Report: ''Little Rock School District Educational Equity Monitoring 1993-94, First Semester Summary Report,'' Planning, Research, and Evaluation Department

LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING 1993-94 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas May 1994 RECBW> I 5 l T* JUN 1 7 1994 I Office of Desegregation Monitoring I I I I I I I I I I I I I I IDate: June 17, 1994 To: AlLAssociates From: Ann Subject LRSD Educational Equity Monitoring Report Today 1 received the attached copy of LRSDs 1993-94 Educational Equity Monitoring 1993-94 First Semester Summary Report. (Grand Prize, Longest Title Division). Please review those sections of the report which relate to your area and note anything of particular significance or relevance to our work. Make notes to your file of anything you need to follow up on or which you may eventually want to reference in, say, a report or at a hearing. For example, 1 noticed that the report contains a definition of racially balanced staff that is different from others that the district has been bandying about lately. If you find anything you think I should be aware of right now, please give me a concise written list (by June 30) of what you found and where it appears in the report. Thanks veiy much. I ITABLE OF CONTENTS AREA AND MAGNET SCHOOLS Page 1.0 Equitable Placement by Race/Gender in School Programs 2 2.0 Curriculum 14 3.0 School/District Initiated Honors and Awards 33 4.0 Committees 39 5.0 Extracurricular Activities 42 6.0 Student Achievement/Assessment 47 7.0 4 8.0 9.0 10.0 Special Education Gifted and Talented Education Staff Development Parental Involvement 56 65 73 78 I 11.0 Student Discipline 83 12.0 Building Leadership/Management 94 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 104 2.0 Curriculum 105 3.0 School/District Initiated Honors and Awards 107 4.0 Committees 108 5.0 Extended Day Educational Opportunities 108 4 6.0 7.0 8.0 9.0 10.0 Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement 110 114 115 117 119 i 11.0 Student Discipline 120 12.0 Building Leadership/Management 122 ADDENDUM School Category Groupings Used In Report 126 4PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1993-94 FIRST SEMESTER SUMMARY REPORT LITTLE ROCK SCHOOL DISTRICT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by local biracial committee members and the Planning, Research and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between November 30, 1993 and January 13, 1994. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation through the appropriate central office administrator provides guidance for corrective actions. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentageEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 3 Racial/Gender Balance (at least 25 percent black) in staff assignments, programs, content areas, level and grade School enrollment to be within the appropriate racial range for 1993-1994 elementary 40% to 74%, junior high 51.25% to 76.75%, senior high 45.5% to 68% Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plans to eliminate onerace classes, classes are identified if one-race 4 Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools: Eight schools had not attained the goal for equitable Staffing. Brady, Jefferson, McDermott, Meadowcliff, Pulaski Heights, and Woodruff fell below the staffing goal of at least 25% black certified staff members. Bale, Baseline, Brady, and Pulaski Heights fell below the staffing goal of at least white noncertified staff members. i 4 25% The black student enrollment at Bale, Baseline, Cloverdale, Fair Park, Wakefield, and Watson did not reflect the acceptable racial range for 1993-94. 4 Four schools (Baseline, Cloverdale, Terry, and Wilson) had IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 4 class enrollments that generally did not reflect the racial/ethnic composition of the school. All four schools had strategies to eliminate disproportionate class enrollments. One-race special education classes were reported at Baseline and Wakefield. One-race Chapter I classes were found at Cloverdale, McDermott, and Wakefield. Monitors reported no strategies to eliminate the one-race Chapter I math class at McDermott. Enrollment for extended educational programs was not representative of the racial composition of the students at Badgett and Terry. Response from Principal(s): The principal at Baseline said that she notified personnel at the desegregation office that the black student enrollment exceeded the acceptable range for 1993-94 black students. The principal also stated that she has no control over special education assignments. Magnet Elementary Schools
The composition of the school staff (certified and non-certified members) was adequate to ensure student contact with varied staff personnel at Carver and Gibbs. At Booker, only 16% of the non-certified staff members were white. At Williams, 24% of the certified staff members were black. The school enrollment at all elementary magnet schools. except one, reflected the racial composition prescribed by theEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 5 court approved desegregation plan. Gibbs was 57% black and exceeded the goal for magnet enrollment. Class enrollments generally reflected the racial/ethnic composition of the school at all four magnet elementary schools. No participation in extended educational programs was reported by Williams or Booker. Participation in extended educational programs generally reflected the racial/ethnic composition of the school at Carver. At Gibbs, the participation q did not reflect the racial/ethnic composition of the student body. q No one-race classes were observed at Carver, Williams, or Booker. q At Gibbs, the resource teacher worked with three groups during the school day which were composed of all black students. q One compensatory reading class, which meets for 30 minutes per day, was composed of all black students. The monitors at Gibbs q said strategies were available to prevent or eliminate one-race classes. q Response from Principal(s): q The principal at Booker reported that there has been little change in non-certified staff since she became the very principal at Booker. When a vacancy has occurred, such as in the custodial staff, whites have not applied. The principal and q assistant principal did interview applicants for the cafeteria manager's position and a white female was hired. qI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 6 M-to-M Magnet Elementary School
Washington had attained the goal for eguitable staffing for V certified staff. The goal for non-certified staffing (at least 25% white) was not attained. The composition of the non-certified staff was 87% black. The school enrollment exceeded the goal for M-to-M magnet schools (40-60% black). The school population was 62% black. The class enrollments generally reflected school population. the composition of the Response from Principal(s): The principal said she monitors class and gender as new students enroll. Interdistrict Elementary Schools
enrollments by race King and Romine attained the goal for eguitable staffing for certified staff members. The goal for non-certified staff was not achieved. Non-certified staff was 16% white at King and 13% white at Romine. The school enrollment at King and Romine did not reflect the racial composition prescribed for interdistrict schools. King's enrollment was 61% black and Romine's enrollment was 73% black. Class enrollments at King did not generally reflect the student population. No strategies were available to eliminate the disproportionate class enrollments at King. At Romine, all classes met the acceptable range for each grade level. REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 7 Extended educational programs were not offered at either school at the time of the monitoring visit. Two one-race special education classes were observed at Romine. provided. Evidence of strategies to prevent one-race classes was No one-race classes were found at King. Response from Principal(s): The assistant principal at Romine said only black applicants applied for the vacant support staff positions. The assistant principal also reported that active recruitment activities taken place and are ongoing. have According to the principal at King, the school did not have strategies to eliminate disproportionate class because the school staff did not have control assignments to King. enrollments over student Area Junior High Schools: Forest Heights and Mabelvale had attained the goal for staffing. Cloverdale, Pulaski Heights, and Southwest had not attained the staffing goal. Class/course enrollments at Forest Heights, Mabelvale, and Pulaski Heights did not generally reflect the racial composition of the schools. student classes. All area junior high schools had some all black I All area junior high schools, except Forest Heights, provided strategies to eliminate disproportionate class/course enrollments. All of the schools provided evidenceI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 8 I I of strategies to prevent one-race classes. Participation in extended educational programs generally reflected the racial/ethnic composition of the school at I I Cloverdale and Southwest. The participation did not reflect the school's composition at Forest Heights, Mabelvale, and Pulaski Heights. I Response from Principal(s): The principal at Southwest reported that most of the support staff were employed before she became principal. She has not had an opportunity to employ new staff. The principal at Cloverdale said she knew that an inordinate number of black students were being assigned to Cloverdale. When I assistance was asked for, she was over-ruled. i Magnet Junior High School
The equitable staffing goal was attained at Mann. The enrollment for black students was 59% which exceeded the goal for racial balance. The course enrollments did not reflect the composition of the school for 44% of the classes. Strategies to eliminate disproportionate course enrollments were evident. No information on extended educational programs was offered during the first semester. The principal noted that students from Mann will participate in the AEGIS program which will be offered during the summer. Five one-race classes were found. Four of the five were IIEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 9 Language/Arts Plus classes and one was a German class. Several innovative strategies were found to increase the enrollment of black students in German. Progress is monitored to ensure no student is placed in Language/Arts Plus inappropriately. Response from Principal(s): The principal reported communication has been ongoing with student assignment personnel. 4 She said progress has been made in reducing the percentage of black students assigned to Mann over the past few years and the change has started to influence the course enrollment percentages in a positive way. M-to-M Magnet Junior High Schools
Dunbar attained the equitable staffing goal, not attain the goal for non-certified staff. Henderson did The school enrollment at both schools did not reflect the acceptable racial range for M-to-M magnet schools. Black students composed 74% of the population at Henderson. At Dunbar, black students composed 62% of the population. Class/course enrollments at both schools did not reflect the racial/ethnic composition of the school. There were 13 all black classes at Henderson and six all black classes at Dunbar. Both schools had r strategies to eliminate one-race classes and disproportionate class/course enrollments. Participation in extended educational programs at Henderson did not reflect the composition of the school population. NoEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 10 current data relative to extended educational programs were available at Dunbar. Response from Principal(s): The principal at Dunbar noted that attendance zone black students, who in previous years received a letter allowing them the option of not attending Dunbar, were not given that option this year. Consequently, a high percentage of allocated seats for black students were taken by the attendance zone students. who had no particular interest in the magnet programs. This prevented other black LRSD students, as well as those from PCSSD and NLR from entering the magnet program. Alternative Learning Center: The ALC did not attain the equitable staffing goal for certified positions. The school enrollment did not reflect the acceptable racial range for junior high schools. Black students R comprised 88% of the school population. Class enrollments generally reflected the racial composition of the school. Strategies were employed to prevent one-race classes. Aquaculture and horticulture were reported as extended educational programs with participation in the programs that reflected the make-up of the school population. Response from Principal(s): R None R REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 11 Area Senior High Schools: Fair and Hall attained the equitable staffing goal. School enrollments at both schools reflected the acceptable racial range for 1993-94. Course enrollments did not generally reflect the composition of the student body at either school. Both schools had strategies to eliminate disproportionate course enrollments and one-race classes. One-race classes were found at Fair and Hall. 4 The evidence provided at Hall showed that participation in extended educational programs generally reflected the 4 racial/ethnic composition of the school. At Fair, information was not provided for extended educational programs. The principal noted that participants in these programs for the current school year had not been selected at the time of the first monitoring visit. Response from Principal(s): None Magnet Senior High School: Parkview achieved the equitable staffing goal. The black student enrollment of 59% exceeded the magnet range of 50%-55% black. The class/course enrollments did not generally reflect the racial/ethnic composition of the school. Twenty-eight percent (28%) of the classes were out of range. Strategies wereEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 12 identified to eliminate disproportionate class/course enrollments and one-race classes, if needed. No one-race classes were observed. Black students comprised 33% of the total participation in extended educational programs. Response from Principal(s): The principal said he and his staff will use additional strategies to prevent disproportionate class/course enrollments for second semester, if courses are out of balance. M-to-M Magnet Senior High Schools
Central and McClellan both attained the equitable staffing goal. Both schools had a greater percentage of black students enrolled than the acceptable racial range. McClellan had a black student enrollment of 76%. The black enrollment for Central was 63%. The class/course enrollments at McClellan reflected the racial/ethnic composition of the school. The course enrollments at Central did not generally reflect the composition of the school population. Five of the G/T classes at Central were all white. Both schools had one-race classes. The school profile at McClellan contained evidence of strategies to eliminate disproportionate course enrollments and one-race classes. Information concerning participation in extended educational programs was not available at Central or McClellan. McClellan JEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 13 reported that information would be available during the second semester. Response from Principal(s)
4 The principal at Central reported the scheduling of classes was done prior to his arrival and it was difficult to make I 4 4 I changes. The principal said he plans to do the scheduling of students himself for the 1994-95 school year. He noted there had been some parent complaints class/course enrollments and regarding the disproportionate one-race classes. Metropolitan Vocational-Technical Education Center
Metropolitan did not attain the goal for staffing. The composition of the staff was 17% black certified personnel and 80% black non-certified personnel. Black students composed 46% of the school enrollment, which was in the acceptable range. Class/course enrollments did not generally reflect the racial/ethnic composition of the school. Thirteen of nineteen classes were out of range. No one-race classes were observed. Strategies to eliminate disproportionate class/course enrollments were provided by the director. Metropolitan had an extended day program, enrollment or a composition of the enrollment by was not available. Student Response from Principal(s): The director reported that the extended day race and gender program operatesEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 14 from 4 to 6 p.m. LRSD students comprised the majority of the enrollment because other districts do not provide transportation unless a student is in a magnet school. 2.0 CURRICULUM At each school the monitors expected to find: Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have) Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrating use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism FINDINGS: Area Elementary Schools: In all twenty-three (23) area elementary schools most of the teachers said that materials and equipment were adequate forEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 15 curriculum delivery. Brady and Meadowcliff, some teachers reported that they had purchased needed funds. materials with personal At Brady, more science equipment like microscopes and hands-on materials were needed and one computer needed to be repaired. At Fair Park, more black history materials and an overhead projector were needed. Some teachers visited at Wakefield would like to have more encyclopedias in the classrooms. At Woodruff, two monitored teachers said that they needed computers in their classrooms, teachers said that they needed CARBO hold for CARBO materials for Chapter Several monitored Woodruff materials. Funding was on I and compensatory classrooms. 4 At McDermott, two monitored teachers said that they I needed new charts and encyclopedias. In most of the classrooms monitored, most of the student records were found to be current and complete in all of the area I elementary schools. At Pulaski Heights Elementary, Otter Creek and Mabelvale Elementary, Academic Skills Development Plans (ASDPs) did not show mastery dates for objectives. In all of the area elementary schools, most students in the monitored classrooms were actively involved in instruction. Such Ri activities as students involved in individual lessons. teachers reviewing, lectures, teachers reading to students and teachers checking pupils comprehension were observed. In all of the area elementary schools, except Terry,EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 16 classroom seating patterns observed promoted interaction among students of different race/gender. At Terry in one visited classroom the students appeared to be grouped by race. The teacher said that students were allowed to choose their own seats. The teacher said that would be rectified. In all of the area elementary schools bulletin boards, seasonal (KWANZA) displays, multicultural, curriculum oriented displays, posters, charts, pupil projects, assortment of books. media center materials, pictures of students, signs, artwork and creative writings reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. Only one monitoring team, the group which monitored Otter Creek, felt that the displays could be expanded. At Otter Creek, cork strips for displaying student work were observed to be placed too high. especially for primary students. In most of the area elementary classrooms visited. a reflection of the racial/ethnic and gender differences of the student body and/or multiculturalism was observed. In one classroom at Baseline and Pulaski Heights Elementary and two classrooms at Terry, there was nothing in evidence to reflect racial/ethnic/gender differences. At Otter Creek, the monitoring team felt that there was some room for improvement in this area. One monitor at Woodruff reported seeing very little multicultural representation in the classroom. Another monitor at Woodruff J EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 17 reported that only African American culture was represented. In this same classroom there were no displays which included women. Student work reflecting various teaching strategies was displayed in or just outside monitored classrooms in all of the area elementary schools. Most monitored elementary school teachers were using the curriculum guides which were multicultural by nature. They were also using other multicultural activities and resources to augment instruction in the area. Multiculturalism was incorporated into English writings, research and reports. At Chicot, the monitored staff had the opinion that the new multicultural curriculum materials I were more helpful than the previous ones. At Badgett the multicultural objectives were taught through role-playing, supplementary reading, use of maps, preparing special cultural dishes and with the media specialists' help in selection of materials. At Western Hills, in addition to teaching multicultural objectives with the curriculum guide, a schoolwide multicultural story hour was held after regular school hours two times per year. This year a local author came to read a book she had written entitled "Uncle Jed's Barber Shop". The principal, teachers and local lay persons were readers as well. Some monitored new teachers in some other schools who did not seem to know much about multicultural curriculum objectives or where to find more information.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 18 Most monitored teachers reported that the library media specialist in the schools did instruct the students in literary skills and reference/study skills. At Chicot, it was reported that the media specialist assembled research materials for individual teachers' units of study. Some of the library media specialists monitored said that because of the recent budget cut, the status of the media clerk was cut to less than full-time. and the full-time service was missed. At Geyer Springs, it was reported that the media specialist and teachers cooperatively planned for instruction in the use of reference materials, the card catalog, examining the characteristics of various use of cultures and how to use the newspaper. At Western Hills, it was I I I I I I R reported that the media specialist was very active in conducting the reach program, story-hour, the reading club for at-risk students, media monitors, book fair, book week, book exchange, and she gathered multicultural materials for classroom teachers' use. At Baseline, one visited teacher said that the classroom was not scheduled for help from the media specialist. Response from Principal(s): None Magnet Elementary Schools
Materials and equipment were reported to be sufficient for curriculum delivery by most monitored teachers. However, it was reported at Gibbs that the second and third grade teachers did EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 19 not have social studies textbooks. Student records were found to be current and complete in most monitored classrooms. At Williams, in one classroom there were no mastery dates recorded on ASDPs. In another classroom at Williams, the teacher said that the ASDPs were stored in the office. In most classrooms visited, all students were actively involved in classroom instruction. In one monitored classroom at Gibbs, all students were not actively involved in classroom instruction. In all classrooms visited, except one at Carver, seating patterns promoted interaction of races. Throughout these schools, publications, bulletin boards, and productions reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. Student projects, creative writing. 4 pictures, artwork and posters observed were of a multicultural nature. In most classrooms visited, monitors observed displays of 4 bulletin boards, publications and productions reflecting racial/ethnic/gender differences of the student body and/ the or multiculturalism. However, in four monitored classrooms at Booker Magnet very little (such as one Martin Luther King 4 picture) were in evidence. In most classrooms visited except at Gibbs Magnet, monitors 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 20 observed displays of student work reflecting various teaching strategies. At Gibbs, there was a limited display in the classrooms visited, but an abundance in the hallways. Multicultural objectives of the curriculum guides were being taught in all classrooms visited at all these schools. There were background studies on the concepts taught, reports were read, speakers were presented, field trips taken, and the media specialist assisted with supplementary materials. The library media specialists instructed students in literary skills and reference/study skills in all these schools. Media specialists were helping students with independent research. Small group instruction occurred. Response from Principal(s): The principal at Gibbs said that by design of the programs a philosophy was inculcated whereby the curriculum would not be driven by textbooks. M-to-M Magnet Elementary School
In the classrooms observed at Washington Magnet, the teachers said that they did receive adequate materials and equipment. Also, the records observed were current and complete. All students observed were actively involved in classroom instruction. Student seating patterns observed were integrated by race and gender. In the classrooms observed, student work was displayed on walls and bulletin boards. Ethnic and gender EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 25 classrooms visited at Cloverdale, multicultural objectives of the curriculum were taught, in some monitored classrooms. the monitoring team felt that more attention should be given to the multicultural aspects of teaching methods. In all these junior high schools, the monitored teachers said that the media specialist instructed students in literary skills and reference/study skills. Response from Principal(s): The Forest Heights Junior High School principal said that he was aware of one classroom where blacks and whites sat on different sides of the room, but this was by student choice. Magnet Junior High School
At Mann Magnet in all classrooms observed, the teachers had 4 adequate materials. Observed ASDP's, grade books and lesson plans were current and complete. In all observed classrooms at Mann Magnet, all students were actively involved in classroom instruction. Classroom seating patterns at Mann were integrated to promote interaction. Throughout the Mann Junior High School building, there were bulletin boards, publications and productions reflecting the racial/ethnic and gender differences of the student body and/or multiculturalism. In two visited Mann Magnet classrooms. monitors noted that more multicultural displays could have been used. qEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 26 Although in most visited classrooms at Mann Magnet there a display of student work, teachers who travel were unable to was display work of all the students. Multicultural objectives of the curriculum were being taught. The library media specialist had blocks of time devoted to teaching reference skills for seventh graders. This was coordinated with English teachers. English teachers brought their classes to the media center on a regular basis. Response from Principal(s): None M-to-M Magnet Junior High Schools: Although the monitored teachers at Dunbar Magnet School reported having adequate materials and equipment, some monitored teachers at Henderson Magnet School indicated a need for more musical materials and gifted materials. It was reported at Henderson Magnet that new teachers needed equipment and materials. At Henderson Magnet some maps for social studies were outdated. Although at Dunbar Magnet the records of monitored classrooms were up-to-date and complete, ASDP's in some monitored rooms were not current and complete at Henderson Magnet School. Most students were actively involved in classroom instruction at both Dunbar and Henderson. In one monitored classroomat Henderson, the students were not actively involved in classroom EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 27 instruction. At Dunbar Magnet the monitors found no impediment in seating patterns promoting interaction among students. On the other hand at Henderson Magnet, in three classrooms visited, white and black students were seated together. In one classroom at Henderson Magnet, the small groups appeared to be separated by race and gender. At Dunbar Magnet the bulletin boards, publications, and productions throughout the school and in the classrooms reflected the racial/ethnic and gender differences of the student body. At Henderson Magnet one classroom visited had no black representatives on the bulletin boards. According to all teachers interviewed at Dunbar Magnet the multicultural objectives were taught, at Henderson, multicultural objectives In one classroom monitored were not used. All teachers interviewed at Dunbar Magnet said that the library media specialist instructed students in literary skills and reference/study skills. In one classroom visited at Henderson Magnet, the teacher said that the media specialist did not instruct students in literary skills and reference/study skills. Response from Principal(s): H I H I II The Henderson Magnet principal said that new band instruments have been ordered and will be delivered soon.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 28 Alternative Learning Center: One monitored teacher of five said that there was adequate equipment due to grant funding. The monitored teacher said that every teacher needed their own set of books. They said that there was never enough textbooks and limited science equipment. It was reported that there were not enough lockers for each student to have one. complete. Student records observed were current and p Students observed were involved in instruction. In the classrooms monitored, the seating patterns were appropriate. p Multiculturalism was reflected throughout the building. The racial/ethnic/gender differences were reflected in the classrooms. p Student work was displayed in most rooms visited. Multicultural objectives of the curriculum were taught in the p classrooms visited. There is no media specialist assigned to the Alternative Learning Center. Most books in the media center have p been donated. Teachers can take students to the media center to p use the available books. Response from Principal(s): p None Area Senior High Schools: pi In all classrooms monitored at Fair High School, teachers p reported having adequate materials and equipment. A science p B EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 29 teacher visited at Hall High School In both schools, classrooms. classrooms needed disposable materials. records were current and complete in monitored In both schools, all students in monitored were actively involved in classroom instruction. Classroom seating patterns in these schools in the monitored rooms promoted interaction among students of different race/gender. The monitored classrooms reflected the racial/ethnic/gender differences of the multiculturalism. student body and/or In a majority of the classrooms monitored, no student work was displayed at Fair and Hall High Schools. However, in both science classes visited at Hall High School, displays of student work. there were excellent Most visited teachers at Hall High School teachers at Fair High School said that and all monitored the library media specialist instructed students in literary skills and reference/study skills. Response from Principal(s)
None Magnet Senior High School: All Parkview monitored teachers but one agreed that they had adequate materials and equipment. It was reported that more 4 paperback books were needed in the English literature classes. African-American literature texts were ordered. and 55 books wereEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 30 received. However, these books have not been distributed. Other multicultural materials were available. Records were current and complete in the Parkview High School classrooms monitored. Whole group, small group, individualized instruction and cooperative learning groups were observed. In the monitored classrooms, integrated seating patterns were in evidence. Multiculturalism was reflected throughout the school and the classrooms monitored. There was an abundance of student work on display in all areas of the school. All monitored teachers were using multicultural objectives in core curriculum guides. Multicultural exhibits were observed in the media center. The media specialist provided reference instruction, computer instruction for research and instruction using computer research programs and researching authors and literary works for reports. Response from Principal(s): None M-to-M Magnet Senior High Schools
All monitored teachers at Central and McClellan reported having adequate materials and equipment. In all classrooms monitored at McClellan, student records were up-to-date and complete. In one monitored class at Central the plan book was not current, and in another class, the plan book was unavailable. p p p p p p p p p p p p p R EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 31 In most monitored classrooms at Central, observed students were actively involved in instruction. At McClellan the monitors HI observed students working in groups, listening to a guest speaker, working independently and actively involved in classroom instruction. HI Monitors observed no impediment at McClellan in classroom seating patterns promoting interaction among students of different race/gender. At Central the seating patterns in one half of the classrooms observed did not allow for students of varying race/ethnic groups to interact. The Central School offices had bulletin boards, charts, and posters reflecting multiculturalism. But throughout the hallways such displays were sparse. At McClellan, numerous displays. pictures, and posters were attractively displayed and reflected the racial/ethnic/gender differences of the student body. At McClellan pictures of students were also on display. Multicultural bulletin boards, publications and productions were evident in the classroom of Central and McClellan. The H Central monitoring team, however, felt that the classroom displays could be improved. At Central, student work was observed in only two classrooms. In a majority of the classrooms monitored at McClellan student work was displayed. At both Central and McClellan multicultural objectives of the curriculum guides wereEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 32 taught in the monitored classrooms. Library media specialists at Central and McClellan, according to monitored teachers, instructed students in literary skills and references/study skills. Response from Principal(s): The Central principal said that seldom was student work displayed. Students' accomplishments were recognized through bulletins and by intercom announcements. He further stated that in his opinion displaying student work would be difficult for teachers because of class loads. Competition results were also published. Metropolitan Vocational Technical Education Center
Monitored teachers at Metropolitan reported having adequate materials and equipment. Most of the computer programming class equipment was reported to be very old, but it was functional. Grade books and lesson plans were current and complete in all monitored classes but one. All observed students were actively involved in instruction. Classroom seating patterns did promote interaction of the different races/genders. School bulletin boards including in the media center reflected racial/ethnic differences. Multicultural bulletin boards and photographs of students were observed. Classrooms visited were freshly painted. Teachers showed the RI p p p R R p p M monitors student work usually on display. to to EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 33 Multicultural objectives were incorporated into the lessons in monitored classrooms. Several teachers visited mentioned that speakers were brought in from various ethnic backgrounds. No library media specialist was assigned to Metropolitan. Teachers could check books out for students to use as references for research. Response from Principal(s): None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month. National Honor Society, honors assembly programs, continuous curriculum development FINDINGS: Area Elementary Schools: In each area elementary school, the offerings and procedures regarding honors and awards are evaluated regularly for equityEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 34 and to determine if new awards are necessary to meet student needs. Additionally, all area elementary schools that were monitored concerning the variety of honors and awards provided (e.g., scholarship, citizenship, attendance and/or service, etc.) make available a selection of various types. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents at all area elementary schools except Bale, Chicot, Fulbright, Terry, and Baseline. In all applicable area elementary schools, procedures evident that students are apprised of information regarding are opportunities to participate in various educational programs (e.g.. Quiz Bowl, etc.). Response from Principal(s): The principal at Bale reported that the above referred to written procedures and requirements governing honors and awards are distributed to staff members in writing, but presented to parents and students orally. The principal further stated that the written procedures and requirements will be distributed to parents and students before the first semester ends. At Chicot, the principal stated that normally the written procedures regarding honors and awards are distributed via handbooks, but that the information was inadvertently omitted from this year's handbook. The principal said that the above i p p p p p p p p p p p p EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 35 written procedures and requirements would be disseminated at semester. The principal at Fulbright reported that the procedures regarding honors and awards were transmitted orally to parents and students, but stated that they will be distributed in writing in a newsletter which would be sent before the end of first semester. Magnet Elementary Schools
In each of the magnet elementary schools, procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs, such as Quiz Bowl. Additionally, all magnet elementary schools except Gibbs regularly evaluate for equity the offerings and procedures regarding honors and awards and to determine if new awards are necessary to meet student needs. The report from Gibbs noted that plans have been made to conduct such an evaluation. With the exception of Gibbs, each magnet elementary school distributes written procedures and requirements governing honors and awards to staff, students, and parents. At Gibbs, the above is distributed to staff, but not to parents and students. A variety of awards and honors is provided in areas such as scholarship, citizenship, service, etc., at each magnet 4 elementary school where monitored.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 36 Response from Principal(s): None M-to-M Magnet Elementary School
There were no areas of concern noted at Washington with regard to the distribution of honors and awards. Response from Principal(s): None Interdistrict Elementary Schools: There were no areas of concern noted at either King or Romine with regard to the distribution of honors and awards. Response from Principal(s): None Area Junior High Schools
All area junior high schools regularly eyaluate the offerings and procedures regarding honors and awards for equity and to determine if new awards are necessary to meet student needs. Written procedures and requirements goyerning honors and awards were distributed to staff, students, and parents at each area junior high school except Forest Heights. Procedures to assure that students are apprised of information regarding educational programs, such as AEGIS, are in place at each school. All area junior high schools that were monitored concerning the proyision of a variety of honors and awards, reported such recognitions were given for scholarship, citizenship, service. I I B I B B B k B B BBl I ti ts EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 37 athletics, music, improvement, etc. Response from Principal(s): in None Magnet Junior High School
There were no areas of concern noted at Mann Magnet Junior High School with regard to the distribution of honors and awards. Response from Principal(s): q None q M-to-M Magnet Junior High Schools
q There were no areas of concern noted at Dunbar or Henderson with regard to the distribution of honors and awards. Response from Principal(s): q None q Alternative Learning Center
q There were no areas of concern noted at the Alternative Learning Center with regard to the distribution of honors and awards. Response from Principal(s): None q Area Senior High Schools
A variety of honors and awards is provided in areas ranging from scholarship and citizenship to service, athletics, and music at both area high schools. Written procedures and reguirements governing honors and awards were distributed to staff, parents. rnEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 38 and students at each area high school
procedures to inform students about opportunities in educational programs, e.g., Governor's School, are likewise in place and implemented at both of the above schools. Area high school monitoring reports indicated that the I 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 Response from Principal(s): None I Magnet Senior High School
There were no areas of concern noted at Parkview with regard to the distribution of honors and awards. I Response from Principal(s): None I M-to-M Magnet Senior High Schools
There were no areas of concern noted at either Central or R McClellan with regard to the distribution of honors and awards. Response from Principal(s): None R Metropolitan Vocational-Technical Education Center
Metropolitan offers a wide variety of recognitions, distributes the procedures and requirements governing these R citations to staff, students, and parents, and regularlyI !<1 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 39 evaluates them for equity and to determine if new awards are necessary. in in are also evident which assure that students are apprised of information regarding opportunities in various educational programs. It should be noted that the awards and I honors students have an opportunity to receive at Metropolitan I J are in addition to the ones available at their home school. Response from Principal(s): None 4.0 COMMITTEES q At each school the monitors expected to find
. Racial/gender composition of appointed school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population q FINDINGS
Area Elementary Schools
At fourteen schools, appointed school-based committees were generally reflective of the staff/parent (student) population. At three schools (Badgett, Terry and Mabelvale) appointed school-based committees were not reflective of the staff population. At six schools (Terry, Brady, Watson, Western Hills, Ui McDermott, and Pulaski Heights), appointed parent/patron committees were not reflective of the student population. Response from Principal(s) : NoneI I I I EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 40 Magnet Elementary Schools
Appointed school-based committees were generally reflective of the staff/parent (student) population at Booker, Carver, and Gibbs. At Williams, the appointed school-based committees were not generally reflective of the staff/parent (student) R population. I Response from Principal(s): None I M-to-M Magnet Elementary School
At Washington, the appointed parent/patron committees were I not reflective of the student population Response from Principal(s): I None I Interdistrict Elementary Schools
At King, the school-based parent committees did not reflect B the student population. School-based committees at Romine were reflective of the staff/parent (student) population. B Response from Principal(s): None Area Junior High Schools
R Appointed school-based committees were reflective of the staff/parent (student) population at Forest Heights, Pulaski B Heights and Southwest. Committees at Cloverdale and Mabelvale B were not reflective of the staff/parent (student) population. REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 41 Response from Principal(s): None Magnet Junior High School: Appointed school-based committees at Mann were reflective of the staff/parent (student) populati Response from Principal(s): on. None M-to-M Magnet Junior High Schools
Appointed school-based committees at Dunbar were reflective of the staff/parent (student) population. At Henderson, the appointed parent/patron committees were not reflective of the student population. Response from Principal(s): None Alternative Learning Center: w The composition of the school-based parent committees did not reflect the student population. Response from Principal(s): None Area Senior High Schools: The composition of school-based committees was reflective of the staff/parent (student) population at Fair and Hall. Response from Principal(s): NoneI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 42 I V Magnet Senior High School
At Parkview, school-based committees were reflective of the staff/parent (student) population. Response from Principal(s): I I None V M-to-M Magnet Senior High Schools: At Central, school-based committees were reflective of the staff/parent (student) population. The composition of each I school-based committee at McClellan was not reflective of the staff/parent (student) population. Response from Principal(s): I None Metropolitan Vocational-Technical Education Center: No information was available at Metropolitan Vo-Tech Center. Response from Principal(s): I I None 5.0 R EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find: R Extracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sex R Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extracurricular activities k k kEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 43 FINDINGS: Area Elementary Schools: The monitors from Terry recorded an area of concern for this item on the monitoring instrument. Two extracurricular activities were not within the acceptable range for the black population. The Gentlemen's Club was 80% black and Stripes was 56% black. The monitors from Western Hills and Brady stated that there was no black male sponsorship, and the monitors from Badgett and Mabelvale indicated that more black male sponsors were needed. At Fair Park no data were provided regarding adult sponsors. Monitors reported that student participation in extracurricular clubs and activities was reflective of the racial/ethnicity of the school population. Response from Principal(s): None Magnet Elementary Schools: The team reports submitted did not report areas of concern, but the report from Williams Magnet stated that there was no black male, black female, nor white male sponsorship for activities and clubs listed. Black student participation at all reporting schools was representative of the school population. Response from Principal(s): None 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 44 M-to-M Magnet Elementary School: The monitors did not identify areas of concern. It was reported that black student participation in these clubs and activities was 62% and adult sponsorship was 50% black. Response from Principal(s): V None Interdistrict Elementary Schools: p The reports submitted by the monitoring teams did not p identify an area of concern for this section of the monitoring instrument. However, the monitors at King reported that black B student participants comprised 61% of the overall extracurricular participation. The Romine report listed only two extracurricular B activities in the profile and showed 68% black participation. B Response from Principal(s): None p Area Junior High Schools: Monitors from Pulaski Heights identified a number of p activities that were disproportionately one race, although the p overall student participation in extracurricular activities was not disproportional. Areas of concern were not reported for B other schools. Response from Principal(s): B None R R4 r 4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 45 Magnet Junior High School: There were no areas of concern. Response from Principal(s): None M-to-M Magnet Junior High Schools: Team consensus reports for these schools indicated that student participation in extracurricular activities was within an acceptable range. Monitors at Dunbar stated that eleven of the thirteen activities were disproportional. Response from Principal(s): None Alternative Learning Center: The monitoring consensus report identified an area of concern. Total membership in extracurricular activities was 60% black, which was below the 66-91% acceptable range. Adult sponsorship reflected the staff population but not the school population. Area Senior High Schools: The consensus report from Fair stated that extracurricular activities evidenced a total of 61% black participation. Eighteen clubs were racially identifiable. At Hall, total participation was within range and balanced by race. some programs were racially identifiable. However, 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 46 Response from Principal(s): None Magnet Senior High School
According to the team consensus report from Parkview, the school extracurricular program was comprised of thirty-two activities. Nine of those activities were within the monitoring range. A review of the activities listed in the school profile indicated that most sports related activities were racially identifiable. B Response from Principal(s): B None M-to-M Magnet Senior High Schools: B At Central, there were a total of twenty-six extracurricular B activities listed, and sixteen of them had percentages below the monitoring range. Adult sponsorship was comparable between the B subgroups. At McClellan, seventeen of thirty-four activities were outside the monitoring range. Response from Principal(s): None Metropolitan Vocational-Technical Education Center
B The team report stated that information relative to extracurricular activities was not contained in the profile. B B B6.0 44 44 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 47 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: FINDINGS: All students' strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) are Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups Area Elementary Schools
According to the monitors, all area elementary schools have developed and implemented goals and strategies to decrease the achievement differences between black students and white students on standardized tests. Additionally, each school reported that test taking skills are taught throughout the school year. The retention rates reflect the school population at the following eleven of twenty-three area elementary schools: Badgett, Bale, Baseline, Brady, Chicot, Fulbright, Geyer Springs, Jefferson, Terry, Watson, and Western Hills. All of the remaining twelve area elementary schools except Dodd retained a disproportionate number of black students. At Dodd, 66% (6/9) of the retainees were white, which was not reflective of the school population. Concerning a comparison of 1992 and 1993 test results, EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 48 monitoring teams from 15 of 23 area elementary schools responded in the negative to the item on the monitoring checklist that states "when test results are examined, achievement of white students remains stable or increases as black student achievement improves. The negative response was applicable to the Arkansas i Minimum Performance Test (MPT) and/or the Stanford Eight Achievement Test. p Response from Principal(s): p At Wakefield, the principal reported that the school is applying for an academic incentive grant to be used for an after R school program for at-risk students. The principal at Mabelvale stated that some of the retainees R were transfers from other schools. R At Otter Creek, the principal stated only two students were retained from Otter Creek
the remaining retainees transferred R from other schools. The principal at Chicot stated that Chicot had a turnover p rate that resulted in at least 55% new students in 1992-93. In p spite of that, he said that in 1993, Chicot was complimented for having a sustained growth of the scores of black males over a R five-year period. At Jefferson, the principal reported that in 1992-93, there R were 22 new sixth grade students at Jefferson. She also pointed R out that the black/white disparity in test scores was lower in REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 49 the upper grades. According to the principal at Cloverdale, black students have had the most academic problems, and he has tried to recruit more parents to volunteer to work with students in need. Teachers give up planning time to work with students who need to reinforce skills
the principal tutors in classrooms, and the teachers of the four year old students volunteer students in the upper grades. Magnet Elementary Schools: to read to All magnet elementary schools have developed and implemented goals and strategies to decrease the achievement differences between black students and white students on standardized tests. Furthermore, all of the schools reported teaching test taking skills throughout the school year. Examples of learning activities employed to teach test taking skills: utilizing Abacus for testing, practicing using bubble-type answer sheets, taking timed tests, working on ways to understand directions, learning test taking terminology, and improving reading skills. At Gibbs, monitors reported in the negative concerning the item on the monitoring instrument that states "when test results are examined, achievement of white students remains stable or increases as black student achievement improves. II According to monitoring reports, the retention rate at neither Gibbs nor Williams reflected the student population.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 50 Response from Principal(s): None M-to-M Magnet Elementary School
At Washington, the only area of concern reported was that the retention rate did not reflect the student population. V Seven black males and four black females were retained
nine of p the retainees were first grade students. Response from Principal(s): None Interdistrict Elementary Schools
B No areas of concern were noted at either King or Romine. B Response from Principal(s): None B Area Junior High Schools
Goals and strategies to decrease the achievement differences B between black students and white students on the MPT and norm referenced tests are in place and being implemented at all area junior high schools, according to monitoring reports. Furthermore, test-taking skills are taught at each school throughout the year. Examples of various learning activities B include practicing taking timed tests, strategies for answering multiple choice questions, and teaching critical thinking skills. The failure/retention rate did not reflect the school B population at Forest Heights, Mabelvale, and Pulaski Heights B4 4 II w ll EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 51 Junior High Schools. At Forest Heights, only the 9th Grade, with an 83% black student retention rate. was within range. Twenty-three of twenty-six students who were retained at Pulaski Heights were black. At Mabelvale, grades 7 and 9 were not reflective of the student population at the school. failure/retention rate Although the was within the acceptable range at Cloverdale, monitors noted that of the seventeen black fourteen were black males. retainees, The monitors at Southwest noted that the failure rate reflected the school population except for 7th grade English, where all 22 of the students who failed black. Relative to the 1993 MPT, only the team from were Mabelvale indicated that a greater percentage of students passed the MPT in 1993 than in 1992. Teams from Cloverdale and Southwest that the total percent passing all subject 85%. reported area tests was below At Pulaski Heights, over 90% of the white students passed all areas of the MPT. The only area passed by at least 85% of black students was reading, which was passed by 86% of the black females. The team from Forest Heights did not make relative to a comparison of the 1992 and 1993 a response MPT test results. When 1993 Stanford 8 test results were examined. the monitoring reports from Mabelvale and Forest Heights, respectively, indicated an area of concern for the item on the monitoring instrument which states that "when test results areEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 52 examined, achievement of white students remains stable or increases as black student achievement improves". The report from Mabelvale indicated that the overall disparity between percentile ranks of black students and white students did not decrease from 1992 to 1993. At Pulaski Heights, the team reported that when 1992 and 1993 comparisons are made, whether by comparing a 1992 grade level to the same grade level in 1993, or by comparing how students at a grade level scored compared to their prior year ranks, percentile ranks on the Stanford 8 Complete Battery showed improvement or remained stable. This was true for both black students and white students, respectively. The report from Southwest indicated that when percentile ranks on the Complete Battery of 1993 are compared to the ones of 1992, the results either showed improvement or were stable. At Cloverdale, the monitoring team indicated that Stanford 8 percentile ranks were below the 50th percentile for all students except white students at grades 8 and 9. Response from Principal(s): The principal at Forest Heights said that the LRSD attendance policy causes non-credit for courses. Magnet Junior High School
According to the monitoring report from Mann, when the 1992 and 1993 MPT test results are compared, white students reflected little or no change in percentage passing
more black males I I I I I I IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 53 passed reading, but a smaller percentage passed mathematics, language arts, social studies. and science. Black females had a lower passing percentage in all subject area tests of the MPT. Relative to the Stanford 8, the disparity in achievement between black students and white students decreased for grades 7 and 9, but increased at grade 8, when 1992 and 1993 test results compared. are The retention rate at the school does not reflect the school population. Nine of ten students retained in 1992-93 were black. The team from Mann reported that goals been developed and implemented to decrease 1 and strategies had the achievement differences between black students and white students on standardized tests, through the year. and that test taking skills are taught Response from Principal(s): None M-to-M Magnet Junior High Schools
With two exceptions, monitors from Dunbar and Henderson contained positive comments relative to student achievement/assessment. Monitors gave a negative response relative to the achievement of white students remaining stable or increasing as black student achievement improves. Additionally, at Henderson, the failure/retention rate did not reflect the school population. 4I EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 54 Response from Principal(s): None Alternative Learning Center: Neither MPT nor Stanford 8 test results were received at the ALC, including results for those who took the tests at that school, according to the monitoring report. (Results are sent to the junior high school of record for each student attending the ALC, since the Alternative Learning Center is not considered a I separate entity, administratively speaking, by the LRSD.) The report indicated that goals and strategies were developed and implemented to decrease the achievement differences I on standardized tests between black students and white students. I Additionally, test taking skills are taught throughout the year. I Although no retention list was available in the School Profile, the principal said that one black male was retained. I Response from Principal(s): None I Area Senior High Schools: At both Hall and Fair, goals and strategies have been developed and implemented to decrease the achievement differences I between black students and white students on standardized tests. Monitoring reports further indicated that test taking skills are I taught throughout the school year. The failure/retention rate and the graduation rate at each IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 55 area high school reflected the school population. In response to the item on the monitoring instrument which states that "when test results are examined, achievement of white students remains stable or increases as black student achievement improves," the response in the Hall monitoring report was negative. Response from Principal(s): None Magnet Senior High School: The team at Parkview responded in the negative concerning the item on the monitoring instrument which states "when test results are examined, achievement of white students remains stable or increases as black student achievement improves," No other areas of concern were noted by monitors concerning student achievement/assessment, Response from Principal(s): None M-to-M Magnet Senior High Schools: Monitoring reports from Central and McClellan indicated that goals and strategies have been developed and implemented to decrease achievement differences between white students and black students on standardized tests. Additionally, test taking skills are taught throughout the academic year at each school. The graduation rate at both schools reflected the studentEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 56 population
however, at Central, the failure/retention rate did not. At Central, 114 students were retained in grades 10 through 12, 98% of whom were black. When 1993 Stanford 8 Complete Battery results are compared to those of 1992, the results at Central were stable for both black students and white students. At McClellan, when comparing the 1992 and 1993 Complete Battery, at the 10th grade level, there was an increase in achievement for black students, white students, and for the total of students. At the 11th grade level, achievement of both black students and white students was lower in 1993. Response from Principal(s): None Metropolitan Vocational-Technical Education Center
The monitors reported no areas of concern regarding student achievement/assessment. Monitors reported that course failure rates were not available in the Metropolitan school profile. Response from Principal(s): The principal reported that the course failure rate is available in the LRSD database. 7.0 SPECIAL EDUCATION I V I At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures I aEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 57 Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any overrepresentation of minorities Adequate facilities to meet the needs of the students served Current and complete documentation of student progress FINDINGS: Area Elementary Schools
In all of the area elementary schools, monitors found strategies to eliminate disproportionate student assignment to special education services. All interviewed special education teachers in eighteen area elementary schools related to the monitors that materials and equipment were adequate for curriculum delivery. More materials were needed at Otter Creek and Woodruff for speech therapy. The speech therapist at Woodruff said she had not requested any materials at the time of the monitoring visit. At Fair Park, the computer in the resource classroom needed to be rewired. The CBI 4 teacher at Brady expressed a need for kitchen equipment for 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 58 cooking. Eighteen area elementary schools had special education facilities that were comparable to those of the campus in general. Monitors reported inadequate space for the speech classroom at Otter Creek. Resource classes at Baseline and Terry had inadequate space. Resource classes at Badgett and Meadowcliff were housed in portable buildings with no covered walkway leading to the main buildings. The resource teacher at Badgett also reported that when it rains, the area around the doorway floods and classes are held in the main building. At Meadowcliff, the resource classroom was not integrated into the total school environment. The resource teacher at Baseline and the speech therapist at Otter Creek said the special education facilities were not designed to meet the needs of the students served. Although the special education classrooms at Fulbright met the needs of the students, it was reported that a ramp is needed from the building to the playground to make the playground more accessible. Special education classroom records were current and complete in all area elementary schools, except three. Resource classroom records at Watson and Meadowcliff were not complete. Records in the self-contained classroom at Badgett were not current and complete. I I R I I IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 59 Response from Principal(s): Regarding the expressed need for more speech materials at Woodruff, the principal reported that none of the teachers at Woodruff who provide special education services had asked to order any materials. She said she would check with both teachers to determine their needs and accommodate them, if possible. In response to the need for more space in the resource classroom at Baseline, the principal said there was very little alternate space for consideration. The principal at Fulbright said he has requested assistance from the district to construct a ramp to make the playground more accessible to all students. The Meadowcliff principal stated that the resource teacher's records are stored in a locked file cabinet and referred to on a daily basis. Magnet Elementary Schools
All elementary magnet schools had strategies to eliminate disproportionate assignments to special education. 4 Interviewed special education teachers at all magnet schools reported that materials and eguipment were sufficient for curriculum delivery. The resource teacher at Gibbs said her program would be more effective if the computer, which is currently in the classroom closet, could be installed. At all of the schools, special education facilities 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 60 monitored were considered to be comparable to other classrooms on the campus. Teachers interviewed said the facilities were designed to meet the needs of the students. Monitors reported the classrooms were integrated into the total school environment. Student records monitored in all of the special education classrooms were current and complete. Response from Principal(s): None M-to-M Magnet Elementary School: At Washington, the special education classrooms had comparable facilities which were designed to meet the needs of the students. The classrooms were integrated into the total school environment. Special education teachers said they had adequate materials and equipment. The monitors found strategies to eliminate disproportionate student assignments to special education. The only records monitored were in the speech classroom. All records were current and complete. Response from Principal(s): None Interdistrict Elementary Schools: At King and Romine, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment. I p I p I I I I IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 61 Facilities were designed to meet the needs of students. Facilities were comparable to those of the campus in general. Special education classrooms were integrated into the total school environment. complete. All records observed were up-to-date and Response from Principal(s): None Area Junior High Schools: All area junior high schools had strategies to eliminate disproportionate student assignment to special education, teachers reported adequate facilities and classrooms that integrated into the total school environment. All were Special education teachers said they had adequate materials and supplies to deliver the curriculum at all area junior high schools. However, a teacher at Southwest said computers needed repairing in one classroom and a teacher at Cloverdale needed a tape recorder and audio tapes. At Cloverdale Junior High, two classrooms did not have copies of Individual Education Plan (lEP) objectives in their classrooms, but plan books and grade books were current. Response from Principal(s)
None 4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 62 Magnet Junior High School: At Mann, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment to deliver the curriculum. Facilities were designed to meet the needs of the students. The classroom monitored was part of the main school architectural structure. Current copies of student records were maintained in the resource classroom to monitor the progress and achievement of each student. Lesson plans and the teacher's grade book were I current and complete. Response from Principal(s): I None I M-to-M Magnet Junior High Schools: Strategies to eliminate disproportionate student assignment to special education were evident at Dunbar and Henderson. The teachers had adequate materials and equipment to deliver R the curriculum at Dunbar. Special education teachers at Henderson said they did not have adequate equipment. Computers and an AV screen were needed. Facilities were comparable to the general campus at Dunbar. Teachers at Henderson reported that the facilities were not comparable or designed to meet the students' needs. The I classrooms were not integrated into the total school environment. R R4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 63 Records monitored at both schools Response from Principal(s): None Alternative Learning Center: were current and complete. No special education classes are housed at ALC. Response from Principal(s): None Area Senior High Schools: Strategies were found to eliminate disproportionate student assignment to special education at both area high schools. Teachers at Fair and Hall had adequate materials and equipment. The facilities were reported to be comparable to other classrooms in the building and the classrooms isolated. were not Teachers interviewed said the facilities met the needs of the students served. Records in all monitored classrooms were up-to-date and complete at both high schools. Response from Principal(s): None Magnet Senior High School: Strategies to eliminate disproportionate assignment to special education were evident at Parkview. The resource teacher said she had adequate materials, equipment, and facilities to meet the needs of her students. The classroom was integratedEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 64 into the total school environment. Copies of each student's lEP goals and objectives were in the classroom. Lesson plans were formulated from the lEP's. The grade book and all records observed were current and complete. Response from Principal(s): I None M-to-M Magnet Senior High Schools: Strategies to eliminate disproportionate assignment to special education were evident at Central and McClellan. Special education teachers interviewed at both schools said they had adequate materials and equipment to deliver the curriculum. However, the resource teacher at Central said dictionaries, a tape recorder, and high interest level reading materials would improve the program. At McClellan one teacher reported textbooks were not available in sufficient numbers to assign a textbook to each student. Both schools had adequate facilities to serve the students and the classrooms were integrated with the regular classrooms. At McClellan, in one special education classroom monitored, records were current and complete. However, in another classroom, the records were not complete. At Central, in one classroom monitored, the records requested were not available. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1993-94 REPORT - FIRST SEMESTER SUMMARY REPORT PAGE 65 Metropolitan Vocational-Technical Education Center
No special education classes are housed at Metropolitan Vocational-Technical Education Center. Response from Principal(s)
None 8.0 GIFTED AND TALENTED EDUCATION 4 At each school the monitors expected to find: Students identified through teacher 2 JJ.aentiriea through teacher referral standardized test results, academic performance. other criteria deemed and appropriate by the school staff A planned and organized strategy to address of underrepresentation of identifiable and talented programs any problem groups in gifted ll Varied teaching strategies reflected student work by display of FINDINGS
Evidence of necessary assessment/reteaching/retesting, when Sufficient textbooks, materials, c. available to deliver the curriculum to the class and equipment all students in Gifted and talented facilities that other educational programs on the campus and integrated into the total school environment are comparable to Adequate facilities to meet the needs served Area Elementary Schools: of the students Teachers of all monitored Gifted and Talented (G/T) classes at area elementary schools reported that they had adequate qI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 66 a I materials and equipment to deliver the curriculum. However, several teachers indicated that it was often necessary to spend a personal funds to purchase consumable materials. The monitors at I Jefferson considered the $100 per year appropriation by the district to the G/T program as wholly inadequate. In a few cases, the G/T teacher was not assigned to the building on the day of the monitoring visit
thus, some items in this section on the monitoring instrument could not be answered. a a a The gifted and talented education portion, however, should be completed during the second monitoring visit. a According to monitoring teams, G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the B II students served at all except the following monitored G/T facilities: Bale, Brady, Fair Park, Jefferson, McDermott, Terry, and Wakefield. H The G/T program is housed in a portable building with no B covered walkway at Bale, Brady, Fair Park, and Jefferson, respectively. At Wakefield, although the facility is in a portable building, it has a walkway. The report from Jefferson a indicated that even though the facility itself is a portable building, the classroom is more than comparable to those of the n campus in general. The Jefferson report further stated that n because of some of the activities in which G/T classes 11 nEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 67 participate, a sink is needed in the room
more storage cabinets are also needed, according to the report submitted. Because of its small size, the monitors at Terry did not consider the G/T facility comparable to those of the campus in general. At McDermott, the monitoring report described the G/T facility as being small, long, and narrow with no direct access from inside the main building. However, the room is located just outside one of the front entrances to the school. and access is via a covered entry-way. The monitoring report indicated that because of these factors, they did not consider the McDermott facility comparable to other classrooms, integrated into the total school environment, or designed to meet the needs of the students served. No strategies to eliminate disproportionate student assignment to the gifted and talented program were in place at Wakefield, according to the report submitted. All applicable student records were maintained in monitored G/T classrooms, e.g., test results, identification folders, progress reports, etc. Response from Principal(s): The principal at Bale reported that the portable building that houses the G/T facility was purchased at the inception of the program specifically for that purpose. At Wakefield, the principal stated that there areI f EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 68 limitations to the kinds of programs that the school can have because of the facilities and that the facilities and grounds need improvements made. Magnet Elementary Schools
Strategies to eliminate disproportionate student assignment to the G/T program are in place at the magnet elementary schools, according to submitted monitoring reports. VI With the exception of Gibbs, all teachers of G/T classes at these schools reported II having adequate materials and equipment. At Gibbs, the report indicated that the P.T.A. would be asked to provide supplementary p funding so that students could enter various competitions. The Gibbs' report also noted that although more materials were needed VI this year than previously, fewer funds were appropriated. At VI Williams, the report indicated that materials were sufficient. but equipment limited
examples of equipment needs: 1) computers p need updating, and 2) a television set and VCR are needed. At Booker and Carver, the G/T facilities are comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served, according to submitted reports. However, at Carver, monitors noted that more storage space and a sink were needed for the G/T classroom. At Gibbs and Williams, areas of concern p relative to the G/T facility at each of these schools were noted on the monitoring reports. The reports from both Gibbs and HEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 69 Williams stated that the G/T classroom was housed in a portable building
at Gibbs, there is no covered walkway, facility provide easy access for the handicapped. nor does the The Gibbs' report further indicated that more storage space was needed in the G/T facility. The report from Williams stated that the facility does not meet the needs of the students served because there in neither running water available in the room, room facilities. nor rest At all elementary magnet schools where student records monitored, appropriate records were up-to-date and complete. Response from Principal(s): were None M-to-M Magnet Elementary School: No areas of concern were noted at Washington relative to the gifted and talented education section of the monitoring instrument. Records maintained in the G/T classroom will be monitored during the second semester visit. Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern were noted at either Romine or King relative to the gifted and talented education section of the monitoring instrument.I EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 70 Response from Principal(s): None Area Junior High Schools
Strategies to eliminate disproportionate student assignment to the G/T program were in place at all applicable area junior high schools. Examples of such strategies are holding quarterly meetings for faculty to identify students whose names should be submitted for program admittance and providing inservices for w II teachers on the LRSD G/T selection process. A majority of the teachers of G/T classes in area junior high schools reported having adequate materials and equipment to deliver the curriculum. Monitors noted that the district has R Bl assigned a computer technician to Mabelvale two days a week. Additionally, all submitted monitoring reports from these schools indicated that G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served. p In all G/T classrooms in which records were monitored, appropriate records were up-to-date and complete. The monitoring report from Cloverdale Junior High School noted that the following suggestions were made by teachers of G/T classes: additional training should be provided for G/T teachers, and G/T classes should have fewer students. p p B B According to the report submitted by monitors from Mabelvale B BEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 71 Junior High School, the roof of the Computer Laboratory leaks when it rains. Response from Principal(s): An assistant principal at Mabelvale said that the roof leak had only been reported the week of the monitoring visit, and that the school had reported the problem to the Maintenance Department. Magnet Junior High School: No areas of concern were noted in the gifted and talented education section of the Mann Magnet School monitoring report. Response from Principal(s): None M-to-M Magnet Junior High Schools: According to reports submitted from both Dunbar and Henderson, teachers of G/T classes have adequate materials and equipment to deliver the curriculum. Additionally, G/T facilities are comparable to those of the campus in general. integrated into the total school environment, and meet the needs of the students served at both schools. However, it was noted on the Dunbar report that a science laboratory facility would greatly enhance the G/T science classroom. Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program are in place at these schools. Appropriate student records were EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 72 maintained in the G/T classrooms and were up-to-date at both schools. Response from Principal(s)
None Alternative Learning Center Not Applicable - No G/T Program Response from Principal(s): Not Applicable Area Senior High Schools: No areas of concern relative to the gifted and talented education section of the monitoring instrument were noted on B reports submitted by monitors at either Hall or Fair. Response from Principal(s): None Magnet Senior High School: No areas of concern relative to the gifted and talented education section of the monitoring instrument were noted in the Parkview report. Response from Principal(s): None M-to-M Magnet Senior High Schools: No areas of concern were noted at either McClellan Central relative to the gifted and talented education. or However, the report from McClellan contained the comment that only $300 isbudgeted at the district level for the entire G/T program at McClellan and that more money needs to be made available for field trips. Response from Principal(s): Metropolitan Vocational-Technical Education Center
EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 73 An assistant principal at McClellan reported that the G/T coordinator can make requests of the principal for additional supplies, equipment and/or funding. Not Applicable Response from Principal(s)
Not Applicable 9.0 STAPP DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 74 FINDINGS
Area Elementary Schools
The monitoring teams from Wilson, Wakefield, Mabelvale and McDermott identified areas of concern regarding educational equity training. Monitored staff at Wilson and McDermott stated that education in this area had neither been offered nor extended. The Mabelvale report noted that interviewed teachers had not been afforded training in teaching strategies for multicultural curriculum delivery, and most teachers visited at n Wakefield said that inservice to foster the achievement of a p diverse student group had not been offered this school year. The p reports from the remaining schools did not identify areas of concern. Response from Principal(s): The principal of Wakefield shared that teachers reported not having received this training because they chose not to attend inservices when offered. Magnet Elementary Schools
The monitors did not document areas of concern. All responses from the reporting schools were positive. The staff development plan at each of the schools demonstrated a commitment to educational equity. Interviewed respondents indicated that numerous inservices had been held, and the academic support staff provided ongoing assistance for regular classroom teachers inEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 75 understanding the remedial program. Response from Principal(s): None M-to-M Magnet Elementary School
There were no areas of concern reported, but according to the responses in the team report, the school staff development demonstrated a commitment to educational eguity. All <1 responses to the items contained in section (9.0) of the checklist were positive. Response from Principal(s) : None Interdistrict Elementary Schools
Team consensus reports indicated that the staff development plan for each school demonstrated a commitment to educational equity. Staff development at both schools provided for educational equity training, teaching strategies for i curriculum delivery and to foster the achievement of all students. The academic support teachers explained their programs to the regular classroom teachers and continued to make themselves available for needed assistance. Response from Principal(s): Noner EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 76 Area Junior High Schools
There were no areas of concern noted. All teams stated that staff development in educational equity and teaching strategies to incorporate multicultural objectives into the delivery of instruction were provided, and that teachers of remedial programs n had provided statements of explanation to regular classroom II teachers and was available for ongoing assistance and support. Response from Principal(s): Il None Magnet Junior High School
II There were no areas of concern noted. Response from Principal(s): II None II M-to-M Magnet Junior High Schools
There were no areas of concern noted for the reporting B schools. Staff development activities related to educational equity were made available to the staff members at Dunbar, and 11 Henderson. The Henderson team indicated that staff members were inserviced during a teacher workday. The Dunbar report cited Prejudice Reduction as an example of educational equity training. II The staff development plan at the reporting schools included teaching strategies for multicultural instruction and activities n that fostered academic achievement for all students. Teachers n were inserviced in Assertive Discipline, PET, Cooperative II nEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 77 Learning, and how to effectively relate to disruptive students. All teams stated that regular classroom teachers understood the remedial programs. This sharing took place during workshops, monthly departmental meetings, and during staff meetings. One teacher at Henderson stated that ongoing education in this area had not occurred. Response from Principal(s): None Alternative Learning Center: There were no deficit areas identified. Response from Principal(s)
None Area Senior High Schools
The monitors from Hall indicated that the staff development plans for the school had not allowed for training relative to teaching strategies for multicultural instruction. The other items were not identified as being areas of concern. The report from Fair responded in a positive manner regarding this section of the checklists. Response from Principal(s)
None Magnet Senior High School
The monitors from Parkview did not report areas of concern for this section. Selected teachers expressed that the staffEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 78 development plan for the school provided for training in educational equity, multicultural teaching strategies, and staff development activities that fostered learning for a diverse student population. The team stated that no remedial courses were offered, but regular classroom teachers were educated through staff development to provide the necessary student assistance and to employ other supportive measures. Response from Principal(s): None M-to-M Magnet Senior High Schools
There were no areas of concern identified for this section. Response from Principal(s): None Metropolitan Vocational-Technical Education Center
There were no areas of concern noted for this section of the checklist. Response from Principal(s): None 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find
Documentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the serviceEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 79 School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans FINDINGS
Area Elementary Schools
Monitors from Wakefield, Baseline, and Meadowcliff identified areas of concern for this section. The Wakefield and Baseline teams indicated that parents were not involved in the formulation of the school plan. Baseline's team stated that the Comprehensive Outcomes Evaluation instrument was being developed and parent involvement was not required. The Meadowcliff team stated that parents were not significantly involved. The remaining schools did not report areas of concern. 4 Response from Principal(s): Noner EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 80 Magnet Elementary Schools
Teams from these schools stated that each school used a multiplicity of methods to solicit parental involvement in school functions, and that communication with parents occurred frequently to articulate negative/positive information relative to student academics or behavior. Parent surveys were used at Carver and Booker to allow for input and modification of the school improvement plans. The Williams' monitors stated that the Biracial Advisory Team and PTA Board participated in the formulation of the improvement plan, but the Gibbs report did not indicate if parents were involved. Response from Principal(s): None M-to-M Magnet Elementary School
The team did not report areas of concern for this section of H p H p the checklist for Washington. The team noted that parents are involved to a significant degree. Response from Principal(s): None Interdistrict Elementary Schools: The teams shared that numerous methods were used to solicit parental involvement, and as a result, all identifiable parent groups were involved. Contact is made frequently with parents to communicate information relative to behavior and/or academics.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 81 Parents at these schools assisted with the development of the improvement plans. Response from Principal(s): None Area Junior High Schools
Monitoring teams did not identify areas of concern. All teams stated that parents were actively solicited and involved in a variety of ways. The monitors from Forest Heights noted that more parental involvement was needed. In addition to the above, parent signatures were on file for each student receiving remedial instruction, and frequent contact was made to communicate with parents regarding student behavior and/or achievement. Response from Principal(s): None Magnet Junior High School: There were no areas of concern noted. Response from Principal(s): None M-to-M Magnet Junior High Schools
Team consensus reports noted that equitable opportunities for parental involvement were encouraged and numerous methods were used to solicit their involvement, and as a result. representation from all identifiable groups of parents wasF EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 82 evident. Documentation indicating that parents were involved in the remediation of their child(ren) was observed. This documentation was available in the reading and mathematics classrooms. Response from Principal(s): None Alternative Learning Center
There were no deficit areas identified. Response from Principal(s): None Area Senior High Schools: The team from Fair identified an area of concern for this section. Student placement forms were sent home for parent signatures but few were returned. However, teachers have on file student signatures indicating that forms were distributed. Response from Principal(s): None Magnet Senior High School: There were no areas of concern for this section of the checklist. However, the report gave numerous methods used to solicit parents and cited school functions in which parents were actively involved. Parental contact was made to communicate negative/positive information through the use of interim reports. conferences, and phone calls.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 83 Documentation was on file to indicate that parents were knowledgeable about their child's remediation program and participated in each phase of the process. Parents were given the opportunity to assist in the formulation of the school improvement plan, and the PTSA Executive Committee used survey results to provide input and/or suggest changes. Response from Principal(s): None M-to-M Magnet Senior High Schools: There were no areas of concern reported. However, parents were involved in school functions and served on improvement committees, according to the reported data. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: The team report indicated that the improvement plan was not available, but the principal stated that Metropolitan was included in the Central High plan. Response from Principal(s): None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 84 Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality exists Teachers receiving staff development and training to become more effective in discipline management and classroom management Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/ controlling students FINDINGS
Area Elementary Schools
Only Baseline School was noted for an area of concern regarding students and parents being given a copy of the school handbook. Two monitored classrooms had not received student discipline handbooks for students at Baseline. All of the answers to the item about the school staff having plans, procedures, and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems were positive on the school summary reports. There were eight of these schools that had suspension or expulsion rates that were not representative of the student population. These schools were: Mabelvale Elementary, Wakefield, Wilson, Chicot, Fair Park, Pulaski Heights, McDermottEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 85 and Baseline. All of the above mentioned schools had strategies to eliminate disproportionate discipline sanctions identifiable student groups. among All of the answers to the item on classroom instruction proceeding in an orderly manner were positive. Most of the responses to the item about how visible the school staff was in 4 directing and controlling students were that they were very active/visible. Response from Principal(s)
The Baseline principal said that she instructed teachers to discuss the discipline handbook with students. She also said that only new students to the school received a copy of the discipline handbook this year because the other students had previously been given one. She said that she suspended the students to follow the District Discipline Policy. The Mabelvale Elementary principal said that the discipline committee looked at behavior documents to see how they can be used more effectively. The Wakefield principal said that community service options had been explored for students as an alternative to suspension. Parent conferences at Wakefield have been held to make suspension a last resort. Magnet Elementary Schools
Only at William Magnet School was there a problem with two monitored teachers not receiving copies of the student discipliner EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 86 handbook for pupils. All of these school staffs had plans, procedures and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Only at Booker Magnet School was the suspension rate not generally representative of the student population. Booker did strategies to eliminate the disproportionate discipline sanctions among identifiable student groups. The Booker I pi strategies were time-out in the office, conferencing with children, using detention hall, and parent conferences with the teacher and student. PI In the visited classrooms instruction proceeded in an II orderly fashion in all of these schools. Most of these school staffs were observed being very active/visible in directing/controlling students. Response from Principal(s): The Williams assistant principal said that the Rights and Responsibilities Handbook had been requested a number of times but had not been provided to the school for the teachers whose pupils did not have it. The Booker principal said that certain violations required immediate suspension based on the Rights and Responsibilities Handbook.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 87 M-to-M Magnet Elementary School
At Washington Magnet, the student handbooks were distributed, signed and taught. It was reported that the principal held assemblies to discuss expectations for student behavior. Classroom rules and school rules were posted. The Washington Magnet School had detention and in-school suspension to alleviate student behavior problems. The first quarter discipline report had incorrect data submitted
it was reported that eight black pupils were suspended (see principal's comments below). At Washington Magnet, a field trip was provided to the "Discovery Zone" each nine weeks for students who had not been suspended or assigned to detention hall. There were also daily classroom awards for good behavior. Classroom instruction at Washington Magnet proceeded in an orderly manner in those rooms monitored. Most staff were observed being very active/visible in directing/ controlling students. Response from Principal(s): The Washington principal stated that the first quarter student discipline report contained incorrect data. She said that while the report indicated that eight black students were suspended, actually no suspensions occurred during that time.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 88 Interdistrict Elementary Schools
Teachers monitored at both King and Romine Schools indicated that information, including the staff's expectations for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures were distributed to all students and parents. At both of these schools such things as detention hall, behavior documents, peer tutoring, conflict management, and counselor working with at-risk students were used to alleviate student behavior problems. Romine had no suspensions or expulsions the first nine weeks. The suspension rate at King was 88% black which was out of the expected range. A strategy used at King to eliminate disproportionate discipline sanctions was to have a staff member from Children's Hospital talk about student discipline at school. This person persuaded the school staff to rewrite the school discipline policy. In all classrooms visited instruction proceeded in an orderly manner. All categories of school personnel were observed being very active/visible in directing/controlling students. Response from Principal(s): None Area Junior High Schools: Consensus reports indicated that student handbooks and discipline policies were distributed to all students and4 4 4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 89 parents for these junior high schools. These school staffs had plans, procedures and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Three of these schools had suspension/expulsion rates that were not generally representative of the student population. These schools were Forest Heights, Mabelvale, and Pulaski Heights. All three of these schools had strategies to eliminate disproportionate discipline sanctions among identifiable student groups. Such programs as in-school suspension. Community Study Center at Pennick Boys' Club, Gentlemen's Club in the after school program to build self-esteem, and staff discussion of strategies were used. All monitored classroom instruction at these schools proceeded in an orderly fashion. Most staff were observed being 4 very active/visible in directing/controlling students. Response from Principal(s): 4 None 4 Magnet Junior High School
student handbooks were distributed, taught and signed by parents at Mann Magnet. School rules and classroom rules were 4 posted and communicated to students and parents. Early morning detention hall was used at Mann to alleviate 4 behavior problems. The first quarter discipline report indicated 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 90 that the suspension/expulsion rates were out of monitoring range for black students. The School Improvement Plan (SIP) contained strategies to eliminate disproportionate discipline sanctions. In all classrooms monitored, instruction proceeded in a very orderly manner. All monitors reported that all school personnel observed were very active and visible in directing/ controlling students. Response from Principal(s): None M-to-M Magnet Junior High Schools: Student handbooks were distributed and taught at Dunbar and Henderson Magnet Schools. Plans, procedures and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems were in evidence with such things as tutoring program, inschool suspension program (ISSP) and peer counseling groups. Both of these schools had suspension/expulsion rates that were out of expected range for blacks. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. At Dunbar, in all classrooms monitored, instruction proceeded in an orderly manner. In two classrooms visited at Henderson most students were off task and not orderly and respectful to the teacher. All categories of personnel observedEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 91 at these schools were very active/visible in directing/ controlling students. Response from Principal(s): None Alternative Learning Center
The LRSD student handbook and school contract were signed by students and parents. There were daily conflict management sessions, stress management sessions, and the counselor tried to involve students in activities such as career day and the health fair. The staff tried to enhance student self-esteem. There was no quarterly discipline report available for the school. There was one black male suspended during the first quarter. The classrooms monitored had orderly instruction. All categories of personnel observed were very active/visible in directing/controlling students. Response from Principal(s): None Area Senior High Schools
The LRSD Rights and Responsibilities Handbook was distributed and taught at Fair and Hall High Schools. Hall had a suspension reduction program and an improving attendance program to enable students to remain in school. Peer and teacher q tutoring was offered at Fair. In-school suspension was used. Counselors also tutored.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 92 The Hall High School suspension/expulsion rate was out of the expected range for black students, suspension reduction program. AP&L has funded a In all classrooms monitored at Hall and the majority monitored at Fair, instruction proceeded in an orderly manner. Monitors observed all classifications of employees being very active/visible in directing/controlling students. Response from Principal(s)
None Magnet Senior High School
At Parkview Magnet, the student handbooks were distributed. taught and returned signed by pupils and parents There was an early morning detention program at Parkview. An in-school suspension program was available. Strategies to reduce number of p p p p p suspensions of identifiable student groups were in the school improvement plan. p p Observed classroom instruction proceeded in an orderly manner. Students were involved in learning. All categories of employees observed were very active/visible in directing/ controlling students. Response from Principal(s)
NoneEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 93 M-to-M Magnet Senior High Schools
LRSD student handbook was distributed to parents and signed at Central and McClellan. Peer tutoring, teacher tutoring, shadowing, counselor interventions, motivational assemblies, in-school suspension, and clubs occurred at Central to alleviate student behavior problems. Suspension/expulsion rates at Central and McClellan were not within the expected range based on black student enrollment. At McClellan, counselors work with at-risk students and alternative methods to out-of-school suspension were used. In-school suspension was a strategy used at Central to eliminate disproportionate discipline sanctions among identifiable student groups. Monitored classroom instruction proceeded orderly. Response from Principal(s): The Central principal said that the expulsion numbers were reflective of two incidents. A discipline management office was planned for the second semester. Metropolitan Vocational-Technical Education Center
Student handbooks for Metropolitan and LRSD were taught and contracts were signed by students and parents. Ongoing phone contacts and self-esteem building incentives were used to alleviate behavior problems. Suspensions did not meet the expectations of the range based on black student population at the school. A strategy used toEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 94 eliminate disproportionate discipline sanctions was a human relations inservice for the faculty to make the staff racially sensitive. more In the classrooms monitored, instruction proceeded in an orderly manner. Most categories of personnel at the school were observed being very active/visible in directing/ controlling students. II Response from Principal(s)
None II 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: p Clear, concise and well-written improvement goals for equity Physical environment which supports the goals of Quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aides in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitors the curriculum Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logsindividual/group counseling A system to receive information from former students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, LRSD employees,and visitors 1EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 95 FINDINGS
Area Elementary Schools
All of these schools had clear, concise, well-written statements of specific improvement goals. These were found in the school improvement plans. Graffiti was observed at Wakefield and Wilson Schools. Glass blocks in the front outside wall of Wilson were broken. The hallways were found to be orderly in all these schools. At Wakefield it was reported that sometimes notices were delivered late to teachers for sending home data that needed to go home that day. All responses were positive that there was evidence that curriculum monitoring occurred. A majority of the monitored teachers reported that the guidance program at Meadowcliff did not offer equitable services to all students. Some teachers said that the program served more as a school public relations program than as a guidance program. Some teachers said that there was little response at Meadowcliff to referrals of students who need help. At Fair Park it was stated that the counselor conducted whole group when she could. Some staff felt that more time in the group setting on a regular basis was needed for the at-risk students. There was no consistency in scheduled meeting times for groups, but there was for individual students. At Otter Creek one intermediate teacher said that the counselor had not EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 96 provided whole group for the classroom scheduled for the second semester. for the semester. It was There were no tornado nor reverse drills at Otter Creek. At Wakefield a fire extinguisher was discharged in the hallway near the nurses office and teachers lounge. Response from Principal(s): The Wilson principal said that community people do the graffiti at night and on the weekends. The Meadowcliff principal responded that he disagrees with the teachers' assessment of the guidance program. The Fair Park p II p principal said that during the week leading up to the winter vacation several counseling classes were missed because the counselor was out in the school community picking up donations. However, the counselor spent time in the classroom where problems existed. Bl There was a counseling schedule at Fair Park, and it was followed. The Otter Creek principal responded that regarding the one teacher not scheduled for whole group counseling, this teacher was completing the DARE program this semester. Magnet Elementary Schools
All of these schools had positive responses that there were clear, concise, well written statements of specific improvement goals, that the campus and building were clean and in general free of debris and graffiti, and that the hallways were orderly.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 97 All of these schools also had friendly and helpful office staff, evidence of curriculum monitoring and a guidance program serving all the students. Three of 12 classroom doors checked were unlocked at Gibbs School. Response from Principal(s): None M-to-M Magnet Elementary School
Washington Magnet had positive responses to all the building leadership and management items on the checklist. Response from Principal(s): None Interdistrict Elementary Schools: King and Romine Schools had positive responses to all the building leadership and management items on the checklist. Response from Principal(s)
None Area Junior High Schools
Cloverdale, Mabelvale and Southwest had positive responses to all the building leadership and management items on the checklist. Four classroom doors were observed to be unlocked at Forest Heights, and several classroom doors were unlocked at Pulaski Heights Junior High School. Response from Principal(s)
The Forest Heights Junior High School principal said that qEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 98 every teacher has been instructed to keep the doors locked. Magnet Junior High School
All the items on the building leadership/management checklist for Mann Magnet had a positive response from the program monitors. p Response from Principal(s): p None M-to-M Magnet Junior High Schools: p All the items on the Dunbar Magnet checklist for building leadership/management had a positive response by the program II monitors. Although the Henderson Magnet building was clean, p graffiti was observed in the boys' and girls' rest rooms. There was no observed graffiti in the hallways. Four Henderson p classroom doors were observed to be unlocked. Response from Principal(s): p The Henderson principal has metal scanning for weapons in the classrooms and on the buses everyday. p Alternative Learning Center
p Three classroom doors were observed unlocked. The security staff was very visible. Rooms not in use were all locked. p Response from Principal(s): p None II B BEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 99 Area Senior High Schools: All of the responses on the building leadership and management section were positive for Fair Response from Principal(s)
None Magnet Senior High School
and Hall. Although regular scheduled metal scanning and random scans q were conducted in the classrooms at Parkview, doors were found unlocked. several classroom q Response from Principal(s)
None q M-to-M Magnet Senior High Schools
All of the responses to the items management for Central were positive. on building leadership and However, the monitoring team made a comment that the racial composition of the security q officers (black) did not reflect the student population. qq The McClellan building was clean and free of debris. However, monitors observed some graffiti. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: There was no school improvement plan available. Doors were not locked in two classrooms visited. One teacher said that the teacher was required to sweep and clean the room. EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 100 Response from Principal(s): The principal reported that Metropolitan was included in the Central High School Improvement Plan. There was not a copy at p Metropolitan. The principal noted that it is part of the students' education to clean up the laboratory and shop areas. p p IN RI RI PI PI n Ri RI Ri RIEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 101 ADDITIONAL OBSERVATIONS Area Elementary Schools The Fair Park intercommunication system, which was reported < 4 as inoperative on the January 20, 1994 monitoring report has been repaired according to the principal. Chicot has been selected as the model site for the Governor's Developmental Disabilities Planning Council Grant for the Planning and Collaborative Teamwork Program. This program fosters the inclusion of students with disabilities into regular classes. The Cloverdale Elementary playfield had a drainage problem with water standing on it after a rain. The principal said that 4 it has improved somewhat after a drainage ditch was dug. The monitoring report from Jefferson indicated that the long proposed remodeling of the school begin immediately. A portable building was added to the Terry campus this school year. With Terry filled with students to 46 over capacity, the monitors felt that the school seemed crowded with pupils. A
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.