Report: ''Little Rock School District First Educational Equity Monitoring 1990-91 Semi-Annual Summary Report,'' Planning, Research, and Evaluation Department

LITTLE ROCK SCHOOL DISTRICT FIRST EDUCATIONAL EQUITY MONITORING REPORT 1990-91 SEMI-ANNUAL SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas February 1991 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS received MW 1 OHice of Desegregation Separation of Races in School Programs Curriculum School/District Initiated Awards/Honors Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management APPENDICES Monitoring PAGE 2 8 17 23 25 27 30 39 46 51 56 65 Attachment A: Area Schools - Elementary A-1 Attachment B: Area Schools - Junior High B-60 Attachment C: Area Schools - Senior High C-82 Attachment D: Incentive Schools D-86 Attachment E: Magnet Schools - Elementary E-95 Attachment F: Magnet Schools - Junior High F-102 Attachment G: Magnet Schools - Senior High G-115FIRST EDUCATIONAL EQUITY MONITORING REPORT 1990-91 SEMI-ANNUAL SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the Planning, Research, and Evaluation staff with assistance from local school biracial committees consisting of parents and teachers. Each committee 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 visit with instructions for these instruments to be shared with their school staffs. the date. January 10, 1991. The visits are scheduled and principals are notified of Visits were conducted between November 27, 1990 and The committees 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 Awards/Honors Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviewsFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 3 TABLE 1 Area Elementary Schools Which Were Not Within The 5, Acceptable Range for Teaching Staff (25 50% Black.) SCHOOL CERTIFIED NON-CERTIFIED Brady 6/22% 21/78 'O 27 15/79 O, 'O 4/21% 19 Chicot 8/20 32/80% 40 12/52% 11/48% 23 Pulaski Hts. El. 6 23 10/91 1/9% 11 Terry 6/19 25/81% 31 Q, *0 17 Watson 7/23 23/77% 30 6/46 7/54% 13 B W T B W T o 5. 5, 9, 5, The acceptable range for elementary school enrollment is 51 to 76.5 percent black. All area elementary schools visited were within the range except Franklin, Bale, Fair Park, and Romine Schools. Some one-race classes were observed in eight of the area elementary schools. These eight schools were Franklin, Geyer Springs, McDermott, Meadowcliff, Otter Creek, Romine, Wakefield, and Wilson. All but nine of the area elementary schools had participation in the extended educational programs which generally reflected the racial/ethnic composition of the school. The school teams did not identify programs at Bale, Brady, Chicot, Geyer Springs, Mabelvale, Otter Creek, Wakefield, Western Hills, or Woodruff. Responses from Principal(s): The Cloverdale Elementary principal reported that ten students from Cloverdale would attend an after-school enrichment program at Washington Magnet beginning December 12, 1990. The participants were selected by teachers, and they were balanced by race/gender. The Franklin principal stated that the reason for all five white students being assigned to one teacher in second First Educational Eguity Monitoring Report 1990-91 Semi-Annual Summary Report Page 4 grade was that only two white second graders reported at the beginning of the school year. Each of the other three white students entered later, and could not be assigned to a one- race class without being racially isolated. The Geyer Springs principal responded that the student assignment officers were aware of the all black class which occurred when some white students did not return or report to Geyer Springs as assigned. Area Schools/Junior High All area junior high schools were within the acceptable staffing range except Pulaski Heights Junior High School, which had a 21 percent black teaching staff. Student enrollment at all of the area junior high schools was within the acceptable range. The compliance range for junior high schools was 52.50 to 78.75 percent black. At Cloverdale, Southwest, and Mabelvale Junior High Schools most class/course enrollments generally reflected the racial/ethnic composition of the schools. The Pulaski Heights Junior High School team identified four all black classes (one pre-algebra, two English and one computer literacy). There were several other classes that either had all white or one black student. In addition, the G/T classes observed were not reflective of the school enrollment. At Mabelvale Junior High School the team observed two reading classes of all black students. Restructured junior high schools divide student enrollment into instructional teams. Two of the teams from Forest Heights Junior High School were identified as not reflecting the school population. At Henderson the team observed three one-race reading classes. Cloverdale, Henderson, Mabelvale, and Pulaski Heights Junior High School students participated in extended educational programs which generally reflected the racial/ethnic composition of the school. The teams did not provide evidence regarding extended educational programs at Forest Heights and Southwest Junior High Schools. Responses from Principal(s): The Forest Heights Junior High principal said that the racial balance of teams had never before been an issue, said that to reflect the racial and ethnic composition of the school each team must have the same course offerings. He For example, one team should not have an Algebra I class andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 5 the other team Pre-algebra. To have racial balance on the teams, each team would need to have Algebra I, II, and Prealgebra . The LRSD professional negotiations (PN) agreement prohibits teachers from having three preparation periods unless students cannot be scheduled. Area Schools/Senior High All of the area senior high schools were within the acceptable range for staffing and student enrollment. One- race classes were observed at all four area high schools monitored. Fair and Hall High Schools had class/course enrollments and student participation in extended educational programs which generally reflected the racial composition of the school . At McClellan, the team identified one-race classes in Special Education American Government and reading. Responses from Principal(s): The Fair High School principal said that at one time all the classes were balanced. caused by schedule changes, and 19 two-section classes. Any present imbalance was Fair had 33 one-section classes problems. This created many scheduling He said that the Fair School staff does what it can to avoid classes which do not reflect the racial/ethnic composition of the school. Regarding one-race classes, the Fair principal said that beginning band and journalism II were both electives. He said that active recruiting was taking place to have black students enroll in journalism I, a prerequisite for journalism II. some had never had band before. Beginning band was for those students who interested in band took it in junior high. Most white students who were The Fair staff was trying to improve its entire band program and recruit students of both races. The McClellan High School principal said that students' needs were being met through instructional programs. He also said that all alternative methods to provide for those students and eliminate the all black classes were investigated and there was nothing else to do. Incentive Schools All of the incentive schools were within the acceptable staffing range. Due to the enrollment, many of the incentive school classes will be populated by black students only. Rockefeller is the only incentive school within theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 6 acceptable range for student enrollment. However, some progress has been made in recruiting white students to incentive schools (See Table 2). some TABLE 2 Incentive School Student Enrollment by Race SCHOOL 0 Garland 211/88 18/ 7% 11/5% 240 Ish 142/97% 4/ 3 0/0 146 Mitchell 183/88% 24/12% 0/0% 207 Rightsell 191/98 6 1/ 1% 1/1% 193 Rockefeller 195/72% 71/26 5/2% 271 Stephens 190/94 o, o y.2/ 0/0% 212 B # / % o, o w # / % b *6 o # / T Responses from Principal(s): None. Magnet Schools/Elementarv All elementary magnet schools were within the LRSD goal of from 25 to 50 percent black teaching staff except Carver where the teaching staff was 23 percent black. All elementary magnet schools visited were within the acceptable range for student enrollment and had class/course enrollments that generally reflected the racial/ethnic composition of the school. Booker, Gibbs, and Williams did not have extended educational programs. The Carver staff mentioned Summer Science Institute and Math Olympiad, and these were balanced. No one-race classes were found at the elementary magnet schools.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 7 Responses from Principal(s)
The Washington principal informed the monitors that an after school local writing program for beginning computer programming had been implemented. On Tuesday, December 11, 1990, an after school science program was to begin. ' program was to be sponsored by AP&L and would include This students from Washington, as well as students from other attendance zones. Magnet Schools/Junior High Both of the junior high magnet schools were within the acceptable range for teaching staff and student enrollment. These schools also had classes/courses that were generally balanced by race. The team found one extended educational program (Odyssey of the Mind) at Dunbar. The team found that the participation in extended educational opportunities at Mann generally reflected the racial/ethnic composition of the school. One-race classes were observed at both Dunbar and Mann Magnet Schools. A reading computer class was observed with all black students at Dunbar, and a German II class had all black students at Mann. Strategies were evident at Mann to prevent or eliminate one-race classes, but they were not evident at Dunbar. Responses from Principal(s)
None. Magnet Schools/Senior High Parkview was within the acceptable range for teaching staff and student enrollment. Class/course enrollments generally reflected the racial/ethnic composition of the school. Participation in extended educational programs generally reflected the school population, one-race classes observed at Parkview. There were no Responses from Principal(s): None.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 8 2.0 CURRICULUM At each school the monitors expected to see: A culturally diverse curriculum that mirrors the student population A scoped, sequenced, multicultural, interdisciplinary and bias-free curriculum An adequacy of materials and equipment to support the curriculum Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress Teachers demonstrating an understanding of a multiculturally infused curriculum Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population Findings: Area Schools/Elementarv Most of the school reports indicated that visited teachers had adequate materials and equipment to deliver the curriculum. However, all but eight of the school reports contained statements of additional needs. The most common needs were materials for hands-on science activities, Arkansas history, maps, multicultural supplements, primary level social studies, art, higher/lower levels of difficulty and audio-visual equipment. The Franklin team noted that some consumable items were purchased by teachers or donated by parents. Several teachers at Meadowcliff reported that they spent their money for supplies. materials were on order. At Wakefield, teachers mentioned that Three of the area schools were reported as not having adequate materials and equipment to deliver the curriculum. The Bale report noted that several teachers indicated that materials and equipment were not adequate and listed needs such as audio-visual equipment, record players, overhead projectors, tape recorders, and textbooks. At Fair Park, all the teachers visited reported that basic textbooks * * * * * *First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 9 (health, social studies and English) and multicultural social studies materials were needed. The McDermott team quoted visited teachers as saying that the multicultural curriculum guides were useful but more supplementary materials were needed. This report also contained the following additional needs: a VCR, movie projector, overhead projector, more paper, sufficient number of textbooks on hand for new students, better bookstore hours and items required by teachers stocked in the school bookstore. In a majority of the schools (18) most of the student records in the classrooms visited were found to be current and complete for monitoring student progress. However, over half of these school reports contained comments indicating some inadequacy in the record keeping process. Those with inadequacies were Brady, Baseline, Fulbright, Geyer Springs, Mabelvale, Romine, Terry, Wakefield, Wilson, and Woodruff. The monitoring teams from Cloverdale, Chicot, Dodd, Fair Park, Meadowcliff, Pulaski Heights, and Western Hills reported that in a majority of the classrooms visited at these schools, student records were not considered current and complete. In many schools, although reading and mathematics records were current and complete. Academic Skills Development Plans (ASDPs) were either not available in the appropriate classroom, were difficult to locate, or were found to have no documentation of remediation of skill deficits. An ASDP is required for each student (third and sixth grade) who failed any subject area of the Arkansas Minimum Performance Test (MPT). Schools identified as having incomplete ASDP's were Baseline, Brady, Chicot, Cloverdale, Dodd, Fair Park, Franklin, Geyer Springs, McDermott, Wakefield, Western Hills and Woodruff. In all school reports, the monitoring teams indicated that in the classrooms visited, the students were actively involved in instruction. Some examples of activities in which students were engaged were: cooperative learning. individual projects, small group, whole group and individualized instruction, discussion and responding to questions, working on computers, and hands-on activities, watching films, and food tasting. Classroom seating patterns in almost all classrooms visited were found to promote interaction among students of varying racial/ethnic backgrounds in all of the area elementary schools.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 10 A wide variety of student work was observed on display in halls, media centers, and classrooms monitored in all schools. These displays, bulletin boards, publications and productions reflected an awareness of the racial/ethnic differences and the utilization of various teaching strategies. All school reports indicated that a majority of the teachers visited had and used the multicultural curriculum guides. The reports included a variety of comments. Some teachers were following scope and sequence, course content guides, and objectives from the multicultural curriculum guides. Some teachers color coded the use of these guides in lesson plan books. Responses from Principal(s)
The principal at Romine reported that textbooks had been ordered. The Meadowcliff principal indicated that good teachers were willing to spend their own money for the students' benefit. He stated that it was not necessary to have a social studies textbook for every child because we have multicultural curriculum guides. He further stated that if teachers needed materials, it was basically because they had not requested them. The principal at Western Hills said that the ASDP not found in the appropriate classroom, was completed last fall and had been used in a staff meeting discussion. She said the record would be located and returned to its proper place. Area Schools/Junior High Teachers reported having adequate materials and equipment at Cloverdale, Henderson, Mabelvale, and Pulaski Heights Junior High Schools for curricula delivery. The monitoring team at Forest Heights reported that half of the teachers visited needed additional materials like maps, microscopes, slant trays, beakers, classroom sets of encyclopedias, and special education materials. Some teachers visited at Southwest expressed a need for a larger classroom, more computers and television sets for classrooms. At Henderson, some teachers expressed a need for more updated materials. The Mabelvale report cited a general need for computers, science laboratory equipment and the replacement or upgrading of other laboratory equipment.i
First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 11 Each school report indicated that student records, in the classrooms visited, were current and complete except that ASDP's were not available in the applicable classrooms monitored at Henderson. An ASDP is required for each seventh grade student who failed any subject area of the sixth grade MPT and for each eighth grade student who failed the eighth grade MPT. In all schools, the monitors observed students actively involved in classroom instruction. Some examples were peer tutoring, team sports, group discussions, individual and group projects, working with computers, viewing films, taking notes, responding to questions and taking tests. All schools were reported to have classroom seating patterns that generally fostered interaction among students of varying racial/ethnic backgrounds. Exceptions would be at the schools where one-race or nearly one-race classes have been previously noted in this report. All teams reported that bulletin boards, publications, and productions throughout the schools reflected racial/ethnic and gender differences of the student body, with one exception. ............ * - - . - evidence of this. The Mabelvale team found little Other teams noted examples in media centers, cafeterias, gyms, counselors' offices, lounges, hallways, school newspapers, and yearbooks. Four of the teams found that the bulletin boards, publications and productions in the classrooms reflected racial/ethnic and gender differences of the student body. These teams visited Cloverdale, Forest Heights, Henderson and Mabelvale. The Pulaski Heights report noted that with a few notable exceptions, little awareness of racial/ethnic or gender differences of the student body were apparent in the classroom bulletin boards, publications and displays. At Southwest, the monitors visited several classrooms that did not meet this goal. All school teams found evidence of student achievement which indicated that various teaching strategies had been used. Some examples were displays of computer work, student writing, various posters, science time lines, journals, maps and notebooks. Sone individual classrooms visited did not have evidence of student achievement displayed. Monitoring teams reported that multicultural curriculum guides were in use (in the subject areas where available) in most of the classrooms visited at Cloverdale, Forest Heights, Henderson, Mabelvale, Pulaski Heights and Southwest.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 12 Responses from Principal(s): The principal at Forest Heights said that requests for additional materials noted in the team's report had not been made this year because most materials requested had been ordered. He said that additional maps were to have been provided by the district social studies supervisor, but social studies materials never came to the school. The principal at Mabelvale indicated that the need for science equipment and computers should be addressed at the district level. He further reported that on the day of the monitoring visit (11-29-90), the school would receive ten microscopes
however, more microscopes and other equipment were still needed. Area Schools/Senior High The Central, Fair, and McClellan reports indicated that visited teachers had adequate materials and equipment for curricula delivery. The Fair and McClellan reports noted that several teachers expressed a need for more materials, i.e. dictionaries at Fair, and maps, computers and hands-on materials at McClellan. The team that visited Hall reported that nine of the twenty-three teachers visited expressed the following needs: water in science rooms, novels, chalk boards, a tennis court rather than a planned parking lot, electrical and automotive equipment, more computers and printers, and hands-on materials in geography classes for students with low reading ability. Student records in classrooms visited were current and complete, according to all four school reports. All teams reported that classroom seating arrangements observed, generally promoted interaction among students of varying racial/ethnic backgrounds and that students were actively involved in classroom instruction. All teams found that bulletin boards, publications, and productions throughout each school reflected the racial/ethnic and gender differences of that school's student body. Monitors observed in classrooms visited evidence of student achievements which reflected a variety of teaching strategies. At Fair, Hall, and McClellan, teachers were using the multicultural curriculum guides in those areas where they were available. The Central report stated thatFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 13 t most teachers visited did not have multicultural curriculum guides, and many said they were not available in their subject area, e.g., social studies, business, physical education, and speech. Responses from Principal(s): I The principal at Fair reported that no department had requested the purchase of dictionaries. He said that money was available in the textbook fund for the purchase of dictionaries. Magnet Schools/Elementary All teachers visited reported having adequate materials and equipment to deliver the curriculum. However, the Booker report noted that two visited teachers could use more "hands-on" materials and the Washington report contained a statement that some teachers needed supplementary mathematics materials, paper, and workbooks for advanced kindergarten students. Student records in classrooms visited were found to be current. However, some ASDP's, required for students who had failed any subject area of the MPT, bore no evidence of mastery dates at Booker, Carver, Gibbs and Williams. All reports indicated that in a majority of the classrooms visited, most students were observed actively involved in a variety of learning activities. All teams indicated that in the classrooms visited, the student seating patterns were found to encourage interaction among students of varying racial/ethnic backgrounds. In all five magnet elementary schools, the monitoring teams reported that the bulletin boards, publications and productions throughout the school reflected the racial/ethnic and gender differences of the student body. Booker, Carver, and Washington reports indicated that the monitoring teams observed bulletin boards, publications and productions in the classrooms reflective of the racial/ethnic and gender differences of the student body. However, in several classrooms at Williams, visual aids displayed did not show racial and gender differences. Gibbs team reported good displays of student work and The motivational strategies, but the main emphasis was on the international theme and some did not address race or gender of the student population.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 14 All monitoring teams reported that displays of student work indicated teachers were using various teaching strategies in the classrooms visited at each school. In all magnet schools, the visited teachers had and were using the multicultural curriculum guides. At Booker and Gibbs, teachers were documenting in their plan books activities that were taken from these guides. Teachers at Gibbs were incorporating activities from these guides into the international studies curriculum. Teachers at Washington were using the multicultural guides to plan and meet the varying student needs. Responses from Principal(s): The principal at Washington stated that advanced kindergarten students were going to first grade classrooms for instruction in reading. they are placed on the appropriate level. As teachers refer students. Regarding materials, all teachers were given a carton of paper at the beginning of the year. is issued on an individual basis. When teachers run out of paper, more Supplementary materials to enhance mathematics and science instruction were stored in the laboratories. Also, the computer specialist had games and software available for teacher use. Magnet Schools/Junior High In most of the classrooms visited at Mann, the teachers had adequate materials and equipment for curricula delivery. Over half of the teachers visited at Dunbar expressed needs for additional materials and equipment. Maps needed to be hung, and paper, textbooks, and lower level materials were needed to fulfill requirements of Individual Educational Plans (lEPs) of special education students who are mainstreamed into regular classes. Both teams reported that teachers visited had current and complete student records except for ASDP's at Dunbar. The ASDP's checked by the monitors did not indicate activity for this school year. Most students in classrooms visited were actively involved in classroom instruction. The Mann team reported that in most of the classrooms visited, the student seating pattern promoted interaction among students of varying racial/ethnic backgrounds
the Dunbar team observed that in almost half of the classrooms visited there were problems with the seating patterns due to the racial imbalance of the class.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 15 I Both monitoring teams observed bulletin boards, publications and productions displayed throughout the buildings that reflected the racial/ethnic and gender differences of the school's student body. The Mann report indicated that bulletin boards, publications, and productions displayed in the classrooms visited reflected the racial/ethnic and gender differences of the student body. However, the Dunbar team reported that in many of the classrooms visited the displays did not reflect these differences. The teams found that in one-half of the total classrooms visited at the two schools, there were no displays of student achievement that reflected use of various teaching strategies. The Dunbar team found this to be true in approximately one-third of the visited classrooms, while the Mann team observed the absence of such displays in more than one-half of the classrooms visited. However, the Mann team noted that the monitoring visit was conducted on the first school day after the Christmas holidays. Therefore, many teachers had removed displays prior to the holidays. Most teachers visited at both schools had and used the multicultural curriculum guides. However, several teachers at Mann did not have these guides and some teachers at Dunbar could not find their copy of the guide for the monitors. Responses from Principal(s): The Dunbar principal stated that a work order to hang the maps had been submitted, but they were lacking the necessary hardware. Magnet Schools/Senior High The majority of teachers visited at Parkview reported that they had adequate materials and equipment. However, some teachers expressed the need for textbooks, paper, and hands-on materials. Monitors found that student records were in good order in the classrooms visited. Also, students were actively involved in various types of classroom instruction such as films, lectures, tests, question/answer performance, individual work, discussion, and lecture/demonstration. Group seating and traditional seating patterns provided opportunities for interaction among students of varying racial/ethnic backgrounds.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 16 The team reported that the bulletin boards, publications and productions throughout the school and in classrooms visited did not reflect the racial/ethnic and gender differences of the student body. II ...very little evidence seen. It is not anti- The report stated, multicultural
there is just very little to observe. II The team cited trophies, posters, student projects, and achievements listed in the newspaper as evidence that varying teaching strategies had been used. The monitored teachers were using multicultural curriculum guides, where available. Responses from principal(s)
None. Incentive Schools
In a majority of the classrooms visited, teachers had adequate materials and equipment to deliver the curriculum. The reports listed the following needs: at Garland, some teachers needed additional materials for social studies
at Mitchell, additional science materials
and at Rightsell, health textbooks. Monitoring teams at Garland, Ish, Mitchell and Rightsell found current and complete student records in all visited classrooms. The Rockefeller and Stephens reports noted that a majority of the teachers visited maintained current and complete student records. However, the Stephens report indicated that some ASDP's were not available for students who failed subject area(s) of the MPT. Students were actively involved in classroom instruction in all visited classrooms at Mitchell, Rightsell and Rockefeller, according to those reports. However, the Garland, Ish and Stephens reports indicated that students were actively involved in classroom instructio-n in a majority of the classrooms visited. Classroom seating patterns provided an opportunity for interaction among students of varying racial and ethnic backgrounds, at all schools where the school enrollment permitted. Since there were few white students at these schools, the monitoring teams also assessed the degree to which the seating patterns provided for interaction between boys and girls. Five of the school teams reported that the bulletin boards and publications throughout the school. in theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 17 cafeteria and hallways reflected racial/ethnic and gender differences of the student body. The Garland team found that while some bulletin boards and pictures reflected the school population, many bulletin boards had seasonal decorations. The visits to the six incentive schools were conducted on December 4-13, 1990. In all classrooms visited at Garland, Ish, Rightsell and Rockefeller, the monitoring teams found the bulletin boards, publications and productions were representative of the racial/ethnic and gender differences of the student body. The Mitchell team found this to be true in a majority of the classrooms. The Stephens report stated that, "although seasonal bulletin boards were evident in classrooms, many of the visited classrooms did not have student work or publications reflecting the racial/ethnic and gender differences of the student body. II All six school reports contained evidence of student achievement, which indicated that a variety of teaching strategies had been used. However, the Stephens report contained a qualifier by stating this was evident in "some" classrooms visited. The Ish report stated that II some classes didn't have evidence of student achievement displayed." Monitoring reports for all six schools indicated that in the classrooms visited the teachers had and used multicultural curriculum guides. Responses from Principal(s): None. 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to see: * A variety of awards and honors * Written procedures and requirements governing honors and awards * Methods for communicating requirements to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 18 * Visible evidence that non-athletic awards and honors are valued as much as athletic awards and honors (secondary schools) Findings: Area Schools/Elementary All area schools reported a variety of awards and honors were provided: Principal's Honor Roll (A and A, B), citizenship, school service, choir, music, attendance, clubs and organizations, student of the week and individual teacher awards. It was reported at Otter Creek that although most awards were reflective of the school population, the majority of awards for the honor roll and good behavior went to white students - 75% and 64% respectively. Reports revealed that students were informed of various opportunities to participate in educational programs and of requirements governing honors and awards. The majority (18) of schools reported that all information received regarding programs such as Arkansas Arts Center classes, summer programs at UALR, Philander Smith College and the It y II were made available to all students. Cloverdale Elementary reported an after school tutoring program. Students who attended were selected by faculty members who understood the procedures for involvement in this activity. The majority of schools reported that a committee evaluated the honors and awards frequently for equity and determined if new awards were necessary, updated lists of all honors and awards. Teachers kept and The majority of schools reported that focus was placed on academics rather than athletics. However, Bale and Wakefield reported that awards and ribbons would be given to all students during field day activities. Dodd and Pulaski Heights reported that each had a sixth grade basketball team and that students were required to maintain average grades or show academic improvement to participate. Games were held after school hours. It was reported that at Western Hills an extracurricular sports team existed, but awards had not been given, were well balanced. The awards given at Meadowcliff Student handbooks were issued at the beginning of the school year, counselor and teacher reinforcement, andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 19 various announcements were used to inform students of honors and awards. Responses from Principal(s)
None. Area Schools/Junior High All six junior high schools offered a wide variety of honors and awards in areas such as academics, music, perfect attendance, citizenship, art, various clubs, and department awards. Henderson reported that honor roll bumper stickers were given to parents and Mabelvale provided students instant awards through a token system which rewarded good conduct and achievement. Each student who raised grades in a nine week period was recognized. Mabelvale and Southwest reported that an awards assembly was held at the end of the school year. Mabelvale, Cloverdale, Henderson and Pulaski Heights reported that procedures were evident to assure that students were apprised of the requirements governing honors and awards through announcements, posters, bulletins, individual contact, teacher reinforcement,, grade level assemblies and school newspapers. Information regarding various opportunities in educational programs was evident at four of the six junior high schoolsCloverdale, Henderson, Mabelvale and Pulaski Heights. Forest Heights team reported that the Duke test for participation in the math summer program was offered to II select" students. The majority of schools reported that offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs. The responses of these schools noted that honors and awards not generated at the district level were regularly evaluated by the principals, counselors, department representatives, and team representatives. Henderson faculty members were invited to submit questions and suggestions regarding such equity. Five schools (Cloverdale, Henderson, Mabelvale and Pulaski Heights) gave a positive response to the attention, visibility, and publicity given athletic and non-athletic honors awards. All reported that this area was comparablei First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 20 iil because the same modes and frequency were used. Mixed hl responses from teachers at Forest Heights were reported. Area Schools/Senior High All four area senior high schools reported that awards were given in the areas of academic achievement. well as citizenship. Also, it was reported that all as four high schools provided awards through the various departments represented in the schools such as athletic letters, band, choral and instrumental music, attendance certificates and various clubs. Fair High school reported that Auto-Zone presented book bags, savings bonds, and other awards to vocational education students. At Hall High school the following awards were available: Ray Kroc, Hallmark award. Southwestern Bell, Spirit award and the Most Improved Student award. Fair and McClellan reported that procedures were evident to ensure that students were apprised of requirements governing honors and awards. Bulletin boards in the guidance wing and applicable department wings, as well as bulletins and daily announcements were observed. Teachers at McClellan also reinforced these procedures and individual notices were sent to all eligible students. Each of the five high schools reported that bulletins and daily announcements were provided to assure that students were apprised of information regarding various opportunities in educational programs. Fair High reported that applications were available to all students, whereas McClellan High provided individual notices to those students who were eligible, of teacher reinforcements. There also was continued use Some students at Central High school stated that not enough information was given regarding programs. They felt it was very selective with only high level students receiving awards. f All four area senior high schools informed monitors that the offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs. McClellan High reported that counselors and department staffs constantly evaluated and attempted to make sure that new awards were added as necessary. Fair High reported that procedures were updated yearly and that each organization was responsible for giving awards. Evaluation took placeFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 21 periodically and all criteria were given at the beginning of the year. Three of four high schools. Fair, Hall, and McClellan indicated that the attention, visibility and publicity given athletic and non-athletic honors and awards was comparable. Central High's report revealed that athletic awards were more visible and that focus was placed on pep assemblies for athletics rather than academics. Responses from Principal(s): None. Magnet Schools/Elementary It was reported that all schools provided a variety of awards and honors, such as academic honor roll and citizenship. The report indicated that the "A" Honor Roll at Booker had an over-representation of white students. At Booker, individual teachers presented awards for over-all improvement (best effort award). Gibbs reported that photographs were made and displayed beside the classroom doors for students who had good citizenship. Students at Carver received the bronze "Exploring Medal/Planet Earth" award. At all schools, reports indicated that procedures were evident to assure that students were apprised of requirements governing honors, awards, and various opportunities in educational programs
such as teacher explanations, special assemblies, classroom instruction, and posters displayed throughout the school. The majority of schools revealed that the offerings and procedures regarding honors and awards were evaluated regularly for equity during faculty and grade level meetings. Washington Magnet reported that if inequities should arise, the school biracial committee would address the issue. There was no evidence to support the evaluation of awards at Booker. Magnet Schools/Junior High Dunbar and Mann provided a variety of awards and honors in academics, citizenship, attendance, sports, clubs, music and department awards, points and pencils. Dunbar also awarded students witht I First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 22 i' II, It was reported that students at both schools knew the requirements governing honors and awards and information regarding various opportunities in educational programs through bulletin board announcements, student handbooks and other published announcements concerning academics and honor roll requirements. It was reported that this information was given to students at the beginning of the school year. All visited teachers at each school gave positive responses to the offerings and procedures regarding honors l< and awards being evaluated regularly for equity, were added according to needs. New awards Mann Magnet reported that attention, visibility, and publicity given athletic and non-athletic honors and awards were comparable, more visible. Athletics at Dunbar were reported to be Magnet Schools/Senior High To ensure that no student at Parkview was denied access to being selected for honors and awards, there were a variety of awards and honors provided in academics, sports clubs, music (band, instrumental, choral), citizenship and other departments represented in the school. Students were apprised of the requirements governing honors and awards by a monthly "Scoop Sheet" for each grade level. Announcements, bulletins, and posters were displayed on bulletin boards in the guidance office. Counselors visited applicable English classes and made announcements and explanations of various opportunities in educational programs. Information was published in the school newspaper and bulletins. According to the report, honors and awards were not evaluated regularly for equity to determine if new awards were necessary to meet students needs. It was reported that all awards were ones generated either by a local business or at the district level. It was revealed that winners from the speech tournaments, music and drama competitions, business department, etc. received equal attention, visibility and publicity in comparison to athletics and non-athletics.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 23 Incentive Schools All schools provided a variety of honors and awards such as honor roll, citizenship, choir-music, clubs, attendance and student of the week/month. Ish, Rightsell, Mitchell, and Rockefeller reported that students were aware of requirements governing honors and awards through classroom discussions, letters to parents. announcements on the intercom, and assemblies. There was no evidence that students at Garland and Stephens were apprised of requirements governing honors and awards. The majority of students were apprised of information relative to various opportunities in educational programs. In addition, pamphlets and brochures regarding various programs were sent to parents. Information relative to the Extended Day and Saturday Enrichment Program was provided to students. All monitored teachers reported that offerings and procedures regarding honors and awards were evaluated regularly by teachers, principals and special committees. Garland teachers rotated honors for student of the month to ensure equity. Responses from Principal(s): The principal at Garland commented that teachers were to notify students of the requirements governing honors and awards. 4.0 COMMITTEES At each school the monitors expected to see: * Racial/gender composition of committees generally reflects the school community Findings: Area Schools/Elementary Most of the monitoring teams for area elementary schools reported that appointments to committees resulted in committees balanced by race and gender except the teams at Forest Park, Jefferson, Mabelvale, Fulbright, and Watson. The Forest Park team reported that appointments to all school based committees were not in place. It was reported that the PTA Board at Jefferson had all white First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 24 members. The monitoring team for Mabelvale reported an under-representation of black parents on existing committees. At Fulbright the monitors reported that the PTA Board was not balanced by gender
the officers were six white females. school profile was incomplete. The Watson team reported that data in the The four committees listed for Watson had a total of nine parents and teachers involved. Responses from Principal(s): It was reported by the principal at Fulbright that the staff committees were representative of the staff population. Area Schools/Junior High For area junior high schools, the monitoring teams reported that school based committees generally reflect the school community, except at Southwest. Area Schools/Senior High All monitoring teams for area high schools reported balanced school based committees. Incentive Schools In all of the incentive schools, except Stephens, monitors reported that all school based committees generally reflected a varied student population including the Biracial Committee, School Improvement Committee, the PTA Board, and the Discipline Management Committee. The Stephens team reported that information on school based committees was not available in the school profile. Magnet Schools/Elementary The monitoring teams for all elementary magnet schools reported that school based committees generally reflect the school community. The Carver PTA Board had two male officers. The PTA Board at Williams did not generally reflect the school population, consisting of two white males, twenty-three white females, and one black female. Magnet Schools/Junior High Both the Dunbar and Mann monitoring teams reported that all school based committees reflected the school community.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 25 Magnet Schools/Senior High It was reported by the Parkview team that they were unable to document if appointments to all school based committees reflected the school community. 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender * Leadership positions generally balanced by race and gender when appropriate * Recruitment practices to promote participation of all races in extracurricular activities Findings: Area Schools/Elementarv The majority of area schools reported that participation in extracurricular activities such as clubs, library monitors, fire marshals, choir, peer tutors and student council representatives generally reflected the school population. However, the student council at Chicot had a higher percentage of white students represented. Cloverdale's student council reported all black officers and sponsors
classroom representatives had not been elected. Pulaski Heights reported that the majority of extracurricular activities were sponsored by white staff members. Responses from Principal(s): The principal at Cloverdale reported that Student Council officers were elected. Area Schools/Junior High Four schools (Cloverdale, Mabelvale, Forest Heights and Henderson) reported that participation in extracurricular activities generally reflected the school population. However, Henderson, Pulaski Heights, and Southwest reports reflected a greater representation of blacks in athletics and whites in academic related activities. The sponsor at Mabelvale was actively recruiting students to balance the First Educational Eguity Monitoring Report 1990-91 Semi-Annual Summary Report Page 26 ! I two exceptions at that school. The Future Business Leaders of America and Career Orientation. 4 Responses from Principal(s): An assistant principal at Southwest stated that the black/white ratios of the girls' basketball and volleyball teams were better than the boys' teams. Area Schools/Senior High Participation in extracurricular activities at Central did not generally reflect the school population. Participants in academic extracurricular activities were mainly white and in athletic activities, mainly black. Fair and McClellan reported that overall participation in extracurricular activities generally reflected the school population. However, some extracurricular activities reflected predominance of one race/gender. Football, basketball, and boys and girls track participants were mostly black
the baseball team. National Honor Society and cheerleaders were mostly white. Academic extracurricular activities at Hall had mostly white students and athletics had mostly black students participating. It was also reported that the school profile did not indicate the number of students who participated in extracurricular activities. High fees and lack of transportation kept many students from participating, according to most of the visited teachers. Responses from Principal(s)
The principal at McClellan reported that strategies were being developed which would hopefully recruit students into areas of extracurricular activity where there was participation disparity in order to reflect the school's actual population. I An assistant principal at Hall stated that the staff was given an opportunity to change the club meetings to the regular school day and that meetings were now held before school. Many students could not participate due to transportation problems. A decision to make a change for the better would probably occur soon, according to this administrator.First Educational Eguity Monitoring Report 1990-91 Semi-Annual Summary Report Page 27 Magnet Schools/Elementary According to the report of all schools, participation in extracurricular activities generally reflected the school population. Magnet Schools/Junior High Dunbar and Mann Magnet reported that participation in extracurricular activities generally reflected the school population. Magnet Schools/Senior High Parkview reported that the overall school population was reflected in the participation in most extracurricular activities. However, participants in academic extracurricular activities were mostly white and athletic activities were mostly black. Incentive Schools In most school reports, participation in extracurricular activities generally reflected the school population in clubs such as "Just Say No, II Art, Science, Cooking, Sewing, Young Musicians and Student Council. Extracurricular activities participation was not evidenced at Mitchell through the school report. 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: Area Schools/Elementary The monitoring teams for nearly half of the schools reported that no comparison could be made until the 1991 spring test results were made available. All elementaryFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 28 teams reported that goals and strategies were developed and being implemented to decrease achievement differences, was reported by most of the teams that differences in It retention rates were evident between identifiable groups of students. Most of the monitoring teams reported that retention rates were racially disproportionate for elementary schools. Area Schools/Junior High Most of the monitoring teams for junior high schools reported that the comparison of student achievement could not be made until the 1991 spring test results were available. The Forest Heights team reported that with the exception of reading and mathematics, black females improved from 1989 to 1990 on the MPT, and in general, the scores of black males were lower. It was reported by the Southwest monitoring team that Sth grade MPT reading results declined from 1989 to 1990. Monitoring teams reported that goals and strategies were developed and implemented to decrease achievement differences at Cloverdale, Henderson, Mabelvale, and Pulaski Heights. Henderson, Mabelvale, and Pulaski Heights had a disproportionate number of black students retained, compared to the school enrollment. Area Schools/Senior High Monitoring teams for Fair and McClellan reported that no comparison of student achievement could be made until the 1991 spring test results were available. The monitoring team for Central reported that there was a 42 percentile variance between black and white student scores for the 10th grade and a 43 percentile variance for the 11th grade on the Complete Battery of Metropolitan Achievement Test, Sixth Edition (MAT-6). test scores reflected improvement. According to the team at Hall, current All monitoring teams reported that goals and strategies were developed and implemented to decrease the achievement differences. The teams monitoring Fair, Hall, and McClellan reported that retention rates reflected the school population. The Central team reported that a disproportionate number of black students were retained compared to the school enrollment. Incentive Schools According to most of the monitoring teams for the incentive schools, achievement on standardized tests improved overall with the exception of Garland and Stephens. The Garland team reported that black student achievement decreased on the 3rd grade MPT, and the majority ofFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 29 students scored below the 50th percentile on the MAT-6 for all grade levels. The monitoring team at Stephens stated that black student achievement decreased overall on the MPT. All monitoring teams reported that goals and strategies were developed and implemented to decrease achievement disparity. In all of the incentive schools, except Rockefeller and Stephens, monitors reported that retention rates were low and they generally reflected the school population. At Stephens, 14 students were retained13 black males and one black female. There were 18 students retained at Rockefeller, including three white males, one white female, six black males, and eight black females. Responses from Principal(s): According to the principal at Garland, the student population contained a very small number of non-black students
therefore, a statistical comparison would not be valid. Magnet Schools/Elementarv All monitoring teams for elementary magnet schools reported that a comparison of student achievement could not be made until the 1991 spring test results were available. All schools had developed goals and strategies, which were being implemented to decrease achievement disparity. according to the monitoring teams. The monitors reported that retention rates reflected the student enrollment for all magnet schools except Gibbs, Washington, and Williams. The Gibbs team reported that retention rates by race were unequal based on the school enrollment. The monitoring team for Washington stated that although a large number of students were retained, the statistics available did not give an adequate representation for identifiable groups of students for the 1989-90 school year. A majority of the retainees at Washington had been retained in their tridistrict area schools prior to enrolling at Washington. At Williams, the monitoring team reported that differences were evident in the number of black and white students retained compared to the school enrollment. Magnet Schools/Junior High The Dunbar team reported that according to available MPT reading and mathematics scores, the achievement of all The monitoring students declined over a three-year period. team for Mann reported improved student achievement on the MPT with the exception of black females, whose failure rate increased by two percentage points. Goals and strategies were developed and implemented to decrease achievementFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 30 I i I I disparity at Mann, according to the monitors. Both monitoring teams reported that differences were evident in the groups of black and white students retained, compared to their school enrollments. All students retained at Dunbar, and 72 percent of the students retained at Mann, were black. Responses from Principal(s)
It was reported by the principal at Dunbar that there was a significantly different student body this year compared with the last school year. In addressing differences in the past year's test scores, the principal responded. "We are not accurately evaluating programs
this can be more accurate if we use test data from spring 1991. It Magnet Schools/Senior High 7.0 The Parkview monitoring team reported that a comparison of student achievement could not be made until the 1991 spring test results were available. Goals and strategies were developed and implemented to decrease achievement differences, according to the Parkview team. The monitors reported that there were no differences evident between identifiable groups of retained students. SPECIAL EDUCATION I. At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences * Strategies to decrease any overrepresentation of minorities Findings: Area Schools/Elementary In over half (14) of the area elementary schools, monitoring teams found in place strategies to eliminate disproportionate student assignment to special education. Eight of the schools that were reported as not havingif J ir ' First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 31 I- J I. I' !1 strategies to eliminate disproportionate student assignment to special education did not have a disproportionality in the current student assignment. These schools were Chicot, Cloverdale, Franklin, Fulbright, Geyer Springs, Pulaski Heights, Terry and Woodruff. The teams that visited Fair Park, Otter Creek, and Wakefield indicated that these strategies were not evident at the time of the monitoring visits. '1 I A majority of the special education classrooms visited in most (17) of the area schools had adequate materials and equipment to deliver the curriculum. Some special education teachers needed equipment and materials to meet the special needs of the students who were being served. These classrooms were at Bale, Franklin, Geyer Springs, Mabelvale, Meadowcliff, Wakefield, and Watson. I Most monitoring reports asserted that special education facilities were comparable to those of the campus in general. However, the teams that visited Cloverdale, Geyer Springs, Meadowcliff, McDermott, and Western Hills reported that the special education facilities were not comparable to other classrooms of the campus. The Cloverdale team noted that the special education facilitie^'s were small, ' . " . At Geyer Springs, one specialist had dark, and inadequate. limited space in a portion of a portable building, while the other specialist had adequate space. Three special education teachers were housed in one room at Meadowcliff. The McDermott team noted inadequate space for two special education teachers who share a room. A similar situation was reported at Western Hills where the special education classroom was housed in a portion of a portable building. This portable was shared with the speech therapist and the i
counselor. The Geyer Springs report noted that the special I, I education facilities were located in a portable building, but so were several other regular classrooms and the gifted and talented (GT) classroom. 1 I i In a majority of the area elementary schools, monitoring teams obseirved, and teachers interviewed, indicated that the special education facilities were designed to meet the needs of the students served. ' The special education facilities at nine schools needed some modifications in order to meet the special needs of the I students to be served. These schools were Bale, Brady, Chicot, Cloverdale, Jefferson, Meadowcliff, McDermott, Terry, and Western Hills. The Bale report stated that entrance and exit ramps were needed and that cafeteria tables did not accommodate the physically handicapped student. A kitchen, bathroom andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 32 area for changing students clothing were needs listed in the Brady report. The Chicot team found that modifications to the facilities necessary to meet the special needs of the students were sometimes not provided or were slow to arrive. The Cloverdale report stated that the facilities at that school were not specifically designed for special education. There was no bathroom or shower available for personal hygiene in the special education classroom at Jefferson
also, no provision for wheelchairs. The Meadowcliff report stated that the facilities were too small. facilities at McDermott. Space was also a major need for adequate That committee's report noted that two full time teachers were needed, instead of the one and one-half time teachers, with appropriate space and materials to meet the needs of all the students at McDermott that had already been identified for special education services. At Terry, the facility was originally a bookroom and few adjustments had been made to accommodate the needs of special education students. a name plate designating the room as The special education room had II Resource. II The Western Hills' report noted that even though a small number of students were served in the special education facilities, the location and size inhibited a positive learning environment. Responses from Principal(s): According to the principal at Chicot, II numerous requests to the Special Education Department for handrails for the bathroom had been made. Once these arrived at the school, they were promptly installed. It The principal at Geyer Springs said that the special education teacher that had limited materials was scheduled to two schools and shared materials. These materials are not normally included in the regular school budget. The principal at Meadowcliff acknowledged that the percentage of black students enrolled in special education was a little high, but he felt it was the best program for meeting these students' needs. He further stated that the special education teacher who needed some equipment should let him know, and he would try to get it.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 33 The Romine principal reminded the monitoring team that the resource class and speech classrooms were housed in portable buildings. At Terry, the principal reported that the room served as a storage room and a special education classroom, and that construction of additional classrooms had been requested. She agreed with the committee that the sign outside the door labeling the room as "Resource" should be removed, and stated that it would be taken down the next day. The principal of Watson declared that a large number of students came to them assigned to resource, classes, indirect services were being provided. In some The Western Hills principal indicated that the portable buildings would be eliminated next year with the addition of ten new classrooms and a media center, scheduled to begin in January 1991. This construction is Area Schools/Junior High None of the area junior high schools had strategies to eliminate disproportionate student assignment to special education except Pulaski Heights. However, there was an over-representation of black students in special education at that school. The Pulaski Heights team noted that students were selected and placed in special education according to the guidelines of the district. At Cloverdale, Henderson, and Mabelvale strategies were not needed because there was no disproportionality among students assigned to special education. The special education classrooms visited at Henderson, Forest Heights, Mabelvale, and Pulaski Heights had adequate materials and equipment to deliver the curriculum. However, the Pulaski Heights team reported that the computers in the special education laboratory did not work. The Mabelvale report expressed a need for some learning centers, more books, and up-to-date materials. The Southwest and Cloverdale reports indicated that materials and equipment were not adequate. At Southwest there was a need for more computers and proper wiring in the building. A need for more audio-visual equipment and materials, modified textbooks, hands-on materials, computer software and tape recorders was cited in the Cloverdale report.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 34 All schools had special education facilities that were comparable to those of the campus in general. The Southwest team noted that one special education room was too small. I The teams reported that special education classrooms were integrated into the total school environment. At I Cloverdale and Mabelvale one special education classroom was located in a portable, but so were other classes. All of the teams found the special education facilities were designed to meet the needs of the students served except for Cloverdale where more space was needed. Responses from Principal(s)
The principal at Cloverdale stated that she had spoken with a teacher who wanted a tape recorder for the use of a special education student and had already requested assistance from the Special Education Department through I their department chairperson. No other request for materials and equipment had been made. According to this principal, space problems will be taken care of during renovation. The Forest Heights principal commented that principals did not have control over the district selection process for special education students. He further stated that they had two full-time special education teachers on staff and two part-time special education teachers who come from other schools. A formula, based on the number of students to be served, is used to determine allocation of special education teachers. The principal said that one more full time special education teacher was needed at Forest Heights. According to an administrator at Pulaski Heights, most of their special education students had access to computers through classes in which they are mainstreamed. A Southwest assistant principal said that some two million dollars in improvements are expected during the summer of 1991. 1 11 ' -'cFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 35 Area Schools/Senior High I SPECIAL EDUCATION ENROLLMENT I I Schools Black N Q, White N Other N *6 Total N Central Fair Hall McClellan 115 90% 13 10% 128 12 46 52 60% 66% 70% 24 22 40% 34% 30% 20 70 74 Numbers in the above chart were taken from each school report. As may be noted, Central was the only school that had a disproportionate number of students from one race assigned to special education. The McClellan report indicated that very few students were identified and placed in the special education program at the secondary level. Students who were in the program were referred and placed at the junior high level or earlier, for the most part. All assignments to special education follow district/state/federal guidelines, with approval of the district's Division of Exceptional Children. The monitoring teams found that Central, Fair, and Hall had strategies in place to help prevent an imbalance in student assignment to special education classes. Since there was no disproportionality in student assignment to special education at McClellan, strategies were not considered necessary. At Fair, the team noted that the learning strategies program had enabled some students to exit special education or be mainstreamed. Teachers visited at Central, Hall, and McClellan asserted that they had adequate materials and equipment for curricula delivery, according to those team reports. Fair report noted that materials and equipment were The inadequate in the special education classrooms visited and indicated a need for hands-on-material. All school reports affirmed that the special education facilities were comparable to those of the campuses in 8 5, 0 0 0 0 0 0 0 0First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 36 I I I The Hall team declared the special education general. facilities to be "better quality" than others. At each of the area high schools the special education classrooms were integrated into the total school environment. None were isolated, but were interspersed with other classrooms. I All teams found that the facilities for special education in the area high schools were designed to meet the needs of the students being served. I I Responses from Principal(s)
The principal at Fair reported that all materials requested had been ordered and that the Special Education Department budget had not been fully spent in two years. Magnet Schools/Elementary Each school had strategies to eliminate disproportionate student assignment to special education, according I I to the school reports. Pupil services teams were used in all of the schools to ensure that proper procedures for student placement were followed. All reports, except Gibbs, indicated that visited special education teachers had adequate materials and equipment to deliver the curriculum. The Gibbs team reported that the resource room lacked textbooks, and that students brought books with them. A computer was available but had not been installed, although a work order had been forwarded to appropriate personnel, observed in the classroom. No other equipment was The special education facilities were reported to be comparable to the other classrooms at Booker, Carver, Washington and Williams. However, the Gibbs team deemed that the one-half of a portable building which was used for resource room and speech was not comparable to other classrooms on that campus. It was reported that the other half of this portable was used for GT classes. Special education classrooms were integrated into the total school environment and were designed to meet the needs of the students served at all magnet schools except Gibbs. The Gibbs team reported that there were no hands-on materials observed, no bulletin boards available, and boxes of out-dated materials were stacked in the room. The portable building which housed this classroom was some distance from the main building, with no covered walkway. First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 37 I 1 Team reports indicated the special education facilities at most schools met the needs of the students' being served. I Responses from Principal(s): None. Magnet Schools/Junior High Strategies to eliminate disproportionate student assignment to special education were evident to the Mann team. However, student assignment to special education at Mann was not disproportionate. The Dunbar team reported no strategies regarding disproportionality. The special education teacher visited at Mann had adequate materials and equipment for curricula delivery. However, the teachers visited at Dunbar said that materials and equipment were not adequate and that some textbooks and hands-on materials were needed. The special education facilities at Mann were reported to be comparable to those of the campus in general, while this was not so at Dunbar. One special education classroom located near the bandroom at Dunbar was deemed too small and A special education teacher at Dunbar had to too noisy. travel from room to room, conducting class in four different I I locations. Both teams indicated that the special education facilities at these schools were integrated into the total school environment and were designed to meet the special needs of the students assigned to these classrooms. Responses from Principal(s): The Dunbar principal stated that the special education teacher would move to a different room the next week. She explained, "the school is over student capacity because the classrooms are smaller than the average size. The district administration figured capacity at thirty students per classroom, even though the square footage of the classrooms is too small to accommodate that many students. II Magnet Schools/Senior High The Parkview team reported no evidence of strategies to eliminate disproportionate student assignment to special education. However, a small percentage of students were enrolled in special education and no significant disproportionality existed.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 38 I i In the special education classroom observed, the teacher had adequate materials available to deliver the curriculum. The special education classroom, located in part of the main building, was found to be comparable to other classrooms in the school. However, the team reported that the classroom was not conducive to the special learning needs of the students in the three classes. Since the room was used by other groups of students, no special modifications had been made. Responses from Principal(s): The principal reported that he did not have enough space to designate one room solely to special education
there were only three special education classes and the teacher was only there one-half day. Incentive Schools The monitoring reports indicated that there were no strategies to eliminate disproportionate student assignment to the special education programs at any of the six incentive schools. I ' I According to the Garland report, the special education teacher was absent on the day of the monitoring visit and no I one visited that classroom. Therefore, no responses were recorded for the remainder of this area for Garland. The reports for the other incentive schools indicated that in the special education classrooms visited. the teachers had adequate materials for the delivery of the curriculum. The Rightsell report included the statement "the computer in that classroom was connected to the school computer laboratory
therefore, providing individual that. The Rockefeller report programs for the students. indicated a need for more manipulatives in the special II education classroom. The special education facilities at Ish, Mitchell, Rightsell, Rockefeller, and Stephens were deemed comparable to those of the campuses in general by the monitoring teams. An additional comment on the Mitchell report described the room as II environment." large, spacious and conducive to the learning According to five of the monitoring reports. the special education classrooms were integrated into the total school environment.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 39 I i Facilities for special education met the needs of the students served according to the Ish, Mitchell, Rightsell, Rockefeller and Stephens reports. Responses from Principal(s): At all incentive schools special education students, except self-contained, received indirect inservices in the regular classrooms. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs I * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class I * Gifted and talented (GT) facilities that are comparable to other educational programs on the campus and integrated into the total school environment I I Findings: Area Schools/Elementary Most teams reported that strategies that would eliminate disproportionality of assignments were evident. except at Geyer Springs and Meadowcliff. In most of the classrooms teachers, had adequate materials and equipment to deliver the curriculum. Monitors indicated that teachers did not have adequate materials and/or equipment in the following cases and cited such inadequacies as: Brady, consumable items
Cloverdale, equipment, e.g., a television, VCR, computers, and a chalkboard. The team at Woodruff did not respond to this item on the monitoring instrument because the GT teacher was out of the building on the day of the monitoring visit. GT facilities were reported as comparable to those of the campus in general at all area elementary schools except Brady, Cloverdale, McDermott, Meadowcliff, Terry, and Wilson. In these schools, the following inadequacies were First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 40 I i i noted: At Brady the tables and chairs were not comparable. There was no covered walkway or awning over the doorway to the portable building which houses the GT facility. Cloverdale had no facility dedicated solely for use of GT classes. There was no sink or carpet for the GT classes at McDermott, as was available in other classrooms, but a new room for GT was under construction. At Meadowcliff a room was shared with the mathematics laboratory. The GT classroom at Terry was smaller than regular classrooms and shared by two teachers. The GT program at Wilson was housed in a renovated restroom/bookstore, and was not comparable in size to the regular classrooms. GT facilities were housed in portable buildings at Badgett, Bale, Brady, Chicot, Geyer Springs, Watson, and Western Hills. Classrooms for GT students at most area elementary schools were integrated into the total school environment, as indicated by the Biracial Teams. However, at Cloverdale there was no specific room assigned for GT classes
therefore, the teacher held classes in various areas of the building. The monitoring team from Cloverdale reported that because of the superb cooperation of the rest of the faculty, the GT teacher was able to have an effective program. 1 Responses from Principal(s): I The principal at Bale reported that she had consulted with the GT specialist to determine what process could be taken to increase the enrollment of students in the GT program. At Brady, in reference to the comment concerning inadequate materials, the principal stated that all available materials were at the disposal of the students. The principal at Franklin indicated that student placement in the GT program was ultimately determined at the district level, not by the school staff. At Geyer Springs, the principal informed the monitors that although the GT classroom was located in a portable building, the GT teacher interacted with the staff and students on the days she was assigned to the school. In referring to strategies to eliminate disproportionate student assignment to GT, the principal at Meadowcliff said that there was an identification procedure established by the District which must be followed. Concerning the inadequacy of materials and equipment for the IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 41 I i GT program, the principal reported that recently the central office released budgeted funds to the GT teacher. Area Schools/Junior High The teams at Henderson, Mabelvale, Pulaski Heights, and Cloverdale reported that strategies that would eliminate any disproportionality of assignments were evident, and cited the following examples: active recruiting by teachers, counselors, and administrators
asking teachers for recommendations, and following the LRSD nomination I guidelines for identifying GT students. Nominations for GT placement may be made by teachers, counselors, administrators, the student himself/herself, parents, peers, or patrons. The team at Forest Heights indicated that strategies to eliminate disproportionate student assignment to GT classes were not in evidence. At Southwest and Cloverdale, student assignments to the GT program were not disproportionate
therefore, no strategies were required. In all of the area junior high school GT classrooms observed, except at Forest Heights and Mabelvale, teachers had adequate materials and equipment to deliver the curriculum, according to the team reports. Monitors from Mabelvale reported that much of the material was outdated and not appropriate for students' needs. They also noted a shortage of adequate science materials, including laboratory equipment, and cited the need for additional computers in all GT classrooms. The Forest Heights team indicated the need for maps and microscopes in the social studies and science classes respectively. I I The Biracial Teams at all area junior high schools indicated that facilities for GT students were both comparable to those of the campus in general and integrated into the total school environment. Facilities for GT classes were reported as designed to meet the needs of the students served at Forest Heights, Pulaski Heights, Cloverdale, Southwest, and Henderson, team at Mabelvale reported no separate facilities for GT The classes, that the same classrooms are used for both regular and GT classes, and that no special facilities were needed. At Mabelvale Junior High School, the monitors noted that sometimes the area of a student's giftedness was not academic
therefore, he/she was not placed in a GT academic class. The school attempted to provide for these students through placement in the area of giftedness, i.e., music.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 42 I I art, or vocational education. The student was scheduled into a class which would accommodate his giftedness, and the teacher and counselors worked together to provide for the student's needs. Responses from Principal(s): I The principal at Mabelvale Jr. High expressed the opinion that equipment for the GT program should be provided by the District, including some provision by the GT Department. At Forest Heights, the principal explained that there was not a GT mathematics teacher on one of the 9th grade teams
however, 9th grade students designated for GT mathematics were assigned to the team which does include instruction in an Algebra II GT class. He said that all GT students on the 9th grade level were receiving GT services. Area Schools/Senior High Biracial Teams at all area high schools, except Central, reported no disproportionality of assignment by race or gender to GT classes. I 11 The Biracial Teams at all four area high schools indicated that facilities for GT students were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. I In the GT classrooms observed at Central, Hall, and McClellan, teachers had adequate materials and equipment to deliver the curriculum, according to the team reports. Although the monitors at Fair indicated that additional funds were needed to secure adequate materials for GT classes, no specific items were noted. Responses from Principal(s): The principal at Central reported that he checked grades, called homes, and visited parents in an effort to increase minority student enrollment in upper level courses, including GT classes. The principal at Fair stated that tt If a student is in an AP class, district policy allows students to withdraw from class during any time period. Some students. therefore, tend to transfer from an AP class to a regular class the first time they experience much difficulty.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 43 I i Teachers would like for them to stay in the class so that they could work with the student and let the student find out that he/she can do the work." In response to the reported need for additional funds in order to provide adequate materials for GT classes at Fair, the principal stated that he had received no requests from GT teachers for such funds. Magnet Schools/Elementary All elementary magnet schools had evident strategies to eliminate disproportionate student assignment to GT classes, according to reports submitted by their respective monitoring teams. Monitors reported that in all GT classrooms observed at the elementary magnet schools, teachers had adequate materials and equipment to deliver the curriculum. The Biracial Teams at Carver and Washington indicated that GT facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. At Gibbs, Booker, and Williams, the reports stated that GT facilities were not comparable to those of the campus in I general, nor were students served. I they designed to meet the needs of the The team at Booker noted that the GT classroom was located near the gymnasium, had concrete floors, and a strong odor from old cork walls which had deteriorated. At Williams, the two classrooms for GT students were housed in a portable building with a partition between the two classrooms that did not go all the way to At Gibbs, the GT classroom was located in a the ceiling. , portable building that was away from the main building, with no covered walkway. The Gibbs' report included the additional information that space was limited and too small for some groups. Monitors at Gibbs further reported that the Arkansas Department of Education (ADE) had waived the requirement which stipulated that a maximum of 75 students can be assigned to a GT teacher. This same waiver also applies to Booker and Carver and is based on the following provision of the LRSD Gifted Program which was approved by the ADE: "Because the existing regular curriculum offers enrichment to all students, the gifted specialist will work with identified gifted students in the regular classrooms with only 30 minute pull-out per week. The pull-out time will be designed to meet the social and emotional needs of the First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 44 gifted students. This waiver enables the GT teacher to serve more students. At Gibbs, the time scheduled for GT is 30 minutes per week for Grades K-4 and one hour a week for the 5th and 6th grades. Monitors reported that as a result of the short periods scheduled for GT, the teacher offered mini-courses during the lunch period. H The GT classroom was integrated into the total school environment at Booker, but not at Gibbs or Williams, according to the reports submitted by the respective teams of those three schools. Responses from Principal(s): The principal at Booker said that he considered the condition of the GT classroom deplorable. Magnet Schools/Junior High Assignment to GT was not disproportionate at Mann
therefore, no strategies were necessary. However at Dunbar, where a disproportionality does exist, no strategies were evident, according to the monitoring report. Monitors indicated that at both magnet junior high schools, the GT classrooms were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. I
I I i In GT classrooms observed at Mann and Dunbar, monitors reported that teachers had adequate materials and equipment to deliver the curriculum. However at Dunbar, a comment noted that one GT teacher purchased his/her own materials and equipment and that microscopes were needed. Magnet Schools/Senior High Monitors at Parkview reported that strategies to eliminate disproportionate student assignment to GT classes were evident. The building GT coordinator was assessing the assignments to the GT program to determine what strategies could be implemented. However, the current GT assignments did not reflect any disproportionality. The report indicated that in the GT classrooms observed, the teachers had adequate materials and equipment to deliver the curriculum, that GT facilities were comparable to those of the campus in general, and that the GT classrooms were integrated into the total school environment. Comments noted in the report indicated that GTFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 45 ! i classrooms were used for both GT classes and regular classes. Incentive Schools Each of the Biracial Teams at the six incentive schools reported that there was no evidence of strategies that would eliminate any disproportionality of assignments by race or gender to GT classes. Monitors at Stephens and Rockefeller indicated that assignments were not disproportionate
therefore, no such strategies were necessary. However, disproportionate assignments did exist at the other incentive schools according to the team reports. At the incentive schools, review of gender placement reveals some disproportionality. The teams from Garland and Mitchell did not respond to the remainder of the items about GT Education on the monitoring instrument
therefore, no further comments will be made relative to the GT program at these schools. Rightsell was the only incentive school which did not Teams. have adequate materials and equipment to deliver the curriculum, according to reports submitted by the Biracial Monitors at Rightsell reported that they did not i observe adequate visuals for the GT program. I I GT classrooms were integrated into the total school environment and were designed to meet the needs of the students served, according to the teams at all of the reporting incentive schools. The monitors at Rockefeller and Rightsell indicated that GT facilities were comparable to those of the campus The team at Stephens reported that some of the in general. furniture in the GT classroom was not safe for students. The GT classroom at Ish was shared with the music teacher, according to the team report. Responses from Principal(s): The principal at Ish stated that the classroom was shared by GT, music, and physical education. adequate because the GT teacher went to the regular The space was classrooms for indirect teaching during the day, focusing on higher order thinking skills. during the regular day for GT. There were no pull-outs Pull-outs occurred only during the extended day program, when the GT teacher had the classroom to himself for direct instruction of the GT students.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 46 9.0 STAFF DEVELOPMENT I I I At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times I * 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 Findings
Area Schools/Elementary The staff development plans for most of the area elementary schools had provided for inservice related to educational equity, and the majority of the staff members at those schools had received the training. Teachers were inserviced Principals of Effective Teaching (PET), Teacher Expectations of Student Achievement (TESA), cooperative I I learning, learning styles, behavior management, stereoTraining was I typing, and cross cultural communication. offered to staff members during desegregation days, pre- school workshops, and at faculty meetings. This training was available to certified and noncertified staff members. The team report from Brady and Watson revealed that the data was incomplete. Staff development related to equitable staffing practices had been provided in sixteen of the area schools. Chicot, Franklin, Fulbright, McDermott, Mabelvale, Meadowcliff, Terry, Wakefield and Watson had not made this training accessible to their staff members. Training in teaching strategies for multicultural curriculum delivery was provided in all the area schools except Chicot. However, all area schools used the curriculum guides to plan lessons, units of study, bulletin Some of the teachers boards, and special activities. monitored expressed that the social studies guides were inadequate and were concerned about the format and quality. It was also expressed that the availability of materials needed for the activities often posed a problem. At Watson, kindergarten teachers were of the opinion that some of the activities in the guide were too difficult for theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 47 I developmental stage of the students, and some Jefferson teachers felt somewhat restricted by the curriculum guides. Documentation in the area school profiles indicated that all schools except Chicot had provided staff development activities related to effective strategies to increase the achievement of a diverse student population. Staff development evidenced in the various school profiles were PET, TESA, GT, cooperative learning, reading, whole language, high scope, learning styles, teacher parent conferences, discipline management, cross cultural communication, Base 10, and math manipulatives. Several teachers had completed more than one cycle of PET. Some staff members at Fair Park felt that more inservice training was needed in strategies to increase the achievement of a diverse student population, as stated in the team report. Responses from Principal(s): The principal of Chicot said that at the first inservice, multi-cultural guides were discussed and the staff was instructed how to use and apply the strategies. This had also been done at grade level meetings. I I I I Several inservices were provided by the district and he felt that it was the teachers' responsibility to attend the I meetings. The principal of Badgett shared that more staff development activities would be forthcoming with the approval of the school's Academic Grant. The principal of Fair Park stated that during the 1989-90 school year, staff development related to educational equity was provided and was an ongoing program She also stated that the district had this school year. provided inservice related to equitable staffing practices for principals. Area Schools/Junior High All monitored junior high school staff members agreed that the staff development plan had provided activities related to educational equity. At Pulaski Heights, Cloverdale, Henderson, and Mabelvale Junior High, all staff members had participated in training at the district level or school site. The team report from Southwest and Forest Heights indicated that this inservice had been made available, but did not give specific numbers regarding how many teachers had been inserviced. The data from the Forest Heights team report suggested that staff development related First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 48 1 I to equity was directed toward the core curriculum, not athletics and related arts. Staff members at all the area junior high schools had been prepared to appropriately apply teaching strategies related to multicultural curriculum delivery through staff development, as stated in the team reports. Most of the junior high school staff had received training related to effective strategies to reduce the achievement disparity of a diverse student population. Many of the staff had participated in several cycles of PET, assertive discipline, classroom management, TESA, cooperative learning and cross cultural communication. The staff development activities had been provided by the counselors, during monthly faculty meetings, and by the district. Responses from Principal{s): An assistant principal at Pulaski Heights stated that the administrators had participated in staff development related to staffing equity. The principal of Henderson reported that in January a two-day workshop on classroom management would be held at Henderson for all staff members. Area Schools/Senior High The monitoring team report from Fair and McClellan indicated that the staff had participated in a number of inservices that afforded educational equity training. The report indicated that various kinds of staff development had been offered during the pre-school desegregation days and monthly faculty meetings. The report from Central revealed that the district had provided inservice to the Central staff, but this training had not been offered at the building level. Staff development related to equitable staffing practices had not been provided at McClellan, Hall, or Central. At Fair, the report disclosed that this inservice had been made available and was offered at alternating school sites. Strategies for multicultural curriculum delivery were being applied at all senior high schools. The reports from Fair and McClellan indicated that multicultural strategies and their use were discussed during departmental meetings, pre-school inservice, faculty meetings, and through the atlas Program information. The composite report from Hall disclosed that in the departments where curriculum guides ( I I IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 49 I I I ! were available, staff development had been provided. According to the Central report, most visited teachers did not have multicultural curriculum guides. Staff development related to effective strategies to enhance the achievement of a diverse student population was strongly encouraged by the principal at Fair. The team reports also indicated that all teachers at McClellan and most teachers at Hall had received this inservice. The Central report indicated that teachers interviewed reported that the staff had not received recent staff development in this area. Responses from Principal(s): The principal of Central stated that educational equity training had been provided at the site. All teachers were given communication regarding dates and times. He further stated that he had suggested to several teachers that TESA, PET, and classroom management be a part of their individual improvement plan. Magnet Schools/Elementary Team reports from Carver, Gibbs, Booker, Washington and Williams showed that a majority of the staff had received educational equity training that included cooperative learning, classroom management, PET, and TESA. The reports from Booker and Gibbs reflected that there was no documentation indicating that staff development activity related to equitable staffing practices had been provided I for those staff members. I The responses of teachers interviewed were mixed at Williams regarding participation in equitable staffing practices training, and teachers at Washington had received this training but indicated more was needed. All reports revealed that a significant number of staff members had participated in staff development that would enhance multicultural curriculum delivery. ' According to the team reports, a majority of the certified staff at the inagnet schools had been given training related to effective strategies to increase the achievement of a diverse student population. This training included effective teaching, GT, reading, whole language, math, assertive discipline, TESA, and computer use. Several teachers at Washington shared that the inservice related to classroom management and high expectations were extremely helpful.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 50 I i I I Magnet Schools/Junior High There was evidence at Dunbar and Mann that inservice related to educational equity had been provided during the LRSD desegregation inservice days. The composite reports indicated that staff development regarding equitable staffing practices had not been made available to the staff. Both team reports recounted that training had been provided to aid in the delivery of the multicultural curriculum and strategies to enhance the achievement of a diverse student population. Magnet Schools/Senior High Staff development relative to educational equity had been made available to the staff during the desegregation inservice days provided by the district. In addition, all teachers assigned to this school were required to take TESA and PET. The Magnet Review Committee provided staff development related to equitable staffing practices for the principal and he, in turn, informed the faculty. I The team report indicated that there had been no inservice activities in teaching strategies for multicultural curriculum delivery, but staff development related to effective strategies to heighten achievement of the student population was provided. I I I Incentive Schools Educational equity staff development at the incentive schools had been provided through faculty meetings, preschool inservice and the district's desegregation inservice days. Inservice included PET, TESA, cooperative learning groups, student learning styles, higher order thinking skills, whole group, and prejudice reduction training. Inservice related to equitable staffing practices had been afforded the staffs at the incentive schools. District personnel and resource persons from outside the district provided this training. Training in multicultural curriculum delivery was given to all incentive school certified personnel at the school site and by the district. Inservice was held during the summer, at regularly scheduled faculty meetings and at Hall High School. Areas addressed through staff development included building an effective multicultural climate, using multicultural literature in the classroom.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 51 I I I and strategies and activities in the multicultural curriculum guides. Effective strategies to heighten the achievement of a diverse student body included inservice for TESA, the whole language approach, at-risk students, role-modeling, stereotyping, and cross cultural communication. Responses from Principal(s) : None. 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population * The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups I I * Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited * School functions scheduled in community facilities near identifiable groups of parents Findings: Area Schools/Elementary The majority of the area school team reports disclosed that equitable opportunities for active parental involvement was available for all identifiable groups. The Mabelvale report indicated that parents were very responsive in attending PTA meetings and parent conferences when transportation was provided. However, parent involvement on a daily basis was representative of a select group of non-black parents with an under-representation of blackFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 52 I 1 1 I I parents. The reports from Terry and Fulbright revealed that participation from more black males was needed. To encourage parental involvement in school and home supported educational activities, a variety of methods was utilized by all the area schools. At many of the schools copies of letters to and from parents were on file. Other methods used were phone calls, principal memos, newspapers, primary level parent meetings, occasional home visits, available transportation, parent handbooks, parenting classes, and PTA programs. The Jefferson report indicated that parental involvement was encouraged in most classrooms visited, but some teachers emphasized there was a need for improvement. The area school reports recounted that contact was made regularly with the home to communicate positive as well as negative information related to student behavior and achievement. Numerous methods were used to articulate information to parents including conferences, phone calls, home visits, interim reports, daily progress reports, happy grams, homework folders, weekly assessments and parent up-date forms. In school desegregation matters, most of the team reports stated that parents were given the opportunity to I assist with the formulation of the school plans. The I reports indicated that parental input and participation was actively solicited and encouraged. Team reports from four of the area schools, Mabelvale, Chicot, Western Hills and Wakefield revealed that parents were not afforded the opportunity to actively participate in writing the school plans. As reported by the teams, school improvement plans for those schools were written by the staff and building administrators respectively. Responses from Principal(s) The principal of Fair Park said that parent groups worked together exceptionally well for the benefit of the school. Regularly planned parent meetings were held on a continuing basis, and there were numerous activities going on all the time. The principal of Meadowcliff stated that only a few parents were actively involved. Those were mostly non-black parents from the neighborhood school community. Fulbright's principal said that he would like to see more black males involved.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 53 The principal of Wilson shared that conference sheets were used to inform parents. The principal of Chicot said that parents did assist with the development of the school plan. The principal of Western Hills stated that parents were scheduled to be involved in writing the school plan but for various legitimate reasons could not participate. Wakefield's principal said that the Incentive Grant and the School Improvement Plan were meshed together. He said that parents were involved in developing the Incentive Grant plan. He further stated that most Wakefield parents work and can't be pulled from the job for more involvement without the threat of jeopardizing their employment. Area Schools/Junior High Team reports from Southwest and Pulaski Heights reported inconsistent parental involvement and stated that more participation was needed from all parent groups. The team reports from Cloverdale, Mabelvale, Forest Heights and Henderson stated that all identifiable groups were given the opportunity to participate and in most instances, representation could be observed from all parent groups. I I I The data from all team reports revealed that each school utilized a variety of methods to encourage parental support, e.g., team meetings involving parents and teachers, phone calls, PTA newsletters, school newspapers, bulletins, happy grams and home visits by the school nurses. counselors, and special education teachers. Contact with the home was made frequently to share positive as well as negative information related to behavior and achievement at all schools. Interim reports and parent letters were sent on a regular basis, and at some of the schools, seventh and eighth grade students were required to maintain an assignment plan book. communicated through this process. Teachers, students, and parents the exception All team reports, with of Southwest, indicated that school patrons/parents were given the opportunity to assist with the development of the school improvement plan. Area Schools/Senior High Team reports from McClellan and Fair indicated that all groups of parents participated in school functions including PTSA membership, booster clubs, VIPS, and attendance at athletic events, and dramatic and music presentations.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 54 I i ! I Many methods were used at Fair and McClellan to communicate information related to behavior and achievement. Congratulatory notes, phone calls, and interim reports were used regularly. At Fair, there was a procedure in place for teachers to give positive as well as negative comments, according to the team report. The reports from Fair and McClellan also stated that parents/patrons were involved in matters of school desegregation by actively participating in the development of the local school plans. The Central report stated that the principal wrote the improvement plan, and at Hall, information was not available. Responses from Principal(s): The principal of McClellan stated that attempts were being made to initiate a more complete system to communicate with parents, both positively and negatively, regarding student behavior and achievement. Magnet Schools/Elementary All identifiable groups of parents from Carver, Washington, Booker, and Williams were involved in school functions through PTA, VIPS, as homeroom sponsors, tutors, room parents, and fund raisers. The team report from Gibbs suggested that all groups were involved in school functions, but there were slightly fewer blacks than non-blacks. The reports indicated that all of the elementary magnet schools utilized various methods to encourage parental involvement in school and home supported educational activities, including weekly progress reports, phone calls, conferences, newsletters, newspapers, letters, memos. and bulletins. Frequent contact was made with the home to disclose positive as well as negative information related to student behavior and/or achievement. At Washington, it was standard procedure for every parent to be contacted during the first nine weeks of school. The team reports showed that parents were contacted through good news notes, interim reports, phone calls, conferences and quarterly progress reports. Four of the reports (Carver, Washington, Booker and Gibbs) revealed that in matters of school desegregation, the school profiles showed a listing of parents that partici- pated in the development of the school plan. The school profile at Williams did not indicate parents were involved in writing the school plan. However, staff members on the biracial monitoring team shared that parents were involved. 1 i I i I IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 55 1 I I I During the exit conference, the principal agreed with the teacher's statements. Magnet Schools/Junior High The magnet junior high reports showed that all identifiable groups of parents were not actively involved in school functions. The team report from Mann stated that black parent involvement was minimal and the Dunbar team report reflected that the majority of the visited staff expressed that many parents were not involved. Interviewed staff members at Mann and Dunbar agreed that a variety of methods were used to encourage parental involvement. Documentation was observed by team members. Most of the visited teachers at both schools stated that contact was made with the home on a regular basis to communicate positive as well as negative behavior and progress or lack of progress in achievement, through happy grams and quarterly reports. This was done Several visited classroom teachers at Dunbar said that no contact was made with the home to convey information to parents regarding student achievement. At Mann, documentation was observed that indicated that the PTA council participated in the development of the school plan, while the report from Dunbar provided no such evidence of this. I I I Responses from Principal(s) The principal of Dunbar shared that the PTA board was balanced by race. Magnet Schools/Senior High The Parkview report indicated that all groups of parents were actively involved in school functions, and the school used a variety of methods to encourage parents in home and school related educational activities. The report revealed that the staff communicated frequently with the parents to share positive and negative information regarding student behavior and achievement. Monitored teachers stated that calls were made, letters were sent, and all teachers made at least one contact with the home each year. The report also disclosed that the School Improvement Committee assisted with the formulation of the School Improvement Plan, and the PTSA was involved in the school action plan.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 56 I i i I Incentive Schools The team report from Ish disclosed that all parent groups were not actively involved in school functions, and at Stephens this information was not available, other incentive schools,(Rightsell, Rockefeller, The Garland, and Mitchell) documented in their school profiles that parents were involved in different school functions including PTA, biracial teams, VIPS, guidance committees. School Improvement Teams, PAC, Junior League, and discipline management teams. All of the incentive schools utilized numerous methods to encourage parental involvement and articulate positive as well as negative information regarding behavior and achievement. Frequent contact was made through home visits, telephone calls, behavior documents, letters, newspapers, conferences, interim reports, assignment notebooks, and quarterly progress reports. The team reports from all the incentive schools stated that parents/patrons actively participated in matters of desegregation by involving themselves in the development of the annual School Improvement Plans, participation on the biracial teams. School Improvement Teams, Parent Advisory Committees, the Parent Recruitment Committees, and at Rockefeller, in the development of Student Education Plans (SEPs). I I Responses from Principal(s) The principal of Rockefeller said that behavior charts were sent home weekly. communication with parents. 11.0 STUDENT DISCIPLINE This procedure enhanced At each school the monitors expected to see: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 57 I I Findings: Area Schools/Elementary According to monitoring reports, all area elementary schools distributed handbooks to parents and students regarding student disciplinary policies and procedures. It was further indicated that the information in the handbook was taught to all students. Other examples related to imparting such knowledge were cited by the committees as follows: posting of classroom rules, filing signature forms denoting receipt of handbooks, and sending bulletins to parents. Additionally, Biracial Teams indicated that classroom instruction proceeded in an orderly manner in most classrooms visited at area elementary schools. Students were reported as being orderly, attentive, and on task. Monitoring committees at all area elementary schools except Dodd, Mabelvale, McDermott, Watson, and Wilson indicated that either no suspensions or expulsions had occurred thus far this year or that such sanctions were minimal, resulting in suspension and expulsion rates that were generally representative of the student population. At Dodd, McDermott, Watson, and Wilson, an overrepresentation of black students, particularly males, received suspensions. I i I I Strategies to eliminate disproportionate discipline sanctions among identifiable groups were evident at all area elementary schools except Pulaski Heights and Forest Park, according to reports submitted by the monitoring teams. I However, no strategies were necessary at either of these schools because neither displayed disproportionate discipline sanctions among identifiable student groups, according to monitoring reports. Schools reported a variety of strategies including: parent conferences, peer counseling, positive role models talking to classes, counselors working with students, individual classroom management plans, police support groups, and incentive and award programs. Biracial Teams indicated that principals were very active and visible in directing and controlling students in all area elementary schools with the exception of Badgett, Bale, Forest Park, Pulaski Heights, and Romine
where they were reported as being somewhat active and visible in this endeavor. According to reports submitted, teachers were very active and visible in directing/controlling students in all area elementary schools except Chicot and Fair Park, where reports indicated they were somewhat active and visible in this regard. Teams noted that teachers andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 58 principals were observed maintaining a disciplined atmosphere in the hallways, cafeterias, and on the ramps. The monitors at Wilson commented that custodial and other staff members were also visible in this regard. Responses from Principal(s): The principal at Pulaski Heights informed the committee that four students (two black females, one black male, and one white male) are attending Camp Pfeifer for behavior modification. Their behavior was interfering with their successfully accomplishing their school work. Area Schools/Junior High 1 According to monitoring reports, the six area junior high schools distributed handbooks regarding student disciplinary policies and procedures to all students and parents. It was further indicated that the information in the handbook was taught to all students. The teams at Pulaski Heights, Mabelvale, Henderson, and Cloverdale also reported that signed documentation denoting receipt of the handbooks by parents and students was on file. These same four schools cited other means of imparting disciplinary policies and procedures, i.e., posting classroom rules, grade level assemblies, and bulletins to parents. Additionally, Henderson and Cloverdale each distributed a school handbook. I I I I The committees at Henderson, Cloverdale, Southwest, Forest Heights, and Cloverdale verified that suspension and expulsion rates were generally representative of the student population with regard to race. However, monitors indicated that this was not the case at Pulaski Heights and Mabelvale. Classroom instruction proceeded in an orderly manner in most classrooms visited at each area junior high school, according to the reports submitted by the committees. Comments included information that the students were on task and attentive in most monitored classes. The Biracial Teams at all area junior high schools reported that strategies to eliminate disproportionate disciplinary sanctions among identifiable student groups were evident. Monitors cited various examples which included the following: At Mabelvale, phone calls were made to parents of students who had repetitive discipline problems, there were in-school suspensions, and personal meetings between theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 59 I students and assistant principals were held in order to prevent problems before they occurred. The Violence Prevention Program had been implemented, and teacher workshops were held on biracial equity, classroom management, and crisis intervention. At Pulaski Heights, implementation of the Teacher Advisor Program (TAP), New Futures After School Program, peer tutoring, and the teaming concept were examples given. Parent/student/teacher conferences were held. Cloverdale had implemented an in-school suspension program, as well as the Gentlemen's Club, and the teaming concept. Incentives were provided to encourage proper behavior, and staff members worked individually with students. Henderson reported having class work equal the ability of the students, counseling individually with students, increasing campus security, and posting and teaching classroom rules as means of decreasing discipline problems. Southwest had implemented the Assertive Discipline Program and at Forest Heights and in-school suspension program was operative. I Reports from all area junior high schools indicated that the principals were very active and visible in I directing/controlling students. The team from Pulaski Heights noted that the principal was ill on the day of the monitoring visit and was only at school part of the day. and one of assistant principals was attending an inservice. They further reported that the assistant principal and acting assistant principal on duty were very active and visible in maintaining a disciplined atmosphere at the school. The teams from Cloverdale, Henderson, and Mabelvale cited various examples which supported the visibility of principals in directing/controlling students, i.e., good control of ramps, cafeteria, and bus areas at Mabelvale, and notations that the principals at Henderson and Cloverdale were very active. The monitors at all area junior high schools, except Henderson, indicated that teachers were very active and visible in directing/controlling students. At Henderson, the teachers were reported as being somewhat active and visible, with the comment that teachers were observed standing at their classroom doors during class changes. First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 60 I I 1 Responses from Principal(s): The assistant principal at Pulaski Heights, with whom the exit conference was held, stated that because Pulaski Heights was a restructured school, new rules, roles, and relationships had been formed to assist in maintaining good discipline, and that strategies had been developed to eliminate disproportionate discipline sanctions. J I Area Schools/Senior High According to monitoring reports. Central, Hall, McClellan, and Fair distributed information in the form of handbooks regarding student disciplinary policies and procedures to all students and parents. It was further indicated that the information in the handbook was taught to the students. The teams at Fair and McClellan also reported that signed documentation denoting receipt of the handbooks by parents and students was on file, and that classroom rules were posted in each room. The committees at Hall and Fair verified that suspension and expulsion rates were generally representative i of the student population with regard to race. However, monitors indicated that this was not the case at McClellan. The Central High School Biracial Committee reported that information regarding suspensions and expulsions was not available at the time of the monitoring visit. I I Classroom instruction proceeded in an orderly manner in all classrooms visited at each area high school, according to the reports submitted. Comments included information that the students were on task and attentive in monitored classes. Monitors at all area high schools, except Central, reported that strategies to eliminate disproportionate disciplinary sanctions among identifiable student groups were evident. The team at Central indicated that evidence regarding such strategies was not available. Examples cited by the team at McClellan included peer counseling, counselors and teachers working with students, and teaching the violence prevention curriculum to each student. The Biracial Committee at Fair reported that the counseling department had initiated a program to have mentors come to school each week to talk
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.