c>r bn A hs pg'T ffF ^-era^cc- Yr\o (\) ri4 P(vfi<2zt)-r dj^fijr^r, Ofup ruo<hg) f{c> a rd . pro b Aibr^r^__AjQ^ Cfyii(]ht C-i^rppT--^^ QCdio ^6/(i ^'0r\<2.L(^5 mus-T''/, I U, (\)c9^<?S, > <^5 I ll^c^ Q pr )cJ<2. ST-<P . rt\^ lx)0(Z4^ ^)LO(t*2, Nd I0l6 )fD Tol-O Ncie-5e, d>llod/rs^I Jdvlo fI-G I' LITTLE ROCK SCHOOL DISTRICT Us. district JUDGE ^1^3 0 KS EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/9J TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key
T o SP Interview Observe School ProfileSCHOOL: V (' PRINCIPAL: MONITOR(S): LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 )<4 nd U-urci GRADE W LEVEL (s) : DATE: NUMBER OF CLASSES VI^ITEP^ ~nhriiTj)A Observers are required to provide evidence for each criterion. Please print observations and evidence in positive practices and areas in need of improvement. sufficient detail to indicate Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Ecruitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact: with, a varied staff of certified and non-certified personnel. EVIDENCE: bi-fKPsj LJh'liC fAf-i' n? litej SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan EVIDENCE: , QI 1 a: Lti+ire. I' SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE: ' V: t-i u IC Li YES YES YES'j NO NO NOEducational Equity Monitoring 'Page 2 SP 1.4 CRITERIA CIRCLE ONE If needed, strategies to eliminate disproportionate class/course enrollmenrs or one- race classes are evident. YES NO EVIDENCE: SP/O 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 2.0 Rm# Number of students Rm#___Number of students Rm#___Number of students Rm# Number of students __Time_Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: \ ibcuru YES NO O/I Current and complete student records are maintained in the classroom and school ofi ce I I 1 I NO monitor the progress in achievement of the individual learner (i.e. grade books, Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). EVIDENCE: ~reric HtrR-S be>A i rid 6 q 2.1 2.2 YES ' O 2.3 All students are actively involved in classroom instruction. EVIDENCE: (VES^- NO K. Inhouse i __Ulkil-hLLL I
Il Tk nP li: -yEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE 0 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: -5 Q 11 A A r p CL I l< S 0 0 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.3 2.5.4 2.6 yes
NO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: P (a o td S Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: Kd I Socbiisb gin ^/icl S| 5 There is a display of student work. EVIDENCE: I i i yes) ^ES NO NO YES ) NO Multicultural objectives of the curriculum guides are taught. EVIDENCE: fu Dg zU r. (J 0 ftK . The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: kiE got-gf o z ez.c CHmM <\-h to OKA I |'(C', NO YES NO kc i~ PicT i 0i\ - i~ * ' '\g u I l lA >>
^uli\r IE iia -1~ lOrzOitEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3,1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: iu cv-\ 1 (Kh a B g.-- SP 3.2 Written procedures and requirements governing honors and awards are distributed to staff, students and parents. EVIDENCE:, rP r'r > 1-: ^,4 - - SP The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: QlI Ll Z-O IJ 'F/ioo GO I SP The distribution of honors and awards is generally i rofIGCC iVS f the school population. ! EVIDENCE: 4.0 Committees YES YES Y?S NO NO NO 3,3 I The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. SP 4.1 The composition of each appointed school based staff/parent committee generally reflects the staff/student populations. EVIDENCE: * _________ YES NO Educational Equity Monitoring Page 5 5.0 __________ ____________ CRITERIA Extracurricular Activities extracurricular program helps to develop ^^edemic/non-academic skills, abilities and SP 5.1 Procedures are evident to assure that students apprised of information regarding various opportunities in extracurricular'activities/ extended educational ' are SP 5.2 6.0 st CIRCLE ONE YES EVIDENCE: programs. 1 Sc 0 u "T/ q extended educational in extracurricular activities/ -ho > 7--- programs generally reflects the school pouulation. EVIDENCE: 7-1 Student Achievement/Assessment The school staff implements i.., procedures for administration most recent standardized tests. non-discriminatory analysis, and use of the 6.1 When test results are examined, white students
h YES NO SP/O 6.2 remains stable or black student achievement EX^IDENCE: Goals and evemen of I i increases as mproves. i I YES NO . Si-rategies 3.r& developed and implemented to aecrease ..he achievement differences betwee.n black students and white students measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: I on the following YES NO Educational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 Test taking skills are taught throughout the year. EVIDENCE: XES ) NO 7.0 Special Education The school staff ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: YES NO O/I 7.2 The teachers have adequate materials and equipment to deliver the curriculum, EVIDENCE: YES NO 7.3 Facilities are comparable to those of the in general. EVIDENCE: campus YES NO 0 i Pi fico fiA . O 7.4 Classrooms are integrated into the total school environment. EVIDENCE: -YES NOEducational Equity Monitoring Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: 0 7.6 Current copies of student records in the classroom to monitor the achievement of the individual learner are maintained progress and (i.e., grade books, lEP goals and objectives, lesson plans). EVIDENCE: P 8.0 snd Talented Education The school staff ensures that student olacement and services provided in the Gifted/Talented non-discriminatory. program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: C/I 6.2 Th' teachers have adequate materials to deliver the curriculum. an) equipment I I 1 T 0 8.3 0 8.4 YES / NO YES NO EVIDENCE: I i No YES YES NO NO Facilities are comparable in general. EVIDENCE: o those of the campus I YES NO Classrooms are integrated into the environment. EVIDENCE: total school YES 1 NOEducational Equity Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: _____________________ YES NO 0 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder, progress folder). EVIDENCE: ___________________ YES NO 9.0 Staff Developmeirt The staff development plan for the school demonstrates commitment to educational equity. \ SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: 'ing ker<rf) ro i .YES NO SP/I 9.2 Staff development activities in teaching strareg-ies for multicultural curriculum delivery have been provided. EVIDENCE: ___________________ i i T I ! I YES HO SP/I 9.3, Staff development activities related to discipline/classroom management have been provided (i.e., assertive discipline, conflict management. and positive classroom discipline, etc.). EVIDENCE: !uanr5 sssTem For kMLl5 YES) NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: CIRCLE OKE YES NO Pro k iz-ii-? 10.0 Parental Involvement The school provides ecruitable<^pportunities.-for parental involvement in the diStx-xct/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: cig-5 YESi NO (List in order of > LZ iv't 7 I Ela bu-T iVO SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE kode/^'lV,p 'erv rs /V b<2.cu C(So SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). EVIDENCE: 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: SP 10.5 SchooL-patrons and parents are given an '^opportunit^to actively participate in developing X~the locan~S'chool Improvement Plan/Comprehensive f Outcome Evaluation (COE). k EVIDENCE: our rc'nC- i-S Kc cmc YES NO YES ES YES NO NO NO 15 0 : KZj pgf > /-I J -XU V. r PiJpi' t-iAfii-E- I i n Ct- 1 ticcjcd 'UW t oEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. EVIDENCE: ________________________ YES 11.0 Student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: 'p'lO.dnsTt-rgnJl' 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. Ei^IDENCE: Pb.v <^Lu3e\h>g-S n-lC'j YES NO YES NO 3 Suspension and expulsion rates are generally YES KC representative of the student population. EVIDENCE: yfO<g<ug inTeru'-eutJ SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. YES NO EVIDENCE: cy 7 The'it~ Loci pt-tAC Ldd i\r cur rntrs rv A I o <3 nd 61 r IV o PiviC Um'i' i i NO 1^ o IgfMdT IfA^ 11.5 Classroom instruction proceeds in an orderly YES ( NO manner. EVIDENCE: ' ICO . 'Tc C VU ftiu 4 tl. ft 15 tip ft lb g s'ft Ci u i I \>U S 35 131U 7 (C' i v . I ft ft-Educational Equity Monitoring Page 11 0 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s). A. B. C. Very active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security B_______ B_____ _&___ EVIDENCE: i '1 fiooi'v> T L- Vs f tV I o 12.0 Building Leadership/Management f L>)'' (J In the desegregated setting, the(^principa3^hnust demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: _ 6(3iALS S4$Te>n i PiTricv
.ecj O O I YES NO fvfe V) AJO non-^ No 12.2 The campus and building are clean and free of debris and graffiti. EVIDENCE: ___________________________________ 12.3 Hallways are orderly. EVIDENCE: _______ 12.4 There is evidence that curriculum monitoring occurs. EVIDENCE: YES> NO NO NO.Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). EVIDENCE: ________________________ YES NO I/O /SP 12.6 District and school security guidelines are being followed. EVIDENCE: V>Oc'a-S ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: __________________ ur '1'^ YES NO I ! 1April 29, 1996 Sharon Stark Educational Equity Monitoring Garland Incentive School ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I entered the school grounds from the Maple Street entrance. The entrance sign was hidden by an overgrown hedge. After parking I looked for several students and workers to help me locate the main entrance. They said to come in the side entrance and gave me directions to the office. One student offered to accompany me. The confusion comes because their is no main entrance. Apparently it was bricked over, shut up or somehow done away with. When I identified myself and asked where the Bi-Racial Committee was meeting I was informed that there was no one there. Also the principal was at a meeting in New Orleans. The assistant principal was called
she was very kind, caring and helpful. I saw her all over the building directing staff and students. The school nurse would like some screening tools for learning problems, ADHD to further aid the children. Also some training in facilitating small groups. The social worker was absent and the parenting center was locked. The first grade bathroom had no toilet paper and no holder for the paper. (I brought this to the attention of the aides and the school nurse.) In interviews, some of the staff is embarrassed at district meetings because of the problems with Garland. If the staff isn't proud of how and where they work, how can they transfer pride and knowledge to the students? I observed many, many teachers and aides raising their voices to a shout to bring the classroom or a single child under control. Children were easily distracted and not on task, environment. Learning does not take place in this kind of After observing outside all classrooms, talking with teachers and staff, and reading the students work on the hallway walls and classrooms, the problem with Garland is very plain and even fixable: lack of leadership skills and perceived lack of leadership skills. As we know the staff turnover rate is totally unacceptable
the lack of parent participation is unacceptable and the student achievement rate is unacceptable. We must teach the leadership skills and team building that is needed operate this school effectively. After visiting Garland, the idea of Anne Mangan's staff at Rockefeller developing an operations manual is even more important.
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.