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

LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas October 1994 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS Page 1.0 Equitable Placement by Race/Gender in School Programs 2 2.0 Curriculum 12 3.0 School/District Initiated Honors and Awards 24 4.0 Committees 32 5.0 Extracurricular Activities 35 6.0 Student Achievement/Assessment 40 7.0 Special Education 48 8.0 Gifted and Talented Education 55 9.0 Staff Development 64 10.0 Parental Involvement 70 11.0 Student Discipline 75 12.0 Building Leadership/Management Additional Observations 85 93 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 97 2.0 Curriculum 98 3.0 School/District Initiated Honors and Awards 101 4.0 Committees 103 5.0 Extended Day Educational Opportunities 103 6.0 Student Achievement/Assessment 104 7.0 Special Education 105 8.0 Gifted and Talented Education 106 9.0 Staff Development 108 10.0 Parental Involvement 110 11.0 Student Discipline 111 12.0 Building Leadership/Management 113 Additional Observations 116 ADDENDUM School Category Groupings Used In Report 117LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by parents on the local school biracial committees and the Planning, Research, and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three schoo?. districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between February 4 and May 27, 1994. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation through the appropriate central office administrator provides guidance for corrective actions, if required. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IM SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentage Racial/gender balance (at least 25% black) in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 3 School enrollment to be within tl range for 1993-1994 elementary 51.25% to 76.75%, senior high apprbpr^te racial 0% to 74% S.5% t junior high S% . Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school . Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school . Plans to eliminate onerace classes, if one-race classes are identified Class enrollments comply with state standards . Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools
Eight schools had not attained the goal for equitable staffing. Brady, Jefferson, McDermott, Meadowcliff, Pulaski Heights, Terry, and Woodruff fell below the staffing goal of at least 25% black certified staff members. Bale, Brady, and Pulaski Heights fell below the staffing goal of at least 25% white non-certified staff. The black student enrollment at Bale, Baseline, Cloverdale, Fair Park, Wakefield, and Watson did not reflect the acceptable racial range for 1993-94. Four schools (Baseline, Terry, Wakefield, and Wilson) had class enrollments that generally did not reflect the racial/ethnic composition of the school. All four schools provided strategies to eliminate disproportionate class enrollments. A one-race kindergarten class was observed atEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 4 Watson. Strategies to eliminate one-race classes were evident. Enrollment for extended educational programs was not representative of the racial composition of students at Badgett, Pulaski Heights, Wakefield, and Wilson. Response from Principal(s): The principal at Baseline indicated only white students were assigned to Baseline after she notified personnel at the Desegregation Office that the black student enrollment exceeded the acceptable range for 1993-94 black students. Principals at Baseline, Cloverdale, Terry, and Wakefield reported that school and class enrollments by race and gender are constantly changing as a result of transitory students. Magnet Elementary Schools
The composition of the school staff (certified and noncertified) was adequate to ensure student contact with varied staff personnel at Carver, Gibbs, and Williams. At Booker, only 16% of the non-certified staff members were white. The school enrollment at all elementary magnet schools, except one, reflected the racial composition prescribed by the Court approved desegregation plan. Gibbs was 57% black and exceeded the goal for magnet enrollment. Class enrollments generally reflected the racial/ethnic composition of the school at all four magnet elementary schools. No extended educational programs were reported at Williams or Booker. Participation in extended educational programs generally reflected the racial/ethnic composition of the schoolsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 5 at Carver and Gibbs. No onerace classes were observed at Booker, Carver, or Williams. At Gibbs, the resource teacher worked with four groups during the school day which were composed of all black students. The monitors at Gibbs said strategies were available to prevent or eliminate one-race classes. Response from Principal(s): The principal at Gibbs said scheduling and student transfers during the school year resulted in the four one-race groups instructed by the resource teacher. M-to-M Magnet Elementary School
Washington had attained the goal for equitable staffing for certified staff. However, the goal for non-certified staffing (at least 25% white) was not attained. The composition of the non-certified staff was 87% black. The school enrollment exceeded the goal for M-to-M magnet schools (40% - 60% black). The school population was 62% black. The class enrollments generally reflected the composition of the school population. Extended educational programs reported by the school consisted of a Homework Center and an Extended Day. Participants in the Extended Day are selected according to Chapter I guidelines. Ninety-four percent of the students in Extended Day are black. Seventy percent of the students enrolled in the Homework Center are black students.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 6 Response from Principal: None Interdistrict Elementary Schools: King and Romine attained the goal for eguitable staffing for certified staff members. The goal for non-certified staff was not achieved. Non-certified staff was 16% white at King and 24% white at Romine. The school enrollment at King and Romine did not reflect the racial composition prescribed by the court approved desegregation plan. King's enrollment was 61% black and Romine's enrollment was 73% black. Class enrollments for only four classes at King did not generally reflect the student population. Strategies were available to eliminate the disproportionate class enrollments at King. At Romine, nearly all classes met the acceptable range for each grade level, respectively. There were two one-race special education self-contained classes at Romine. Chapter I Extended Day enrollment at King was 78% black. No extended educational programs were reported at Romine. Response from Principal(s): The principal at King said that student assignments are made by the LRSD Student Assignment Office, but she indicated that the school has been successful in recruiting white students. Alternative Learning Center
The ALC did not attain the eguitable staffing goal. The school enrollment did not reflect the acceptable racial range forEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 7 junior high schools. Black students comprised 89% of the school population. However, class enrollments generally reflected the ethnic composition of the school, and strategies were employed to prevent one-race classes. Aquaculture and horticulture were reported as Extended Educational Programs with participation in programs that reflected the make-up of the school population. Response from Principal: None Area Junior High Schools: Forest Heights and Mabelvale attained the goal for staffing. Cloverdale, Pulaski Heights, and Southwest had not attained the staffing goal. The school enrollment was in the acceptable range for Forest Heights, Mabelvale, and Pulaski Heights. Cloverdale and Southwest were above the acceptable range for black students. Class/course enrollments at Forest Heights, Mabelvale, and Pulaski Heights did not generally reflect the racial composition of the schools. All area junior high schools had some all black classes. All area junior high schools provided strategies to eliminate disproportionate class/course enrollments. Participation in extended educational programs generally reflected the racial/ethnic composition of the school at Cloverdale and Southwest. The participation by race/gender was not available at Forest Heights. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 8 The principal at Forest Heights Junior High said that the school has no control over placement for reading and special education. He noted recruitment of white students for Industrial Technology. The principal at Southwest said that most of the support staff were employed before she became principal. She further commented that the Safety and Security Department hires security guards, and that Plant Services provides the custodians. Magnet Junior High School
An equitable staffing goal was attained at Mann. The enrollment for black students was 57% which exceeded the goal for magnet enrollment. Fifty-nine percent of the students enrolled during the first semester were black. The course enrollments for some classes did not reflect the composition of the school. Strategies to eliminate disproportionate course enrollments were evident. Five one-race classes were found. Three of the five were Reading/English classes. One Language Arts Plus and one German II class were all one-race. Several innovative strategies were found to increase the enrollment of black students in Gexrman. Response from Principal: The principal reported communication has been ongoing with student assignment personnel. She said progress has been made in reducing the percentage of black students assigned to Mann over the past few years and the change has started to influence the course enrollment percentages in a positive way.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 9 M-to-M Magnet Junior High Schools: Dunbar attained an equitable staffing goal, while Henderson did not attain the goal for non-certified staff. The school enrollment at both schools did not reflect the acceptable racial range fo
M-to-M magnet schooBs^ Black students composed 75% of th^ lation [enderson. At Dunbar, black students composed 62% of the population. Class/course enrollments at both schools did not generally reflect the racial/ethnic composition of the school. Some one-race classes were found at Henderson and at Dunbar. Both schools had strategies to eliminate one-race classes and disproportionate class/course enrollments. Participation in extended educational programs at Dunbar and Henderson did not generally reflect the composition of the school population. Response from Principal(s): The principal at Dunbar noted that attendance zone black students, who in previous years received a letter allowing them the option of not attending Dunbar, were not given that option this year. Consequently, a high percentage of allocated seats for black students were taken by the attendance zone students who had no particular interest in the magnet programs. The principal indicated that this prevented other black LRSD students, as well as those from PCSSD and NLR, from entering the magnet program. Area Senior High Schools: Fair and Hall attained the equitable staffing goal. SchoolEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 10 enrollments at both schools reflected the acceptable racial range for 1993-94. Course enrollments did not generally reflect the composition of the student body at either school. Both schools had strategies to eliminate disproportionate course enrollments and one-race classes. One-race classes were found at Fair and Hall. The evidence provided at Hall showed that participation in extended educational programs generally reflected the racial/ethnic composition of the school. At Fair, information was not provided for extended educational programs. The principal noted that participants in these programs for the current school year had not been selected at the time of the second semester monitoring visit. Response from Principal(s): The principal at Fair reported that for next year, he is considering scheduling the Student Council either before or after school so that those students could be scheduled into regular classes during the school day. This change in procedure would eliminate one conflict in scheduling. The principal at Hall said that four of the one-race classes reported by the monitors were special education classes. The school must serve those students, and the special education class sizes are limited. The principal also reported that the band director visits junior high schools to recruit students. Magnet Senior High School
Parkview achieved the equitable staffing goal. However, theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 11 black student enrollment of 59% exceeded the magnet range of 50% 55% black. The class/course enrollment for some classes did not generally reflect the racial/ethnic composition of the school. Strategies were identified to eliminate disproportionate class/course enrollments and one-race classes. Two one-race classes were noted in the School Profile. One was a kindergarten class and one was a photography class. Black students comprised 37%, of the total participation in extended educational programs. Response from Principal: None M-to-M Magnet Senior High Schools: Central and McClellan both attained the equitable staffing goal. McClellan had a greater percentage of black students enrolled than the acceptable racial range for 1993-94. McClellan had a black student enrollment of 76%. The black enrollment for Central was 62%. The class/course enrollments at McClellan reflected the racial/ethnic composition of the school. The course enrollments at Central did not generally reflect the composition of the school population. Both schools had one-race classes. Central and McClellan provided evidence of strategies to eliminate disproportionate course enrollments and one-race classes. Information concerning participation in extended educational programs was not available at Central or McClellan. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 12 The principal at Central stated that black students are placed in advanced classes but may drop out. he would address this issue. He indicated that Metropoljt^n Vocational-Technical Education Center: Metropolitan did not attain the goal for staffing. The composition of the staff was 17% black certified personnel and 80% black non-certified personnel, of the school enrollment. Black students composed 59% Class/course enrollments did not generally reflect the racial/ethnic composition of the school. No onerace classes were observed. Strategies to eliminate disproportionate class/course enrollments were provided by the director. Metropolitan reported an extended day program. Student enrollment or a composition of the enrollment by race and gender was not available. Response from Principal: None 2.0 CURRICULDM At each school the monitors expected to find: . Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns . An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implementEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 13 the curriculum with what you have) Varied teaching strategies reflected by display of student work . Evidence of assessment/reteaching/retesting, when necessary . Current and complete documentation of student progress . Teachers demonstrating use of multiculturally infused curriculum . Students participating in heterogeneous groups to allow for cross racial interaction . Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism FINDINGS
Area Elementary Schools
In most of these schools, all of the items in this section were rated positively on the team consensus reports. One teacher monitored at Fair Park expressed a need for a science laboratory and a class set of dictionaries. One monitored Wakefield teacher said that the reading workbooks and some thematic reading materials arrived late. It was reported that only $36 of supplies were bought for a Wakefield teacher for the year. Also, for a Wakefield classroom, ordered crayolas reportedly did not arrive all year. One monitored Geyer Springs teacher shared that class sets of English, Social Studies, Science and Spelling texts were needed.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 14 Some record keeping problems were noted at Fair Park, Otter Creek and Western Hills. In one monitored Fair Park classroom, Academic Skills Development Plans (ASDPs) were not available because the teacher could not find them. In this same classroom. the teacher plan book appeared to be inadequate. The observed ASDPs at Otter Creek did not show mastery dates. One Western Hills teacher's grade book was not current. and one ASDP observed did not show dates of mastery or parent signatures. At Mabelvale and Wakefield Schools, there were some problems with students being actively involved in classroom instruction. In three monitored classrooms at Mabelvale Elementary, it appeared that no~students'^re invoived'Tn instruction. In a monitored Wakefield classroom, students were observed hitting on each other. Two monitored Mabelvale Elementary teachers said that they were not aware of the type of instruction students received in the library. Some Bale monitored teachers said that while the new curriculum was quite comprehensive, more support and resource materials were needed to fully implement it. Response from Principal(s): The Bale principal said that each teacher was allotted $100 to purchase additional materials to support the curriculum. She indicated that teachers' requests must be tied to a curriculum objective. She said that the incentive grant provided the funds.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 15 Magnet Elementary Schools: All of the items on all the team consensus reports for these schools were positive for this section. Response from Principal(s): None M-to-M Magnet Elementary School: All of these items had positiye responses on the team consensus report. Response from Principal: None Interdistrict Elementary Schools: At King and Romine, all monitored teachers indicated they had adequate materials and equipment to deliver the curriculum. Howeyer, at Romine each visited teacher expressed the need for various items to enhance curricular offerings. Records were current and complete in the monitored classrooms. All students in the monitored classrooms at Romine were actively involved in classroom instruction as were the students in most observed classes at King. Examples of classroom activities were asking questions during discussion, reading and actively working on assigned projects. At Romine, observed classroom seating patterns promoted interaction among students of different race/gender in the classes having a sufficient number of white students to participate in the interaction. There was a good mix of students in all monitored rooms at King. At King, paired student groupsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 16 were used at times. Numerous bulletin boards, posters and displays reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. Two themes observed at Romine were exploring space and "We Are the World". At Romine, pictures of students and various art projects depicted the above. In all the monitored classrooms at King and Romine, the monitors observed numerous posters, pictures and displays reflecting the racial/ethnic and gender differences of the student body and multiculturalism. Two themes observed in the classrooms were "They Came to America" World." and "Children of the In all monitored classrooms at King and Romine Schools, numerous displays of student work were evident. At King, spelling tests and dinosaur art were observed. At Romine, art projects, student compositions, mathematics and computer work were displayed. All teachers who were interviewed at King and Romine reported that multicultural objectives of the curriculum guides were taught. At King School, some examples were a study of the cultures of Africa and Sweden. One monitored King School teacher had the multicultural objectives in the lesson plans highlighted in yellow. It was reported that the library media specialists at King and Romine Schools provided ongoing instruction throughout the school year in literary and reference/study skills. At King School, this was done weekly with the library media specialistEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 17 splitting the classes up and spending time with small groups of students. The King media specialist, for example, helped by providing data on dinosaurs for the second grade project. Response from Principal(s): None Alternative Learning Center
One monitored teacher reported a need for three more computers in a class. Another visited teacher indicated a need for more microscopes in that classroom. Two new science tables have been placed in a laboratory, but they had not been installed at the time of the monitoring visit. Student records observed were current and complete. Students observed were actively involved in classroom instruction. In the classrooms monitored, the seating patterns promoted interaction among students of different race/gender. Bulletin boards throughout the school and in the classrooms monitored reflected multiculturalism. Student work was seen displayed in the rooms visited. Multicultural objectives were observed in the lesson plans. There was no media specialist assigned to the Alternative Learning Center. Response from Principal: None Area Junior High Schools
In most of the monitored classrooms, teachers reported having adequate materials and equipment. However, scienceEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 18 classrooms at Pulaski Heights Junior High were reported as needing updating, and one of the science rooms was reported as needing running water and a sink. At Southwest Junior High, it was reported that art supplies provided by the district needed to be available for all levels of classes. It was reported at Southwest that it was often difficult to obtain adequate supplies from the LRSD distribution center. At Forest Heights Junior High, a science laboratory appeared to need natural gas hookups. and there was no glassware and no water at one observed worktable. One Forest Heights teacher indicated a need for an audio visual screen. One monitored teacher at Mabelvale Junior High indicated a need for calculators for students. Although the computer laboratory at Mabelvale was available everyday, it was reported the lab attendant was only assigned two days per week due to budget cutbacks. Most records observed were current and complete. However, in one classroom at Cloverdale Junior High, there were no student records available at the time of the visit. Most students in most observed classrooms were actively involved in classroom instruction. Examples of activities observed were small groups, Shakespeare film, computer, group interaction with the teacher, tests, classroom discussion. painting, individual projects, cooking, and student presentations. In one visited classroom at Forest Heights, two students were observed sleeping.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 19 In most classrooms visited, the seating patterns promoted interaction among students of different race/gender. At Forest Heights, Mabelvale, Pulaski Heights and Southwest, the monitors observed bulletin boards, publications and productions throughout the schools. Forest Heights, Mabelvale, Pulaski Heights, and Southwest monitored classrooms had bulletin boards, publications and productions in the classrooms reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism. However, at Cloverdale, few multicultural exhibits, bulletin boards, posters, charts, and classroom collections were observed. In all visited classrooms in all of these schools but Cloverdale, there was a display of student work. Examples included drawings, paintings, student compositions. maps. geometric string projects, mobiles, posters, and collages about novels and graphs. At Cloverdale, there were limited displays in most classrooms monitored. All of these schools had positive responses to the item on multicultural objectives of the curriculum guides being taught. Examples included students reading multicultural short stories, African weaving being done, and black history and the holocaust being discussed. In all of these junior high schools, except Cloverdale, the majority of the monitored teachers said that the media specialist instructed students in literary skills and reference/study skills. The Cloverdale monitored teacher comments were lessEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 20 positive regarding media specialist assistance. Cloverdale monitored teachers said that skills were not taught but assistance was given to teachers when materials and/or equipment was requested. Response from Principal(s): The Cloverdale Junior High principal said that the media specialist did teach skills to students. She said that the units of study were taught through the English classes and the media specialist provided supplemental type activities. She said that the statement was incorrect that the media specialist did not teach literary skills and reference/study skills. Magnet Junior High School
At Mann Magnet in all classrooms observed, the teachers had adequate materials. Observed Academic Skills Development Plans (ASDPs), grade books and lesson plans were current and complete. In all observed classrooms at Mann Magnet, all students were actively involved in classroom instruction. In most monitored classrooms, the seating patterns at Mann were integrated to promote interaction. Throughout the Mann Magnet Junior High building, there were bulletin boards, publications, and productions reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism. In some monitored classrooms, the monitors noted no multicultural displays on bulletin boards. The monitors noted student work on display in the monitored classrooms. Multicultural objectives of the curriculum werebeing taught. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 21 The English teachers took students to the media center for reference skills instruction in the seventh grade. The media specialist coordinates reference, research, and study skills instruction with the English teachers. Response from Principal: None M-to-M Magnet Junior High Schools
Although most monitored teachers at both Dunbar and Henderson said that they had adequate materials and equipment. a laboratory for science classes was reportedly needed. Records were current and complete in the monitored classes at these schools. In most classrooms visited, all students were actively involved. Examples of student activities at Dunbar were working on individual projects, listening to a dramatic reading, and solving physics problems. In a majority of the classrooms monitored, seating patterns promoted interaction among students of different race/gender. Dunbar and Henderson, the bulletin boards, publications and At productions throughout the school and in the classrooms reflected the racial/ethnic/gender differences of the student bodies. At both Dunbar and Henderson, in most of the classrooms monitored, there was a display of student work. At Dunbar, all interviewed teachers reported that multicultural objectives of the curriculum guides were taught. At Henderson, there was a mixed response to this item. Some monitored Henderson teachers IEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 22 did not recall when they last taught multicultural objectives. Most of the monitored teachers at Dunbar and Henderson said that the library media specialist instructed students in literary skills and reference/study skill's. It was reported that the Dunbar media specialist was available to assist students with special research assignments. Response from Principal(s): None Area Senior High Schools
In the majority of classrooms monitored at Fair and Hall, teachers reported having adequate materials and equipment. However, there was reportedly no specific allocation from the district level for adaptive physical education at Fair High School. A Fair teacher reported that a coach was very cooperative in lending uniforms and equipment for special Olympics. Also at Fair, it was reported that there was no specific budget for the Science Technology class
there was only a class set of books and an allotment of paper. Student records observed in both of these schools were current and complete. Students observed were involved in instruction. In the classrooms monitored, the seating patterns were appropriate. Multiculturalism was reflected throughout the buildings. The racial/ethnic/gender differences were reflected in the classrooms visited. Student work was displayed in most rooms visited. Multicultural objectives of the curriculum were taught in most ofEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 23 the classrooms visited. In a majority of the classrooms monitored, student work was displayed. Examples of this at Fair High School were poetry written by students, geometry projects and book reports. Most visited teachers said that the library media specialist instructed students in literary skills and reference/study skills. Response from Principal(s): None Magnet Senior High School
All Parkview monitored teachers but two agreed that they had adequate materials and equipment. Two monitored teachers in the Fine Arts Department reported that they needed more funds for costumes. All of the items in this section of the team consensus report were positive. Response from Principal: None Mrto-M Magnet Senior High Schools
All of these items had positive responses on the team consensus reports, except for the items on display of student work. Very little student work was observed in the halls and visited classrooms at Central. McClellan monitors observed computer generated banners that students had made and posted about the campus. Response from Principal(s): The McClellan principal reported that a bulletin board had been placed in the main office for display of student work.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 24 Metropolitan Vocational-Technical Education Center
All teachers visited reported adequate materials and equipment available. One monitored teacher reported needing Macintosh Computers for proper industry training. All of the items in this section were positive on the team consensus report except the item on the library media specialist, and there was not a media specialist assigned to Metropolitan. Reference sources were available in the media center for research and check-out purposes. Response from Principal: The principal said that there were three computers on order for the commercial art department. 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find
. A variety of awards and honors . Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents . A process to evaluate the honors and awards program for equity . Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month, NationalEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 25 Honor Society, honors assembly programs, continuous curriculum development FINDINGS
Area Elementary Schools: In an effort to ensure that no student was denied access to his/her being selected to receive either an honor or an award, all schools established non-biased and equitable policies and procedures regarding these recognitions. A variety of honors/awards, including scholarship, citizenship, attendance, most improved student, music, art, etc., is offered at area elementary schools, according to monitoring reports. Additionally, written procedures and requirements governing these recognitions were distributed to staff, students. and parents at each of these schools. Procedures were evident to also assure that students were apprised of information regarding various opportunities in extended educational programs. e.g., Olympics of the Mind. Information concerning these activities was disseminated in a variety of ways including assemblies. monthly activity calendars, announcements by classroom teachers and counselors, school newspapers and bulletins, and for applicable programs, the G/T teacher. In addition to programs which are housed at individual schools, information was also provided concerning ones offered by the Arts Center, the Museum of Science and History, and the Little Rock Recreation Department, etc. Monitoring reports indicated that at all area elementaryEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 26 schools, the offerings and procedures regarding honors/awards were evaluated regularly for equity and to determine if awards were necessary to meet student needs. new The distribution of honors/awards the first semester generally reflected the school population at each area elementary school except McDermott, as reported by monitors. Response from Principal(s): None Magnet Elementary Schools: A variety of honors/awards, including, but not limited to. scholarship, citizenship, service, and attendance. was provided at each magnet elementary school, according to monitoring reports. Written procedures and requirements regarding these recognitions were distributed to staff, students, and parents at each magnet elementary school except Gibbs, as per monitors. Additionally, procedures were evident to assure that students were apprised of information regarding various opportunities in educational programs, e.g., Olympics of the Mind. At all magnet elementary schools except Gibbs, 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. The distribution of honors and awards the first semester generally reflected the school population at all magnet elementary schools except Gibbs. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 27 In reference to the distribution of honors and awards, the principal at Gibbs reported that the school biracial committee had discussed this issue, and that they planned for the group to discuss the submission of a proposal outlining instructional assistance for at-risk kindergarten students, as a long range plan. She further stated that a more immediate action will be for the committee to review the honors data for equity. M-to-M Magnet Elementary School
No areas of concern relative to this section of the monitoring instrument were noted on the report submitted by monitors from Washington. Response from Principal: None Interdistrict Elementary Schools
A variety of honors/awards, including scholarship. citizenship, and attendance, was provided at both King and Romine. Written procedures and requirements regarding these recognitions were distributed to staff, students, and parents. Additionally, in the case in which extended educational programs were offered, procedures were followed to assure that students were also informed about participation in extended educational activities. The distribution of honors and awards the first semester generally reflected the school population at King but not at Romine. Responses from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 28 None Alternative Learning Center
A variety of awards and honors was provided at the ALC each nine weeks. A teacher designed reward system is in place, and procedures and requirements governing both school and district honors/awards were disseminated to teachers, parents via the "ALC Letter." students, and Procedures were evident to assure that students were apprised of information regarding various opportunities in educational programs. Additionally, the offerings and procedures regarding honors and awards were evaluated regularly for equity and to see if new awards were needed. The distribution of honors/awards the first semester was generally reflective of the population. Response from Principal: None Area Junior High Schools: At all area junior high schools, a variety of awards and honors is provided in areas such as scholarship, citizenship. sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents at each school except Forest Heights. Additionally, procedures were evident to assure that students were apprised of information regarding various opportunities in extended educational programs such as AEGIS andEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 29 Math Counts, according to monitoring reports. 1 Forest Heights noted that some students did not about these extended programs. Monitors from seem to know At each area junior high school, 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. The distribution of honors and awards the first semester was generally reflective of the school population at Forest Heights and Southwest. A disproportionate number of white students received honors and awards at Mabelvale and Pulaski Heights Junior High Schools, and no data were available from Cloverdale Junior High School, according to monitoring reports. Responses from Principal(s): In reference to some students not knowing about extended educational programs that were offered, the principal at Forest Heights said that was because some junior high school students may not listen but indicated that all students had been told about the programs. Magnet Junior High School
A variety of honors/awards was provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. Written procedures and requirements governing honors and awards were distributed to staff, students and parents via classroom postings, bulletins, and handbooks. Procedures Were also followed to assure that students were apprised ofEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 30 information regarding various educational programs, e.g., AEGIS. 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, according to the submitted report. The distribution of honors and awards the first generally reflective of the school population. Response from Principal: None semester was M-to-M Magnet Junior High Schools: both schools, Dunbar and Henderson, a variety of honors/awards was provided in numerous areas, including the following: scholarship, citizenship, athletics, choral and instrumental music, attendance, and service. Written procedures and requirements governing honors/awards were distributed to staff, students, and parents
procedures were also followed to assure that students were apprised of information regarding various educational programs, e.g., AEGIS. The distribution of honors/awards the first semester was generally reflective of the student population at each school, respectively. Responses from Principal(s): None Area Senior High Schools: At both area high schools, a variety of honors/awards was provided in numerous areas, including the following:EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 31 scholarship, citizenship, athletics, choral and instrumental music, attendance, and service. Written procedures and requirements governing honors/awards were distributed to staff, students, and parents
procedures were also followed to assure that students were apprised of infoirmation regarding various educational programs, e.g., Governor's School and Girls'/Boys' State. The distribution of honors/awards the first semester was generally reflective of each school's student population, respectively. According to monitoring reports, 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. Magnet Senior High School: No areas of concern were noted on the monitoring report concerning "School/District Initiated Honors and Awards." Additionally, the distribution of honors and awards the first semester generally reflected the student-population. Response from Principal: None Mrto-M Magnet Senior High Schools: A variety of honors/awards was provided in numerous areas, including the following: scholarship, citizenship, athletics. choral and instrumental music, attendance, and service. The ^eport from Central observed that trophies and other kinds of awards of recognition were displayed at the school. WrittenEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 32 procedures and requirements governing honors/awards were distributed to staff, students, followed to assure that students and parents
procedures were were also apprised of information regarding various educational Governor's School and Girls'/Boys' State. programs, e.g.. The distribution of honors/awards the first semester was generally reflective of the student population at McClellan, but not at Central. Responses from Principal(s): None Metropolitan vocational-Technical Education A variety of awards/honors, including j Center
areas of scholarship, citizenship, and vocational. was provided to the students who attend Metropolitan. Written procedures regarding these recognitions were distributed to staff. students, and parents. Additionally, the Metropolitan Student Handbook apprised students of information concerning extended educational programs provided through such organizations as FBLA, VICA, and HOSA. Honors/awards were regularly evaluated for equity, and the distribution of these recognitions the first semester generally reflected the student population, according to the monitoring report. Response from Principal: None 4.0 COMMITTEES At each school the monitors expected to find
. Racial/gender composition of appointedEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 33 school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population FINDINGS
Area Elementary Schools
At twenty-two schools, school-based committees were generally reflective of the staff population. At nine schools (Badgett, Brady, Fair Park, Fulbright, Geyer Springs, Mabelvale, McDermott, Pulaski Heights, and Terry) school-based committees were not reflective of the student population. Response from Principal(s)
None Magnet Elementary Schools
Appointed school-based committees were generally reflective of the applicable populations at Booker, Carver, Gibbs, and Williams. Response from Principal(s)
None M-to-M Magnet Elementary School
At Washington, the appointed parent/patron committees were not reflective of the student population. Response from Principal: None Interdistrict Elementary Schools
At King, the school-based parent committee did not reflect the student population. School-based committees at Romine wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 34 reflective of the staff/parent (student) population. Response from Principal(s): None Alternative Learning Center
The composition of the school-based parent committees did reflect the student population. Response from Principal: None Area Junior High Schools
Appointed school-based committees were reflective of the staff/parent (student) population at Cloverdale, Forest Heights, Pulaski Heights and Southwest. Committees at MabeIvale were not reflective of the parent/student population. Response from Principal(s): None Magnet Junior High School
Appointed school-based committees at Mann were reflective of the staff/parent (student) population. Response from Principal: None M-to-M Magnet Junior High Schools
Appointed school-based committees at Dunbar were reflective of the staff/parent (student) population. At Henderson, the appointed parent/patron committees were not reflective of the student population. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 35 None Area Senior High Schools
The composition of the school-based committees was reflective of the staff/parent (student) population at Fair and Hall. Response from Principal(s): None Magnet Senior High School
At Parkview, school-based committees were ref^..ective of the staff/parent (student) population. Response from Principal: None M-to-M Magnet Senior High Schools
At Central and McClellan, schoolbased committees were generally reflective of the staff/parent (student) population. Response from Principal(s): None Metropolitan Vocational-Technical Education Center
The Biracial Committee was generally reflective of the parent/student population. A breakdown by race and gender was not available for the Program Advisory Committee. Response from Principal: None 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find
Extracurricular activities (sports, clubs, etc.)EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 36 generally balanced (-25% to +12.5% of black student enrollment) by race and sex Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender . Recruitment practices to promote participation of all races and both genders in extracurricular activities FINDINGS: Area Elementary Schools
The consensus reports from Wilson identified an area of concern. The percentage of black students participating in extracurricular clubs and activities exceeded the acceptable percentage for the black student population. Four other team reports, Western Hills, Mabelvale, Brady and Pulaski Heights indicated that more males were needed to sponsor activities. The report from Pulaski Heights did not reflect black or white adult male involvement. Brady had no black adult sponsorship, and black males and females sponsors were limited at Western Hills. The report from Baseline did not identify an area of concern but stated there were no adult sponsors documented in the profile. The reports submitted from the remaining schools did not note areas of concern. Response from Principal(s): None Magnet Elementary Schools: Total membership of black students participating in extracurricular activities was generally reflective of theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 37 population at all schools with only minor exceptions. Response from Principal(s): None M-to-M Magnet Elementary School
' According to the team report, student participation in extracurricular activities was 60% black, and adult sponsorship was 50% black. An area of concern was not documented. Response from Principal: None Interdistrict Elementary Schools
Consensus reports submitted from these schools did not identify areas of concern. The overall percentages for black student participation was within the acceptable range. student involvement at Romine and King were 68% and 61%, The black respectively. Response from Principal(s): None Alternative Learning Center: The team report identified an area of concern for this section of the checklist. Of the students participating, 60% were black. Adult sponsorship was 63% black. Response from Principal: None Area Junior High Schools
The team reports from Cloverdale, Mabelvale, Pulaski Heights, and Southwest did not identify areas of concern. TotalEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 38 black student affiliation with clubs and/or activities at those schools reflected the student body populations. The Southwest report stated that three of the extracurricular activities had only black members. The Pulaski Heights report indicated that the yearbook staff was comprised of white participants. There were several other activities listed in the report that had too few black or white participants. The consensus report from Cloverdale also noted that the Team and Boys' Basketball had a high percentage of black members. The yearbook staff needed black and white male representation, and the Poetry Club had no black members. The Forest Heights report received an area of concern for this item on the checklist. Total black participation was 53%, while the appropriate range was 55.8% - 83.7%. Response from Principal(s): The principal at Cloverdale stated that there was a tryout procedure for Drill Team and Basketball. Student participation was based on a performance score, and there are no race quotas. Magnet Junior High School
The team report for Mann did not identify an area of concern, but forty-six percent of the students participating in extracurricular activities were black. Sponsorship is 52% black. Response from Principal: None M-to-M Magnet Junior High Schools
The team report from Henderson did not record an area ofconcern. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 39 However, three of the clubs/activities exceeded the acceptable range for black students. Seven of the co-curricular activities showed 100% black sponsorship. Dunbar's report stated that overall 57% of the participants were black, but thirteen of the activities did not fall within the school range. Activities with fewer black members were the Stock Market Game, Yearbook Staff, Beta Club, and All Region Choir. Response from Principal(s): None Area Senior High Schools
The team report from Hall recorded an area of concern. The profile data indicated that seventeen co-curricular activities were established but eleven of those were not within an acceptable range for the black student population. Several of the activities that were out of compliance were athletic in nature. Overall black student participation, however, was 52%. The report from Fair did not identify a negative response, but indicated stated there were some extracurricular activities that had more or fewer black students participating than the acceptable range. Response from Principal(s): None Magnet Senior High School
The team report from Parkview did not identify areas of concern. According to the report submitted, black studentEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 40 participation was 55 percent. Adult sponsors were 34 percent black which reflects the percentage of the certified black staff. Response from Principal: None M-to-M Magnet Senior High Schools
Team reports from both Central and McClellan Schools stated that overall black student participation was within the prescribed ranges. The report from McClellan stated that there were some clubs/activities with more black students than the range permits and others with too few black students. However, there were no organizations with an all white membership, were no areas of concern. There Response from Principal(s): None MetpQpplitan Vocational-Technical Education Center
The team report stated that extracurricular activity data was not a part of the school profile. Response from Principal: None 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: . All students' strengths and weaknesses assessed educational programs planned accordingly and their . Evidence that graduation/promotion/retention rates monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) areEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 41 . Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents . Strategies to close the disparity in test scores among identifiable groups FINDINGS
Area Elementary Schools: At each area elementary school, the school stuff implemented non-discriminatory procedures for the administration, analysis, and use of standardized tests. Analyses of the results of the spring 1994 Stanford Eight and Arkansas Minimum Performance Tests (AMPT) were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Goals and strategies were developed and implemented at all of the area elementary schools to decrease the achievement differences between black and white students on norm referenced tests and on the Arkansas Minimum Performance Test, according to monitoring reports submitted. Teachers interviewed during the monitoring visits indicated that test taking skills had been taught throughout the 1993-94 academic year
examples cited were teaching listening skills. critical thinking skills, how to properly use scan sheets, and practicing answering multiple choice questions. Various study guides, including the Test Best series. Scoring Higher, andEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 42 Better Test gcores were used in the endeavor to teach test taking skills. Responses from Principal(s): None Magnet Elementary Schools
Analyses of the results of the spring 1994 Stanford Eight and Minimum Performance Tests were not available as of the writing of this report, rates were available. Similarly, neither failure nor retention Monitoring reports from all magnet elementary schools indicated that goals and strategies were developed and implemented to decrease the achievement differences between black students and white students on norm referenced tests and on the AMPT. Teachers interviewed at each school reported that test taking skills had been taught throughout the year
for example, practicing taking timed tests and dictated tests, Best series, and learning various study skills. Responses from principals: using the Test None M~to-M Magnet Elementary School
Analyses of the results of the spring 1994 Stanford Eight and Minimum Performance Tests were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Goals and strategies were developed and implemented toEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 43 decrease the achievement differences between black and white students on norm referenced tests and on the AMPT, according to the report submitted by the monitoring team. Teachers interviewed reported that test taking skills were taught throughout the year
for example, how to take timed tests and the proper way to bubble answers on scan sheets. Response from Principal: None Interdistrict Elementary Schools
Analyses of the results of the spring 1994 Stanford Eight Test and Minimum Performance Test were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Monitoring reports from both schools indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Furthermore, all teachers interviewed reported that test taking skills were taught throughout the year, for example, strategies for taking timed tests, reading for understanding, and using the Test Best series. Response from Principal(s): None Alternative Learning Center
Analyses of the spring 1994 Minimum Performance Test and Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure nor retention ratesEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 44 for the 199394 academic year were available. Goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Furthermore, all teachers interviewed reported that test taking skills were taught throughout the year. Examples cited included the counselor's working with the students and practice on taking multiple choice tests. Response from Principal: None Area Junior High Schools: Analyses of the spring 1994 Stanford Eight Test and Minimum Performance Test results were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Monitoring reports from all area junior high schools indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Teachers interviewed at each junior high school reported that test taking skills were taught throughout the year. Examples of skills taught were understanding directions, generalizing, and practicing taking timed tests. Responses from Principal(s): None Magnet Junior High School
EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 45 Analyses of the spring 1994 Minimum Performance Test and Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure nor retention rates for the 1993-94 academic year were available. Goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Teachers interviewed reported using study guides and practicing on a variety of types of tests, e.g., multiple choice, assay, and short answer, to teach test taking skills throughout the year. Responses from Principal: None Mrto-M Magnet Junior High Schools
Analyses of the spring 1994 Minimum Performance Test and Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure nor retention rates for the 1993-94 academic year were available. At both junior high schools, goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT, according to monitoring reports. In all applicable classrooms monitored, teachers reported teaching test taking skills throughout the year
for example, teaching note taking, practicing test taking, and working with the counselor on test taking strategies. Responses from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 46 None Area Senior High Schools: Analyses of the spring 1994 Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure/retention rates nor graduation rates for the 1993-94 academic year were available. Monitoring reports from both area high schools. Fair and Hall, indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests. Additionally, all teachers interviewed at each school reported that test taking skills were taught throughout the year. Teaching deductive reasoning, practicing for the ACT, and teaching test taking strategies are examples of skills taught, according to reports. Response from Principal(s): None Magnet Senior High School
Analyses of the spring 1994 Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure/retention rates nor graduation rates for the 1993-94 academic year were available. The monitoring report indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests. Monitors further indicated that teachers interviewed reported that test taking skills were taught throughout the year
EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 47 for example, critical analysis was used in the Fine Arts Department. Response from Principal: None M-to-M Magnet Senior High Schools
Analyses of the spring 1994 Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure/retention rates nor graduation rates for the 1993-94 academic year were available. Monitoring reports from both high schools. Central and McClellan, indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests. Additionally, teachers interviewed at each school reported that test taking skills were taught throughout the year. Examples of strategies cited are teaching material in study guides related to test taking, practicing taking timed tests, and preparation for taking the SAT and ACT. Responses from Principal(s): None Metropolitan Vocational-Technical Education Center
Spring 1994 Stanford Eight Test results for students who attend Metropolitan were not available as of the writing of this report and, when available, will be reported to the home schools of the students. Monitors indicated that test taking skills, such as solvingEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 48 multiple choice tests and using scan sheets, throughout the year. were taught No areas of concern were noted on this section of the monitoring instrument. Responses from Principal: None 7.0 SPECIAL EDUCATION At each school the monitors expected to find
. Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooRs^ materials, and equipment available for all students to participate in classroom learning experiences . Strategies to decrease any over-representation of minorities . Adequate facilities to meet the needs of the students served FINDINGS
Area Elementary Schools
EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 49 In all of the area elementary schools, strategies were applied to eliminate disproportionate student assignment to special education services. All interviewed special education teachers in twenty-one area elementary schools related to the monitors that materials and equipment were adequate for curriculum delivery. The self- contained classroom teacher at Jefferson indicated that more instructional materials were needed. The resource teacher at McDermott indicated that textbooks and workbooks pk'ovided for the resource class were not adequate. Twenty area elementary schools had special education facilities that were comparable to those of the campus in general. Monitors reported resource classes at Badgett, Brady, and Meadowcliff were housed in portable buildings. The resource teacher at Badgett reported that a concrete walkway to the portable building had been added since the first semester monitoring visit. At three schools (Badgett, Brady, and Meadowcliff) the resource classroom was not integrated into the total school environment. Special education facilities at twenty-one area schools were designed to meet the needs of the students, according to the monitors' observations. At Wilson, one special education teacher said that the self-contained classroom needed hot water to meet students' needs. At Bale, teachers said the facilities were adequate, except in the classroom for hearing impaired students.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY PAGE 50 REPORT The teacher for those students was needed. said that a sound proof curtain Records were current and complete in the majority of the classrooms. Some records were reported to be incomplete or unavailable at Fair Park, Terry, and Wakefield. Response from Principal(s): Regarding the expressed need for a sound proof curtain in a classroom at Bale, the principal reported that no request had been made by the teacher for a curtain. in response to the monitors^ report that lesson plans were unavailable in the resource classroom at Terry, the principal said that the resource teacher does not use a lesson plan book. but she does have a method to develop plans from the Individual Education Plans. The principal at Wakefield said the resource teacher's caseload exceeds the recommended Magnet Elementary Schools
number of students. All elementary magnet schools had strategies to eliminate disproportionate assignments to special education. Interviewed special education teachers elementary schools reported that materials , ' at all magnet and equipment were sufficient for curriculum delivery. The resource teacher at Gibbs said her program would be more effective when the wiring for the computer in the resource classroom is completed. At all of the schools, special education facilities monitored were considered to be comparable to other classrooms.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 51 Teachers interviewed said the facilities were designed to meet the needs of the students. Monitors reported the classrooms were integrated into the total school environment. Student records monitored in all of the special education classrooms were current and complete. Response from Principal(s): None M-to-M Magnet Elementary School: At Washington, the special education classrooms had comparable facilities which were designed to meet the needs of the students. The classrooms were integrated into the total school environment. Special education teachers said they had adequate materials and equipment. The monitors found strategies to eliminate disproportionate student assignments to special education. The records in the resource classroom were current and complete. Response from Principal: None Interdistrict Elementary Schools
At King and Romine, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment. Facilities were designed to meet the needs of students, and they were comparable to those of the campus in general. Special education classrooms were integrated into the total schoolEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 52 environment. All records observed were up-to-date and complete. Response from Principal(s)
None Alternative Learning Center
No special education classes are housed at the ALC. Response from Principal: None Area Junior High Schools: area junior high schools had strategies to eliminate disproportionate student assignment to special education. All teachers reported adequate facilities and classrooms integrated into the total school environment. that were Special education teachers said they had adequate materials and supplies to deliver the curriculum at all schools. area junior high Records were current and complete in all classrooms monitored, except two. One classroom at Southwest Junior High and one classroom at Cloverdale Junior High provided incomplete records. Response from Principal(s): None Magnet Junior High School
At Mann, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment to deliver the curriculum. Facilities were designed to meet theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 53 needs of the students The classroom monitored was part of the main school architectural structure. Current copies of student records were available in the resource classroom. Response from Principal: None M-to-M Magnet Junior High Schools
Strategies to eliminate disproportionate student assignment to special education were evident at Dunbar and Henderson. 1 The visited teachers at both schools had adequate materials and equipment to deliver the curriculum. Facilities were comparable to the general campus, monitored at both schools were current and complete. Response from Principal(s): Records None Area Senior High Schools
Strategies were found to eliminate disproportionate student assignment to special education at both area high schools. Visited teachers at Fair and Hall had adequate materials and equipment. The facilities were reported to be comparable to other classrooms in the building and the classrooms were not isolated. Teachers interviewed said the facilities met the needs of the students served. Records in all monitored classrooms were up-to-date and complete at both high schools. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 54 None Magnet Senior High School
Strategies to eliminate disproportionate assignment to special education were evident at said she had adequate materials, i Parkview. The resource teacher meet the needs of her students. equipment, and facilities to The classroom was integrated into the total school environment. Current and complete records Response from Principal: None were available. tL-tP-M Magnet Senior High Schools
Strategies to eliminate disproportionate assignment to special education were evident at Central and McClellan. Visited special education teachers at Central said they had adequate materials and equipment to deliver the curriculum. At McClellan, a majority of the special education teachers interviewed reported they did not have as textbooks. adequate materials, such Both schools had adequate facilities to serve the students and the classrooms were integrated with the regular classrooms. Records observed were current and complete. Response from Principal(s): The principal at McClellan reported that any materials or supplies that the department needs are taken care of upon request. Metropolitan Vocational-Technical Education Center
EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 55 No special education classes are housed at Metropolitan Vocational-Technical Education Center. Response from Principal: None 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: . Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff . A planned and organized strategy to address any problem of under-representation of identifiable groups in gifted and talented programs . Varied teaching strategies reflected by display of student work . Evidence of assessment/reteaching/retesting, when necessary Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: At all area elementary schools, the staff made efforts toEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 56 ensure that student placement and services provided in the Gifted/Talented program were non-discriminatory. Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program were evident at all schools. Examples of strategies used include: holding inservices for identification of G/T students j classroom teachers regarding and use of all program criteria for students whose academic data perform in G/T education. Monitoring reports from all may not reflect the ability to area elementary schools indicated that G/T teachers interviewed reported having adequate materials and equipment to deliver the curriculum. However, it was noted on the report from Fulbright that two four drawer file cabinets that locked would be helpful in storing confidential records. At McDermott, the report indicated that a computer table was needed. In several cases, the G/T teacher was not assigned to the school being monitored on the day of the monitoring visit
therefore. no response to the item on the checklist regarding adequacy of materials and included in the reports submitted. equipment was The facilities for gifted and talented students were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served at all area elementary schools except Bale, Brady, Fair Park, Jefferson, McDermott, and Wakefield, according to monitoring reports. At Bale, Brady, and Fair Park, the G/TEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 57 facility at each school is housed in a portable building with no covered walkway connecting it to the main building. At Jefferson, although the classroom itself is more than comparable, it is also housed in a portable building with no covered walkway. Additionally, at Jefferson, because of some of the activities in which G/T classes participate, there is the need for a sink
more storage cabinets are also needed, according to the teacher. At McDermott, monitors commented that the G/T classroom was small, long, and narrow, with little room to display student work and noted that there was no entrance to the room from inside the main building. At Wakefield, the monitoring report noted that the G/T facility was housed in a portable building and further noted that there were limitations to the kinds of programs that could be conducted because of the facilities. Where monitored, current copies of students' records were maintained in the classroom to track the progress and achievement of each student, and all records observed were up-to-date and complete. Responses from Principals: In response to the G/T facility at Wakefield, the principal reported that there were needs for improvement to the facilities and grounds. At Bale, the principal reported that the portable building which houses the G/T classroom was purchased at the inception of the G/T program specifically for use as a classroom for G/TEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 58 students. In regard to the need expressed for a computer table, the principal at McDermott reported that the budget was frozen at Spring Break and that no local funding was available to purchase one. Magnet Elementary Schools
Monitoring reports indicated that strategies to eliminate disproportionate student assignment to gifted and talented were evident at all magnet elementary schools. However, the report from Williams commented that strategies that the program be made more inclusive. were needed to ensure At all magnet elementary schools except Gibbs, teachers reported having adequate materials and equipment to deliver the curriculum. At Gibbs, the G/T teacher reported needing more printed resource materials and more room to display student work. The facilities for gifted and talented students were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served at Carver and Booker, but not at Williams or Gibbs. At Williams, the G/T facility is a portable building shared by two G/T teachers. At Gibbs, the G/T classroom is housed in a portable building with no covered walkway leading to it. Where monitored, current copies of students' records were maintained in the classroom to monitor the progress and achievement of each student, and all records observed up-to-date and complete. wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 59 Response from Principal(s): In reference to strategies to eliminate disproportionate student assignment to the gifted and talented program, the principal at Williams stated that he would ask the Gifted and Talented Program Supervisor to suggest strategies for ways to Include more black students in the program. M-to-M Magnet Elementary School: Strategies to eliminate disproportionate assignment to the G/T program were evident, according to the monitoring report. The G/T teacher indicated that adequate materials and equipment to deliver the curriculum were available. Additionally, monitors stated that G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. Current copies of students' records were maintained in the classroom to monitor the progress and achievement of each student, and all records were up-to-date"and complete. Response from Principal: None Interdistrict Elementary Schools: No areas of concern regarding G/T education were noted at either school. Student records to monitor the progress and achievement of each student were maintained in the G/T classrooms and were up-to-date and complete, according to reports submitted. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 60 None Alternative Learning Center No G/T program housed at the ALC. Response from Principal: None Area Junior High Schools: Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program were evident in the area junior high schools. An example of such strategies was having the G/T facilitator conduct inservices concerning identification of G/T students so that they could be tested for admission to the gifted and talented program. Monitoring reports from all area junior high schools indicated that teachers have adequate materials and equipment to deliver the curriculum. However, several reports made additional comments concerning this issue, e.g., equipment repairs taking a long time to complete, equipment being out of commission, need for additional plays for G/T English classes. and a At all area junior high schools, the gifted and talented 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, according to submitted monitoring reports. However, monitors at Pulaski Heights noted that science classrooms need updating, and one needs running water and a sink. Reports from all area junior high schools indicated thatEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 61 current copies of students' records were maintained in the G/T classrooms to monitor the progress and achievement of each student. Response from Principal(s): None Magnet Junior High School
Monitors indicated that strategies to eliminate disproportionate student assignment to gifted and talented were evident. All G/T teachers interviewed reported having adequate materials and equipment to deliver the curriculum. The gifted and talented 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, according the monitoring report. Current copies of students' records were maintained in the G/T classrooms to monitor the progress and achievement of the individual learner. Response from Principal: None M-to-M Magnet Junior High Schools Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program were evident. In a majority of the classrooms monitored at Dunbar, G/T teachers reported having adequate material and equipment to deliver the curriculum. However, it was noted that an additionalEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 62 copying machine would be useful. Also at Dunbar, monitors indicated that science classrooms needed updating, and that one of the science rooms needed running water and a sink. At Henderson, G/T teachers reported needing computers, chairs. and books. The monitoring report from Henderson neither specified the type of books nor the number needed. At both schools, the gifted and talented 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, according to monitoring reports submitted. Current copies of students' records were maintained in the G/T classrooms at each school in order to monitor the progress and achievement of each student. Response from Principal(s): In reference to the school's needing another copying machine, the principal at Dunbar informed the monitors that three copying machines are available for teachers to use. Area Senior High Schools: Strategies to eliminate disproportionate student assignment to the gifted and talented program were evident at both area high schools. Reports noted that all LRSD guidelines for recruitment and placement were followed and that teachers were frequently urged to nominate students for the G/T program. Facilities for the G/T classes were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served, accordingEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 63 to reports submitted. Current copies of students' records to monitor the progress and achievement of all students were maintained in the classroom. and monitors indicated that records were up-to-date and complete. All teachers of G/T classes reported that materials and equipment were adequate to deliver the curriculum. However, at both Fair and Hall, teachers expressed the opinion that having computers in the classrooms would greatly enhance the program. It was further noted by teachers at Fair that even though Materials and equipment might be adequate, students and teachers needed additional time assigned to G/T for completion of special projects. Response from Principal(s): None Magnet Senior High School
No areas of concern regarding the gifted and talented education section of the monitoring report were Indicated. Current copies of students' records were maintained in the classrooms to monitor the progress and achievement of the individual learner, and all records were up-to-date on the day of the monitoring visit, according to the report submitted. Response from Principal: None _M-to-M Magnet Senior High Schools
Strategies to eliminate disproportionate student assignment to the gifted and talented program were evident at both highschools. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 64 An example of strategies cited was identification of eligible students and encouragement of those identified to enroll in G/T classes. The report from Central noted that black students are underrepresented in the G/T program. Facilities for the G/T classes were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served. according to reports submitted. However, the report from Central noted that in one biology classroom, well as some additional equipment. more space was needed, as A majority of the G/T teachers interviewed reported having adequate materials and equipment to deliver the curriculum. In all G/T classes monitored, current copies of students' records were maintained in the classroom to monitor the and achievement of each student. progress Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No G/T program is housed at Metropolitan. Response from Principal: None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find
. Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 65 staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his'/her role and responsibility in the implementation of the districtwide desegregation plan . Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum FINDINGS
Area Elementary Schools
Consensus reports submitted by the Wakefield and Wilson teams documented areas of concern. The report from Wilson stated that monitored teachers had not received inservices related to educational equity. The team report from Wakefield identified areas of concern. The staff development plan did not provide for equitable educational training, strategies for multicultural instruction or activities to enhance student achievement. Staff development plans for the remaining schools demonstrated a commitment to professional growth, and educational equity by making available a variety of inservices that addressed equity in education. Human Relations, Prejudice Reduction, Cross Cultures, Hands-on Science, Reading, Thematic Unit Development, and numerous others were provided to participating staff members. Response from Principal(s)
The Wakefield principal said that inservices related to educational equity were offered to teachers. Those inservicesEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 66 included TESA (for new teachers), Positive Classroom Discipline, PET, Abacus, and teachers attending workshops during the afa convention. Magnet Elementary Schools
The responses of each consensus report were positive for this section. The staff development plans for the schools provided for activities related to educational equity and strategies, and to enhance instruction and achievement. development at Carver included Mindful Schools, Goals of Misbehavior, Positive Discipline and Green Circle. The other reports listed inservices that have been traditional throughout the district. These inservices included TESA, PET, Cooperative Learning, Hands-on Science and Human Relations. All team reports indicated that teachers of remedial classes explained the programs and procedures to the regular classroom teachers and were available to provide materials and assistance if necessary. Response from Principal(s): None M-to-M Magnet Elementary School
The staff development activities included Human Relations, Classroom Management, Abacus, understanding the remedial programs, academic support training, and elementary mathematics. Areas of concern were not identified. Response from Principal:EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 67 None Interdistrict Elementary Schools
All responses regarding the staff development plans related to educational equity, student diversity, and multicultural strategies for effective curriculum delivery were favorable. Prejudice reduction. Thematic Units, Program for Effective Teaching (PET) and Classroom Management were offered to the Romine staff. The King report did not provide specific information as to the kinds of inservices offered. Response from Principal(s): None Alternative Learning Center
There were no areas of concern recorded. The staff had been provided Human Relations inservice, and one staff member has had PET. According to the consensus report, inservices related to equity, multicultural strategies and enhancing achievement has not been a major contributing factor regarding staff development. There was a half-time teacher of remedial reading assigned December 1993, and it was reported that consultations with the classroom teachers occur often. There was no remedial mathematics teacher assigned to the Alternative Learning Center at the time of the report. Response from Principal
The principal reported that the LRSD Human Resources staff is trying to recommend a remedial mathematics instructor for hire by the school board.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 68 Area Junior High Schools
The team reports submitted did not point out areas of concern. The reports indicated that the staff development plans provided for the assessed needs 'at each school. Response from Principal(s): None Magnet Junior High School
There were no areas of concern. The staff development activities provided for additional educational development in teaching strategies for multicultural instruction and fostering eguitable academic achievement for all students. Response from Principal: None M-tc-M Magnet Junior High Schools: The team consensus report from Henderson identified an area of concern. It was reported that teacher responses were mixed regarding inservices for multicultural teaching strategies, remaining items for this section were answered in the affirmative. The Response from Principal(s): None Area Senior High Schools: The consensus report from Hall identified an area of concern. The report stated that responses were mixed concerning multicultural teaching strategies being provided this school year.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 69 The report from J. A. Fair did not report negatives for this section. The staff development plan provided for multicultural teaching strategies, enhancing achievement, understanding the remedial programs and equitable educational inservices. Response from Principal(s): The principal from Hall shared that the LRSD had discontinued "blanket" type inservices, and that more than half of the inservices conducted at Hall were curriculum based. Magnet Senior High School
There were no areas of concern. Response from Principal: None M-to-M Magnet Senior High Schools
There were no areas of concern documented. The team reports from the schools were favorable. The staff development plans provided for equitable educational training through relevant inservices. Prejudice Reduction, Human Relations, PET, Cooperative Learning, Classroom Management, Learning Styles and an explanation of the remedial programs were offered. Response from Principal(s): None Metropolitan Vocational-Technical Education Center
The team report stated that no district staff development inservices/workshops were conducted for the 1993-94 school year. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 70 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find
. Documentation of school-home communication and contact . Documented evidence showing how all identifiable of parents have been actively solicited groups . When financially possible, transportation provided for parents who need the service . School functions conducted in community facilities near identifiable groups of parents . School functions scheduled to accommodate all parent groups . Provision for regularly infonning and involving parents regarding all aspects of their child's school performance . Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) . Opportunities to develop leadership skills among all parent groups . Documentation of parental involvement in writing the school plans FINDINGS
Area Elementary Schools
The consensus report from McDermott identified an area of concern. The report stated that the PTA Executive Board meetingsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 71 were two hours long every month and were too lengthy to include information regarding district structure, policy, programs and ways to access them. The Wakefield and Baseline consensus reports indicated that parents were not involved in the improvement plan. The remaining area schools did not document areas of concern. Parents were solicited and encouraged to participate in school functions and assisted with the development of the improvement plans. Response from Principal(s): None Magnet Elementary Schools
School patrons and parents were given equitable opportunities to involve themselves in school related activities and functions. The team reports listed numerous methods that were used to enhance and encourage frequent "two-way" parent communication. Parents of the magnet elementary schools were used as resource speakers, teachers of home reinforcement activities, as school monitors and assisted with the development plan. Response from Principal(s): None M-to-M Magnet Elementary School
The team report stated that letters, weekly memos, phone calls, and home visits were used to solicit parents to chaperon out-of-state field trips and participate in numerous otheractivities. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 72 Areas of concern were not indicated. Response front Principal: None Interdistrict Elementary Schools
According to both consensus reports, parents are provided equitable opportunities to participate in school related functions. Several methods of solicitation are used to encourage parents to become involved or increase their level of involvement (phone calls, memos, letters, home visits). As a result, all identifiable groups are represented and involved, and frequent contact is made to keep parents abreast of student achievement and/or behavior. Response from Principal(s): None Alternative Learning Center
The team report did not identify areas of concern. Response from Principal(s): None Area Junior High Schools
Most reporting schools made available many equitable opportunities to encourage parents to participate in school activities, the education and/or remediation of their child(ren) and development of the School Improvement Plan. All but one school (Cloverdale) reported that identifiable groups of parents were active. The Forest Heights report stated that there was no evidence that parents assisted with the School Improvement PlanEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 73 and the PTSA was inactive. Parents serving on Forest Heights Biracial Team said that they were unaware of PTSA meetings being held. Based on teacher responses from Cloverdale, few parents were involved. Response from Principal(s): Cloverdale's principal stated that the school won the Volunteer Parent Award for 1993-94. A total of 2,035 hours were documented. She further stated that UCA students mentor and tutor in the after school program. Students from UALR tutor reading and mathematics during the school day. Magnet Junior High School
Numerous methods were used to actively encourage parents to become involved in school activities and functions. Parental contact occurs regularly or as needed. Phone calls, notes. interim reports, and conferences were examples given. At Mann, documentation to ensure that parents were involved in the remediation of their child(ren) and participating in developing the improvement plan was observed. There were no areas of concern. Response from Principal: None M-to-M Magnet Junior High Schools
The Dunbar team report indicated that many solicitation methods were used to encourage parental involvement or to increase the level of involvement. Because of these efficient methods, a representation of identifiable groups wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 74 functioning in school related activities. The Henderson report stated that parents participated in PTSA and the parent/teacher conferences. All other responses for these sections were positive as well. There were no areas of concern. Response from Principal(s): None Area Senior High Schools
The team report from Hall reported an area of concern. The concern was that only faculty members participated in developing the School Improvement Plan. The report from Fair did not identify areas of concern. Rasponse from Principal(s): The principal of Hall shared that the objectives of the School Improvement Plan were shared with the PTSA Board after they were written by the faculty. Magnet Senior High School
Communication efforts were numerous and effectively solicited parents to involve themselves in school functions. Parents reportedly serve on committees, volunteer and extracurricular activities. sponsor The PTSA Executive Committee participated in developing the school plan. Survey results from parents, teachers, and students were used by the committee to make suggested modifications. There were no areas of concern. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 75 M-to-M Magnet Senior High Schools
Areas of concern were not identified. These schools used effective methods to solicit and encourage parents to engage themselves in school functions. Reportedly, representation of all parent groups was good. Parents served on the Biracial Team, Campus Beautification Committees, PTSA, assisted with music and drama productions, served as career day and resource speakers and participated on various advisory committees. Parents were afforded the opportunity to assist with the development of the School Improvement Plan. Response from Principal(s): None Metropolitan Vocational-Technical Education Center
There were no areas of concern for this section of the monitoring. Response from Principal: None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 76 . Teachers receiving staff development and training to become more effective in discipline management and classroom management . Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained . School staff very active and visible in directing/ controlling students FINDINGS
Area Elementary Schools
Most of the team consensus reports from these schools had all positive responses to the items on student discipline. The suspension/expulsion rates were generally not representative of the student population at Fair Park, Forest Park, McDermott, Pulaski Heights Elementary, Terry and Wilson Schools. At Terry School, the staff attempted to get parents involved in student discipline. Some parents came to Terry School and sat in the classroom with the students to avoid their being sent home. The Wilson School Discipline Committee had strategies identified to eliminate disproportionate discipline sanctions among identifiable student groups. The Wilson School staff used behavior documents and kept students inside during recess. There were also incentive programs for students to do well, and theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 77 Wilson staff communicated with parents by telephone and home visits. At Mabelvale Elementary, classroom instruction did not appear to be orderly in three of the classes monitored. Response from Principal(s): The Terry principal shared verbally with the monitoring team some strategies used by the staff at the school to eliminate disproportionate discipline sanctions. Magnet Elementary Schools
All of the items for this section on the Carver School team consensus report were positive. There were no suspensions/ expulsions during the first or second guarter at Carver. The suspension/expulsion rates for Booker, Gibbs, and Williams were not reflective of the school populations. At Booker, ten black males and one white male were suspended during the second quarter. During the third quarter at Booker, there were 16 suspensions, 13 of which were black (8 of the 16 were the same students). At Gibbs, one black student was suspended. Response from Principal(s): The Booker principal said that comparing the 1992-93 third quarter with the 1993-94 third quarter, disparity in discipline was reduced although the number of suspensions increased due to one incident in which five children were suspended and the eight of the 16 who were suspended twice. M-to-M Magnet Elementary School
All of the items in this section except the item forEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 78 suspension/expulsion ra'tes were positive on the team consensus report. The item on suspension/expulsion rates being generally representative of the student population was answered as not applicable. During the third quarter, one black student was expelled and two black students were suspended. The statement was made that only three students were out of school for suspension/expulsion. Response from Principal: None Interdistrict Elementary Schools
Signed contracts from King School parents were on hand in the visited classrooms. These contracts were on the student disciplinary policies and procedures. Teachers of all monitored classrooms at Romine School reported that the LRSD Rights and Responsibilities Handbook was taught and signature sheets denoting receipt by parents were kept on file. At Romine, classroom and school rules were explained and posted. At King School, the office staff helped students to correct discipline infractions of the rules. At Romine, all monitored teachers reported that the staff had plans, procedures and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. The Romine students participated in revising and formulating rules, and students were dealing with behavior problems in a positive way by using peer tutors, conflict managers, the "Just Say No Club, and the efforts of the counselors. Visited RomineEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 79 teachers reported working with identified at risk students in a positive manner. King School had two black students suspended during the third nine weeks. Romine had no suspensions or expulsions for the third nine weeks. All monitored classroom instruction at these schools proceeded in an orderly fashion. All monitored staff were observed being very active/visible in directing/controlling students. Response from Principal(s): The King principal said that the staff teaches the school rules to all the pupils. She expected that all students should follow the rules. The principal said that consequences for student infractions of the rules did not result from race but from the fair administration of discipline according to LRSD policy. Alternative Learning Center
The LRSD handbook was distributed to students and parents. The teachers visited said that they taught the information in the handbooks, then parents and students signed contracts dealing with student discipline. The principal and the counselor conducted stress management sessions with students and parents. The counselor reported activities such as Career Day and Health Fair. During the first three quarters, ten black males and two white females received out-of-school suspensions. There wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 80 three black males who received long-term suspensions. Five black males were expelled. Discipline reports were available. Monitored classroom instruction proceeded in an orderly manner. All categories of personnel observed were very active/visible in directing/controlling students. Response from Principal: None Area Junior High Schools
The team consensus reports indicated that student handbooks and discipline policies were distributed to all students and parents for these junior high schools, except Forest Heights, several monitored classrooms at Forest Heights visited teachers reported that student handbooks were not available. In These school staffs had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Some examples were social worker intervention, after school tutoring, time-out room, in-school suspension, counseling through teams, incentive programs, special breakfast for academic achievers, young professionals organization, before school tutoring sponsored by UALR, mentoring, and groups to enhance self-esteem. However, a monitored teacher at Forest Heights felt that the inschool suspension program was inadequate because students were falling behind in their class work. None of these schools had suspension/expulsion rates that were generally representative of the student body. All of theseEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 81 schools had strategies to eliminate disproportionate discipline sanctions among identifiable student groups. Such programs as the James A. Penick Boys' Club Program, case management, peer tutors, social worker associated with the school clinic, review of the quarterly discipline report by the administration, timeout room, after school work duty with parental approval and noontime duty in the cafeteria were used. Most monitored classroom instruction at these schools proceeded in an orderly fashion. Most staff were observed being very active/visible in directing/controlling students. Response from Principal(s): The Forest Heights principal commented that the school is the only one to have an alternative program at the James A. Penick Boys' Club. The Forest Heights principal also said that by central office directive only seventh grade students and new students were given the student handbooks. However, he said that all pupils were taught the contents of the handbook. Magnet Junior High School
Student handbooks were distributed, taught by the teachers. and contracts were signed by the Mann parents. posted and communicated to parents and students. School rules were Early morning detention hall, incentives for good attendance, grades, and good citizenship were some of the examples provided by monitored teachers for their plans, procedures and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 82 The second and third quarter discipline reports indicated that the suspension rates were out of monitoring range for black students. One example of a strategy to eliminate disproportionate discipline sanctions among identifiable student groups was the Saturday detention hall. Also group sessions with counselors and selected teachers were held for students who were suspended. In all classrooms monitored, instruction proceeded in an orderly manner. Monitors reported that all school personnel observed were active and visible in directing/controlling students. Response from Principal: None M-to-M Magnet Junior High Schools: The student handbooks were distributed and taught at Dunbar and Henderson Magnet Schools. Plans, procedures and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems were in evidence with such approaches as peer counseling, a peer facilitator group, inschool suspension and Students at Risk (SAR). Both of these schools had suspension/expulsion rates that were out of expected range for blacks. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. Examples of strategies at Henderson were: students were warned before they were suspended
they received detention hall first
in-school suspensions were used
and theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 83 principal followed the LRSD student discipline guidelines, policies, and procedures. At Dunbar, in a majority of the classrooms monitored, instruction proceeded in an orderly manner. However, at Henderson, some monitored teachers had to stop talking to the monitors to control the classes. Some Henderson students were observed being disrespectful to teachers. Most categories of personnel observed at these schools were active/visible in directing/controlling students. Response from Principal(s): None Area Senior High Schools: 1J<SD Rights and Responsibilities Handbook was distributed and taught at Fair and Hall High Schools. Both of these schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. At Hall, there was a student assistance planned and designed to help students stay in school. At Fair, there was both a peer and teacher tutoring program through the in-school suspension and the Student Assistance Program. At Fair, the student suspensions/expulsions were within the acceptable range. However, the expulsion/suspension rate at Hall Was not within the acceptable range. Hall High School did have strategies to eliminate disproportionate discipline sanctions among identifiable student groups. IEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 84 Instruction in the observed classrooms proceeded in an orderly manner. Most observed staff were being active and visible in directing/controlling students. Response from Principal(s): The Hall principal said that there was a suspension reduction activity by a group of young men who worked to eliminate suspensions/expulsions. At Hall, there was a 15 percent reduction in suspensions from last school year to this year. There was an eight percent reduction in expulsions from last year to this year. Also at Hall, there was an at-risk student assistance program where ten teachers had volunteered to work with these students. Magnet Senior High School: All of the items for Parkview on the team consensus report were positive for this section of the report. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were not needed because the suspension/expulsion rate was within the acceptable range. Response from Principal: None M-to-M Magnet Senior High Schools: All of the items in this section reflected positive responses on the team consensus reports, except the item on suspension/expulsion rates. At McClellan, a majority of the students who were suspended/expelled the second nine weeks were black and not within the acceptable range. The suspension rateEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 85 for blacks at Central was disproportional. Response from Principal(s): Suspension/expulsion rates were reflective of the social environment according to the McClellan principal. However, at McClellan, efforts are made to try and help students modify behavior when needed. As a last resort only, students were suspended/expelled in accordance with LRSD policy which was followed at all times. Metropolitan Vocational-Technical Education Center
All of these items had positive responses on the team consensus report. No strategies were needed to eliminate disproportionate discipline sanctions among identifiable student groups. Response from Principal: None 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find
Clear, concise and well-written improvement goals for equity . Physical environment which supports the goals of quality teaching and learning, i.e., clean buildings, no debris. orderly halls, no graffiti Equipment and learning aides in good condition, i.e.. bulletin boards, chalk boards Evidence that the principal monitors the curriculumEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 86 . Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logs, individual/group counseling . A system to receive information from former students and patrons regarding the quality/needs of the total . A safe and secure campus for all students, LRSD employees, and visitors program FINDINGS
Area Elementary Schools
Most of the team consensus reports for these schools had all positive responses for these items on building leadership/ management. There appeared to be a lack of bookshelves and cabinet space for some classrooms at Bale. room. At Wilson School, graffiti was observed in a boys' rest An air conditioner at Wilson was leaking through the ceiling in the hallway onto the carpet. At Baseline, there was a door coming loose off of a stall in a girls' rest room. At Wakefield, there were floor tiles missing in some hallways. There was graffiti in a boys' rest room. Teachers visited reported many custodian turnovers this school yearfour times. At Geyer Springs, graffiti was observed in one of the girls' rest rooms. Some monitored teachers at Fair Park reported that the counselor did not follow a schedule or perform tasks as expected.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 87 Missed classroom appointments were not rescheduled. Wakefield, three of four monitored classroom doors were unlocked, thus not following security guidelines. At Mabelvale Elementary, small rocks were preventing the exterior door in the kindergarten wing from closing. It was reported at Otter Creek that although the school improvement plan called for earthquake, intruder and reverse fire drills, these were not done. At Western Hills, some doors of classrooms were observed opened. Response from Principal(s): The Wakefield principal said that a work order has been submitted to get a dead tree removed for three weeks. The Fair Park principal said that she was made aware of the counselor not following the schedule at a Building Coordinating Committee meeting. This had never been a prior concern. After that, the counselor shared a schedule with the principal, and the principal was unaware that the counselor was not visiting the classrooms and following the schedule. The Baseline principal said that a work order had been made for a broken stall door in the girls' rest room. The Wilson principal said that the air conditioner leak had been phoned in to the maintenance department staff as an emergency with no response. The Wilson principal also said that one custodian was absent on the day of the monitoring visit. Magnet Elementary Schools
The team consensus reports from Booker and Williams hadEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 88 positive responses on this section. However, both Carver and Gibbs Schools had a problem on the security guidelines section. At Carver School, several classroom doors were observed unlocked. There was a security camera at Carver at the front door and it monitored visitors to the building as they come to the school office for check-in. All other Carver exterior doors were locked. There were some unlocked doors observed at Gibbs School. Mr.to-M Magnet Elementary School: All of these items were positive on the school team consensus report. Response from Principal: None Interdistrict Elementary Schools: King and Romine Schools had positive responses to all building leadership and management items on the checklist. Response from Principal: the None Alternative Learning Center: All of these items had positive answers on the team consensus report. Response from Principal: None Area Junior High Schools: The monitoring reports indicated that all of these schools had clear, concise, well written statements of specific improvement goals. Forest Heights, Mabelvale, and PulaskiEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 89 Heights Junior High Schools had positive responses to all the building leadership and management items on the checklist. However, one ladies' rest room at Forest Heights needed some maintenance. Some monitored Pulaski Heights teachers felt that more security personnel were needed. The Southwest monitors noted that student passage in the hallways between classes was not altogether orderly. Southwest students were observed running and pushing in the hallways and exiting classrooms. Also the Southwest monitors considered the students too noisy as they traveled in the halls. The statement was made at Southwest that a steering committee of faculty, security, administrators, counselors and case managers were planning to begin working on this problem the week of March 1, 1994. At Cloverdale, all monitored teachers did not respond positively regarding the guidance program. One Cloverdale teacher was of the opinion that the counselors did not have enough time for counseling tasks. However, it was reported that they did coordinate testing, questionnaires and monitored failing students. Regarding security at Cloverdale, it was reported that the security guards did less work than what perceived expectations Were. It was reported that the police officer assigned to Cloverdale often stayed in his office and was not visible. Response from Principal(s): The Cloverdale Junior High principal stated that what wasEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 90 reported to monitors about security was incorrect. She said that the security officer was carrying out the task assigned. Magnet Junior High
All the items on the building leadership/management checklist for Mann Magnet had a positive response from the program monitors. Response from Principal: None M-to-M Magnet Junior High School
All the items on the Dunbar Magnet checklist for building leadership/management had a positive response by the program monitors. Graffiti was observed in a boys' rest room and at the front of the Henderson building and on the outside walls of the gym. One of three hand bowls in a boys' rest room had no running water. At Henderson, it was reported that metal scanning always occurred during the second period (i.e., predictable). At Henderson, several outside hallway doors were unlocked or left ajar. One Henderson classroom door was unlocked. Henderson gym doors were unlocked on both sides. Response from Principal(s): None Area Senior High Schools
Mixed results were obtained when interviewed teachers at Fair responded to the item on the guidance program providing equitable services to all students. Some interviewed teachers expressed the opinion that some students did not receive theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 91 services they needed. Despite various improvements in cleanliness since the last visit, at Hall some electrical outlet covers were missing, and graffiti was observed in a boys' rest room and on the hallway walls outside of the west side of the media center. Also, at Hall, it was reported that the intercom in some classrooms in the 600 building did not work. Response from Principal(s): None Magnet Senior High School
All these items on the team consensus report were positive. The monitored teachers reported some problems with the air conditioner. Response from Principal: The assistant principal reported the air conditioning system might be repaired during the summer of 1994. M-to-M Magnet Senior High Schools
All of these items were positive on the McClellan team consensus report. There were some problems noted on the Central report. Although the Central building was observed to be fairly clean, some believed the hallways could have been cleaner. In two monitored classrooms at Central, plaster was peeling and ceiling leaks were evident. A monitor was informed that water periodically overflowed from a light fixture into one classroom. Also at Central, some teachers reported that administrative personnel had monitored the curriculum infrequently. At Central,EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 92 many classroom doors were observed to be open, which was out of compliance with security guidelines. It was also reported that metal detectors were not used on a regular basis. Response from Principal(s): The Central principal shared that the building has been neglected, and attempts to repair or waterproof portions of the roof have been unsuccessful. He felt that a major quality renovation was needed for the historical structure. The Central principal said that metal scanning was done on a regular basis which was appropriate and according to LRSD policy. He said that both random and full scans were conducted. This principal showed the monitors documented evidence of scanning procedures which were sent to the LRSD security office in accordance with procedure. Metropolitan Vocational-Technical Education Center
There was no school improvement plan available. The majority of the classroom doors were locked in the monitored classrooms. One monitored teacher reported that a work order had been made to get increased ventilation in the classroom, and until such time it was necessary to leave the doors to those classrooms open. Response from Principal: The principal reported during the first monitoring visit that Metropolitan was included in Central High School's Improvement Plan.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 93 ADDITIONAL OBSERVATIONS Area Elementary Schools At Baseline, some monitored teachers said that they felt that for both gifted and special' education students more time was needed with the special teachers. At Wakefield it was reported that all faculty and staff were required to stand for the Black National Anthem. At Watson School, a parent monitor was concerned about students walking to school on Valley Drive. There was no sidewalk on either side of the st
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