{"response":{"docs":[{"id":"bcas_bcmss0837_570","title":"Program evaluation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2003-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","Educational law and legislation"],"dcterms_title":["Program evaluation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/570"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n(ra' LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: PREPARED BY: T. Kenneth James, Superintendent of Schools ij^onnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Program Evaluation Agenda, 2002-03 Background Section 2.7.1 of the Revised Desegregation and Education Plan included the following obligation: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. In response to Section 2.7.1 of the Revised Desegregation and Education Plan, the District implemented in 1999-2000 a new student assessment plan and proposed to the Board of Education a program evaluation agenda to include the most critical programs implemented pursuant to Section 2.7 and detailed in Section 5: elementary, middle, and/or high school English language arts and mathematics programs. Each year the agenda has also included the evaluation of one or more additional programssuch as the ESL program mandated by the Office for Civil Rights. Judge Wilsons Compliance Remedy A summary of the Compliance Teams interpretation of Judge Wilsons order of September 13, 2002, pertaining to the 2002-2003 programs to be evaluated is a follows: Continue to assess the programs implemented under 2.7 to improve the academic achievement of African-American students for 2002-03 and through the first semester of 2003-04. Since the District has now eliminated all fall testing, except for certain diagnostic tests that teachers administer without 1 Board of Education - Memo October 24, 2002 Page Two reporting to the district the results, this obligation to assess students ends at the end of the 2002-03 school year. The judge stated that he expected the District to use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated. Therefore, the program evaluations that will be completed as per the 2002-2003 program evaluation agenda will include all available data, including scores from previously administered fall tests, and they will all be completed by the end of the first semester of 2003-04. Each one will answer several research questions, including the one most critical to compliance, Was this program effective in improving and remediating the achievement of African American students? The Revised Desegregation and Education Plan obligated the District in Section 5 to assess students in the following programs, as follows: 5.2.1 5.2.2 5.2.3 5.3.2 Primary Reading/Language Arts. g. Monitor student performance using appropriate assessment devices. Intermediate Reading/Language Arts e. Monitor student performance using appropriate assessment devices. Secondary Schools Reading/Language Arts f. Monitor student progress and achievement using appropriate assessment devices. Mathematics Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum. The 2002-03 Program Evaluation Agenda outlined in this proposal includes these required components. Status of the Requirements of the 2001-02 Program Evaluation Agenda The Boards program evaluation agenda for 2001-02 was as follows: Primary Reading/Language Arts Middle and High School Literacy K-12 Mathematics and Science (CPMSA) English as a Second Language 2Board of Education - Memo October 24, 2002 Page Three None of the four program evaluations for 2001-02 has been completed as yet due to the tardiness of our receipt of the States Benchmark scores for literacy and mathematics in grades 4, 6, and 8. The scores arrived on Thursday, October 3, 2002. The Board received an update on the Early Literacy program evaluation in June 2002 based on the Observation Surveys and the Developmental Reading Assessment data. That update confirmed the findings of the 2000-01 report and also documented even higher achievement. The previous evaluation, along with the update, are on the Boards agenda for approval on October 24, 2002. I Staff have planned to produce a brief report with data and analysis as a beginning program evaluation of the grades 3-5, 6-8, and 9-12 literacy programs with a more thorough evaluation report to come at the end of 2002-03. However, without the Benchmark scores, that report has not yet been drafted. The Board has received annual reports on assessment results for each of these programs. Comprehensive program evaluations of the grades K-5 and 6-12 literacy programs will be produced at the end of the 2002-03 school year for Board approval. The CPMSA (NSF-funded project) program evaluation (the fourth annual) will be presented at the December meeting and then will be submitted to the National Science Foundation for their review and feedback. At that time, the staff will bundle each of the previous three annual reports produced thus far, along with the NSF feedback, for the Boards formal approval of these program evaluations. The ESL report was originally scheduled for an October presentation, but we have had to reschedule since we do not yet have the Benchmark data. We anticipate being able to present that study in November. The Office for Civil Rights in Dallas has been very complimentary of our 2000-01 ESL program evaluation and has asked us to assist them in providing technical assistance to other districts on how to conduct this study. When the 2001-02 report is presented, the staff will bundle the reports for 1999-2000 and 2000-01, along with the 2001-02 report for the Boards formal approval. 2002-03 Proposed Program Evaluation Agenda The District will provide for the evaluation of the following programs for 2002-03. 1. Elementary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the elementary literacy program (grades K-5) at the end of 2002-03. This study will include findings for the following four literacy programs being implemented in LRSD: Balanced Literacy (Early Literacy Learning in Arkansas or ELLA at grades K-2 and Effective Literacy at grades 3Board of Education - Memo October 24, 2002 Page Four 3-5), Balanced Literacy with Reading Recovery, Success for All, and Direct Instruction. This report will be completed and presented to the Board for approval prior to the winter break in 2003. 2. Secondary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the secondary literacy program (grades 6-12) at the end of 2002-03. This study will include findings for the Reading/Writing Workshop implemented at grades 6-8 and the English I Workshop implemented in three schools at grade 9. All available data will be used in determining the effectiveness of the overall program. 2. CPMSA (K-12 Mathematics and Science) Staff will issue a final report on and evaluation of the five-year NSF-funded project for grades K-12 mathematics and science, and it will be presented to the Board for approval prior to the winter break in 2003. When NSF (external experts) provides its feedback, that report will be added to the documents submitted to the court. Fiscal Impact The District will be able to complete all the program evaluation requirements outlined in the 2002-03 program evaluation agenda through funds already budgeted, except for the cost of the external experts who will serve on each team. The costs for external consultants to complete the 2002-03 program evaluations are not yet known since the District has not yet had the opportunity to identify who they might be and to negotiate contracts. Recommendations That the Board of Education approve the 2002-03 program evaluation agenda as outlined. BAL/adg 4LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO\nBoard of Education FROM\nPREPARED BY\nT. Kenneth James, Superintendent of Schools ^^onnie A. Lesley, Associate Superintendent for Instruction Pat Price, Director of Early Childhood and Elementary Literacy DATE\nOctober 24, 2002 SUBJECT\nEarly Literacy Program Evaluations Background The Board of Education approved in its 1999-2000 program evaluation agenda the Early Literacy program, which began implementation in fall 1999. During July and August 2000 the Assistant Superintendent of PRE presented to the Board drafts of this evaluation, which the Board tabled in August 2000 pending completion. That early draft was never completed and was not again submitted to the Board of Education for review and approval. During summer 2001 Dr. Bonnie Lesley, on behalf of the Early Literacy Program Evaluation team (Pat Price, Pat Busbea, Ann Freeman, Ed Williams, Ken Savage, Anita Gilliam, and Sharon Kiilsgaard) presented a completed 204-page program evaluation\nYear 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the Little Rock School District (1999-2000 and 2000-2001). This report was presented for information, but our Section 2.7.1 Compliance Plan now requires that all program evaluations be presented for Board acceptance and approval. Dr. Steve Ross of the University of Memphis had served as an external consultant to the team. He read both a near-complete draft and made several suggestions for its improvement, which were incorporated into the final draft. He also read the final draft and responded. All grades K-2 teachers administered the assessments, both fall and spring, in all three years, 1999-2000, 2000-2001, 2001-2002. All elementary principals supervised both the fall and spring administrations of the Developmental Reading Assessment and the Observation Surveys and the Achievement Level Tests at grade 2. Central office Elementary Literacy staff conducted the training for the assessments, collected the answer documents, and participated in the analysis of data\nPatricia Price, Pat Busbea, Judy Milam, Judy Teeter, Kris Huffman, and Ann Freeman. Both Dr. Ed Williams and Board of Education - Memo October 24, 2002 Page Two Ken Savage assisted in the production and analysis of score reports. Anita Gilliam and Sharon Kiilsgaard assisted in checking the data tables for accuracy and in preparing the final reports. Copies of this program evaluation were provided to Mr. John Walker, to Ms. Ann Marshall at ODM, and to all elementary principals and elementary literacy staff. Executive summaries, including the program evaluation recommendations, were sent to all K-2 teachers with a cover memorandum congratulating them on their successes. The program evaluation was comprehensive, including the following:  an introduction:  a chapter on the literacy program design and its relationship to the Districts Strategic Plan and the Revised Desegregation and Education Plan\n a description of all of the K-2 assessments used to measure student progress\n a chapter aligning the program with national research studies on effective early literacy programs\n numerous tables displaying the data in several different ways, disaggregated by grade level and race\n an analysis of the results (based on student performance data)\n an analysis of additional data relating to achievement gap among schools and the impact of professional development on student achievement\n a chapter on findingsanswers to the six research questions originally posed\n a bibliography\nand  tables of school-level data on each assessment for the two-year period. 1 An important chapter of the program evaluation relating to Section 2.7.1 of the Revised Desegregation and Education Plan was the one on findings. Research Question 2 was as follows\n/s the new program effective in improving and remediating the academic achievement of African American students? The discussion filled pages 81-96. The following paragraph includes the criteria that were used to determine effectiveness. i To determine the effectiveness of the new program in improving and remediating the academic achievement of African American students, the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the programs implementation would need to be equal to, but preferably greater than, the growth of non-black students, (p. 81)Board of Education - Memo October 24, 2002 Page Three The report included a detailed analysis of all available data\nThe following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years, (pp. 82-83) In this sections conclusions, the program evaluation included not only a summary of findings as they relate to the achievement gap, but also how they compare to the findings in recent national research on reading achievement among African American and white students: The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non-blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test), (p. 94) Pages 107-113 included recommendations for improvement in instruction, parent involvement, interventions, and professional development. Five schools were identified for improvement since they were the lowest performing schools in at least two of the three grades tested. Recommendations for the next program evaluation were also included. These recommendations were all considered by the program staff and by school-level staff and many were immediately implemented, as well as others identified in formative evaluations during year 3. The major recommendations made to principals for program improvement included (1) ensuring that all teachers are fully trained and are implementing the District program\nand (2) adding Reading Recovery and literacy coaches wherever possible, since both of these actions in some schools had resulted in higher achievement.Board of Education - Memo October 24, 2002 Page Four At the end of 2001-02 the staff decided that another comprehensive study was not necessary so early in the program's implementation (year 3). They, therefore, presented to the Board of Education in June 2002 an update that included all the 2001- 02 scores on the Observation Surveys and Developmental Reading Assessment, along with a summary of analysis of performance, especially comparisons of African American student achievement with other students. Those findings not only confirmed the findings of the 1999-2001 study, but the results were even stronger in year 3. At the end of year 3, African American students scores were at least 90 percent of other student scores on all five measures of the Observation Survey by the end of grade 2. In other words, the achievement gap was either closed on these measurements or almost closed, given the standard of 90 percent as an acceptable ratio. On the Developmental Reading Assessment, the most difficult of the measurements, the black to non-black ratio grew from 35 percent at the beginning of kindergarten in fall 1999 to 82 percent at the end of grade 2 in 2002. Deeper analysis also revealed that although many African American children from poverty were not learning to read in grade 1, they did successfully learn to read in grade 2, so they will most likely reach the goal of independent reading by grade 3, even though they began far behind their peers. Interestingly, the grovtrth of other students generally exceeded African American student growth on the DRA in grade 1, but African American growth exceeded other student growth in grade 2. Copies of the program evaluation and the update are attached for Board members' review. Recommendation That the Board of Education accept and approve, as submitted, the following: Year 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001 Update on the Implementation of the PreK-2 Literacy Program, Little Rock School District, 1999-2000, 2000-01, and 2001-02 BAL/adg AttachmentsLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO\nBoard of Education FROM\nT. Kenneth James, Superintendent of Schools PREPARED BY\nI Linda Watson, Assistant Superintendent ^bBonnie A. Lesley, Associate Superintendent for Instruction DATE\nOctober 24, 2002 SUBJECT\nApproval of the Charter School Program Evaluation Background Information Dr. Linda Watson and Ms. Krishna Young, former director of the LRSD Charter School, presented to the Board of Education in June 2001 the program evaluation for the Charter School. That report was presented as information, but the Section 2.7.1 Compliance Plan requires that the Board formally approve each of the program evaluations listed on page 148 of the Final Compliance Report. The Charter School Program Evaluation was prepared by Dr. Larry McNeal, Professor at the University of Arkansas at Little Rock. Serving on the team with him were Dr. Linda Watson, Ms. Krishna Young, and Dr. Ed Williams, members of the LRSD staff. All of the Charter School teachers, grades 3-5, participated in administering the assessments\nthe Achievement Level Tests at grades 3-5, the SAT9 at grade 5, and the State Literacy and Mathematics Benchmark examinations at grade 4, and the Success for All quarterly assessments in reading. The program evaluation included not only student achievement data, but also demographic data, student attendance rates, records of suspensions, student grades, and financial costs for the program. Performance data for the program evaluation were not disaggregated by race. The student body, however, was 87 percent African American. Due primarily to budget constraints, the District eliminated funding for the Charter School in summer 2002 after two years of operation, so this program has now been abandoned. Recommendation That the Board of Education accept and approve the LRSD Charter School Program Evaluation for 2000-2001. BAL/adg Attachment 1 -ZDOi. LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: T. Kenneth James,. Superintendent of Schools PREPARED BY: Ionnie A. Lesley, Associate Superintendent for Instruction DATE: November 21,2002 SUBJECT: Approval of Program Evaluation for Southwest Middle Schools Partnership with Southwest Education Development Lab (SEDL) Background Information During 1998-99 and 1999-2000 SEDL formed a two-year research partnership with five schools in their five-state region. The project was entitled Facilitating Implementation of Reform Strategies and Tactics (FIRST). Southwest Middle School was the only middle school to be selected for participation. The focus areas for the project at Southwest were literacy achievement: mathematics achievement\nstudent attendance\nand student health, wellness, and safety. The SEDL staff published two evaluations of their work with the five schools and their findings relating to the effectiveness of certain school improvement efforts. Those two reports are attached. LRSD s PRE department through Dr. Ed Williams provided data over the two-year period as requested by SEDL for their analysis. In addition, SEDL conducted informal surveys, observations, and interviews and documented each schools conditions with journal entries (see p. 2, Volume 9, Number f. Issues about Change). SEDL staff, primarily Dr. DeEtte Cowan, conducted the study and wrote the program evaluation. Southwest Middle Schools principal and grades 6-8 teachers participated in data collection and in administering student assessments. Five core issues were identified as having significant impact on the five schools past and present efforts at improvement:  organizational structures  focus of improvement work  personal and social dynamics  contextual influences  , leadership. Board of Education - Memo November 21, 2002 Page Two Although the purpose of the SEDL study was not specifically to determine the  rrQ\u0026lt;'Tn/Anr,r.n _Z___ . rr . . . reform efforts on the academic achievement of African American children, whatever findings were made would be relevant t:..,, Z__L___' Schools students are almost all African Americans. The findings for Southwest found as follows in the Volume 9, Number 2 report: since Southwest Middle are organizational structuresp. 4, first column (year 1) and second column (Year 2) focus of improvement workp. 2, second column (year 1) personal and social dynamicsp. 5, second column (year 1) and p 6 first column  contextual influencesp. 6, second column leadership p. 8, first column (year 1) and p. 8, second column (year 2) In conclusion, when improved academic achievement did not including Southwest, the researchers stated the following: occur in the five schools, While increased student achievement is the goal of any responsible school improvement effort, administrative and organizational difficulties must often be addressed before a coherent view of the student body and its needs can be formulated and connected to staff capabilities and goals. Left unaddressed issues of leadership, organization, and context, as well as personal and social dynamics can detail school improvement efforts and sap the energy of the most gifted and talented teachers. Most critically, if these /ssues are not addressed and a schoolwide improvement effort is not advanced, the quality of education individual students receive can become simply a matter of chance and class assignment (pp. 9-10, Volume 9, Number?). Recommendation That the Board of Education approve the attached research reports on the Facilitatinq Implementation of Reform Strategies and Tactics (FIRST) project / M C* . .Xi_________ X 1   I I I Al I. ... ' ' ' ..UHCU.CIUOUUII UI r\\erorm iiraiegies and lactics (FIRST) project as the proqram evaluations for Southwest Middle School's participation in the SEDL partnership. BAL/adg AttachmentVolume 9, Number 2 2000 Issues . about Change Year One and Year Two: What Do You Do In Comprehensive School Improvement Introduction During the summer of 1998, the Southwest Educational Development Laboratory (SEDL) began a partnership project entitled Facihtating Implementation of Reform Strategies and Tactics (FIRST). A two-year initiative, FIRST partnered staff from SEDLs Strategies for Increasing School Success (SISS) program with staff at five schoolsone in each of the five states defining SEDLs service region^Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. These initiatives would differ from former models of school improvement. FIRST partnerships would be long-term, broad scale, in-depth. u. joined at the hip partnerships focusing on the identified needs of the schools and including all relevant staff. Identified needs were not hmited to a particular program or organizational aspect of the school, but could encompass curriculmn, instruction, assessment, classroom management, professional development, parental and community involvement, school management, and a consideration of how these parts fxmctioned as a whole to create a particular school culture. For two years, SEDL staff provided information, guidance, and technical support for improvement efforts determined by the school personnel. FIRST schools collaborated with SEDL in conducting interviews, surveys, and observations about the course these improvement efforts took, including major accomplishments and stumbling blocks. The entire school program was examined and prioritized\nspecific academic areas and/or organizational structures were chosen as the focus of improvement work at each of the FIRST schools. The intent of the FIRST project was to develop the capacity of school personnel to plan, monitor, and continue improvement efforts. To that end, technical assistance providers were enlisted and coordinated with SEDL staffs work to assist the schools during the FIRST initiative. FIRST schools represented the regions diversity on many levels\nthree high schools (Banner, Community, and Pelican), one middle school (Tall Pines), and one K-8 school (San Fernando) were chosen. These schools, whose names are pseudonyms, served students across a range of ethnic and socioeconomic backgroimds, and struggled with issues both specific to their schools and common to many schools (e.g. low student achievement, lack of parent involvement). In the course of the research into school improvement strategies and particularly through the first year of experience in partner schools, SEDL staff identified and confirmed the primacy of five core issues for school improvement efforts. The staffs analysis of school issues and strategies for advancing school improvement was framed within these areas: focus of the improvement work, orgamzational structures that support school change, personal and social dynamics of the indi'viduals and organizations involved, the Southwest Educational Development Laboratory 211 East Seventh-Street, Austin, Texas 78701 (512) 476-6861widening circles of contexts that influence school work, and leadership that influence all of the preceding can Much of the first year of SEDL staffs work was devoted to becoming familiar -wi-th the school culture and context, and building relationships -wi-th school personnel. First year efforts tended to identify the issues that impeded school improvement. As these issues had often been hidden by routine and low expectations prior to the partnership, many participants became discouraged as improvement efforts caused these issues to emerge or re-emerge. I Major tasks facing the SEDL staff in the second year thus included maintaining momentum in ongoing changa efforts, continuing relationship-building, and celebrating accomphshments as they occurred. SEDL partners had bmlt trust -with school staff in their roles as external changa facilitatorsneutral parties in district, school, and interpersonal pohtics. In order to advance change efforts and maintain this trust, SEDL personnel focused their efforts on each schools identified needs, with particular attention to the five core school change issues. Focus of the Improvement Work Year 1. In order for partner schools to fully engage in the work of school improvement, the focus of the improvement work that was undertaken was identified and chosen with the full participation of staff at each school. The level and root of difficulty in achieving this objective varied from school to school. For example, Barmer High School was reconstituted during the first year of its partnership with SEDL. In its effort to provide students with a sense of community and to encourage personal relationships between students sind teachers, this single large high school was divided into four academies. The focus of improvement work quickly became apparent\nimplementation of the academies concepts and structures. At San Fernando School, SEDL assisted staff in re-viewing achievement data and performing action research. As a result of their learning, staff at San Fernando decided to focus improvement work on student retention of skills, and on curriculum, particularly in mathematics. The SEDL facilitator at Cnm-munity High School conducted student focus groups for faculty observation, supported professional development for faculty and administrators, and assisted in the collection and analysis of data from multiple so-urces in the community and from students. Freshman student success was chosen as the focus of improvement work, and the rest of the first year at Commimity High was spent identifying leverage points and making plans for implementation in the second year. At Pelican High School, issues of communication between the central office and the school inserted themselves into efforts to define the focus of improvement work. These issues were worked on as the facilitator introduced the study of student achievement data and its analysis, followed by tie-fining a -vision focused on student outcomes. While staff and administrators quickly agreed to focus efforts on improving instructional effectiveness, the consensus broke down when the SEDL facilitator pushed for more specifics. The staff ultimately decided to focus on planning^ as a way of addressing instructional effectiveness. Student achievement and other forms of data were collected by SEDL staff and utilized to inform staff at Tall Pines Middle School about the academic needs of students and the factors operating -within the school that impacted student learning. SEDL facilitated development of a shared -vision of exemplary SEDL 2schools through the distribution of researchbased studies on successful middle school reform. With this support and guidance, Tall Pines staff identified four areas for improvement\nhteracy achievement, mathematics achievement\nstudent attendance\nand student health, wellness, and safety. Year 2. In Year 2, SEDL staff sought to ensure that students remained a visible and vital target of school improvement efforts. At Tall Pines, an administrator from a neighboring school district, trained by staff from SEDLs Program for Teaching and Learning (PITL), developed Uid delivered professional development for teachers that focused on what students learnednot what teachers taught. As part of their year-long staff development in mathematics instruction, teachers at San Fernando were trained in conducting student interviews, in order to gain insight into the process and success of student learning To discover and disseminate student priorities and perceptions, SEDL staff conducted student focus groups at San Fernando School, Community High, and Pehcan High. At Pehcan High School, development of a school improvement plan began as SEDL engaged Pehcan staff in a return to the schools migainn and vision, and led the staff in reflecting on the skills and attributes of an ideal Pehcan High graduate. - These efforts to keep school improvement work focused on students helped to diminish political issues and increase staff enthusiasm and commitment. At Pelican High School, for example, staff who had been adept at blaming external circumstancedistrict pohcy, student socio-economic background^for students lack of success began to see and take responsibility for their impact on students. Staff became both more accountable and more enthusiastic as they planned, implemented, assessed, and revised specific strategies for improved student achievement. SEDL made available the resources of both its SISS and PITL programs, creating and dehvering professional development activities specifi.c to each schools needs\nconducting, analyzing, reporting and guiding revision in response to the assessment of school improvement strategies that were initiated\nleading, planning, and attending meetings of school and/or district staff\nand providing each school an observer and aUy both removed from divisive school issues and fuUy committed to school improvement and increased student achievement. In addition, SEDL staff brought in outside experts and assisted schools in accessing local resources, and devp1 oping relationships between school and district staff, and between the FIRST school and education professionals at neighboring schools and universities. Reflection. Lack of access to and understanding of student achievement data played a large role in the difficulties encountered as each partner school sought to define and maintain the focus of their improvement efforts. SEDL spent time at each school gathering existing data, collecting new data, and training school staff in interpreting data and identifying logical, research-tested strategies for school improvement In the absence of empirical information about their students' achievement, school staff had developed their own rationale for student achievement and lack of achievement. SEDL staff had to address these straw men,' ft including: student socioeconomic background\ngovernment-mandated program .q, standards, and measurements\ninterpersonal disputes\nand other factors outside staff control. SEDL partners pushed school staff to assume responsibility for student learning, and to believe in their ability to positively affect that learning 3 SEDLOrganizational Structures Year 1. During Year 1, SEDL staff famiharized themselves with the organizational structures that existed at partner schools, and assisted in the development of orgamzational structures where there were none. 'The reconstitution of Banner High School into academies required that new communication structures be developed and implemented. Pehcan High School, which had recently been created by the division of a K-12 school into an elementary, middle, and high school, had a similar need to develop new organizational structures, particularly addressing commumcation between central office staff and the school. At Community High and San Fernando School, organizational structures that were already in place were strengthened and supported through the FIRST partnership. At Commumty High, the principal provided meals and, in some cases, stipends, in support of afterschool planning meetings among teachers\nthis was to change in year two. Facffitation of meetings at San Fernando School helped to assure that all staff were included in plannings and all voices were heard at staff meetings. At San Fernando, SEDL also assisted in the creation and operation of action research teams, which collected and presented the data utilized in developing that schools focus of improvement work. Organizational structures at Tail Pines provided little support for change. Systems for routine procedures, such as tracking attendance and communicating hallway duties, were lacking. Communication among teachers and between the school administration and teachers was sporadic and ineffective. Structures such as grade level teams and the schools steering committee, while in place, were not utihzed effectively. Grade level teams collaborated on student discipline, parent/teacher conferences, and planning for special events. The schools steering committee existed primarily to commumcate the principals unilaterally developed agenda to the rest of the staff. Expectations and opportunities for teacher leadership or problem-solving were nearly nonexistent. Year 2. During the FIRST initiatives second year, orgamzational structures remained a focus of attention at partner schools. SEDL facihtators sought to enhance structures and practices that worked and mitigate the effects of structures that did not exist or work well. When funds to provide meals and stipends for professional development dried up at Community High School, SEDL supported the principal in utilizing other school resources to support unprovement efforts. Communication via e-mail helped fill the gap created by fewer meetings\nthe schools video equipment (and students) provided a means to create videotapes of training activities. At Pelican High School, in light of a new school structure, and with the cooperation of a new administrator, SEDL staff supported school personnel in adapting necessary procedures to the new organization and structures. At Banner High School, FIRST efforts targeted one academy of the four (that understood the value of FIRST and articulated interest) created by the division of a large high school. The lack of organizational structure at Tall Pines Middle School remained a .signifirant obstacle to school improvement efforts. The SEDL facilitator at Tail Pines advocated for fuller use of existing organizational structures, and helped the principal realize the strength and skills of the campus leadership team. In addition, the facilitator created opportunities from external mandated policies\nthe district required the completion of a campus plana difficult task given the lack of organization and staff expertise that characterized Tall Pines. The SEDL coordinator volunteered to assist in this effort, and in the process modeled I i SEDL 4inclusion, data driven decisions, planning and communicationand embedded greater capacity for ongoing school improvement into Tall Pines future. District requirements provided accoimtabhity and legitimacy to school efforts at San Fernando School. Here, the SEPT, facilitator utihzed district pressure to align curriculum within the school, and with state assessments helped to unify teachers^by quelling resistanci in taking the next steps in the schools focus on improved mathematics instruction and achievement. Reflection. As a result of two years work in partner schools, SEDL staff learned that they had been too optimistic in terms of organizational structures at partner schools. Partner schools functioned with minimal organization, allowing informal networks and unspoken expectations to guide and define their work, and reinforcing the isolation of teachers in their individual classrooms. Without clear access to information, the means to express opinions, or the assurance that their perspective would be honored, teachers and staff retreated from one another, convinced themselves that school-wide improvement was impossible, and focused their efforts narrowly. SEDL facilitators found themselves  working within organizational structures that were cumbersome and ineffective, or creating new organizational structures with personnel who were often skeptical and occasionally resistant. Facihtators found this work to be critical to maintaining improvement efforts, but also to be quite difficult, thankless, and slow to show benefits. improvement efforts at each school, advanced dynamics that supported those efforts, and most criticallyavoided being drawn into or ahgned with any one side of personal and social conflicts involving the partner schools. At Banner and Community High Schools, personal and socieil dynaTnirs were generally positive. Banner High School was marked by strong, clear, and widespread teacher conTmitrnp-nt. to and knowledge of students. For the most part, this commitment fueled supportive professional relationships between teachers, although there was little opportunity for teachers suggestions to be incorporated into administrative decisions about the new academy structure. At Commumty High School, trust in the principal translated into the ability for teachers to work well with one another, and to ignore small factions that arose in opposition to improvement efforts. In schools where the personal and social dynamics were less positive, SEDL facihtators sought to engage all staff in the improvement effortsand in the meetings eind decisionmaking that informed and shaped those efforts. Nudging teachers to learn one anothers names by asking a group who is missing provided a small but vital fotmdation for teachers to begin talking to one another about instruction at Pelican High School. At San Fernando, providing the opportunity for staff to discuss the issues that simmered between them allowed some of these issues to be resolved. At Tall Pines, attending to organizational structures helped to dispel some of the tensions that precluded the development of strong personal relationships among teachers and staff. Personal and Social Dynamics of Individuals and Organizations Year 1. SEDL facilitators observed the personal and social dynamics that impacted Year 2. For the most part, issues of personal and social dynamics were addressed only tangentially during the second year. SEDL staff maintained their focus on building relationships among teachers and between 5 SEDLteachers and adm i n i strators in the context of professional development and school improvement efforts. When facilitating meetings, SEDL staff worked to ensure that every voice was heard, and maintained professional neutrahty when tensions emerged. SEDL staff utilized emerging teacher leaders and other individuals invested in school change efforts to encourage schoolwide commitment to the project. In this project and in others, SEDL has learned that professional growth, focused efforts toward school improvement, and the academic success of students form the strongest bonds between school professionals. Banner High School and Tall Pines Middle School did provide notable exceptions, where personal and social d5mamics jeopardized improvement efforts. At Banner, three of the four academy principals began to isolate and undermine the fourth principal, and to reduce their commitment to the FIRST project. These three principals ultimately left the FIRST project, and the SEDL facflitator worked exclusively with that fourth principal, in the academy she administered. Issues related to leadership negatively impacted personal and social dynamics at Tall Pines Middle School. A school climate survey was conducted during each year of the FIRST projectall indicators fell in the second year, and the subscale of Collegial support fell most dramatically. Unfortunately, SEDL could do little to directly address these issues until issues of leadership improved. Reflection. Personal and social dynamics is perhaps the least distinctly bounded of the five critical areas the FIRST project identified and addressed. Problems that are rooted in leadership, context, and organizational structures almost always affect personal and social dynamics negatively. Similarly^ advancement in any of the four other areas tends to support positive dynamics. But, while SEDL facihtators acknowledged that personal and social dynamics tended to bleed into and out of the other critical areas, they found it remained an important area to consider independently. one When school personnel know and trust another, the work of school change gets easier. Communicating expectations of respect and participation, bringing parties in conflict together to dialogue, and teaching techniques for assuring full participation and equal representation helped to advance positive personal and social dynamics, which in turn advanced school improvement efforts. Contextual Influences Year 1. Each of the five partner schools operated within a different community and district context. At Community and Banner High Schools, contextual issues were minimal, and easily addressed through assuring clear communication between all stakeholders. This was a central tenet of the focus of improvement efforts, although some attention was required at Banner because of the schools reaction to the community and city politics that were at play. Contextual issues were most significant at Tall Pines, where new state and di strict, pohcies and mandated curricular changes created new roles, relationships, and responsibflities among administrntors, teachers, parents, and students. In addition. Tail Pines operated under a long-standing desegregation order that required careful scrutiny of any changes that might affect the racial composition of the school. A strong teachers union actively monitored the effect of these changes and FIRST improvement efforts on teachers work and responsibflities. At Tall Pines, SEDL sought to connect all these factors to develop a coherent improvement effort. SEDL 6 1Similarly, tensions between the digfrict- and school at Pelican High School were addressed in the first year by providing opportunities for representatives of each orgamzation to meet, dialogue, and problem- solve. The establishment of regular meetings had a powerful and immediate impact on communication and trust between school and district personnel. The students at San Fernando School provided this school its most challenging contextual issue. While most of the core staff at San Fernando were Euro-American, the majority of instructional assistants and students were Native American and T-Tispanic SEDL staff worked to assure that the voices of instructional assistants were included and honored at staff meetings, and brought in research-based materials on connecting school curricula to students ethnic and cultural backgrounds. Year 2. SEDL facilitators continued to assist school personnel in identifying and responding to a variety of contextual influences. Peril a pi more critically, SEDL facilitators sought to maintain school focus on improvement goals and specific activities toward those goals, in order to prevent contextual influences from becoming excuses for stasis. SEDL helped school personnel learn to define their real IS spheres of influence and to handle issues of context. They also provided technical support in the completion of campus improvement plans, offered advice on utilization of Title I funds, and guided professional development in areas of multiculturalisni and age-appropriate teaching strategies. Reflection. While schools are the location of improvement work, they are critically affected for better or worse by the context in which they exist. External change facilitators must have a wide and deep range of strategies and uiformation in oi\nder to be ready to anticipate and address issues of context during improvement efforts. Bringing all parties to the table, where possible, is the best first strategy in addressing contextual issues. In aU cases, more and better communication, and more and better understanding mitigated the negative aspects of context, and allowed stakeholders to begin to imagine context as a strength of, and not a hindrance to, their school. Leadership Year 1. Gathering an accurate impression of each partner school was the first step for SEDL facihtators across each of the five critical arpas for school improvement. Doing so quickly was particularly important in the area of leadership. While shared leadership is acknowledged as a pwerful form of school administration, at the FIRST partner schools, the principals retained most of the power, made most of the admimstrative decisions unilaterally, and thus wielded tremendous influence on the staffs perception of the FIRST initiative and their willingness to fiflly participate. At Community High School, relationships between staff and a d m i m'.gtr a tors were generally positive, and the Assistant Principal was particularly enthusiastic about the FIRST project. His enthusiasm would eventually lead him to overload the project with mitiatives, but at the beginning it served to create momentum, interest, and commitment among school staff. During the first year, tensions between the four academy principals at Banner High School came to a head. When the fm-mer superintendent had made them equals as administrators, she had not provided them with any model for operating as such. The resulting power struggle defused improvement efforts and negatively impacted interpersonal dynamics. The SEDL facihtator sought to assuage hurt feelings and discover and i 7 SEDL Ldisseminate leadership models that might work between these four administrators. She was unsuccessful at finding such a model, and ultimately decided to focus the FIRST project on only one of the academies. Leadership at Tall Pines was a very apparent area for potential improvement. The principal, though well meaning, seemed not to understand the function or practical value of shared leadership. While both a steering committee and campus leadership team were in place, there were no clearly defined areas of responsibihty for each or between the two. The principal rarely shared substantive decisionmaking with either body, and in fact appointed some members of the campus leadership team despite district guidelines calling for their election. When the principal did delegate responsibility, he neither monitored nor followed up to gauge progress or to identify how he could support staff efforts. As a result, many tasks were never completed, or if completed, were not recorded. Within this environment, the SEDL facihtator sought to develop a shared focus and a sense of self-efficacy among the staff. While this approach yielded enthusiasm in small group settings, plans were often jettisoned in responses to some crisis or other, and no coherent improvement plan could be developed and maintained. The principalship at San Fernando School and Pehcan High School changed hands after the first year of the FIRST initiative. At each of these schools, SEDL facihtators began again with new administrators, and built upon the relationships they had established with school staff. At Pehcan the facihtator was able to establish an immediate positive relationship with the new principal, while at San Fernando, teacher leaders maintained continuation of the project and specifically asked the new principal in the hiring interview if she was willing to support the SEDL project. In both instances, this turnover negatively impacted the momentum of the project, but did not completely erase the achievements nor void the plans made for implementation of school improvement efforts. Year 2. SEDL staff worked with FIRST school principals where they were, and in some cases, where they were not. When three of four principals in Banner High Schools new academy structure evidenced a lack of interest in or focus on how SEDL might support them, SEDL shifted its focus to full, supportive cooperation with the one principal who remained active and interested. At Tall Pines Middle School, the need for better management of routine procedures impeded efforts at communication, change, and improvement. The SEDL facihtator worked to develop leadership skills of the principal and of school staff. She advocated for utilizing existing structmes to share decision-making with the staff, and by the end of the project year, the campus leadership team was more involved in important decisions about school personnel and pohcies. In addition, the SEDL FIRST facihtator ultimately met with the school principal behind closed doors and confronted him about the need for stronger management and greater administrator visibihty in the school. The principal was able to accept this counsel, and made changes. At Community High School, one principals enthusiasm for the focus on freshman students led him to overbuild that program, nearly to the breaking point. The SEDL facilitator at Community High advocated for the staff and brought this principal to an awareness ofand sense of humor about^his tendency to take on too much. f i i At two FIRST schools, the projects second year began with new principals. SEDL facihtators took responsibihty for educating these fldTnini.qtrat.ors on the history, purposes. I SEDL 8and progress of the FIRST initiative. At Pelican High School, SEDL consistently supported and advanced the strengths of the new principal, even in trying times of adjustment. The SEDL facilitator pushed the new Pelican principal to define his vision of leadership, and supported the principal in implementing that vision throughout the predictable highs and lows of adjusting to a new school and a new assistant principal. At San Fernando school, the SEDL facilitator explained the staffs choice of mathematics as a school focus, and supported the principal in advancing this focus even as the district pushed for a shift to reading. The SEDL facihtator helped to assure the principals interest in professional development and assessment were incorporated into the school improvement plans, and reminded the principal that change takes time. When this principal also left the school, SEDL began again with San Fernandos third leader, explaining the FIRST initiatives focus, detailing the history and achievements of the staff, and offering continued assistance. Reflection. Through FIRST and other school improvement initiatives, SEDL has developed an abiding respect for the role of leadership in any school change effort. These efforts advance most effectively and smoothly in schools where principals are committed to high quality mstruction leading to success for every student\nare adept at handling both day-to-day operations as well as the crises that routinely break these routines\nenjoy strong working relationships with district and school staff\nand have both the professional security and commitment to advance and utihze teacher leadership. Unfortimately, principals with such broad and deep strengths are few and far between. In addition, all school leaders subject to relocation, retirement, and are reassignment. Shifts in leadership, even when anticipated, can have profound, lingering, deleterious effects on teacher morale and school improvement efforts. SEDL supported principals who had skills and strengthened the skill base of principals who struggled with leadership. Developing personal relationships with these administrators was an important first step. Once this foundation was estabhshed, SEDL facilitators shared professional literature on leadership with principals and coached the principals on leadership strategies ranging from use of active verbs and first person plural (in their communication with teachers) to implementing significant shared leadership. SEDL also sought to connect these school administrators with a wide web of ongoing support, and so assisted in building relationships between FIRST school principals, and supported their professional development and attendance at national and local conferences. Conclusions Through the FIRST initiative, SEDL has developed a body of research on school improvement efforts that includes close study of five schools in the process of change, a widening library of strategies for supporting school change, and confirmation of the critical role change agents can play in schools undertaking improvement and change. As outside agents, change facihtators can develop a clearer view of dynamics that support and impede change efforts, and provide and build resources and abihties. In addition, they can offer assistance that is free of existing power relationships and requirements, can advocate for aU school personnel, md, most importantly, can maintain the focus of improvement efforts on unproved instruction and increased student achievement. While increased student achievement is the goal of any responsible school improvement effort, administrative and organizational difficulties must often be addressed before a coherent view of the student body and its needs can be formulated and connected to staff capabihties and goals. Left unaddressed, issues 9 SEDLof leadership, organization, and context, as well as personal and social dynetmics can derail school improvement efforts and sap the energy of the most gifted and dedicated teachers. Most critically, if these issues are not addressed and a schoolwide improvement effort is not advanced, the quality of education individual students receive can become simply a matter of chance and class assignment. School change is a daunting proposal, and school change professionals must develop and utilize a deep and broad variety of strategies for assisting schools in change and improvement. Change facilitators must be able to respond to the particular issues of a school, and must be willing to devote time and attention to developing a clear understanding of the schools readiness and its cultural ethos, in order to adapt and implement change strategies that are specific to each schools circnmstance In addition, change agents must maintain an awareness of more universal issues in education^including administrative turnover, fluctuating funds, and student populations that are increasingly diverse and face increasing demands, both academic and personal. i i 1 j i Issues.-.about Change is published twice a year by Southwest Educational Development Laboratory. This issue was written by Melissa Capers, consultant\nD'Ette Cowan, SEDL Program Associate\nand Grace Fleming, Tara Leo, and Melanie Morrissey, Program Spedahsts, SEDL. SEDL I OERI This publication is based on work sponsored wholly, or in part, by the OfBce of Educational Research \u0026amp; Improvement, U.S. Department of Education, under Contract Number RP91002003. The contents of this publication do not necessarily reflect the views of OERI, the Department, or any other agency of the U. S. Government. This publication may be reproduced and copies distributed to others. Please acknowledge SEDL as the source on all copies. I i I I I J i SEDL 10Voltime 9, Number 1 2000 Issues . . about Change Comprehensive School Improvement: Addressing the Challenges The report of the 1996 National Commission on Teaching and Americas Future bore a strong message regarding the need for educational change\nSchool transformation cannot succeed unless it focuses on creating conditions in which teachers can teach and teach well. This report, coupled with current nationwide interest in encouraging schools to adopt comprehensive reform strategies or programs, urgently communicates the need for school improvement. Such reform may not be much to ask of schools that are already supported by adequate funding, continuous professional development programs, and active parent involvement. Many schools dont fit that picture however, and are crying out for help. It is with these schools, the ones that are struggling to meet the needs of their students, that SEDL has engaged in the Facilitating Implementation of Reform Strategies and Tactics (FIRST) project. The goals of this paper are to provide a deeper understanding of how schools experience comprehensive reform and to identify the issues that affect schools efforts at improvement. Taking a Different Approach This project took a systemwide look at comprehensive school improvement while simultaneously working with schools that were undertaking reform efforts. For the purposes of this work, comprehensive school improvement is an inclusive term for engaging an entire school staff in an in-depth study of the teaching and learning process. Emphasis is placed on the examination of all aspects of the school  curriculum, instruction, assessment, classroom management, professional development, parental and community involvement, school management, and so on and identification of how all of these parts can work together to improve student results. SEDL formed in-depth partnerships with five schools, one in each state of the educational laboratorys diverse service region. These partnerships were intended to differ from former models of school improvement in three specific ways. First, the focus of attention and assistance was on the entire school program and all factors that have the potential to affect student learning. This work was in no way to be a quick fix to show a fast turnaround in standardized test scores. Rather, the intent was to develop the capacity of school personnel and to promote their engagement in continuous improvement. Second, the existing and proposed structures and practices at each school site were examined in terms of their expected benefits for student learning. Each schools needs were viewed as individual and unique, which required the creation of a program tailored to that specific site and a process to address specific areas of need. Third, multiple technical assistance providers were coordinated to assist in the improvement efforts at each site during the FIRST project, and also beyond that time, to enable staff to stay informed and current in their practice. Again, because of the individual needs of each school site, the providers and the assistance that they offered varied. Developing Alliances with Schools Similarities existed among the schools in that each entered the partnership acknowledging that it was at risk of fading to meet the learning needs of its students, and each lacked experiences in school change. More important, staff at the five sites expressed their interest and commitment to the partnership as a means of producing meaningful changes in their schools and positively affecting student results. Southwest Educational Development Laboratory 211 East Seventh Street, Austin, Texas 78701 (512) 476-6861Together, the sites- displayed characteristics that are symptomatic of the challenges in pubhc education across the nationachievement scores were consistently low or falling, students were unhappy and/or unmotivated, parents were ignored, community members were disengaged, and school staff did not beheve they could affect student learning. The sues varied in terms of geography and demographics (race, ethnicity, socioeconomic status, students cultural background), as well as in their capacity for reform planning and implementation. What We Are Learning SEDL staff conducted ongoing informal surveys, observations, and interviews, and documented each schools existing conditions with journal entries. In the process of reviewing the first years work across all five sites, the researchers found five core issues, each of which had signifirant impact on the schools past and present efforts at improvement:  organizational structures  focus of improvement work  personal and social dynamics  contextual influences  leadership. While the school sites themselves were more dissimilar than similar, the five core issues were factors at each site, to varying degrees. Such commonalities motivated SEDL staff to examine more thoroughly the core issues and their impact on each of the schools. Each of the core issues is thematic, encompassing a number of related areas in which the schools have needed assistance. The issues are highly interactive and interrelated, some to a stronger degree than others. Growth and progress at each site required that the external agent be aware of the five core issues. Actions were taken to nurture, support, and encourage positive developments within each of the core issues, in attempts to build up the capacity of staff and administration and to develop a system that is supportive of change. Findings regarding these issues have evolved from the experiences, observations, and documentation of work done at the five sites by SEDL staff and by the shared observations and commentary of the school staffs. This paper will clarify and discuss each core issue, using observations from the FIRST sites. While the situation in the schools with respect to these core issues does raise concerns, SEDL staff feel it is increasingly important to assess the overall picture, to acknowledge school staffs weaknesses along with their strengths, in order to knowledgeably facihtate school change. While SEDL staff continue to work on these issues with schools, it is hoped that other external school improvement facihtators will benefit from the insights provided regarding the challenges that all schools may face as they undertake comprehensive reform. Organizational Structures With appropriate structures and processes in place, effective schools run efficiently. At the FIRST schools, many of the necessary organizational supports were lacking, and the result was disorganization, unclear directions and processes, few to no avenues for problem solving or collaboration among staff, and frustrated teachers. Three specific areas within the organizational structures of schools were identified as areas that needed attention: time, communication, and organization. Finding time. One of the schools had regularly scheduled in-services for the whole staff to meet for professional development or collaboration. At the other four sites, faculty meetings were often held after school and were kept short to stay within state or union guidelines. Such meetings functioned primarily as a time to address administrative items, rather an to provide an opportunity for staff to come together as a whole for learning, problem solving, or decisionmaking. The result was fragmented understanding of the schools vision or collective purpose and continued isolation of teachers within their own classroom, grade level, and/or subject area. f 1 Though in-service days and/or daily planning periods of 45 minutes or longer were scheduled at each school site, the staffs tended to use the time SEDL 2 Iindependently for grading, planning, etc. No times or structures were designated specifically to facilitate collaboration among teachers. The inabihty to find time and/or the inefficient use of time greatly affected staffs opportunities to discuss issues regarding their vision, their goals, the school, the students, and the curriculum. 1110 result at each of the sites was a disconnection of purpose, intent, and action. Staff and administrators at each site identified a need for making time to work together as a staff and for using allotted time efficiently. This particular issue required ongoing negotiation and creative problem solving between SEDL staff and the campus administrator(s). In some instances, the large size of the staff and limited time constraints have meant that only, part of a staff was together at any one point. Within this configuration, the staffs were just learning how to use their time most productively so that their collective work has a positive impact on student learning. Communication. Although aU the schools could identify some form(s) of communication between administrators, staff, students, and parents, several of them did not have a regular means of daily or weekly communication of events. Rather, they rehed on word-of-mouth messages and/or PA announcements, which were disruptive and frequently consumed valuable classroom instruction time. Each of the schools lacked efficient methods for regular, ongoing communication regarding events whether scheduled or unscheduled. Such inadequate communication often resulted in last minute scrambhng on due dates, changes in staff or student meetings, and in hasty decisionmaking. At three of the schools in particular, information from the central office was not communicated to staff and/or administrators effectively or in a timely manner. Since much of the communication between schools and the central office is in the form of requests, concerns, or questions, the lack of efficient systems for such communication led to misinformation and confusion. Several of the school sites did not have any consistent means of communicating calendar events to parents, and so parental involvement in school activities was limited. School stakeholdersthe students, parents, and community members were rarely informed of or invited to participate in school activities, especially those that required decisionmaking. Teachers contact with parents was generally in the context of reporting concerns or grievances regarding their students. Parents and surrounding community members were viewed as unsupportive of schools efforts, and yet the staffs did not know how to nurture more positive relationships. Organization. In the time that SEDL staff spent in the schools during the first year, it appeared that few organizational systems were in place for making requests, identifying concerns, allocating materials or resources, or handling necessary paperwork. At one school site, it was not unusual for administrators to be unaware of a students location  during the day, since no system existed for accessing students class schedules. If a parent came to pick up his or her child, or the administrator wanted to talk to a particular student, school office personnel would have to interrupt instructional time by making a call over the PA system asking the child to report to the office. Most office personnel and administrators had not designed an efficient system for filing or accessing pertinent information, whether it was a state mandate regarding curriculum, personnel information, or student records. Focus of Improvement Work Maintaining an undeviating focus on students is central to identifying and articulating purposeful intent for any schools reform work. Such a focus was lacking at the sites. Often, small groups or individuals appeared to have a grasp of the overall intent of improvement work at the sites, but staffwide common focus and effort were not apparent. Also significant were the low levels of teacher empowerment found within these schools teachers ability and willingness to access information, identify needs and potential solutions, and engage in self-study were hmited. The result was inconsistency of purpose, mixed messages, and inefficient implementation of instructional strategies across the sites. Four specific areas of need 3 SEDLwere noted this first year: data analysis, problem solving, access to inrormation/resources, and conflict resolution/celebration. Data analysis. SEDL staff involved each school staff in examining their schools strengths and areas of concern, engaging the entire staff in data collection, analyzing trends, and developing hypotheses. Four of the five sites found it diffimit to provide recent student achievement data for this process, often not having the scores from the past years assessments on hand at the school. Accessing longitudinal dau for interpretation and analysis was even more difficult. When SEDL staff did access student achievement data, the staff were not clear about the usefulness of information gained from examining these data. Teachers and administrators exhibited limited understanding of alternative student assessment techniques, and this restricted their ability to accurately identify the needs of their students. Therefore, SEDL staff began to teach the school staffs how to interpret and analyze testing data. Once data were accessed, and teachers were taught how to read the scores and use them to identify strengths and needs, dialogue about the impact of instruction in the classroom began. Collaborative problem solving. Beyond the examination of data is the opportunity for school staffs to engage in dialogue regarding the needs of their students and their school. Before estabhsh- ing a partnership with SEDL, the five school sites had devoted little to no time to such discourse. As noted in the Organizational Structures section above, there was limited time provided for collaborative work. When administrators or staff attempted to discuss needs, it was often in a context of hurried decisionmaking, without referring to data or acknowledging everyones concerns. Dialogue techniquesallowing everyones voice to be heard without judgementwere not employed at any of the school sites. No clear norms were established for the school personnel to use in group discussions. The result was that a few vocal staff members at each school site were heard, while the test of the group was quiet and less involved. Often the more vocal staff members were aware that not everyone was involved. and yet did not seem to know how to address the problem. On the other hand, the quieter, less involved staff members spoke of feehng alienated from the discussions and decisionmaking, and therefore were admittedly less committed to making things work. The schools, in general, did not spend time identifying the potential for their students, their school, or themselves. Staffs were continually inundated by demands to improve student test scores, improve discipline referrals, or improve something else that was seen by someone else as unsatisfactory. School staffs did not spend any time identifying their strengths, or their vision for their students, schools, or themselves, and therefore they could not collectively relate to their successes or to their potential for improvement. Access to information/resources/training. Only one of the schools had access to and made use of available technical assistance in the form of training or resources. The other sites have either had difficulty in the past accessing outside resources, were unaware of what assistance was available to them, or simply could not identify what kind of assistance would benefit them. Directly related to the schools need for a vision and goals for their improvement work, the schools staff did not regularly seek information by tapping into research or literature regarding best practices. Staffs were more likely to attempt implementation of programs that another school in the district was doing, or what they heard from other teachers about what was working in their schools, rather than investigating the claims first. School staffs often did not receive adequate training in the programs they were trying to implement. An example of this was the implementation of block scheduling at one high school. Though the block scheduling strategy was adopted three years ago, the staff never received training regarding their instructional practices while teaching in longer periods. Conflict resolution and celebration. In any organization involving creative and energetic individuals, a certain degree of conflict will be present. Such friction does not result in negative attitudes or perceptions when there are clear norms and strategies for resolution in effect. SEDL 4These school sites, however, all struggled with conflict and they had limited resolution strategies in place. The results ranged firom the development of factions within a school staff, to complete ignorance of conflict, to individuals resigning their positions and leaving the school or district. Celebration strategies were very limited at the school sites. Since the schools seldom acknowledged their progress, there was no apparent need to celebrate accomplishments, learning, or growth. When one high schools state assessment scores significantly increased this year, the SEDL staff member who had written congratulatory notes to the instructional teams was informed by teachers that the note was the only acknowledgment they had received upon learning of the improved scores. Without celebration of even the little things, staff motivation was low, which in turn affected the students perceptions of school and learning, resulting in disenfranchised staff and students. Personal and Social Dynamics A trustful culture, mutual respect and regard within relationships, and collective engagement of staff and administrators are key components of effective cultures within schools. The personal and social dynamics at these sites varied substantially. Trustful culture. Change of any kind is a very difficult process. SEDL staff recognize that when a group has personal or information concerns, it is unlikely that sustainable progress will be made until those concerns are resolved. At some schools, the staff were open with each other, and a certain level of trust had been established over time. At other sites, however, the culture was distrustfulor at best, unsupportive of staff-wide openness and respect. At each of the sites, there was the need for SEDL staff to establish norms with the group about working together and set some precedence regarding group involvement. Several of the schools displayed a pervasive feehng of distrust toward district office staff. The causes of the distrust are unknown, but the lack of trust and respept significantly affected the ability of the staff to learn to work together with district staff. Relationships. The development of a trustful culture requires strong professional relationships, and the key to developing those ties is to strengthen the personal relationships as well. Too often, the workplace is seen as the place for work, and there is no acknowledgment that everyone has a life outside. Each of the five school sites was limited in the development of relationships among staff members. There were very few opportunities, either within school or outside of it, for staff to do fun things together, learn together, laugh together, or just get to know each other. Relationships that were nurtured occurred primarily, in small groups in grade level or subject area, because of proximity in location or similar scheduling. The groups that did engage in these types of interactions and relationship building worked more effectively together within the school as a result. Collective engagement. Since the school staffs had had few experiences of working together in these schools, it is understandable iat they had not had many opportunities to experience differences, develop mutual regard, or engage in collective learning. Little to no work had been done with school staffs to acknowledge and value the differences in culture, experience, and expertise that they brought to the school environment. Due to the limited interactions between staff, opportunities for building trust and collegial growth were hindered. In several instances, pockets of staff members had worked together over a long period of time and had established some trusting relationships. In only a few instances, however, did staff use these relationships to engage in learning with and from each other regarding classroom practice. Contextual Influences A school does not operate separate or apart from surrounding entities. Four specific areas were found to have the most direct impact on the school staff and their improvement efforts: the school itself, the community, the district, and the state. School context. The most apparent issue at two of the five sites was the quality and maintenance of the facilities and grounds. Each day students 5 SEDLcame to a school that was not well cared for, and the result was a continuing lack of respect for the facilities, displayed by ripped wallcoverings, beat- up lockers, trash on the floors, writing on the desks, and general classroom and hallway disrepair. Such an environment had become so common to school staff that little was done to address the issue of facilities maintenance, either among themselves, with the custodial staff, or with the students. Upon entering the buildings, one encountered an environment that was dismal, unkempt, and drabnot an atmosphere that would encourage positive self-esteem, communicate value and respect, or nurture pride. and parents, which further alienated the two groups and kept them from developing positive relationships and understanding. Finally, the schools teachers and administrators had low expectations with regard to themselves as professionals and as self-learners. This was com- mtmicated in many ways, but the most obvious to the teachers at several of the sites was the reality that resources, materials, and training were not available. Although each of these schools struggled with low funding for such items, teachers perceived the lack of supplies and opportunity as indications of disrespect for their work. Deeply intertwined with the context at the school sites was. the quality of relationships between the students and the staff. At several of the schools these relationships were noticeably strained, and poor commimication, behavior, and morale were the result. In classes and while engaging in one-on-one conversation with students, teachers were frequently disciplining students rather than refocusing them on their work or encouraging then- creativity in class. Students were overheard complaining about how the teachers treated them, and they rebelled by acting out in class or skipping classes altogether. There was significant emphasis on maintaining control through discipline. It was questionable, however, whether such tactics had the intended positive effects on student/staff relationships and student learning. Directly related was a comment made by staff and students alike\nWe dont talk to each other. Since most students see their teachers more than they see their own parents, such unsupportive relationships can be detrimental to student learning, self-esteem, and personal growth. In three of the five schools, there were significant attitudes and/or beliefs among the school staff affecting perceptions of students, parents, and community. Issues of culture, race, and education surfaced in many overt ways. Staff did not appear to acknowledge or understand the cultural beliefs or environmental situations of their students, and community members. This affected the students and their families perceptions of the worthiness and value of the school and staff. Sometimes school staff communicated their own economic or educational superiority to students There were also low expectations held for the students as learners and for the district/community/state as viable support systems. Community context. Every school ftmctions within a community, which can maintain a limited undersunding of the school, how it works, and what its impact is on students. The community comprises the parents of schoolchildren and also the area businesses that support and prosper from the education of the communitys students. To varying degrees, each of the sites struggled with relationships within the community. It was not uncommon to hear that the community held the school in less-than-supportive regard. Often articles appeared in the local media that reflected negatively on the school, the staff, or the students. Active community members and board members at several sites voiced their concerns about their schools effectiveness publicly, which served to further deepen the divide between the school and the community. However, the school staffs engaged in little outreach to encourage more parental or community understanding. The general attitude of the school staffs seemed to be, Theres nothing we can do about it anyway. f f Staff at each site discussed the importance of involving parents and community members, informing them of the work that is done at the school, and enlisting their assistance, but at most of the sites, staff experienced difficulty with this component and were unable to overcome their discomfort in working with parents and community members'. i I SEDL 6District context. Insofar as schools work within a larger system of education, they must be responsive to the requests, mandates, and desires of that surrounding system. District offices, charged with communicating state requirements, often make demands on schools regarding policies, curriculum, discipline, and professional development. With regard to policies, administrative demands, record keeping, facility maintenance, access to data, and availability of resources and materials, the numerous interactions between the schools and their district offices were less than smooth. Until the partnership with SEDL, most of these school sites took ho action to improve the lines of cornmunica- tion between themselves and the district offices. State context. The states demands on these school sites either have changed significantly within the last few years (with the adoption of a new accountability system, for example), or are frequently changing. Therefore, clear communication of pohcies, adoptions, and mandates is very important. While district offices are often the voice of such communication, the inconsistency of messages and constant changes from the state departments continued to cause schools to struggle. Leadership The most critical of the themes emerging from the first year of work was the leadership capacity of the principals. Such administrative development includes the principals ability to communicate a clear vision, inspire others to maintain high expectations, create strong organizational systems for themselves and the school, understand what is possible regard- mg improvement, and develop a culture of murntil respect and regard. In other words, leadership capacity has significant impact and influence on the other four core issues. Clear vision. Strong leadership is a necessary component for successful school reform. In order to provide such leadership, administrators need to be clear in identifying the vision they have for their school, their staff, their students, and themselves. The administrators at these sites simply held a common vision to improve achievement scores. Although this goal is certainly desirable for each of these schools, it was unclear how the administrators envisioned achieving it, and why that goal would be importantboth'necessary components of a strong vision. Without identifying a shared focus for improvement, administrators could not guide their staff in developing and articulating a collective vision for their students or their school. This lack of clarity made it difficult for the administrators to model the image through his or her actions with staff, students, parents, and community. Without strong vision as a path toward improvement, the a schools often lost their way. 11 Expectations. Closely related to the vision are the expectations that a school leader communicates to his/her staff and students. At these school sites, high expectations were rare. There is some relationship between the Personal and Social Dynamics and Contextual Influences in this subcategory, as expectations are often based on historical norms and professional relationships. In the case of one high school, the historical norms took precedence over the principals desire to set higher expectations. Being a new principal, he deferred to the existing norms rather than estabhsh- ing his own strong expectations directly related to a clear vision for improvement. Several of the administrators at the sites spoke of high expectations for staff and students, but they rarely modeled or followed through on such expectations. Decisionmaking. As discussed in the Organizational Structures section, there were few clear procedures for decisionmaking at the school sites. The absence of decisionmaking structures prevented teachers from being involved in long-range planning and resulted in unilateral decisions made by the administrator(s). If issues were brought to the staff, they were often voted on without accurate or thorough information. Organization. School administrators at several of the sites had difficulty organizing the daily tasks and paperwork with a user-friendly system. It did not appear that office personnel were utilized effectively for organizational assistance, and it was difficult to locate something when it was needed for a teacher, a parent, or district office staff. This lack of organization was apparent in plaiming efforts, in meetings, and in daily work. 7 SEDLSystems for communication among staff and between school and home were also inadequate. Both of these forms of communication were mentioned in the Organizational Structures section. Knowledge. One of the most important roles of a school leader is to function as a model for learning. It is imperative that administrators have a deep understanding of student learning and of teaching for learning, best practices, and current educational research. Such a foundation allows them to recognize and model strong teaching strategies for teaching staff. It is also important that administrators be familiar with state and district curriculum expectations and be able to communicate them to teachers and parents. We found administrators to be willing to pursue their own learning in these areas, but too overwhelmed by the daily routine to devote any time to increasing their own understanding. Administrators who were involved in their own advanced studies were more likely to be current with best practice and aware of developing research. This strongly supports the idea that administrators need to pursue opportunities for their own professional growth, in order to increase the effectiveness of their leadership. Administrators who valued continuous learning were more likely to make the cormection between teacher efficacy and continuous improvement in their schools. They were also more likely to admit they didnt always have the right answers and to encourage teacher leadership among their staff. It is crucial that administrators be able to model the will to develop the skill. Culture. The role of the administrator includes nurturing a positive, learning culture of mutual respect and regard among staff setting high expectations, but it also requires commitment to the vision of such a culture. At the schools studied, administrators did not address the culture among the staff and students. In some cases, they appeared oblivious to the needs of the staff or students, or unable to figure out how to respond to those needs. Some of the teachers felt that the principal didnt really know what'was going on in classrooms, but should, and in some cases, students echoed that sentiment. These teachers wanted to see the principal around the school on a daily basis. Administrators also needed to develop skills that would allow them to use resolution or mediation strategies appropriately in times of conflict, whether it was between students, parents, or staff. Too often, conflict was left to resolve itself and became detrimental to the school and/or the staff. Some of the unproductive norms at these sites had arisen from unresolved conflicts that were buried and in turn, had festered into a bigger issue. Finally, the culture of a school includes the parents, and few administrators were comfortable or skilled in communicating clearly with parents and/ or community members. In some instances, parents had been caUing directly to the district office regarding issues or concerns, since they did not feel they received adequate responses from the school administrator. In Summary Although much of the work being done in schools today is called comprehensive, in fact many efforts continue to focus on a quick fix to improve student achievement results rather than addressing the system as a whole and building up the parts in need. Such reforms may suffice in the short term, but they can rarely be sustained over time, or through administrative turnover, staff changes, or legal mandates. i SEDLs FIRST project attempted to address the needs of low-performing schools at a system level and to increase the capacity of staff to address continuous improvement for the purposes of increasing student learning. In order to do that, however, it was necessary to evaluate how these schools were functioning regarding their student results, the staffs professional development, and their capacity for growth. i i This project has found that schools that fail to meet the achievement needs of their students often also lack the necessary structures and skills for initiating and sustaining continual, growth and improvementsupportive organizational structures, focus for the work, attention to human dynamics, ability to wor^ within multiple contexts, and highly skilled leadership. In order to support meaningful t I 1 SEDL 8growth and change over time, significant attention must be devoted to strengthening the schools capacity in each of these areas. Successful comprehensive reform work will necessarily include such a focus. Although results of the identification and discussion of core issues in these schools seem discouraging, we have found them to be an accurate representation of the challenges currently confronting schools that undertake comprehensive school reform efforts. The next Issues.. .about Change paper will report the actions taken by SEDL and school staff at these sites to address the five core issues that emerged in this work. References National Commission on Teaching and Americas Future. (1996). What matters most: Teaching for Americas future. New York: Author. SEDL is addressing the challenges that accompany efforts at school reform. The difference between the FIRST project and previous reform efforts lies in this acknowledgment and identification of the issues that affect the schools past and current efforts to make changes. Without addressing the underlying issues, reform efforts will merely scratch the surface and are unlikely to be sustainable over time to benefit student learning. Identification of the core issues provides insights about schools current conditions while engaged in comprehensive reform efforts and proves invaluable in determining capacity strengths and needs at each of the school sites. Comprehensive school reform as it is defined here- ingaging an entire school staff in an indepth, broad-scope examination of the teaching and learning process and working with them to improve student outcomesplants seeds of change that will continue to grow beyond the limits of this project. We hope that other external school improvement facilitators will be informed by the findings of this work and will use this information to promote school staffs grovrth and learning more effectively, and thus have stronger impact on building schools capacity for continuous improvement. We have much yet to learn. True comprehensive reform requires a thoughtful, reflectively adapting pace. As observers and participants in this process, we are learning that continuous reform can be encouraged by practicing tolerance for the investment of time that is necessary, and by nurturing continuous development within the core issues that surface in the process. Issues... about Change is published twice a year by Southwest Educational Development Laboratory. This issue was written by Melanie S. Morrissey, Program Specialist, Strategies for Increasing School Success at SEDL. SEDL I OERI This publication is based on work sponsored wholly, or in part, by the Office ofEducational Research \u0026amp; Improvement, U.S. Department of Education, under Contract Number RP91002003. The contents of this publication do not necessarily reflect the views of OERI, the Department, or any other agency of the U. S. Government. This publicationmay be reproduced and copies distributed to others. Please acknowledge SEDL as the source on all copies. 9 SEDLRECEIVED DEC 1 1 2002 A.n Individual Approach to a World of Knowledge OFRCEOF  DESEGREGATION MONITORING December 3, 2002 DNiaOilNOW N011VD3a03S3a 30331330 Ms. Ann Marshall Office of Desegregation Monitoring One National Plaza 124 W. Capital, Ste. 1895 Little Rock, AR 72201 2002 I I 330 a3AI333a Dear Ms. Marshall: So that you are aware, we are presenting to the Board of Education for approval at the December 19, 2002, meeting the 2001-2002 evaluation of the Alternative Language Program for limited-English proficient students. Since it is not relevant to African American student achievement, we have not included a copy for you. If you would like to have one. however, just give me a call. We are also requesting the Boards formal approval of the first three years (1998- 99. 1999-2000, 2000-01) of the program evaluations of the Comprehensive Partnerships for Mathematics and Science Achievement, along with the feedback we received on each from the National Science Foundation, and then, for each, the next years Strategic Plan for the project. We are including in that package the program evaluation for 2001-2002 and will be asking the Board to review and formally approve that document as well. Copies of all the CPMSA documents are included in this mailing for your information, although all the documents for the first three years have already been provided to you as part of the exhibits for the court. If you have questions, please let us know. As a review of the progress we have made thus far, the Board will have approved, by the end of December 2002, six of the 14 program evaluations listed on page 148 of the Final Compliance Report: 1. Pre-Kindergarten through Grade 2 Literacy. 1999-2000 and 2000- 2001. plus the Update provided to the Board in June 2002formally approved at October 2002 meeting\n810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 Mr. Ann Marshall December 3, 2002 Page Two 2. Charter School (first year)formally approved at October 2002 meeting\n3. Southwest Middle Schools Partnership with Southwestern Education Development Lab (Austin)formally approved at November 2002 meeting\n4. Collaborative Action Team (also a partnership with SEDL)formally approved at November 2002 meeting: 5. 1999-2000 and 2000-2001 Evaluations of the Alternative Language Programformally approved at November 2002 meeting: the 2001- 2002 evaluation will be approved in December\n6. 1998-99, 1999-2000, 2000-01, and 2001-02 evaluations of the Comprehensive Partnerships for Mathematics and Science Achievementwill be formally approved at December 2002 meeting. Yours truly. Bonnie A. Lesley, Ed. D. Associate Superintendent for Instruction Enclosures BAL/adg cc: Kenneth James Chris Heller Clay Pendley Junious Babbs Sadie Mitchell Don Stewart John Walker The University of Memphis Memphis, Tennessee 38152-3340 A State of Tennessee Center of Excellence Center for Research in Educational Policy 325 Browning Hall Local 901/678-2310 Toll 866/670-6147 FAX 901/678-4257 October 28,2002 Director of Procurement Little Rock School District 1800 East Sixth Street Little Rock, AR. 72202 RECEIVED y. / 2p eV? DEC - 4 2002 desegregation MONITORING Dear Mr. Paradis, Enclosed are five copies of the Center for Research in Educational Policys response to RFQ #23-010: Revised Desegregation and Education Plan Program Evaluation Consultant. If additional information is needed or if I can be of further assistance, please contact the Center toll free at 1-866-670-6147. Sincerely, Steven M. Ross Director / A Tennessee Board of Regents Institution An Equal Opportunity/Affirmative Action University Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR., P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM HI. P.A. LARRY W. BURKS. P.A. A. WYCKLIFP NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A, RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER. P.A. ROBERT B. BEACH, JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 479-695-2011 FAX 479-695-2147 CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN ELIZABETH CONIGLIO. P.A. R. CHRISTOPHER LAWSON. P A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR. ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN LINDSEY MITCHAM SLOAN KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA CAPPS ROSE BRANDON J. HARRISON RECEIVED DEC - 4 2002 fje/, 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2898 OF COUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS, P.A A.D. MCALLISTER FAX 870-762-2918 OFFICE OF DESEGREGATION MONITORING December 4, 2002 JOHN C. FENDLEY, JR. LITTLE ROCK TEL 501-370-3323 FAX 501-244-5341 fendleyQfec.n*! ( By Hand Delivery ) Mr. John W. Walker Mr. Sam Jones Mr. Steve Jones John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, Arkansas 72201 Jack, Lyon \u0026amp; Jones, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm ( By Hand Delivery) Ms. Ann Marshall Mr. Dennis Hansen Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Desegregation Monitor 1 Union National Plaza Ofc of the Attorney General 323 Center Street RE: 124 W. Capitol, Suite 1895 Little Rock, Arkansas 72201 200 Tower Building Little Rock, Arkansas 72201 Compliance Remedy Dear Counsel \u0026amp; Ms. Marshall: Enclosed please find, Guidelines for Completing Eight Program Evaluations in the Little Rock School District prepared by Dr. Steven M. Ross. The Little Rock School District intends to retain Dr. Ross, Dr. Larry McNeal and Dr. William Moore to complete the eight evaluations identified on page 148 of the Little Rock School Districts March 15, 2001 compliance report that were not completed with the assistance of an outside expert. These were identified on page 12 of the Compliance Committees proposed compliance plan previously provided to you. F \\HOME\\BBrown\\Fendky\\LRSD\\deseg\\counseI2 It.wpd/ All Counsel December 4, 2002 Page 2 Little Rock School District hopes that its decision to follow the guidelines prepared by Dr. Ross will deviate the Joshua Intervenors concerns about the preparation of these evaluations. If not, we respectfully request that ODM schedule facilitation related to the preparation of these evaluations as soon as possible so that the District may meet the courts March 15, 2003, deadline for Board approval and submission of the evaluations to the Court. Also enclosed for your reference are the responses to the RFQ submitted by the experts identified above. Sincerely, John C. Pendley, Jr. JCF/bgb enclosure(s) cc: Dr. Ken James F:\\HOME\\BBrown\\Fcndley\\LRSD\\dcscg\\counsel2 k.wpd1 Guidelines for Completing Eight Program Evaluations in Little Rock School District Prepared by Steven M. Ross, Ph.D. The present guidelines are based on my review of the Revised Compliance Plan, the LRSD standards for program evaluation, and evaluation report drafts and associated materials related to the eight programs identified as requiring final evaluation reports. My analysis of this material, combined with my experiences as an educational researcher and familiarity with the Joshua case as it affected LRSD, was influenced by the following assumptions:  Invalid or questionable evaluation results can be much more detrimental than helpful to efforts to improve educational practices, and should not be disseminated without strong cautions and qualifications. Accordingly, studies that lack proper controls against bias or contamination from extraneous factors (e.g., differential sampling, history, diffusion of treatments) have limited value for guiding policies.  Program evaluations that focus predominately on student achievement outcomes while lacking sufficient implementation data have reduced value due to inability to determine the nature of the treatment. The study will also fail to inform policymakers about the practicality of the program, how it was used and reacted to by stakeholders, or whether and/or how it needs to be improved to impact at- risk learners.  Evaluations of programs that have been discontinued in the district are of much less interest relative to ones that are presently being implemented or informing ongoing practices.  To raise the achievement of African American students in LRSD, attempting to resuscitate existing studies that have insufficient data available, limited relevance to cunent practices, or require substantial time and resources with little promise of yielding useful information for policy decisions would be less productive than employing the lessons learned from the prior evaluation work to support high quality and informative future studies. One such lesson is that the LRSD research department (formerly PRE) was understaffed to perform evaluations of the quality and quantity needed. Based on the above assumptions, I will recommend below a basic strategy for the third-party evaluators to use in preparing the eight identified evaluations for approval by the school board. Four of the evaluations concern programs that are no longer in use by LRSD and have limited or no relevance to programmatic decisions (Lyceum Scholars, Elementary Level Summer Schools, Vital Link, and Onward to Excellence). Of the remaining four evaluations, two have limited available data (Middle School Transition and Campus Leadership Teams) that, even with supplementary analyses, would not permit confident (valid) decisions to be made about program effectiveness 2 in general or about African American student achievement resulting from program participation. A seventh evaluation (Extended Year Education) could possibly yield informative evidence about an ongoing program, but to be sufficiently refined would require time and resources extending significantly beyond the current conditions for project completion. An eighth evaluation (HIPPY) also deals with an ongoing program, but unlike the others could possibly provide useful evidence through revisions completed within the available time frame. Accordingly, the HIPPY report is currently being rewritten by Dr. Ed Williams from LRSD. The suggested plan for the third-party evaluators is presented below followed by a brief review of each evaluation. A. Submit the current evaluation report as an attachment to a supplemental document as described in B-D. B. The supplement should begin with an expanded description of the program, its goals, and its history in LRSD. It should then describe the evaluation methodology and summarize and interpret the key findings. C. Most importantly, the supplement should discuss the limitations (and any strengths where indicated) of the evaluation with regard to: (a) informing current practices in LRSD\n(b) using appropriate methodology\nand (c) addressing student achievement effects, especially in reference to African American students. D. Finally, the supplement should present suggestions for conducting stronger studies of similar programs in future evaluation studies. 1. Middle School Transition (Moore) This^evaluation is in near-completed form and needs mostly editing and expansion. Because the middle school program is current and continuing, this evaluation study can be useful (mostly for guiding professional development and implementation improvement) for informing district strategies. The achievement results are fairly minimal and uninformative, but at the time of the evaluation (1999-2000), only baseline data existed. Thus, aside from providing additional description of the results (the tables and the narrative are sparse) and a more meaningful interpretation of trends (especially with regard to African American vs. Caucasian students), there is probably little more that needs to be done for this essentially baseline time period. The survey data appear to be reasonably analyzed and reported, but the interpretation and discussion should be extended to provide more meaningful conclusions and recommendations. Suggestions'. The third-party evaluator should follow the basic strategy outlined in the introductory section.3 2. Lyceum Scholars (McNeal) The Lyceum Scholars High School Program, which was evaluated in 1998-99 and 1999- 2000, is no longer being implemented in LRSD. The latter consideration, coupled with the obvious limitations of the evaluation design with regard to rigor, depth, and meaningfulness of the data, substantially reduce the value of the study and the need for devoting more than minimal resources to it, beyond perhaps a supplemental summary and explanation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 3. Elementary Level Summer School (McNeal) Similar to the Lyceum Scholars High School Program (#2 above), the Elementary Level Summer School program is no longer being implemented in LRSD. In addition, the evaluation study conducted in the summer of 2001 is limited in its design and methodology. Among the major concerns are the lack of: (a) implementation data to describe the program strategies and the degree to which they were actually used by teachers, (b) an adequate control group or norms to which the achievement scores of summer school students could be compared, and (c) qualitative data to describe the experiences of students and teachers in the program. Due to differential sampling the multiple tables provided are neither overly meaningful nor informative regarding the progress of summer school students in general and African American summer school students in particular. Seemingly, there is little useful information to be gained for informing future policies by. investing substantive resources in revamping the study. While more suitable control samples might be established using archival data, the absence of implementation assessments would still make the treatment essentially unknown. Therefore, suggestions similar to those made for the Lyceum Scholars program are also offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 4. Vital Link (Ross) The Vital Link program, designed to provide students with on-the-job experiences, was offered to 394 middle school students in the summer of 1999. Because the program was of very limited duration (only one week) and is not focused on either academic curriculum or learning strategies, it is highly unlikely to have affected students academic achievement. Although such a program would still potentially serve a useful purpose for fostering student motivation to achieve and complete school, it is no longer being implemented in LRSD. Further, the evaluation study conducted was so limited (a brief post-test only, closed-ended survey) that the policy implications of the results are minimal and even potentially misleading if derived. Therefore, suggestions similar to 4 those made for the Lyceum Scholars Program and the Elementary Level Summer School Program (#s 2 and 3 above) are again offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 5. Onward to Excellence CSRD Program (Ross) The OTE model was implemented at Watson Elementary School for several years, starting in 1999. It has since been discontinued and was never formally evaluated, except for achievement data reports sent by the principal to ADE. Thus, in essence, there is no longer any program in LRSD to evaluate and no evaluation report to revise, expand, or redraft. It would seem wasteful of resources to reexamine historical data from this program, especially since implementation data are lacking. That is, if positive or negative results were found, it would be impossible to determine whether OTE or numerous others factors were the main cause. Suggestions, therefore, are similar to those for #s 2-4 above. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 6. HIPPY (Ross) Because HIPPY is a continuing program, this evaluation can be potentially useful to LRSD by providing initial program results on student achievement and benefits to African American children. A limitation of the study, which unfortunately cannot be remedied retroactively, is the lack of implementation data to describe the fidelity with which HIPPY program components were actually used. The quantitative achievement results must therefore be viewed cautiously, but should still be at least suggestive regarding program influences. Substantive expansion and revision, however, are needed to increase the readability and meaningfulness of the report. For example, there is inadequate description of the program, context, methodology, and analysis design. Tables and findings need to be presented in a more readable (user-friendly) manner. Suggestions: A. Reorganize and expand the introduction and methodology to be in line with district evaluation standards (i.e., more context, more detailed methodology, clearer questions and organization). B. Ed Williams needs to run the revised analysis and write up results by January 31,2003. A program description needs to be provided. Results need to be disaggregated, if possible, for African American and Caucasian students. Expand the Results sections to provide more informative reporting of outcomes, clearer tabular presentations, etc.5 C. Expand the Conclusions section to: (a) directly address whether there are implications for the achievement of African American and other disadvantaged groups (there probably are not at this stage), (b) more fully discuss implications and recommendations associated with the findings, and (c) propose further evaluation research that will validly determine both implementation quality and influences of HIPPY on student achievement. D. The third-party evaluator should follow the basic strategy in expanding this report. 7. Extended Year Education (EYE) Report (Moore) The EYE program is relevant to LRSDs current interests in improving academic achievement of its students. Unfortunately, the present evaluation design does not seem sufficiently sensitive to detect effects that might be attributable to EYE. Specifically, usage of whole-school data compared descriptively to district norms gives only a very surface examination of the schools progress, with susceptibility to contamination by student mobility, differences in SES, etc. A more precise analysis would match students at the three schools to similar students at comparable schools not using EYE, and then examine progress using a multivariate-type (regression or MANOVA) analysis. It is questionable, however, that such analyses could be completed in the time remaining for the required submission of the final report. Also, the findings would be limited by having only two years of post-program data. Aside from the design limitations, the organization of the report is difficult to follow due to the many tables and brief but not very informative narrative descriptions. The survey data might be interpretable, but also need a much clearer and better organized presentation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. / 8. Campus Leadership Teams (Ross) This initiative seems highly relevant to current and future goals of LRSD. However, the evaluation data collected to date consist of only results from two district-wide surveys that assessed team members reactions to various activities. No information exists to verify the representativeness of the samples, the validity of the data collection in general, or the implementation of the CLTs at the various schools. The aggregate survey results on the 24 combined items (14 in the team member survey\n10 in the certified/non- certified staff member survey) do not appear overly interesting or meaningful with regard to informing practice. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section.JOHN W. WALKER SHAWN CHILDS John w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187  OF COUNSEL ROBERT McHenry. P A DONNA J. McHENRY' S210 Heoterson Ro.ad Little Rock. .Aekans.as 72210 Phone: (501) 372-3425  Pjs (501) 372-3428 Email: mche1u7d@swbell.net Via Facsimile January 6, 2003 Dr. Bonnie Lesley Associate Superintendent for Instruction Little Rock School District 3001 Pulaski Little Rock, AR 72201 RECEIVED JAN -8 2003  OFFICE OF DESEGREGATION MONITORING Dear Dr. Lesley: On December 10, 2002 you mailed me a package which I have just received. I enclosing a copy of the address page for your information. am Please note that you have had my correct address for years. I am sending a copy of this letter to Judge Tom Ray because I am not certain whether there are any time response requirements involved, but I do not wish to be disadvantaged by receiving your document almost a month after its mailing. Very truly yours. -''^John W. Walker JWW:js Enclosure cc\nMr. Chris Heller Ms. Ann MarshallBonnie Lesley gl 0 W. Markham IRC Little Rock, Arkansas 72201 \u0026gt;t4 www.lrsd.kl2.ar.us 501-324-2000 501-324-2032 (M C. 19 sw SBfflS K.h't- Hl  i\u0026lt;!\n'Ox .J/ X An Individual Approach (o a ]]7orUofKnonledff I : Mr. John Walker 3601 S. Broadway UUle Ror\nk, AR 72206received FEB 1 1 2003 An Individual Approach to a World of'Knowledge OFFICE OF DESEGREGATION MONITORIHG February 10, 2003 Mr. John Walker Attorney at Law 1723 S. Broadway Little Rock, AR 72206 received FEB 1  2003 DESEGREGOAFTFIIOCN** OMFO NITOWNG Dear Mr. Walker: I am attaching four items that will be on the Board of Educations agenda for approval at their February 27, 2003, meeting. The four items are as follows: 1. 2. 3. 4. Approval of the Elementary Summer School program evaluation Approval of the Lyceum Scholars program evaluation Approval of the Extended Year Education program evaluation Approval of the Middle School Transition program evaluation The cover memoranda and attached program evaluations are included for your review and information. Please give us a call if you have questions. Yours truly, A Bonnie A. Lesley, Ed. D. Associate Superintendent for Instruction cc\nKen James Chris Heller Junious Babbs, Jr. Don Stewart Sadie Mitchell /Ann Marshall BAL/adg Attachments 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 u I f 7 -fi  'Xw Individual Approach to a World ofKnowledge January 9, 2003 RECEIVED Mr. John Walker 1723 Broadway Little Rock, AR 72206 JAN 1 4 2003 OFFICE OF DESEGREGATION MONITORING Dear Mr. Walker: I received your letter admonishing me for sending my December 10, 2002, mailing to you to an incorrect address. I apologize profoundly, and I want to explain. The address of the packet to 3601 S. Broadway, rather than to 1723 Broadway, was a clerical error. In every other time that I have drafted a letter to you, I have included the address in my file in my draft and then sent it to my administrative assistant to complete and mail. In that particular letter, I just asked her to address it to you and to Ms. Marshall at ODM, and I failed to list the addresses. The address she had in her file was the old one. Neither of us knew that the mistake had occurred until we returned to work on January 6 after the winter break. When the person who delivers mail told me that it had been returned that Monday, 1 was very concerned and immediately requested that he hand-deliver the packet to you that day, which he did. That the package arrived in your office almost a month after its initial mailing, please note, was the result of our being out of the office for the winter break. The letter and accompanying document were related to the Boards approval at their December meeting of the program evaluations for the 2000-2001 ESL program and for the 1998-99, 1999-2000, 2000-01, and 2001-02 mathematics/science programs (CPMSA). You were advised earlier that these two programs would be considered at that meeting, and, of course, you received the Board agenda materials. Again, 1 apologize for the error, and 1 hope that you see that I sent the information and materials in good faith. Yours truly, L\u0026gt;- Bonnie A. Lesley'Ed. D. Associate Superintendent for Instruction BAL/adg cc: Kenneth James Chris Heller I'Ann Marshall Don Stewart Junious Babbs Sadie Mitchell 810 W Markham Little Rock, Arkansas 72201 6 www.lrsd.kl2.ar.us 501-324-2000 c fax: 501-324-20326^ 810 West Markham Little Rock, AR 72201 Direct Phone: Communications Office: (501) 447-1030 (501) 447-1025 DATE: February 13, 2003 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazette FROM: Suellen Vann, Director of Communications SUBJECT: Special School Board Meeting MESSAGE: The Little Rock School District (LRSD) Board of Directors will hold a special meeting Thursday, February 13, in conjunction with its agenda meeting. Tire special meeting agenda will include tire review of program evaluations and employee hearings. Tlie meetings will begin at 5:00 p.m. in the Board Room of the LRSD Administration Building, 810 West Markliam. Pages (including cover) 1 To Fax * An Individual Approach to a World of Knowledge *A Ze % tl 1 An Individual Approach to a World ofKnowledge February 10, 2003 RECclVED Mr. John Walker Attorney at Law 1723 S. Broadway Little Rock, AR 72206 FEB 1 1 2003 OFFICE OF DESEGREGATION MONITORING Dear Mr. Walker\nI am attaching five items that will be on the Board of Educations agenda for review/ approval at a special session on February 13, 2003, the evening of their agenda meeting. (We are asking them to approve four of the eight remaining program evaluations at their agenda meeting and the last four at the regular February meeting.) The five items are as follows: 1. Guidelines for Completing Eight Program Evaluations in the Little Rock School District: Fiscal Impact 2. Approval of the HIPPY program evaluation 3. Approval of the Campus Leadership program evaluation 4. Approval of the Vital Link program evaluation 5. Approval of the Onward to Excellence program evaluation Please note that all four of the programs evaluated were previously abandoned by the District either due to d ata analysis that suggested program ineffectiveness or due to fiscal constraints. The cover memoranda and attached program evaluations are included for your review and information. Please give us a call if you have questions. truly, Yoprs truly. Bonnie A. Lesle/ Ed. D. Associate Superintendent for Instruction cc: Ken James Chris Heller Junious Babbs, Jr. Don Stewart Sadie Mitchell i/Ann Marshall BAL/adg Attachments 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032V IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL received MRS. LORENE JOSHUA, ET AL MAR 1 4 2003 DEFENDANTS INTERVENORS KATHERINE KNIGHT, ET AL OFFICE OF DESEGREGATION MONITORING INTERVENORS PLAINTIFFS NOTICE OF FILING PROGRAM EVALUATIONS REQUIRED BY PARAGRAPH C OF THE COURTS COMPLIANCE REMEDY Plaintiff Little Rock School District (LRSD) for its Notice of Filing Program Evaluations Required by the Courts Order of September 13, 2002 states: 1. On September 13, 2002, the District Court issued its Order finding that the LRSD had substantially complied with all areas of the Revised Desegregation and Education Plan (Revised Plan), with the exception Revised Plan  2.7.1. The Courts Order set forth a detailed Compliance Remedy as to Revised Plan  2.7.1. Paragraph C. of the Compliance Remedy stated: LRSD must use Dr. Nunnerly or another expert from outside LRSD with equivalent qualifications and expertise to prepare program evaluations on each of the programs identified on page 148 of the Final Compliance Report. I will accept all program evaluations that have already been completed by Dr. Nunnerly or someone with similar qualifications and approved by the Board. All program evaluations that have not yet been completed on the remaining programs identified on page 148 of the Final Compliance Report must be prepared and approved by the Board as soon as practicable, but, in no event, later than March 15, 2003. In addition, as these program evaluations are prepared, LRSD shall use them, as part of the program assessment process, to determine the effectiveness of those programs in improving African-American achievement and whether, based on the evaluations, any changes or modifications should be made in those programs. In addition, LRSD must use those program evaluations, to the extent they may be relevant, in assessing the effectiveness of other related programs.2. On October 10, 2002, the LRSD Board of Directors adopted a Compliance Plan designed to meet the requirements of the Courts Compliance Remedy. A copy of the Compliance Plan is attached hereto as Exhibit A. 3. As to Paragraph C of the Compliance Remedy, the LRSD concluded that the following evaluations had already been completed as required by Paragraph C and only needed to be submitted to the Board for approval: Early Literacy, Mathematics and Science, Charter School, English-as-a-Second Language, Southwest Middle Schools SEDL Program and Collaborative Action Team. The Charter School and Early Literacy evaluations were approved by the Board on October 24, 2002. The Southwest Middle Schools SEDL Program, 2000\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_670","title":"Project Management tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Project managers--Implements"],"dcterms_title":["Project Management tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/670"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCourt filing, ''Little Rock School District's January Project Management Tool''\nIN THE UNITED STATES DISTRICT EASTERN DISTRICT OF ARKANS. WESTERN DIVISION :t4 ^1^1 JAN 31 04 LITTLE ROCK SCHOOL DISTRICT JAMES W. McCOl^MACK. CLE:1K OEP CLERK VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S JANUARY PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD), for its January Project Management Tool, states: 1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending January 31, 1994. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending January 31, 1994. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT BY/ JiCTrryy L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's January Project Management Tool has been mailed by First Class Mail, postage pre-paid on January 31, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Hr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 S\u0026amp;CTi L. MaloneId 1 2 3 4 5 6 \\ Z 8 9 10 11 Little Rock School District Prograai Planning and Budgeting Project Hanageannt Report Task Description_____________________________________ Develonaent of \u0026gt; Plennina Oraenizetion and Structure Designate District Planner Hire Plaming Specialist Train Planning Specialist Reassess planning organization and atructure Restructure end aodify, if necessary Define purpose, process, and fonaat Coanunicate to the District and coaautity the purpose, process, and fonaat to be used in the prograai planning and budgeting process Develop and define the Mission statenent and goala for the District Develop preliainary list of issues for needs assessannt X Conp. iZS 100X 100X SOX SOX OX 100X 90X 100X 100X Page 1 start mm 7/27/93 9/9/93 mm inam mm 8/31/93 8/31/93 Date 1/31/94 Finish 4/30/94 7/27/93 9/9/93 4/30/94 krX/Vt 11/4/94 ifsam mm 8/31/93 Reaourcet Board Ingraai.Board Ingraa Natthis,Ui Iliaaa,Ingraa Uilliaaa.Natthis.Board Katthis,IngraB,NiIhollen,Board Matthis, lngraRi,Board Natthis, Ingraai, Board,Cabinet Matth i s, I ngraai. Board, CabinetId 12 Task Description____________________________ Identify data to measure needs of district 13 Study data to aaaaura naeda 15 16 1/ IB 19 2S 21 22 Little Rock School District Progrem Planning and Budgeting Project Hanageawnt Report X Comp. 100X MX \u0026amp;rtn9M Hlnlma Perfonwnce (MPT) lol Banaflaaieot Davalop data col taction plan for ANPT raaulta Aasign responstbilitles for AHPT data collaction Collect data froai AHPT raaulta Analyze data froai AHPTraaulta Report data findinga froai AHPT for Mrge into needs assessment Sini2!:d fi isii dm Boasssa Develop dete collection plan for Stanford B raaulta Asaign raaponaibilitiea for Stanford 8 data collection Pege 2 100X 100X 100X 100X 100X 100X 100X 100X 100X Start 7/2/93 8/2/93 1VW/W 11/10/93 11/12/93 11/12/93 11/17/93 11/23/93 1V10/W 11/10/93 11/12/93 Date 1/31/94 Finish 7/2/93 2/4/94 11/23/93 11/10/93 11/12/93 11/17/93 11/19/93 11/23/93 11/23/93 11/10/93 11/12/93 Resources________________ Hatthis,Ingran,Hilhollen Hatth1a,Ui 11 iaa*, Ingraai.Mi Ihol lan.Nayo lnaraai.Hobbv Ineraa Ingraa Hoijby Hobby Hobby, Ingraai Ingraa IngraaiId 23 Task Description_____________________ Collect dete froa Stenford 8 results 24 Analyze data froai Stanford 8 raeulta 25 26 28 29 30 31 32 33 Little Rock School District Prograa Planning and Budgeting Project Nanagaaant Report X Coap. 100X 100X Report deta findings froa Stanford 8 for aerge into needs assessment BW9flrwti9n Honltorinn Seoorta Audit Assign responsibility for data collection Develop dete collection plen Collect data Request to Progria Managers to coapere with 1st Quarter's Program Budget Document Report findings to PRE for large with Prograa Budget Docunent, where eppropriate Desegregation Plans Audit Assign responsibility for date collection Page 3 100X 100X 100X 100X 90X OX 241 100X Start 11/15/93 11/18/93 11/23/93 10/15/93 10/15/93 10/18/93 10/21/93 12/15/93 2/9/94 10/15/W 10/15/93 Dete 1/31/94 Finish 11/16/93 11/22/93 11/23/93 2/11/% 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 2dlZ2\u0026amp; 10/18/93 Resources Dunber Dunbar Dunbar,Ingraa Nayo Nayo,Hart Mayo,Hart Nayo NayoId 34 Task Description_____________ Develop data collection plan 35 Col tact data 36 37 39 39 40 41 42 43 Little Rock School District Prograa Planning and Budgeting Project Manageaant Report X Coap. 100X 100X Request to Prograa Managers to coapare with 1st Quarter's Prograa Budget Docunents Report findings to. Planning, Research and Evaluation for aerge with Prograa Budget Docunent, where appropriate Court Orders Audit Assign responsibility for data collection Develop data collection plan Collect data Request to Prograa Managers to coapare with 1st Quarter's Prograa Budget Docunent Report findings to Planning, Research and Evaluation for erge with Prograa Budget Docunent, where appropriate Currlculiw Audit Page 4 90X OX 2a 100X 100X 100X 90X OX 2B Start 10/18/93 10/21/93 1/31/94 2/9/94 10/15793 10/15/93 10/18/93 10/21/93 12/15/93 8/2/93 Data 1/31/94 Finish 10/20/93 12/14/93 1/31/94 2/11/94 2/1179* 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 2/4/94 Resources Mayo,Hart Mayo.Hart Mayo Mayo Mayo Mayo,Hart Mayo,Hart Mayo MayoId 45 47 48 50 51 52 53 54 55 Little Rock School District Prograai Planning and Budgeting Project Nanageaunt Report Task Description_________________________________________ Develop plans for data collection for Curriculus Audit Assign responsibtlitiss for colltct\u0026lt;an--Curriculus Audit Collect data for Curriculus Audit Establish procedures for review and assessaunt of Curriculus Audit data Organize and label Curriculus audit data--findings of Monitoring and Status Reports, Curriculus Objectives, achievement Relate/assess the data results back to the Curriculus Audit findings Ans lyze the effectiveness of revised curriculus, polices, etc. Identify factors that facilitated attairasent of curriculus goals Identify obstacles that prevented curriculus goal attainsMnt Nake recoeaendatioins for prograsi add i t i ons/de I et i ons/awd i f i ca t i ons Report data findings fron Curriculus Audit for surge into needs assessaient X Coiap. 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X 85X Psge 5 Start 8/2/93 11/12/93 11/15/93 11/15/93 11/29/93 12/6/93 12/15/93 12/16/93 12/16/93 1/7/94 1/7/94 Date 1/31/94 Finish 11/19/93 11/12/93 11/30/93 11/19/93 12/7/93 12/15/93 12/15/93 12/17/93 12/17/93 1/21/94 2/4/94 Resources Natthis,Curriculus Supervisors Matthis Curriculus Supervisors Natthis,CurriculuB Sifwrvisors Natthis,CurriculuB Supervisors Natthis,CurriculuB Sifiervisors Natthis,Curriculiai Sqiervisors Natthis,Curriculus Supervisors Natthis,Curriculus Sqpervisors Natthis,Curriculus Supervisors Natthis,Curriculus SupervisorsId S6 Task Description_______________________ School CUattZHuWD Heiationa Survey 57 Develop data collection plan for SC/HR 58 Aaaign reaponaibilitiea for SC/HR data collection 59 Collect data froai SC/HR aurvey 60 Analyze data froa SC/HR aurvey 61 62 63 64 65 66 Little Rock School District Prograa Planning and Budgeting Project Managaaant Report X Comp. 100X start Finiah 8/25/93 Resource* 100X 100X 100X 100X 8/16/93 8/17/93 8/18/93 tIZilVi 8/16/93 8/17/93 8/19/93 warn Ingraa Ingraa PannNonaan.Saith PannNoraMn.Snith Report of data findinga froa SC/HR aurvey for aarge into needs assessment Fecilitiea Study Develop data collection plan for Facilitiea Study Aasign responsibilities for Facilities Study Collect data for Facilities Study Prepare report for Facilities Study Page 6 100X SB 100X 100X 100X 75X 8/24/93 PennNorsan.Sai th,Ingraa 9/1/93 9/1/93 9/17/93 9/20/93 1/25/94 Date 1/31/94 2/4/94 9/16/93 9/17/93 1/12/94 2/3/94 HiIhollen,Eaton Nilhollen.Eaton NiIholIan,Eaton Nilhollan,EatonId 67 69 70 71 Ti 7i 74 75 76 77 Little Rock School Diatrict Prograa Planning and Budgeting Project Nanageaant Report Task Description____________________________________________ Report data findings froa Facilities Study for large into needs assessaent Praportiomt Allegation Fonwlw Develop data collection plan for Proportional Allocation Foraulas Assign responsibilities for Proportional Allocation Foraulas Collect data for Proportional Allocation Foraulaa Analyze data froa Proportional Allocation Foraulaa Prepare Proportional Allocation Foraulaa Report Report data findinga froa PropotioneI Allocationa Foraulaa atudy for aarge into needs aaaeaanant Collect and aerge issues froa work session (Aug. 31, 1993) into needs assessaant inforaation ConhKt work aeaaion for data analyaea of all atudiea, surveys, foruaa, dialogues, etc. Coafilete needs asaeaaaant Hating X Coap. OX Start 2/4/94 Finish 2/4/94 Resources______ Nilhollen,Eaton Page 7 23 100X 100X 100X 100X 92X OX 7SX 25X OX 9332 e/2/93 8/20/93 Nilhollan 8/23/93 %/u/n 11/1/93 11/29/93 2/4/94 1/25/94 1/26/94 \\mi96 Date 1/31/94 8/23/93 10/27/93 11/24/93 ini96 2/4/94 2/4/94 2/4/94 2/4/94 Nilhollan Eaton,Bamhouta,Boykina,6a(l\u0026gt;erry,Ni Ihol Ian Ni Ihol lan,Eaton,Bamhouae,Boykina,6adberry Nilhollen Nilhollen Natthia.UiIIiaaa,Ingraa.NiIholIan,Nayo Natthia.UiIIiaaa,Board,Cabinet Ui 11iaae,Natthia,NayoId 78 Tisk Description_________________________ Publish Drsft of Needs Assessaent Report 79 Fimlizi md Publish Nssds Asssssasnt Report 80 Begin 9S-96 needs sssessaent cycle SI Progrea liwentorv 82 Identify DSeg progreas 83 84 85 U 67 88 Little Rock School District Progria Plinning ind Budgeting Project Nenegeeant Report X Coap. OX OX OX 2Q 100X Identify priaery end secondery leeders for DSeg progreas Revise DSeg Progria listings Receive epprovil of OSeg Progrea listing Distribute DSeg Progrea listings to selected resource persons Conduct inservice for DSeg Progria aimgeri end principili Develop Progria Budget Dociannt for DSeg Progran Pige 8 100X 100X 100X 100X 100X 100X Start 2/4/94 2ZU/9* */*/94 7/1/93 7/1/93 7/1/93 7/19/93 7/19/93 9/9/93 9/16/93 8/6/93 Dite 1/31/94 Finish Kesourcet 2/4/M Ui 11 iMS, Ingria 2/U/94 Mstthis,Ui(lisBs,IngriB 11/4/94 6/30/94 7/1/93 7/1/93 9/8/93 7/19/93 9/9/93 9/23/93 Metthis.Uillisas,Ingrea.NiIhollen.Neyo Ingrea Ingria Ingria ! Mitthis,Ingrea Ingria Nitthli.lngria Ingria 'llLittle Rock School Dlatrlct Prograa Planning and Budgeting Project Hanageaent Report Id 89 90 91 92 93 94 95 96 97 98 CosnsJiitv Forum Tesk Description_____________________ Establish a list of Non-DSeg Progrsas Identify priaary and aecondary leaders for Non-DSeg Progrsas Revise Non-DSeg Progrssi listings Receive spprovsl of Non-DSeg Progrssi listing Distribute Non-DSeg Prograa listing to selected resource persons Conduct Inservice for Non-DSeg progrsa asnsgers Develop Progrsa Budget Docusents for Non-DSeg Progrsas Merge DSeg end Non-DSeg Program Into e composite listing Generate a Prograa Inventory Report Conduct 95-96 Prograa Inventory X Coap. 100X lOOX 100X 100X 100X 100X 100X 100X OX 21S Page 9 Start 8/26/93 11/16/93 8/27/93 11/15/93 11/16/93 12/10/93 ntwm 1/18/94 1/20/94 5/2/94 9/U/W Date 1/31/94 Finish Resources 8/26/93 UIllIssa.Natthls.Inarssi 11/29/93 11/15/93 11/15/93 11/16/93 12/10/93 1/18/94 1/20/94 6/30/94 2/4/94 UlllIssv.Hatthls.Ingrsa UI lUssa.Natthls, Ingrssi UlUlssM.Netthls.Ingrssi Ingrssi Ingrssi IngrsB,Non-DSeg Progrsa Nensgers Ingria Ingrsa.Besss Ingraa Id 100 Task Description___________________________________ Develop data collection plen for Coaesmity Foruaa 101 Set locationa end schedule for Coanunity Foruaa. 102 Develop CoaiBunity Forua saafile agenda 103 Develop data collection tool (eetrix) for Coanunity Foruas 104 Conduct Cloverdale Elaanntary Coanmlty Forua IOS 106 107 108 109 110 Little Rock School District Prograai Planning and Budgeting Project Hanagoaent Report X Comp. 100X 100X 100X 100X 100X Gather Cloverdale feedback data for input into aatrix Conduct Parkvieu Coaaunity Forua Gather Perkview Coaesnity Forua feedback data for input into aatrix Conduct Bsle Coanunity Forua Gather Bale Coanunity Forua feedback data for input into matrix Conduct Forest Heights Coanunity Forua 100X lOOS 100X 100X lOOX lOOX Page 10 Start 9/14/93 9/21/93 10/4/93 10/6/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/11/93 11/16/93 Date 1/31/94 Finiah 9/14/93 9/21/95 10/4/93 10/7/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/12/93 11/16/93 Resources_________ Bsssa,Wagner,Mayo Wagner,Hayo Basse Basse,Wagner(Mayo WHUaae Basse WilliaaN Basse Willism Basse WilliaasId 111 112 113 114 115 116 uz 118 119 120 121 Little Rock School Diatrict Prograai Planning and Budgeting Project Nanageaant Report Teak Deacription__________________________________________ Gather Foreat Heighta Coaaaunity Forue feedtack data for input into matrix Conduct Rockefeller Coentrity Forue Gather Rockefeller Coaaaunity Forue feecfcack data for input into aatrix Conduct Gerlend CoaMunity Forue Gather Gerlend Coaaaunity Forue feedback data for ir^t into matrix Finelize end pUtlieh Coaeenlty Forue Matrix PiBtrict Pielofluee Develop data collection plen for Diatrict Dialoguea Set echedule for Diatrict Dialoguea Develop Diatrict Dialogue aaiaple agende Develop data collection tool for Diatrict Dialoguea (matrix) X Comp. 100X 100X 100X 100X 100X 100X SS 100X 100X 100X 100X Page 11 Start 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 12/6/93 10/27/93 10/27/93 10/28/93 11/9/93 11/9/93 Dete 1/31/94 Finiah 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 1/6/94 2/4/94 10/27/93 10/28/93 11/9/93 11/9/93 Reaourcea Baaaa UilUaM Beeee Ullllaie Beeee Beeee Mayo,Baaea,Uagner Uagner,Baaea,UiIIiaaa,Nayo Baaaa BaaaaId 122 123 124 125 126 127 128 129 130 131 122 Little Rock School Dittrlct ProgrtM Planning and Budgeting Project Hanagenent Report Task Detcriptlon__________________________________________ Conduct Central Office Adainistration District Dialogue Gather Central Office Adalnlatratlon feedwek data for Input Into natrix Conduct Teachers District Dialogue Gather Teachera Dittrlct Dialogue feedback data for Input into natrix Conduct Principals District Dialogue Gather Principala Dittrlct Dialogue feedbacl data for Input Into natrix Conduct Clattiflad Staff Dittrlct Dialogue Gather Claaaifiad Staff Dittrlct Dialogue feedbeck data for nerge into awtrix Finalize and publlah Dittrlct DItlogue Mtrix fiofit IQd obiectivet Plwn\u0026lt;na Sssslaa X Conp. 1O0X 100X 100X 100X 100X 100X OX OX OX 100X 100X Page 12 Start 11/23/93 12/1/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 2/3/94 8/2/93 8/2/93 Date 1/31/94 FInIth 11/23/93 12/13/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 ?zia/a wim Retourcet Uilllans Basta uniiaM Bassa Willies* Bataa Ullllaaa BattaId 133 Task Description______________________ Identify process for goal development 134 Detensine date and site for work session 135 Identify snterials for work session 136 Develop aateriels for work session 137 138 122 140 141 142 143 Little Rock School District Progrsa Planning and Budgeting Project Nanagesant Report X Coap. 100X 100X 100X 100X Identify snd notify participants for the work session Conduct work session Conduct Coal Cettinn Work Cession Identify process for goal setting work session Identify perticipents for the goal setting work session Detensine date and site for goal setting work session Distribute beckground aaterials to the perticipants 100X 100X 100X 100X 100X 100X 100X Page 13 Start 8/2/93 8/13/93 8/16/93 8/17/93 8/12/93 8/20/93 8/23/93 8/23/93 8/23/93 8/24/93 8/25/93 Date 1/31/94 Finish Resources 8/17/93 Hatthis.Inerssi.Glssgou 8/13/93 8/16/93 8/18/93 8/12/93 8/20/93 9/3/93 8/24/93 8/23/93 8/24/93 8/25/93 Natthis Matthis, Ingrasi.Glasgou Natthis,Ingraa Natthis Cabinet Natthis,Ingraa,Glasgow Natthis Natthis,Ingrsa NatthisId 144 US U7 148 149 150 151 152 153 154 Little Rock School District Prograa Planning and Budgeting Project Hanageaant Report Task Description___________________________________________ Conduct work session to develop tentative aiasion stateaant, develop tentative goals, and a list of issues that aay enhance or restrict goal attalnaant Prepare Materials for Board work session Con**t Board Mack SsulSQ Establish data and sits for work session Distribute background aaterials to Board laabers Review of preliainary list of issues for needs assesssant by Board Revieu/revise tentstive aission stetaaant and goals Revieu desegregetion prograa inventory Review identified proportionel ellocations Establish written priorities Identify edditional \"fest-track\" prograa evaluation X Caap. 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X Page 14 Start 8/31/93 9/1/93 8/30/93 8/30/93 9/1/93 9/9/93 9/9/93 9/9/93 9/9/93 9/9/93 9/9/93 Dete 1/31/94 Finish 8/31/93 9/3/93 9/9/93 8/30/93 9/1/93 9/9/93 9t9t\u0026lt;n 9l9fVi 9/9/93 Resources Cebinet,Boerd,PTA,CTA,Prin Roundteble,Betty Caldwell Matthis,Ingraa Natthia Natthia,Ingraa Board,Natthis,Ingraa Bosrd Bosrd Bosrd Board BoardId 155 Task Description____________________________ Identify strstegies for funding shortfalls 156 157 158 J52 160 161 162 163 164 165 Little Rock School District Prograai Planning and Budgeting Project Manageaant Report X Coap. 100X Start 9/9/93 Finish 9/9/93 Resources Board Develop coaassiicetion strategy for ission stataaant and goals Distribute Bistion stateeNnt and goals Distribute list of priorities 12ad grtrwt Usdi Detersiina data and site for Board Retreat Identify agenda itea* for Board Retreat Establish agenda for Board Retreat Gather and distribute Mterials for Boerd Retreet Conduct date analysis twrk session for Board Retreat Conduct Board Retreat Page 15 100X 100X 100X SSI 100X 100X 90X 85X OX OX 9/10/93 9/10/93 9/10/93 12/2/93 xuzm 1/12/94 1/12/94 1/12/94 2/1/94 2/4/94 Date 1/31/94 9/10/93 9/10/93 9/10/93 \\znm 1/12/94 2/3/94 2/3/94 InarM.HatthU lngraa,Uagnar Board Uillisaa.Board UilliaaB.Board UilliaiM.Board Ui 11 isR,Matthis, IngraaifNi Ihol lan.Gadberry UilliasM,Cabinet UilliaiRS.BoardId 166 Task Description_________________ Report outcomes of Board Retreat 167 Detenaina the need for an additional Board Retreat 1^ Proaraai Devetooaent 169 170 171 172 in 174 175 176 Little Rock School District Prograai Planning and Budgeting Project Manageaient Report X Coap. OX OX 1\u0026amp; Develop philosophy and/or objectives for prograaa and /or prograa aodifications Schedule and hold iNetinss for organizing the project Seek copies of source docuaents from experts, other school districts Exaaiine trends of experts in the designated fields Organize a coamittee to develop educational specifications Establish fraanuork for: curriculua offerings\nservices and support prograas\npolicies for instructional delivery\noateriats/supplies/equipaient\nstaffing needs and staff development needs\nbudget Relate/rcferance recoomendations froa curriculua audit needs assessawnt results to established aission statement, goals, and DSeg Plan Review recoanendations froai curriculua audit needs assesssKnt in order to identify additional prograias or prograa awdificat ions Psge 16 100X 100X 100X 100X 100X 75X OX 75X Start 2/10/94 2/11/94 11/15/W 11/15/93 11/19/93 11/19/93 11/19/93 11/19/93 1/7/94 1/7/94 Date 1/31/94 Finish 2/11/94 4/30/M ilium 11/19/93 12/15/93 12/15/93 12/15/93 11/26/93 2/18/94 2/7/94 Resources Uilliaas,Board Ui lliMt,Boa rd,Cabinet Hatthit,Curricului Supervisora Natthia,CurriculuR Supervisora Hatth\u0026lt;a,Curricului Sipervisora Matthis,CurriculuR Sigiervisors Hatthis.Curriculus StRiervisors Natthis,Curr1culus Supervisors NatthiSfCurriculua St^iervisors Hatthis.Curriculus SupervisorsId 177 Task Description__________________________________ Develop Business Case for prograa and/or prograa aodifleetions 178 179 180 181 122 183 184 185 186 187 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report X Coap. OX Start 2/8/94 Finish 2/10/94 Resources______________________ Natthis,Curriculin Supervisors Sufaait Business Case for prograa and/or prograa nodifications to Superintendent and Board of Directors Develop prograa and/or prograai andificationa Review prograa and/or prograa aodificationa with Cabinet Decide to iapleawnt or not to iapleaant progreaa and/or prograa andificationa Prepare initial financial forecasts for coaing year Issue instructions for budget preparation at all levels Develop budget preparation training laterial Conduct budget preparation training sessions Budget aanagers siinit 94-95 budget requests Page 17 OX OX OX OX 223 40X 100X 100X 100X 85X 2/10/94 2/18/94 2/2S/94 2/28/94 12/1/93 11/30/93 11/18/93 12/6/93 1/14/94 Date 1/31/94 2/17/94 2/24/94 2/28/\u0026lt; 2/11/94 12/3/93 11/30/93 12/17/93 2/28/94 Natthis,Currlcului Suparvitors Hatthia.Curricului Superviaora Natthis,CurriculuB Supervisors Natthis,CurriculuB Supervisors NiIhollen Nilhollsn NiIholIan Hi Ihollen NUhollenId 188 Task Description________ Begin budget developawnt 189 Rvit financial forecast for coaling year 190 Sutaait proposed budget to Board 191 Conduct Board work setaione on budget 192 Revise budgets, as needed 193 194 195 196 197 12B Little Rock School District Prograai Plaming and Budgeting Project Nanageaient Report X Coat). 100X OX OX OX OX Notify certified personnel of possible staff reduction Board approval of tentative budget Notify classified personnel of possible staff reduction Board adoption of 94-95 budget Subait 94-95 budget to State Prarw iBet Pocusant UU Quarter:2nd Quartef\n3rd Ousrter:4th Quarter) Page 18 OX OX OX OX OX Start 1/18/94 3/1/94 3/24/94 3/28/94 4/18/94 4/1/94 5/2/94 5/3/94 7/1/94 8/1/94 9/1/93 Date 1/31/94 Finish 1/18/94 3/15/94 3/24/94 4/15/94 4/30/94 4/30/94 irihlVt 5/31/94 7/28/94 8/26/94 8/1/94 Resources Ni Ihollen HiIholIan HiIholIan NiIhollan,Board,Hatthia Milhollen Ni Ihol len,6a(tierry Ni lhoUan,Natthi a, Board, Ingraai Ga(berry,NiIholIan Boerd,Nilhollan,Natthis Board,NfIhollenId 199 Task Description_____________________________________ Develop Program Budget Dociannt Report Plan for all quarters for DSeg Prograan 222 111 aartgf Prwrw udaet Poowent Rggrt 201 Prepare training anterial for principala, program managers and clerical staff 202 Conduct training tettion for principala, prograai managera, and clerical ataff\ndiatribute diakettea 203 Diaseaiinate written program dociannt inatructiona to principala and program managera 204 205 206 207 208 209 Little Rock School Diatrict Prograai Planning and Budgeting Project Hanageacnt Report X Comp. 100X loot loot loot loot Adviae progran managera and principala on Program Budget Dociment Generate diakette management flow inforantion to relative ataff in School Operations and PRE office Plan lat follow-qp training aesaion on the Program Budget Dociisent and WordPerfect Conduct lat follow training aeaaiona on the Prograai Budget Document and WordPerfect DSeg Progrtaw Oiakettes due back to Planner PRE perfortM check-in procedurea and data clean-ig) on diakettea loot loot loot loot loot loot Page 19 Start 9/1/93 9/17/W 9/17/93 9/23/93 9fiatn 9/28/93 10/1/93 10/5/93 10/5/93 10/U/93 10/13/93 Date 1/31/94 Finish 9/21/93 n/i2zg 9/21/93 9/23/93 9/30/93 10/18/93 10/5/93 10/8/93 10/8/93 10/14/93 10/22/93 Reaourcea Ingram,Baaaa IngrM.Hatthit,Basta I nor tai Bataa,Ingraa Bataa,Ineraa Bmm Baata,Glat8ow Batta,Glatgou InoraM,Baasa PRE Clerical Staff,BastaId 210 Task Description_______________________ PRE generates hard copies of diskettes 211 212 213 2U 215 216 217 214 219 220 Little Rock School Diatrict Program Planning and Budgeting Project Management Report X Comp. 100X Start 10/22/93 Finish 10/26/93 Resources PRE Clerlcel Staff PRE developa relative narrative end the Controller provides financial Info for the Program Budget Docuaent Report PRE coabines all relative Info for Program Budget Docuaent Report (let Quarter) PRE dlaaamlnates dreft of report to aelected resource people Revite draft Prepare for ptiillcetlon of Program Budget Docusant Sibmlt publlahad Program Budget Docusant Report to the Court Return DSeg Program dlakettes to amnagert and principala OMirttr frOflrBHI Ooctaent Report Adviae program aanagera and principala on PBO Prepare trelning material for follow-up training sesalona on the PBO and WordPerfect Page 20 100X 100X 100X 100X 100X 100X 100X 4S 100X 100X 10/22/93 yamtvi 10/29/93 11/2/93 11/2/93 11/3/93 11/12/93 11/15/W 11/23/93 11/15/93 Date 1/31/94 10/26/93 10/28/93 10/29/93 11/2/93 11/2/93 11/3/93 11/12/93 2/16/94 1/U/94 11/17/93 BasM, InarM,MI Ihol ln PRE Clerical Staff,Basta,IngraM Ingraa Ingram,Basta Ingram UI 11lama,Ingram PRE Clerical Staff,Baaaa,Ir^ram Ingram,Baaaa,Aaa't Sigjta Bataa,GlaagouId 221 222 223 224 22S 226 227 228 229 230 231 Little Rock School District Prograa Planning and Budgeting Project HanagesKnt Report Task Ducription___________________________________________ Dissuinate standardized inatructiona for coapleting the PBD to principala and prograa aanagera Conduct training ausiona for principala, prograa aanagers, and clerical ataff Diakettu due back to Planner PRE perforaa check-in proceduru and data clean-up on diskettu PRE generatM hard copiea of diakettu PRE developa relative narrative and the controller provides financial info for PBD Report PRE coabinu all relative info for PBD 2nd Quarter Report PRE dissaainatu drafta of report to aelected ruource people Revise draft Prepare for publication of 2nd Quarter Prograa Budget Docuaent Report Subait published 2nd Quarter Prograa Budget Docuaent Report to Court X Coap. 100X 100X 100X 100X 100X 100X 90X 100X OX OX OX Page 21 Start 12/8/93 12/10/93 Mb/9b 1/6/94 1/14/94 1/26/94 2/1/94 1/31/94 2/2/94 2/3/94 Date 1/31/94 Finish Retourcet 12/8/93 Batu 12/14/93 Mb/V, 1/14/94 1/21/94 1/26/94 2/1/94 1/31/94 2/2/94 GlMflOM,BUU Principals,Prograa Hanagara PRE Cleriul Staff,Basu PRE Clerical Staff lngraB,Buaa,PRE Clerical Staff Ingraa,BaaM,PRE Cleriul Staff Ingraa Ingraa PRE Clerical Staff,Busa, Ingraa Uilliaas,lrraaId 232 Tesk Description______________________________________ Return diskettes back to the principels and prograa aanagers 233 Develop instructions for including any additional desegregation obligations to be Included in 3rd Qtr Prograa Budget Docunent Report Si 2d Quarter Prograw Budnet Docwent RtB2rt 235 Advise prograai annagera and principals on tha PBO 236 237 238 239 240 241 242 Little Rock School District Progrsa Planning and Budgeting Project Hanageaent Report X Coap. OX OX SS OX Start 2/8/94 2/11/94 VW/Vt F\u0026lt;nih Rmoutcm 2/8/94 PRE Clerical Staff,Basse 2/16/94 5/10/94 InoraM.Baasa ln0raw,Baaaa,Asa't S(^ts,Heyo Prepare training eaterlal for principals, prograa aanagers, and clerical staff for 3rd follou'up training on UordPerfect and the Prograa Budget Docunent Disseainate raainder Instructions for PBDcoopletion to principals and prograa aanagers Diskettes due beck to Plenner PRE perforas check-In procedures end data clean-is\u0026gt; on diskettes PRE generates hard copies of diskettes PREdevelope relative narretive and the controller provides financial info for 3rd Quarter Prograa Budget Docunent Report PRE coafclnes all relative Info for 3rd Quarter for PBD Report Page 22 OX OX OX OX OX OX OX 3/11/94 3/15/94 Baasa.PRE Clerical Staff 3/21/94 3/21/94 Baaaa, Ingraai 4/8/94 4/8/94 4/15/94 4/15/94 4/20/94 Date 1/31/94 4/15/94 4/20/94 4/20/94 4/25/94 Principals,Prograai Managers PRE Clerical Staff,Basaa PRE Clerical Staff NiIhollen,Bassa,Ingraa Ingraa,Basse,PRE Clerical StaffId 243 2U 245 248 247 2iS 249 250 251 252 253 Little Rock School District Prograai Planning and Budgeting Project Hanageant Report Task Description________________________________________ PRE disseaiinates draft of report to selected resource people Ravisa draft Prepare for publicetion of Prograai Budget Report for the 3rd Quarter Sifaait puli shed 3rd Quarter Prograai Budget Docuant Report to Court Return diskettes to prograai Managers end principels itb Quarter Progrew Budget Pnnmt Report Advise principels end prograai aansgers on tha PBO Diskettes due beck to Planner PRE perfonas check-in procedures snd deta clean-up on diskettes PRE generates hard copies of diskettes PRE develops relative narrative and the controller provides financial info for 4th Quarter PBO Report X Coap. OX OX OX OX OX OX OX OX OX OX Page 23 Stert 4/26/94 4/27/94 4/28/94 5/2/94 5/10/94 5/13/94 5/13/94 7/11/94 7/7/94 7/14/94 7/18/94 Dete 1/31/94 Finish 4/26/94 4/27/94 4/28/94 5/6/94 5/10/94 8/1/94 7/8/94 7/11/94 7/14/94 7/20/94 7/22/94 Resources Ingraai IngrMi.BMM.PRE Clerical Staff Ineraa.PRE Clerical Staff Ingraai.Uillfam PRE Clerical Staff,Baaaa Ingraai,Bassa,Ass*t S(s\u0026gt;ts,Hayo Principels,Progreai Manegers PRE Clerical Staff,Bassa PRE Clerical Staff Mi Ihol len,Bassa, IngraaiId 254 255 256 257 258 259 aa 261 262 263 264 Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report Task Description________ PRE combines all relative Info for 4th Quarter PBO Report PRE disseainates draft of report to selected resource people Revise draft Prepare for piijllcation the 4th Quarter Prograa Budget Document Report to Court Subait (Mill i shed 4th Quarter Prograa Budget Docuaent Report to Court PRE houses diskettes laitil 93-94 school year begins esnitgrina RCd Reporting Develop plenning strategy Prepare monitoring and reporting instructions for all quarters Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data Distribute 1st Quarter PBO Report to Priaary Leaders X Comp. OX OX OX OX OX OX SSI 100X 100X 100X 100X Page 24 Start 7/22/94 im/v, 7/28/94 7/29/94 8/1/94 8/1/94 7/1/93 9/1/93 10/26/93 11/15/93 Date 1/31/94 finish 7/22/94 7/28/94 7/29/94 8/1/94 8/1/94 8/8/94 7/30/93 9/21/93 10/26/93 11/15/93 Resources________________________ PRE Clerical Staff,Bas8a,Ingraa Ingraa Inoraai,Baa8a,PRE Clerical Staff PRE Clerical Staff,Ingraa Ingraa,Uill{aBS PRE Clerical Staff,Sassa Ingraa,Natthis,H1Ihollen lngraa,Natthia Nilhollen IngraaId 265 266 267 268 269 270 271 272 273 274 2S Little Rock School District Prograa Planning and Budgeting Project Menegeaent Report Tesk Description__________________________________________ Provide feedback to principals snd prograa aanagers on 1st quarter report Set up financial pull for 2nd Quarter PBD Report Distribute 2nd Ouerter Progrsa Budget Docuaent Report to Primary Leaders Provide feedback to principals and prograa aanagers on 2nd Quarter Prograa Budget Docuaent Set up financial pull for 3rd Quarter Prograa Budget Docunent Report Disseminete 3rd Quarter Prograa Budget Docuaent Report to Primary Leaders Provide feedbeck to principals and prograa aanagers on 3rd Quarter PBD Report Set up finencial pull for 4th Quarter PBD Report Disseaiinete 4th Quarter PBD Report to the Priaary Leaders Modify process as necessary Prograa Evaluation X Coap. 100X 100X OX OX OX OX OX OX OX OX is Page 25 Start 11/22/93 1/26/94 3/11/94 3/15/94 4/15/94 5/12/94 5/13/94 7/18/94 8/8/94 4/1/94 SZ2SZS Date 1/31/94 Finish 11/30/93 1/26/94 3/11/94 3/18/94 4/15/94 5/12/94 5/17/94 7/18/94 8/8/94 4/30/94 Resources Prisary Lesders Milhollen Ingraai Priaary Leaders Milhollen Ingraai Priaary Leaders Ingrsai IngraaId 276 277 278 279 280 281 282 283 284 285 286 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report Task Description__________________________________________ Review Desegregation Plan for potential target prograa* Develop progrea evaluation instruaent and procesa Conduct inforaation/oricntation events to infora appropriste staff of activities Identify fast-treck evaluation targets Conduct required training for use of process end evaluation criteria for designated staff Complete fast-treck evaluetion of targeted progrsas Use fest-track evaluation results to detenaine prograa addi tions/deletions/aodif i cations Develop sdditionsl progrsas snd/or progrsa andificatlons Begin prograa evaluation for targeted non-deseg prograas (using established process/criteria) Rsvieu evaluation results for non-deseg prograas Consolidate/aerge results of non-deseg progrsa results into budget developaent X Coap. 100X 100X 100X 100X 100X 100X OX OX OX OX OX Page 26 Start 8/20/93 8/20/93 8/27/93 8/30/93 8/30/93 2/4/94 2/18/94 2/28/94 2/15/94 3/15/94 Date 1/31/94 Finish 8/20/93 8/20/93 8/27/93 8/30/93 8/30/93 1/3/94 2/14/94 2/25/94 2/28/94 3/15/94 4/25/94 Resources Cabinet Cabinet Natthis Natthis Natthis Natthis,Curriculua Supervisors Natthis,CurriculuB Supervisors Natthis,CurriculuB SqMrvisors Natthis,CurriculuB Supervisors Natthis,Curriculua Sipervisors Cabinet Id az Task Description Broad-Based Feedbeck 288 Define input requirenente et Board work aesaion 289 Develop inservice plen on the Prograa Planning and Budgeting Process 290 Begin input process 291 Coafilete input process 292 Plan for internal and external feedback XU Provide internal and external feedback IS6. Prograa Coordination 295 Develop project aanageannt tool 296 Set i4\u0026gt; regular project aanageaient reporting process WL Subeiit ponthlv project aneaeacnt report to Court Little Rock School District Prograa Planning and Budgeting Project Manageaant Report X Coap. ZS 100X 100X 100X OX OX OX 241 45X 90X SI Page 27 Start 8/2/93 9/9/93 9/1/93 8/2/93 2/4/94 2/8/94 3/1/94 8/31/93 10/25/93 12/13/93 M1/W Date 1/31/94 Finish Mi/y4 9/9/93 9/1/93 8/2/93 2/4/94 3/31/94 6/30/4 6/30/94 6/30/94 Rmoutcm Board.Uilliaa* Matthia, Ingriai.Mi Ihol len,Hayo Matthis, Ingraai,Mi Ihollen Ingreai,Bsssa William.Hatthia.Irxiraa UilliaM.liwrMi Bassa,Choate WiIliaaw.Hatthis,Ingraa.Bassa,CabinetId 298 Task Description__________________________________ Submit August annthly annagement report to Court 299 Subait Septeober aonthly manageaient report to Court 300 Subait October annthly management report to Court 301 Subait Noveater annthly manageaient report to Court 302 Subait Decamber aaxithly manageaient report to Court 303 304 Siiaiit February annthly amaiagament report to Court 305 Submit March annthly annagement report to Court 306 Simit April annthly management report to Court 307 Sibait Hey monthly manageaient report to Court 308 Submit June annthly annagement report to Court Little Rock School District Prograa Plenning and Budgeting Project Hanageannt Report X Coap. 100X 100X 100X 100X 100X 100X OX OX OX OX OX Page 28 Start 8/31/93 9/30/93 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Dete 1/31/94 Finish 8/31/93 9/30/93 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Resources Ui IIiams,Ingram um\u0026lt; MH, Ingraa UilliMB, Ingram Uilliamt,Ingram Uilliaaa,Ingraa UilliMH,Ingraa Uilliaaa.Ingram Ui I Uema, Ingram Uilliaaa,Ingram Uilliaaa,Ingram Uilliaaa,IngramId 1 Task Description________________________________________ Develocment 211 UenQlng Organization iQj Little Rock School District Progrem Planning and Budgeting Project Hanagenent Report Qtr 1, 1994 Qtr 2, 1994 Jul I Aug I Sep Oct I Mw I Pec Qtr 3, 1994 Jan I I Mar Qtr 4, 1994 Apr I May I Jun Btr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jen I FA I Mar 2 Designate District Planner 3 Hire Planning Specialist 4 Train Planning Specialist 5 Reassess planning organization and structure 6 Restructure and modify, if necessary z Heeds Assessment 8 Define purpose, process, and format 9 Cosmunicate to the District end comnsoity the purpose, process, and format to be used in the program planning and budgeting process 10 \"y/A\\ Develop and define the mission statement and goals for the District Project\nDate: 1/31/94 Critical y/yy/yy/y/y/y/y/y/A Progress * Milestone Simnary  Rolled Up 0 Page 1 Date 1/31/94Id 11 Task Description Develop preliaiinary list of issues for needs assessment 12 Identify data to awasura needs of district 13 IS 16 17 IB 19 2fi Study data to iKasure needs Arkansas Hiniaaas Perfonaance (AHPT) Test dets aanageagnt Develop data collection plan for AHPT results Assign responsibilities for AHPT data collection Collect data froai AHPT results Analyze data froai AiiPTresults Report data findings froai AHPT for arge into neieds sssessaent Stanford S Test data aanaaeaent Project: Date: 1/31/94 Critical Little Rock School District Prograai Planning and Budgeting Project HanageiRent Report Qtr 1, 1994 Jul I Aug I S^ Qtr 2. 1994 Oct I Mw I Dec I I Progress H Hilestone Qtr 3. 1994 Jan j I Har Page 2 Date 1/31/94 Qtr 4, 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mw I Pee Qtr 3. 1995 Jan I Feb | Her Sueaary  Rolled Up 0Id 21 Task Description_____________________________________ Develop dete collection plen for Stanford 8 results 22 Aaaign reaponaibilitiea for Stanford 8 data collection 23 Collect data frcai Stanford 8 reaulta 24 Analyze deta froai Stanford 8 reaulta 25 Report deta findings from Stanford 8 for awrge into needs assessment 2\u0026amp; Peeeflrefletlon Wooltorina Seporta Audit 27 Aaaign responaibility for data collection 28 Develop data collection plan 29 Collect data Little Rock School Diatrict Prograai Planning and Budgeting Project HanagcaKnt Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Dec I I I I Qtr 3. 1994 Jan I I Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I MOV I Dec Qtr 3. 1995 Jan I I Her 30 Requeat to Progran Managers to compare with lat Quarter's Program Budget Docunent Project: Date: 1/31/94 Critical Progreaa  Mileatone  Sumary \" Rolled Up 0 Page 3 Date 1/31/94Id 31 Task Description________________________________________ Report findings to PRE for merge with Program Budget Docunent, where appropriate 32 Deseareaatlon Plans Audit 33 Assign responsibility for data collection 3* Develop data collection plan 35 Collect data Little Rock School District Prograai Planning and Budgeting Project Hanageaent Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 199* Oct I Nov I Dec Qtr 3. 199* Jan Mar Qtr*, 199* Apr I May I Jun Qtr 1, 1W Jul I Aug I S^ Qtr 2, 1995 Oct I MOV I Dec Qtr 3, 1995 Jan I Feb I Mar 36 I I Request to Program Managers to compare with 1st Quarter's Program Budget Docuarnnts 37 Report findings to Planning, Research and Evaluation for merge with Program Budget Docuaient, where appropriate 3S Court Orders Audit I 39 Assign responsibility for data collection *0 I Develop data collection plan I Project: Date: 1/31/9* Critical Progress Suaaary Rolled Up 0 Page * Date 1/31/9*Id 41 Task Description Collect dete 42 Request to Prograai Hanagers to coepare with let Quarter's Prograai Budget Docuaent 43 a 45 46 47 48 49 50 Little Rock School District Progreai Planning and Budgeting Project Hanegeaent Report Qtr 1. 1994 Jul t Aug I Sep Qtr 2. 1994 Oct I Hot I Dec Qtr 3, 1994 Jan j Feb 1 Her Qtr 4. 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hoy I Dec Qtr 3. 1995 Jan I Feb | Her Report findings to Planning, Research and Evaluation for arge with Prograa Budget Docuaent, where appropriate Eucdaiba Aidii Develop plans for data collection for Curriculua Audit Assign responsibilities for collectionCurriculua Audit Collect date for Curriculua Audit Establish procedures for review and assessaKnt of Curriculua Audit data Organize end label Curriculua audit data--findings of Honitoring and Status Reports, Curriculua Objectives, schieveaient Relate/assess the data results back to the Curriculus Audit findings Project: Dete: 1/31/94 Critical Progresa Noncritical Hileatone \u0026lt; I I Siaaaery Rolled Up 0 Page 5 Date 1/31/94Id 51 Task Description Analyze the effectiveness of revised curriculua, polices, etc. 52 Identify fectora that facilitated attainaent of curriculua goala S3 Identify obstacles that prevented curriculua goal attainment 54 Hake recoamendatioina for prograai add i t i ons/de I et i ons/aod i f i ca t i one 55 57 58 59 60 Report dete findings froai Curriculua Audit for aierge into needs assessaient School Cliete/H\u0026gt;*an Selitlono Survey Develop data collection plan for SC/HR Asaign responsibilities for SC/HR deta collection Collect data froai SC/HR aurvey Analyze data froa SC/HR aurvey Project: Date: 1/31/94 Critical Little Rock School Diatrict Prograai Planning and Budgeting Project Hanageaant Report Qtr 1, 1994 Jul I Aub I Sep I ' I Qtr 2. 1994 Oct I Hov I D^ I I Qtr 3. 1994 Jan j Feb I Har Qtr 4. 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hw I Dec Qtr 3. 1995 Jan I I Har Progress B Hilestone SLaaaary V Rolled Up 0 Page 6 Date 1/31/94Id 61 Task Description_______________________________________ Report of data findings froai SC/HR survey for amrge into needs assessiaent \u0026amp; FoclUtiw Study 63 Develop data collection plan for Facilities Study 64 Assign responsibilities for Facilities Study 65 Collect data for Facilities Study 66 Prepare report for Facilities Study 67 Report data findings froai Facilities Study for aierge into needs assessment W 70 Allocation Forswlaa Develop data collection plan for Proportional Allocation Foraulas Assign responsibilities for Proportional Allocation Forsulas Project: Date: 1/31/94 Critical Little Rock School District Progran Planning and Budgeting Project Manageannt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan [ Feb | Mar A * Progress Noncritical Milestone Page 7 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I S^ Qtr 2. 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb I War Susaiary  Rolled Up 0Id 71 Task Description Collect data for Proportional Allocation Formulas 72 Analyze data from Proportional Allocation Formulas 73 7k 75 76 77 n 79 80 Prepere Proportional Allocation Foraulaa Report Report data findings from Propotlonal Allocations Formulas study for merge into needs assessment Collect and merge issues from work session (Aug. 31, 1993) into needs assessment infoneation Conckjct work session for data analyses of all studies, surveys, foruss, dialogues, etc. Coafilete needs aasessaent listir Pibliah Draft of Needs Assessaant Report Finalize and PiAilish Needs Assessaent Report Begin 95-96 needs assessaant cycle Project: Date: 1/31/94 Critical Little Rock School District Program Planning and Budgeting Project Manageaient Report Qtr 1, 1994 Qtr 2, 1994 Jut I Aug I Sep Oct I Mw | Dec Qtr 3, 1994 Jan j F^ I Mar I I I I I I I I I I I I I I I I I I I I I I I I I 9 ' I I I :i I I I I I I I I I I I I I Progresa Noncritical Milestone Page 8 Date 1/31/94 Qtr 4, 1994 Apr I May | Jin Qtr b Jul I Aug I Sep Qtr2, 1995 Oct I Nov I Pec Suaary Rolled Up 0 Qtr 3, 1995 Jan I Feb | MarId \u0026amp;1 Task Description Prograa Inventory 82 Identify OSes prograM 83 Identify prisary and secondary leaders for DSeg prograsis 84 Revise OSeg Prograa listings 85 Receive approval of DSeg Prograa listing 86 Distribute DSeg Prograa listings to selected resource persons 87 Conduct inservice for DSeg Prograa aanagers and principals 88 Develop Prograa Budget Docuaent for DSeg Prograas 89 Establish a list of Non-DSeg Prograas 90 Identify primary and secondary lesders for Non-DSeg Programs Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progrsa Planning and Budgeting Project Hanageaent Report Qtr 1, 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Mov I D^ Otr 3. 1994 Jan I I Her Qtr 4. 1994 Apr I May I Jun Otr 1. 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Mar I Progress  Milestone Sumary Rolled Up 0 Page 9 Date 1/31/94Id 91 Task Description Revise Non-DSeg Program listings 92 Receive approval of Non-DSeg Prograai listing 93 Distribute Non-DSeg Program listing to selected resource persons 94 Conduct inservice for Non-DSeg prograai aianagers 95 Develop Prograai Budget Docuawnts for Non-DSeg Programs 96 Herge DSeg and Non-DSeg Prograas into a composite listing 97 Generate a Prograai Inventory Report 98 Conduct 95-96 Prograai inventory 2S Co^Jiitv Fonaas Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Qtr 1. 1994 I Qtr 2, 1994 Jut I Aug I Sep I Oct I Hov I Pec Qtr 3. 1994 Jan j FA I Har Qtr 4, 1994 Apr I Hay I Jun '/////////Z. Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I F^ I Har 100 Develop data collection plan for Coanunity Forums Project: Date: 1/31/94 Critical Noncritical Progress H Hilestone SiaaaMry Rolled Up 0 Page 10 Date 1/31/94Id 101 Task Description__________________________________________ Set locations and schedule for Coansjnity Foruas 102 Develop Coeounfty Foru* saaple egende 103 Develop data collection tool (matrix) for Coonunity Foruas 104 Conduct Cloverdale Eleawntary Coamnity Forua 105 Gather Cloverdale feedback data for input into matrix 106 Conduct Parkvleu Coaaaoity Forua 107 Gather Parkvieu Coanunity Forua feedback data for input into matrix 108 Conduct Bale CoaMuiity Forua 109 Gather Bale Coanunity Forua feedback data for input into matrix 110 Conduct Forest Heights Connunity Forum Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project HanagesKnt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec I I I Progress - Milestone 0 Qtr 3, 1994 Jan [ Feb | Her Qtr 4, 1994 Apr I May | Jun Ctrl, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I F^ I Mar Page 11 Date 1/31/94 Sunaary  Rolled Up 0Id 111 Task Description Gather Forest Heights Coeaunity Forua feedback data for input into aatrix 112 Conduct Rockefellar Coonntty Foru* 113 Gather Rockefeller Coanunity Forua feedback data for input into aatrix 114 Conduct Garland Conaajnity ForiM 115 Gather Garland Coaaxnity Forua feedback data for input into aatrix 116 Flnaliza and putoltah Coanunity Forua Matrix UZ 118 Develop data collection plan for District Dialogues 119 Sat tchedula for Diatrict Dialogues 120 Develop District Dialogue sanple agenda Project\nDate: 1/31/94 Critical Noncritical Little Rock School District Prograa Planning and Budgeting Project Hanageoient Report Qtr 1, 1994 Jul I Aug t Sep Qtr 2, 1994 Oct I Nov I Dec Progresa * Milestone Qtr 3, 1994 Jan j F^ I Mar Page 12 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb I Mar Suaaary  Rolled Up OId 121 Task Description_______________________________________ Develop data collection tool for District Dialogues (matrix) 122 Conduct Central Office Adainistration District Dialogue 123 Gather Central Office Adsinistration feedback data for input into Matrix 124 Conduct Teachers District Dialogue 125 Gather Teachers District Dialogue feedback data for input into matrix 126 Conduct Principals District Dialogue 127 Gather Principals District Dialogue feedbacl data for input into Matrix 128 Conduct Classified Staff District Dialogue 129 Gather Classified Staff District Dialogue feedback data for merge into matrix 130 Finalize and pUilish District Dialogue matrix Project! Date: 1/31/94 Critical Noncritical Little Rock School District PrograM Planning and Budgeting Project HanagesMnt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I D^ Qtr 3, 1994 Jan j Feb | Mar I 1 1 Progress  Hilestone  Page 13 Date 1/31/94 Qtr 4. 1994 Apr I May I Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Otr 3. 1995 Jan I Feb I Her Suamary Rolled Up 0Id 121 Task Description 6osl Ed Objectives IS ConAict Cabinet Plannina Setglon 133 Identify process for goal developaient 134 Detensine date and site for work session 135 Identify Mterials for work session 136 Develop Mterials for work session 137 Identify and notify participants for the work session 138 Conduct work session Little Rock School District Program Planning and Budgeting Project Management Report Otr 1. 1994 Jul I Aug I S^ Otr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan jp^l Mar Otr 4. 1994 Apr I May I Jki Otr 1. 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3. 1995 Jan I I Mar I 12 ConAjct Coal Settino Work Session 140 Identify process for goal setting work session I Project: Date: 1/31/94 Critical Progress Noncritical Milestone SuMary  Rolled Up 0 Page 14 Date 1/31/94Id 141 Task Description__________________________________________ Identify participants for the goal setting work session 142 OeterMine date and site for goal setting work session 143 Distribute background Mterials to the participants 144 14S Conduct work session to develop tentstive Mission stateaient, develop tentative goels, and a list of issues that My enhance or restrict goal attainment__________________________________ Prepere Mterials for Board work session Conduct Board Work Seaalon 147 Establish data and sits for work session 148 Distribute beckground Mterials to Board nenbers 149 Review of prelininary list of issues for needs assessnent by Board 150 Review/revise tentative Mission statement and goals Project: Date: 1/31/94 Critical Noncritical Little Rock School District Prograai Planning and Budgeting Project HansgesKnt Report Qtr 1, 1994 Jul I Aug I 5^ Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan j I Her Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Her I Progress  Hilestone  Suimary Page 15 Date 1/31/94 Rolled Up 0Id 151 Task Description Review desegregation prograa inventory 152 Review identified proportional ellocations 153 Establish written priorities 154 Identify additional \"fast-track\" prograa evaluation 155 Identify strategies for funding ahortfalls 156 Develop coonunication strategy for aission statesient and goals 157 Distribute aission statement and goals 158 160 Distribute list of priorities IS\u0026gt;d Retreat yoji Sesiion Determine date and site for Board Retreat Project: Date\n1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanageaent Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Pec Progress H Milestone Qtr 3, 1994 Jan j Frt I Mar Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Siaamary Rolled Up 0 Page 16 Date 1/31/94Id 161 Task Description_____________________________ Identify agenda items for Board Retreat Little Rock School District Prograai Planning and Budgeting Project Hanagenent Report Qtr 1, 1W Jul I Aia I Sep Qtr 2, 1994 Oct I Mov I Dec Btr 3. 1994 Jan j Feb I Mar Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I D^ Qtr 3. 1995 Jan I I Mar 162 Eatabliah agenda for Board Retreat 163 Gather and diatribute Baterlala for Board Retreat id 164 Conduct data analysis work session for Board Retreat 165 Conduct Board Retreat 166 Report outcoaiea of Board Retreat I 167 Detenaine the need for an additional Board Retreat y////////////A KS Proflraw Peveloaaent 169 Develop philosophy and/or objectives for prograns and /or prograai modifications I 170 Schedule and hold anetings for organizing the project Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sunmary ~ Rolled Up 0 Page 17 Date 1/31/94Id 171 Task Description Seek copies of source docunents froa experts, other school districts 172 ExaMine trends of experts in the designated fields 173 Organize a coanittee to develop educetional specifications 174 175 Establish framework for: curriculua offerings\nservices and support prograas\npolicies for instructional delivery\nneterials/supplie8/equipaent\nstaffing needs and Relate/reference recoamendations from curriculua audit needs assessnwnt results to established nission statement, goals, and DSeg Plan 176 Review recoonerxiatiorM froa curriculua audit needs assessaient in order to identify edditionel prograoa or prograa andificatlons 177 Develop Business Csse for prograa and/or prograa nodifications 178 SUxait Business Csse for progrsa and/or prograa nodifications to Superintendent and Board of Directors 179 Develop prograa and/or prograa Modifications 180 Review prograa and/or prograa nodifications with Cabinet Project: Date: 1/31/94 Critical Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report Otr 1. 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Mw I Dec I Progress  Hilestone Qtr 3, 1994 Jan j Feb | Har Qtr 4, 1994 Apr I Hay | Jun Otr 1. 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Hov I Otr 3. 1995 Jan I Feb | Mar I I B Suaaery  Rolled Up 0 Page 18 Date 1/31/94 Id 181 Task Description Decide to inpleaient or not to implement programs and/or program modifications 1S2 Budgetinn 183 164 185 186 187 188 189 190 Prepare Initial financial forecasta for coaling year Issue instructions for budget preparstion at all levels Develop budget preparation training material Conduct budget preparation training sessions Budget managers sUmiit 94-95 budget requests Begin budget development Revise financial forecast for coming year Submit proposed budget to Board Project: Data: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug 1 Sep Otr 2, 1994 Oct I I Dec Qtr 3. 1994 Jan j F^ l Mar  I I I I I I I I I I I I I I I I I I I I I I I I I I I I I CBSZ^EI I I I I: I I I I I I I I I I I I I I Progress  Milestone Page 19 Date 1/31/94 Qtr 4. 1W4 Apr I May | Jun Sunaary  Rolled Up 0 Otr 1, 1995 Jul I Aug I Sep Otr 2. 1995 Oct I iw I Dec Otr 3. 1995 Jan I I MarId 191 Task Description___________________________ Conduct Board work sessions on budget 192 Revise budgets, es needed 193 Notify certified personnel of possible staff reduction 194 Board approval of tentative budget 195 Notify classified personnel of possible staff reduction 196 Board adoption of 94-95 budget 197 Suboilt 94-95 budget to State 128 Proarwi Budget Docuaent ilM 0uarter:2nd OugrtWlM Quarter:4th Quarter) 199 Develop ProgroM Budget Docuaent Report Plan for all quarters for DSeg ProgrsoM 220 1st Quarter ProaroB Budget Docuaent Report Project: Date: 1/31/94 Critical Little Rock School District Progrsn Planning and Budgeting Project Manageaient Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jen j FA I Mar Qtr 4, 1994 Apr I May I Jun 0 Progress Noncritical Milestone  Suosery  Rolled Up 0 Psge 20 Dete 1/31/94 Qtr 1, 1W Jul I Aug I Sep y//A Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jen I Feb I MarId 201 Task Description Prepare training Mterial for principals, program managers and clerical staff 202 Conduct training session for principals, program sianagers, and clerical staff\ndistribute diskettes 203 Disseminate written program docuaent instructions to principsls snd program managers 204 Advise program managers snd principals on Program Budget Docuaent 205 Generate diskette menagement flow infonaation to relative staff in School Operations snd PRE office 206 Plan 1st folloH-up trsining session on the Program Budget Docuaent and WordPerfect 207 Conduct let follow training sessions on the Program Budget Docuaent and UordPerfect 208 DSeg PrograM Diskettes due back to Planner 209 PRE perfonas check-in procedures and data clean-up on diskettes 210 PRE generates hard copies of diskettes Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanegement Report Qtr 1. 1994 Jul I Aug I Sep I Qtr 2. 1994 Oct I Nov I Dec r I I I Progress H Hilestone Qtr 3. 1994 Jan j Frt I Her Otr 4. 1994 Apr I Hay | Jun Qtr 1. 1995 Jul I Aug I Sep atr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I Feb | Har Page 21 Date 1/31/94 Sunsary  Rolled Up 0Id 211 Task Description PRE develops relative narrative and the Controller provides financial info for the Prograa Budget Document Report Little Rock School District Prograai Planning and Budgeting Project Hanageaent Report Otr 1. 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Mw I Dec I Qtr 3. 1994 Jan I Feb | Har Qtr 4. 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Har 212 PRE combines all relative info for Prograa Budget Docuaent Report (1st Quarter) 213 I PRE disseminates draft of report to selected resource people 214 Revise draft 215 Prepare for publication of Prograa Budget Docuaent 216 Sufaait piiilished Prograa Budget Docuaent Report to the Court 217 Return DSeg Program diskettes to managers and principals 21fi Quarter Prograai Budoet Pocueent Report 219 Advise prograai aianagers and principals on PBO 220 Prepare training aaterial for follow-up training sessions on the PBO and UordPerfect I Project: Date: 1/31/94 Critical Noncritical Progress Hilestone Sumary V Rolled Up 0 Page 22 Date 1/31/94Id 221 Task Description Disseminate standardized instructions for completing the PBO to principals and program managers 222 Conduct training sessions for principals, progran Managers, and clerical staff 223 224 225 226 227 228 229 230 Diskette* due back to Planner PRE perfonas check-in procedures and data clean-up on diskettes PRE generate* hard copies of diskettes PRE develops relative narrative and the controller provides financial info for PBO Report PRE canbines all relative info for PBO 2nd Quarter Report PRE disseninates drafts of report to selected resource people Revise draft Prepare for publication of 2nd Quarter Progran Budget Docunent Report Project: Date\n1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Management Report otr 1, 1994 Qtr 2, 1994 Jut I Aua I Sep Oct I Hw I Dec Progress H Milestone I Qtr 3a 1994 Jan j Feb [ Mar I I I I I I I I I I I I I  ' I I I I  : I I I i: I I I I I I I I I I I I I 1 I I I I 3 I I I Page 23 Date 1/31/94 Qtr 4, 1994 Apr I May | Jm Sumnary Rolled Up 0 Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb | MarId 231 Task Description Submit published 2nd Quarter Program Budget Document Report to Court 232 Return diskettes back to the principals and prograa Managers 233 Develop instructions for including any additional desegregation obligations to be included in 3rd Qtr Program Budget Docuaent Report_______________________________________ Quarter Program Budget Docuaent Report 235 Advise prograai unagers and principals on the PBD 236 237 Prepare training siaterial for principals, prograai laanagers, and clerical staff for 3rd follow-up training on WordPerfect and the Prograai Budget Document_______________________ Disseninete raaiinder instructions for PBOcoaftletion to principals and prograai aianagers 238 Diskettes due beck to Planner 239 PRE perfonss check-in procedures and data clean-up on diskettes 240 PRE generates hard copies of diskettes Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Hanagenent Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Mw I Dec Qtr 3. 1994 Jan j Feb I Mar I Progress H Milestone Page 24 Date 1/31/94 Qtr 4. 1994 Apr I Hay | Jun B B Sumary \" Rolled Up Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I I MarId 241 Task Description PREdevelops relative narrative and the controller provides financial info for 3rd Quarter Program Budget Docunent Report Little Rock School District Program Planning and Budgeting Project Hanageaient Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Mw I D^ Qtr 3. 1994 J Frt I Mar Jan Qtr 4. 1994 Apr I May I Jun B Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Frt I Mar 242 PRE coailines all relative info for 3rd Quarter for PBD Report 243 B PRE disseminates draft of report to selected resource people 244 Revise draft 245 Prepare for publication of Program Budget Report for the 3rd Quarter 246 Submit pulished 3rd Quarter Program Budget Docuaent Report to Court B 247 Return diskettes to program aianagers and principals 2*S 11 Quarter Prograai Budget Oocuaent Report 249 Advise principals and program aianagera on the PBD 250 Diskettes due back to Planner Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sumary Rolled Up 0 Page 25 Date 1/31/94Id 251 Task Description PRE perforas check-in procedures and data clean-up on diskettes 252 PRE generates hard copies of diskettes 253 PRE develops relative narrative and the controller provides financial info for 4th Quarter PBD Report 254 PRE coiabines all relative info for 4th Quarter PBD Report 255 PRE disseninates draft of report to selected resource people 256 Revise draft 257 Prepare for publication the 4th Quarter Prograai Budget Docuaent Report to Court 258 Siiait ptiilished 4th Quarter Prograai Budget Docuaent Report to Court 259 PRE houses diskettes until 93-94 school year begins 260 Bsnitgr^na Retwrtina Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Hanageisent Report Otr 1. 1994 Jul I Aug I Qtr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan j F^ I Har Qtr 4. 1994 Apr I Hay | Jun Qtr 1, 1995 Jul I Aug I Sep B 0 B Progress Hilestone Sunnary Rolled Up 0 Page 26 Date 1/31/94 Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | HarId 261 Task Description Develop planning strategy 262 Prepare monitoring and reporting instructions for all quarters 263 Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data 264 Distribute 1st Quarter PBO Report to Primary Leaders 265 Provide feedback to principals and progrmn managers on 1st quarter report 266 Set up financial pull for 2nd Quarter PBO Report 267 Distribute 2nd Quarter Program Budget Docunent Report to Priamry Leaders 268 Provide feedback to principals and program amnagers on 2nd Quarter Program Budget Docunent 269 Set up financial pull for 3rd Quarter Program Budget Document Report 270 Disseminate 3rd Quarter Program Budget Docunent Report to Primary Leaders Project: Date: 1/31/94 Critical Noncritical Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Dec Qtr 3, 1994 Jan j Feb | Mar I Progress Bi Milestone  Page 27 Date 1/31/94 Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | War Sumary Rolled Up 0Id 271 Task Description__________________________________________ Provide feedback to principals and program aianagers on 3rd Quarter PBD Report Little Rock School District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3. 1994 Jan j Frt I Mar Qtr 4. 1994 Apr I May I Jun fl Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Har 272 Set up financial pull for 4th Quarter PBO Report 273 Disseminate 4th Quarter PBO Report to the Primary Leaders 274 Modify process as necessary '////, Progrew txtlualion 276 Review Desegregation Plan for potential target programs 277 Develop prograai evaluation instruasnt and process 278 Conduct inforaation/orientation events to inform appropriate staff of activities 279 Identify fast-track evaluation targets 280 Conduct required training for use of process and evaluation criteria for designated staff Project\nDate: 1/31/94 Critical Noncritical Progress H Milestone Suanary  Rolled Up 0 Page 28 Date 1/31/94Id 281 Task Description Complete fast-track evaluation of targeted prograaa 282 Use fast-track evaluation resulta to determine program additions/deletions/andifications 283 Develop additional prograias and/or program modifications 284 Begin program evaluation for targeted non-deseg programs (using established process/criteria) 285 Review evaluation resulta for non-deseg prograeiB 286 288 289 290 Consolidate/awrge results of non-deseg program results into budget development Broad-Baaed Feedback Define input requiroaenta at Board work aeaaion Develop inservice plan on the Program Planning and Budgeting Process Begin input procesa Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1. 1994 Otr 2, 1994 Jul I Aug I Sep Oct I Ww | Dc Progresa Milestone Qtr 3, 1994 Jan j F^ I Mar 0 B Page 29 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I I Mar '//////, Sumary Rolled Up 0Id 291 Task Description__________ Complete input process Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 I Feb I Mar Jan Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep atr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 292 Plan for internal and external feedback 293 Provide internal and external feedback W///, 2Si Prograa Coordination t 295 Develop project management tool 296 Set up regular project manageaient reporting process 2SZ EQXiliX PTPlect manaaement report 12 Csucl 298 Sibmit August monthly manageamnt report to Court 299 Submit Septeaber monthly management report to Court 300 Sibmit October monthly management report to Court Project: Date: 1/31/94 Critical \\y////////////A^^ Noncritical Progress Milestone Sunnary  Rolled Up 0 Page 30 Date 1/31/94Id 301 Task Description______________________________________ Submit November Monthly Manageannt report to Court Little Rock School District PrograM Planning and Budgeting Project Management Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan [ Feb I Ma~ Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nw I Dec Qtr 3. 1995 Jan I Frt I Mar 302 SubMit Deceaber Monthly Manageannt report to Court 303 304 Siimiit February Monthly Management report to Court 305 Siinit March Monthly nanagaannt report to Court 306 Subnit April nonthly nanagenent report to Court 307 SitMit Hay Monthly Manageannt report to Court 308 Submit June Monthly MenageMent report to Court Project\nDate: 1/31/94 Critical Noncritical Progress  Milestone Sinmary Rolled Up 0 Page 31 Date 1/31/94\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_680","title":"Project Management tool, Bundled","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-01/1994-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Project managers--Implements"],"dcterms_title":["Project Management tool, Bundled"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/680"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nJan. 31, 1994e RECEIVED JAN 3 1 1994 IN THE UNITED STATES DISTRICT COURT Office of Desegregation Monitoring EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LR8D*S JANUARY PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD\"), for its January Project Management Tool, states\n1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending January 31, 1994. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending January 31, 1994. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT BY/ Ji4frryy L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's January Project Management Tool has been mailed by First Class Mail, postage pre-paid on January 31, following, except as otherwise indicated: 1994, upon the Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. MaloneId 1 2 3 4 5 6 1 8 9 10 11 Little Rock School District Prograia Planning and Budgeting Project Hanageaient Report Task Description________________________________________ Developaient of a Plarmina Organization and Structure Designate District Planner Hire Plaming Specialist Train Planning Speciallat Reassess planning organization and strtictura Restructure arxl mdify, if necessary Heeds Assessa^nt Define purpose, process, and fonaat Coaiaunicate to the Diatrict and coamunity the purpose, process, and fonaat to be used in the prograai planning and budgeting process Develop and define the aiission stateaient and goala for the District Develop preliminary liat of Issues for needs sssessswnt X Coup. 100X 100X SOX SOX OX 100X 90X 100X 100X Psge 1 Start 7/1/93 7/27/93 9/9/93 9n/n 7/1/93 4/1/94 7/30/93 7ai9i 8/31/93 8/31/93 Date 1/31/94 finish 7/27/93 9/9/93 4/30/94 4/30/94 4/30/94 7IVi/n 2/3/94 8/31/93 8/31/93 Resources Board Ingraai.Board Ingraai Hatthia.Uilliaas.lngrasi WilUaaa.Hatthia.Board Hat th i s, I ngraai,N i I ho 11 an. Board Matthis, Ingraai, Board Hatthis, lngraai,Boa rd,Cabinet Hatthis,Ingram,Board,Cabinet Little Rock :hool District Prograa Planning and Budgeting Project Hanageaent Report Id 12 Task Description____________________________ Identify data to aeasure needs of district X Coup. 100X Start 7/2/93 Finish 7/2/93 Resources________________ Matthis,Ingraa.NIIholIan 13 Stud/ data to eaaura needs MX tnm Matthie.Ui lliaM.InarM.Hi Ihol len.Hayo Arkansas HlnlH Perfonsance (AHPT) IsU wanaflesient 100X nziQ/g 11/23/W InarM.li9W?Y 15 Develop date collection plan for AMPT resulta 100X 11/10/93 11/10/M Ingraa 16 Asaign rasponaibilities for AHPT data collection 100X 11/12/93 11/12/93 Ingraai 17 Collect data froa AMPT results 100X 11/12/93 11/1Z/93 Hobby IB Analyze data froa AHPTresults 100X 11/17/93 11/19/93 Hobby 19 Report data findings froa AMPT for large into needs assessment 100X 11/23/93 11/23/93 Hofaby,InHraa 2S fi IfiXt SiB3l MRneaeaent 100X 11/10/93 21 Develop data collection plan for Stanford 8 reaults 100X 11/10/93 11/10/93 Ingraa 22 Assion rasponaibilities for Stanford 8 data collection 100X 11/12/93 11/12/93 Ingraa Page 2 Date 1/31/94Id 23 Task Description_____________________ Collect data froa Stanford 8 results 24 Analyze data froa Stanford 8 reeulta 25 27 28 29 30 31 32 33 Little RockSchool District Progrsn Planning and Budgeting Project Hanagesient Report X Comp. 100X 100X Start 11/15/93 Finish 11/16/93 Resources Doibsr 11/18/93 11/22/93 Dunbar Report date findings froa Stanford 8 for aerga into needs assessment Peeegreflatlon dPUHprlna RtPOrlt Assign responsibility for deta collection Develop data collection plen Collect deta Request to Progrsa Nanegers to cos^jere with 1st Quarter's Prograa Budget Document Report findings to PRE for sarge with Program Budget Docunent, where eppropriate P999flrwU9n Elms Assign responsibility for date collection Page 3 100X 100X 100X 100X 90X OX 2SS 100X 11/23/93 10/15/93 10/15/93 10/18/93 10/21/93 12/15/93 2/9/94 10/15/W 10/15/93 Date 1/31/94 11/23/91 2ziizy^ 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 10/18/93 Di\u0026gt;i\u0026gt;ar,Inaran Kayo Nayo.Hert Neyo.Hert Hayo Neyo Id 34 Task Description_____________ Develop date collection plan 35 Collect data 36 39 39 40 41 a Little Rock School District Program Planning and Budgeting Project Nanageatent Report X Comp. 100X 100X Request to Program Nanagers to compere with 1st Quarter's Program Budget Docunents Report findings to PlamIng, Research and Evaluation for merge with Prograai Budget Docunent, where eppropriate Court Ordert Audit Assion reaponalbillty for data collection Develop data collection plan Collect data Request to Program Nanagers to compare with 1st Quarter's Program Budget Docunent Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate Currlculua Audit Page 4 90X OX sa 100X 100X 100X 90X OX Start 10/18/93 10/21/93 1/31/94 2/9/94 10/15/93 10/18/93 10/21/93 12/15/93 8/2/93 Data 1/31/94 Finish 10/20/93 12/14/93 1/31/94 2/11/94 2/11/94 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 Resources Nayo,Hart Mayo,Hart Hayo Nayo Nayo Nayo,Hart Nayo,Hart Nayo NayoId 45 46 47 48 49 50 51 52 53 54 55 Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Task Description_________________________________________ Develop plans for data collection for Curriculua Audit Assign responsibilities for collection--Currlculun Audit Collect data for Curriculua Audit Establish procedures for review and assessawnt of Curriculua Audit data Organize and label Curriculua audit data--findings of Honitoring and Status Reports, Curriculua Objectives, achievement Relate/assess the data results back to the Curriculum Audit findings Analyze the effectiveness of revised curriculua, polices, etc. Identify factors that facilitated attainaunt of curriculua goals Identify obstacles that prevented curriculua goal attainaunt Hake recomaendatioins for prograia add1tions/deletions/and1fications Report data findings from Curriculua Audit for surge into needs assesssient X Comp. 100X 100X 10OX 100X 100X 100X 10OX 100X 100X 100X 85X Page 5 Start 8/2/93 11/12/93 11/15/93 11/15/93 11/29/93 12/6/93 12/15/93 12/16/93 12/16/93 1/7/94 1/7/94 Date 1/31/94 Finish 11/19/93 11/12/93 11/30/93 11/19/93 12/7/93 12/15/93 12/15/93 12/17/93 12/17/93 1/21/94 2/4/94 Resources Hatthis,Curriculua Stpervisors Hatthis Curriculua Sigtervisors Hatthia.Curriculua Supervisora Hatthia,Curriculua Supervisora HatthlSfCurrlculiai Si\u0026lt;\u0026gt;ervisora Matthia,Curriculua Supervisora Hatthis,Curriculua Supervisors Hstthis,Curriculua Supervisors Hatthis,Curriculua St^rvisors Hatthis,Curriculua SupervisorsId Task Description_______________________ School Cliaate/Huson Relation* Survey 57 Develop det* collection plan for SC/HR 58 Aeeign reeponeibllitie* for SC/HR data collection 59 Collect data frcai SC/HR survey 60 Analyze data froai SC/HR survey 61 63 66 65 66 Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report X Coap. 100X 100X 100X 100X 100X Report of date findinga froa SC/HR survey for awrge into needs assesunent facilities Study Develop data collection plan for Facilities Study Assign responsibilities for Facilities Study Collect data for Facilities Study Prepare report for Facilities Study Page 6 100X SB 100X 100X 100X 75X start sziiza 8/16/93 8/17/93 8/18/93 8/23/93 8/2A/93 9/1/93 9/1/93 9/17/93 9/20/93 1/25/96 Date 1/31/96 Finish 8/25/93 8/16/93 8/17/93 8/19/93 8/25/93 2/6/96 9/16/93 9/17/93 1/12/96 2/3/96 Resource* Ingra* InDraa Per*loran,Snith PennNonaan,Sa1th PennNonaan,8aii th, Ingraa HIIhol(sn,Eaton MiIhol len,Eaton HIIhollsn,Eaton HiIhollen,EatonId 67 69 70 71 72 73 75 76 77 Little RockSchool Diatrict Program Planning and Budgeting Project HanagesKnt Report Task Description____________________________________________ Report data findings from Facilities Study for merge Into needs assessment Proportiwwt ftU99\u0026lt;tl9n Develop data collection plan for Proportional Allocation Fonaulas Assign responsibilities for Proportional Allocation Formulas Col loot data for Proportional Allocation Fonaulaa Analyze data froai Proportional Allocation Fonaulaa Prepare Proportional Allocation Fonaulaa Report Report data findings froai Propotional Allocationa Fonaulaa study for amrge into needs assessment Collect and merge laaues from work aession (Aug. 31, 1993) into needs assessment information Conduct work session for data analyses of all atudies, surveys, foruas, dialogues, etc. Coapleta needs esseasaiant listing X Coop. OX Start 2/4/94 Finish 2/4/94 Resources______ HiIhollen,Eston Page 7 2ZS 100X 100X 1O0X lOOX 92X OX 75X 2SX OX 8/2/93 8/23/93 8/24/93 11/1/93 11/29/93 2/4/94 1/26/94 Date 1/31/94 8/20/93 8/23/93 10/27/93 11/24/93 2/3/94 2/4/94 2/4/94 Nllhollwi NHhoUwi Eatan,l rrtiou**, Boykins, GKfcerry.NUhol ln Ni Ihol lan,Eaton,Bamhouae,Boyfcina,Cadbarry NiIholIan HIIholIan Hatthla.Ui lllaaB, Ineraai.HI Ihollan.Hayo Hatthia,Ullllaa,Board,Cablnet UilliaaN,Hatthia,Hayo Id 78 Tesk Description__________________________ Publish Draft of Needs Assessamnt Report 79 Finallz* and Piiiliah Neadt AaaeaaaMnt Report 80 Begin 95-96 needa ataeaaannt cycle fil EcssujB lomitscx 82 Identify DSeg prograaw 83 85 86 87 88 Little Rock School District Program Planning and Budgeting Project Management Report X Coss). OX OX OX m 100X Identify priaary and aecondary leaders for DSeg prograaia Revise DSeg Prograai listings Receive approval of DSeg Program listing Distribute DSeg Program listings to aelacted resource persons Conduct inservice for DSeg Program managers end principels Develop Program Budget Docunent for DSeg Prograom Page 8 100X 100X 100X 100X 100X 100X Start 2/*/9* Finish 2/*/9* Resources UilliamSflngrsm 2/U/94 Hatthia,Ulll\u0026lt;aaN,IngraM */*/9* 7/1/93 7/1/93 7/1/93 7/19/93 7/19/93 9l9tn 9/16/93 m/n Oete 1/31/9* 11/4/9* 7/1/93 7/1/93 9/8/93 7/19/93 9/9/93 9/23/93 Hatthia.Ul 11 laaa, Ingraai.NI Ihol len.Nayo Ingraai Ingraai Ingraa Matthis,Ingram Ingram Hatthis,Ingram Ingram Id 89 Task Description______________________ Establish a list of Hon-DSeg Prograia 90 Identify priaary and secondary leaders for Non-DSeg Prograaa 91 Revise Mon-DSeg Progrea listings 92 Receive epproval of Hon-DSeg Prograa listing 93 94 95 96 97 98 22 Little Rock School District Progrea Planning and Budgeting Project Hanageaient Report X Coap. 10OX 100X 100X 100X Distribute Non-DSeg Prograa listing to selected resource persons Conduct inservice for Non-DSeg prograa aanagers Develop Prograa Budget Docuaents for Non-DSeg Prograaa Merge DSeg and Non-DSeg Progreas into a coatMsite listing Generate a Prograa Inventory Report Conduct 95-96 Prograa inventory Coaaunlty Foruw Page 9 1O0X 100X 45X 100X 100X OX 21S Start 8/26/93 11/16/93 8/27/93 11/15/93 11/16/93 12/10/93 12/10/93 1/18/94 1/20/94 5/2/94 Date 1/31/94 Finish 8/26/93 11/29/93 11/15/93 11/15/93 11/16/93 12/10/93 2/7/94 1/18/94 1/20/94 6/30/94 Resources_______________ Uilliana,Hatthis,lngraa Ui llianB,Hatth1t,Ingria UIIIiiai,Ntthli,Ingria Ui llleas,Hatthis,Ingria Ingraa Ingraa Ingraa,Mon-OSeg Prograa Managers Ingraa Ingraa,Basse IngraaId 100 Task Description___________________________________ Develop data collection plan for Coanuiity Forun 101 Set locatlone and achedula for Cooaaaiity Foruaa 102 Develop Coanunity Forua aaapla agenda 103 Develop data collection tool (mtrix) for Coamaoity Foruas 104 Conduct Cloverdale Eleaientary Coanunity Forua 105 106 107 108 109 110 Little Rock Mhool Diatrict Prograai Planning and Budgeting Project Manageaient Report X Coap. 100X 100X 100X 100X 100X Gather Cloverdale feedback data for input into antrix Conduct Parkview Coanunity Forua Gather Perkview Coanunity Forua feedback data for Input Into antrix Conduct Bale Coanuiity Forua Gather Bele Coanuiity Forua feedback data for input into matrix Conduct Forest Heights Conmunity Forua Page 10 100X 100X 100X 100X 100X 100X Start 9/14/93 Finiah 9/14/93 Resources_________ Bassa,Wagner,Hayo 9/21/93 9/21/93 Wagner,Mayo 10/4/93 10/6/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/11/93 11/16/93 Date 1/31/94 10/4/93 10/7/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/12/93 11/16/93 Baaaa Baaaa,Wagner,Hayo WilliaaM Baaaa WiUiaan Baaaa Williaa* Baaaa William Id 111 112 113 114 115 116 UI 118 119 120 121 Little Rock School District Program Planning and Budgeting Project Manageaient Report Task Description_________________________________ Gether Forest Heights Coanunity Form feedback data for input into matrix Conduct Rockefellor Conunlty Form Gather Rockefeller Coaaunlty Form feedbeck data for input into aiatrix Conduct Garland Coanunity Form Gather Garland Coanunity Form feedback data for ii^ut into matrix Finalize and p(i\u0026gt;liah Coanunity Form Matrix Diatrict PialoBuea Develop data collection plan for Diatrict Dialoguea Set achedule for Diatrict Dialoguea Develop District Dialogue aaaple agenda Develop data collection tool for District Dialogues (matrix) X Conp. 100X 10OX 100X 100X 100X 100X 100X 100S 10OX 100X Page 11 Start 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 12/6/93 lazzizw 10/27/93 10/28/93 11/9/93 11/9/93 Date 1/31/94 Finiah 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 1/6/94 mnt, 10/27/93 10/28/93 11/9/93 11/9/93 Resourcea Baaaa UilllM* lasM UlUlaa* Baaaa Baaaa Nayo,Baaaa,Wagner Wagner,Baaaa,Ui 11lean,Hayo Baaaa BaaaaId 122 123 124 125 126 127 128 129 130 UI U2 Little Rock School District Program Planning and Budgeting Project Nanageawnt Report Task Description__________________________________________ Conduct Central Office Adainistration District Dialogue Gather Central Office Acbainistration feedback data for input into aiatrix Conduct Teachers District Dialogue Gather Teachers District Dialogue feedback data for input into isatrlx Conduct Principels District Dialogue Gather Principals District Dialogue feedbacl data for input into matrix Conduct Classified Staff District Dialogue Gather Cleasified Staff District Dialogue feedback data for merge into matrix Finalize and pti\u0026gt;lish District Dialogue SMtrix fioBlB md Objectives Csr\u0026lt;*:\u0026gt;9t PiBming Session X Comp. 100X 100X 100X 100X 100X 100X OX OX OX 100X 100X Page 12 Start 11/23/93 12/1/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 2/3/94 2/4/94 8/2/93 8/2/93 Dete 1/31/94 Finish 11/23/93 12/13/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 2/4/94 y/i9zy? 8/20/93 Resources UilliHRS UilliMH lassa UilliMS assa UilliasN Baasa BasseId 133 Task Description______________________ Identify process for goal developaient 134 Detemlne date and site for work session 135 Identify Mterials for work session 136 Develop Mterials for work session 137 138 132 140 141 142 143 Little Rock School District Program Planning and Budgeting Project Management Report X Comp. 100X 100X 100X 100X Identify and notify participants for the work session Conduct work session Conckjct Coal Setting Work Session Identify process for goal setting work session Identify psrtlcipents for the goal setting work session Detensine date and site for goal setting work session Distribute beckgrouid Mterials to the participants 100X 100X 100X 100X 100X 100X 100X Page 13 Start 8/2/93 Finish 8/17/93 Resources______________ Hatthis,Ingram,Glasgou 8/13/93 8/13/93 Hatthis 8/16/93 8/16/93 Matthis,Insraa.GlssgoM 8/17/93 8/12/93 8/20/93 8/23/93 8/23/93 8/23/93 8/24/93 8/25/93 Date 1/31/94 8/18/93 8/12/93 8/20/93 9/3/93 8/24/93 8/23/93 8/24/93 8/25/93 Hstthls,Ingres Hatthis Cabinet Hatthis,Ingraa,GIssgoH Hatthis Hatthis, IngrM Hatthis Little Rock School District Progrsm Planning and Budgeting Project Management Report Id 144 Task Description___________________________________________ Conduct work session to develop tentative mission statement, develop tentative goals, and a list of Issues that say enhance or restrict goal attainment X Coup. 100X Stsrt 8/31/93 Finish 8/31/93 Resources__________________ Cabinet,Board,PTA,CTA,Prln Roundtable,Betty Caldwell US Prepart natarlala for Board work session 100X 9/1/93 9/3/93 Matthis, IngrM lift Conduct Board Work Session 100X 8/30/93 9/9/93 U7 Establish date and site for work aeasion 100X 8/30/93 8/30/93 Nstthis 148 Distribute backgrourd aterials to Board sMsdera 100X 9/1/93 9/1/93 Matthis, Ingraai 149 Review of preliminary list of issues for needs sssessment by Board 100X 9/9/Vi 9/9/93 Boa rd,Matthis, Ingraai 150 Review/revise tentative aiasion stataaiant and goala 100X 9/9/n 9/9/93 Board 151 Review desegregation prograa inventory 100X 9/9/93 9/9/93 Board 152 Review identified proportional allocations 1O0X 9/9/93 9/9/93 Board 153 Establish writtsn priorities 100X 9/9/93 9/9/93 Board 154 Identify additional \"fast-track\" program evaluation 100X 9/9/93 9/9/93 Board Page 14 Date 1/31/94 Little Rock School District PrograM Planning and Budgeting Project Management Report Id 155 Task Description____________________________ Identify strategies for funding shortfalls X Cowp. 100X Stsrt 9/9/93 Finish 9/9/93 Resources Board 156 Develop cosMunlcatlon strategy for ail as I on stataannt and goals 100X 9/10/93 9/10/93 lngri,Matthi 157 Dlatrlbuta (ton atateaent and goals 100X 9/10/93 9/10/93 IngraaitUagnar 158 Distribute list of priorities 100X 9/10/93 9/10/93 Bos rd 152 oq^ Board Betrest ){sdl SSUbS 12/2/93 160 Detensine date and site for Board Retreat 100X 12/2/93 12/2/93 UlUlaaa.Board 161 Identify agenda Itaaa for Board Retreat 100X 1/12/94 1/12/94 UIllIasa.Board 162 Eatabliah agenda for Board Retreat 90X 1/12/94 UIllIasM.Board 163 Cather and distribute saterlals for Boerd Retrest B5X 1/12/94 Ui 11 i saa ,Nat th I s, I ngrssi, M i I ho 11 en, Cedber ry 164 Conduct data analysis work session for Board Retreat OX 2/1/94 2/1/94 UIllIaM.Cabinet 165 Conduct Board Retreat OX 2/4/94 UlUlms.Board Page 15 Date 1/31/94 id 166 Task Pescription_________________ Report outcomes of Board Retreat 167 Deteraine the need for an additional Board Retreat Efi Proaraa Pevelonaent 169 170 171 172 173 174 175 176 Little Rock School Pistrict Prograa Planning and Budgeting Project Hanagesient Report X Comp, OX OX TSi Oevelop philosophy and/or objectives for prograsa and /or program modifications Schedule and hold Metings for organizing the project Seek copies of source docueents from experts, other school districts Exaeiine trends of experts in the designated fields Organize a coaaiittee to develop educetional specifications Establish fraaiework for: curriculus offerings\nservices and support prograsa\npolicies for instructionsl delivery\nmaterials/supplies/equipment\nstaffing needs end staff development needs\nbudget Relate/reference recoamendations froa curriculus audit needs assessment results to established mission statement, goals, and DSeg Plan Review recoeawndetions froa curriculus audit needs assessment in order to identify additional prograns or prograa modifications Psge 16 100X 100X 100X 10OX lOOX 75X OX 75X Start 2/10/94 Finish 2/11/94 Resources Uilllsas,Board 2/11/5* 6/30/M Ui 11iaa,Board,Cabinet u/n/n 11/15/95 11/19/93 11/19/93 11/19/93 11/19/93 1/7/94 2/4/94 1/7/94 Pete 1/31/94 11/19/93 12/15/93 12/15/93 12/15/93 11/26/93 2/18/94 2/7/94 2/7/94 Natthia.Curriculkai Sqiervisora Matthie,Curriculua Supervisora Hatthis.Curriculua Supervisora MatthiSfCurriculus Supervisors Hatthis.Curriculus Supervisors MatthiSfCurriculua Si^tervisors NatthiSfCurriculua Supervisors Matthis,Curriculua Supervisors Id 177 Task Description__________________________________ Develop Business Case for prograa and/or prograa aiodifications 178 179 180 181 IS 183 184 185 186 187 Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report X Coup. OX Start 2/8/94 Finish 2/10/94 Resources Hatthis,Curriculua Supervisors Siimit Businesa Case for prograa and/or prograa aodifications to Superintendent and Board of Directors Develop prograa and/or prograa aodlflcatlona Revieu prograa and/or prograa aodifications with Cabinet Decide to lapleaent or not to laplasant prograas and/or prograa aodifications Prepare initial financial forecasts for ccalng year Issue instructions for budget preparation at alt lavats Develop budget preparetion training aaterial Conduct budget preparation training sessions Budget aanagers subait 94-95 budget requests Psge 17 OX OX OX OX 22S 40X 100X 100X 100X 85X 2/10/94 2/18/94 2/25/94 2/28/94 11ZK/W 12/1/95 11/30/93 11/18/93 12/6/93 1/14/94 Date 1/31/94 2/17/94 2/24/94 2/25/94 2/28/94 8/26/94 2/11/94 12/3/93 11/30/93 12/17/93 2/28/94 Hatthis,Curriculia Sqaarviaora Hatthis,Curriculua Supervisora Hatthis,Curriculua Sisiervisors Hatthis,Curriculua Supervisors Hllhollen Hllhollen Hllhollen Hllhollen HllhollenId 188 Task Description________ Begin budget developaent 189 Revise financial forecast for coalng year 190 Subailt proposed budget to Boerd 191 Conduct Board work sessions on budget 192 Revise budgets, as needed 193 194 195 196 197 jsa Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report X Coap. 100X OX OX OX OX Notify certified personnel of possible staff reduction Board approval of tentative budget Notify classified personnel of possible staff reduction Board adoption of 94-95 budget Siiiaiit 94-95 budget to Stete Prograa Budget Pocuaent (1st Ouarter:2nd Querter:3rd Quarter:4th Quarter) Page 18 OX OX OX OX OX sa Start 1/18/94 3/1/94 3/24/94 3/28/94 4/18/94 4/1/94 5/2/94 5/3/94 7/1/94 8/1/94 9/1/93 Dete 1/31/94 Finish 1/18/94 3/15/94 3/24/94 4/15/94 4/30/94 4/30/94 5/26/94 5/31/94 7/28/94 8/26/94 8/1/94 Resources Hilhollen Hilhollen MlIhollen MlIhollen,Board,Hatthls Hilhollen HIIholten,Gadberry Hl Ihol len,Hatthls,Boerd, Ingraai 6a(l)erry,Ni Ihol len Board,NIIhollen,Matthis Boerd,HiIhollenId 199 Teak Description_____________________________________ Develop Program Budget Docunent Report Plan for all quartern for DSeg Programs 22a 1X1 Quarter Proaraw Budget Pocuaent Beport 201 Prepare training material for principala, program managera and clerical ataff 202 Conduct training aeaaion for principala, prograai managera, and clerical ataff\ndiatribute diakettea 203 Diaaeminata written program docimnnt Inatructiona to principala and program managera 204 205 206 207 208 209 Little Rock School Diatrict Program Planning and Budgeting Project Management Report X Comp. 10OX 100X 100X 100X 100X Advise program managers and principala on Program Budget Document Generate dlaketta management flow inforamtion to ralativa ataff in School Operations and PRE office Plan 1st follow-up training sesaion on the Program Budget Docunent and WordPerfect Conduct lat follow training aeaaiona on the Program Budget Docunent and WordPerfect DSeg Prograaia Dlakettea due back to Planner PRE performa check-In procedures and data clean-tg) on diakettea Page 19 100X 100X 100X 100X 100X 10OX Start 9/1/93 ?zirzH 9/23/93 9/30/93 10/1/93 10/5/93 10/5/93 10/14/93 10/13/93 Data 1/31/94 Finish 9/21/93 11/12/W 9/21/93 9/23/93 9/30/93 10/18/93 10/5/93 10/8/93 10/8/93 10/14/93 10/22/93 Reaourcea Ingram,Baaaa Inoraa,Matthla,Baaaa Ingraai Baaaa, Ingraai Baaaa, Ingraai Baaaa Baaaa,6taagou Baaaa,6laagou Ingraai, Baaaa PRE Clerical Staff,BaaaaLittle Rock :hool Diatrict Progrea Planning and Budgeting Project Hanageaant Report Id 210 Task Description_______________________ PRE generates hard copies of diskettes X Coap. 100X Start 10/22/93 finish 10/26/93 Resources_________ PRE Clerical Staff 211 PRE developa relative narrative end the Controller providea financial info for the Prograa Budget Docuaent Report 100X 10/22/93 10/26/93 Bataa, Ingrtai.Ni Ihol len 212 PRE conbinee all relative info for Prograa Budget Docuaent Report (let Quarter) 100X 10/27/93 10/28/93 PRE Clerical Staff.Baaaa.Inaraai 213 PRE diaaeainatea draft of report to aelected reaource people 100X 10/29/93 10/29/93 Ingraai 2U Reviae draft 100X 11/2/93 11/2/93 IngraR,Baaaa 215 Prepare for piijllcation of Prograai Budget Docuaent 100X 11/2/93 11/2/93 Ingraai 216 SUmit publiahed Prograa Budget Docuaent Report to the Court 100X 11/3/93 11/3/93 Ui lliaaa, Ingraai 217 Return DSeg Prograai diakettea to aanagera and prlncipala 100X 11/12/93 11/12/93 PRE Clerical Staff,Baaaa,Ingraai 2U M Quarter Prograai Budget Docwent Report IS 2/16/9* 219 Ad^iae prograai aanagera and principala on PSD 100X 11/23/93 1/14/9* lngraa,Baaaa,Aaa't Supta 220 Prepare training aaterial for follow-up training aeaaiona on the PBO and WordPerfect 100X 11/15/93 11/17/93 Baaaa,Glaegou Page 20 Date 1/31/9* Id 221 222 223 224 225 226 227 228 229 230 231 Little RocKSchool Diatrict Prograia Planning and Budgeting Project Hanageaient Report Task Description___________________________________________ Disaeiainate standardized instructions for coafiletlng the PBD to principals and program aianagers Conduct training aeaaiona for principala, prograai aanagera, and clerical ataff DUkette* due back to Planner PRE perfonas check-in procedures and data clean-up on diskettes PRE generatea hard copies of diskettes PRE develops relative narrative end the controller provides financial Info for PBD Report PRE cooRiines all relative info for PBD 2nd Ouerter Report PRE dlaaaaiinatea drafta of report to aelected reaource people Revlae draft Prepare for publication of 2nd Quarter Prograai Budget Docuaent Report Subaiit publiahed 2nd Quarter Prograai Budget Docuaent Report to Court X Coup. 100X 10OX 100X 100X 100X 100X 90X 100X OX OX OX Page 21 Start 12/8/93 12/10/93 1/6/94 1/14/94 1/26/94 2/1/94 1/31/94 2/2/94 2/3/94 Data 1/31/94 finish 12/8/93 12/14/93 1/14/94 1/21/94 1/26/94 2/1/94 1/31/94 2/2/94 Resources Basse Glasow,BMa Principala,Prograa Hanagtra PRE Clerical Staff,Basaa PRE Clerical Staff Ingraai,Besse,PRE Clerical Staff Ingraai,Bassa,PRE Clerical Staff Ingraai Ingraai PRE Clerical Staff,Baaaa,IngraM UilliaaN,IiwraaiLittle Rock :hool Diatrict Prograa Planning ard Budgeting Project Hanageaent Report Id 232 Task Description______________________________________ Return diskettes back to the principels and prograa managera X Coap. OX Start 2/8/94 finiah 2/8/94 Resources________________ PRE Clerical Staff,Baaaa 233 Develop inatructlona for including any additional deaegregation obligatione to be included in 3rd Qtr Prograa Budget Docunent Report OX 2/U/94 2/16/94 Ingraa,Bataa 2H Quarter Prograa Domt BtPPrI ss 2/11ZB ?Z19M 235 Adviae prograa aanagera tnd principala on the PBO OX 2/11/94 lngraa,Baaaa,Aaa't Supta.Nayo 236 Prepere training aaterial for principala, prograa aanagera, and clerical ataff for 3rd follou-ig) training on WordPerfect and the Prograa Budget Docunent OX 3/11/94 3/15/94 Baaaa,PRE Clerical Staff 237 Diaaeainate realnder inatructlona for PBOcoapletlon to principala and prograa aanagera OX 3/21/94 3/21/94 Baaaa,Ingraa 238 Diakcttea due back to Planner OX 4/8/94 4/8/94 Principala,Prograa Nanagara 239 PRE perforaa check-in procedurea and data clean-qp on diskettes OX 4/8/94 4/15/94 PRE Clerical Staff,Baaaa 240 PRE generatea hard copiea of diakettea OX 4/15/94 4/20/94 PRE Clerical Staff 241 PREdevelope relative narrative and the controller providea financial info for 3rd Quarter Prograa Budget Docunent Report OX 4/15/94 4/20/94 Hilhollen,Baaaa,Ingraa 242 PRE coabinea all relative info for 3rd Quarter for PBO Report OX 4/20/94 4/25/94 lngraa,Ba8aa,PRE Clerical Staff Page 22 Date 1/31/94 Id 243 244 245 248 2^5 249 250 251 252 253 Little Rock School District Program Plaming arvi Budgeting Project Management Report Task Description________________________________________ PRE disseminates dreft of report to selected resource people Revise draft Prepare for publication of Program Budget Report for the 3rd Querter Submit put I shed 3rd Quarter Program Budget Document Report to Court Return diskettes to prograai aanagers and principals ilh Quarter Progrsw Budget Pocuaent Report Advise principels end program aanagers on the PBO Diskettes due back to Planner PRE performs check-in procedures and data clean-up on diskettes PRE generates herd copies of diskettes PRE develops relative narrative and the controller provides financial info for 4th Quarter PBO Report X Comp. OX OX OX OX OX fiS OX OX OX OX OX Page 23 Start 4/26/94 4/28/94 5/10/94 5/13/94 7/11/94 7/7/94 7/14/94 7/18/94 Date 1/31/94 Finish 4/26/94 4/28/94 3/blV, 5/10/94 8/1/94 7/8/94 7/11/94 7/14/94 7/20/94 7/22/94 Resources Ingram Ingrta,Basta,PRE Clerical Staff Ingraai.PRE Clerical Staff InarM.UIllIaiaa PRE Clerical Staff,Sassa lngren,lesaa,Aas't Supta,Hayo Principala,Program Managera PRE Clerical Staff,Bassa PRE Clerical Staff MiIholten,Sassa,I ngramId 254 255 256 257 258 259 2^ 261 262 263 264 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report Task Description____________________________________________ PRE coablnes all relative Info for 4th Quarter PBD Report PRE dissealnatea draft of report to aelected resource people Ravlat draft Prepare for publication the 4th Quarter Program Budget Docunent Report to Court SiiMlt published 4th Quarter Prograa Budget Docuaent Report to Court PRE housea dlakattae until 93-94 achool year begIna BonUprlna nd Raportinn Develop plenning atrategy Prepare monitoring end reporting Instructions for ell quarters Set up financlel pull for 1st Quarter PBD Report with July, August, and Sept, data Distribute lat Quarter PBD Report to Primary Leaders X Comp. OX OX OX OX OX OX SSI 100X 100X 100X 100X Page 24 Start 7/22/94 i/zr/v, 7/28/94 7/29/94 8/1/94 8/1/94 7/1/93 7/y/n 9/1/93 10/26/93 11/15/93 Date 1/31/94 Finish 7/22/94 imivt 7/28/94 8/1/94 8/1/94 8/8/94 7fso/n 9/21/93 10/26/93 11/15/93 Resources________________________ PRE Clerlcsl Staff,Basse,Ingram Ingraa lngraa,Baaaa,PRE Clarfcal Staff PRE Clerical Staff,Ingraa lngraa,Ullllaaa PRE Clerical Staff.Baaaa Ingraa, HatthIa,HIIho11en Ingraa.Hatthle Hllhollen IngraaId 265 266 267 268 269 270 271 272 273 274 22 Little Rock School District Prograai Planning and Budgeting Project Hanagesient Report Task Description__________________________________________ Provide feedback to principals and program sianagers on 1st quarter report Set up financial pull for 2nd Quarter PBO Report Distribute 2nd Quarter Prograa Budget Document Report to Primary Leaders Provide feedback to principals and prograa aanagers on 2nd Quarter Prograa Budget Dociaaent Set up financial pull for 3rd Quarter Prograa Budget Document Report Disseminate 3rd Quarter Prograa Budget Docuaent Report to Primary Leaders Provide feedback to principals snd progrsa asnsgers on 3rd Quarter PBO Report Set financial pull for 4th Quarter PBO Report Oisseainate 4th Quarter PBO Report to the Priaary Leaders Modify process ss necessary Prograa Evaluation X Comp. 100X 100X OX OX OX OX OX OX OX OX Page 25 Start 11/22/93 1/26/94 3/11/94 3/15/94 4/15/94 5/12/94 5/13/94 7/18/94 8/8/94 4/1/94 8/20/93 Date 1/31/94 Finish 11/30/93 1/26/94 3/11/94 3/18/94 4/15/94 5/12/94 5/17/94 7/18/94 8/8/94 4/30/94 Resources Primary Leaders MtIhollen Ingraai Priaary Leaders Nilhollen Ingraai Priaary Leaders Ingraa IngraaLittle Rock 100I District Prograa Planning and Budgeting Project Nansgeatent Report Id 276 Task Description__________________________________________ Review Desegregation Plan for potential target prograa* X Coap. 100X Start 8/20/93 finish 8/20/93 Resources Cabinet 277 Develop prograa evaluation inatruaent and procesa 100X 8/20/93 8/20/93 Cabinet 278 Conduct Infonastion/orientetion eventa to infer* appropriate ataff of activitiea 100X 8/27/93 8/27/93 Natthia 279 Identify faat-track evaluation targeta 100X irx/n 8/30/93 Natthia 280 Conduct repMirad training for use of process end eveluation criteria for designated staff lOOX 8/30/93 8/30/93 Natthia 281 Coaplete faat-track evaluation of targeted progrea* 100X 8/30/93 1/3/94 Natthia,Curriculua Sipervisors 282 Use fest-treck evaluation resulta to detensine prograa add i t i ons/de I et i ons/and i f I ca t i ons Natthia,Currlculiai Stperviaora 283 Develop eddltionel prograa* and/or prograa aaxiificationa OX 2/18/94 zra/Vt Natthia,Curriculua Superviaora 284 Begin prograa evaluation for targeted non-deseg prograa* (using established process/criteria) OX 2/28/94 2/28/94 Natthia,Curriculua Superviaora 285 Review eveluation results for non-deseg prograa* OX 2/15/94 3/15/94 Natthia,Curriculua Sipervisora 286 Consolidate/a*rge results of non-deseg prograa results into budget developawnt OX 3/15/94 4/25/94 Cabinet Pegs 26 Date 1/31/94Little Roel ichool District Id Task Description Broad-Based feedback 288 Define Input requlreieente et Boerd work sett I on 289 Develop inservice plan on the Program Planning and Budgeting Process 290 Begin Input proceee 291 Coeplete input process 292 Plan for internal and external feedback 293 Provide internal and external feedback 22\u0026amp; euflua Coordination 295 Develop project aanageawnt tool 296 Set i4\u0026gt; regular project aanageeant reporting process 22Z nonthlv project aanaoeaent report Is sytl Program Planning and Budgeting Project Hanageaant Report X Comp. n Start 8/2/93 Finish 3/31/94 Reeourcee 100X 100X 100X OX OX OX 2\u0026amp;S 45X 90X 21 Page ZT 9/9/93 9/9/93 Bord,UllliaM tnm 3/1/94 8/31/93 10/25/93 12/13/93 B/31/93 Date 1/31/94 wm vm/v, 3/31/94 6/30/94 1/Z/94 HatthIe,IngreM.HIIhollen,Hayo Hetthle,InaraM,HIIhollen Ingrea,Baste UI 111 ata ,Mstth I s, 1 ngrssi Will itsM, Ingraai Basse,Choate Ui 111aaa,HatthIa,Ingraa,Basse.Cablnet Id 298 Task Description__________________________________ Slim It August aamthly manageaant report to Court 299 Siimlt Septaober aonthly aanagement report to Court 300 Siinit October Monthly Management report to Court 301 Submit Noveabar monthly management report to Court 302 Submit December monthly management report to Court 303 304 Sibmlt February monthly manageoant report to Court 305 Sibalt March aamthly manageatent report to Court 306 Submit April aionthly management report to Court 307 Sibmlt Nay aamthly manegeaant report to Court 308 Sibmlt June aamthly manageaant report to Court Little Rock School District Prograa Planning and Budgeting Project Hanageaant Report X Coap. 100X 100X 100X 100X 100X 10OX OX OX OX OX OX Page 28 Start 8/31/93 FInlah 8/31/93 Resources UI 11 lams,Ingraa 9/30/93 9/30/93 Ullllaa,Ingriai 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Date 1/31/94 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 UItllaaN,Ingram UI 11lama,Ingraa Ullllama,Ingram Ullllama,Ingram Ullllama,Ingram Ullllama,Ingram Ullllama,Ingram UllUaaa,Ingram UllUams,Ingram Little Roel loot District RrogrM Planning and Budgeting Project Management Report Id 1 Task Description________________________________________ Development of \u0026gt; Planning Organization and Structure Qtr b 1994 Jul I Aug I Sep Qtr 2, 199^ Oct I WovToec Qtr 3, 1994 Jan I Feb | Mar Qtr 4, 1994 Apr 1 May I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Mar 2 Designate District Planner 3 Hire Planning Specialist I I I I I I I I I I I I I I I 4 Train Planning Specialist I I I S Reassess planning organization and structure 6 Restructure and sodify, if necessary Z Meeds Assesssient I I I I I I I I I y/M S Define purpose, process, and forsiat I I I I I I I I I 9 Connwicate to the District and connunity the purpose, process, and fonaat to be used in the program planning and budgeting process 10 Develop and define the Mission statement and goals for the District Project\nDate: 1/31/94 Critical Noncritical Progress  Milestone Sussiary T Rolled Up 0 Page 1 Date 1/31/94id 11 Task Description Develop prellailnary list of issues for needs assessment Little Rock School District Progran Planning and Budgeting Project Managestent Report Qtr 1, 1994 Jul I Aug I Sep' Qtr 2. 1994 Oct I Mw I Dec Qtr 3, 1994 Jan j FA I Har Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I F^l Her 12 Identify data to aeasura needs of diatrict 13 Study data to awasure needs :////////////,\\ Ji ftrkansay HIniWMi Perfonsance (AHPT) liX mnageiaent 15 Develop data collection plan for AMPT results 16 Assign responsibilities for AHPT data collection 17 Collect data froai AMPT results IS Analyze data froai AHPTresults 19 Report data findings froai AHPT for aierge into needs assessiBent 22 Stanford 5 Test data sanaaeiaent Project: Date: 1/31/94 Critical Noncritical Progress  Hilestone 0 Sunsary Rolled Up 0 Page 2 Date 1/31/94 I II Little Roel? lool District Program Planning and Budgeting Project Manageaient Report Id 21 Task Description_____________________________________ Develop data collection plan for Stanford 8 results Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Hoy I Dec Qtr 3, 1994 Jan j Feb I Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Mar 22 Assign responsibilities for Stsnford 8 data collection 23 Collect dete frcei Stsnford 8 results 24 Anelyze dete Iron Stsnford 8 results 25 Report date findings froai Stanford 8 for anrge into needs assessment Desegreaetion Honltorina Reports Audit Assign responsibility for dete collection 28 Develop data collection plan 29 Collect data 2^ I I 30 I I Request to Prograai Managers to coafMre with 1st Quarter's Prograai Budget Docunent Project: Date: 1/31/94 Critical Noncritical Progress B Milestone 0 Sumary  Rolled Up 0 Page 3 Date 1/31/94 BQLittle Roel :k^^Lol I District ProflraM Plaming end Budgeting Project Hanagoeent Report Id 31 Task Description _________________________________ Report findings to PRE for merge with Program Budget Docunent, where appropriate Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan j Feb I Nar Qtr 4, 1994 Apr I Nay I Jun Qtr I, I Otr 2, 19^ Jut I Aug I Sep I Oct |llov|Pec Qtr 3. 1995 Jan I Feb | Mar 22 Peeegregatlon Eiita 33 Assign responsibility for data collection 34 I Develop data collection plan 35 Collect date I 36 Request to Prograa: Managers to coapers with 1st Quarter's Program Budget Docunents 37 Report findings to Planning, Research and Evaluation for merge with Program Budget Docuaent, where appropriate 2S Court Orders Audit I 39 Assign responsibility for data collection 40 I Develop data collection plan I Project: Date: 1/31/94 Critical Honcritical Progress \u0026lt; Nilestone Susisary Rolled Up 0 Page 4 Date 1/31/94Id 41 Task Description Collect data Little Rock School District Progrsn Planning and Budgeting Project Manageaaent Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan j F^ I Mar Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I I Mar 42 Request to Prograai Hanagera to cixapara with lat Quarter'a Prograia Budget Document 43 Report findings to Planning, Research and Evaluation for aierge with Program Budget Docunent, where appropriate I a. yixlylia fiuHl 45 Develop plans for data collection for Curriculua Audit 46 Assign responsibilities for collection**CurrfcutuB Audit 47 Colltct data for Curriculua Audit 4 Eatabliah procedures for review and asaesament of Curriculua Audit data I 49 Organize and label Curriculua audit data--findings of Honitoring and Status Reports, Curriculua Objectives, achievement so Relate/assess the data resulta back to the Curriculua Audit findings Project: Date: 1/31/94 Critical Prograaa Suaaary Noncritical Hilaatona Rolled Up 0 Page 5 Date i/31/94 Id 51 Task Description Analyze the effectiveness of revised curriculua, polices, etc. 52 Identify factors thst fscilitated attainaent of curriculua goals 53 Identify obstacles that prevented curriculua goal attaimient 54 Hake recoamendatioins for prograai add i t i ons/de I et i ons/aiodi f i ca t i ons 55 Report data findings froai Curriculua Audit for aierge into needs assessment SShooL CUte/Kti-n Rel\u0026gt;toot Survey 57 Develop date collection plan for SC/HR 58 Assign responsibilities for SC/HR data collection 59 Collect data froai SC/HR survey 60 Analyze data fron SC/HR survey Project: Date: 1/31/94 Critical Moncritical Little Rock School District Prograai Planning and Budgeting Project Nanageaient Report Qtr 1. 1994 Jul I Aug I Sep I I Qtr 2. 1994 Oct I Mov I Dec I I Progress  Hilestone 0 Qtr 3. 1994 Jan j Feb | Har Qtr 4. 1994 Apr I Hay | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb | Har Page 6 Date 1/31/94 Sunaary  Rolled Up 0Id 61 Task Description Report of data findings froM SC/HR survey for merge into needs assessment WlhlW study 63 Develop data collection plan for Facilities Study 64 Assign responsibilities for Facilities Study 65 Collect data for Facilities Study 66 Prepare report for Facilities Study 67 69 70 Report data findings froM Facilities Study for sierge into needs sssessisent Proportional Allocation Fonaulaa Develop data collection plan for Proportional Allocation Fonaulas Assign responsibilities for Proportional Allocation Fonaulas Project\nDate: 1/31/94 Critical Noncritical Little Rock School District PrograM Planning and Budgeting Project Hanagenent Report Otr 1, 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan I F^ I Mar Qtr 4. 1994 Apr I May | Jun Otr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Her lb * Progress  Milestone Suasary  Rolled Up Page 7 Date 1/31/94 Id 71 Task Description Collect data for Proportional Allocation Forsulas 72 Analyze data froai Proportional Allocation Fonaulas 73 7t\u0026gt; 13 76 77 78 79 80 Prepere Proportional Allocation Fonaulaa Report Report data findinga froa Propotional Allocationa Fonaulas study for aierge into needs assessaient Collect and awrge issues from work session (Aug. 31, 1993) into needs assessaient infonaation Conduct work session for data analyses of all studies, surveys, foruais, dialogues, etc. Coaplete needs aasessawnt liating Publish Draft of Needs Assessawnt Report Finalize and Piblish Needs Assessaient Report Begin 95-96 needs assessawnt cycle Project: Date: 1/31/94 Critical Little Rock School Diatrict Prograai Planning and Budgeting Project Hansgeawnt Report Qtr 1. 19W Qtr 2. 1994 Jul I Aug I Sep Oct I Mw I Pec Progress H Milestone Qtr 3, 1994 Jan J Feb I Mar I I I I I I I I I I Qtr 4, 1994 Apr I May | Jun Qtr 1, 1W Jul I At\u0026lt; I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I F^ I Mar Page 8 Date 1/31/94 I I I I I I I I I I I I I I I I I I :i I I I I I' I I I I I I I I I SuDsary ~ Rolled Up 0 Id SI Task Description PrflrW Inventory 82 Identify DSeg program 83 Identify primry and secondary leaders for DSeg program 84 Revise DSeg Prograai listings 85 Receive approval of DSeg Prograai listing 86 Distribute DSeg Progrm listings to selected resource persons 87 Conduct inservice for DSeg Progrm nanagers and principals 88 Develop Progrsai Budget Docuaent for DSeg Program 89 Establish a list of Non-DSeg Program 90 Identify primry and secondary leaders for Non-DSeg Program Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progrsn Plenning and Budgeting Project Hanageaient Report Otr 1, 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Nov I Dec Qtr 3. 1994 Jan I Feb | Her Qtr 4. 1994 Apr I Hay | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3. 1995 Jan I Feb | Her 1 Progress  Hilestone Sueaary  Rolled Up 0 Page 9 Date 1/31/94Id 91 Task Description Revise Non-DSeg Prograa listings 92 Receive epproval of Non-DSeg Prograa listing 93 Distribute Non-DSeg Prograa listing to selected resource persons 94 Conduct inservice for Non-DSeg prograai aanagera 95 Develop Prograa Budget Documents for Non-DSeg Programs 96 Herge DSeg and Non-DSeg Programs into a composite listing 97 Generate a Prograa Inventory Report 98 Conduct 95-96 Prograa inventory 22 Coaaaunitv Foruaa Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report Qtr 1, 1994 Jul 1 Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan j F^ I Har Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Har 100 Develop data collection plan for Coanunity Forums Project: Date: 1/31/94 Critical 1^00000000!! Noncritical Progress Hilestone Suaaary Rolled Up 0 Page 10 Date 1/31/94Id 101 Tesk Description_________________________________________ Set locations and schedule for Coanunity Foruns 102 Develop Community Forua sample agenda 103 Develop data collection tool (matrix) for Community Forusa 104 Conduct Cloverdale Eleaientary Community Forua 105 Gather Cloverdale feedback data for Input into matrix 106 Conduct Parkview Community Forua 107 Gather Parkview Coaiautlty Forua feedback data for input into matrix 108 Conduct Bale Coamsjnity Forua 109 Gather Bale Community Forua feedback data for input into matrix 110 Conduct Forest Heights Coamunlty Forum Project: Date: 1/31/94 Critical Noncritical Little Roci^chool District Program Planning and Budgeting Project Hanagestent Report Qtr 1, 1994 Jul I Aug I S^ Otr 2, 1994 Oct I Nov I I I I Progress  Hilcstone Qtr 3, 1994 Jan j Feb | Her Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Her Page 11 Date 1/31/94 Sumsary  Rolled Up 0Little Roel I lool District Program Planning and Budgeting Project Management Report Id 111 Task Description__________________________________________ Gather Forest Heights Connunity Form feedback data for input into matrix Qtr 1, 1994 Jul I I Sep Qtr 2, 1994 Oct I Mov I Qtr 3, 1994 Jan j Frt I Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb I Mar 112 Conduct Rockefeller Connunity Form 113 Gather Rockefeller Community Form feedback data for input into matrix 114 Conduct Garland Comaaiity Form 115 Gather Garland Community Form feedback data for input into matrix 116 Finalize and publiah Coammity Form Matrix HZ District Dialogues 118 Develop data collection plan for District Dialogues 119 Set schedule for District Dialogues 120 Develop District Dialogue sample agenda Project: Date: 1/31/94 Critical Noncritical Progress B Milestone Smmary Rolled Up O Page 12 Date 1/31/94Little Rocic :l^^h :hool District Program Planning snd Budgeting Project Hanagesient Report Id 121 Task Description_______________________________________ Develop data collection tool for District Dislogues (aiatrix) Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan j Feb | Her Qtr 4, 1994 Apr I Hay I Jiai Qtr 1, 1W Jul I Aug I Sep Otr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Kar 122 Conduct Central Office Adainistration Diatrict Dialogue 123 Gather Central Office Adniniatration feedback data for Input into aiatrix 124 Conduct Teachers District Dialogue 125 Gather Teachera Diatrict Dialogue feedbeck data for input into aiatrix 126 Conduct Principala Diatrict Dialogue 127 Gather Principala District Dialogue feedbacl data for input into laatrix 128 Conduct Classified Staff District Dislogue 1 129 Gather Cleasified Steff District Dialogue fee\u0026lt;t\u0026gt;ack data for aierge into aiatrix I 130 Finalize and pi^lish District Dialogue aiatrix Project: Date: 1/31/94 Critical Noncriticel Progreaa  Ni lestone  Susnary  Rolled Up 0 Page 13 Date 1/31/94 Little Roel lIool District Program Planning and Budgeting Project Management Report Id 121 Task Description Goals and Objectives Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan [ Feb I Ha7 Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I D^ Qtr 3. 1995 Jan I febi Har Convict Ceblnet Elamina S*iff]9n 133 Identify process for goal developaient 134 Detensine date and site for work session 135 Identify Mterials for work session 136 Develop naterlals for work session I 137 Identify and notify participants for the work session 138 Conduct work session 132 ConAict Goal Setting Mork Session UO Identify process for goal setting work session I Project: Date: 1/31/94 Critical Noncritical Progress  Hilestone Sminary V Rolled Up Page U Date 1/31/94 Little Rock \"School District PrograM Planning and Budgeting Project Manageaient Report Id 141 Task Description Identify participants for the goal setting work session Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Orc Qtr 3, 1994 Jan Mar Qtr 4, 1994 Apr I May | Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Otr 3. 1995 Jan I Feb | Mar U2 Detemine date and site for goal tatting work session 143 Distribute background awterials to the participants 144 145 Conduct iMrk session to develop tentative mission statement, develop tentative goals, and a list of Issues that siay enhance or restrict goal attainment__________________________________ Prepare materials for Board work session I Can\u0026lt;*gt Ksacd Usck swiwi 147 Establish data and site for work session 148 Distribute background siaterials to Board sKiiiiers 149 Review of preliminary list of Issues for needs assessment by Board 150 Revleu/revise tentative mission stateaient and goals Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sunnary Rolled Up 0 Page 15 Date 1/31/94 Little Rock I lool District Program Planning and Budgeting Project Hanageatent Report Id 151 Task Description________________________________ Review desegregation program inventory Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Hov I Dec Qtr 3, 1994 Jan J Feb | Har Qtr 4, 1994 Apr I Hay | Jun otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hov I Dec Otr 3, 1995 Jan I Feb | Har 152 Review identified proportional allocations 153 Establish written priorities 154 Identify additional fast-track* program evaluation 155 Identify strategies for funding shortfalls 156 Develop conmunication strategy for mission statement and goals 157 Distribute nission statement and goals 15S Distribute list of priorities 152 Con*\u0026lt;ct Board Retreat Session 160 Detennine date and site for Board Retreat Project: Date: 1/31/94 Critical Honcritical Progress  Milestone Suanary  Rolled Up 0 Page 16 Date 1/31/94Id 161 Task Description_____________________________ Identify agenda items for Board Retreat 162 Establish agenda for Board Retreat 163 Gather artd distribute mterials for Board Retreat 164 Conduct data analysis work session for Board Retreat 165 Conduct Board Retreat 166 Report outcoses of Board Retreat 167 Det amine the need for an additional Board Retreat 1^5 Prograai Pevelocmnt 169 Develop philosophy and/or objectives for programs and /or program modifications 170 Schedule and hold meetings for organizing the project Project: Date: 1/31/94 Critical Little Rock'Tchool District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep otr 2, 1994 Oct I Nov I Dec I Progress  Milestone Qtr 3. 1994 Jan I Frtf I I I I I I I I I I I I I I I :i I I I il I I I Har Qtr 4, 1994 Apr I May I Jun I I I I I I I I I I I I I I I I I Sumary Rolled Up 0 Page 17 Date 1/31/94 Otr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb I HarLittle Roci lIool District Program Planning and Budgeting Project Management Report Id 171 Task Description__________________________________________ Seek copies of source docunents from experts, other school districts Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan j Feb | Mar Qtr 4, 1994 Apr I Mey I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb I Mar 172 Exmine trends of experts in the designated fields 173 Organize a committee to develop educational specifications I 174 175 Establish framework for: curriculua offerings\nservices and sqpport programs\npolicies for instructional delivery\nmaterials/supplies/equipaent\nstafflng needs and Relate/reference recommendations froa curriculua audit needs assessment results to established mission statement, goals, and DSeg Plan I 176 Review recoanendations froa curriculua audit needs assessment in order to identify additional programs or program axxlif i cat ions 177 Develop Business Case for prograa and/or prograa iKxlificatlons I 178 Stixait Business Case for prograa and/or prograa modifications to Si\u0026lt;\u0026gt;erintendent and Board of Directors B 179 Develop progran and/or prograa laodifi cat ions B 180 Review prograa and/or program modifications with Cabi net Project: Date: 1/31/94 Critical Noncritical Progress IB Milestone Sunmary Page 18 Date 1/31/94 Rolled Up 0 Id 181 Task Description Decide to implement or not to implement programs and/or program modifications 1S2 Budgeting 183 Prepare initial financial forecasta for coning year 184 Issue Instructions for budget preparation at alt levels 185 Develop budget preparation training notarial 186 Conduct budget preparation training sesaions 187 Budget nanagers siteit 94-95 budget requests 188 Begin budget developnent Little Rock School District Program Planning and Budgeting Project Hanagement Report otr 1, 1994 Otr 2. 1994 Wil I, ITTT W4I fca I77W Jut I Aug I Sep Oct I Wov 1 Pec Otr 3, 1994 Jan j Feb | Mar I  Otr 4. 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I S^ Otr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 189 Revise financial forecast for coning year 190 Slim It proposed budget to Board Project: Date: 1/31/94 Critical Noncritical Progress M Milestone  Sumary IF Rolled Up 0 Page 19 Date 1/31/94Id 191 Task Description Conduct Board work sessions on budget 192 Revise budgets, ss needed 193 Notify certified personnel of possible stsff reduction 194 Board approval of tentative budget 195 Notify clsssified personnel of possible stsff reduction 196 Board adoption of 94-95 budget 197 Subnit 94-95 budget to State ja ECoauB pudagt Doctsaent ilM 0uarter\n2nd Quarter:3rd Quarter:4th Quarter) 199 Develop Progran Budget Docuaent Report Plan for all quarters for DSeg Programs 200 1st Quarter Proaran Budget Docuaent Report Project: Date: 1/31/94 Critical Little Rock scnool Dietrict Program Planning and Budgeting Project Management Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Nov I Dec Qtr 3. 1994 Jan j Feta | Mar Qtr 4. 1994 Apr I May I Jun 0 Progress H Milestone Sunnary Rolled Up 0 Psge 20 Date 1/31/94 Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I feta | MarId 201 Task Description Prepare treining materiel for prirKipals, program managers and clerical staff 202 Conduct treining session for principels, program managers, and clerical staff\ndistribute diskettes 203 Disseminate written program docunent instructions to principals and program managers 204 Advise program managers end principels on Program Budget Docunent 20S Generete diskette management flow information to relative staff in School Operatiorts and PRE office 206 Plan 1st follow-up training session on the Program Budget Docunent and WordPerfect 207 Conduct 1st follow training sessions on the Program Budget Docunent end WordPerfect 208 OSes PrograM OUkettM dua back to Planner 209 PRE perform check-in procedures end deta clean-up on diskettes 210 PRE generates hard copies of diskettes Project\nDate: 1/31/94 Critical Honcriticel Little Rock School District Program Plenning end Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep I Otr 2. 1994 Oct 1 Mov I Dec I I I Progress Milestone Otr 3. 1994 Jan j Feb | Mar Otr 4, 1994 Apr I May I Jun Otr 1. 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Mar Sunsery Psge 21 Oete 1/31/94 Rolled Up 0Little Rock lool District Program Planning and Budgeting Project Management Report Id 211 Task Description____________________________________ PRE develops relative narrative and the Controller provides financial info for the Program Budget Document Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I D^ I Qtr 3. 1994 Jan j F^ 1 Mar Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 (X:t I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 212 PRE combines all relative info for Program Budget Docusent Report (1st Quarter) 213 I PRE disseminates draft of report to selected resource people 214 Revise draft 21S Prepare for pU\u0026gt;lfcation of Program Budget Docunent 216 Submit published Program Budget Docment Report to the Court 217 Return DSeg Program diskettes to managers and principals 218 2nj Quarter Proaraai Budaet Pocuaent Report 219 Advise program managers and principals on PBO 220 Prepare training material for follow-up training sessions on the PBD and WordPerfect I Project\nDate: 1/31/94 Critical Noncritical Progress  Hilestone  Suimary  Rolled Up 0 Page 22 Date 1/31/94Id 221 Task Description Disseminate standardized instructions for completing the PBO to principals and program managers 222 Conduct training sessions for principels, program managers, and clerical staff 223 Diskettes due beck to Plenner 224 PRE performs check-in procedures and data clean-up on diskettes 225 PRE generetes herd copies of diskettes 226 PRE develops relative narrative and the controller provides financial info for PBO Report 227 PRE combines all relative info for PBO 2nd Quarter Report 228 PRE disseminates drafts of report to selected resource people 229 Revise draft Little Rock School District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec I Qtr 3, 1994 Jan I Feb | Mar I 1 Qtr 4, 1994 Apr I Mey | Jun Otr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I F^ I Mar 230 Prepare for piblication of 2nd Quarter Program Budget Docuaent Report 5 Project: Date: 1/31/94 Critical Noncritical Progress  Milestone Sumary  Rolled Up 0 Page 23 Dete 1/31/94Little Rock lool District Progran Planning and Budgeting Project Nanagenent Report Id 231 Tesk Description Submit published 2nd Qusrter Progrsn Budget Docunent Report to Court Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Hov I Dec Qtr 3, 1994 j Feb I Her Jen I Qtr 4, 1994 Apr I Hay | Jui Qtr 1, 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Hov I Dec Otr 3, 1995 Jan I Feb | Her 232 Return diskettes back to the principals and progran nanegers 233 2M Develop Instruction* for Including any additional desegregation obligations to be included in 3rd Otr Program Budget Docuaent Report___________________________________ 3rd Quarter Program Budget Docuaent Report I as Advise progran nanegers and principals on th* PBD 236 az Prepare training naterial for principals, progran nanegers, and clerical staff for 3rd follow-up training on UordPerfect and the Program Budget Dociment_______________________ Disseninate reminder instruction* for PBOconpletion to principal* and progran managers B 238 Diskette* due beck to Planner a? PRE perfoms check-in procedures and data clean-qp on diskettes B 240 PRE generates hard copies of diskettes B Project! Date: 1/31/94 Critical Honcritical Progress H HIlestone Sumary Page 24 Date 1/31/94 Rolled Up 0Little Rock lool District Progrsn) Planning aixl Budgeting Project Hanagement Report Id 241 Task Description PREdevelops relative narrative and the controller provides financial info for 3rd Quarter Program Budget Docunent Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Qtr 3, 1994 Jan J Feb | Mar Qtr 4, 1994 Apr I Hay | Jui B Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Otr 3. 1995 Jan I Feb I Her 242 PRE conbines all relative info for 3rd Quarter for PBD Report 243 0 PRE disseminates draft of report to selected resource people 244 Revise draft 24S Prepere for pcijlication of Program Budget Report for the 3rd Quarter 246 Submit pulished 3rd Quarter Program Budget Document Report to Court 0 ZU Return diskettes to program aianagers and principals 2S iUl Quarter Pronraia Budaet Docuaent Report 249 Advise principals and program managers on the PBD 250 Diskettes due back to Planner Project: Date: 1/31/94 Critical Noncritical Progress Milestone Sunsery Rolled Up \u0026lt;\u0026gt; Page 25 Date 1/31/94Id 251 Task Description PRE performs check-In procedures and data clean-up on diskettes 252 PRE generates hard copies of diskettes 253 PRE develops relative narrative and the controller provides financial Info for 4th Quarter PBD Report 254 PRE conbines all relative info for 4th Quarter PBO Report 255 PRE disseninates draft of report to selected resource people 256 Revise draft 257 Prepare for publication the 4th Quarter Progran Budget Docunent Report to Court 258 Subnit pUilished 4th Quarter Progran Budget Docunent Report to Court 259 PRE houses diskettes until 93-94 school year begins !60 Honitorina gnd Reporting Project: Date: 1/31/94 Critical Little Rock \"School District Progran Planning and Budgeting Project Managnaent Report Otr 1, 1994 Qtr 2. 1994 Jut I Aug I Sep Oct I Nov | Dec Progress  Hilestone Otr 3, 1994 Jen J Feb I Har Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1^ Jul I Aug I S^ B B Page 26 Date 1/31/94 Qtr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I Feb | Har Sunnary \" Rolled Up 0Id 261 Task Description Develop planning strategy 262 Prepare monitoring and reporting instructions for all quarters 263 Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data 264 Distribute 1st Quarter PBO Report to Primary Leaders 265 Provide feedbeck to principals and program managers on 1st quarter report 266 Set up financial pull for 2nd Quarter PBO Report 267 Distribute 2nd Quarter Program Budget Docuaent Report to Primary Leaders 268 Provide fee\u0026lt;l\u0026gt;eck to principals and program managera on 2nd Quarter Program Bucket Document 269 Set up financial pull for 3rd Quarter Program Budget Docunent Report 270 Disseminate 3rd Quarter Program Budget Docisnent Report to Primary Leaders Project\nDate: 1/31/94 Critical Little Rock school District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan Her I Progress  Milestone Page 27 Dete 1/31/94 Qtr 4, 1994 Apr I Hay | Jun Otr 1. 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Her Stnmary V Rolled Up 0Little Rock lIool District Program Planning and Budgeting Project Management Report Id 271 Task Description Provide feedback to principals snd program managers on 3rd Quarter PBO Report Qtr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Hov I Dec Qtr 3, 1994 Jan I Feb | Mar Qtr 4, 1994 Apr I May | Jun 0 Qtr 1, 1^ Jul I Aug I Sep Qtr 2. 1995 Oct I Hov I Dec Qtr 3, 1995 Jan I Feb | Mar 272 Set up financial pull for 4th Quarter PBO Report 273 Disseminate 4th Quarter PBO Report to the Primary Leaders 274 Modify process as necessary '///A 2TT 27S 279 280 Efarw E^objailfiQ Review Desegregation Plan for potential target programs Develop progran evaluation instrument and process Conduct information/orientation events to inform appropriate staff of activities Identify fast-track evaluation targets Conduct required training for use of process ard evaluation criteria for designated staff Project: Date: 1/31/94 Critical Honcritical Progress  Milestone Sunnary Rolled Up 0 Page 28 Date 1/31/94 276 Little Rock loot District Program Planning and Budgeting Project Hanagement Report Id 281 Task Description Coofilete fast-track evaluation of targeted program Qtr 1. 1994 Qtr 2. 1994 Jul I Aug I Sep Oct | Nov | Dec Qtr 3, 1994 Jan J Feb | Mar Qtr 4. 1994 Apr I May I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Qtr 3. 1995 Jan I Feb [ Mar 282 Use fast-track evaluation results to determine program additions/deletions/modifications 283 Develop additional program and/or program modifications 284 Begin program evaluation for targeted non-deseg program (using established process/criteria) 285 Revieu evaluation resulta for non-deseg program 286 Consolidate/merge results of non-deseg program results into budget development 2SZ Broad-Based Feetfceck 0 B 288 Define input requirements at Board work sesaion 289 Develop inservice plan on the Program Planning and Budgeting Process 290 Begin input process Project: Date: 1/31/94 Critical Noncritical Progress Milestone Sunsery  Rolled Up O Page 29 Date 1/31/94 y/////////////////.Little Rock lool District Program Planning and Budgeting Project Management Report Id 291 Task Description__________ Complete input process Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Qtr 3, 1994 Jan Feb I Her Qtr 4, 1994 Apr I May | Jui Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 292 Plan for internal and external feedback 293 Provide internal and external feedback W///. 294 Prograa Coordination 295 Develop project sianageaient tool 296 Set up regular project nenagement reporting process iSZ Subaiit laonthly project wanafleagnt r*P9rt IS CSS!! RI 298 Stixnit August monthly management report to Court 299 Sutxsit September sxxithly management report to Court 300 SiAnit October monthly management report to Court Project\nDate: 1/31/94 Critical Noncritical Progress  Hilestone Sunmary  Rolled Up 0 Page 30 Date 1/31/94Id 301 Task Description______________________________________ Submit Novenber monthly laanagement report to Court Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug 1 Sep Otr 2, 1994 Oct I Nov I D^ Qtr 3, 1994 Jan j Feb | Mar Otr 4, 1994 Apr I May I Jun Otr b 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 302 Siiialt December Monthly Management report to Court 303 304 Submit February monthly management report to Court 305 Siinit March Monthly Mnagenent report to Court 306 SUbnlt April Monthly Manageaient report to Court 307 SubMit Nay Monthly aianageaient report to Court 308 Siinit June Monthly ManageMent report to Court Project: Date: 1/31/94 Critical Noncritical Progress  Milestone  Sumary  Rolled Up \u0026lt;\u0026gt; Page 31 Date 1/31/94FEB. 28, 1994 RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 2 8 1994 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA/ ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S FEBRUARY PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD\"), for its February Project Management Tool, states: 1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending February 28, 1994. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending February 28, 1994. FRIDAY, ELDREDGE \u0026amp; CIARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 BSISHFebruary Project Management Tool February 28, 1994 Page 2 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's February Project Management Tool has been mailed by First Class Mail, postage pre-paid on February 28, 1994, upon the following, except as otherwise indicated: postage pre-paid on February 28, Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 Mrs. 72201 Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone Little Rock School District Project Management Tool Id 1 Task Description______________________________________ Develoonent of  Planning Organization and Structure X Comp. 47X Start 2Z12S Finish 4/30/94 Resources 2 Designate District Planner 100X 7/27/93 7/27/93 Board 3 Hire Planning Specialist 100X 9/9/93 9/9/93 Ingraai, Board 4 Train Planning Specialist SOX 9/9/93 4/30/94 Ingraai S Reassess planning organization and structure SOX 7/1/93 4/30/94 HatthIs,UlllistBs,IngraRi 6 Restructure and andify, if necessary OX 4/1/94 4/30/94 Wi 11 i aais, Nat th I a, Board Z Needs Assesspent fia 7/2/93 8 Define purpose, process, and foraiat 100X 7/30/93 7/30/93 Hatthis, Ingraai,Hi Ihol len. Board 9 Coanunicate to the District and coanunity the purpose, process, and foraiat to be used in the program planning and budgeting process 100X 7/30/93 2/3/94 Hatthis, Ingraai, Boa rd 10 Develop and define the mission stateaient and goals for the District 100X 8/31/93 8/31/93 Hatthis, Ingraai, Boa rd. Cabinet 11 Develop preliaiinary list of issues for needs assessment 100X 8/31/93 8/31/93 Hatthis,Ingram,Board,Cabinet 12 Identify data to measure needs of district 100X 7/2/93 7/2/93 Hatthis,Ingram,HiIhollen Page 1 2/28/94 Little Rock School District Project Management Tool Id 13 Task Description___________ Study data to measure needs X Comp. 95X Start 8/2/93 Finish 3/7/94 Resources Matthis,Ui 11 isms,Ingram, MiIhollen,Mayo 14 Arkansas Minima Perfonaance (AMPT) Test data nanagewefit 100X 11/10/93 11/23/93 InnraM. Hobby 15 Develop data collection plan for AMPT results 100X 11/10/93 11/10/93 Ingram 16 Assign responsibilities for AMPT data collection 100X 11/12/93 11/12/93 Ingram 17 Collect data from AMPT results 100X 11/12/93 11/17/93 Hobby IB Analyze data from AMPTresults 100X 11/17/93 11/19/93 Hobby 19 Report data findings from AMPT for merge into needs assessamnt 100X 11/23/93 11/23/93 Hobby,Ingram 23. Stanford 8 Isit management 1002 iizisza 11Z81ZS2 21 Develop data collection plan for Stanford 8 results 100X 11/10/93 11/10/93 Ingram 22 Assign responsibilities for Stanford 8 data collection 100X 11/12/93 11/12/93 Ingram 23 Collect data from Stanford 8 results 100X 11/15/93 11/16/93 Dunbar 24 Analyze data from Stanford 8 results 100X 11/18/93 11/22/93 Dunbar Page 2 2/28/94Little Rock School District Project Management Tool Id 25 Task Description___________________________________________ Report data findings from Stanford 8 for merge into needs assessment X Comp. 100X Start 11/23/93 Finish 11/23/93 Resources Dunbar,Ingram 26 Desegregation Honitoring Reportt Audit SSS 10/15/W 27 Assign responsibility for data collection 100X 10/15/93 10/1B/W Hayo 28 Develop data collection plan 100X 10/18/93 10/20/93 Mayo,Hart 29 Collect data 100X 10/21/93 12/U/93 Hayo,Hart 30 Request to Program Managers to compare with 1st Quarter's Program Budget Docuaent 100X 12/15/93 1/31/9A 31 Report findings to PRE for merge with Program Budget Docunent, where appropriate 75X 2/9/94 Vi/V, Mayo 22 Desegregation Plans Audit 10/15/93 33 Assign responsibility for data collection 100X 10/15/93 10/18/93 Mayo 34 Develop data collection plan 100X 10/18/93 10/20/93 Mayo,Hart 35 Collect data 100X 10/21/93 12/14/93 Mayo,Hart 36 Request to Program Managers to compare with 1st Quarter's Program Budget Docuaents 100X 1/31/94 1/31/94 Mayo Page 3 2/28/94Little Rock School District Project Hanagement Tool Id 37 Task Description__________________________________________ Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate X Comp. 75X start 2/9/94 Finish 3/8/94 Resources Hayo 3a Court Orders Audit s 10/15/93 ?/S/B 39 Assign responsibility for data collection 100X 10/15/93 10/18/93 Hayo 40 Develop data collection plan 100X 10/18/93 10/20/93 Mayo,Hart 41 Collect data 100X 10/21/93 12/14/93 Mayo,Hart 42 Request to Program Hanagers to coepara with 1st Quarter's Program Budget Docunent 100X 12/15/93 1/31/94 Nayo 43 Report findings to Planning, Research and Evaluation for sierge with Program Budget Docunent, where appropriate 7SX 2/9/94 3/8/94 Nayo CurrlculiM Audit 100X 8/2/93 2/4/94 45 Develop plans for data collection for Curriculue Audit 100X 8/2/93 11/19/93 Hatthis,CurriculuB Supervisors 46 Assign responsibilities for coUection--Curriculiai Audit 100X 11/12/93 11/12/93 Hatthis 47 Collect data for Curriculun Audit 100X 11/15/93 11/30/93 Curriculun Supervisors 48 Establish procedures for review and assessment of Curriculun Audit data 100X 11/15/93 11/19/93 Hatthis,Curriculun Supervisors Page 4 2/28/94Little Rock School District Project Hanagement Tool Id 49 Task Description_______________________________________ Organize and label Curriculus audit data--fIndings of Honitoring and Status Reports. Curriculus Objectives, achievement X Comp. 100X Start 11/29/93 Finish 12/7/93 Resources______________________ Hatthis.Curriculus Supervisors SO Relate/assess the data results back to the Curriculum Audit findings 100X 12/6/93 12/15/93 Matthis.CurriculLm Supervisors 51 Analyze the effectiveness of revised currlculun, polices, etc. 100X 12/15/93 12/15/93 Matthls,Curriculus Supervisors 52 Identify factors that facilitated attainaent of curriculus goals 100X 12/16/93 12/17/93 Hatthis.Curriculus Supervisors 53 Identify obstacles that prevented curriculus goal attainment 100X 12/16/93 12/17/93 Hatthis.Curriculus Supervisors 54 Hake recoainendatloins for program add! 11 ons/de let I ons/modi f I cat I ons 100X 1/7/94 1/21/94 Hatthis.Curriculus Supervisors 55 Report data findings from Curriculus Audit for iserge into needs assessaient 100X 1/7/94 2/4/94 Hatthis.Curriculus Supervisors Scliool CUste/Husan Relation* gynfSIf JOOS 8/16/93 8/25/93 57 Oevelop data collection plan for SC/HR 100X 8/16/93 8/16/93 Ingraai 58 Assign responsibilities for SC/HR data collection 100X 8/17/93 8/17/93 Ingraai 59 Collect data froai SC/HR survey 100X 8/18/93 8/19/93 PermNorman. Sail th 60 Analyze data from SC/HR survey 100X 8/23/93 8/25/93 PennNoraian. Smi th Page 5 2/28/94Little Rock School District Project Hanagement Tool Id 61 Task Description__________________________________________ Report of data findings from SC/HR survey for merge into needs assessment X Comp. 10 OX Start 8/24/93 Finish 8/24/93 Resources_______________ PennNor(nan,Smi th, Ingram Facilities Study 2^ 2/1/23 3/?/24 63 Develop data collection plan for Facilities Study 100X 9/1/93 9/16/93 Milhol(en,Eaton 64 Assign responsibilities for Facilities Study 100X 9/17/93 9/17/93 HiIhollen,Eaton 65 Collect data for Facilities Study 100X 9/20/93 1/12/94 Hi(hoilen,Eaton 66 Prepare report for Facilities Study 77X 1/25/94 3/4/94 HiIhollen,Eaton 67 Report data findings froa Facilities Study for aarge into needs assessment OX 3/7/94 3/7/94 HiIhollen,Eaton S Pr9port1ona| Allocation Fonaulaa 1O0X 8/2/93 2/4/94 69 Develop data collection plan for Proportional Allocation Formulas 100X 8/2/93 8/20/93 Hilhollen 70 Assign responsibilities for Proportional Allocation Foraulas 100X 8/23/93 8/23/93 Hilhollen 71 Collect data for Proportional Allocation Fonaulas 100X 8/24/93 10/27/93 Eaton,Barnhouse,Boykins,Gadberry,HiIhollen 72 Analyze data from Proportional Allocation Fonaulas 100X 11/1/93 11/24/93 HiIhollen,Eaton,Barnhouse,Boykins,Gadberry Page 6 2/28/94Little Rock School District Project Hanagement Tool Id 73 Task Description________________________________ Prepare Proportional Allocation Formulas Report X Comp. 100X Start 11/29/93 Finish 2/3/94 Resources Hilhollen 74 Report data findings from Propotionsl Allocations Formulas study for merge into needs assessment 100X 2/4/94 2/4/94 Hilhollen 75 Collect and merge Issues from work session (Aug. 31,1993) into needs assessment Information 100X 1/25/94 2/4/94 Hatthis,Ui 11 liras, lngrM,NI Ihol ten,Hayo 76 Conduct work session for data analyses of all atudles, surveys, forums, dialogues, etc. 100X 1/26/94 2/4/94 Hatthla,Ull(iaaB,Board,Cablnet 77 Coapleta needs assessatent listing 99X 1/27/94 3/7/94 Ui IUsan,Hatthi s,Hayo 78 Publish Draft of Needs Assessannt Report 99X 2/25/94 3/7/94 UilliaM,Ingraa 79 Finalize and Publish Needs Assessment Report OX 3/9/94 3/9/94 Hatthis,Ui I Ums, Ingraa 80 Begin 95-96 needs sssessoent cycle OX 4/4/94 11/4/94 Natthis,Uilllaas,lngrM,Hllhollen,Hayo fil Prograa Inventory fix 7/1/93 6/30/94 82 Identify DSeg programs 100X 7/1/93 7/1/93 IngrM 83 Identify primary and secondary leaders for DSeg programs 100X 7/1/93 7/1/93 IngrM 84 Revise DSeg ProgrM listings 100X 7/19/93 9/8/93 IngrM Page 7 2/28/94Little Rock School District Project Hanagement Tool Id 85 Task Description_________________________ Receive approval of DSeg Program listing X Comp. 100X Start 7/19/93 Finish 7/19/93 Resources_____ Hatthis,Ingram 86 Distribute DSeg Program listings to selected resource persons 100X 9/9/93 9/9/93 Ingram 87 Conduct inservice for DSeg Program managers and principals 100X 9/16/93 9/23/93 Hatthis,Ingram 88 Develop Program Budget Docunent for DSeg Programs 100X 8/6/93 9/9/93 Ingram 89 Establish a list of Hon-DSeg Prograan 100X 8/26/93 8/26/93 Ui 11 i ams ,Hatth i s, I ngram 90 Identify primary and secondary leaders for Non-DSeg Programs 100X 11/16/93 11/29/93 Ui IIiams,Hatthis,Ingram 91 Revise Hon-DSeg Program listings 1O0X 8/27/93 11/15/93 Ui IUams,Hatthis, Ingram 92 Receive approval of Hon-DSeg Program listing 100X 11/15/93 11/15/93 Ui 11iams,Hatthis,Ingram 93 Distribute Non-DSeg Program listing to selected resource persons 100X 11/16/93 11/16/93 Ingram 94 Conduct inservice for Non-DSeg program managers 100X 12/10/93 12/10/93 Ingram 95 Develop Program Budget Docunents for Mon-DSeg Progrmns 85X 12/10/93 3/4/94 Ingram,Non-DSeg Program Hanagers 96 Herge DSeg and Non-DSeg Prograas into a composite listing 100X 1/18/94 1/18/94 Ingram Page 8 2/28/94 Little Rock School District Project Management Tool Id 97 98 22 100 101 102 103 104 105 106 107 108 Task Description____________________ Generate a Program Inventory Report Conduct 95-96 Program inventory Conaajiity Foruag Develop data collection plan for Community Foruma Set locations and schedule for Community Foruas Develop Community Forua sample agenda Develop data collection tool (matrix) for Coiaaunity Foruas Conduct Cloverdele Eleaientery Community Forum Gather Cloverdale feedback data for input into matrix Conduct Parkview Community Forua Gather Parkview Community Forum feedback data for iqxjt into matrix Conduct Bale Community Forum X Comp. 100X Start 1/20/94 Finish 1/20/94 Resources Ingram,Bassa OX lOOX 100X 100X 100X 100X 100X 100X 100X 100X 100X 5/2/94 6/30/94 Ingram 9/U/93 2/16/94 9/14/93 9/14/93 Basse,Uagner,Hayo 9/21/93 9/21/93 Uagner,Mayo 10/4/93 10/4/93 Basse 10/6/93 10/7/93 Besse,Wegner,Heyo 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 Page 9 2/28/94 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 Williams Bassa Williams Bassa Williams Little Rock School District Project Management Tool Id 109 Task Description___________________________________________ Gather Bale Coanunity Forua feedback data for input into matrix X Comp. 100X Start 11/11/93 Finish Resources 11/12/93 Bassa 110 Conduct Forest Heights Conmunity Forum 100X 11/16/93 11/16/93 Uilliams 111 Gather Forest Heights Coanunity Forum feedback data for input into matrix 100X 11/17/93 11/17/93 Bassa 112 Conduct Rockefeller Connunity Forum 100X 11/30/93 11/30/93 Williams 113 Gather Rockefeller Coanunity Forum feedback data for input into matrix 100X 12/1/93 12/1/93 Bassa 114 Conduct Garland Coansmity Fortis 100X 12/6/93 12/6/93 Uilliams 115 Gather Garland Coanunity Forua feedback data for input into matrix 100X 12/6/93 12/6/93 Bassa 116 Finalize and publish Coanunity Forum Matrix 100X 12/6/93 1/6/94 Bassa HZ PiBtrict Pialogues lOOX IQ/ZTZa 118 Develop data collection plan for District Dialogues 100X 10/27/93 10/27/93 Mayo,Bassa,Wagner 119 Set schedule for District Dialogues 100X 10/28/93 10/28/93 Wagner,Bassa,Williams,Mayo 120 Develop District Dialogue sanple agenda 100X 11/9/93 11/9/93 Bassa Page 10 2/28/94Little Rock School District Project Management Tool Id 121 Task Description_____________________________________ Develop data collection tool for District Dialogues (matrix) X Comp. 100X start 11/9/93 Finish 11/9/93 Resources Bassa 122 Conduct Central Office Adninistration District Dialogue 100X 11/23/93 11/23/93 Uilliams 123 Gather Central Office Adninistration feedback data for input into matrix 100X 12/1/93 12/13/93 Basse 124 Conduct Teachers District Dialogue 100X 12/15/93 12/15/93 Uilliams 125 Gather Teachers District Dialogue feedback data for input into matrix 100X 12/16/93 12/16/93 Bassa 126 Conduct Principals District Dialogue 100X 1/6/94 1/6/94 Uilliams 127 Gather Principals District Dialogue feedbacl data for input into matrix 100X 1/7/94 1/7/94 Bassa 12S Conduct Classified Staff District Dialogue 100X 2/3/94 2/3/94 Uilliams 129 Gather Classified Staff District Dialogue feedback data for merge into matrix 100X 2/3/94 2/3/94 Bassa 130 Finalize and publish District Dialogue matrix 10OX 2/4/94 2/16/94 Bassa 121 Goals and Objectives 100X 8/?/93 122 Conduct Cabinet Planning Session ipox 8/2/93 8/20/93 Page 11 2/28/94Little Rock School District Project Hanagement Tool Id 133 Task Description______________________ Identify process for goal development X Comp. 100X Start 8/2/93 Finish 8/17/93 Resources Hatthis,Ingram,Glasgow 134 Determine date and site for work session 100X 8/13/93 8/13/93 Hatthis 135 Identify materials for work session 100X 8/16/93 8/16/93 Hatthis,Ingram.Glasgow 136 Develop materials for work session 100X 8/17/93 8/18/93 Hatthis,Ingram 137 Identify and notify participants for the work session 100X 8/12/93 8/12/93 Hatthis 138 Conduct work session 100X 8/20/93 8/20/93 Cabinet J32 Conflict Soal Setting yorjc SSSSlSQ 100X 8/23/93 9/3/93 140 Identify process for goal setting work session 100X 8/23/93 8/24/93 Hatthis,Ingram,GIasgow 141 Identify participants for the goal setting work session 100X 8/23/93 8/23/93 Hatthis 142 Determine date and site for goal setting work session 100X 8/24/93 8/24/93 Hatthis,Ingram 143 DistrilxJte background materials to the participants 10OX 8/25/93 8/25/93 Hatthis 144 Conduct work session to develop tentative mission statement, develop tentative goals, and a list of issues that may enhance or restrict goal attainment 100X 8/31/93 8/31/93 Cabinet,Board,PTA,CTA,Prin Roundtable,Betty Caldwell Page 12 2/28/94Little Rock School District Project Hanagement Tool Id 145 Task Description_________________________ Prepare materials for Board work session X Comp. 100X Start 9/1/93 Finish 9/3/93 Resources_____ Hatthis,Ingram 146 Conduct Board Uork Session 10OX 8/30/93 9/9/W 147 Establish date and site for work session 100X 8/30/93 8/30/93 Natthis 148 Distribute backgrourxl materials to Board mentiers 100X 9/1/93 9/1/93 Hatthis,Ingran 149 Review of preliminary list of issues for needs assessment by Board 100X 9/9/93 9/9/93 Board,Hatthis,Ingram 150 Review/revise tentative mission statement and goals 100X 9/9/93 9/9/93 Board 151 Review desegregation program inventory 100X 9/9/93 9/9/93 Board 152 Review identified proportional allocations 100X 9/9/93 9/9/93 Board 153 Establish written priorities 100X 9/9/93 9/9/93 Board 154 Identify additional \"fast-track\" program evaluation 100X 9/9/93 9/9/93 Board 155 Identify strategies for funding shortfalls 100X 9/9/93 9/9/93 Board 156 Develop conmunication strategy for mission statement and goals 100X 9/10/93 9/10/93 Ingram,Hatthis Page 13 2/28/94Little Rock School District Project Hanagement Tool Id 157 Task Description_______________________ Distribute mission statement and goals X Comp. 100X Start 9/10/93 Finish 9/10/93 Resources Ingram,Uagner 158 Distribute list of priorities 100X 9/10/93 9/10/93 Board 159 Conduct Board Retreat Work Session J6X 12/2/93 4/30/94 160 Determine date and site for Board Retreat 100X 12/2/93 12/2/93 Uilliams,Board 161 Identify agenda items for Board Retreat 100X 1/12/94 1/12/94 Uilliams,Board 162 Establish agenda for Board Retreat 100X 1/12/94 2/3/94 Uilliams,Board 163 Gather and distribute materials for Board Retreat 100X 1/12/94 2/3/94 Uilliams,Matth{s,Ingram,Hilhollen,Gadberry 164 Conduct data analysis work session for Board Retreat 100X 2/1/94 2/1/94 Uilliams,Cabinet 165 Conduct Board Retreat 100X 2/4/94 2/4/94 Uilliams,Boa rd 166 Report outcoaies of Board Retreat 100X 2/10/94 2/11/94 UilliaRi8,Board 167 Determine the need for an additional Board Retreat OX 2/11/94 4/30/94 Uilliams,Board,Cabinet 168 Program Development 11/15/93 3/10/9* Page 14 2/28/94Little Rock School District Project Management Tool Id 169 170 171 172 173 174 175 176 177 178 179 180 Task Description___________________________________________ Develop philosophy and/or objectives for programs and /or program modifications Schedule and hold meetings for organizing the project Seek copies of source docuaents from experts, other school districts Examine trends of experts in the designated fields Organize a committee to develop educational specifications Establish framework for: curriculum offerings\nservices and support programs\npolicies for instructional delivery\nmaterials/supplies/equipment\nstaffing needs and staff development needs\nbudget Relste/reference recomowndations from curriculum audit needs assesssient results to established mission stateaient, goals, and DSeg Plan Review recoaiaendations from curriculua audit needs assesssient in order to identify additional programs or program modifications Develop Business Case for program and/or program modifications to Superintendent and Board of Directors Develop program and/or program modifications Revieu program and/or program modifications with Cabinet Sutxait Business Case for program and/or program modifications to Superintendent and Board of Directors X Comp. 100X 100X 100X 10OX 100X 100X 100X 100X 75X 75X 50X OX Start 11/15/93 11/19/93 11/19/93 11/19/93 11/19/93 1/7/94 2/4/94 1/7/94 2/8/94 2/18/94 2/25/94 3/10/94 Page 15 2/28/94 Finish 11/19/93 12/15/93 12/15/93 12/15/93 11/26/93 2/18/94 2/7/94 2/7/94 3/7/94 3/4/94 3/8/94 3/10/94 Resources Matthis,Curriculua Supervisors Matthis,Curriculum Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculum Supervisors Matthia,Curriculua Supervisors Matthia,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua SupervisorsLittle Rock School District Project Management Tool Id 181 Task Description_________________________________________ Decide to inplement or not to implement programs and/or program modifications X Comp. OX Start 3/10/94 Finish 3/10/94 Resources___________________ Matthis,Curriculum Supervisors Budgeting UX 11/18/93 8/26/W 183 Prepare initial financial forecasts for coming year 100X 12/1/93 2/11/94 Mi Ihollen 184 Issue instructions for budget preparation at all levels 100X 11/30/93 12/3/93 MiIhollen 185 Develop budget preparation training material 100X 11/18/93 11/30/93 Milhollen 186 Conduct budget preparation training sessions 100X 12/6/93 12/17/93 Milhollen 187 Budget managers submit 94-95 budget requests 100X 1/14/94 2/28/94 Milhollen 188 Begin budget developeient 100X 1/18/94 1/18/94 MiIhollen 189 Revise financial forecast for coming year OX 3/1/94 3/15/94 Milhollen 190 Submit proposed budget to Board OX 3/24/94 3/24/94 Mi Ihollen 191 Conduct Board work sessions on budget OX 3/28/94 4/15/94 Milhollen,Board,Matthis 192 Revise budgets, as needed OX 4/18/94 4/30/94 Milhollen Page 16 2/28/94Little Rock School District Project Hanagement Tool Id 193 Task Description________________________________________ Notify certified personnel of possible staff reduction X Comp. OX Start 4/1/94 Finish 4/30/94 Resources HiIhollen,Sadberry 194 Board approval of tentative budget OX 5/2/94 5/26/94 HiIhollen,Hatth is,Board,Ingram 195 Notify classified personnel of possible staff reduction OX 5/3/94 5/31/94 Gadberry,HiIhollen 196 Board adoption of 94-95 budget OX 7/1/94 7/28/94 Board,Hilhollen,Hatthis 197 Submit 94-95 budget to State OX 8/1/94 8/26/94 Board,HiIhollen IS Program Budget Docuaent (1st Quarter\n2nd Quarter\n3rd Quarter:4th Quarter) 521 9/1/W 8/1/94 199 Develop Program Budget Docuaent Report Plan for all quarters for DSeg Programs 100X 9/1/93 9/21/93 Ingram,Bassa 200 1st Quarter Program Budget Docuaent Report 100X 9/17/93 11/12/93 201 Prepare training material for principals, program managers arxi clerical staff 100X 9/17/93 9/21/93 Ingram,Hatthis,Bassa 202 Conduct training session for principals, program managers, and clerical staff\ndistribute diskettes 100X 9/23/93 9/23/93 Ingram 203 Disseminate written program docunent instructions to principals and program managers 100X 9/30/93 9/30/93 Bassa,Ingram 204 Advise program managers and principals on Program Budget Docunent 100X 9/28/93 10/18/93 Bassa,Ingram Page 17 2/28/94Little Rock School District Project Management Tool Id 205 Task Description__________________________________________ Generate diskette management flow information to relative staff in School Operations and PRE office X Comp. 100X Start 10/1/93 Finish 10/5/93 Resources Bassa 206 Plan 1st follow-up training session on the Program Budget Document and UordPerfect 100X 10/5/93 10/8/93 Bassa,Glasgou 207 Conduct 1st follow training sessions on the Program Budget Docunent and UordPerfect 100X 10/5/93 10/8/93 Bassa,Glasgow 208 DSeg Programs Diskettes due back to Planner 1O0X 10/14/93 10/14/93 Ingraai, Bassa 209 PRE performs check-in procedures and data clean-up on diskettes 100X 10/13/93 10/22/93 PRE Clerical Staff,Bassa 210 PRE generates hard copies of diskettes 100X 10/22/93 10/26/93 PRE Clerical Staff 211 PRE develops relative narrative and the Controller provides financial info for the Program Budget Document Report 100X 10/22/93 10/26/93 Bassa, lngraai,Ni Ihol len 212 PRE coabines all relative info for Program Budget Docusent Report (1st Quarter) 100X 10/27/93 10/28/93 PRE Clerical Staff,Bassa,Ingram 213 PRE disseminates draft of report to selected resource people 100X 10/29/93 10/29/93 Ingram 214 Revise draft 100X 11/2/93 11/2/93 Ingram,Bassa 215 Prepare for publication of Program Budget Docusent lOOX 11/2/93 11/2/93 Ingram 216 Submit published Program Budget Document Report to the Court 100X 11/3/93 11/3/93 Uilliams,Ingram Page 18 2/28/94Little Rock School District Project Hanagement Tool Id 217 Task Description__________________________________________ Return DSeg Program diskettes to managers and principals X Comp. 100X Start 11/12/93 Finish 11/12/93 Resources PRE Clerical Staff,Bassa,Ingram 2ifi 2nd Quarter Prograa Budget Docuaent Report 88X n/15/w 3/11/0* 219 Advise program managers and principals on PBO 100X 11/23/93 1/U/94 Ingram,Bassa,Ass't Supts 220 Prepare training material for follow-if) training sessions on the PBD and WordPerfect 100X 11/15/93 11/17/93 Basse,Glasgow 221 Disseminate standardized instructions for completing the PBD to principals and program managers 100X 12/8/93 12/8/93 Bassa 222 Conduct training sessions for principals, program managers, and clerical staff 100X 12/10/93 12/14/93 Glasgow,Bassa 223 Diskettes due back to Planner 100X 1/6/94 1/6/94 Principals,Program Managers 224 PRE performs check-in procedures and data clean-up on diskettes 100X 1/6/94 1/14/94 PRE Clerical Staff,Bassa 225 PRE generates hard copies of diskettes  100X 1/14/94 1/21/94 PRE Clerical Staff 226 PRE develops relative narrative and the controller provides financial info for PBD Report 100X 1/26/94 1/26/94 tngrara,Bassa,PRE Clerical Staff 227 PRE confines all relative info for PBO 2nd Quarter Report 100X 2/1/94 2/1/94 Ingram,Bassa,PRE Clerical Staff 228 PRE disseminates drafts of report to selected resource people 100X 1/31/94 1/31/94 Ingram Page 19 2/28/94 Little Rock School District Project Management Tool Id 229 Task Description Revise draft X Comp. 10 OX Start 2/2/94 Finish 2/2/94 Resources Ingram 230 Prepare for publication of 2nd Quarter Program Budget Document Report lOOX 2/3/94 2/3/W PRE Clerical Staff,Bassa,Ingram 231 Submit published 2nd Quarter Program Budget Docunent Report to Court 100X 2/4/94 2/7/94 Ui 11 lams,Ingram 232 Return diskettes back to the principals and program managers 100X 2/8/94 2/8/94 PRE Clerical Staff,Bassa 233 Develop instructions for including any additional desegregation obligations to be included in 3rd Otr Program Budget Docunent Report SOX 2/14/94 3/11/94 Ingram,Bassa Jrd Quarter Program Budget Docvwcnt Report 25 2Z11ZB 2Z12ZS\u0026amp; 235 Advise program managers and principals on the PBO OX 2/11/94 4/8/94 lngram,Bassa,Ass't Si^jts.Mayo 236 Prepare training material for principals, program managers, and clerical staff for 3rd follow-up training on WordPerfect and the Program Budget Docunent OX 3/11/94 3/15/94 Bassa,PRE Clerical Staff 237 Disseminate reminder instructions for PBOcompletion to principals and program managers OX 3/21/94 3/21/94 Bassa,Ingram 238 Diskettes due back to Planner OX 4/8/94 4/8/94 Principe Is,Program Managers 239 PRE performs check-in procedures and data clean-up on diskettes OX 4/8/94 4/15/94 PRE Clerical Staff,Bassa 240 PRE generates hard copies of diskettes OX 4/15/94 4/20/94 PRE Clerical Staff Page 20 2/28/94Little Rock School District Project Management Tool Id 241 Task Description________________________________________ PREdevelops relative narrative and the controller provides financial info for 3rd Quarter Program Budget Docunent Report X Comp. OX Start 4/15/94 Finish 4/20/94 Resources MiIhollen,Bassa,Ingram 242 PRE combines all relative info for 3rd Quarter for PBO Report OX 4/20/94 4/25/94 Ingram.Bassa.PRE Clerical Staff 243 PRE disseminates draft of report to selected resource people OX 4/26/94 4/26/94 Ingram 244 Revise draft OX 4/27/94 kfZT/Vt Ingram,Bassa,PRE Clerical Staff 245 Prepare for publication of Program Budget Report for the 3rd Quarter OX 4/28/94 4/28/94 Ingram,PRE Clerical Staff 246 Submit puli shed 3rd Quarter Program Budget Docuaent Report to Court OX 5/2/94 5/13/94 Ingram,Uilliams 247 Return diskettes to program managers and principals OX 5/10/94 5/10/94 PRE Clerical Staff,Bassa \u0026gt;48 4th Quarter Progrma Budpet Docuaent Report SS 8/1/94 249 Advise principals arvi program managers on the PBO OX 5/13/94 7/8/94 Ingram,Basss,Ass't Supta,Mayo 250 Diskettes due back to Planner OX 7/11/94 7/11/94 Principals,Program Managers 251 PRE performs check-in procedures and data clean-up on diskettes OX 7/7/94 7/14/94 PRE Clerical Staff,Bassa 252 PRE generates hard copies of diskettes OX 7/14/94 7/20/94 PRE Clerical Staff Page 21 2/28/94Little Rock School District Project Management Tool Id 253 Task Description____________________________________ PRE develops relative narrative and the controller provides financial info for 4th Quarter PBD Report X Comp. OX Start 7/18/94 Finish 7/22/94 Resources______________ Hilhollen,Bassa,Ingram 254 PRE carbines all relative info for 4th Quarter PBO Report OX 7/22/94 7/22/94 PRE Clerical Staff,Bassa,Ingram 25S PRE disseminates draft of report to selected resource people OX 7/27/94 7/27/94 Ingram 256 Revise draft OX 7/28/94 7/28/94 Ingram,Bassa,PRE Clerical Staff 257 Prepare for publication the 4th Quarter Program Budget Docunent Report to Court OX 7/29/94 7/29/94 PRE Clerical Staff,Ingram 258 Submit published 4th Quarter Program Budget Docuaent Report to Court OX 8/1/94 8/1/94 Ingram,Uilliams 259 PRE houses diskettes inti I 93-94 school year begins OX 8/1/94 8/1/94 PRE Clerical Staff,Basse \u0026gt;60 Monitoring and Reporting 52S 7/1/93 8/8/94 261 Develop planning strategy 100X 7/1/93 7/30/93 Ingram,Matthis,HiIhollen 262 Prepare annitoring and reporting instructions for all quarters 100X 9/1/93 9/21/93 Ingram,Matthis 263 Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data 100X 10/26/93 10/26/93 MiIhollen 264 Distribute 1st Quarter PBO Report to Primary Leaders 100X 11/15/93 11/15/93 Ingram Page 22 2/28/94Little Rock School District Project Management Tool Id 265 Task Description_________________________________________ Provide feedback to principals and program managers on 1st quarter report X Comp. 100X Start 11/22/93 Finish 11/30/93 Resources Primary Leaders 266 Set up financial pull for 2nd Quarter PBD Report 100X 1/26/94 1/26/94 MiIhollen 267 Distribute 2nd Quarter Program Budget Docunent Report to Primary Leaders OX 3/11/94 3/11/94 Ingram 268 Provide feedback to principals and program managers on 2nd Quarter Program Budget Docunent OX 3/15/94 3/18/94 Primary Leaders 269 Set up financial pull for 3rd Quarter Program Budget Docunent Report OX 4/15/94 4/15/94 Milhollen 270 Disseminate 3rd Quarter Program Budget Document Report to Primary Leaders OX 5/12/94 5/12/94 Ingram 271 Provide feedback to principals and program managers on 3rd Quarter PBO Report OX 5/13/94 5/17/94 Primary Leaders 272 Set i\u0026lt;\u0026gt; financial pull for 4th Quarter PBO Report OX 7/18/94 7/18/94 273 Disseminate 4th Quarter PBD Report to the Primary Leaders OX 8/8/94 8/8/94 Ingram 274 Modify process as necessary OX 4/1/94 4/30/94 Ingram 275 Program Evaluation SIX e/20/w 276 Review Desegregation Plan for potential target progrmns 100X 8/20/93 8/20/93 Cabinet Page 23 2/28/94Little Rock School District Project Hanagement Tool Id 277 Task Description__________________________________ Develop program evaluation instrunent and process X Comp. 100X Start 8/20/93 Finish 8/20/93 Resources Cabinet 278 Conduct informtion/orientation events to inform appropriate staff of activities 100X 8/27/93 8/27/93 Hatthis 279 Identify fast-track evaluation targets 100X 8/30/93 8/30/93 Matthis 280 Conduct required training for use of process and evaluation criteria for designated staff 100X 8/30/93 8/30/93 Matthis 281 Confilete fast-track evaluation of targeted programs 100X 8/30/93 1/3/94 Matthis,Curriculum Supervisors 282 Use fast-track evaluation results to determine program add i t i ons/de I e t i ons/mod i f i ca t i ons 100X 2/4/94 2/14/94 Matthis,Curriculua Supervisors 283 Develop additional programs and/or program modifications 75X 2/18/94 3/7/94 Hatthis,Curriculua Supervisors 284 Begin program evaluation for targeted non-deseg program (using established process/criteria) 100X 2/28/94 3/7/94 Hatthis,Curriculua St^iervisors 285 Revieu evaluation results for non-deseg program OX 3/8/94 3/9/94 Hatthis,Curriculua Supervisors 286 Consolidate/merge results of non-deseg program results into budget development OX 3/24/94 4/25/94 Cabinet 187 Broad-Based Feedback 451 e/?/93 3/31/94 288 Define input requirements at Board work session 100X 9/9/93 9/9/93 Board,Uilliams Page 24 2/28/94Little Rock School District Project Hanagement Tool Id 289 Task Description____________________________________ Develop inservice plan on the Program Planning and Budgeting Process X Comp. 100X Start 9/1/93 Finish 9/1/93 Resources_____________________ Hatthis,Ingram.HiIhollen,Hayo 290 Begin input process 100X 8/2/93 8/2/93 Natthis, Ingrm.Mi Ihol len 291 Cofiplete input process 95X 3/7/94 3/7/94 tngraai.Bassa 292 Plan for internal and external feedback 100X 2/8/94 2/28/94 Ui 11 i aiss, Hat th i s, I ngram 293 Provide internal and external feedback OX 3/1/94 3/31/94 Ui I Hams, Ingram 22i Program Coordination e/31/w 295 Oevelop project management tool 90X 10/25/93 6/30/94 Bassa,Choate 296 Set up regular project management reporting process 100X 12/31/93 1/7/94 Ui I Hams, Hatthis, I ngram, Bassa, Cabinet 2SZ Submit monthly project managesent report to Court SS 8/31/93 6/30/94 298 Siixnit August monthly management report to Court 100X 8/31/93 8/31/93 Ui I Hams, Ingram 299 Submit September monthly management report to Court 100X 9/30/93 9/30/93 Uilliams,Ingram 300 Submit October monthly management report to Court 100X 10/29/93 10/29/93 Uilliams,Ingram Page 25 2/28/94Little Rock School District Project Hanagement Tool Id 301 Task Description___________________________________ Submit November monthly management report to Court X Comp, 100X Start 11/30/93 Finish 11/30/93 Resources______ Uilliams,I ngram 302 Submit December monthly management report to Court 100X 12/31/93 12/31/93 Ui 11 jams,Ingram 303 Siixnit January monthly management report to Court 100X 1/28/94 1/28/94 Uilliams,Ingram 304 Submit February monthly management report to Court 100X 2/28/94 2/28/94 Uilliams,Ingram 30S Submit Harch monthly management report to Court OX 3/31/94 3/31/94 Uilliams,Ingram 306 Submit April monthly management report to Court OX itiiaiVt 4/29/94 Uilliams,I ngram 307 Submit May monthly management report to Court OX 5/31/94 5/31/94 Uilliams,Ingram 308 Submit June monthly management report to Court OX 6/30/94 6/30/94 Uilliams,Ingram Page 26 2/28/94Id 1 Task Description Developnent of  Planning Organization and Structure Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Qtr 2, 1994 Jul I Aug I Sep Oct I Mov | Qtr 3, 1994 Jan I Feb I Mar Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Mar 2 Designate District Planner 3 Hire Planning Specialist 4 Train Planning Specialist 5 Reassess planning organization and structure 6 Restructure and modify, if necessary 1 Meeds Assessment 8 Define purpose, process, and format 9 Conmunicate to the District and comnunity the purpose, process, and format to be used in the program planning and budgeting process 10 Develop and define the mission statement and goals for the District i i i Project: Date: 2/28/94 Critical Progress H Milestone  Summary  Rolled Up 'O Page 1 Date 2/28/94Id 11 Task Description Develop preliminary list of issues for needs assessment 12 Identify data to measure needs of district 13 Study data to measure needs Arkansas Minium Performance (AMPT) Test data management 15 Develop data collection plan for AMPT resulta 16 Assign responsibilities for AMPT data collection 17 Collect data froai AMPT resulta 18 Analyze data froai AHPTresults 19 Report data findings from AMPT for merge into needs assessment 22 Stanford S Test data management Project\nDate: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec I I Progress H Milestone Qtr 3, 1994 Jan I Feb | Mar Page 2 Date 2/28/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb | Mar Sumnary  Rolled Up \u0026lt;\u0026gt;Id 21 Task Description Develop data collection plan for Stanford 8 results 22 Assign responsibilities for Stanford 8 data collection 23 Collect data from Stanford 8 results 24 Analyze data froa Stanford 8 results 25 26 27 28 29 Report data findings from Stanford 8 for aierge into needs assessment Pesenrenatlon Horn'torino Reports Audit Assign responsibility for data collection Develop data collection plan Collect data Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Hov I Dec I I I I I Qtr 3, 1994 Jan I Feb Har * Qtr 4, 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hov I Dec Otr 3, 1995 Jan I Feb | Har 30 Request to Program Managers to compare with 1st Quarter's Program Budget Document Project: Date: 2/28/94 Critical Progress i Hilestone Sunnary \" Rolled Up 0 Page 3 Date 2/28/94Id 31 Task Description Report findings to PRE for merge with Program Budget Document, where appropriate Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb I Mar Otr 4. 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 32 Desegregation plans Audit 33 Assign respor\u0026lt;sibility for data collection 34 I Develop data collection plan I 35 Collect data 36 Request to Program Managers to compare with 1st Quarter's Program Budget Docunents 37 Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate iourt Orders Audit 39 Assign responsibility for data collection 40 Develop data collection plan Project: Date: 2/28/94 Critical Noncritical Progress ! Milestone Sunnary  Rolled Up 0 Page 4 Date 2/28/94 I IId 41 Task Description Collect data Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Frt I Har Otr 4, 1994 Apr I Hay | Jun Qtr 1, 1995 Qtr 2, 1995 Jut I Aug I Sep Oct I Nov | Dec Otr 3, 1995 Jan I Feb | Har 42 Request to Program Hanagers to compare with 1st Quarter's Program Budget Document 43 Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate 44 CurricuLue Audit 45 Develop plans for data collection for Curriculum Audit 46 Assign responsibilities for collection--Curriculua Audit 47 Collect data for Curriculua Audit H 48 Establish procedures for review and assessment of Curriculum Audit data I 49 Organize and label Curriculum audit data--findings of Honitoring and Status Reports, Curriculua Objectives, achievement 50 Relate/assess the data results back to the Curriculun Audit findings  Project: Date: 2/28/94 Critical Noncritical Progress Hilestone Sunnary \" Rolled Up Page 5 Date 2/28/94Id 51 Task Description Analyze the effectiveness of revised curriculun, polices, etc. 52 Identify factors that facilitated attainment of curriculum goals 53 Identify obstacles that prevented curriculim goal attainment 54 Make recomnendatioins for program additions/deIetions/modifications 55 Report data findings from Curriculua Audit for merge into needs assessment School Cliate/Huao Reltlon Survey 57 Develop data collection plan for SC/HR 58 Assign responsibilities for SC/HR data collection 59 Collect data frooi SC/HR survey 60 Analyze data from SC/HR survey Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep I I Qtr 2, 1994 Oct I Hoy I Dec I I Qtr 3, 1994 Jan I Feb | Mar H Qtr 4, 1994 Apr I Hay | Jun Otr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Mar Progress  Milestone  Stnmary \" Rolled Up 0 Page 6 Date 2/28/94Id 61 Task Description Report of data findings from SC/HR survey for merge into needs assessment Facilities Study 63 Develop data collection plan for Facilities Study 64 Assign responsibilities for Facilities Study 65 Collect data for Facilities Study 66 Prepare report for Facilities Study 67 Report data findings from Facilities Study for merge into needs assessment Proportional Al location Fonaulas 69 Develop data collection plan for Proportional Allocation Formulas 70 Assign responsibilities for Proportional Allocation Formulas Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep H Qtr 2. 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb | Mar Qtr 4. 1994 Apr I May | Jun Otr 1, 1995 Juli Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I F^ I Mar Progress M Milestone  Summary  Rolled Up O Page 7 Date 2/28/94Id 71 Task Description Collect data for Proportional Allocation Formulas 72 Analyze data from Proportional Allocation Formulas 73 Prepare Proportional Allocation Fonaulas Report 74 Report data findings from Propotional Allocations Formulas study for merge into needs assessment 75 Collect and merge issues from work session (Aug. 31,1993) into needs assessment information 76 Conduct work session for data analyses of all studies, surveys, foruas, dialogues, etc. 77 Coaplete needs assessment listing 78 Publish Draft of Needs Assessment Report 79 Finalize and Publish Needs Assessment Report 80 Begin 95-96 needs assessment cycle Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Hanagement Report Otr 1, 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Nov I Dec Progress Hilestone  Qtr 3, 1994 Jan I Feb Page 8 Date 2/28/94 Mar Otr 4, 1994 Apr I Hay I Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct [ Nov I Dec Summary r Rolled Up 0 Qtr 3, 1995 Jan I Feb | HarId 81 Task Description Program Inventory 82 Identify DSeg program Little Rock School District Program Planning and Budgeting Project Hanagement Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb I Mar Qtr 4, 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 83 Identify primary and secondary leaders for DSeg programs 84 Revise DSeg Program listings iHil 85 Receive approval of DSeg Program listing 86 Distribute DSeg Program listings to selected resource persons 87 Conduct inservice for DSeg Program managers and principals I 88 Develop Program Budget Docunent for DSeg Programs 89 Establish a list of Hon-DSeg Programs 90 Identify primary and secondary leaders for Non-DSeg Programs H ! Project: Date: 2/28/94 Critical Progress  Milestone  Sumnary T Page 9 Date 2/28/94 Rolled Up 0Id 91 Task Description_____________________ Revise Non-DSeg Program listings 92 Receive approval of Non-DSeg Program listing 93 DistrilxJte Non-DSeg Program listing to selected resource persons 94 Conduct inservice for Non-DSeg program managers 95 Develop Program Budget Docunents for Non-DSeg Programs 96 Merge DSeg and Non-DSeg Programs into a composite listing 97 Generate a Program Inventory Report 98 Conduct 95-96 Program inventory 99 Coamsni tv Foruas Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Qtr 2, 1994 Jul I Aug I Sep | Oct | Nov I Dec Qtr 3, 1994 Jan I Feb Mar Qtr 4, 1994 Apr I May | Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I F^ I Mar 100 Develop data collection plan for Community Foruns Project: Date: 2/28/94 Critical Progress Milestone  Sumary Rolled Up Page 10 Date 2/28/94 Id 101 Task Description Set locations and schedule for Conmunity Forms 102 Develop Coonunity Form sample agenda 103 Develop data collection tool (matrix) for Community Forms 104 Conduct Cloverdale Elementary Community Form 105 Gather Cloverdale feedback data for input into matrix 106 Conduct Parkview Community Form 107 Gather Parkview Community Form feedback data for input into matrix 108 Conduct Bale Community Form 109 Gather Bale Community Form feedback data for input into matrix 110 Conduct Forest Heights Community Form Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul [ Aug I Sep I Qtr 2, 1994 Oct I Nov I Dec I I I I Progress M Milestone  Qtr 3, 1994 Jan I Feb j Mar Qtr 4, 1994 Apr [ May | Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Sunnary Rolled Up 0 Page 11 Date 2/28/94Id 111 Task Description Gather Forest Heights Conmunity Forun feedback data for input into matrix 112 Conduct Rockefeller Conmunity Forun 113 Gather Rockefeller Coanunity Forun feedback data for input into matrix 114 Conduct Garland Coanunity Forun 115 Gather Garland Community Forun feedback data for input into matrix 116 Finalize and publish Coanunity Forua Matrix 117 Pistrict Pialogues IIS Develop data collection plan for District Dialogues 119 Set schedule for Pistrict Dialogues 120 Develop District Dialogue sample agenda Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Progress H Hilestone  Otr 3, 1994 Jan I FebMar Page 12 Date 2/2B/94 Qtr 4, 1994 Apr I May | Jun Otr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Sunnary  Rolled UpId 121 Task Description Develop data collection tool for District Dialogues (matrix) 122 Conduct Central Office Adainistration District Dialogue 123 Gather Central Office Adninistration feedback data for input into matrix 124 Conduct Teachers District Dialogue 12S Gather Teachers District Dialogue feedback data for input into matrix 126 Conduct Principals District Dialogue 127 Gather Principals District Dialogue feedbacl data for input into siatrix 128 Conduct Classified Staff District Dialogue 129 Gather Classified Staff District Dialogue feedback data for merge into matrix 130 Finalize and piiilish District Dialogue matrix Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug 1 Sep Otr 2. 1994 Oct 1 Mov I Dec H Progress Milestone otr 3, 1994 Jan I Feb  Har Otr 4. 1994 Apr I May I Jun Otr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Her Siamary r Rolled Up 0 Page 13 Date 2/28/94Id 131 Task Description Goals and Objectives 132 Conduct Cabinet Piannina Session 133 Identify process for goal development 134 Determine date and site for work session 135 Identify materials for work session 136 Develop materials for work session 137 Identify and notify participants for the work session 138 Conduct work session Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep I Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W5 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb I Mar 13\u0026lt; Conduct Coal Setting Work Session 140 Identify process for goal setting work session I i I Project: Date: 2/28/94 Critical Noncritical Progress  Milestone  Suimary  Rolled Up Page 14 Date 2/28/94Id 141 Task Description Identify participants for the goal setting uork session 142 Determine date and site for goal setting uork session 14J Distribute background materials to the participants 144 145 Conduct uork session to develop tentative mission statement, develop tentative goals, snd a list of issues that may enhance or restrict goal attainment__________________________________ Prepare materials for Board work session 146 Conduct Board Work Sestion 147 Establish date and site for uork session 148 Distribute background materials to Board members 149 Review of preliminary list of issues for needs assessment by Board ISO Revieu/revise tentative mission statement and goals Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report otr 1, 1994 Qtr 2, 1994 Jut I Aug I Sep Oct | Hov | Dec I I I Progress H Hi lestone  Qtr 3, 1994 Jan I Feb Har Qtr 4, 1994 Apr I Hay | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb I Har Page IS Date 2/28/94 Summary Rolled Up 0Id 151 Task Description_______________________________ Review desegregation program inventory 152 Review identified proportional allocations 153 Establish written priorities 154 Identify additional \"fast-track\" program evaluation 155 Identify strategies for funding shortfalls 156 Develop conmunication strategy for mission statement and goals 157 Distribute nission statement and goals 158 Distribute list of priorities 59 Conduct Board Retreat Work Session 160 Determine date and site for Board Retreat Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep I Qtr 2, 1994 Oct I Nov I Dec Otr 3, 1994 Jan I Feb I Mar Qtr 4, 1994 Apr I May I Jun atr 2, 1995 Qtr 1, 1995 Jul I Aug I Sep I Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Progress * Milestone  Sunmary  Rolled Up 0 Page 16 Date 2/28/94Id 161 Task Description Identify agenda items for Board Retreat 162 Establish agenda for Board Retreat 163 Gather and distribute materials for Board Retreat 164 Conduct data analysis work session for Board Retreat 165 Conduct Board Retreat Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan I Feb I Mar I Qtr 4, 1994 Apr I May | Jun Otr 1. 1995 Jul I Aug [ Sep Otr 2, 1995 Oct I Nov I D^ Otr 3, 1995 Jan I Feb | Mar 166 Report outcomes of Board Retreat 167 I Determine the need for an additional Board Retreat 168 Program Develooaent 169 Develop philosophy and/or objectives for programs and /or program modifications 170 I Schedule and hold meetings for organizing the project Project: Date: 2/28/94 Critical Noncritical Progress M Milestone  Simmary V Rolled Up Page 17 Date 2/28/94Id 171 Task Description Seek copies of source documents from experts, other school districts 172 Examine trends of experts in the designated fields 173 Organize a committee to develop educational specifications 174 175 Establish framework for: curriculum offerings\nservices and support programs\npolicies for instructional delivery\nroaterials/supplies/equipment\nstaffing needs and Relate/reference recommendations from curriculun audit needs assessment results to established mission statement, goals, and DSeg Plan 176 Review recommendations from curriculun audit needs assessment in order to identify additional programs or program modifications 177 Develop Business Case for program and/or program modifications to Superintendent and Board of Directors 178 Develop program and/or program modifications 179 Review program and/or program modifications with Cabinet 180 Submit Business Case for program and/or program modifications to Superintendent and Board of Directors Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Nov I I Progress H Milestone  otr 3, 1994 Jan I Feb I Mar Page 18 Date 2/28/94 Otr 4, 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Mar Sunnary  Rolled UpId 181 Task Description Decide to implement or not to implement programs and/or program modifications 182 Budgeting 183 Prepare initial financial forecasts for coming year 184 Issue instructions for budget preparation at all levels 185 Develop budget preparation training material 186 Contkict budget preparation training sessions 187 Budget managers submit 94-95 budget requests 188 Begin budget development Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Qtr 2. 1994 Jul I Aug I Sep I Oct I Nov | Dec I I i I I Qtr 3, 1994 Jan I Feb Mar Otr 4, 1994 Apr I May | Jm Otr 1, 1995 Jul I Aug rSep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 189 Revise financial forecast for coming year 190  Submit proposed budget to Board Project: Date: 2/28/94 Critical Noncritical Progress  Milestone Sunnary \" Rolled Up Page 19 Date 2/28/94Id 191 Task Description Conduct Board work sessions on budget 192 Revise budgets, as needed 193 Notify certified personnel of possible staff reduction 194 Board approval of tentative budget 195 Notify classified personnel of possible staff reduction 196 Board adoption of 94-95 budget 197 Submit 94-95 budget to State 198 Program Budget Docunent (let Quarter.-2nd Quarter:3rd Quarter\n4th Quarter) 199 Develop Program Budget Document Report Plan for all quarters for DSeg Programs 200 Ist Quarter Program Budget Docunent Report Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep i i Qtr 2, 1994 Oct I Mov I Dec otr 3, 1994 Jan Qtr 4, 1994 I Feb [ War Apr | May | Jun  Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Har '/7/A Progress H Hilestone Sunnary \" Rolled Up Page 20 Date 2/28/94Id 201 Task Description Prepare training material for principals, program managers and clerical staff 202 Conduct training session for principals, program managers, and clerical staff\ndistribute diskettes 203 Disseminate written program docunent instructions to principals and program managers 204 Advise program managers and principals on Program Budget Docunent 205 Generate diskette management flow information to relative staff in School Operations and PRE office 206 Plan 1st follow-up training session on the Program Budget Docunent and UordPerfect 207 Conduct 1st follow training sessions on the Program Budget Docunent and UordPerfect 208 OSes Programs Diskettes due back to Plannep 209 PRE performs check-in procedures and data clean-up on diskettes 210 PRE generates hard copies of diskettes Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1994 Jul I Aug I Sep I Qtr 2, 1994 Oct I Mov I I I  I Progress Hi Hilestone  Qtr 3, 1994 Jan I Feb Har Qtr 4, 1994 Apr I Hay I Jun Qtr 2, 1995 Sunnary T Page 21 Date 2/28/94 Rolled Up Otr 1. 1995 Jul I Aug I Sep Oct I Mov | Dec i i I i i Otr 3, 1995 Jan I Feb | HarId 211 Task Description PRE develops relative narrative and the Controller provides financial info for the Program Budget Docunent Report Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec I Qtr 3, 1994 Jan I Feb | Mar Qtr 4. 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 212 PRE combines all relative info for Program Budget Docunent Report (1st Quarter) 213 I PRE disseminates draft of report to selected resource people 214 Revise draft 215 Prepare for publication of Prograai Budget Docunent 216 Submit published Prograai Budget Docuaent Report to the Court 217 Return DSeg Program diskettes to managers and principals 18 2nd Quarter Proaraa Budget Docuaent Report 219 Advise prograai managers and principals on PBO 220 Prepare training material for follow-up training sessions on the PBD and WordPerfect I i Project: Date: 2/28/94 Critical Progress M Milestone  Suimary Page 2\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_921","title":"Report: ''School Monitoring Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School facilities","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["Report: ''School Monitoring Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/921"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_938","title":"Reports: Majority to Minority Transfer Program (M-to-M), North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","Magnet schools","Student assistance programs"],"dcterms_title":["Reports: Majority to Minority Transfer Program (M-to-M), North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/938"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_207","title":"Semiannual Desegregation Monitoring Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1994/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Little Rock (Ark.). Office of Desegregation Monitoring","School integration"],"dcterms_title":["Semiannual Desegregation Monitoring Report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/207"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n   Alo Jq+\u0026lt;,\n#o ?f\n.CJVt-.l 'J)~fc.., THE ARKANSAS DEPART1\\1ENT OF EDUCATION'S SEl\\1IANNUAL DESEGREGATION MONITORING REPORT Arkansas Department of Education This document or any portion of it is not to be reproduced without the express \\\\Titten permission of the Arkansas Department of Education and the State of Arkansas.  I. I\\HY\\ITOH.IJ\\G PROCESS During the 1994-95 school year. the Director of the Arkansas Department of Education selected monitoring teams for the Pulaski County School Districts to monitor these districts in accordance with the Department\" s Implementation Plan. Over 100 of the Department\" s professional staff members participated in the monitoring activities. Additionally, all parties to the suit were invited to participate. The monitoring teams visited school sites according to a schedule of announced and unannounced visits. Announced visits were scheduled from December 12. 1994 through January 2-L 1995: and unannounced visits were scheduled from April 24. 1995, to May 12. 1995. i\\1onitors conducted the monitoring Yisits using monitoring instruments deYeloped to align ,,ith the Extended COE (Comprehensive Outcomes Evaluation) Process except that the monitors  Yisited IT.fD'. school site in the three Pulaski County School Districts. Monitors obserYed and reported findings by using computerized instruments tested in the pilot study from October 31. 1994 to oYember 2. 1994. Each school\" s Annual School Improvement Plan was monitored during the monitoring process. By the completion of the 1994-95 school year. eighty per cent (80%) of the schools were to have implemented a school improvement plan.  II. 1\\1O:'\\ITORJ 'G USING MONITORING INSTRUMENTS DEVELOPED TO ALIG~ WITH THE EXTE 'DED COE PROCESS A. IDENTIFICATIO OF DATA The Arkansas Department of Education's Implementation Plan and the Allen Letter describe the process the Department must follow to monitor the Pulaski County School Districts. Specifically. according to pages 3 8-41 of the Implementation Plan. the Department must identify rele\\'ant data and monitor the following: I. E\\'idence that policies. procedures. rules and regulations are developed and implemented to facilitate desegregation. 2. Evidence that plans related to reducing achievement disparity between black and nonblack students are progressively successful. 3. Evidence that student assignments to schools, classes and programs at each organizational level are made without bias. 4. Evidence that staff development days authorized as a result of the Agreement are used to facilitate the desegregation process. 5. Evidence that travel time to and from schools is not disproportionate among black and non-black students and the percentage of black students transported for desegregation is not significantly greater than the percentage of non-black students transported for desegregation. 6. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. 7. E\\'idence of internal procedures for ensuring that materials for appraising or counseling students are non-discriminatory. 8. Evidence that curricular content and instructional strategies are utilized to meet the diverse needs of the student population served. 9. Evidence that personnel are recruited, employed and assigned in a manner to meet the goals of a desegregated school district. 10. E\\'idence that procedures related to extracurricular and cocurricular activities are de\\'eloped and implemented to identify and eliminate conditions that result in participation that is 2     disproportionate to the student population.   11. Evidence of di\\'erse representation on appointed district wide and school based committees. 12. Evidence of efforts to ensure that parent attendance at school functions is not disproportionate to the student population. 13. Evidence of success related to Majority to Minority Transfers. 14. Evidence that magnet schools are an effective inter-district remedy for racial balance. The following questions and figures show the results of the Department's monitoring for the abo,e components . 3 Quality or Education l. Is there e\\idence that plans related to reducini\n: achieHment disparit) hetween I.Jlack and nonblack students are proi\n:ressi\\ely successful? 2. ls there evidence that curricular content and instructional strategies are utilized to meet the diverse needs of U1e student population served? 3. ls there e\\idence that student assignments lo schools, classes, and programs al each organizational level are made without bias? 4. ls there evidence that staff development days authorized as a result of agreement are used to facilitate U1e desegregation process and school improvement process? Is activity taking place? see figure 1 for questions 1, 2, 3, and 4 Evidence ..... see figure 2 for questions 1, 2, 3, and 4. Figure 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 110% YES I r,..\nK r,..\n-R i...,---,33'.\"'I'c\n.,..lc----:---' I 29. l 7'icl J.04'7r I l.041it \\ 1 I ' I '8.33% 11 II. c\nc I 8\u0026lt;:c , I . I o.o0\u0026lt;:r I I I ! n 1.040 I r O.OOC:-c I 0.00'7c I 0.00'7c I D Q. 1 l\u0026amp;i Q. 2 B Q. 3 C Q. 4 Figure 2 10% 20% 30% 40% 50'7c 607c 70% OBSER. 8.54% RECORD 7 ,-,1-ra}2.7 l 9o 1-----,----....--------------0_ 4_!7_:-_-_--__-- ._..-.6., 9, .799c i 31.25% CONFER. OTHER NONE NO RESP.  Q.1 BQ.2 f8o.3 DQ.4       Quality of Education 5. ls there evidence that guidance and coW1Seling is designed to meet the needs of a di\\\"erse student population? 6. ls there e,idence of internal procedures for ensuring that materials for appraising or counseling students are nondiscriminatory? 7. Are there supportive data as to why learner out.comes were selected in the Extended COE School Improvement Plan? 8. lla\\\"e identified subgroups been determined and acldressecl by characteristics in the Extended COE process? Is activity taking place? see figure 1 for questions 5, 6, 7, and 8 Evidence  , see figure 2 for questions 5, 6, 7, and 8. YES IO'lc r-~ C:C, 8.33\u0026lt;\n'r ~ 6.33\u0026lt;\n\", I 3':i- ~'\n( 8.3:10 1----: 8. 33 c\nO.CXY-,  2 OS\u0026lt;\n, - 5.21\u0026lt;:-c -- 5.21\u0026lt;:i- RECORD CONFER. OTHER l\\O RESP. Figure l 20% 30'7c 40'7c 50% 60'7c I I I I I I I I C Q. s IE Q. 6  Q 7 : Q. s lOlj'c 20'7o Figure 2 30t\nc 33.337c 80'7c r 7b.13',, 8.13'ic 50S-c 90'7c 100\u0026lt;:i- 60'7\"c I 52.0S\u0026lt;:c Quality of Education 9. Is there evidence that specific strategies/activities have been identified and put into operation through the School Improvement plan? 10. Is there evidence that schools provide equitable opportunities for parental involvement? 11. Is there evidence the school provides a curriculum that is reflective of cultural diversity with subject matter relative to ethnic and cultural groups and females? Local and/or state developed course content guides and enhances multicultural content in all subject matter areas. Is activity taking place? see figure 1 for questions 9, 10, and 11. Evidence  figure 2 for questions 9, 1 0, and 1 1. Figure 1 0% 10'7c 20% 30% 40% 50% 60% 70% YES ~ \n.\n~~ ~. , y  \nI 13,541% I NO 12.50\u0026lt;:\n: I l1 I ffl 9JS'7c 1'K 9JS',, / I '  6 25\u0026lt;\nN-R 7 29':c '.i LJQ9 \u0026amp;QtO -Q ll 80% ,o.83\u0026lt;:c l 70 8V7, 79',j- Figure 2 Oc\n:-c I 09c 20'7c 30% 40% 50% 60'7c- 70% 80'7c 90'1c I 00'1c 110'7\"c I I J J0.42'7c OBSER. . 18 ':11% RECORD CONFER. OTHER NONE NO RESP. I I I ,.. \" ,., '. ~ , r~\n, ..  hf-,.'., ~4 7.29'7c I 17% l .04fo '\" \" , Ji 61% I 7.08% 0.UUJ 0.00% O.OOt\nt  l.04fo A 5.21'7c I .08'7c I o.oo?'f I ' I I I I I - l l l.46'7c I 8.33'ic I l U,OU~ I i I I l I DQ,9 lilQ.10 .Q, IJ 6 97.921iI c I I I I I I I I I I I i i ' i I I ' ' I I ' I I I I ! !       School/ Classroom Visits I. Class attendance generally reflects the racial/ethnic composition of the student body . 2. All students are actively engaged in the lesson, discussion, or classroom activities. 3. Copies of students' work are visible throughout the classroom. 4. The school has posted a copy of its vision and mission statement. See figure 1 for answers Figure I 0% 30% 40% 50',t, 60'X-YES NO r7.93'k I I NO RESP. I L:Q.1 a\naQ.2 lliQ.3 LJQ.4 5. llie objectives are posted and/or continuously used throughout the lesson. 6. The classroom seating pattern promotes interaction among students of varying racial/ethnic backgrounds. 7. The attendance in Special Education classes reflects Lhe representative nature of the student population. 8. llie attendance in Gifted and Talented classes reflects the representative nature of Lhe student population. See Figure 2 for Questions 5, 6, 7, and 8. Figure 2 0% 10% 20% 30% 40% 50% 60% 70% RO% , \"1 71.30' YES NO 4.6'.7'7c ~ 4.6r'r NO RESP. 90'7c 80.lXl','r i' 2.93~, 2 61'} '----------~---.---~, ---,--------.~I s2.2w,c-  o.s IIRQ 6 BQ7  Q.8 7 l(K)')\n100'/r School/ Classroom Y1s1ts t/ Classwu1111mtruCLllllpl roceeds 111w 1 orderly 111a1111er. l 0. ll1e administration, teacher, and support Slaff :ire vis1 blc in lead1 n~. d1rcc1ing. and controllrng the learning environment. ~ I I. ll1c teacher equitably mon11ors or provides assistance Lo all students dunng 1nstruct1onal class 11me. 12. There is evidence that the multicultural material is being implemented. YES NO l\\O RESP. See figure 3 for questions 9, 10, 11, and 12. O'k I i2.28'i'l 2.8:1% 3.37'7r Co.Y Figure 3 40% 50% 60~ 70% Go 10 0.11 Co 12 8 l!O?c-  90% 1007,      SCHOOL'S AND/OR DISTRICT'S GOAL OF DESEGREGATION 1. Does the school have a desegregation plan? 2. Does the school have a School Improvement Plan? Is activity taking place? see figure 1 for questions 1 and 2 Evidence ...... see figure 2 for questions 1 and 2 YES ~ NO ~ 211, I I I 050 I I NK ~ 10~' I I 3 16', I N-R ~ (000', 11101 0% OBSER. RECORD CONFER. 20% ~ 4:!1,o - 526~. ~ . r-,,~16~. -,. Figure 1 I I 40% 60% ma 1 oa.2 Figure 2 I n 68',. I 18 95, OTHER NONE NO RESP. . pos3~. l 13 68~. I 80% 58 95,. 7 93 68 i I I I I 100% I I 68 4: 0 0 0% 10% 20% 30% 40% 60% 70% Ba.1 Oa2 9 PRL~CIPAL'S 11'TERVIE\\V QUESTIOl\\S 1. Does the school have biracial or multiracial committees? 2. Do the biracial or multiracial committees have a process for identifying problems, assessing needs and advising in equity or race related issues? 3. ls the districts' s non-discriminate policy on hiring posted and publicized in your building? 4. Does someone from your school serve on the district's equity committee? 5. Are all school committees reflective of the racial composition? 6. Has your school had a major renovation (room addition, roof replacement, parking lot added) in the last 10 years? Questions 1, 2, 3, 4, 5, and 6 see figure 1. Figure I 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 110% YES NO J\\:O RESP. i--------------___._-=~~2'i~ ____ ...., I 1------------------------.-'' 81.05% I !2.ll\u0026lt;:'.c 2.111,r 2.1117c l.05'n t 2.1 l'r 3.1~'\n(: LJQ. 50.53\u0026lt;\n'c I I I I ! I I I I i 80.00% E Q. 2 B Q. 3 C Q. 4 D Q. s  Q. 6 7. Are your facilities functional and in good repair'l 7 .89o/c 7 .89o/c 8% 8. Does your school provide a curriculum that is reflective of cultural diversity'l 9. Do all teachers receive staff development training in teaching culturally diverse students? I 0. Do pictures, displays, publications, and printed materials reflect cultural diversi ty'l 11. Do you have a process or procedure for ensuring equitable access to all classes or subjects? 12. Do parent committees have memberships representative of cultural diversity? YES Questions 7, 8, 9, 10, 11, and 12 see figure 2. Figure 2 0% 10% 20% 30% 40% 50% 60% 70% . 90%  100% I IO'io 17 ,... .\n,..,.\n,)\n\u0026gt;~~,:-,:.,.,u ,,_,._: ,..\n...\n,' .~ ~ ,._,:.,.:,.. '.,-,' ~:,..:, .,,'.,\n,,. '\n.,., ,\n..,.,.\n\u0026gt;~.,_~ ~?,,-,: _.,'~:,\n..,,,'!\n'  i,,\n,._ _.,. ' '' ,. ' ,..,..,..\nJ:' ','\u0026lt;( 7, ~7.R99c ', ~ ' ,- / , \" '  ' '', ''  ' , : ,: -., ' ' ,. ' ,-\")\u0026lt; ' \"  , v'' _ _94174% I 7 :t6.!W7r ::==========================%=.K4=\u0026lt;Jc= ===================~- 94f 74'io I _ ms .. ,\n10.53% .u(J'i\ni NO~ I 3. l 6'lc 1.05',i I i l J\\:O RESP. I I i: .l l~i .11ir . l J ~\u0026lt;' ,-! .11 ~c       I. 2 . 3. 4. 5. 6. Pl{L'\\CIPAL 'S L'\\TER\\\"lE\\_\\' (JuESTIO.'.\\S Does the school have biracial or multiracial committees? Do the biracial or multiracial committees have a process for identifying problems, assessing needs and advising in equity or race related issues? Is the districts's non-discriminate policy on hiring posted and publicized in your building? Does someone from your school serve on the district's equity committee? Are all school committees reflective of the racial composition? Has your school had a major renovation (room addition, roof replacement, parking lot added) in the last 10 years? Questions 1, 2, 3, 4, 5, and 6 see figure 1. Figure I 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% IO\u0026lt;l'fc I 10% ,,  ,., ,,,,,,   7.89% 7.89% YES , - . 8% 1-,-------------~1=114~2%=~--~1_...,._.~I I !-------\"\"'--' ~-----,\n.., ___ , ______ .. ..:~:...-----'-...,- -,-,1 st~\u0026amp;)~:o I 0.00%' - 0()()%1 NO LI ?'I o/c 50.53 ~ NO RESP. ., L I  ill~ 2.111c ,,..1, .os'-1 ...L, 2.11/, _! 3.lo'io CJ Q, I - Q, 2 R1 Q, 3 LJ Q, 4 LJ Q, 5  Q, 6 7. Are your fa::ili ties functional and in good repair? 8. Does your school provide a curriculum that is reflective of cultural diversity'l 9. Do all teachers receive staff development training in teaching culturally diverse students? I I 10. Do pictures, displays, publications, and printed materials reflect cultural diversity'l 11. Do you have a process or procedure for ensuring equitable access to all classes or subjects? 12. Do parent committees have memberships representative of cultural diversity? Questions 7, 8, 9, 10, 11, and 12 see figure 2. Figure 2 O'ic JO% 20% 30% 40% 50% 60% 70% 80% YES NO :--:oR ESP. i I I ! I t-(JUAL ACCE~S 1. Is there Hidencc that student assignments to schools, classes. am.I programs at each organizational level arc made without bia~'! 2. Is there Hidence that policies, procedures, rules, and regulations arc dnelopcd and implemented to faciliuite desegregation? 3. Is there evidence that curricular content and instructional strategies are utilized to meet the diverse needs of the student population? 4. Is there eYidence that procedures related to extracurricular and co-curricular acthities are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the student population? Is activity taking place? see figure 1 for questions 1, 2, 3, and 4 Evidence  , ,    see figure 2 for questions 1, 2, 3, and 4. YES 1'K 0'7r IO'ic I 04\u0026lt;\n1 3.I3 17c 5.2 I 9c 3.13':c c 3.i3r\n-r [ ~000 f-lW!)'~ 1...--..., 6.2 sr,\nC 1.0-Vi 1'-R I 1.04', _0.0O\u0026lt;\nw 2.0S'1 0'7o OBSER. RECORD CONFER. NONE :--.:RoE SP. Figure 1 30'7r 40% 50% 60% 70'k 90'ic- 100\u0026lt;\n- 110\u0026lt;\nCQ.l lliilSQ2 .Q.3 CQ.4 Figure 2 10'7o 30% 40'7c 60\u0026lt;ic 70C:i: I C\"1. I  59.38% I      Equal Access 5. ls th err e,idence of dinrse representation on appointed district-wide and school-based committees? 6. Is there eYidence to ensure that parent attendance at school functions is not disproportionate to the student population? 7. Is there e,idencc that policies and procedures are developed and implemented to ensure that the travel time to and from school functions is not disproportionate among identifiable groups of students? Is activity taking place? see figure 1 for questions 5, 6, and 7. Evidence  see figure 2 for questions 5, 6, and 7. Figure 1 I O'k 20% 30% 40% 50% 60% 70% 80% 90% I OO'k 11 O'k YES .KO 10.42\u0026lt;\n.KK I 0.42',} OBSER. RECORD CONFER. 0.00% OTHER 0.00% 0.00% ii 3 13,\n-'c NONE l .04'ic-l .O-Vic Figure 2 30'7c 40C:-o 50% C Q. s E Q. 6 E Q 1 13 I 84 rs\n-\n-' 7.08'ic 60\u0026lt;7c I : 95.83\u0026lt;\n80':\"\"c 70.83c\nSTlJDEJ\\T ACIIIE\\'Ei\\IE:\\T l. h tlHn 1,idl'ncr thal plam rclatl'lJ to rrducing :1cl1inrm!'nt cli.'.parit~ hl'llll'lll hla,k and 11011l\u0026gt;lack.'. ludcnt.'. arc progrc~-~i,cl) ~ucn:~.\u0026lt;,ful! 2. h there c, idcncc that student assignments to schools, classes, and programs at organizational ICY cl are made\\\\ ithout bias? 3. ls there C\\'idcncr that curricular content and instructional strategics arc utilized to meet the diverse needs of the student population served? 4. Is there evidence that staff denlopment days authorized as a result of the agreement are used to facilitate the desegregation process? Is activity taking place? see figure 1 for questions 1, 2, 3, and 4 Evidence       see figure 2 for questions 1, 2, 3, and 4. Figure 1 0'7r 10'7c 20'7r 309c 40% 50'7c 60'7c 70'7c 80% 90'7c lOO'ic I JO\u0026lt;\n- YES 1\\0 OBSER. RECORD CONFER. OTHER NO:'.'\\E KO RESP. Figure 2 20c\n'c 30% 40'7o 50'7c 60'ic Bf---I\nS4 i~'r\\ 94,s-/ I I C I ] I =,29.17%1 uteem\"' . - ~1~.o~'7c r-1Q_ J ~Q. 2 14       STUDE.'\\T /\\CJIIE\\'E\\IE!\\T 5. J.s there n itkncc that .specilic :.irtions/.stralcgics/lcar11cr uull:0111cs Ii a Ye hl'l'll dnelopl'd to kad tu pru,iuin~ success fur all stuurnb'! 6. Is there evidence research has been utilized to develop the School lmpronment Plan? 7. ls there evidence that disciplinary policies and procedures arc nondiscriminatory? YES 1\\0 NK\n-.\n.R Is activity taking place? see figure 1 for questions 5, 6, 7, and 8 Evidence : . . . . see figure 2 for questions 5, 6, 7, and 8. Figure 1 O'.\"\", 107, 207\u0026lt; 30'7, 40'7r 50'7c 60\u0026lt;\n-~ 70\u0026lt;\n, 80'7c ! i 9.38'.\"c\n4:i?r\n6.~5~i: ' I ~ 13r, ~ 7.29C:, '.\"r\nI.(W\n, ~ 3.13'i\n0.OJ'.r C:o.s BQ.6 IBQ.7 Figure 2 ' 90'.-\u0026lt; JOO\u0026lt;\n-, I I 86.46~ 85 4~\u0026lt;\n. .2_71c\nc\ni I O\u0026lt;\nc 107c 20'7c 30% 407: soc\no 6017c 70C:c S0'7\"c OBSER. RECORD 68.759c I I I CONFER. I 13% StafiingCliaractcristics 1. ls therr rvidcncc that policies. procedures, rules and regulations arc developed and implemented to facilitate desegregation'! 2. ls there nidcncc that staff dc\"elopment days authorized as the result of a~reemcnt arc used to facilitate the desegregation process and school improvement? 3. ls there evidence that personnel are recruited, employed, and assigned in a manner to meet the goals of a desegregating school? 4. Is there evidence of dherse representation on appointed district-wide and school-based committees with input and participation in planning improvement process? Is activity taking place? see figure 1 for questions 1, 2, 3, and 4 Evidence         figure 2 for questions 1, 2, 3, and 4. Figure 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% I 00% I I Qt\n: YES ~ 4.17% 1\\0 .ON 4.!7t\ni:  3.!3\u0026lt;\n\"c D 1.0-1\u0026lt;:l l\\K 0.00\u0026lt;:c I 2.08~ ~ 1.0..Jc:i- I I ~ 1.0..Jc:t\n\\'-R o.ooc\n. L l.0-1'7r L 2.08~ OBSER. RECORD CONFER. OTHER Figure 2 20% 30'7c\u0026gt; 40\u0026lt;ic 50'7r 60t\n: I I '\"--'..J..J...U~ rf(,  Q.1 BQ.2 .Q.3 CQ.4 16 I 801:c       StaITing Characteristic 5. Is there nidence that plans related to reducing achienment disparity between black and nonblack students are progressively successful? 6. Is there nidence of clear focus as to the direction school is moYing? 7. Is there evidence that a self-ernluation has been clone to determine whether policies or practices discriminate against persons because of race, gender, national origin, age or handicap? Is activity taking place? see figure 1 for questions 5, 6, 7, and 8 Evidence ........ figure 2 for questions 5, 6, 7, and 8. Figure 1 O\u0026lt;\nIO\u0026lt;\n20\u0026lt;:-c 30'ic 40'io 50'ic 60% 707.- 80'ic YES 28.13\u0026lt;\n.1\\0 \u0026gt; 4. I 7'ic I s. 9-' sr ,\u0026lt; l\\K ro r-, r\n2 0 ,\n, :---R ' J.O.:rc 2.0 \u0026lt;\n'c Co.5 ~Q.6 Bo.1 Figure 2 OSc lOC::C 209c 30':c 4090 SO\u0026lt;\no 6017c OBSER. RECORD -54T79~~ CONFER. ,. I OTHER I 2Q',- so RESP. , J4 ~ re :s~ . ~, --0\"' 6Q6 ~(), 17 90\u0026lt;\n,. JOO\u0026lt;\n- ., ~91.6~'.'\"c 'y l.61\u0026lt;\ni 70% 80':c 67.7l'k B. E. 'ROLL 1ENT A TTE 'DA 1CE DAT A The Arkansas Department of Education, according to the Implementation Plan. must collect the following Attendance/Enrollment data from the three Pulaski County School Districts. I. Enrollment by race, gender, school, grade, transported. nontransported and instructional programs. This information was reported by race, gender and school in the July 1994 Interim Monitoring Report and the February 1995 Semiannual Report under the student profile section. The Department has this information on file by grade and instructional program. 2. Enrollment by race. gender, grade, transported. nontransported and instructional program for each magnet school. This information was reported by race. gender and school in the July 1994 Interim Monitoring Report and the February 1995 Semiannual Report under the student profile section. The Department has this information on file by grade and instructional program for each magnet school. 3. Number of non promotes by race, gender, grade, school, teacher. transported and nontransported. The number of non promotes for the 1994-95 school year by race, gender, grade, school and teacher will not be available until the completion of the 1995 summer school sessions. The number of non promotes by school and race were reported in the February 1995 Semiannual Monitoring Report. 18     C. TEST DATA The Arkansas Department of Education, according to the Implementation Plan, must collect the following test data on the Pulaski County School Districts: 1. Arkansas Minimum Perfonnance Test results by race, gender, grade, school and socioeconomic status (SES). 2. Number of eighth graders failing to attain mastery after the first, second and third administration of test by race, gender, SES and school. 3. Number of eighth graders that are non promotes for failing to anain mastery after the third administration of test by race, gender. SES and school. 4. Metropolitan Achie\\'ement Test - 6th Edition or other national nonned test as may be adopted by the ADE. Results should be gi\\'en by race, gender, grade, school. SES and teacher . Since the ADE no longer uses the Minimum Perfonnance Test or the Metropolitan Achie\\'ement Test, the Department reported the results of the Stanford Achievement Test-8 in the July 1994 Interim monitoring report and the February 1995 Semiannual monitoring report. Scores were reported from the 1991 -92 school year through the 1993-94 school year for each school. Additionally. the Department commissioned a disparity report which was filed with the Court in the February 1995 Semiannual Monitoring Report. 5. Number of 11th and 12th graders by race, gender, school and guidance counselor who take the PSAT, SAT or ACT. Infonnation on students taking the 1995 ACT and SAT will not be available until September 1995. The infonnation on the PSAT follows. Guidance counselor information is  aYailable in the Lead Planners Office. 10 Number of Students Taking The PSAT in Pulaski County School Name GradelO Grade 11 Name of LRSD Counselor Hall BF 0 0 Porter BM 49 41 WF 0 0 'WM 54 52 OF 0 0 OM 1 4 l\\1cClella n OF 11 24 Isom BM 5 10 \\\\'F 12 9 \\VM 10 4 OF 0 2 OM 0 0 Central BF 43 12 Blair BM 24 14 WF 57 43 WM 52 23 OF 10 3 OM 0 4 Park-view* F 60 87 Landers M 36 46  Sott:The drvOlllt grade 1s nor broken our by gender 20     B 64 w 63 0 6 J.A. Fair BF 8 14 Phillips BM 6 14 WF 7 24 WM 6 15 OF 0 1 OM 0 0 PCSSD Robinson BF 0 2 Ferguson BM 1 0  \\\\'F 8 12 WM 8 7 OF 0 0 OM 0 0 Oak Grove BF 0 1 Gray BM 1 WF 4 7 WM 4 11 OF 0 0 OM 0 0 North Pulaski BF 1 5 Newkirk BM 3 0 \\\\'F 20 14  WM 9 10 OF 0 0 21 OM 0 0  l\\tills** BF 20 Galbreath BM 7 WF 35 WM 33 OF 0 OM 0 Sylvan Hills*** 36 42 Bush Jacksonville BF 4 7 Watson BM 1 1 ' \\\\'F 17 25 \\\\7lv1 15 14 OF 0 0  OM 0 0 KLRSD 1\" LR - \\\\'est BF 11 Fuller BM 1 ' WF 39 WM 27 OF 3 OM NL R - East BF 40 Bennett BM 96 WF 65 WJ\\.1 0 OF 0    Scores are not broken our by grad.:    S:c11ts arr: not broken out by grade or gender. 22    D. STAIT 1 hL: Implementation Plan requires the Department to collect the following staffing data on the Pulaski County School Districts: 1. Number of full time equivalent (F.T.E.) classroom teachers by race, gender. school, years of experience. 2. Number of F.T.E. school-based administrators by job category, race, gender, school. years of experience. 3. 4. 5. 6 . 7. 1\\ umber of F. T.E. counselors by race, gender. school. years of experience. Number of F.T.E. kindergarten teachers by race, gender. school, years of experience. umber ofF.T.E. librarians by race. gender, school. years of experience. 1umber of F. T.E. department heads by race, gender, school, years of experience. :t\\umber ofF.T.E. secretaries by race. gender. school, years of experience. 8. Number of F.T.E. central office positions by job category. race, gender. school. years of experience. lnformation on staffing was reported in the July 1994 Interim Monitoring Report and the February 1995 Semiannual Monitoring Report. Information on years of experience for staff follows . 23 TL\\CIIU{ L\\P[RIC\\(T TEACHERSB Y YEARS OF EXPERIENCE  Percentages refer to the percent of the total number of teachers in each expenence category per district. For example, White Males make up 8.83% of teachers wrth 0 - 5 years expenence in the Lrttle Rock School District. 8.33% in North Little Rock, 6.22% in Pulaski County. and 7.89% for the three districts overall 0  5 YEARS EXPERIENCE WM WF BM BF OM OF LRSD 34 172 32 111 6 30 % 8.83% 44.68% 8.31% 28.83% 1.56% 7.79% NLRSD 8 64 5 11 0 8 ., lo 8 33~o 66.67% 5.21% 11.46% 0.00% 8.33% PCSSD 15 166 13 34 2 11 % 6.22% 68.88% 5.39% 14.11% 0.83% 4.56% TOTAL 57 402 50 156 8 49 \n, 7.89% 55.68% 6.93% 21.61~0 1.11% 6.79% 6 -10 YEARS EXPERIENCE WM WF BM BF OM OF  LRSD 31 187 26 . 95 5 23 % 8.45% 50.95% 7.08% 25.89% 1.36% 6.27% NLRSD 16 83 4 19 6 % 12 40% 64.34% 3.10% 14.73% 0.78% 4.65% PCSSD 30 188 4 37 14 % 10 95% 68 61% 1.46% 13.50% 0.36% 5 11% TOTAL 77 458 34 151 7 43 % 10.00% 59.48% 4.42% 19.61 % 0.91% 5.58% 11  20 YEARS EXPERIENCE WM WF BM BF OM OF LRSD 46 309 37 176 4 20 % 7.77% 52.20% 6.25% 29.73% 0.68% 3.38% NLRSD 29 153 10 38 0  1 % 12.55% 66.23% 4.33% 16.45% 0.00% 0.43% PCSSD 90 380 20 96 4 12 % 14.95% 63.12% 3.32% 15.95% 0.66% 1.99% TOTAL 165 842 67 310 8 33 % 11.58% 59.09% 4.70%  21.75% 0.56% 2.32% 24  TEACHER EXPERIE'\\CE TEACHERS BY YEARS OF EXPERIENCE (cont'd) MORE THAN 20 YEARS EXPERIENCE WM WF BM BF OM OF LRSD 26 82 17 74 3 3 % 12.68% 40.00% 8.29% 36.10% 1.46% 1.46% NLRSD 9 42 5 15 0 % 12.50% 58.33% 6.94% 20.83% 0.00% 1.39% PCSSD 34 135 8 35 2 % 15.81% 62.79% 3.72% 16.28% 0.93% 0.47% TOTAL 69 259 30 124 5 5 % 14.02% 52.64% 6.10% 25.20% 1.02% 1.02':-c   25 TEACHER EXPERIE:\\C[  TEACHERS BY RACE AND GENDER Percentages refer to the percent of the total number of teachers in each race/gender category that are at each experience level. For example, in the category of Black Female teachers in the Little Rock School District, 24.34% have 0  5 years experience, 20.83% have 6  10 years, 38.60% have 11  20 years, and 16.23% have over 20 years. BLACK FEMALES 0  5 YRS 6  10 YR 11  20 Y 20+ YRS LRSD 111 95 176 74 % 24.34% 20.83% 38.60% 16.  3% NLRSD 11 19 38 15 % 13.25'}c 22.89% 45.78% 18.07% PCSSD 34 37 96 35 % 16.83% 18.32% 47.52% 17.33% TOTAL 156 151 310 124 % 21.05% 20.38% 41.84% 16.73% BLACK MALES 0  5 YRS 6  10 YR 11 - 20 Y 20+ YRS  LRSD 32 26 37 17 % 28 57% 23.21% 33.04% 15.18% NLRSD 5 4 10 5 % 20 83% 16.67% 41.67% 20.83% PCSSD 13 4 20 8 % 28 89% 8 89% 44.44% 17.78% TOTAL 50 34 67 30 % 27.62% 18.78% 37.02% 16.57% WHITE FEMALES 0 - 5 YRS 6 - 10 YR 11 - 20 Y 20+ YRS LRSD 172 187 309 82 % 22.93% 24.93% 41.20% 10.93% NLRSD 64 83 153 42 % 18.71% 24.27% 44.74% 12.28% PCSSD 166 188 380 135 % 19.10% 21.63% 43.73% 15.54% TOTAL 402 458 842 259  % 20.50%. 23.36% 42.94% 13.21% 26  TEACH ER E:XPERIE~CT TEACHERS BY RACE AND GENDER (cont'd) WHITE MALES 0 - 5 YRS 6 - 10 YR 11 - 20 Y 20+ YRS LRSD 34 31 46 26 % 24.82% 22.63% 33.58% 18.98% NLRSD 8 16 29 9 % 12.90% 25.81% 46.77% 14.52% PCSSD 15 30 90 34 % 8.88% 17.75% 53.25% 20.12% TOTAL 57 77 165 69 15 49% 20.92% 44.84% 18.75% OTHER FEMALES 0 - 5 YRS 6 - 10 YR 11 - 20 Y 20+ YRS LRSD 30 23 20 3 % 39 47'-tc 30.26% 26.32% 3.95%  NLRSD 8 6 o,o 50 00% 37 50% 6.25% 6.25,o PCSSD 1 i 14 12 % 28 95% 36.84% 31.58% 2.63% TOTAL 49 43 33 5 o,o 37 69,c 33 08'-to 25 3870 3 85% OTHER MALES 0 - 5 YRS 6 - 10 YR 11 - 20 Y 20+ YRS LRSD 6 5 4 3 % 33.33% 27.78% 22.22% 16.67% NLRSD 0 0 0 % 0.00% 100.00% 0.00% 0.00% PCSSD 2 4 2 % 22.22% 11.11% 44.44% 22.22% TOTAL 8 7 8 5 % 28 57% 25.00% 28.57% 17.86%  27 TL\\ C II l R L\\ PU{ I L: :\\CI.  TEACHERS BY RACE Percentages refer to the percent of the total number of teachers in each race that are at each experience level For example, in the category of Black teachers in the Little Rock School District, 25.18% have 0 - 5 years experience, 21.30% have 6 - 1 O years. 37.50% have 11 - 20 years, and 16.02% have over 20 years. BLACK 0 - 5 YRS 6 -10 YR 11 - 20 Y 20+ YRS LRSD 143 121 213 91 25.18% 21.30% 37.50% 16.02% NLRSD 16 23 48 20 14.95~0 21.50% 44.86% 18.69~0 PCSSD 47 41 116 43 19.0310 16.60% 46.96% 17.41% TOTAL 206 185 377 154 22 34~o 20.07% 40.89% 16.70% WHITE 0 - 5 YRS 6 - 10 YR 11 - 20 Y 20+ YRS  LRSD 206 218 355 108 23 22% 24.58% 40.02% 12.18% NLRSD 72 99 182 51 17.82% 24.50% 45.05% 12.62% PCSSD 181 218 470 169 17.44% 21 .oo:,o 45.28% 16.28% TOTAL 459 535 1007 328 19.71% 22.97% 43.24% 14.08% OTHER 0 - 5 YRS 6 - 10 YR 11 - 20 Y 20+ YRS LRSD 36 28 24 6 38.30% 29.79% 25.53% 6.38% NLRSD 8 7 47.06% 41.18% 5.88% 5.88% PCSSD 13 15 16 3 27.66% 31.91% 34.04% 6.38% TOTAL 57 50 41 10  36.08% 31.65% 25.95% 6.33% 28    TEACIIER L\\P[RIE\\C[ TEACHERS BY GENDER Percentages refer to the percent of the total number of teachers in each gender that are at each experience level. For example, in the category of Female teachers in the Little Rock School District, 24.41% have 0 - 5 years experience. 23.79% have 6 - 10 years, 39.39% have 11 - 20 years, and 12.40% have over 20 years. FEMALES 0 - 5 YRS 6 - 10 YR 11 - 20 Y 20+ YRS LRSD 313 305 505 159 24.41% 23.79% 39.39% 12.40% NLRSD 83 108 192 58 18.82% 24.49% 43.54% 13.15% PCSSD 211 239 488 171 19.03% 21.55% 44.00% 15.42% TOTAL 607 652 1185 388 21.43c,c 23.02% 41.84% 13.70% MALES 0 - 5 YRS 6 - 1 0 YR 11 - 20 Y 20+ YRS LRSD 72 62 87 46 26 97~c 23.22% 32 58% 17.23% NLRSD 13 21 39 14 14 94c,c 24 14% 44.83~c 16.09% PCSSD 30 35 114 44 13 45% 15 70% 51 12% 19.73% TOTAL 115 118 240 104 19 93c,, 20 45% 41.59% 18.02% 29 E. POLJCY AND PROGRAM I 1FORJ\\1ATION The Implementation Plan requires the Department to collect the following program and policy information on the Pulaski County Districts: 1. Administrati\\'e chart indicates titles, names, responsibilities and reporting responsibilities. The Lead Planner has on file the administrative chart indicating duties, responsibilities and reporting responsibilities. ~- Policies and regulations related to student entrance and exit criteria for course offerings and special state funded programs including: a. Magnet Schools b. Compensatory Education c. Majority to Minority Transfers d. Transportation 3. Student assignment policies. rules and regulations. 4. District policies. rules. regulations and written administrative directives go\\'eming: a. Class Assignment b. Testing c. Guidance and Counseling d. Extracurricular activities e. Student Rights and responsibilities f. Library usage g. Studentrecords 5. Copies of current negotiated agreements with all employee groups. 30     The Department has re\\'iewed this data on site at the districts, and the Lead Planner has this infonn::ition on item~ ~-5 a\\'ailable in her office.   F. BUDGET INFORMATION The Implementation Plan requires the Department to collect the following financial reports quarterly or monthly where available: I. Cost of operating all elementary programs, junior high school programs, and high school programs by funding source (local/regular state/federal and special state desegregation funding). 2. Transportation cost and funding source. 3. All legal fees reported by type of services. This information from section I through 3 follows . 4. Compensatory Education Program cost. This information was not reported by districts the 1994-95 school year. 5. Magnet school cost This information follows . 31 LITTLE ROCK SCHOOL DISTRICT BUDGET DATA - Page 1 FUNDING FOR REGULAR OPERATING COSTS LEA No. Local/State Federal Desegregation Total  6001001 Central High School 3,495,993 16 TT,54794 27.484 04 3,601,025 14 6001002 Hall High School 2,301,938 70 000 5,648 90 2,307,567 60 6001003 Mann Magnet Junior High School 000 000 000 000 6001 004 Metropojun Vo-T edl 1,062,989 43 37,431.04 000 1,100,420 47 6001005 Pa~ Magnet High School 000 0.00 0.00 000 6001006 Booker Arts Magnet Elem School 0.00 000 0.00 0.00 6001007 Dunbar Magnet Jr. High School 1,392,005 79 2,031.05 179,849 30 1,573,886 14 6001 009 For est Heights Jr. High School 1,661 ,'12.7.76 45,630.13 98,322.76 1,805,180.65 6001010 Pulaslti Heights Jr. High School 1,689,876.52 30,092.14 85.384.22 1,805,352 88 6001011 Sout'-6t Junior High School 1,350,354 37 53,382.92 126,525.48 1,530,263 37 6001013 Hender-.oJnu nior High School 2,010,936.67 20,954.51 118,964 99 2,150,85617 600101'4 AlternativeL Nming Center '49,897.85 0.00 26'4,4 96.26 314,39411 6001017 Bale Elementary School 750,611.'42 51,615.29 Q2,546.45 894,TT3.16 6001 018 Brad'\nElementary School 793,579.82 56,571.48 54.~.25 905,096.55 6001020 McDermottE lementaryS chool 880,866.17 46,120.10 0.00 926,986.27 6001021 Carver Magnet Elem. School 0.00 0.00 000 0.00 6001023 Fair P a1ic Elementary School 575,03546 50,507.33 75,612.99 701,155.78 6001 024 For est Palic Elementary School 769,298.26 43,020 58 20,923 75 833,242 59 6001025 Franklin lncenwe Elem. School 837,256.22 61,244 71 000 898,500 93 6001026 Garland lncentrve Elem. School 618,48065 42,427.89 000 660,908 54 6001 027 Gibbs Magnet Elementary School 0.00 0.00 000 000 6001029 Westem HIiis Elem. School 595,810.37 41,982.19 6,204.24 643,996 80 6001030 Jefferson Elementary School 959,300.61 48,988.99 23,107 45 1,031,397 05 6001033 \"4eadov.diff Elementary School 756,536.69 57,301.42 32,461.14 846,299 25 6001034 Mrtchell lncentrve Elem. School 552,840.50 56,019 41 0.00 608,859 91 6001035 M.L. King Magnet Ek.m School 7(,052 45 14,902 01 1,220,981.57 1,311,936 03 6001038 Pulaski Heights Elem. School 665,223 61 47,207.01 11,599.59 724,030 21  6001039 Rightsell lncenwe Elem. School 497,471.64 22,825 34 0.00 520,29698 6001040 Romine lnterd1st Elem. School 792,197.49 37,238 74 117,49695 946,933 18 6001042 Washington Magnet Elem. School 1,330,010.81 88,086 85 197,612.25 1,615,709 91 6001043 W1lhams Magnet Elem School 000 0.00 0.00 0 00 6001044 Wilson Elementary School 760,39403 53,4TT.12 42,110.50 855,981.65 6001045 Woodruff Elementary School 416,002 84 46,971.68 83,334.57 546,30909 6001 047 Terry Elementary School 907,681.00 39,716 67 19,328 58 966,72625 6001048 Fulbright Elementary School 1,017,617.60 52,324.38 15,191.48 1,085,13346 6001050 Rockefeller Incentive Elem. School 938,987.45 146,902.12 0.00 1,085,889 57 6001051 Badgett Elementary School 399,150.61 34,547.94 75,648.38 509,546.93 6001 052 Basellne Elementary School 578,626.19 47,027.84 71,822.78 697,476 81 6001053 Chicot Elementary School 1,016,994.22 96,768.50 '47,45341 1,161,216.13 6001 05,4 CloYerdalEe lementaryS chool 593,115.66 56,869.29 91,467.26 741,452.21 6001055 David O'Dodd Elementary School 579,642.29 '48,073.65 23,715.26 651,431.20 6001056 Geyer Springs Elem. School 513,063.92 52,187.02 108,483.55 673,734.49 6001057 Mabe/vale Elementary School 648,973.83 131,430.79 '49,167.26 1,029,571.88 6001058 Otter Creek Elementary School 589,294.03 37,512.27 15,144.94 641,951.24 6001059 Wakefield Elementary School TT2,081.48 67,543.99 8,093.38 847,718.85 6001060 Watson Elementary School 788,004.64 56,399.22, 94,295.14 ll38,699.00 6001061 CloverdaleJ unior High School 1,312,462.10 19,063.06 115,914.04 1,447,439.20 6001 062 Mabe/valeJ unior High School 1,418,120.16 25,000.66 32,979.14 1,476,099 96 6001063 J.A. Fair High School 2,104,191.24 0.00 53,384 98 2,157,576.22 6001064 McClellan Magnet High School 2,340,483.62 0.00 100,018.82 2,440,502 44 $44,360,679.93 S2,044,N6.27 $3,807,921.06 $60,213,646.26  32 LITTLE ROCK SCHOOL DISTRICT BUDGET DATA - Page 2 MAGNET INCENTIVE TOTAL  LEA No. 6001001 Central H ,gh School 0 00 000 3,601,025 14 6001002 Hau H,gh School 000 000 2,307,587.60 6001003 Mann Magnet Juna High School 2,047,188 08 000 2,047,188 08 6001004 Metropolrtan Ve\u0026gt;T-ech 000 000 1,100,420 47 6001005 Par11'MwM agnet H,gh School 2,-428,5492 8 0.00 2,428,549 28 6001006 Booker Art\u0026amp; Magnet Elem. School 1,-475,300.70 0.00 1,475,300.70 6001007 Dunbar Magne( Jr. High School 0.00 0.00 1,573,886.14 6001 009 For est Heights Jr. High School 0.00 0.00 1,805,180.65 6001010 Pulaski Heights Jr. High School 0.00 0.00 1,805,352.88 6001 011 Southwest Junior H,gh School 0.00 0.00 1,530,263.37 6001013 Henderlon Junior High School 0.00 0.00 2,150,85617 6001014 AttemativeL eaming Center 0.00 0.00 314,394.11 6001017 Bale Elementary School 0.00 0.00 894,n3.16 6001018 Brady Elementary School 0.00 O.O\"I 905,096 55 6001020 McDermottE lementaryS chool 0.00 0.00 926,986.27 6001 021 CarvefM agne-1E lem. School 1,280,588.71 0.00 1,280,588 71 6001023 Fair Par'KE lementaryS chool 0.00 0.00 701,15578 6001 02 4 For est Par'K Elementary School 000 0.00 833,242.59 6001025 Franklin Incentive Elem. School 000 423,173.08 1,321,674 01 6001026 Garland Incentive Elem School 000 288,446.89 949,355 43 6001027 G1bbli Magnet Elementary School 852,298 64 0.00 852,29864 6001029 Western Hills Elem. School 0.00 0.00 643,996 80 6001030 Jeffer'SOO Elementary School 000 0.00 1,031,397.05 6001033 Meadowcilff Elementary School 0.00 0.00 646,299.25 6001034 MrtcheU lncen!Jve Elem School 000 237,82449 646,684 40  6001035 ML. King Magnet Elem. School 000 0.00 1,311,936 03 6001038 Pulaski Heights Elem. School 000 000 724,03021 6001039 R ,ghtseU Incentive Elem. School 000 244,566.26 764,863.24 6001040 Romine lnterd1st Elem. School 0 OC 0.00 946,93316 6001042 Washington Magnet Elem. School 000 000 1,615,70991 6001043 W1lhams Magnet Elem. School 1,100,54369 0.00 1,100,54369 6001044 Wilson Elementary School 000 0.00 855,981 65 6001045 Woodruff Elementary School 000 0.00 546,309.09 6001 047 Terry Elementary School 000 000 966,726.25 6001 048 F ulboght Elementary School 0.00 0.00 1,085.133 46 6001050 Roci(efeller Incentive Elem School 000 465,48324 1,551,37281 6001051 ~ Elementary School 000 000 509,546 93 6001 052 Baseline Elementary School 0.00 0.00 697,476 81 6001 053 C hlCOCEl ementary School 000 0.00 1,161,21613 6001054 CloverdaleE lementary School 0.00 0.00 741,452.21 6001055 David O'Dodd Elementary School 000 000 651,431.20 6001056 Geyer Spnngs Elem. School 0.00 0.00 673,734 49 6001 05 7 Mabe Iva le Elementary School 000 0.00 1,029,571 88 6001058 Otter Creek Elementary School 000 0.00 641,951.24 6001059 Wakefield Elementary School 0.00 000 847,718.85 6001 060 Wll50n Elementary School 000 0.00  938,699 00 6001061 Cloverdale Juna High School 000 0.00 1,447,439 20 6001062 MabelvaleJ una High School 000 0.00 1,476,099 96 6001063 JA Fair High School 0.00 000 2,157,576 22 6001 064 McClellan Magnet H,gh School 000 000 2,-440,502 44  $9,11-4,-469.10 $1,669,-\"3.96 $61,057,609.31 DISTRICT TRANSPORTATION FUNDING $6,014,476.12 DISTRICT LEGAL COSTS $121,971.86 GRAND TOTAL $6611931957 .28 33 NORTH LITTLE ROCK SCHOOL DISTRICT BUDGET DATA  LEA No. 6002050 6002053 6002054 6002055 6002056 6002057 6002058 6002059 6002060 6002061 6002063 6002064 6002065 6002067 6002069 6002070 6002072 6002075 6002076 6002077 6002078 6002ALE 6002ALS '6002000 School Amboy Elementary School Belwood Elementary School Boone Par1' Elementary School Crestwood Elementary School Glenview Elementary School Indian Hills Elementary School Lakewood Elementary School Central Elementary School Lynch Drive Elementary School Meadow Par1' Elementary School North Heights Elementary School Par1' Hill Elementary School Pike View Elementary School Redwood Elementary School Seventh Street Elementary School Lakewood Middle School Ridgeroad Middle School NLR High School - East Campus NLR High School - West Campus Rose City Middle School Baring Cross Center Elementary Alternative Center Secondary Alternative Center DISTRICT LEVEL FUNDING FOR REGULAR OPERA TING COSTS Local/State 739,180.58 259,441.93 753,006.62 428,475.46 438,887.51 835,310.11 464,100.85 884,898.63 817,995.37 425,320.73 733,361.64 408,286.40 672,013.18 446,397.02 647,913.69 1,219,537.39 1,179,852.03 3,138,626.62 3,236,228.25 1,009,988.03 267,575.15 261,706.71 169,089.63 8,009,322.12 $27,446,515.65 Federal 41,297.81 5,711.62 106,573.02 5,014.78 22,035.97 51,625.81 50,889.57 76,009.24 61,737.13 29,613.45 68,557.04 43,766.82 56,566.00 89,515.90 61,669.01 31,115.03 24,156.99 52,980.40 67,250.88 45,701.40 93,282.42 9,157.47 106,730.88 1,155,056.79 $2,356,015.43 Desegregation 6,354.58 6,011.80 6,527.12 4,714.96 14,046.37 15,381.48 7,657.23 5,709.58 5,550.50 5,475.56 o,423.68 7,584.50 16,254.98 6,407.28 6,127.12 2,577.39 4,104.24 19,346.48 29,240.36 3,238.80 400.00 85,204.25 97,740.61 245,646.55 $607,725.42 Total 786,832 97 271,165.35 866,106.76 438,205.20 474,969.85 902,317.40 522,647.65 966,617.45 885,283.00 460,409.74 808,342.36 459,637.72 744,834.16 542,320.20 715,709.82 1,253,229.81 1,208,113.26 3,210,953.50 3,332,719.49 1,058,928.23 361,257.57 356,0. 373,5 9,410,025 .. $30,410,256.50 DISTRICT TRANSPORTATION FUNDING Local 267,387.08 State 616,111.36 Magnet 309,129.12 TOTAL $1,192,627.56 DISTRICT LEGAL COSTS Regular 18,356.48 62,462.81 $80,819.29 Desegregation Case TOTAL GRAND TOTAL $31,683,703.35 34 PULASKI COUNTY SPECIAL SCHOOL DISTRICT BUDGET DATA - Page 1  SALARY EXPENSE LEA No. SCHOOL TYPE REG. PROG. REG. PROG. RES. FED. DESEG. TOTAL FUND (01) FUND (02) FUND (06) FUND (09) 6003090 SALARY Adkins Elem. School E 835,876 95,781 108,332 29,681 1,069,670 6003137 Arnold Drive Elementary E 771,017 65,331 0.00 0 836,348 6003092 Baker Elementary School E 707,088 73,444 30,116 147,775 958.423 6003146 Bates Elementary School E 1,178,646 173,518 37,506 306,657 1,696,327 6003094 Bayou Metro Elementary E 1,162,615 62,195 73,244 0 1,298,054 6003129 Cato Elementary School E 940,489 77,584 76,636 0 1,094,709 6003129 Clinton Magnet Elementa E 1,063,949 111,463 25 292,330 1,467,767 6003135 College Station Elem. Sc E 458,390 73,852 70,097 454,514 1,056,853 6003093 Crystal Hill Magnet Elem. E 1,311,860 117,489 76,456 301,269 1,807,074 6003099 Dupree Elem. School E 751,114 62,019 55,297 0 868,430 6003100 Fuller Elementary School E 869,993 99,068 110,847 122,745 1,202,653 6003102 Harris Elementary School E 755,396 101,865 115,522 21,855 994,638 6003103 Jacksonville Elementary E 1,337,251 94,165 144,104 0 1,575,520 6003104 Landmark Elementary Sc E 916,548 82,191 112,256 182,072 1,293,067 6003105 Lawson Elementary Scho E 780,539 44,394 38,921 0 863,854 6003108 Oak Grove Elementary S E 873,480 94,914 69,632 158,117 1,196,143 6003139 Oakbrooke Elementary S E 978,554 155,273 29,054 0 1,162,881 6003142 Pine Forest Elementary S E 936,819 63,794 0 25 1,000,638 6003130 Pinewood Elementary Sc E 958,892 82,592 52,276 0 1,093,760 6003110 Joe T. Robinson Elem. S E 840,913 88,887 38,560 475 968,835 6003111 Scott Elementary School E 396,262  77,531 59,865 0 533,658 6003112 Sherwood Elementary Sc E 977,308 88,859 0 0 1,066,167  6003113 Sylvan Hills Elementary E 935,022 86,359 0 (' 1,0\u0026lt;1,381 6003141 Murrell Taylor Elem. Sch E 817,625 147,455 124,972 0 1,090,052 6003106 Tolleson Elementary Sch E 899,935 37,360 0 0 937,295 Elementary Totals $22,455,581 $2,257,383 $1,423,718 $2,017,515 $28,154,197 6003120 Fuller Junior High School J 2,139,251 154,253 25,150 161,175 2,479,829 6003116 Jacksonville N. Jr. High S J 1,385,427 115,217 2,665 0 1,503,309 6003117 Jacksonville S. Jr. High S J 1,331,114 138,228 138,228 0 1,607,570 6003140 Northwood Junior High S J 1,991,445 184,239 29,695 9,446 2,214,825 6003143 Robinson Junior High Sc J 1,256,911 71,539 3,835 0 1,332,285 6003122 Sylvan Hills Jr. High Sch J 1,862,025 147,978 0 4,290 2,014,293 Jr. High Totals $9,966,173 $811,454 $199,573 $174,911 $11,152,111 6003123 Jacksonville High School H 2,341,756 202,935 9,410 1,131 2,555,232 6003125 Wilbur D. Mills High Scho H 1,508,946 139,335 8,694 366,177 2,023,152 6003136 North Pulaski High Schoo H 1,976,575 238,376 23,680 0 2,238,631 6003126 Oak Grove High School H 2,118,549 155,731 0 2,015 2,276,295 6003127 Joe T. Robinson High Sc H 1,063,944 114,084 23,135 22,011 1,223,174 6003128 Sylvan Hills High School H 1,969,998 159,370 0 0 2,129,368 Scott Alternative Leamin H 2,892 7,509 0 388,746 399,147 High School Totals $10,982,660 $1,017,340 $64,919 $780,080 $12,844,999 SCHOOL TOTALS $43,404,414 $4,086,177 $1,688,210 $2,972,506 $52,151,307 District Wide Expenses 1,681,884 10,583,193 875,521 1,260,592 14,401,190  Transportation Costs Attorney Fees GRAND TOTAL EXPENSES $45,086,298 $14,669,370 $2,563,731 $4,233,098 $66,552,497 35 PULASKI COUNTY SPECIAL SCHOOL DISTRICT BUDGET CATA - Page 2 NON-SALARY LEA No. SCHOOL TYPE REG. PROG. COM. RES. FED. DESEG. TOTAL GRA . FUND (02) FUND (06) FUND (09) NON-SALARY TOTAL 6003090 Adkins Elem. School E 64,729 2,959 703 68,391 1,138,061 6003137 Arnold Dnve Elementary E 55,078 600 0 55,678 892.026 6003092 Baker Elementary School E 52,513 1,338 46,796 100,647 1,059,070 6003146 Bates Elementary School E 159,350 5,025 4,122 168,497 1,864,824 6003094 Bayou Metro Elementary E 111,373 2,388 1,598 115,359 1,413,413 6003129 Cato Elementary School E 73,030 1,357 820 75,207 1,169,916 6003129 Clinton Magnet Elementa E 111,551 347 5,229 117,127 1,584,894 6003135 College Station Elem. Sc E 51,371 2,458 29,082 82,911 1,139,764 6003093 Crystal Hill Magnet Elem. E 113,471 3,571 11,945 128,987 1,936,061 6003099 Dupree Elem. School E 65,174 1,165 2,783 69,122 937,552 6003100 Fuller Elementary School E 73,067 4,162 1,381 78,610 1,281,263 6003102 Harris Elementary School E 86,323 5,390 33 91,746 1,086,384 6003103 Jacksonville Elementary E 107,852 3,063 2,476 113,391 1,688,911 6003104 Landmar1( Elementary Sc E 86,737 4,764 2,126 93,627 1,386,694 6003105 Lawson Elementary Scho E 58,739 856 1,873 61,468 925,322 6003108 Oak Grove Elementary S E 65,482 1,132 1,763 68,377 1,264,520 6003139 Oakbrooke Elementary S E 84,440 730 0 85,170 1,248,051 6003142 Pine Forest Elementary S E 63,963 241 0 64,204 1,064,842 6003130 Pinewood Elementary Sc E 72,966 1,440 0 74,406 1,168,166 6003110 Joe T. Robinson Elem. S E 67,622 1,291 1,619 70,532 1,039,367 6003111 Scott Elementary School E 99,633 108,512 979 209,124 742,782 6003112 Sherwood Elementary Sc E 67,928 553 0 68,481 1,134,648 6003113 Sylvan Hills Elementary E 67,868 0 12 67,880 1,089. 6003141 Murrell Taylor Elem. Sch E 58,165 4,601 559 63,325 1,153 6003106 Tolleson Elementary Sch E 74,959 300 2,903 78,162 1,015,4, Elementary Totals $1,993,384 $158,243 $118,802 $2,270,429 $30,424,626 6003120 Fuller Junior High School J 145,251 560 46,176 191,987 2,671,816 6003116 Jacksonville N. Jr. High S J 99,106 383 0 99,489 1,602,798 6003117 Jacksonville S. Jr. High S J 109,163 984 0 110,147 1,717,717 6003140 Northwood Junior High S J 125,614 855 0 126,469 2,341,294 6003143 Robinson Junior High Sch J 91,897 257 0 92,154 1,424,439 6003122 Sylvan Hills Jr. High Scho J 119,650 517 0 120,167 2,134,460 Jr. High Totals $690,681 $3,556 $46,176 $740,413 $11,892,524 6003123 Jacksonville High School H 240,154 4,457 790 245,401 2,800,633 6003125 Wilbur D. Mills High Scho H 210,466 7,246 292,316 510,028 2,533,180 6003136 North Pulaski High Schoo H 182,430 13,623 0 196,053 2,434,684 6003126 Oak Grove High School H 212,995 27,983 0 240,978 2,517,273 6003127 Joe T. Robinson High Sc H 112,276 1,080 0 113,356 1,336,530 6003128 Sylvan Hills High School H 263,917 17,645 0 281,562 2,410,930 Scott Alternative Leaming H 43,083 0 13,667 56,750 455,897 High School Totals $1,265,321 $72,03_4 $306,773 $1,644,128 $14,489,127 SCHOOL TOTALS $3,949,386 $233,833 $471,751 $4,654,970 $56,806,277 District Wide Expenses 5,985,481 880,920 1,647,543 8,513,944 22,915,134 Transportation Costs 4,723,976 1,590,172 6,314,148 6,314,. Attorney Fees 142,084 55,554 197,638 197, I GRAND TOTAL EXPENSES $14,800,927 $1,114,753 $3,765,020 $19,680,700 $86,233,197 36  G. STUDEI\\T DISCIPLINE   The Implementation Plan requires the Department to collect the following student discipline data: 1. Number of discipline referrals by school and teacher reported by race, gender, grade. subject and teachers' years of experience. 2. Student suspensions, exclusions and expulsions according to type of infractions, length of punishment by race, gender. school and teacher. This infom1ation follows by race. gender. school and grade along with a special report on recidivism rates . 37  LITTLE ROCK   3R    LITTLE ROCK SCHOOL DISTRICT: DISCIPLINE ~II Schools Total D1sc1pline Incidents Total Suspension Days By Grade Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total in Grades 7 - 10 Percent in Grades 7 - 1 0 3088 29827 No. 5 35 33 39 59 111 101 692 696 615 351 229 122 Pct. 0.16% 1.13% 1.07% 1.26% 1.91% 3.59% 3.27% 22.41% 22.54% 19 92% 11.37% 7.42% 3.95% 2354 76.23% Little Rock School District Al, Schools - By Grad( (/ 0 2E, 02 C O 15 39 ........ ....\n. I LITTLE ROCK SCHOOL DISTRICT: DISCIPLINE By Race/Gender No. Black Male 1860 Black Female 730 White Male 369 White Female 105 Other Male 23 Other Female Otne~ t. .1 ait 1C,7 4t/\u0026lt;\n1- V.'ri\n:ec f'enolcc r::: 4ih, \\\\r,.:t f/c.c- 1 \"1 , 95l.ic.J- .. By Race Black White Other By Gender Male Female I I / No. 2590 474 24 No. 2252 836 Pct. 60.23% 2364% 11.95% 3.40% 0.74% 0.03% Pct. 83.87~, 15.35% 0.78% Pct. 72.93% 27.07% By Race \u0026amp; By Gender (),(,\" \\L: =~: . ~ I,:, .. ,. 40    LITTLE ROCh SCHOOL DISTRICT: DISCIPLll\\E LE.A P,.,O. SCHOC!~ GRACE RACE SEX INFRACllQ,-. ACTION TAKE', CAYS s.x,~ Fraruo,n E~t.a\")' SchOO' 02 B M 01M\u0026gt;roe~yC onouc1 01.11o f School Suspens.,or, 6001 C:'S Fran,:J,n E~:.a\"Y Scnoc, 02 B M F1ght1ng Ou, or Sc,l'lc)oj S uspenr.-on ~ r 6001C~ Franl\u0026lt;J,nE -nla\")' Sc.hoc, 02 B M F1ghl1\"1, OU! or School Suspenr.-on 3 f ranl(J,n E. -nlary Scnoc, 03 B M Fighting OU! of School S uspenr.,on 3  u:xi,c:~~ 6001~ Franl\u0026lt;J,n E.~la')' Sc.hoo 03 B M F,ght,ng OU! or School Sus~, 3 6001~ Fran,.,,n E~t.ary Scnoo 04 B M F1ght1n9 Out or School Sus~ 3 6001~ Franklin ElemeOt.aryS chOOI 04 6 M 015oOl'OerCtyo nduct 01.11o r School Sus~ 3 60010:\u0026gt;5 F rankJ1n E lement.ary Schoo' 04 B M A\"\"un OU! of Schools~ 3 6001025 FrankJ,n Elementary School 04 B M U11,1nFgO \u0026lt;J0If Abus,w Langua~ Out of School Sus.pen$10\"' 2 6001025 F ranlO ,n E it,ment.a ry School 04 B M Reruseo to Obey Rule/OiredJve Out of School Suspens,or\u0026gt; ~ 60010:\u0026gt;5 F rat\u0026gt;kl,n Eiemeoary School OS B M Auaun Out of School S~ 3 6001025 F rankl,n E lemenlary School 06 B M Refused to obey Rule/Direct/Ye Out of School S~ 3 6001025 F ranldtn Elementary School 06 B M Refused to Obey Rule/D,rec!Ne Out or School suspenu:,n 3 6001025 Franklin Elementary School 06 B M 0110fderty Cond ud Out or School~ 3 6001025 F ranlchn Elementary School 06 B M Oi5orderty Condud Out or Schools~ 3 6001025 F ranld1h Elementary Schoo/ 06 B M O\"''derty Condud Out c,f School S~ 3 6001025 F l'lflklin Elementary School 06 B M Aa.wun Out or Schools~ 10 6001025 F l'lhklon Elementary School K B M Auaun Out of School Suspen$101\"1 3 6001026 Garland lncentM School 04 B M Refused to obey Rule/Direetrw Out or Schools~ 5 6001026 Garland lncenwe School 04 B M RefUMd lo obey Rule/DirectNe ' Out of School S~ 3 6001026 Garland lncen!M School 04 B M A\"\"un Out or School Suspens,ot1 3 6001026 Garland lnoen!JW Sr.J'\u0026gt;ool 04 B M FighlJng Out o School~ 3 6001026 Garland lnoeolMI School OS B M Battery 0\\11 of School~ 10 6001026 Garland lncentM School OS B M Refused to obey Rule/011'9Cttve Out or School Suspen$'00 ' 6001026 Garland lncenwe School 05 B M Refused to ooey Rule/Directive Out of School StApens,oo 3 6001026 Gana nd lncenwe Schoo 05 B M Assau~ Out or School Sus~ ll 600102'6 ~nd lncentM Schoo 05 B M Battery Out or School S uspen\"\"' 10 6CXl102 ~nd lnc:entNe School 05 B F Battery Out or School Su~ 3 600102 Garland lncenwe Schoo 05 B M Refused Lo ooey Rule/Dired!vt Out of School S uspen5t0n 3 6001026 Gana'\u0026gt;d lncentJve Schoo 05 B M F,ght,ng Out of School Suspen5'0\u0026lt;'1 6 6001026 Gana nd I ncentrw School 05 B M Refused lo ooey Rule/Directrve Out of School Suspen5'C\u0026gt;\"\\ 3 6001026 Ga r\\and lncentrw Scrioo 05 B M Ftghlmg Out or School Suspen5'C\u0026gt;\"\\ E 6001026 Gana nd lncenllve Sc rioo, 06 B M Assaur. OU! of School Suspensoon 3 6001026 Gana nd lncenlNe Sc rioo 06 B F F,ght1ng Out of School Suspen5'0\u0026lt;'1 3 6001027 G1boS Magne\u0026lt; Schoo: 03 B M Refused to obey Rule/Directrve Out of School Suspens\"\"1 6001027 G1t\u0026gt;os Magne\u0026lt; Scr\u0026gt;OO' 03 e F Thel't Out of School Suspens,or, 6001077 Gibbs Magne\u0026lt; Schoo 05 B F F,ghl1ns l')ut of School Suspens1ori '1 , 6001tr.7 Gibbs Magne\u0026lt; Schoo, 05 B M Refused to obey Rule/DirectJ~e Out of School Suspens.,on 2  6001027 Gibbs Magne\u0026lt; Schoo 05 B M Fighting Out or Schooi Suspens,or, 1 6001027 G1boS Magnel Schoo 05 6 F Refused to obey Rule/Oirectrve Out of School SuspenS1CX1 1 6001077 G1bbS Magnel Scr-.oc,: OC 6 M Refused to obey Rule/Directive Out or School Suspens,ori 2 6001027 G1bOS Magnel SchOO 06 W M Refused to obey R1\nleJD1reciJve Out of School Suspensoon 2 6001029 Western Hills Elementary School 01 B M P05SeU10n or Weapon Out of School Suspen5,10r1 3 600102S Wt'$1em Hills Elementary Schoo 01 B M Pos.se-ssion of Weapon Out of School Suspens,oo 3 6001029 Western Hills Elementary Schoo- 02 B M Refused to obey Rule/Oirectrve Out of School Sus penS1CX1 3 6001029 Weslem Hills Elementary Schoo' 04 B M Refused Lo Obey Rule/Directive Out of School Suspens,or, 2 6001029 Wt'$1em Hills Elementary Schoo-' 06 8 M F,ghhr,g Out of School Suspens,oo 3 6001029 Weslem H,l1s Elementary Schoo 06 B M Fighting Out or School Suspen5,10r1 3 6001030 Jeff\"\"'1 Elementary Scrioo: 03 B M D150l'der1yC onduct Out or School Suspens,o.., 3 6001033 Mu\u0026lt;,,,,ci,tt El eme nta ry Schcx\u0026gt;' 02 B M D150l'der1yC onduct Out of School Suspens'\" 3 6001033 Muoowcliff Elementary SchOc\u0026gt; 03 'W M Assawn Out or School Suspens.,oo 3 6001033 ~,ff Elementary School 04 B M D15oOl'derCtyo nduct Out of School SuspenslOh 3 6001033 Muoowchff Elementary School 04 w M 015oOl'dertCy onduct Out or School SuspenslOh 2 6001033 Muoowchff Elementary School 04 8 M Orsorderty Conduct Out of School S USpet'ISIOO 1 6001033 Mudo,o\nchff Elementary School 04 B F D15oOl'derC1yo nduci Out of School Su59er\"1S,on 2 6001033 Mudowc~ff Elementary School 04 B M D15o0fdertyC onduct Out of School Suspen$10(1 3 6001033 Mudowcl,11 Elementary School 04 B M D15o0fdertyC onduct Out or School Susper\\Soon 3 6001033 Mudowchff Elementary School 04 W F 015o01'der1Cyo ndud Out of School SUSl)tns10n 3 6001033 Mudowchff Elementary School 04 B M 0150rderty Conduct Out of School SuspehSIOO 2 6001033 Muoowc hff Elementary SChOOI 05 B M Dl50rderty Conduct Out of School S~s,or, 3 6001033 Meadowcliff Elementary School 05 B M 015oOl'dertCy onduct Out of School Su5pensoon 600103-4 Mrtcttell lncenlNe Schoo 3 02 B F Fighting Out or School Suspens10n 5 6001034 Mitchell lncentrve Schoo( 04 B M 015oOl'dertCy onduct Out of School Suspens,on 6001034 Mrtchell Incentive School 5 04 B M PossesslOl'l or Weapon Out or School Suspens100 5 6001034 Mrtcttell lncentrw School 05 B M USll'lg Foul 0( AbullolveL angua~ Out of School Suspens100 600103-4 Mitchell Incentive Scnool 3 05 B M Refused to obey Rule/Directive OU! or School Suspens'\" 3 6001034 Mrtchell lncentrve School 05 B M U51ng FO\u0026lt;J0If Ab\\nl'.'e Langua~ Out or School Suspens,on 6001034 Mrtcttell Incentive School 5 05 B M Using Foul 0f Abusive Language Out or School Suspens,on 3 6001034 Mrtchell Incentive SchOoi 05 B M Refused to obey Rule/Directive Out or Schooi Suspens,oo 5 60010\u0026gt;4 Mrtcriell lnceo~,e Scl'\u0026gt;Oo 05 B M Using Foul 0\u0026lt; Abusrve unguage OU! of School Suspens'\" 3 60010J.( Mrtct)eh lnc.enlive Sct\\00 05 e M Refused lo obey Rule/Directive Out of School Suspens'\" 3  60010\u0026gt;\u0026lt; Mrtctteil lnc.enwe Schoo 05 B M Fighting Out of Schooi Suspens'\" 3 600103,( M1crie11l nceo:i,e Scr-.x:, 05 6 M Us.e of P191ng Devicn Out or School Suspens'\" 5 6001C\u0026gt;\u0026lt; '-'~crie1. 1nceo1,.-tS cnoo 05 B M D150l'dertyC onduct Out or School Suspen~ 3 6001 O\u0026gt;\u0026lt; Mr.~ lnc.entrve S,c-.x, 05 B M Relu~ lo otiey Rule/D,rectrve Out or SCllOOIS usc:ien~ 3 6001 C3-: '-'1cr,e,,. lnc.M!rv-t S,c..-.oo, 05 6 M Refused to Obey Rule/D,rectM Out of School Suspen~ 3 \u0026amp;X1~ '-'r.crie. l~,t S.C..\"\u0026gt;OOo 05 e M ReluloeO to ooey Ru1e:D~ecw, Out of School Suspe,nr..o,, 3 81 LITTLE ROCh: SCHOOL DISTRICT: DISCIPLIJ'\\E Ot.YS LEA NO. SCHOOL GRJ.OE RACE SEX INFRJ.CTIOt 600103-4 Mn~II l~Uve School 05 B M ACTION TAKEI-, 60010J.4 Mn~ lncentNe w,oo, Au.aun Out of Sctl00I Sus.per,s.,o,, ~ 06 B M U$ang Foul 0\u0026lt; Abusr,,e Language Out of School S uspe ns,or.  r 6600001100J.}.4.4 MMnnc~t ,ejl lln~cIMenI tM SScc.rro,oooo, o 06 B M U~ng FouJ 'A 1\u0026gt;u5,vuen i,ua~ Out of School Sus~s.,o,, 6001034 06 B M Fighting Out of School SU$?e\u0026lt;1S\u0026gt;On Mnehell lncentNe Scr,ooo 06 B M Disorderly Condud Out of School SuspenS\u0026gt;Ol'l 3 6001034 Mn~u lncenwe Scroool 06 B M F11,hting Out of School Suspens.on 3 6001034 Mnehell l~IMI Sc.hool 06 B M Usmg Foul 0\u0026lt;A busr,,e ungua~ OUI of School s~ ~ 6001034 Mnct-.11l nc.enlNe Scroool 06 B M D150\u0026lt;derty 6001035 Conouci Out or School s~ 10 Martin Luthe\u0026lt; King Jr Elementary 01 B M Refuwd lo obey Rule/Direetive OUI of Schooj Su~ 3 6001035 Mart111L 1Mer King Jr Elementary 03 B 6001035 Martin Luther King Jr Elementary F Refuwd to obey Rule/D11ective Out of Sci-ooosl ~ 2 04 B MArson 6001035 Martin L1Mer King Jr Elementary 04 B Out of School Suspen$10fl 2 6001035 M Using foul or Abus!Yt Language Out of School SuspenslO\u0026lt;l 3 Martin Luther King Jr Elementary 04 B M Fighting Out of School Suspen$10(1 3 6001035 Martin Luther King Jr Elementary 04 B M Refused lo oti.y Rule/Directtve Out ol School Suspe,..on :l 6001035 Martin L.u!her King Jr Elementary 06 B M Refused lo oti.y Rule/Directive Out of School Susper-.,on 3 6001035 Martin L1lth King Jr Elementary 06 W M U\u0026amp;Ulg Foul 0\u0026lt;A busiveL anguage Out of School S~ 2 6001035 Martin Luther King Jr Elemenwy 06 B M Dcsderty Conduct Out of School Suspen510n 3 6001038 PulaslQ Heights Elementary 01 B M A\u0026amp;wuN Out ol School Suspens,o,, 3 8J01038 Pulaslci Hetgl\"a Elementary 04 B M Aauul OUI of School Suspension 2 6001038 Pula51oH e,ghla Elementary 04 B M Thell Out or School 5uapension s 6001038 PIJl\u0026amp;sjg He,ghta Elementary 05 B M A\u0026amp;wuN Out of School~ 10 6001038 Pul\u0026amp;sloH etghtaE lementary 05 B F Disorderty 6001038 Pulls.laH eights Elementary Conduct. Out or SchoolS iapen$10n 10 05 B M DISOt'dertyC onduci Out of Schools~ s 6001038 PulaslaH etghtaE lementary 05 B M Refu sed lo oti.y R ule/Directr,oe Out of Schools~ 3 6001038 PulaslaH eights Elementary 05 W M Refused to obey Rule/D1recttve OUI of SchoolS uspens,o,1 3 6001038 PulaslaH eights Elementary 05 W M D150\u0026lt;derty 6001038 Pulas.10 Conduct OUI of SchoolS uspensl()('f 2 Heights Elementary 05 B M A5Saun OUI of School Su~ 5 6001038 PulasiaH eights Elementary 05 B M D150\u0026lt;dertyC onduct OUI of SchoolS uspe= 3 6001038 PulaSlaH eights Elementary 05 B M Refuwd to obey Rule/Directive Out or School Suspens,on 5 6001038 PulaSla Heights Elementary 06 B M Ass.tun Out of School SuspenS\u0026gt;Ol'l 3 6001038 Pula$lc:IH eights Elementary 06 B M D1sorderty Conduct Out of School Suspens,on 3 6001038 Pulasia Heights Elementary 06 B M Reruwd to obey Rule/D1rec1Jve Out of School SuspenSIOO 2 6001038 PulaSla Heights Elementary 06 B M A5Sau~ Out of School Suspens,on 3 6001038 Pu\\aSla Heights Elementary 06 B M Refused to obey Rule/Direcwe Out of School Suspen5'0n 3 6001039 RightseU lncenl/\\le Sc.hool 01 B M Refused to obey Rule/D11ectsve OUI of School Suspens.on 2 6001039 R ,ghtsell Incentive School 04 B M F,ght1ng OUI of School Suspen5'0n  f 6001039 R1ghtseUl ncenttve School 04 B F Fighting Out of School Suspensl()('f 6001039 R1ghtsell lncenttve Schooi 05 B M Fightm\n. Out of School Suspen$\u0026gt;0() 6001039 R1ghtsell Incentive Schc,o\nOS B M Fighting Out of School Suspensl()('f 2 6001039 R,ghtseU lncenttve Schoo, OS B M Fighting Out of School Suspen$\u0026gt;0() ~ 6001039 R1ghtsell lncenttve Schoo,' 06 B M Fighting Out or School Suspens1ori 2 6001039 R,ghtsell Incentive Schoo: 06 B M Fighting Out of SchoolS uspens10., 3 6001039 R1ghtsell lncenttve School 06 W M F1ght1ng Out of School Suspens,o., 10 6001039 R1ghtsell Incentive Scl'lcx\u0026gt; 06 B M F1ghling Out of School Suspens,on 1C 6001039 R,ghtsell Incentive School 06 B M Refused to obey Rule/Directive Out of School Suspens'\" 6 6001039 R,ghtsell Incentive Schc:lc:s 06 B M Refused to obey Rule/Directive Out of School Suspens'\" 3 6001039 R1ghtsell lncentrve School 06 B M D,sordffiY Condua Out of School Suspens,or, 3 6001039 R ,ghtsell lncentrve School 06 B M Fighlmg Out of School Suspens,on 3 6001039 Righlsell lncentrve Schoo. 06 B M Refused to obey Rule/Directive Out of School Suspens,or, 3 6001039 R1ghtsell Incentive School 06 B M Indecent Exposure Out of School Suspens'\" 3 6001039 R1ghtsell lncen1,ve School 06 B M D1sorderty Conduci Out of School Suspens,o,, 3 6001039 R1ghlsell Incentive Schoo. 06 B M Refused to obey Rule/D,rective Out of School Suspens1ori 3 6001040 Romine Elementary School 03 B F Refuwd to obey Rule/Directtve Out of School Suspens,oo 5 6001040 Romine Elementary School 04 B M D1sorderty Condua Out of School Suspens10n 10 6001040 Romine Elementary School 04 B M Refused to obey Rule/Directive Out of School Suspe= 3 6001040 Romine Elementary School OS B F Refused to oti.y Rule/Direet1ve Out of School 6001040 Romine Elementary School OS B SuspenSIOn 3 6001040 Romine Elementary School F Refused to oti.y Rule/Directrve Out of SchoolS usper\\S!On . 3 06 B M Refused to obey Rule/D1rect1ve Out of School SuspenSIOO 3 6001040 Romine Elementary School 06 B M Oisorderty Conduct Out of School Suspen5'0n 3 6001040 Romine Elementary School 06 B M D1s.orderty 6001040 Romine Elementary School Condud Out of School SuspenSIOn 10 06 B M Dis.orderly Conduct Out of School Suspen5'0n 5 6001042 Washington Math/Science Magnet 03 B M Fighting Out of School SuspenSIOn  6001042 Wi1$1'\\1ngtonM ath/Science Magnet 03 B M Fighting Out of School Suspens10n 3 6001042 Washington Math/Science Magnet 04 B M Fighting Out of School Suspens,on 2 60010\u0026lt;2 Wi1$1'\\1ng1oMn ath/Science Magnet 04 B M Fighting Out of Sc:hool Suspension 2 6001042 W1$1'\\1ngton Math/Science Magnet 04 B M Fighting Out of Sc:hool Suspens,on 3 6001042 Wuh1ngton Math/Science Magnet OS B M Refused to obey Rule/Directrve Long Tenn SuspenSIOn 3 60010\u0026lt;2 Wi1$1'\\1ngIonM ath/Science Magnet OS B F Fighting Out of School Suspens10n 3 60010\u0026lt;2 Wa$1'\\1ng1onM arrvscience Magnet OS W M F1ght1ng Out of School Suspens,on  60010\u0026lt;2 Wa$1'\\1ng1onM ath/Science Magnet 60010\u0026lt;2 OS B M F1ghI1ng Out of School Suspens'\" I Wa$1'\\1ngtonM alh/Sc1ence Magnet OS B M D1sorderty Conduct Out of School Suspens,or, 60010\u0026lt;2 W1$1'\\ingtori MatNSc,ence Mag:\u0026gt;el OS B M D1sor0er1yC ond...c1 Out of School Suspens,on 60010-\u0026lt;:2 Wash1n\nr,on Ma:r.'Sc.oenc.eM ag,ie: OS B M Fighting Out of School Suspens'\"  60010,:2 Wash,ng:ori Ma:r.,sc1enc.e Magne: OS B M F1ght1ng Out or ScllOol S uspens,or, 3 ~1 o,::, Wa$1'\\,nglon Ma:r. Science MagC\\t\" OS B M F1ght,ng Out of Sehool S uspens'\" 3 6001~ W1ISO('E\\ lemen:ary Sc.n.:\u0026gt;o. 05 B  M Banery Out of School S uspens,o,,  6X1~ W 115,0() E oe-mena: - y S c.J\\oo, OS 6 M F1ght,ng Long Term Suspenso, 13 82 LITTLE ROCK SCHOOL DISTRICT: DISCIPLl:\\E Dl.YS LA NO. SCHOOL GRADE RACE SEX INFRACTION 6001044 W ,Ison El emeotary Sc.hoe\u0026gt; 10 B ACTION TAKEN 6001047 M D,soroeny Conduct Out or Scl'loOI Suspension - Terry E iementary Schoo, 04 B M F,ghl,ng Out or School Suspens,or, 3  6001047 Terry Elementary Sc.hoe\u0026gt; 04 B M F,ghlmg 60010,47 Terry EI M'leotary 5ctloo' 05 B M O,sorde\u0026lt;TyC OOdud Out or School Suspens'\" 3 6001047 Te-rryE~rySc.tlCO 05 B Out or School Suspens'\" 3 6001047 M Retuw,o lo ObeyR ule,Oirectlve Out or School Suspens,()(1 5 'Tw ry Eiemenwy SGhoo 05 0 M RefUWd lo ObeyR ule10,rec1r,,e Out or School Suspens,on :l 60010,47 T wry E~ry Schooi 05 B M A5S-lu\" Out or Sc.hool Suspens.,on 3 60010,47 T wry Eiemwury School 06 B M Auaun Out of School Suspen$10n 3 60010,47 T wry E ~ School 06 B M Oisoroerty Conduct Out or Sc.hool 60010,47 T wry E~ School 06 B M FightJng Suspen5000 3 6001047 T wry ElementaryS chool 06 B M Out or Sc.hooSl uspenu:in 3 600104-' Oisoroerty Cond ud Out of SchoolS uspens\non 3 Fulbnghl~ School 01 B F RetYSedl o obey Rule/01rec::tr,,e Out or SchoolS uspen$'OO 3 600104-' FulbogtitE lementaryS chool OS B 600104-' M Refusedt o obey Rule/Oirecttve Out or SchoolS i\u0026amp;penl,IOl'l 3 Fulbngtit Eiemrury School OS W M FightJng Out or School~ 3 600104-' F Uibnghl Elementary School 06 B F Battery 600104-' Fu lbnghl ElemenU!ryS chool 06 B Out or School~ 3 900104-' M RetUMd to obeyR ule/Oirectrve Out or School Suspension 3 F Ulbnghl E lement.ary School 06 W M Rerused to obey Bus Rules.\u0026amp;Regs Out or School Suspens,on 3 6001050 Roeka reii.r lnoentNe Scl'loOI 01 B M FightJng Out of Schools~ ' 6001050 Roekare1w I~ School 01 B M FightJng Out of School S~ ' 6001050 RoekatellerI IIOll'IINe School 02 B M RtrYSed to obeyR ui\u0026amp;I01t1Ctlvt Out of School~ 3 6001050 Roekatellerln c.nwe School 02 B 6001050 M FightJng Out of School SU\u0026amp;pens,on 3 Roekafe ller lncant,w School 02 B M Ptiysu Auau~ of Sbll'f Long Tern, ~ 22 6001050 Roekateller lnoenbw School 03 W M Refused to obey Rule/OirectNe Out of School~ 2 6001050 Roekateller lnc:.ntr,,e School 03 B F RetYSed to obeyR ule/O1recttve Out of School~ 3 6001050 Roc.ure11erl ncenwe School 03 B M Refused to obey Rule/01rectJve Out of School Suspens,on 1 6001050 R ocl(eteller lnc:enwe Sc l'loOI 05 W M Refused to obey Rule/O1rec1Ne Out of School Suspens,on 2 6001050 Rocketeller lncentr,,e School 05 B M Fighting Out of School Suspen5'00 3 6001050 R0 CMr e ller ll'ICltntM School 05 B F Refused to obey Rule/Oirecwe Out or School S~slOl\"I 1 6001050 Rocl(ef e lle\u0026lt; lnoentrve School 05 B 6001050 M Thell Out of School SU5pens10\u0026lt;1 2 Rocqf elier Incentive School 05 B M Thell Out or School Suspension 3 6001050 RocJ\u0026lt;efellerl noentJve Scl'loOI 06 B F Assautt Out of School Suspen~ 3 6001050 Roc.uf eller Incentive School 06 B M Auau\" Out of School Suspens,on 3 6001050 Roeketener lncenwe SchOoo 0 B M Assau\" Out or School Suspens,on 3 6001050 Rockef elier lnoentrve Schoo. 06 B M Refused to obey Rule/01rectr,,e Out or School Suspens10\u0026lt;1 3 6001050 RocJ1ere11eInrc entive Schoo, 06 B M Fighting Out of School Suspe= 3 6001050 Roekere11elrn oenwe Schoo' 06 W M Rerus.eo to obey Rule/Oireetr,,e Out or School Suspens.ori 3 6001050 Rocke re11el\u0026lt;n ceriwe School 06 B M Assautt Out or School SU$pens,oo 3  6001050 Rocl(ere ller lnoenwe Schoo. 06 B M Rerused to obey Rule/Oirecwe Out or School Suspens.on 2 6001052 Baseline Elementary Schoc,: 02 B F FightJng Out or School SuspenslO\"l 3 6001052 Ba.sehn e Elementary Schoo' 6001052 03 B M Rerused to obey Rule/O1rectr,,e Out or School Suspens10\u0026lt;1 3 Bas ehne Elementary SchOoo 05 6 M Rerused lo.obey Rule/0,recwe Out or School Suspens.or- 3 6001053 Chicot ElementaryS chOoo 6001053 02 B F Fighting Out or School Suspens,o.~ 3 Ch1C01E lementary Schoo. 02 B F A$S.aun 6001053 Chico( Elementary School 03 B Out or School Susper\\Slo.~ 3 6001053 M Fighl,ng Out or School Suspens,o,, 3 Ch1C01E lementary Schoo' 03 w 6001053 Ch1C01E lementary School M Fighting Out of School SuspenslO\"l 3 6001053 03 B M F1ghllng Out of School Suspension 3 Ch1C01E lementary SchOo 03 B 6001053 Choco( Elementary Schoo. M F1ghl1ng Out of Sehool Suspension 5 6001053 03 B F Assaun Out or Sehool Suspens100 6 C hlCOIE lementary Schoo. 03 B F Fighting Out or School Suspens,or, 10 6001053 Chico( Elementary Schoo: 03 e M Fighting Out of School SU$pension 3 6001053 Chico( Elementary School 03 B M Fighllng Out of School Suspens,o,, 3 6001053 Chico( Elemeotary Schoo 04 B M FightJng Out of School Suspens.ion 3 6001053 Choco( E leme11tary Sctioo. 05 B M Refused to obey Rule/01rect1ve Out of School Suspension 3 6001053 Chea( Elementary Sel'loOI 05 B M Refused lo obey Rule/OirectJve Out of School Suspens.,on 3 6001053 Chico( Elemen!Jiry School 05 B M Fighting Out or School Suspen$10n 3 6001053 Chlcol Elementary School 05 B M Refused to obey Rule/01recttve Out or School Suspens.ion 3 6001053 Chico( Elementary School 05 B M Fighting Out of School Suspens,on 3 6001053 ChlCOI Elementary Schoo, 05 W F Refused to obey Rule/01reetive Out of School SuspenslOl\"I s 6001053 Chlcol Elementary School 06 B M Fighting Out or School SuspenslOl\"I 3 6001053 Chico( Elementary School 06 B M Thell Out or School SU$pens10n 3 6001055 Dodd Elementary School 03 B M Assautt Out of School Suspens10\u0026lt;1 3 6001055 Dodd Elementary Schoo/ 04 B M Refused to obey Rule/O1reelr,,e Out or School SuspenslOl\"I 3 6001055 Dodd Elementary SehOOi 05 B M Assaun Out or School Suspension 3 6001055 Dodd Elementary Schoo/ 06 B M Ass.autt Out or School Suspens,oo 3 6001055 Dodd Elementary Schoo: 06 8 M Refused to obey Rule/O1recl1ve Out or School Suspen\u0026amp;ion 5 6001055 Dodd Elementary School 06 B M Thell Out or School Suspens10n 3 6001056 Geye\u0026lt; Spnngs Elementary School 06 B F POS$e$5,on of Weapon Out or School SuspenslOf'I 10 6001057 Mabelvale E lemen ta ry School 01 B M Refused lo obey Rule/01rect1ve Out of School Suspens,on 3 6001057 Mab elvlle Elementary S Ctlool 01 8 M Refused to obey Rule/O1reet1ve Out or School Suspens,o,, 5 6001057 Mabetvale Elementary School 01 B M Fighting Out or School Suspension 10  6001057 Ma betva le E iementa ry Scl\\00, 01 B M Ass.aun Out or School Suspens'\" 3 6001057 Ma belva le Elementary S-: ')()() 01 V,' M Rerused lo obey Rule/0,rect,ve Out or School Suspe\u0026lt;1!,,0t'1 3 6001057 Mabelvaie E iemen:.a'Y SchOo, 01 B F O1sorderty Conduct Out or School Suspensoon 10 6001~~ Maber.-.,e Eiementa') Sc~.oo 01 e M Rerused to ooey Rule/01rective Out or Scl'loOI Suspens.o,\n5 6001057 Maberva,e Elementa-y Scr-:x,, 01 E, M Rerused to obey Rule-01rect1ve Out or Scl'loOI Suspens-or 3 60C'1057 Maberva,e Eieme,.,:a1 Scnoo, 01 B M Rerused to ObeyR ule/011ec1,v, Out or School Suspe,,s-or. s 60010C7 Ma::\u0026gt;e\u0026lt;.-a,Eeo eme\u0026lt;1:a')S cr,::o 01 E M F,ght,ng Out or School Suspe\u0026lt;1s,or 3 83 LITTLE ROCK SCHOOL DISTRICT: DISCIPLl:\\'E D:.rs LE.A NO. SCHOOL GRADE RACE SEX INFRACTIOI. 6001057 Mabe/vale Elementa,y Scl'lool 02 B M ACTION TAKEN Refu~ lo obey Rule/Direct,..,, Out of Sci')()() Susi:,ens= .5 6001057 Mabelvaie Elementary Scnoo 02 B M Refu~ lo obey Rule/Direcuve Out of School Suspens,on .,-- 6001057 Ma betval e Elementary Schooi 02 B M Refu~ to obey Rule/Direct,ve Out of School S uspens,on 6001057 MabeM11e Elementary Schoo, 02 B M Assault Out or School Suspens,or- .\n6001057 Ma beMlle Elementary School 02 B M Usmg Foul' Abusive ungua'1' Out of School Svspens,on 1: 6001057 Mabe/vi le E iementa ry SchOol 02 B M Refused lo obey Rule/Dtrectrve Out or School Suspens,on 3 6001057 Ma be1vale Elementary SchOol 02 B 6001057 M Refused to obey Rule/D1recwe OIA of School Su~ 5 Mabelva le Elementary Schoo, 03 B F Refused to obey Rula/D11ec:tive OIA of School Suspensoon ~ 6001057 Mabe/vale E lemenlary Scnool 03 B M Thell 6001057 Mabe/valeE lementary Schoor 03 B Out of School Sus.pena,on 5 M U14ng Foul 0t Abu5ivLea nguage Out of Schools~ 6001057 Mabe/valeE lementary School 03 B M Refused to obey Rui.it\u0026gt;11ec:trve 3 6001057 Mabe/valeE lementary School 04 B Out of School SUSj)enl,IOn 3 6001057 Maw,,a le Elementary School M Us,ng Foul or Ab!Nv9 Langua~ Out or School Su\u0026amp;pension 3 04 B M Refused to obey Rule/011ectr,,e Out or School Siapension 3 6001057 Mat:ie1va1Eele mentary School 04 B M Fighting 6001057 Maw,,a1e Elemenbl ry School 04 B Out of Schools~ 5 6001057 Mabe!vM Elementary School M RtfUMd to obey Rule/011ectr,,e Out of Schools~ 5 04 B M Refused to obey R ule/01recttve Out or School Suspens.on 3 6001057 Mabelvale Elementary School 05 B 11001057 Mabelvaie Elemenwy School F RtlUMd to obey Rule/011ect,ve Out of School s~ 3 05 B M DIICrderty Conduct Out of Schools~ 2 11001057 MabefvaleE lementary School 05 B M Otlon:ler1y 6001057 Conduct oi.c of Schools~ 8 Mabe/vale Elementary School 05 B M Disderty Conduct Out of School~ 3 6001057 Mabe/valeE lementary School 05 B F Aauuft O.Jt or School~ 5 6001057 Mabe/vale Elemrltary School 05 B F 015ordeny Conduct 01.co f School~ 3 6001057 Mabe/valeE lementary School 06 B M RelUMd to obeyR ule/01rect1ve Out of Schools~ 3 6001057 Mabe/valeE lemenary School 06 B F Refusedl o obey Rule/01r1C1Ne out of Schools~ 3 6001057 Mabe/vale Elementary School 06 W F As.sault 6001057 Mabe/valeE ltmentary School 06 W Out of School Suspens,on 3 6001057 Mabe/valeE lementary School M Refused to obey Rule/D11ectNe Out or School Suspens,on 5 6001057 06 W M Disderty Conouct Out or School SUSpen$10(1 2 Mabelvale ElementaryS chool K B M Refused to obey Rule/Directive Out or School Suspens,oo 3 6001057 Mabelvale E ltmentary School K B M Hal'TUSment Out or School Suspens1011 5 6001057 Mabe/vale E ltmentary SchOol K B M ReflJ5td to obey Rule/D11ectNt Out or School Suspension 3 6001057 Mabelvale Elementary School K B M Fighting OUI of School Suspension 5 6001058 Otter Creelc Elementary School 06 B M Fighllng 6001059 Wakef1tldE lementary School 01 W M OUI of School Suspens10n 3 Fighting OUI or School Suspens10n 3 6001059 Wakefield Elementary School 01 B F Ui.1ng Foul Of Abusrve unguage OUI of School Suspens10n 3 6001059 WakefoeldE lementary School 02 B M Assault OUI of School Suspens,on 3 6001059 Wakefield Elementary School 02 B M Using Foul' Abusrve unguage OUI or School Suspens,c,,,  /' 60011')59 Wa kt f ltld Eltmentar y Schoo, 02 B M Using Foul Of AbuSNeu nguage OUI or School Suspens10n 6001059 Wake f ltld E ltmentary School 03 W F Fighting OUI or School Suspens,0.1 - 6001059 WakefieldE lementaryS chool 06 W M Fighting OUI or School Suspens10n 3 6001059 Wakef,eld ElementaryS chool 06 B M Using Foul or Abusive~ nguage OUI or School Suspens1CY1 3 6001059 Wakefield Elementary School 06 B M OISOrderty Conduct OUI or School Suspens'\" 5 6001059 Wakefoeld Elementary Schoo/ 06 B M Fighting Out or School Suspens1or. 3 6001060 Wat s.oo Elementary Scnool 02 B M Thell OUI of School Suspension 3 6001060 Walsoo Elementary School 02 B M lnd~E.Jc\nx,$ure OUI or School Suspens,o,, 5 6001060 Wats.oo Elementary School 03 0 M Banery OUI or School Suspens,on 3 6001060 Watson Elementary School 03 W M Refused to obey Rule/01recl1ve Out or School Suspension 4 6001060 Watson Elementary School 03 B M Fighting Out or School Suspension 3 6001060 Wats.oo Elementary School 04 B M Fighting Out or School Suspension 3 6001060 Wats.oo Elementary School 05 B M D1SOf'derty Conduct Out or School Suspens,on 5 6001060 Wats.oo Elementary SchOol 06 B M Then Out of Scl'lool Suspens10, 3 6001060 Watson Elementary School 06 B M Fighting OUI of School SuspenslOl'l 3 6001060 Wats.oo Elementary School 06 B M Fighting Out of School SuspenslOl'l 3 6001060 Wats.oo Elementary School 06 B M Fighllng OUI or School Suspens..on 3 6001061 Clo'ttrdale Jr High School 07 W M Refused to obey Rule/Directive OUI of School Suspens,on 3 6001061 C'\"'9fda le Jr High School 07 W M Fighting Out of School Suspension 7 6001061 CloverdaleJ r High School 07 W M Refusedl o obey Rule/01reetr,,,e Out of School Suspens..on s 6001061 CloverdaleJ r High School 07 B F Refused lo obey Rule/D1rectrve Out of School Suspension 5 6001061 CIOYerdale Jr High School 07 B M Refused lo obey Rule/01rect1ve Out of School Suspens10n 5 6001061 Clo-dale Jr High School 07 B M Refused lo obey Rule/D1rect,..,e OUI of School SuspenslO/'l 3 6001061 Cio-mdale Jr High School 07 B M Refused lo obey Rule/OirtclNe OUI of School Suspens10n 5 6001061 Cloverdale Jr High School 07 B M 01S0rderty Conduct long Term Suspens,on S4 6001061 Cloverdale Jr High Schoo! 07 B F Refused to obey Rule/0,rect,..,e Out or School Suspension 5 6001061 Cloverdale Jr High School 07 B F Refused to obey Rule/01rect1ve OUI or School Suspension 3 6001061 Cloverdale Jr High Schoo: 07 B M Fighting Out or School SuspenslOl'l 5 6001061 Cloverdale Jr High School 07 B M D1sorderty Conduct Long Term Suspens10n 61 6001061 Cloverdale Jr High School 07 B M Assautt OUI or School Suspens,on s 6001061 CloverdaleJ r High School 07 B M ReluM!d lo obey Rule/Otrtctrve Out or School Suspens10t'I 5 6001061 Cloverdale Jr High School 07 B M D1sorderty Conduel long Term Suspens,Ot'I 75 6001061 Cloverdale Jr High School 07 B M D1sorderty Conduct Out or School Suspension  6001061 Cloverdale Jr High School 07 B F Using Foul' Abusiveu nguage OUI or School Suspens10r. 6001061 Cloveroale Jr H,gh SCJ'\u0026gt;oo/ 07 B F Using Foul' Abusiveu nguage Out or Scl'IOol Suspens,or, 6001061 Cloveroa:e Jr H,gh SchOol 07 B M Fighting OUI or School Suspen~ 5 6001051 Cloverda:e Jr H,gh Schoo 07 W M Refused lo obey Rule/01rect1ve Out or School Suspension 3 600101 Cloveroaie Jr H,g'l SchOo 07 B M Assaul! Long Term Suspens10n 6v 6001 IX l Cloverdale Jr H,gh Scnoo 07 B M Reru~ to obey Ruie,'Direcltve Out or School SuspensO\"\\ 5 6001 OE l CIOveroa,e Jr H,9n Scnoo 07 6 M Using Foul' Abusive ungua,1e Out or School Suspen~ 3 60010.:::1 Cloveo.\n,e Jr H1g~ Sc~ 07 B F D1sorderty Conouci Out of School Suspens,on 10 8L. LITTLE ROCK SCHOOL DISTRICT: DISCIPLINE OAYS LEA NO. SCHOOL GRADE RACE SEX INFRACTION 6001061 Ciove\u0026lt;daoJer H,gh School 07 B M D1sor0eny Conduct ACTION TAKEN 6001061 Clow\u0026lt;oale Jr H,gh Scl\"IOOI 07 B M D1sordenyC onouc:1 Long Term Suspen!,,Qn 11 Out of School Suspens.,on 10 .~ 6001061 C io.e\u0026lt;dale Jr H ,gh School 07 B M Aisaun 6001061 Cio.e\u0026lt;dale Jr H,gh Schoo 07 W M F,gh~ng Long Terms~ 66 6001061 Clow\u0026lt;dale Jr H,gh Schoo' 07 B Out of School Suspens.on 5 6001061 Ciowwoal e Jr H ,gh School M Refused to obey Rule/Directive Out of School Susper\\SIOl\"l 5 07 W M 01sor0eny Conduct 6001061 CkMfdale Jr High School 07 W Out of School Suspen5100 5 6001061 M Refused to obey Rule/Directr,oe Out of School Suspens,or, 3 Cla.wdaie Jr H ,gh Sc/loo 07 W M Then 6001061 eo..ro.1e Jr H,gh School 07 B Out of School S~ 3 6001061 F Refused to obeyR ule/Oarec:tr,,e Out of School Suspens.on 5 C~ Jr H,gh School 07 B M Fighting 6001061 eo..ro.1e Jr H,gh School 07 B oi.a of Schools~ 5 6001061 F Refused to obey Rule/Oirectrv-e Out of School~ 5 C~ie Jr H,gh School 07 8 F Refusedt o obey Rule/011-=tr,,e CIA of Sc:hoc)j ~ 3 6001061 C~le Jr H,gh School 07 B F Dtlorderty Conduc:1 longTe,m~ 11 6001061 C~le Jr H,gh School 07 B F U1111g e001061 FOUio r Abustw Languag,e Oi.t or Sc:hoc)j Suspet'al()n 3 C~ Jr H,gh School 07 B M Refused to obey Rule./Oirec:we Out of Sc:hoc)j ~ 3 \u0026amp;001061 Clc7ww-aaJ1rt H,gh School 07 B e001061 M Oasonlerty Conduc:1 Long Term ~ 76 Clc,,,,wisaiJer High School 07 B M Refused to obey Rul\u0026amp;IDirecw, e001061 C~ Jr High School 07 B Out of School~ 3 6001061 Fl~~re Oi.t or Sc:hoc)j Suspensior, 5 ~le Jr H,gh School 07 W M Refused to obey Rule/Oirec:tr,,e Out of School Suspensior, 3 e001061 Clowrdale Jr H,gh School 07 B F Then \u0026amp;001061 Clc,,,,wisa1Jtr H,gh School 07 B Long Tann ~ 31 6001061 Clo.wda._ Jr H,gh School F Uling Fou or Abu\u0026amp;lwL anguape Out or Sc:hoc)j ~ 5 07 B M Fighting \" e001061 CiowrdalJt r H,gh Scoool 07 W of Sc:hoc)j ~, 5 6001061 M Refused to obeyR ule/Oirect,w OIJotSehool~ 10 ~It Jr H,gh School ! 07 B M F,ghtmg Out of Sc:hoc)j S~ 5 6001061 Clo-Ndale Jr H,gh School 07 B M 01sor0eny Conduct Out of SchoolS uspen510n 5 6001061 CioYerdaleJ r High School 07 B F F,ghong Out or School Suspens,on 5 6001061 Clowfda le Jr H ,gh School 07 B M Refused to obey Rule/Oirectr,,e Out of Sc:hoc)j Suspens,on 3 6001061 CloverdaleJ r H ,gh School 07 B M F,ghong Out of Schools~ 5 6001061 CioYerdale Jr High School 07 B M Fighting Out of Sc:hoc)j Suspel\"\\SIOn 5 6001061 C'\"'9rdaleJ r H,gh School 07 B M F,ght1ng Out of School SUSpen$10(1 3 6001061 CioYerdale Jr H,gh School 07 B M Indecent Exposure Long Term Susl)enSIOn 11 6001061 Cicwe\u0026lt;daleJ r High School 07 B F 01sorderty Conduci Out of School Suspen$1011 3 6001061 Cloverdale Jr H Igh School 07 B M Ex!Ottion. Btackma1 1. 6001061 Cloverdale Jr High School Coerc,on Long Term Suspens,on 45 07 B M Indecent f.J(posure Out of School Suspen5'0/1 10 6001061 Cloverdale Jr H,gh School 07 B F F,ghhng Out of School Suspen510n 5 6001061 Cloverdale Jr High Schoo 07 B M Refused to obey Rule/Oirecttve Out of School Suspel'!S'\" 3 6001061 CioYerdale Jr Hoph School 07 B F Use or Paging Devices Out of School Susp ~s10n 10  6001061 Cloverdale Jr H,\n,h School 07 B M DISOfdenyC onduct Out of School Suspens'\" 10 6001061 Cloverdale Jr H,gh Schoo 08 B M Refused to obey Rule/Oirec1ive Out of School Suspens,on 5 6001061 Cicwe\u0026lt;dale Jr H ,gh School 08 W 6001061 Cloverda, e Jr H ,gh Schoo M Refused to obey Rule/Directtve Out of School Suspens.on 5 6001061 08 W M Refused to obey Rule/Direc:ove Out of School Suspens.on 3 Cicwe\u0026lt;daleJ r High School 08 B M Refused to obey Rule/Directive Ou: of School SuspenS10n 3 6001061 CioYerdale Jr High School 08 B M U51ngF oul or Abus,ve Language Out of School S uspenSIO.., 3 6001061 Cic\u0026gt;Ve\u0026lt;dalJer High School 08 B M Refused to obey Rule/Directive Out of School Suspension 5 6001061 Cloverdale Jr High Schoo, 08 B M Aisaun Long Term Suspens,on 11 6001061 Cloverdale Jr High School 08 B M Refused to obey Rule/01rec11Ve Ou! of School Suspens,on 5 6001061 Clove\u0026lt;daleJ r High School 08 W M Refused to obey Rule/D1rect1ve Out or School Suspens,oo s 6001061 C ioo,erdale Jr High School 08 B M DISOl\"denyC onduct Out of School Suspens,on 5 6001061 CioYerdale Jr High Schoo, 08 B M Refused to obey Rule/Oirect,ve Out or School Suspens.on 5 6001061 CioYerdaleJ r High Schoo, 08 B M Ref1.1sed to obey Rule/Direc~ve Out of School Suspens,on 3 6001061 Cloverdale Jr H ,gh Schoo: 08 B M Using Foul or Abus,ve Language Out of School Suspens,on 3 6001061 CioYerdale Jr High School 08 B M Refused to obey Rule/D1rec~ve Out of School Suspens,on 5 6001061 Cic\u0026gt;Ve\u0026lt;dalJer High Schoo 08 B M 01sor0eny Conduci Out of School SusJ)er\\$10(1 5 6001061 CkMl\u0026lt;dale Jr High School 08 B M Refused to obey Rule/Dlrectr\ne 01.t of School~ 3 6001061 CkMl\u0026lt;oale Jr High School 08 B M Diso,derty Conduci Long T em, SUS,pen51on 11 6001061 Clowrdale Jr H ,gh School 08 B M DJSordeny Conduct OIA or Schools~ 5 6001061 Clovt\u0026lt;dille Jr H,gh School 08 W M Milhcious Mischief/ Vandalism Out of School SU$pens100 3 6001061 Cioveroale Jr High Scl'\\oc)j 08 W M Refused to obey Rule/Directive out or School s~IOO 3 6001061 Cloverdale Jr High School 08 B F Refused to obey Rule/01reci1ve Out or School SUSpet\\$10(1 3 6001061 Cloveroa le Jr High School 08 B M Refused to obey Rule/D11ect1ve Out or School Svspen~ 3 6001061 Cloverdale Jr High School 08 B M Using Foul' Abusive Language Out of School SU$pens.,o,, 3 6001061 Cloverdale Jr High Scl'\\oc)j 08 B M Harrusment Ou! of School SuspenslOO 3 6001061 ClovNdale Jr High School 08 B M Aisaun Long Term Suspens,on 114 6001061 Cloverdale Jr High School 08 B M Refused to obey Rule/DrrectJve Out of School Suspens,on 2 6001061 Cloverdale Jr High Scl'\\oc)j 08 B F Assaun Out of School Suspens,on 10 6001061 Cloverdale Jr High School 08 B M Refused to obey Rule/Directive Out of School Suspens'\" 3 6001061 Cic\u0026gt;Ve\u0026lt;dalJer High Sct-.oci 08 B M Refus.ed lo obey Rule/Directive Ou! or School Suspen~ 3 6001061 Cio,,erdale Jr High Schoo 08 B M Rerused to obey Rule/Direc11ve Out of School Suspens10r1 5 6001061 Cioveldait Jr High School 08 W M Refused to obey Rule/Direc11ve Out of School Suspens,or, 3 6001061 Cloverdale Jr High Sctioo. 08 B M Refus.ed lo Obey Rule/D1rec:1Ne .Out of School Suspens,or-, 5  6001061 Cloverdale Jr High Scnoo 08 B M Battery Out of School Susperu,on  6001061 C low\u0026lt;oa le Jr H ,g h Schoo, 08 W M Refused to obey Rule/D,rtet,ve Out of School Suspen~ 3 6001061 Clove\u0026lt;oale Jr H,gr, Schoo 08 B M Refus.ed lo obey Rule.iD,rec:t,ve Out of School Su~n~ 3 6001061 Ciove\u0026lt;oaoeJ r H,\n~ Schoo 08 B M Harra~nl Out of School Suspen~ 3 60010C1 ClovNca,e Jr H,gh Su-,oo 08 B M Refused lo obey Rule/D11ectrve Out of School Suspen~ 5 60010CI Ciove\u0026lt;oa,e Jr H.g'1 Sct\\oo 08 B M Relused to obey Rule/Directrve Out or School Susperu,ori 5 6X10C\\ C oov~ oa ,e Jr H ig., Scr.o.:,. 06 B M Refu$8d lo obey Rule..D,rec\\ive QUI of SchOol Su~ns,on 3 85 LITTLE ROCK SCHOOL DISTRICT: DISCIPLl'.\\E LE.A NO SCH00L GRADE RACE SEX lt\nfRACTION ACTION TAKE'- c.:.vs 60010C1 Clc\u0026gt;Ye\u0026lt;dalJer Ho\u0026lt;JhS .ChoOI 09 B M 0150\u0026lt;0ertyC ond Jd Long Term Suspen!\u0026gt;'OI\"' . C 60010C1 Clc\u0026gt;Ye\u0026lt;daiJer H,gl'l School 09 B M 0150\u0026lt;0enyC onouct OUI of Sc.hoolS uspen$,IOI'\\ ,,... 60010C1 C,0,,Wdale Jr H,gh Schoo 09 B M Maltcoous M1s.choeIf Vanaa,1sm OUI of School S uspens,01'1 6001061 C io--da le Jr H ,g h School 00 B M Fighting OUI of Sc.hool S uspens,on 6001061 C lc\u0026gt;Ye\u0026lt;dalJer H ,gh School 09 B M 01sorderty Conduct OUI of Sc.hool Suspensoon  6001 oc., C ,o,,wcia le Jr H ,g h School 09 B F F1ght1ng OUI of Sc.hool Suspens,on 6001061 Cioo.erdale Jr H,gh SchoOI 09 B M Fighting OUI of School Suspension ~ 6001061 C ioo.ercilae Jr H ,gh Sc.hool 09 B F 0150\u0026lt;dertyC onduct OUI of School Suspen\"'\" IC 6001061 CloY9rciale Jr High School 09 B M Refused to obey Rule/01redlve OUI of School Suspension 1: 6001061 Clc:7,oe(dlea J r High School 09 8 M Disorderly Conduct OUI or School Suspen5IOCI 1C 6:Xl1061 CloYwdale Jr High SGhool 09 8 M Refused to obey Rule/OirectNe Out or School SU$pen5oon \" 6001062 Ma.belvaJJre H igh Schoo, 02 8 M F,gh!Jng Out or School suspens.,on ~ xl1062 Mabe/vale Jr H ,gh SGhool 07 8 F F,ghllng Out or School SulpenS,IOt\\ 3 eoo1052 Ma belvale Jr High SGhool 07 B F F,ghllng Out or School Suspen510l'1 3 eoo1052 Mabe/vale Jr High SGhool 07 W M F,ghhng Out or Schools~ 3 e001062 Mlbelvale Jr High SGhool 07 8 M F.19hllng Out or School suspension 3 e001062 Mibelvale Jr High School 07 8 M Refused lo obey Rule/DHc:tNe Out or Schools~ 3 xl1062 Mibelvale Jr High SGhool 07 8 M DISOl\"dert\nCooduc:t out or Schools~ 10 e001062 Mlbelvale Jr High School 07 8 M Disorderly Cooduc:t Out or School Suspension 10 e001062 Mlbelvale Jr High School 07 8 M Use/Pou. Drvgs (1st) Out of School Suspe!l$1011 3 e001062 M\u0026amp;belvalJer High School 07 W F Fighting Out or School SuspenslOl'l 3 e001062 MibelvaloJer High School 07 8 F Fighllng Out of School Suspen510n 6 e001062 Mlbetvale Jr H,gh School 07 8 F DISOrderty Cooduc:t Out or School Suspetl$10(1 8 e001062 Mabe/vale Jr H ,gh School ! 07 B F UM of P1g1ng Oevioes Out of School Suspen$10(1 10 6001062 MabetvaleJ r H,gh School 07 8 M Use/Pos.s. Drugs (1s!) Out or School SuspenslOl'l 3 6001062 MabetvaleJ r High School 07 B M Using Foul or AbuSNe Language Out of School Suspension 1C 6001062 Ma beM le Jr H 1g h School 07 8 M Refused to obey Rule/01rechve Out or School Suspens,on s 6001062 Ma be/vale Jr H 1gh School 07 8 M Refused to ooey Rule/Oorectrve Out or School Suspens,on s 6001062 Mabe!vlle Jr H,gh School 07 8 M Offense noC Mentioned Long Term Suspensoon 5c 6001062 MabetvaleJ r High School 07 B M Figh!Jng Out or School Suspensoon 3 6001062 Mabe/vale Jr H,gh School 07 8 M Fighting Out or School Suspens,on 3 6001062 Mabe/vale Jr High School 07 B M Fighting Out or School Suspension 3 6001062 Mabe/vale Jr High Sch\u0026lt;:lci 07 8 M Using Foul or AbuSNe Language Out or School Suspensoon 5 5001062 Mabe/vale Jr H,gh Schoo: 07 8 M F,ghllng Out or School Suspens,on 3 6001062 Mabe/valeJ r High School 07 8 M F,ghllng Out of Sch\u0026lt;:lciS uspension 3 6001062 MabetvaleJ r H,gh School 07 8 M Refused to ooey Rule/Doreci1ve Out or School Suspension :\u0026gt; ,,. 6001062 MabetvaleJ r High SchcY\u0026gt;I 07 8 M F1ghl1ng Out of School Suspension 6001062 MabetvaleJ r M1ghS chool 07 8 F D1sorderty Conduct Out or Schoo Suspens10., -~ 6001062 MabetvaleJ r High School 07 8 F Refused to obey Rule/Oorectrve Out or School Suspension 6001062 MabetvaleJ r High School 07 8 F Disorderly Conduct Out of School Suspensoon 6001062 Mabetvale Jr High School 07 8 F Fighting Out or School Suspension 6 6001062 Mabeh,-ale Jr High Sc:hooi 07 8 M Refused to obey Rule/Oorect,ve Out or School Suspension 3 6001062 MabetvaleJ r High SchOO: 07 8 M Refused to obey Rule/Oorect1ve Out or School Suspens,on 7 600102 MabetvaleJ r H,gh Schoo 07 8 M Verbal Assault on Staff Long Term Suspension e~ 6001062 Mabetvale Jr High School 07 B M Refused to obey Rule/Oorect1ve Out of School Suspension 3 6001062 Mabe/vale Jr High School 07 8 M Refused lo obey Rule/OorectJve Out or School Suspensioo 3 6001062 Mabetvale Jr High School 07 8 M Use/Poss. Drugs (1st) Out or School Suspension 3 6001062 Mabelvale Jr High Schoo 07 8 M Refused to obey Rule/Dorectrve Out of School Suspension 3 6001062 Mabe/vale Jr High School 07 8 M Refused lo obey Rule/01rect1ve Out or School Suspensoon ,: 6001062 Mabetvale Jr High SchOo' 07 B M Refused lo obey Rule/Directive Out or School Suspens,o.~ 3 60010C2 Mabetvale Jr High School 07 8 M Refused lo obey Rule/Oorectrve Out or Schoo Suspens10., 3 6001062 Mabelvale Jr High School 07 8 M Refused lo obey Rule/Dorect,ve Out or School Suspens10n 3 60010C2 MabetvaleJ r High Schoo' 07 8 F Fighting Out or School Suspension 10 6001062 MabetvaleJ r High School 07 B F Refusedto ooey Rule/Directive Out of 5ehool Suspens10n 3 6001062 Mabelvale Jr High School 07 8 F Refused to obey Rule/Dorecllve Out or 5ehool SuspenSIOO 3 6001062 Mabelvale Jr High School 07 8 F Fighting Out or School Suspension 3 6001062 Mabetvale Jr High School 07 W M Refused lo ooey Rule/Direclrve Out or School Suspensoon 3 6001062 MabetvaleJ r High School 07 W M Refused to ooey Rule/Direchve Out or School Suspension 3 6001062 Mabelvale Jr High School 07 8 F Fighting Oi,t or 5ehool Suspens10n 3 6001062 Mabelvale Jr High School 07 8 F Physical Assautot r Statf Out of School Suspens100 10 6001062 MabetvaleJ r High School 07 8 M Refused lo obey Rule/Oorectrve Out or School Suspens100 3 6001062 Mabetvale Jr High School 07 W M Fighting Out of School Suspension 3 6001062 Mabelvale Jr High School 07 8 M Refused lo rey Rule/Oorect1ve Out or School Suspension s 6001062 Mabelvale Jr High School 07 8 M Refused lo obey Rule/Dorect1ve Out or School Suspens101'1 3 6001062 MabetvaleJ r H 1ghS chool 07 8 M Refused lo obey Rule/01rect1ve Out or School Suspensoon 7 6001062 Mabelvale Jr High School 07 8 M Refused lo obey Rule/Dorect1ve Out of School Suspens100 10 6001062 Mabelvale Jr High School 07 8 M Refused lo obey Rule/Dorect1ve Out of School Suspens101'1 3 6001062 Mabelvale Jr High School 07 8 M F1ght1ng Out or School Suspension 3 6001062 Mabelvaie Jr High Schoo' 07 W M F1ght1ng OUI or School Suspension s 600102 Mabelvaie Jr High Schoo' 07 V M Refused lo obey Rule/01rect1ve Out or School Suspensoon ~ 60010C2 Mabelvale Jr H,gh SchOO 07 8 M Refused to obey Rule10orect1ve Out of School Suspens,on : 60010C2 Mabelvaie Jr H,,h SchOd 07 W F Disorderly Conduct OUI of School Suspension -~ 60010:.\"\"2 Mabelva1e Jr H,gh SchOd 07 8 M D1SOtderly Conduct Out of School Suspensoon 60010C2 Mabe1..-aieJ r H,9~ ScMo' 07 8 F Refus.ed to obey Rule/01rect,ve OUI of School Suspension 3 60010C2 Mabel.-ale Jr H,\nh Schoo 07 8 F Refused to obey Rule Directive Out of SchOOi Suspension 3 6001C,~ Mabetva,e Jr H,\n~ Scl'lOO 07 V,' M Disorderly Conduct OUI or School S\nspens,on 3 6X1~\"\"2 Mat\u0026gt;et,-a,eJ r H,01 $_.nx,, 07 V M O,sorderty Conouct OUI of Scl'lOOIS Jspens,o,, 6 86 LITTLE ROCh: SCHOOL DISTRICT: DISCIPLil\\E o.:.vs LEA t-.0. SCHOOL GRADE RACE SEX INFRACTION 60010C2 MabetvaleJ r High Schoo 07 B ACTION TAKEN 600102 Mabe!va M Refuse\u0026lt;Jl o Obey Rule/Oirect1ve Ou, of Schoo SusoenslO\".  ,e Jr High Schoo 07 B F Disoroer1y Conauc:1 - 600102 MabetvaleJ r High Schoo 07 B F Fighung Out of Schoo SuspenslO\" ,: Out of Scr1001S uspens10\u0026lt;1 ~ 600102 Mabe/vale Jr High Scl\"lOOI 07 B M lnd=t~re 600102 Mat\u0026gt;e1va1Jer High Scl\"lOOI 07 B OJI of School Suspens10\u0026lt;1 3 F Refused lo Obey Rule/Directive Ou, of School Suspens10\u0026lt;1 ~ 600102 Mat\u0026gt;e!vaieJ r H 1gh School 08 B l500102 Ma be1vale M U5'ng Foul ot AbusiveL anguage Out of School SuspenS\u0026gt;Ol\"I 1C Jr High School 08 B F D1sorderty Condud 600102 Ma be/valeJ r H ,gh Schoo 08 B F Dl$()(derty Condud Out of School Suspen$\u0026gt;00 1C l5001062 MabeMle Jr H,gh School 08 B F Dl$()(derty Condud Out of School S USpetlS\u0026gt;Ol\"I  l5001062 MabelvaleJ r H,gh School 08 B M DISOl\"dertyC ondud Out or School Susperl$10(1 10 l5001062 Mabe/Yale Jr High Schooi 08 B Out or School Suspen$1()n 2 F DISOrderty Condud l5001062 Mabe,'-valJer High School 08 B M Use or Paging Long Term Suspen$10(\\ 6e DeVIOeS l5001062 Ma betvaleJ r H ,gh School 08 B Long Term Suspension 1~ !5001062 M Refused to obey Rule/Directr,,e Out or School SuspenslOl'1 3 Mabe!vale Jr High School 08 B F OISOrderlyC ondud !5001062 Mabe,'-valJer H ,gh School 08 B Out or School SuspenslOl'1 3 F O15CKdertCy ondud Out of School Sus.pen$10(1 !5001062 Mabe/valeJ r High School 08 B F Refused lo obey Rule/01rectr,,e 1C l5001062 Mabe/'valeJ r High School 08 B Out or School SU$pef\\510n 5 F Fighung l5001062 Mabe/vle.a J r High School 08 B Out or School Su~ 6 F U51ng Foul orA busiveL ing~ Out of School Suspens,on l5001062 Mabe/valeJr High School 08 B F Fighting 10 eoo1002 Mlbelva le Jr High School 08 B Out of School Suspension 6 !5001062 Mab elva M Rell/Md lo obey Rule/Oirectr,,e Out of School Suspetl510n 3 le Jr H ,gh School 08 B M DISOrdfof1Cy ond l5001062 Mabe/valeJ r H,gh School l ct Long Term Susl)enMC)n 3 06 B F O1SO(d~-rCtyo nduct !5001062 Mabe!val e Jr High School 08 B Out or School Suspens101'1 5 F ONense not MentJoned eoo1052 Mabe/valeJ r H ,gh School 06 B M Fighting Out or School SU$peOSIC)r1 5 !5001062 Mabe/valeJ r H IQh School 06 B Out or School Sus.penslOl'1 5 !5001062 Mabe/valeJ r High Schoo M Refused to obey Rule/Directrve Out or School Suspen$1()1\"l 3 08 B M Refused to obey Rule/Directive Out or School Suspens= 3 !5001062 Mabe/valeJ r High School 08 B M UWPO$S. Drugs (1st) Out or School Suspens.on 3 6001062 MabelvaieJ r High Schoo 08 B F OISO(derlyC onduct Out of School Suspension 10 600102 Ma be/vale Jr H,g h School 08 B M Refused to obey Rule/Directrve Out of School Suspension 3 6001062 MabervaleJ r High School 08 B M O1sordertyC onduct Out or School Suspens10-, 2 6001062 Mabe/valeJ r High Scl\"lool 08 B M Disorderly Conduct Out of School Suspens,o., 5 6001062 Mabelva,eJ r High Sehool 08 B M Using Foul or Abusrve Language Out of SctlOOIS uspension 5 600102 MabelvaleJ r High School 08 B F Usmg Foul or AbusrveL anguage Out of School Suspension 5 600102 Ma belva le Jr H,g h Scr.oo, OS B F Using Foul or Abusrve Language Out or School Suspension ~ 600102 Mabe/vale Jr High School 08 B F F,ghung Out of School Suspens10.,  600102 Mabel-nle Jr High SchOO, OS B F Refused to l'lbey Rule/Directive Out of School Suspens10-, 3  600102 MAbe/vaJier High Schoo 08 B M L'sing Foul or Abusive Language Out or School Suspension 5 600102 MabelvilleJ r High Schoo- 08 B M Gambling Out or SchoolS uspens10.., 5 600102 MabetvaleJ r High Schoo 08 B M D1sorder1yC onduct Long Term Suspens10n\n600102 Mabe/valeJ r High Scnro 06 8 M Refused to obey Rule/Directrve Out or School Suspens10, ,o 600102 Mabelville Jr High Scnoo, 0/lW M Use/Po$$ Drugs (1sl) Out or School Suspension 3 600102 Mabelvale Jr High Scrioo\noa B M llerbal Assault on Staff Out or SchoolS us\n\u0026gt;ens1on : 600102 MabetvaleJ r High Schoo: 08 B M Uw of PagingD eVICe-5 Out or School Suspens o-, ,: : 600102 Mabetv.le Jr High Schc,c. 08 B M Fighting Out of School Sus.-ens1on 3 6001062 Mabetvale Jr High School 08 W M Refused to obey Rule/Directrve Out or School Suspension 3 600102 Mabe/vale Jr High School 08 W M Refused to obey Rule/Directive Out or School Suspens,on 3 600102 Mabetv.le Jr Htgh School 08 B M O1sorder1y Conduct Out or School Suspens10., 3 600102 Mabelvale Jr High School 08 B M llerbal Assaun on Staff Out or School Suspension 3 600102 Mabel.-ale Jr High Schoo 08 W M Use/PO$$ Drugs (1st) Out or School Suspension 3 600102 Mabervaie Jr High Schoo 08 W F F,ghttng Out of School Suspens10n 3 6001002 Mabelvale Jr High Schro 08 B M Assault Out or School Suspension 3 600102 Mabetv.,e Jr High Sct-.oo: 08 B M D1sorder1y Conduct Out of School Suspension 10 6001062 Mabetv.le Jr High Scl\"lool 08 B M D1sorder1y Conduct Out or School Suspension 3 6001002 MabelvaleJ r High School 08 B F O1sorder1y Conduct Out or School Suspension 8 6001062 Mabelvale Jr High School 08 B F Fighting Out of School Suspension  6001062 Mabelvale Jr High School 08 B M Refused to obey Rule/Directive Out Of School Suspension 3 6001062 Mabelvale Jr High School 08 B M Then Out or School Suspension -3 6001062 Mabetvale Jr High School 08 B M Refused to obey Rule/OirectJve Out or School Suspension 10 6001062 Mabelvale Jr High School 08 B M Assault Out ot School Suspension s 6001062 Mabelvale Jr High School 08 B M Refused to obey Rule/Directive Out or School Suspension 3 6001062 Mabelvale Jr High Schoo, 08 B M Refused to obey Rule/Dtrect1vt Out of School Suspension 3 6001062 Mabelvale Jr High School 08 B F Fighting Long Term Suspens,on 11 6001062 Mabelvale Jr High School 08 B M Refused to obey Rule/Directive Out of School Suspension 3 6001062 Mabelvale Jr High School 08 B M Refused to obey Rule/Directive Out of School Suspension 3 6001002 Mabelva1e Jr High School 08 B M Disorderly Conduct Long Term Suspension -:' 6001062 Mabeivale Jr High Schoo 08 B M Disorderly Conduci Out of School Suspension 5 6001062 Mabetvale Jr High SChOOi 08 B M Assault Out of School Suspens,on 10 600102 Mabetvale Jr H1g'l Schoo. 08 B M Disorderly Conducl Out ot School Suspens,on s 600102 Mabervaie Jr High Schoo 08 B M D1sorder1t C0nc1.x:1 Out of School Suspens,on 5 6001062 Maoe1,.iie Jr High Scnro  08 B M Fighting Out or School Suspens,o.,, 3 60010C2 Ma:\u0026gt;el,a,e Jr High Schro 08 W M UWPO$S Drugs (1st) OU1 of School Suspens1o-n 3 6001 OC2 Mabetvaie Jr H\n'l Scr,:,o 08 W M Gambling Out of School Suspens,or, 5 60010C2 Ma:ie1.-a e Jr H,g'1 Schoo 08 B M Refuse\u0026lt;J to obey Rule.'DirKtrve Out of School Suspens= ~ 6001 ~--\n, Ma:ie1.-aie Jr H,g'l Scr-.o.:, 08 B M Ba~ery Out of School Suspens,or, 5 6X10C2 1,1.a:,er,a,eJr H-\nh Sc\"KX\u0026gt; 08 B M Refused to o~y Rule,'D1recti.e Out of School Suspenr..or, 3 6,X1~--: Ma:,e,,a,e Jr H,\n'l Sc\"-, 08 B F D1sordelly Cono.x:1 OJI of School Sus\n:,en~IO\" 1C s.x:::.c:, Ma:,ec,aie Jr H,\n, 5cnoc, 06 8 M The~ 01.11 of Schoo Suspens.,or 5 87 LITTLE ROCK SCHOOL DISTRICT: DISCIPLINE D.t.YS LEA NO. SCHOOL GRADE RACE SEX INFRACTIOI, 60010C:' Mabe/YaleJ r H,gh Schoo 08 B M F1ght1ng ACTION TAKEN Ou, or Schoo, Suspen5\"0\", ., 6001062 Mat\u0026gt;et,aleJ r H,gh Schoo 08 B M Fighting Ou, of Schoo S uspe,, s..ori r 6001062 Mabe/YaleJ r High Schoo 08 W F 01so,derty Conduct 600106:' MatlelvaleJ r H,gh Schoo 08 W OU1o f Sehool S usoens.o,, ' 6001062 Matlelvale Jr H ,gh Sc.noo, F Refused to ObeyR ule/Oirecwe Ou, of School Sus~ 3 08 W F RefLtsed lo Obey Rule/Oirect,ve Ou, or Schools~ 5 6001062 Mabelvale Jr H ,gh School 08 B 6001062 Mabe/valeJ r H,gh Schoo M Refused to obey Rule/Directive Out or School Su~ - eoo1052 08 B M Refused to obey Rule/Oirectr.,e Out or Schools~\nMa belvale Jr H ,gh School 08 B M RefuMkS lo obey Rule/01rect,w Out or School Suspet'15,0n 4 eoo1002 Ma belvale Jr H,gh School 08 B M Refused to obey Rule/D,rectr,,e Out or School Sus.penso, 3 eoo1002 Ma~le Jr H,gh Schoo, 08 B M RefUMd to obey Rul\u0026amp;'Oirective Out of School Suspens.on 3 eoo1002 Mabe/valeJ r H,gh School 08 B M Refused to obey RUie/Directive Out of School S1JSpen51on 3 eoo1002 Mabe/vale Jr H ,gh School 09 B M Refused to obey Rule!OirectMi Out of School Suspen5o0n 3 9001062 Mabe/vi le Jr H,gh School 09 B M Arson Out or School~ 6 9001062 Mabe/vale Jr H,gh School 09 B M Refused to obey Rule/Oirecttw Out or Schools~ 3 e001062 MabeNu Jr H,gh School 09 B M U51ng Foul' Abusrte uinguage Out or School Suspens,on 3 eoo1062 Mabe!vale Jr H ,gh School 09 B M U5ing Foul' Abu$,ye uinguage Out of School Suspens.on 3 eoo1062 Mabe/vale Jr H,gh School 09 W M Len School wto Pel'ITlll.5lon Out of School Suspena.,ot1 3 eoo1062 Mabe/valeJ r H ,gh School 09 B M U51ng Foul orA bust,,e uinguage Out or School s~tl$10(1 3 eoo1062 MablwvaleJ r H ,gh School 09 B M Refused to obey Rula!OirectNe Out or School Suspens.on 3 eoo1062 MablwvaleJ r H,gh School 09 W M Fighllng Out or Schools~ 3 eoo1062 Mabe/vale Jr H,gh School 09 W F Fighllng Out or School Suspens..on 3 e001062 MabeMle Jr H,gh School 09 B M 0150rderly Conduct Out or Schools~ 10 eoo1062 Mabe/valeJ r H,gh School 09 B F DISOrderlyC onduct l.ongTennSLIS!)enl.lOn 74 eoo1062 MabeMie Jr H,gh School 09 B M Len School w/o PerTT11$$10n Out or School Suspen$\u0026gt;0(1 3 6001062 Mabe1vlea Jr H,gh School 09 B F F,ghllng Out or Schools~ 3 eoo1062 Mabe/vale Jr H ,gh School 09 B M Refused to obey Rule/OirectJve Out or School Suspens.on 3 6001062 Mabe/vale Jr High Schoo 09 B M Gambllng Out or School Suspens,on 3 6001062 Mabelvale Jr High Schoo 09 B M OHense no1 Menl.ooned 600106:2 MabetvaieJ r H,gh School 09 B Out or Schools~ 10 M Verbal A5Wult oo Staff Out or School Suspens.on 10 6001062 Mabelvale Jr High Schoo 09 B M Refused lo obey Rule/Oirectr.,e Out or School Suspens,on 3 6001062 Ma be/vii le Jr H ,gh School 09 B M Refused to obey Rule/Direaive Out or School Suspens,ori 3 6001062 MabetvaleJ r High School 09 B M Use or Paging Devices Out or School Suspens,on 10 6001062 Mabelvale Jr High Schoo' 09 B F D1so,derty Conduci Out or School Suspens,o, 5 6001062 Mabe/ville Jr H,gh Schoo 09 B M Refused to obey Rule/Dareci1ve Out or School S uspens,on 3 6001062 Mabetvale Jr High Schoo 09 B M Banery Out or SchooSl uspensior1  6001062 Mabe/valeJ r High Schoo. 09 B M Rerused to obey Rule/Oireaive Out or School Suspens,on /' 6001062 Mabetvale Jr High Schoo 09 B M F,ghl1ng 6001062 MabetvaleJ r High Schoo 09 W M Out or School Suspens10\u0026lt;1 D1so,der1yC onduct Out or SchooSl uspens10., ~ 6001062 Mabetvale Jr High Schoo 09 B F F1ghl1ng Out or SchooSl uspens10.- 3 6001062 Mabe/vale Jr High Schoo 09 B M F1ghhng Out or School Suspension 3 6001062 MabetvaleJ r High Schoo 09 B F Banerv Long Term Suspen=, ss 6001062 MabetvaleJ r High School 09 B F D1so,derty Conduct Out or School Suspension 10 6001062 Mabetvale Jr High Schoci 09 W M Ftgh~ng Out or School Suspens10:-i ~ 6001062 Mabetvale Jr High School 09 B F 01so,derty Conduci Out or School Suspension 10 6001062 Mabetvale Jr High Schooj 09 B M Refused to obey Rule/01rect1ve Out of School Suspens10, 3 6001062 Mabetvale Jr High School 09 B M Arson Out of School Suspension 3 6001062 Mabetvale Jr High Schoci 09 W M Refused lo obey Rule/Oirecllve Out or School Suspension 3 6001062 Mabetvale Jr High School 09 W M Refused to obey Rule/D1rect1ve Out or School Suspens10'1 3 6001062 Mabetvale Jr High Schoo: 09 W M Then Out or School Suspens10\u0026lt;1 3 6001062 Mabetvale Jr High School 09 B M Refused to obey Rule/Oireclr.,e Out or School Suspension 3 6001062 Mabetvale Jr High Schoo: 09 B M Refused lo obey Rule/D1reclive Out of School Suspens10'1 3 60010C2 Mabetvale Jr High Schoo: 09 B M Use of Weapon Long Term SuspenSI0/1 45 6001062 Mabe/vale Jr High Schoo: 09 B M Refused to obey Rule/Oireci1ve Out of School Suspension 6 6001062 Mabetvale Jr High School 09 B M Refused to obey Rule/Oarec:tive Out of School Su$pffl$1on 5 6001062 Mabe/vale Jr H ,gh School 09 B M Disorderly CondUd Out or School Suspension 5 6001062 Mabetvale Jr High School 09 B M Refused lo obey Rule/Olreclr.,e Out of School SuspenS10n 3 6001062 Mabe/vale Jr High School 09 B M Refused lo obey Rule/DirectJve Out or School Suspension .10 6001062 Mabe/vale Jr High Schoo: 09 B M Refused lo obey Rule/Directive Out or School Suspef\\S!On 3 6001062 Mabetvale Jr High SchOO! 09 B M Offense no1 Mentioned Long Term Suspension 71 6001063 f1ir High School 02 B F Disorderly Conduct Out of School Suspension 4 5001053 F1lr High Schoci 08 B F D1soroer1yC onduct Out of School Suspension 8 6001063 f11r High School 09 B M Banery Out or School Sui.pension 10 6001063 F11r High School 09 B M Refused lo obey Rule/01recl1ve Out or School Suspension 3 6001063 Fair High School 10 B M Refused lo obey Rule/D1rect1ve Out or School Suspension 6 6001063 Fair High School 10 B M Refused lo obey Rule/D1rect1ve Out or School Suspension 10 6001063 Fair High School 10 B F Use or Paging Dev= Out or School Suspension 10 6001063 Fair High School 10 B M F,ghling Out or School Suspension 5 6001063 Fair High School 10 B F Assaur. Long Term Suspension  6001063 Fair H1gll SCl',ool 6001063 Fair H,gll Schoo' 10 B M Banery Long Term Suspens,on 10 B M D1so,derty Conduct Out or School Suspension I ( 6001063 Fair High School 6001063 F1 1rH 1gn Schoo 10 B M Refused to obey Rule/Directive Out of School Suspens,ori 10 w M Refused to obey Rule/D1rec~ve Out or School Suspens,o,, 10 60010C3 Fav High Sc.hoo, 10 B F 01so,der1y Conduct Out ol School Suspens,on 3 6001063 F11r H,gri Serio:,. 10 B M Refused lo Obey Rule/D1rectr.,e Out or School Suspens= 3 6001()\",,3 Fa~ H,,~ Sc.hoo, 10 6 F Reluseo lo Obey R ule.'D1rectr.,e Out or SchOol Suspens,on 3 6001063 F11r H,g~ Sc~ 10 6 F Refused to Obey Rule/D1rect1ve OU1 of SchOol Suspens,ori s 6001ue3 F-av h,\n'1 Sc,\"\u0026gt;Oc, 10 E M Ar.saun Long Term Su~. E.3 RH LITTLE ROCK SCHOOL DISTRICT: DISCIPLI:\\'E LEA NO. SCHOOL GRADE RACE SEX INFRACTION ACTION TAKEI', Ot.Y! 6'.Xl1 OC3 Fu H,gh Sc.hooi 10 6 6001063 Fair H,gh Schoo, M Refused to Obey Rule/D11ecti.e Out or School Suspensior .- 10 B F Refused lo Obey Rule/D1rec~ve ., 6001063 Fair H1g1'S1c hOol 10 B F D1soroeny Conouo Out or School Suspens'\" . 6001063 FI ll H,gh Schoo, 10 B F Fighting LO/'lgT erm Suspen~ s Out of School Suspens,on ~ 6001063 F II' H 1g h School 10 B M F1grit1ng 6001063 Fair H.gh School 10 B Out or School Suspens,on 1: M Refused lo obey Rule/Directrve Out or School Suspens.on 2 6001063  Fu High School 10 B M Refused lo Obey RuleJDlfective Out of School S us.iens= 3 6001063 Fu High School 10 B M Use/Poss Df\\Jgs (151) Out of School Suspens,on 3 6001063 Fair High School 10 B M Fighting 6001063 Fu High School 10 B F A$Yun OU! of SchoolS uspefl$10n 5 6001063 Fu High School 10 B Long Term Suspens.on SE 6001063 FI ll High School  M Refused lo obey Rule/DlfeciNe Out of School Sua,pension 3 10 B F Refused to obey Rule/Diracwe Out or SchoolS uspen$10(1 3 eiOO10 63 : FI ll High School 10 B F DISOroertyC onc:1ue1 eiOO10 63 : FI I High School 10 B F Thell Out of Schcd Suspens,on 10 ei0010 63  FI I High School 10 B Out of School Suspen510r1 3 M U1.1ng FOUi or Abusive LlnguaQe eiOO10 63 . Fu High School 10 B Out of Schools~ ,c eiOO10 63 .' Fu High School \"' S.t1ery Out of School Suspen$10(1 10 10 B M Assault eiOOI0 63 : Fu High School 10 B M Disorderly Conduel Long Term Suspenso, 63 ei0010 63 : Flit High School 10 B Out of School S uspe!'ISIOn ,c 8JO1 0 63  Far High School M Refused lo obey Rull/Oiractr,,e Out of School Suspen$10rl 3 10 B M F,ghbng eiOO10 63 , Fu High School 10 B Out of School Suspension 5 eiOO0I 63 . Fair High School M UwPos.5. 0tvgs (1st) Out of School Suspen$10n 3 10 B M Oisorderty Conduel 9001063 . Fair High School 10 B LongTwm~ E'2 M Relus.ed lo obey Rula/Diractr,,e Out ot School S~ 3 ei001063 . F 11r High Schoo' 10 B M \u0026amp;t1ery ei001063 FIi/' High School 10 B Long Term Suspen\u0026amp;,on 171 ei001063 Fall' High Schoo, M Refused to obey Rule/Dlfecilve Out of School Suspens,on 3 10 B M DISOroertyC onduct Out of School Suspel'\\SIO/'l 5 6001063 - Fair High Schoo 10 B M F,ght1ng Out of School Suspens,on 5 6001063 Fair High Schoo, 10 6 M Fighting 6001063 F\nairH igh School 10 B Out of School Suspens,oo 5 M F,ghbn\ni Out of School SuspenslO/'l 3 ei001063 FairH,gh Sc.hool 10 B F Fighting 600103 Fair H19h SchOol 10 B Out of School Suspens,o,, 5 M Fighting Out of School Suspens10/'l 5 6001063 Fair High School 10 B M F1ght1ng Out of School Suspens,on 5 6001063 Fall H,gh School 10 B M Use/Poss Df\\Jgs (Isl) Out of School SuspenslOl'l 3 6001063 FIil' High School 10 W F Use/Poss Df\\Jgs (1st) Out or School SuspenslOl'l 3 600103 Fair High School 10 B F Ph)'S'Cill A\"-!un or Staff Long Term Suspens,on J\n. 6001063 Fair H.gh Schoo 10 B F Refused to Obey RuleJD1rec1Ne Out of Sehool Suspens1or, 5  6001063 Fair High School 10 B M Refused to obey Rule/D1rec~ve Out of~ :.hooJ SuspenslOI'\\ 3 6001063 Fair High School 10 B M A$Slun Out or School Suspens10/'l 5 6001063 Fair High Schoo 10 B M Using Foul 01' Abus,ve Language Out or School Suspens10:1 10 6001063 Fair High Schoo 10 B M A$Slun Long Term Suspens1C\u0026gt;rl \u0026amp;: 6001063 Fair High School 10 B M Banery Out or School Suspe\"1s10/'l ,~ 6001063 Fair High School 10 B M As.saun LOl'lg Term Suspens'\" 11 6001063 Fllf H,gh School 10 B M Use/Poss Df\\Jgs (1 stj Out of School Suspens101'l w 6001063 Fair High Sc./looi 10 B F Tnell Out of School Suspens,o.\"' 3 6001063 F111H igh School 10 W M Disorderly Conduct Out or School Suspens10~ ,~ 6001063. Fair High Schoo 10 B F Fighting Out or School Suspension 5 6001063 Fair High Schooi 10 B F Refused lo obey Rule/Directive Out or School Suspens,on 3 6001063 _Fair High Schc 10 B M Fighting Out ot School SuspenslOl'l 5 6001063 Fair High Sehoo! 10 B M Disorderly Conduct Out or School Suspens1ori 10 6001063 Fair High Schooi 10 W F Use/Poss Drugs (1 sl) Out or School Suspens10.\"1 3 600103 Fa 11Hr igh Schooi 10 B M Fighting Out or School Suspension 5 6001063. Fair High Schc 10 B M Using Foul 01' Abusrve Languagl' Out or School Suspel'\\S\u0026gt;0/1 3 . - 6001063 Fair High Schoo 10 B F Refused to obey Rule/Direcllvl' Out or School SuspenslOl'l 3 6001063 Fair H IQ h School 10 B F Refused to obey Rule/D1tecl1ve Out or School Suspens10t1 10 6001063 Fair High School 10 B F Disorderly Conduel Out or School Suspens10t1 10 6001063 Fair High School 10 B F Au.autt Long Term SuspenslO/'l 98 6001063 Fair High School 10 B M Refused to obey Rule/Oirectrve Out of School Suspension 3 6001063 F 11r High School 10 B M Refused to obey Rule/Direct1ve Out or School Suspens10/'l 3 6001063 F11t High School 11 B M Refused to obey Rule/Dlfective Out or School Suspens,on 3 6001063 F11r High School 11 B M Ass.aun Long Term Suspel'\\Slon 55 -6001063 f\nair High School 11 B M Fighting Out of School Suspens'\" 10 6001063 Fair High School 11 W M Use/Poss Drugs (1st) Out or School Suspension 3 6001063 F 11r High School 11 B M Fighting Out or School SuspenslOI'\\ 10 6001063 Fair High School 11 B M Thell Long Term Suspension 62 6001063 F11r High School ,, B M MahcJOUSM 1sch1er/ Vandalism Out or School Suspension s 6001063 F11r high School 11 B M Banery Out or School Suspens10t1 10 6001063 Fair High School 11 B M Ass.au\" Long Term Suspens,on 61 6001063 Fair High School 11 B M Banery Out or School SuspenslOl'l 3 6001063 Fair High Schoo 11 B M Fighting Out or School Suspens,on 5 6001063 F 11r High Schoc\u0026gt; 11 B M Assau,  Out or School Suspen~ s 6001063 Fair H,gh Scl'lex) 11 B M Rerused to obey Rule\nD1recti,e Out of School Suspens,or 3 60010C3 F1,r H,9~ Schoo ,, B M Harra5$/nent 0111 of School Suspens= 3 6001063 Fair H1gn Schoc, 11 e F F1gh11ng OL/1 or School Suspens.,o,, 5 60010C3 Fa.r H1oh S,cl'lex) 11 e F Thell Out of School Suspensl0f1 3 6001 OC3 Fair H\nn Schoo ,, w F F irs.1 orrense Use.Poss Alcol)ol Out or School Suspens,or, 3 6,X:X3 Fa., h-\n~ S:l'lex) 11 V. M F1ght1ng Out or SchOol Susr:\u0026gt;ensior 5 6X'X3 Fa,rh\ni~ 11 e M F1g'it1n~ Out or Sc1'oo Suspens,o,, 10 89 LITTLE ROC~ SCHOOL DISTRICT: DISCIPLI:\\E U.A NO. SCHOOL GRADE RACE SEX INFRACTION ACTION T AKEi. Dt.YS 6001063 Fair Higl'l Schoo 11 w M Refused lo ooey Rule/D1rect1W OU1o f Scl'\u0026gt;()o(S usoens0'1 '~ 6001063 Fall' H,gn Schoo 11 w M F,gl'l111\u0026gt;9 OU1o f Scl'\u0026gt;()o(S uspen!,,O\"I ,,- 60010CJ F 11r H 1gl'l Schoo 11 B F RtfuWd lo ooey Rule/D1rectNe Out of Sc.t\u0026gt;ool Suspens,cy. 60010CJ Fair H,gl'l 5cJ)ool 11 B M Batle,y Ou, of Schooi Suspem,,o,,  60010C3 Fair High Schoo, 11 w F F,gl'lt1nc, OUI of Schooi Suspens,on 6001063 F 11r H,gl'l Scl'\u0026gt;()o( 11 B M As.saun OUI of Schooi Sus~  6001063 FI\" H,gl'l Schoo, 11 B M As.sau\" Long Term Suspen~ 11 60010C3 FairH,ghSc.hoo 11 B M Left School w/o Pe\u0026lt;m1S$10n OUI of Schooi Su~ 3 6001063 FH H,gh Schooi 11 B F Refused to obey Rule/D1rect1ve Out of School Suspens\u0026gt;on 3 6001063 Fu H,gh School 11 B F Refused Lo obey Rule/Direcl/ve Out or School Suspens,on 3 6001063 Fu H,gh School 11 B F Au.u\" Out or School Sus\n,eN,dl 5 6001063 Fall' H,gh School 11 B M Refused to~ Rule/D1rec1M Out of School Suspension 3 6001063 F 111 High School 11 B M Refused Lo obey Rule/Directive Out of School Suspension 3 6001063 Fair High School 11 B F Rerused to obey Rule/Directrve Out of School Suspen510n 1C 6001063 Fu H,gh School 11 B M Left School w/o Perm1S$101'\\ Out of School Suspens,on 3 6001063 FIii' H,gh School 12 B M UM/Posa. Drugs (1st) Out of Schools~ 3 6001063 Fu High School 12 B M Rtrused to ~ Rule/Oirectrve Out of School Suspen510n 3 6001063 F asr High School 12 B F Fighting Out or School Suspen$10n 5 fl001063 Fair H,gh School 12 B M Auault Long T em, Suspen50l 83 8001063 Fair H,gh School 12 B M Disderty Conduct Out of School Suspens,on 10 fl001063 Fu High School 12 B M it.uaun Out of School Suspen$10(l 3 6001063 Fu H,g,1 School 12 W M Auault Out of Schools~ 5 fl001063 Fw High School 12 B M Disderty Conduct Out or Schools~ 5 fl001063 Fw High School 12 B M Figh~ng Out of Schools~ 5 6001063 Fu H,gh School 12 B M Fightlr.g Out or School Sus.pen~ 5 6001064 McClellan High School 10 B M Dl$Ol'derly Conduct Out or School SuspenslOl'l 3 60010\u0026amp;4 McClellan High Sc.hoo 10 B M F,ghhng Out of Sch0ol SuspenslO/'l 5 60010\u0026amp;4 McClellan High Schooi 10 B F Fighting OU1 of School Suspen5'()(1 5 60010\u0026amp;4 McClellan High School 10 B M D1sorderty Conduct Out of School Suspens100 3 60010\u0026amp;4 McClellan High Schoo 10 B M Use/PO\u0026amp;S. Drugs (1st) Out of Sch0ol Suspens100 3 60010\u0026amp;4 McClellan High School 10 B M Disorderly Conduel Out of School S uspen$,on 10 60010\u0026amp;4 McClellan High School 10 B M As.sault Out of Sch0ol SuspenslOl'l 3 60010\u0026amp;4 McClellan High School 10 W M Use.lPO\u0026amp;S. Drugs (1st) Out or Sch0ol Suspensoon 3 60010\u0026amp;4 McClellan Hign School 10 B F As.saun Out of Sch0ol Suspension 5 60010\u0026amp;4 McClellan H1gl'l Schoo' 10 B M Figh~r\ng Out of School Suspens100 5 6001064 McClellan High School 10 B M Disorderly Conduct Out or School SuspenslOt'I / 6001064 McClellan High School 10 B M Banery Long Term Suspen$1011 .,  6001064 McClellan High School 10 B M Fighting Out or School Suspens10fl 6001064 McClellan High Schoo 10 B M Refused to Serve Detent,on Out of School Suspens100 6001064 McClellan High School 10 B M D1sorderty Conduel Out of School Suspens10fl 6001064 McClellan High Schoo 10 B M Fighhng Out or School Suspens10n 5 6001064 McClellan High School 10 B M First Offense Use/PO\u0026amp;S Alcohol Out of School Suspens1or. 3 6001064 McClellan High School 10 B M Gambling Out of School Suspens10t'\\ e 6001064 McClellan H,gh School 10 B M RefU5ed to obey Rule/D1rect1ve Out of School Suspens,on 3 6001064 McClellan High Schoo. 10 B M As.sault Out or School Suspension IC 6001064 McClellan High School 10 B M Refused to obey Rule/D1rechve Out of School Suspens10:i 3 6001064 McClellan High School 10 B M Fight1r\ng Out of School Suspension 10 6001064 McClellan High School 10 B M F,ghtmg Out of School Suspens,on 3 6001064 McClellan High Schoo 10 B M Gambl1n,g Out of School Suspens10t'\\ 1 6001064 McClellan High Schoo. 10 B M Auault Out of School Suspens= 10 6001064 McClellan High School 10 B M Disorderly Conduct Out of School Suspensoon 3 6001064 McClellan High School 10 B M Disorderly Conduct Out or School Suspens10fl 5 6001064 McClellan High School 10 B M Use.lPO\u0026amp;S. Drugs (1st) Out of School Suspension 5 6001064 McClellan High School 10 B M Use of Pag1n,g Oevoces Out of School Suspens,on 10 60010\u0026amp;4 McClellan High School 10 B M A55aun 0ut of School Suspension ,0 60010\u0026amp;4 McClellan High School 10 B M Gambhng Out of School Suspens1011 5 6001064 McClellan High School 10 B M Loitenng / Criminal Tre55pass Out or School Suspens1011 5 6001064 McClellan High School 10 B M Gamb11n,g Out or School Suspenslon 1 6001064 McClellan High School 10 B M Assaun Oui of School Suspen510n 3 6001064 McClellan High School 10 B M Assaun Out of Sehool Suspension 10 6001064 McClellan High School 10 B F Disorderly Conduct Out of School Suspen510n 10 6001064 McClellan High School 10 0 M Use/Poss. Drugs (1st) Out of School Suspension 3 6001064 McClellan High School 10 B M Theft Out of School Suspension 3 6001064 McClellan High School 10 B M Use of Paging DevteeS Out of School Suspension 5 6001064 McClellan High School 10 W M Use of Paging Devi= Oul of School Suspens100 5 6001064 McClellan High School 10 B M Fighting Out of School SU6pens10fl s 6001064 McClellan H1gl'l School 10 B M Refused to obey Rule/Dire\u0026lt;:l1ve Out of School Suspens,on 3 6001064 McClellan High Schoo' 10 B M D1sorder1y Conduct Out of School Suspens10n 3 6001064 McClellan High School 10 B M F1ght1ng Out of School Suspens10fl 3 6001064 McClellan H,gh School 10 B M Fighting Out of SchOOI Suspension 5 ( 6001064 McClellan High Schee,' 10 B M Fighting Out of School Suspens10n ., 6001064 McClellan H,gh Schoo. 10 6 M lncrt1ng to R,ot Long Term Suspens10n 6001064 McClel1a:i H\ng'l School 10 B M Fighting Out of School Suspens100 6001064 McClellan H,\nh SchOo 10 6 M lncrtmg to R,ot Long Term Suspens10n S9 6001()(A McC1e11anh ,\n'l Schco 10 B M Use/Poss Dru\ns ( 1f \u0026gt;!) OL.1o1f School Suspens,on 6001O t,4 McCiellan h\n'l SchOo 3 10 6 M Assaun Out of School Suspens,oi 3 6001064 McC,e,.an h,,\n'l 5ch0o 10 6 F F1ght1ng CL.Ito f Scl'\u0026gt;()o(S uspens,on 5 90 LITTLE ROCK SCHOOL DISTRICT: DISCIPLl!'\\E LA NO. SCHOOL GRADE RACE SEX INFRACTION 6001 06,,I McClellan H ,gh School 1 0 W M 01so\u0026lt;derty Conduct 600106,,I McClellan H,gh Schoo 10 W M Ass.au~ 600106,,I McClellan High School 10 B M Gambling 600106,,I McClellan High School 10 B M Use/PO\u0026amp;S Orvgs (1st) 600106,,I McClellan High School 10 B M Gambling 6001 06,,I McClellan H ,gh School 1 0 B F 01so\u0026lt;derty Condud 600106,,I McClellan H,gh School 10 B F A\"-!ult 600106-4 McClellan H,gh School 10 B F Auault 6CXl106-4 McClellan High School 10 B M Use/Posa. Drugs (1 sl) 6CXl10 6,4 McClellan High School 10 B M Fi ghling 6CX)106,4 McClellan High School 10 B F Using Foul or Abu5M LMIQUAQe 600106,4 McClellan High School 10 8 F Fighting 800106-4 McClellan High School 10 B M Ol5derty Conduct 6CXl10\u0026amp;4 McClellan High School 10 B M Aauua 800106-4 McCi.llan High School 10 B M Fighting 800106-4 McClellan High School 10 B M Fighting 800106,4 McClellan High School 10 B M Asuult eoo1064 McClellan High School 10 B M Forpery/Failurt to Pnwidt ID 8001064 McClellan High School 10 B M DIIOl'dtrty Conduct 800106-4 Mcei.llan High School 10 B M lncltlrog to RICI 6CX)1064 McClellan High School 10 B F Di5order1y Conduct 8001064 McClellan High Sr.hool 10 B M Asuua 800106-4 McCi.llan High School 10 B M Fighling 6CX)1064 McClellan High School 10 B M F ightlng l50010\u0026amp;4 McClellan High School 10 B M Farsi Ottense Use/Poss Alcohol 6CX1) 0 6,4 McClellan High School 10 B M Dl50rderty Conduct 6CX)1064 McClellan High School 10 B M Gambling 60010\u0026amp;4 McClellan H,gh School 10 B M Gambling 60010\u0026amp;4 McClellan High School 1 0 B M D15orderty Conduct 6001064 McClellan High School 10 B F FightJng 60010\u0026amp;4 McClellan H,gh School 11 B M Refused to obey Rule/DirectJw 6001064 McClellan H,gh Schooi 11 B M Us,ng Foul or AbuSNe Language 60010\u0026amp;4 McClellan High School 11 W F Fighting 600106,4 McClellan High School 11 B M Fighting . 6001064 McClellan High School 11 B M Fighting 60010\u0026amp;4 McClellan High School 11 B M Ass.aur. 60010\u0026amp;4 McClellan High School 11 B F Assault 6001064 McClellan High School 11 B F Using Foul or Abusive Language 6001064 McClellan High School 11 B M Using Foul or AbuSIVe Language 6001064 McClellan High School 11 B M Us.ng Foul or AbuSIYe Language 6001064 McClellan High School 11 B M Battery 6001 064 McClellan H,gh School 11 B F Ass.a ult 6001064 McClellan High School 11 B M Refused to obey Rule/01rect,ve 6001 064 McClellan High School 11 B M D1so\u0026lt;del1Cy onduct 6001064 McClellan High School 11 B M Fighting 6001064 McClellan H,gh School 11 B M Refused to obey Rule/D1rect1Ve 6001064 McClellan High Sc/loo 11 B M Gamblmg 6001064 McClellan High School 11 B M Fighting 6001064 McClellan High Schoo. 11 B M Gambling 6CX)1064 McClellan High School 11 B M Assault 600106-4 McClellan High School 11 B M F1r$1O ttense Use/PO\u0026amp;SA lcohol 6001064 McClellan High School 11 8 M Use/PO$$ Orvgs (1st) 6001064 McClellan High School 11 B M Academic Dishonesty 6001 06-4 McClellan H 1gh School 11 B M Rel U5ed to obey Rule/OirectiYe 6001064 McClellan High School 11 8 M Fighting 6001064 McClellan High School 11 8 M 01sorderty Conduct 6001064 McClellan High School 11 W F Fighllng 6001064 McClellan High School 11 8 M Fighting 6001064 McClellan High School 11 B M Use or Paging Devices 6001064 McClellan High School 11 B M Use/PO$$. Drvgs (1st) 6CX) 106-4 McClellan High School 11 B M Us,ng Foul or Abusive Language 6001064 McClellan High School 11 B M Inciting to RICI 6001064 McClellan High School 11 W F Auault  600106-4 McClellan High School 12 B M F ighhng 6001064 McClellan High School 12 B M F,ghtmg 6001064 McClellan High School 12 B M O1so\u0026lt;dertyC onduct 6001064 McClellan High School 12 B M Fighting 6001064 McClellan High School 12 0 M 01so\u0026lt;del1yC onducl 6001064 McClellan High Schoo. 12 W M Refused to obey Rula/D1rec11W 600106-4 McClellan H,gh Schoo. 12 B M Us,ng Foul or Abus,ve Language 600106-4 McClellan High School 12 B M Use or Paging DeVICM 6001064 McClellan High School 12 B F Len Schcd w/o Pem11$$00l1 6001064 McClehan H,gh Schoo, 12 B F D1so\u0026lt;dertyC ondud 6001()64 McClellan High Schoo 12 B F Relused to obey Rule/D1redrve 600106,,I McClellan H,gh Schoo 12 B F D1so\u0026lt;dertyC ondud 6001064 McClellan H,gn Schx, 12 B F D1so\u0026lt;dertyC onduct 6001054 McCiel.an H,gl'\\ Schoo, 12 6 M Use or Paging DeVICft 91 ACTION TAKEN Out of Schoo, S uspen$0'1 Out or School SUSpen$0'1 Out or School Su~ OutolSchoolS~ Out or Schools~ Outo!Schoo1Sus.pen50o\u0026lt;1 Out or School Sus.pens,on Out of School S~ Out or School Suspens,on Out or Schools~ Out of School Suapens,on Out or School~ Out of Schools~ ~of School~  Out of School~ Out of School Sus\n,tn110n Out of School~ ~of School~ ~of School~ Long Ttm1 ~ Out of School~ Long Ttm1 ~ Long Ttm1 ~ Out or School 5uspena,cn Out of School Suspenl,IOl'I Out or School s~ Out or School Suspen5\u0026gt;00 Out or School Suspen$10n Out or School Suspen$101'\\ Out or School Suspen$'00 Out or School Suspen\"'\" Out or School Suspe\u0026lt;\\5'0'1 Out or School Suspe!\\$0'1 Out or School Suspen$0'1 Out or School Suspel'l$00n Out or School Suspen$101'l Out or Schcd Suspensl0(1 Out or School Suspension Out or School Suspension Out of School SuspenSIOn Out or School Suspensl0(1 Out of School Suspension Out or School Suspens'\" Out or School suspension Out or School Suspension Out or School Suspensl0(1 Out of School Suspension Out or School SuspenSIOn Out or School Suspe= Out or School Suspens,on Out or Schcd Suspension Out or School SUSpe!\\$0'1 Out or School Suspen$1on Out of School SuspenMOO Out or School Sus.pension Out or School Suspen510n Out or School SuspenMOO Out or School Suspen$10(l Out or School Suspens'\" Out or School Suspens,on Out or School Suspens,on Lorig Tem1 SU$pe0Slon Lorig Term Suspens,on Out or School Sinpension Out or School Suspens'\" Out or Schcd Suspension Out or School Su,pens,or, Out of School Suspens,on Out or School SuspenSJO(l Out or School Suspens,or, Out or School s u,pens,on Out or School SuspenSJO(l Out or School Suspens= Out or School Suspension Long Term Suspens,on Out or School Suspen$10'1 Out or School Sus pen$\u0026gt;0r+ CAYS 3 1,0 3 5 5 ,c 3 3 5 5 s 10 10 10 5 10 3 10 68 ,o 28 n 10 3 3 1 s 3 3 3. . 10 10 s ,o ,4 3 3 3 10 10 s 3 s 3 s 10 s 3 3 3 s 3 10 s 3 s s 3 s 89 10 s s 3 10 10 3 3 ,o 7 7 s 5\" ,: 10 LITTLE ROCK SCHOOL DISTRICT: DISCJPLI~E LE.A NO. SCHOOL GRADE RACE SEX INFRACTION 6001()6,C McClellan High Schoo, 12 B M 01sorderty Conduct 6001()6,C McClellan H,gn Schoo, 12 B M Rerused lo obey Rule/01reci1ve 6001()6,C McClellan High School 12 B M Fighting 6001()6,C McClellan H,gn Schoo, 12 B M Fignt,ng 6001()6,C McClellan High School 12 B M A5Saun 6001064 McClelian H,gn School 12 B M O,sorcierty Conduct 60010\u0026amp;C McClellan H,gh Schoo, 12 B M Fighting 600106\u0026lt;1 McClellan H,gn School 12 B F Rerused lo obey Rule/01rec:t,v,e 600106\u0026lt;1 McClell\u0026amp;n H,gh Schoo, 12 W M Fnt orrenw Use/P05$ Alcohol 92 ACTION TAKEN Out or Sch001 Susr:,ens.or. Out of SchOol Susr:,ensior Out or School Susr:,ens,or, Out or School Suspens,or, Long Term Susr:,ens,or, Out or School Suspens,or, Out of School Susr:,ensoon Out of School SUsptnl,I0(1 Out of Schools~ 01.YS  3   NORTH LITTLE ROCK   93    NORTH LITTLE ROCK SCHOOL DISTRICT: DISCIPLINE All Schools Total D1sc1phneIn cidents 1288 By Grade No. Pct. Grade 1 27 2.10% Grade 2 48 3.73% Grade 3 74 5.75% Grade 4 98 7.61% Grade 5 124 9.63% Grade 6 156 12.11% Grade 7 210 16.30% Grade 8 209 16.23% Grade 9 95 7.38% Grade 10 148 11.49% Grade 11 75 5.82% Grade 12 24 1.86% Total in Grades 6 -10 818 Percent in Grades 6 - 10 63.51% North Little Rock School District Al, Schoo:s - By Gra::ie 0.2 --- ----------- 0.15 I t( ,.... c j 'c ::: 0.1 -C - .._ l C -=- 1-- ,- ~ C 0.05 0 [l l l I~ 94 NORTH LITTLE ROCK SCHOOL DISTRICT: DISCIPLINE B Race/Gender No. Black Male Black Female Whrte Male White Female Other Male Other Female By Race Black White Other By Gender Male Female 734 290 213 38 12 1 Other F ernale l O Oe~:. Othe Ma,e (C\n'3',o:V- v'nrteF em\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_941","title":"\"Status Report,\" North Little Rock School District, , January-March 1994","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-01/1994-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["\"Status Report,\" North Little Rock School District, , January-March 1994"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/941"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_769","title":"Summer school","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Summer schools","Education--Evaluation"],"dcterms_title":["Summer school"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/769"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nI LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 June 6, 1994 MEMORANDUM TO: Parents of Summer Enrichment School Students - Incentive Schools FROM: Principal of SUBJECT: Summer Enrichment Program - Incentive Schools Your child has been assigned to the Enrichment Summer School Program at: ANDREW J* BROWN SITE: Penick Boys C. The program begins on Monday, June 20, 1994, and ends on July 25, 1994. July 4 is a holiday. The location, date, and time for incentive schools enrichment programs are indicated below: ACTIVITY LOCATION DATE TIME G.W. Carver YMCA 1116 West 14th June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Arkansas Art Center MacArthur Park June 20 - July 25, 1994 9:00 A.M. to 12:00 P.M. James Penick Boys Club 1201 Leisure Lane June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. William Thrasher Boys Club 3301 South State June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Transportation will be provided by Little Rock School District. Your child will be picked up at his/her currently assigned Incentive School at 7:45 A.M. They will arrive back at their assigned incentive school by 4:30 P.M. Students attending the Arkansas Art Center will arrive at their assigned incentive school by 12:30 P.M. Your cooperation is needed. Please contact Larry S. Robertson at 324-2013, if additional information is needed.4.  \u0026lt; JAMES H. PEHICX BOYS CLUB MEMBERSHIP APP1.ICATI0B 3C7YS CLUB OF UTTLS nocx MeiOership It PLEASE PBIHT AHO CHECK APPOBPglATE AHSUER TO ALL OUESTIOWS Application Date Census Tract # Race: Whi te Black Hispanic Other Previous Member: Tes Ho Prior Unit Membership Fee S Fee Fully Paid: Tes No NAME: FIRST MIDDLE LAST ADDRESS: CITY: STATE: ZIP: PHONE (H) CO) Birthday Birth City State Years at this address: Do you live with your: (Check one) Do you belong to: (Check one) Both Mother S Father Boys/Girls Scouts Mother Only Church Club Grandparents YMCA/YUCA Father Only School Club Other Other None How many Ii ve i n your house? _______ Number of Brothers: Murber of Sisters: I will attend James H. Penick Boys Club: Current Job: (check one) Summer Year-Around Year-Around Part-time Part-time Only during the School Year Full-time Full-time Only during Holidays Hone Sumnerli Home Phone: 1, 2. Have you belonged to another Boys i Girls Club? State: City: Last year attended: 19 Years as club memoer: Fathers Mame: Mothers Mame: Father Employed at  Mother Employed at Are your imiunizations up-to-date? (Check One) Measles Mumps Ooes your family have health an/or DO you have serious If yes emergency Rubella accident Insurance? health problems? please explain [ promise to take care YES of James H. Penick Boys Phone: YES Living: Living: Work Uoric MO Club and its property. card, I understand no dues will be returned to me. Member's Signature: I hereby give my permission to my child to become a member that the club is not responsible for the time 1. 2. NO Zip: Still a member: --------- Polio YES YES YES YES MO MO MO MO O.P.T. If at any time I an' asked to return my of the James H. and manner in which he may Penick Boys Club. [ understand arrive at the James H. Penick Boys Club, and that the James of property. H. Penick Boys Club and its property are not responsible for persona I injury or loss Parent's (Guardian's) Signature: Staff Signature:tiTTLE Rock School Distkict NEWS release I i November 23,1994 For more information\nDina Teague, 324-2020 More than 92 percent of the I I I i School District's first 1139 were successful In Special Summer School students who attended the Uttle Rock saining the knowledge and skUls Program mandated by.M wosness to flte next grade level -------------needed to free mandatoiy summer school umer^d-------------------------- f intervention lor kindergarten Utrougn designed to provi'd*e *ea*rlv' lliese students designed to intervene before liinl grade students. program patterns of fauure are established. If students were successfnutl imn tthhee summer program they continued appropriate grade level this school year. to their Superintendent Huetnvryy wW,illlliiaanms. Ifw continue to Identify these students before they experience failure, the remediation needed for the program has shown that we can offer help their self-esteem them to be successful. and self-worth as well,- he added. In the process we'll 810 Wwt Markham Z #:OOLOl/,lQS (more) Street  b, -isia 100H0S yi ''WdT2:ZLr't6-eZ-Li\nOOIZ Xd I3ATI0 :Aa iN3S K-3 Initiative Summer School Students not only gained knowledge, I i i .u,,, c. fun learning during the Williams is concerned howeve'- that nn-.. uvwtfve., mat not everv rhnw i... Teacher-student ratios the district cook advantage of the r, that every child idenufled by I I I I I  #:00l0lil0S identified did not attend. possible to reach the parents and program. Afore than 300 students He stares that the district did notify them of the we could not make them send their children, clear to parents that if their child basic skills in language did not attend the everything program. \".Although we wanted to make it very arts and math, that their child program and master remain in his or her current grade level for Williams, would need to further remediation. said n 'After the first year of the program, the record speaks for itself. 92 percent of m. students tucceesfuhy meetins the educntlnnel 5Ut0ehe.ehoi even, petent^tBUeauetpeenU their Child ne year,. Williams said. \"Most of these know from experience that this children Just need a little extra help and latfin'entton works, ### Williams added. I we -isia 100H0S ! WdSZ:2L: 176-Z-Ili 0QL3 XJ I3AT|0 :Aa iN3SLITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL PARENT/STUDENT HANDBOOK GRADES 1-6 1994 ROCKEFELLER ELEMENTARY 700 East 17th Street Little Rock, AR 72206 374-2385 ROCKEFELLER ELEMENTARY SUMMER SCHOOL 700 EAST 17TH STREET LITTLEROCK, AR 72206 324-2385 Dear Parents and Students: Welcome to Rockefeller Elementary Summer School. We are looking forward to working with your child. We ask for your cooperation so that we may provide your child with quality learning experiences. The goal of this summer learning program is to strengthen and improve skills for reading and mathematics. Please read and discuss this handbook with your child. I would like to extend an invitation for you to visit our school. Parents are always welcome! Sharon A. Brooks, Summer School PrincipalRockefeller Elementary Summer School Parent/Student Handbook Page 2 ROCKEFELLER ELEMENTARY SUMMER SCHOOL STAFF Principal Sharon A. Brooks Assistant Principal Reba (Faye) Reynolds Secretary Karen (Suzi) Holmes Student Monitor Erica Fells Security Officer Roderick Blacksher TEACHERS Cynthia Collins Kathy Cook Elizabeth Frawley Luther (Skip) Gardner Janet Ghant Barbara Hannahs Linda Hays Fredonia (Ann) Watson Sandra Lester Martha Lowe Melvia Mathis Franciie Moore Tajuana Russell Delwin Smith Kristin Walden INSTRUCTIONAL AIDES Connie Bledsoe Davyda Howard Carole Carroll COMPUTER LAB ATTENDANT Janet Blackwood SPECIAL RESOURCE TEACHERS (3-5) CUSTODIANS (3)Rockefeller Elementary Summer School Parent/Student Handbook Page 3 DAILY SCHEDULE 7:45 - 8:10 a.m. 8:10 a.m. 8:15 a.m. 10:00 - 10:15 a.m. 10:15 - 10:30 a.m. 11:15 - 11:30 a.m. 11:30 a.m. Early Bird Reading Club First Bell Tardy Bell/Instruction Begins Primary Break Intermediate Break D.E.A.R. (Drop Everything and Read) Student Dismissal ATTENDANCE Students will attend summer school for five weeks. Summer school begins on June 20, 1994, and ends on July 25, 1994. (July 4, 1994 IS A HOLIDAY. SUMMER SCHOOL WILL BE CLOSED!) A student in summer school grades 1-6 is required to put in 75 full clock hours (five weeks). EXCUSED ABSENCES: When a student is absent from class because of personal illness or an extreme family emergency, an excused absence will be given, BUT THE TIME MISSED MUST BE MADE UP TO THE SATISFACTION OF THE TEACHER(S) INVOLVED. A $5.00 per hour make-up fee will be charged students who must make up classes. Students who fail to make up time missed during an excused absence will not be given credit for summer school. UNEXCUSED ABSENCES: When a student is absent from school for ANY REASON other than personal illness or an extreme family emergency, the absence will be UNEXCUSED. Unexcused absences include the following: truancy, skipping classes or study hall, working in an out-of-school job during school hours, dental appointments, running personal errands, and any other absence for any reason other than personal illness or an extreme family emergency. STUDENTS WHOSE ABSENCES ARE UNEXCUSED WILL BE AUTOMATICALLY DROPPED FROM SUMMER SCHOOL WITH NO REFUND OF TUITION. CONTACT THE SCHOOL TO REPORT ANY ABSENCES.Rockefeller Elementary Summer School Parent/Student Handbook Page 4 SUMMER SCHOOL RULES 1. Enter quietly, on time, with necessary materials. 2. Walk inside the school. (Students must have a pass when in the halls.) 3. Students shall keep hands and feet to themselves. (Teasing, fighting, profanity, and abusive language are not allowed.) 4. Cooperate and follow directions of all staff members. 5. Respect the rights and property of others. CITIZENSHIP Poor behavior problems in summer school usually fall in one of the following categories: refusal to do class work\nmisbehavior in classrooms or corridors\nabuse of or bothering school propertysuch as disfiguring furniture or marking on walls\nprowling in unused parts of the school building\nviolation of smoking regulations\nleaving the campus during break period and then returning to school\nsitting in parked cars while school is in progress\ngambling in any form\npoor citizenship on city buses\nloitering\nbothering parked cars, motor scooters, or bicycles\ntaking other peoples property, etc. STUDENTS WHO FAIL TO COOPERATE WITH THE SCHOOL STAFF AND WHO PARTICIPATE IN ANY OF THE ABOVE VIOLATIONS OF ACCEPTABLE SCHOOL BEHAVIOR WILL BE DISMISSED FROM SUMMER SCHOOL WITHOUT REFUND OF TUITION.Rockefeller Elementary Summer School Parent/Student Handbook Page 5 GENERAL INFORMATION Students should not arrive at school prior to 7:45 a.m. When students arrive at school, they are to report to the cafeteria. Students may participate in the Early Bird Reading Club (from 7:45 a.m. to 8:10 a.m.) They may read silently or listen to stories read aloud to them. Students may bring reading materials (books, magazines, newspapers, etc.) from home. Students may bring a snack for the morning break. Students will not be allowed to purchase items from the Teachers Lounge. Homework will be assigned to all students the first four days (Monday, Tuesday, Wednesday, and Thursday) of each week. Interim Reports will be sent home during the third week of summer school. Siunmer School Report Cards will be sent home with students on the last day of school (July 25, 1994). A copy of this card will also be sent to the students home base school. The following grading scale will be used: A B C D F 90 - 100% 80- 70- 60- 0- 89% 79% 69% 59% Excellent Good Average Below Average Failing Visitors are always welcome at Rockefeller Elementary Summer School. To ensure the safety of students, we ask that all visitors check in at the office. Visitors will be given a visitors badge to wear while they visit at the school. Students will be issued appropriate textbooks for reading and mathematics. Students are responsible for assigned textbooks. Damaged or lost books will be replaced at parents expense. School supplies will not be sold at school. Students should come to school everyday with paper and pencil. Students wiU be scheduled for the Computer Lab by classrooms. Students will be scheduled for computer instruction for reading and mathematics at least twice a week (30 minutes per session). Students will work at their individual levels, with assistance from the classroom teacher and the computer lab attendant.LRSD ADMIN. BULDING Fax:1-501-324-2032 May 25 95 14:24 P.02/02 --auf Little Rock School District Public Service Announcement 30 Seconds The Little Rock School District will offer summer school classes beginning June 13. Summer school for grades one through six will be held at Rockefeller Incentive School, grades seven and eight at Forest Heights Junior High, and grades nine through twelve at Hall High Sch\u0026lt;x\u0026gt;l. Registration wiH be held from June 7 through June 12. For more information on summer school, tuition, courses, and registration, please contact one of the Little Rock public schools. -30- 810 West Markham Street  Little Rock. Arkansas 72201  (5011324-2000LRSD ADMIN. BULDING Fax:1-501-324-2032 Jun 14 95 8:36 P. 02/02 Little Rock School District News Release Jr. High Summer School Open House June 14,1995 For more information: Dina Teague, 324-2020 Forest Heights Junior High School, site of the Little Rock School District's junior high level summer school program, wiU hold an open house on Thursday, June 15, at 6:00 p.m. Parents, guardians, and other family members of summer school students are encouraged to attend the event and to meet principal J. J. Lacey and the classroom teachers. Information on summer school curriculum will be available as well. Forest Heights Junior High is located at 5901 Evergreen. ###A iisji '1 Hi V t ! OpCT! I I i'-.07/ 18 9.\" S 002 002 1 1 fJ -I\n- -' (nC 1)424-2000-T- - I  ..K-4 SUMNfER SCHOOL STUDENT DATA FORM s' if f I  q T, I?' I 6 I 3  4 f \u0026lt; DISTRICT LEA# DIST-PROVroiNG SERVICE W~WH1TE B-BLACK HH1SPANIC A=AS1AN N^^NATIVE AMERICAN INDIAN # Served M 7 K-W KB K-H K-A K-N 1-W 1-B LH 1-A 1-N 2-W 2.B 2-H 2-A 2-N 3-Vf 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4.N total 3. / 1 / X I S\" Z 3 I  3 # Retained Attended SS* M F X. 3 v K Retained Did not Attend SS M f F 3, A ff Special d M F  # RETAINED COLUMS SHOULD BE UNDUMJCaTED COUKTS. .1 90d 00'ON 3:FT . \u0026amp;6,0 '''ON U LimiiBcl Digliih Proficient M F M . I # Chapter I F F0S0-Ft-I0:'!3i # Pre-Sehool Expwenoe M F J 1 \u0026lt; , eiw\u0026lt;\n_n7-n\n-nn\u0026lt;i 3d IIl K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# DIST.PROVIDINO SERVICE W=WHITE B~BLACK HHISPANIC A=ASLAN N^NATIVE AMERICAN INDIAM K-W K-B K.-H K-A K-N 1-W CB H Served H Retained Attended SS* # RcUined Did not Attend SS\" It Special Ed H Limited English Proficient # Cheptsrl H Pre-Sebbo) Expwienee t -L 1-H 1-A 1-N 2-W 2-B 2'H 2-A 2-N 3-B 3-H 3-A 3-N 4-W 4.B 4-H 4-A 4-N IVTAl.   RETAINED COLUMS SHOULD BE WTOUPLICATED COUNT\u0026amp; O'd 00ON T3:Pl t7OO-r3-T.OS: 131 RI Ns-ri7_ns_fTns Jdl 3 W F M F M M F M F M F M F t I I 5 1  I RK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA#____________DIST.PROVTDING SERVICE W^WH1TE B-BLACK H-HISPANIC AASIAN N=NATIVE AMERICAN fNDlAN # Served # Rcuintd Attended SS it Reteinod Did not Attend SS' # Specttl Ed # Limited English Proficient #Cb.pterI # Pn\u0026gt;-Sboot Experience K-W K-B K-H K-A K-N LW 1-B I-H l-A 1-N 2.W J-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3.N 4-W 4-B 4-H 4-A 4-N TOTAL  M retained COLUMS SHOULD BE UNDUPLICATED COUNr\u0026amp; tzO'd 00.0N T3:rT S6 1 0 Ao[\\) f0S0-Fc2-T0S:n3i BI w\u0026lt;\n--n7_ni-nn'5 3d I I F M F M F M f M F M F M F I  IK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT__________ LEA# DIST.PROVIDING SERVICE W-WHITE \u0026amp;-BLACK H==H]SPAN1C A\"AS1AN N^NATIVE AMERICAN INDIAN Served If Rctainsd Attended SS* # Retained Did not Attend SS\" 4 Special Ed it Ijnulfid Englixh Proficient # Chapter I Pre.ih\u0026lt;X3l Experience K-W K-B K-H K-A K-N I-W I-B l-H  I-N 2-W 2-B 2*H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4.N total  H RBTAINtD COLUMS SHOULD BE UNDUPLICATED COUNTS. U'd 200-ON 0c:17l S6\u0026lt;0' '''CM 170b0-V2-I0S:l3i RI N.R-nv-ns-nn'? jdl ifi 1 I 3 1 2 Sl / L I M F M F M F M F M F M F 3 t L IK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# DLST.PROVTDING SERVICE W^WHITE B-BLACK H-HISPAMC A=ASIAN N=NAT1VE ?J4ERJCAN fNOIAN \u0026gt;' t Served c. / Z- K-W K-B !-  K-A K-N 1-W l-B 1-H 1-A 1-N 2.W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4-N TOTAl M / / 1 /3 / 1  F 3' # Retained Attended SS M F 1 # Retained Did not Attend SS* M F # Special Ed M I F J, * # RETAINED COLUMS SHOULD BE U\u0026gt;DLTUCATEO COUNTS. SOd 00'ON 03:FT S  4 0 It. I *1 # Limited English PioCeient M F # Chapter I M F I T I F0S0-F3-T0S:33i tl Pre-School Expetienee M F 1 I I RINS-07-05-005 Jdl AJOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 3744187 R.tss3 DEC / d JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. Office of Dess, Via Facsimile - 324-2146 December 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I was somewhat surprised to learn that while a northwest Little Rock school has been slated for closing it is slated to be rebuilt. Please provide to me, pursuant to the Arkansas FOIA, all documents and written communication which have exchanged hands, between you, school district officials, consultants and patrons of northwest Little Rock regarding the closing and rebuilding of Jefferson Elementary school. Monday, December 18, 1995. May I have this information by Thank you for your cooperation. Vi truly yours, f W. Walker JWW:js cc: Ms. Ms. Ms. Ann Brown Linda Pondexter Pankye Fells Mr. Jim Lynch Summer School Timeline 1998 November FEB 2 6 1999 OfFlCECf Date November November November ______________Tasks______________ Select summer School Committee______ Forward letter to neighboring Districts for Little Rock Summer School Participants Select Summer School Dates Person Responsible Sadie Mitchell Marian Lacey 'Summer School Committee Resolution Listed below Sadie Mitchell Frances Cawthon Marian Lacey Victor Anderson Kathy Lease Bonnie Lesley Pat Price Gene Parker Lillie Carter Doug Eaton Gail Hester Mike Martello Morlin McCoy Suellen Vann Leon Adams Dick Hurley Mark MilhollenSummer School Timeline 1999 January Date January 26 ______________Tasks____ Summer School Planning Meeting ______Person Responsible Summer School Committee Resolution Jan-Feb 26 Attend Legislative Sessions Timeline completed Brady Gadberry Sadie Mitchell Submit Budget Mark Millhollen Sadie Mitchell Gene ParkerSummer School Timeline 1999 February [ Date 12 19 Tasks Identify Programs School Sites Identified 19 24 26 Staffing - Identify Positions General Principals Meeting Review Summer School Programs Advertise Principal Positions City op Little Rock Summen Pnognam Secondary Programs ] K-5 IniCiatiue Programs Person Responsible Bonnie Lesley__________ Sadie Mitchell Doug Eaton Sadie Mitchell Frances Cawthon Marian Lacey Bonnie Lesley Sadie Mitchell Dick Hurley 4-G Refjcjlan Resolution IncenCiue School Extended DqySummer School Timeline 1999 March Date 12 19 19 26 26 26 26 __________________Tasks Summer School Planning Meeting Summer School Principal Interviews_________ Summer School Principal Recommendation to Superintendent Advertise Staff Positions Incentive Schools K-3 Initiative_____________________________ Send Summer School Applications to Printer Regular Summer School ______Elementary/Secondary_______________ Student Identification Process Completed for Recommended Students__________________ Projected Summer School Attendance Person Responsible Summer School Committee Members Dick Hurley Sadie Mitchell Dick Hurley Frances Cawthon Dick Hurley Charlotte Washington Linda Jones Linda Smith Teachers/Principals Gene Parker CompletedSummer School Timeline 1999 April Date 5 5 5 6 12 16 April 19 - May 7 _____________Tasks______ Food Grant Due For Funding_____ Forward Incentive School Summer Enrichment Forms to the Schools Meeting with Transportation Information Services Student Assignment 10:00 a.m. Summer School Principals Meeting Retrieve Incentive Schools Summer Enrichment Forms_______________ Notify Schools of Selected Students Teacher Training Person Responsible Morlin McCoy___________ Linda Jones Frances Cawthon Victor Anderson Ed Streeter Sadie Mitchell Frances Cawthon Lillie Carter John Ruffin Julie Wiedower Marian Lacey Frances Cawthon Lillie Carter Summer School Principals Gene Parker Linda Jones Frances Cawthon Gene Parker Gene Parker Staff ResolutionSummer School Timeline 1999 May Date 3 4 1 10-14 18 21 ________________Tasks____________ Submit finalized list of students______________ Elementary Summer School Principals' Meeting Summer School Planning Meeting___________ Parent Notification Letters Sent_____________ Elementary Summer School Principals Meeting Summer School Planninq Meeting Person Responsible Principals_______________ Summer School Principals Gene Parker Marian Lacey Frances Cawton Lillie Carter Summer School Committee Principals_______________ Summer School Principals Gene Parker Marian Lacey Frances Cawthon Lillie Carter Summer School Committee Resolution0 2i' 1 S'33 il: 43 EC132\u0026gt;i05!:i4 lPE'O PAGE 02 DISTRICT little Rock w='HrrE P\u0026gt;Bi C\u0026lt;AO SERVfcO M F KV KB 5 64 J i KH 4 1 KA KN lU/ 9 S 18 r.8 5S ih IA 1 I W '6 85 52 2 :a I 1 I 2N L:' .rv 6 .K 110 80 3H 4 3A 1 OP\u0026lt;1ORI 4* I u f 4B 'P 4 A 4N iM iN L rCTAb ^T Arkansas OcpiXment jf tdutntion Eariv ChiidtiOod.Reiding Unit K.3 SUMMER SCHOOL STCOEM' DATA FORM LEAt__.... EIST PRO'/iDiNG SER _ Litt! a Rock 4 ACK H=HI$PANIC A^ASIAN N^t|7!VE AMERICAN 1NDl*.N 3 afPtArtNC Rfc7MNk'C *RVrA.\u0026gt;F.O \u0026lt;.rtCl?J 9 aertAHNO SS  Rt7 MNeU kITP\u0026gt;0D SS CC NO ATTZNC SS* PROFiCirNT M F M M F M F I I I J. .. I  Ff I 1 1 6 0 T + 5-4 I I X I 1 1 2 X 1 1 I . I  1 2 I I T T X i i T Jb. 1 4 2 I r I t + A I 3 1 1 I I 1 r 4 i I I T 12 3 i ! t I 4 J 3 2 3 I 2 ! 2-1 4-^- I T I T 4- I 4 i t r t i T 1- 2 41 I I I t 5 T I X 1 1 i I I 1 I 1 I lel 6 I t I T 1 s i 4 1 i I I A i 3 I 2 52 i 2i TH ! 55 1 1 16 I I I T-  I X t 51 I f427 280 Ttaineo C'Ou-^ 15 4 13 i 10 i ^fNEO COtV-MNS SMOJlO 83 UJ^'PtiCAlXD COUNIS 33 2G i*' I J i T 1 1 1 I I ! 1 j ! 1 i_ .L. I I I I I i u. f +- t- T I f I I J. 1 I J T* j T\" I 11 I J I I I f I -i I J ------1 ____I X ! I T I + J I05/18/1999 14:29 501-324-2213 SCHOOL SERVICES PAGE 01 LITTLE ROCK SCHOOL DISTRICT ACC SUMMER SCHOOL ANNOUNCEMENT METROPOLITAN AREA VOCATIONAL CENTER GRADE 12 JUNE 14-JULY 23,1999 We are pleased to announce that ACC Summer School courses wiU be held for 12' graders needing one-half or one unit of credit ACC SCHEDULE Dates: June 14 through July 23,1999 (full six weeks) (July 5 - holiday) First Semester (three weeks) June 14 - July 1 Second Semester (three weeks) July 6 - July 23 Hours: 8:00 a-m. to 12:00 p.m. - Monday through Friday 12:30 p.m. to 4:30 p.m. - Monday through Friday Students will attend ACC Summer School to earn credit needed to receive their high school diploma. TUITION $ 60.00 for Vi unit of credit (three weeks) $120.00 for one (1) unit of credit (fnU six weeks) REGISTRATION Dates: Jone 8-9,1999 - 8:00 a.m. until 4:00 p.iii. Late Registration: June 10,1999 - 8:00 a.m. until 4:00 p.m. \u0026gt; (add $10 late registration fee) NO STUDENT WILL BE PERMITTED TO REGISTER AFTER JUNE 10,1999 COURSES OFFERED AU courses are one (1) credit (full six weeks) Social Studies Civics Math Algebra I U.S. Government - Algebra n Biology Science Physical Science U-S. History World History World Geography Geometry Chemistry Science Tech English English I English n English HI English IV Communications 05/18/1999 14:29 501-324-2213 SCHOOL SERVICES PAGE 02 REGULATIONS FOR ACC SUMMER SCHOOL Both parentZguardian and student are required to sign the ACC Summer School application form and contract indicating that they have read, understand and are willing to abide by the following regulations. ADMISSION Students who attend must be age 18 years or older, classified as a senior and need Vz to 1 credit to complete the requirements needed to receive their high school diploma. attendance ' A student in the ACC Summer School program is required to put in 120 full clock hours for one unit of credit or 60 hours (three weeks) for 1/2 unit of credit EXCUSED ABSENCES When a student is absent from class because of personal illness or an extreme family emergency, an excused absence will be given. But- the time missed must bejnade up to the satisfaction of the , administration and teacherfs)jnvolved, A SS.00 per hour make-up fee will be charged students who ' must make up classes. Students who fail to make up time missed during an excused absence will not be given credit for summer schooL . . UNEXCUSED ABSENCES When a student is absent from school for any other reason than personal illness or an extreme family emergency, the absence will be UNEXCUSED. Unexcused absences include the following: truancy, skipping classes, working during school hours, dental appointments, running personal errands, and other absences for any reason other than personal illness or an extreme family emergency. STUDENTS WHOSE ABSENCES ARE UNEXCUSED WILL BE AUTOMATICALLY DROPPED FROM SUMMER SCHOOL WITH NO REFUND OF TUITION. CITIZENSHIP Poor behavior problems in summer school usually Call in one of the following categories: refusal to do class work\nmisbehavior in classrooms or corridors\nabuse of or bothering school property such as disfiguring furniture oy marking on walls\nprowling in unused parts of the school building\nviolation of smoking regulations\nleaving the campus during break period and then returning to school\nsitting in parked cars while school is in progress\ngambling in any form\npoor citizenship on city buses\nloitering\nbothering parked cars, motor scooters or bicycles\ntaking otiier peoples property\netc. STUDENTS WHO FAIL TO COOPERATE WITH THE ACC STAFF AND WHO PARTICIPATE IN ANY OF THE ABOVE VIOLATIONS OF ACCEPTABLE SCHOOL BEHAVIOR WILL BE DISMISSED FROM SUMMER SCHOOL WITHOUT REFUND OF TUITION.  CLASSWORK Students will receive individualized, computer-based instruction H of the instructional day (2 hours)\nthe remaining class time win be used to complete supplementary course work.05/28/1999 14:07 501-324-2023 LRSD COMMUNICATIONS \u0026lt;\u0026gt;i  PAGE 01/02 For more information, please contact Morlin M. McCoy Director of Child Nutrition 1S01 Jonas Street Little Rock, AR 72202 (501) 324-2250 FOR IMMEDIATE RELEASE DISTRICT ANNOUNCES SUMMER FOOD PROGRAM May 28. 1999 The Little Rock School District announces sponsorship of the Summer Food Service Program. Free meals will be made available to all children and will be provided without regard to age, sex, race, color, disability or national origin. Meals will be provided at the following sites:  Southwest Middle School  Brady Elementary  Rightsell Elementary  Baseline Elementary  Geyer Springs Elementary  Washington Elementary The following sites are enrolled sites, and students must be enrolled in these sites to participate:  Hall High School  McClellan High School Any person who believes he or she has been discriminated against in any USDA related activity should write to: -MORE- t 05/28/1999 14:07 501-324-2023 LRSD COMMUNICATIONS PAGE 02/02 LRSD SUMMER FOOD Page 2 of 2 Administrator, Food and Nutrition Service. 3101 Park Center Drive, Alexandria. VA 22303. note TO THE PRESS: Please also publish the following guidelines with the above statement. FORMAT FOR INCOME ELIGIBILITY GUIDELINES FOR MEDIA RELEASE These are the income scales used by the Little Rock School District to determine eligibility for free and reduced price meals. To figure monthly income\nweekly x 4.33\nevery 2 weeks x 2.15\ntwice a month x 2. FREE MEALS Household Annual Size Monthly Weekly REDUCED PRICE MEALS Household Annual Monthly Weekly Size 1 2 3 4 5 6 7 8 10,465 14,105 17,745 21,385 25,025 28,665 32,305 35,945 ...873 1,176 1,479 1,783 2,086 2,389 2,693 2,996 202 272 342 412 482 552 622 692 1 2 3 4 5 6 7 8 14,893 20.073 25,253 30,433 35,613 40,793 45,973 51,153 1,242 1,673 2,105 2,537 2,968 3,400 3,832 4.263 287 387 486 586 685 785 885 984 For additional household member add: +3.640 +304 +70 For additional household member add: +5,180 +432 +10003/06/2002 0j0S____ 501-570-4027 FACILITIES SERVICES PAGE 01/02 SUMMER SCHOOLS 2002 No Elementary Summer Schools Pulaski Heights Middle School Parkview High School Rockefeller Elementary School - Early Childhood Baseline Elementary' School - Special Program (possibly - applied for Grant) Carver Elementary School - Special Program Southwest Middle School - Special Program Wakefield Elementary School (Lower building available for Share Amenca) McCtellan High School - Community Education Other Buildings Available: Metropolitan Vo-Tech Dunbar Middle School Forest Heights Middle School Mann Magnet Middle School Badgett Elementary School Booker Magnet Elementary Chicot Elementary School Cloverdale Elementary School Fair Park Elementary School Fulbright Elementary School Geyer Springs Elementary Gibbs Magnet Elementary Mitchell Elementary School Pulaski Heights Elementary Rightsell Elementary School Washington Elementary School Williams Magnet Elementary Alternative Learning Center ZA/ZR WTAMic \"innunc CT7'7 t7e TQC TO  TT TOOT/TT/QQArkansas Democrat (gazette FRIDAY, MARCH 11,1994 LRSD plans summer school for pupils not making grade A new summer school program for as many as 1,360 pupils in kinde^arten through third grades is in the planning stages at the Little Rock School District. The program is the result of a 1993 law that requires districts to offer a free summer i school for children who are performing below their grade level in reading and mathematics. The law requires pupils to attend the summer classes to be eligible for promotion to the next grade. The summer curriculum will stress hands-on experiences and practical application of the information taught. Sites for the Little Rock program are Carver, Cloverdale, King, Washington and Terry elementary schools. Funding for the program  $428,361  will be provided by the state Department of Education. The Little Rock School Board is expected to act on the summer school proposal and hire the staff for the program at its March 24 meeting. Staff training also will be provided by the Education Department. Also at the March 24 meeting, board members will decide whether to put up for sale about 25,000 square feet of land near J.A. Fair High School. The land was separated from the rest of the campus when David 0. Dodd Road was relocated.Arkansas Democrat gazette FRIDAY, JUNE 10,1994 LR students can sign up for summer Students may register for the Little Rock School District summer school program Monday- Thursday. Summer school will be held  at three sites, and late registration will be allowed only on June 17. The sites are:  Rockefeller Elementary School  Grades 1-6 from 8:15 to 11:30 a.m. June 20-July 25, Monday through Friday. Tuition is $115. Courses will be offered in mathematics and reading. Enrichment courses will be in writing, oral language and reading development.  Forest Heights Junior High School  Grades 7-8 from 8 a.m. to 12:15 p.m. June 20-Aug. 1, Monday through Friday. Tuition is $115. Seventh-^ade courses offered are English, math, life science and social studies. Eighthgrade courses offered are English, math, earth science, American History and reading.  Central High School  Grades 9-12 from 7:45 a.m. to noon June 20-Aug. 1. The first semester runs from June 20-July 11. The second semester will be from July 12-Aug. 1. Tuition varies: $57.50 for a half credit, three-week regular courses\n$115 for one-credit, six-week regular courses\n$60 for a half credit, three-week lab classes\n$120 for six-week lab classes\nand $165 for a half unit, three-week driver education courses. A wide range of academic courses will be offered. For more information about summer school, contact the district at 324-2000.Arkansas Democrat (gazette TUESDAY, JUNE 20,1995 Elementary schools plan open houses Five Little Rock School District schools are hosting open houses tonight to let the families of their summer school pupils meet principals and teachers and discuss the summer curricula. A sixth school has an open house scheduled for June 27. The open house at Cloverdale Elementary School will begin tonight at 5:30. Open houses will start at 6 p.m. at Carver Elementary, Washington Elementary, Fulbright Elementary and Dr. Martin Luther King Jr. Elementary. Rockefeller Elementary plans a summer open house at 5:30 p m June 27. Denn locrat AV^dnesday. JULY 22. J. 17-year-old| Shooting shot in neck after school Dispute at J.A. Fair continued on street BY JIM BROOKS .ARKANSAS DE.\\IOCRAT-GAZETTE An argument between students summer school at JA - nuivuuisou saia. Marigold Street resident re- ^e? neck Tuesday .ported hearing at least three gun- pha !with a ,\ngun ^shots from up the street about 120 chased anotherpair off campus, Ut- -p.m. T I said to myself.-That sounded 17 Jacksoi^ \"really close, so 1 went outside and upgraded tsaw the car wecked against the from critical to serious after sui^ery Tuesday night and he was in inten- Upp Hospital, po- ..auu one oi me ooys was civmg. t \"could tell the other boy was hurt so bullet had struck him in the back of  ................. ''  his neck and lodged in his throat police said. Police arrested one of the youths Tuesday ni^t when his mother turned him in to investigators, detective Lt J.R. Hall said. He said investigators had sworn out two: terroristic-act warrants Tuesday afternoon for each of the two teen-age suspects. HaU refused to identify the two. But a police report listed AJ. Washington, 17, of 1505 W. 22nd St as a suspect and Pulaski County jail records showed he was charged as an adult with two counts of committing a ten-ori^c act and was being booked into jail Tuesday night. A charge could be lodged for each person in the car when shots were See SHOOTING, Page 38  Continued from Page 1B  fired. Hall said the other teen-ager re- mained at large. Sometime during school hours, the four teens got involved in an argument police spokesman Lt. .'John Hutchinson said. \".After . school let out two students got into \u0026gt;^their car and were followed out by . 'the students they had argued with /earlier. That argument led to gunfire, ' Hutchinson said. ^-p.m. 'tree, said the woman, who did not  give her name. \"I went out there and one of the boys was cning. I I went back inside and called 911. Police found a tan 1986 Oldsmobile Cutlass Cierra crashed into a tree in front of338 Marigold St. less than two miles east of Fair High. The Oldsmobiles back window had a single bullet hole on the drivers side. Moses Crawford and James Dixon, who work for the citys Parks and Recreation Department came across the crime scene shortly after the Cierra struck the tree. The driver wasn't talking, but i he was moving around. Dixon said. ' The passenger was really freaking I out I Emergency workers quickly i treated Jackson at the scene. His neck was immobilized in a cervical collar and he was strapped onto a back board before being put tn an ambulance and taken to University Hospital. Brandon Landers, 16, of 3024 Summit St. in Little Rock, Jacksons passenger, was uninjured, police said. Detectives questioned him at police headquarters. Shortly after arriving at the scene, police broadcast a description of the vehicle driven by the suspects, as well as names of two youths wanted for questioning in the shooting. The suspects were last seen heading south on Marigold in a white 1939 Isuzu I-Mark, police said.Arkansas Democrat ^(Oazellc * JANUARY 27, 1999 Panel OKs bill to end K-3 classes I in summer I i BY DOUG THOMPSON ARKANSAS DEMOCR.AT-GAZETTE One piece of the governors education package got a slow start Tuesday in the House Education Committee. Gov. Mike Huckabee and state Education Department Director Ray Simon asked the committee to support I a bill to repeal some state requirements that the governor sees as counterproductive to schools. After the governor left the first bill of his package led to 20 minutes of debate in the committee before receiving just enough votes to get out of committee with a favorable recommendation. House Bill 1212 would repeal a i requirement that school districts of- i fer summer school for pupils in ' kindergarten through third grade. i The bill got the 11 votes needed for a \"do pass recommendation, dianks to Chairman Olin Cook. D-Russell- I ville, exercising his option to vote ' when a bill has 10 votes. Rep. Jimmy Jeffress, D-Crossett,  said during debate hed prefer to see J how Huckabee s program to improve J the academic performance of pupils ! fares \"before we completely devas- i tate summer school. Huckabee is proposing that the state eliminate a number of state requirements to give schools more freedom. In return, most of a districts students must pass their fourth grade bench mark exam on reading and math or face consolidation or direct takeover of their operations by the state. The districts will also be judged on attendance rates, dropout rates, safety and other objective criteria. Simon said.18K-5 SUMMER SCHOOL STUDENT RECOMMENDATION PROCESS TEACHER DIRECTIONS 1. Use the Teacher Recommendation Form to recommend students for participation in the 1996 K-5 Summer School Program. making appropriate recommendations, following general guidelines: In please adhere to the Follow the directions for completing Parts I, II, and III for all students, grades K-6. component is a pay program. (Although the sixth grade sixth grade summer school teachers will need the recommendation criteria to profile their students.) Be sure to complete both the Readinq/Lanquaqe Arts and Math forms for each student. Use the accompanying Skills/Knowledge Continuum as a guide for determining if students are currently emerging, developing, or mastering as learners in each of the key skills areas. If students are currently emerging, check the rig column adjacent the corresponding key skills area. If they are currently developing or mastering, check the appropriate yes column. Total the es columns and the ng columns for Parts I and II in order to complete Part III. Be sure to record each student's fall '95 Stanford Eight Reading (LA) and Math NCE's at grades 2 through 6 on the appropriate blank. Since several students may have the same total number of yes's. the NCE's will help determine rank order. A lower NCE will place these students higher on the classroom forms for Reading/Language Arts or Math. At kindergarten and first grade, if several students have the same total number of yes's. please consider each student's overall academic performance, attendance, and interaction/social skills to determine rank order. The student with poorest performance, attendance, and social interaction records should precede others with the same number of total yes's on the Reading/Language Arts or Math. classroom forms for Complete No. 2 on Part III by listing students on the Reading/Language Arts and Math forms beginning with the student who has the fewest yes's and ending with the student who has the most yes's. In cases where more than one student has the same number of total yes's, refer to the Fall Stanford Eight Reading or Math NCE to determine ranking or follow the directions above for kindergarten and first grade.received Oilice .nil 2 4 1996 oi Dessfl'QQ^''\" MonilotinaK5 SUMMER SCHOOL STUDENT RECOMMENDATION PROCESS TEACHER DIRECTIONS PAGE 2 2. Before Wednesday, April 3, turn in to the principal or his/her designee the original white form and the yellow copy of the Reading/Language Arts and Math recommendation forms for each student, along with the classroom rank order lists. The original white forms will be forwarded to the IRC, along with the rank order lists. The yellow copy is for school use and the pink copy should be retained for teacher records. 3. All forms from each school must be Reading/Language Arts Office by Friday, turned in April 5, to I the 1996. Principals will be notified by Friday, April 19, 1996, with the names of students who can be served by the summer program, along with instructions for parent notification. NOTE: Recommendation Education Status: Process for Students with Special The Summer Supplemental Instructional Progreim is governed by rules and regulations set by the Arkansas Department of Education in accordance with Act 1139 of 1993 and addressed in Regulatory Memo No: 1993. 93-274, December 9, Regulation 3.02 states: For students identified as disabled under state and federal regulation, the including local district using \"grade level\" shall be determined at attainment of a combination of criteria goals and Individualized Educational Plans (lEP)... objectives on EXPLANATION: Because of this stipulation school teams must review the progress of special education students in the context of their lEP's. Progress or lack of progress on the lEP becomes as important factor in determining whether or not to recommend. Teachers should rank order these students based on their judgment of the special education student's progress on an lEP in relation to progress of the other students in each of the identified key skills areas. For additional explanation, please contact Dr. Patty Kohler.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Bogins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading YES NO COMMUNICATIONS 7. Begins to participate as listener \u0026amp; speaker in ___ discussion \u0026amp; questioning 8. Experiments with print vocabulary in writing ___ 9. Experiments with print mechanics in writing ___ 10. Begins to use invented spelling ___ 11. Experiments with mechanics of sentence structure when ___ speaking and writing 12. Begins to tell/retell stories orally and in writing with ___ a beginning, middle, and end 13. Begins to experience written and spoken language as ___ expression of culture TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than five no's on the Student Learning Profile above Good overall performance in Reading/Language Arts as indicated by daily grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) Good classroom interaction/social skills TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.RECEIVED Jill, 2 4 1996 Office of Desegregation MonitoringSTUDENT SCHOOL LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH STUDENT ID #. TEACHER GRADE _K_ MATH NCE FALL '95 DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Begins to understand the meaning of numbers \u0026amp; sets S counts to 20 2. Demonstrates one-to-one correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, \u0026amp; rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts \u0026amp; classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. 2. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL On classroom form list students from lowest score (#1) to highest score.TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS K-5 SUMMER SCHOOL PROGRAM ACADEMIC SUPPORT PROGRAM STUDENT STUDENT ID #. GRADE SCHOOL TEACHER DATE 1 RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM AND/OR THE 1996-97 ACADEMIC SUPPORT PROGRAM (TITLE ONE READING/LANGUAGE ARTS PROGRAM) BASED ON THE FOLLOWING: 1. 2. Two or more no' s in one or more of the three Student Learning Profiles Skills (PART I below) Classroom multiple criteria (PART II below) A. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. IN EACH COLUMN FOR EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS THEN PROCEED TO PART II. YES NO READING PROCESS/COMPREHENSION 1. Identifies letters of alphabet and their sounds 2. Uses picture clues \u0026amp; letters of alphabet and their sounds to decode word 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read \u0026amp; comprehend print materials independently TOTALS I. B. COMMUNICATIONS 1. Begins to participate as listener \u0026amp; speaker in discussion \u0026amp; questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking \u0026amp; writing 6. Tells/retells stories orally \u0026amp; in writing with clear beginning, middle, \u0026amp; end 7. Begins to understand written \u0026amp; spoken language as expression of culture TOTALS II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Two (2) or more no's in a single skills area on the ___ student learning skills profile above. Overall performance in Reading/Language Arts is poor ___ as indicated by daily grades and report card grades. Attendance is poor (excessive tardies/10 or more absences). ___ Classroom interaction/social skills are poor. ___ TOTALS III. CHECK ONE OR MORE OF THE FOLLOWING AS APPROPRIATE: 1. Recommended to begin the K-5 Summer School Program 2. 3. 4. (2 or more yes /s from PART II) Recommended to continue the K-5 Summer School Program (2 or more yes /s from PART II) Recommended to exit the K-5 Summer School Program (fewer than 2 yes /s from PART II) Recommended for the Title One Program in Reading/Language ArtsLRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE _1_ STUDENT STUDENT ID #. MATH NCE FALL '95 SCHOOL TEACHER DATE. RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: Four (4) or more no's in the Student Learning Profile (PART I below) 1. 2. Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Reads numeral words to 20 \u0026amp; matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts I's . counts to 100 by I's, 2's, 5's, \u0026amp; 10's . Knows addition facts to 18 \u0026amp; subtraction facts from 9 4 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens \u0026amp; ones to 100 8. Identifies fractions of a whole for halves \u0026amp; thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms \u0026amp; cones 10. Tells \u0026amp; writes time to the hour TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no's on Student Learning Profile --- above Good overall performance in Math as indicated by daily --- grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) --- Good classroom interaction/social skills --- NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes' s TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM READING/LANGUAGE ARTS TEACHER RECOMMENDATION FORM GRADE 2 STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: ' Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) 1. 2. PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS 71REA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Identifies letter sounds in initial, medial, \u0026amp; final YES NO 2. positions Interprets meaning through yisual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads \u0026amp; comprehends print materials independently COMMUNICATIONS 7. Participates as listener \u0026amp; speaker in discussion S 8. 9. questioning Uses basic print yocabulary in independent writing Uses basic print mechanics in independent writing 10. Begins to use conventions of spelling 11. Attends to basic mechanics of sentence structure 12. 13. when speaking and writing Tells/retells stories orally \u0026amp; in writing with supporting details \u0026amp; using proper sequence of events Understands written and spoken language as expression of culture TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. Fewer than five no's on the Student Learning Profile above YES NO B. C. D. Good overall performance in Reading/Language Arts indicated by daily grades and report card grades Good attendance (few/no tardies  10 or fewer absences) ___ Good classroom interaction/social skills ___ as TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with \u0026amp; without regrouping 3. Recalls basic subtraction facts to 18 4. Tells \u0026amp; writes time to the Js hour 5. Identifies fractions of a region including fourths, fifths, \u0026amp; sixths 6. Subtracts two two-digit numbers without regrouping 7. Solves simple word problems using addition \u0026amp; subtraction facts 8. Reads a calendar to tell the day, date,  month 9. Reads  interprets a pictograph  a bar graph 10. Compares three digit numbers using the symbols or TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies  10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes * s from PART I to total number of ves's from Part II. TOTAL PART I yes's TOTAL PART II ves'S TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE _3_ STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Fiye (5) or more no * s in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK pj:ading process/comprehension YES NO 1. 2. 3. 4. 5. 6. Uses phonetic principles to decode words Interprets meaning through use of context clues Builds yocabulary through context clues Identifies main idea \u0026amp; comprehends story elements in printed text Begins to use personal background to make meaning from print materials Selects, reads \u0026amp; comprehends print materials independently COMMUNICATIONS 7. Participates appropriately as listener \u0026amp; speaker in classroom, small group, \u0026amp; one-on-one discussion  questioning 8. Begins to independently expand print yocabulary in writing 9. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 10. Uses conventions of spelling 11. Begins to vary sentence structure to make speaking \u0026amp; writing interesting 12. Attends to appropriate organization of thoughts, ideas, sequence of events, \u0026amp; supporting details when speaking \u0026amp; writing 13. Begins to independently identify expression of culture in written S spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. YES NO B. C. D. Fewer than fiye no * s on the Student Learning Profile ___ aboye Good oyerall performance in Reading/Language Arts as ___ indicated by daily grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes * s from Part II. TOTAL PART I yes * s TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE _3_ STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no * s in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Reads \u0026amp; writes numbers through ten thousands 2. Writes numbers in order from least to greatest \u0026amp; greatest to least 3. Adds \u0026amp; subtracts two or three numbers through three digits with \u0026amp; without regrouping 4. Identifies \u0026amp; counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres. cones, rectangular prisms, \u0026amp; cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, S interprets a bar graph given a set of data 10. Solves word problems using addition \u0026amp; subtraction through three digits TOTALS PART II. COMPLETE THE FOLLOWING MUI.TIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. YES B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE 4 STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Uses phonetic principles and context clues to decode \u0026amp; make meaning 2. Independently constructs meaning in recreational, textual, \u0026amp; functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea YES NO 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning COMMUNICATIONS 7. Uses appropriate communication skills in a yariety of listening \u0026amp; speaking situations 8. Expands independently print yocabulary in writing 9. Begins to use editing strategies to appropriately make meaning in independent writing 9. 10. Uses conyentions of spelling 11. Begins to independently use process strategies to 12. make personal writing \u0026amp; speaking interesting Begins to appropriately use outlining to organize speaking S writing 13. Identifies independently expressions of culture in writing and spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. Fewer than fiye no's on the Student Learning Profile aboye YES NO B. c. D. Good oyerall performance in Reading/Language Arts indicated by daily grades and report card grades as Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes ' s TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. PART I. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Recalls basic multiplication facts through 9's 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10  100 5. Finds perimeter of regular  irregular polygons 6. Divides a 2-digit number by a 1-digit number with  without a remainder 7. Compares fractions with like denominators using the symbols \u0026lt; or \u0026gt; 8. Adds  subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells  writes time to the nearest minute TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies S 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes * s from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II ves's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE _5_ STUDENT STUDENT ID #. LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES READING PROCESS/COMPREHENSION 1. Uses phonetic/structural/contextual clues to determine _ meaning 2. Uses strategies in reading to summarize, draw conclu- _ sions, predict, \u0026amp; infer in recreational, textual, S functional print 3. Uses semantic and syntactic information to expand _ vocabulary 4. Uses comprehension strategies to analyze main idea/ _ supporting details S to make generalizations about meaning 5. Begins to independently apply appropriate personal _ background when interpreting print materials 6. Reads developmently appropriate material for variety _ of purposes NO COMMUNICATIONS 7. Identifies appropriate communication skills to independently participate in variety of listening \u0026amp; speaking situations 8. Varies print vocabulary to suit audience, occasion, \u0026amp; topic in personal writing 9. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 10. Uses conventions of spelling 11. Uses process strategies independently to make personal writing \u0026amp; speaking interesting 12. Uses appropriate outlining to organize personal speaking \u0026amp; writing 13. Begins to analyze expressions of culture in writing S spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. B. C. D. YES Fewer than fiye no's on the Student Learning Profile ___ aboye Good overall performance in Reading/Language Arts as ___ indicated by daily grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.STUDENT SCHOOL LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH STUDENT ID #. TEACHER GRADE MATH NCE FALL '95 DATE 5 RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL S^UDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SI iLLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Multiplies a 2-digit number by a 2-digit number 2. Reads S writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds \u0026amp; subtracts decimals 8. Simplifies fractions 9. Compares \u0026amp; orders decimals through hundredths 10. Solves word problems using multiplication S division TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no' s on Student Learning Profile ___ aboye Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.* f LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 mvwa Mo/ mem Ci?A NEf UM TO: AU ElEMENTAE V PRiNGPALS 1 FROM: Sadie Mitchell, Assistant Supehntenaent Margaret GremiHion. Assistant Superintendent SUBJECT: Site for K~5 Summer School Students participating in tne K-S Summer Program from your school will be otter,dina ______________________School. Sb(th^^deis,y^tt^ FranUin Incentive Schoo! ONL Y. You MH need to fiH in the blanks and send the attached letter home with ail participants. You may want to foHow-up with a phone call. ThanK you for your continued support. cOd IT. L.6 'll r' .U'- dii'-a r4ii*jGj GsyiLITTLE ROCK SCHOOL DISTRICT ELEMENTARY SUMMER SCHOOL ANNOUNCEMENT GRADES K  6 JUNE 12 - JULY 19, 1996 We are pleased to announce that summer Cloverdale, Franklin, King, l eny and Washington for grades K through 6. school will be offered at Brady, Caiver, l^ERMENTARY SCHEDULE Dates: Hours: June 12 through July 19, 1996 (full five weeks) July 3, 4, \u0026amp; 5, 1996 Holidays 8:15 a.m. to 11:30 a.m  Monday through Friday Tuition: $115.00 (Grade 6 students only) Students who did not reside in the Little Rock School District during the 1995-96 school year will be charged an additional $10.00 per semester REGISTRATION Dates\nLate Registration: June 1 - 11, 1996 June 12, 1996 Add $10.00 Late Registration Fee NO STUDENT WILL BE PERMITTED TO REGISTER AFTER JUNE 12, 1996 itj d 17' TI ^6 unf iOc-K W t: - J etCtlTlS 'NlkWri Ijsa'iI I f ! i I Little Rock School District, 810 West Markham, LR, AR 72201 FAX Io: Phone: Fax phone: CC: RLMARKS: LRSD. Room 200 3J7_-Z2ZnQ n Urgent lJ For your reshew Date\n/ Number of pages rnciudjug ojver sheet: [ I I j i I 1 From: Phone: Fax phone  Reply ASAP 5 Sadie Mitchels 50I/'324-2007 501/324-2032 LJ P'e\nb comment U? d :TT ^6.  !jnf TOS-T: 'NIUW a'?\u0026lt;5 SKictonf^ Nam*_ Pofentj Nome _ AcWpots _. UTTLE ROCK SCHOOL DISTRICT Elementary/Junior High Summer School -( student I,D. ___ preliminary S.h|gaiLMtU. ___ . _________DO*_.__ J----------- ooESNOffleaxseceisaow Lixbaixfv\u0026lt;iAtx\u0026gt;f\u0026gt;iSB\u0026lt;WAtU _ Heme Ptxx*___ Business Phone___ _ last School ArJefided ZJp Code Sfudenh* Blrfhdahs_____ Lott Gracie, X  * W    MJ WW\u0026gt; ^T'****\"' CAS4WROOKd Putpoae for flartdino aummer eotwab*- Ratwision or Roinfenjerriert C3? ErwIctinM'nt O Suolact aoMt daeired\nn ReedtnglangiuACje Arts O ReedinflAjanguega Am aJA\u0026lt;altt*naWaa  errichn*a (liat oourea or oowaaa)----------- School CtoeiwJ___ \u0026lt;4AOES 7 ANO a \u0026lt;nA\u0026gt; Sublet orCoun* Oa\u0026lt;t*\u0026lt;l_____ Grade Levet zC)  Purooea lor taking thia course\niKfittti\u0026gt;iaeaCiMuaM Ennchment Courae(8) Oealrod__ Course Level. HsjSotIjOrt or flwit9eanarrt O entWwwrt O. llUgUMM Cl nwimmOoNN:: TluunWsoonn mmuusmt accornpery iie ppcatk\u0026gt;n rwAfliiPD AN after daaa orflimlzatofl hw be arxJ otawwcr* h* be$Nn, STUDENTS REGUTER^ K - - lXamaa ia/Ka xAiafs aaI fa th* I ffrlA HACK aCf lOOl LMKiIm aner Class organimnon np wwn^wvrw wm w..eTw.- *  -- __ riM^rw ADDiTtONAL^O FEE. Also, an additional $10 tultten w be ohaigod atudenta wtw were not naeOanta at the Little Roefc Scftooi maww during the pravloua school yaar. Maxe checka payable to EUsMENTARY/JUNlOR HIGH SUMMER SCHOOL. FawW Sl-jnatura____ Piinctpal Signature ' 0a MOT whits IN -mW WPAeiB SOaM- Miw ONW Chech Enefoead O Amount $____ Cash Endosed O .. Amou(it\n$_^j.\n.:\n^ nt-rvf.nftmaPee Lots SC\" CtwcKNO.__L fbqHpttta.  \u0026lt; X } X ** !\u0026gt;* K'.K-X: Booh No. 1 X J0MrtN^Oi^  -Sv' , f 'ii-Xx # X A. * PajenoneRwcH' t -'4M CXSoe: . : \u0026gt;\u0026gt; - .s ^^Ubae # . -n \n--x\u0026lt;.:- .S:xx-\n.6 X i L/n'' iOfc'.XSHXXS-Tv':.\n* S * X I, M iW' M.n ^4?^ -VC r. tSwl xXt 48\u0026amp; \u0026lt;\u0026lt;! It'S A-r A \"tit .sov Av  f- *  \u0026gt;i! xj{ :Xx$ s . sj M 'It llIWGH GSd? si LITTLE ROCK SCHOOL DISTRICT SIO WEST MARKHAM LITTLE ROCK, ARKANSAS June 20, 1996 TO: Summer School Principals FROM: Sterling IngrarfTDirector of Staff Development SUBJECT: Corrected Summer School Statistics Attached is information related to summer school enrollment and staffing. Please make corrections as needed and return to niy office by Wednesday, June 26, 1996. In addition, plea.se list the teachers who have been transterred out of your building and the site to which they are currentiy assigned. Thank you for your assistance. Sl/adg SO'd .6 UOf cSOc-t?-\nEJNIQU'iaS' J?- ^k' !i \u0026gt;v LITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL ENROLLMENT- !K-6) DATE: June 19, 1996 J996 Schoo! Carver Carver# of Teachers CloverCde C^ Sfdale 4 afreochers Brcdy ' Brady # o f i \"^'Ochers , Franklin frorkSc # of Teachers ! King' I ^ing ^of I Teachers ! Teny xr 22 14 20 29 13 J 2 3 4 5 6 T Tota! /54''  54  59 46  25-V: 25 20 17 9 9 102 38 22 10 12 29/9CB: 134 2 7 17 2.3 20 17 1 48 I 29 41 43 30 22 194 36 42 19 i 4?/7y \u0026lt;' of 1 Teachers Washington \\rrashingtor) 4 cf Teachers ! 22 51 4.3 43 0d Of:U 26, unf :0c--7\u0026lt; .31 16 ] .5 7 51 :-T03-T:*t:j 42 2 52, !a -oiwio asdiLittle Rock School District K-5 SUMMER SCHOOL 1996 STUDENT PORTFOLIO CONTENTS 1. Teacher Recommendation Fomns (yellow copies): - Reading/Language Arts Math 2. Weekly Progress Report 3. Personal Reading Record 4. Seven (7) Samples of Student Work* - 2 Writing Products - 2 Literature Response Products - 2 Math and/or Science Products 1 Student-Selected Product * Work from all five (5) weeks should be represented and all work should be dated. 5. Anecdotal Records, Notes, Conferences, Checklists, Etc. 6. Other Forms of Assessment - Teacher-Made Tests, Scoring Rubrics, Etc. 7. Post-Assessment for Reading and Math (use original Teacher Recommendation Form - See #1 above)WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K - READING/LANGUAGE ARTS STUDENT STUDENT ID# SUMMER SCHOOL SITE TEACHER MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading 1. Begins to participate as listener/speaker in discussion and questioning 2. Experiments with print vocabulary in writing 3. Experiments with print mechanics in writing 4. Begins to use invented spelling 5. Experiments with mechanics of sentence structure when speaking and writing 6. Begins to tell/retell stories orally and in writing wi.h a beginning, middle, and end 7. Begins to understand written/spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies letters of alphabet and their sounds 2. Uses picture clues/letters/sounds to decode words 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read/comprehend print materials independently 1. Begins to participate as listener/speaker in discussion/ questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally/in writing with clear beginning/ middle/end 7. Begins to understand written/spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies letter sounds in initial, medial, \u0026amp; final positions 2. Interprets meaning through visual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads and comprehends print materials independently 1. Participates as listener/speaker in discussion and questioning 2. Uses basic print vocabulary in independent writing 3. Uses basic print mechanics in independent writing 4. Begins to use conventions of spelling 5. Attends to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally and in writing with supporting details and using proper sequence of events 7. Understands written and spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19-96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic principles to decode words 2. Interprets meaning through use of context clues 3. Builds vocabulary through context clues 4. Identifies main idea and comprehends story elements in printed text 5. Begins to use personal background to make meaning from print materials 6. Selects, reads, and comprehends print materials independently 1. Participates appropriately as listener and speaker in small group, and one-on-one discussion and classroom, questioning 2. Begins to independently expand print vocabulary in writing 3. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 4. Uses conventions of spelling 5. Begins to vary sentence structure to make speaking and writing interesting 6. Attends to appropriate organization of thoughts, ideas, sequence of events, and supporting details when speaking and writing 7. Begins to independently identify expression of culture in written and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORTS LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic principles and context clues to decode and make meaning 2. Independently constructs meaning in recreational, textual, and functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning 1. Uses appropriate communication skills in a variety of listening and speaking situations 2. Expands independently print vocabulary in writing 3. Begins to use editing strategies to appropriately make meaning in independent writing 4. Uses conventions of spelling 5. Begins to independently use process strategies to make personal writing and speaking interesting 6. Begins to appropriately use outlining to organize speaking and writing 7. Identifies independently expressions of culture in writing and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic/structural/contextual clues to determine meaning 2. Uses strategies in reading to summarize, draw conclusions, predict, \u0026amp; infer in recreational, textual, S functional print 3. Uses semantic \u0026amp; syntactic information to expand vocabulary 4. Uses comprehension strategies to analyze main idea/supporting details and to make generalizations about meaning 5. Begins to independently apply appropriate personal background when interpreting print materials 6. Reads developmentally appropriate material for variety of purposes 1. Identifies appropriate communication skills to independently participate in variety of listening \u0026amp; speaking situations 2. Varies print vocabulary to suit audience, occasion, and topic in personal writing 3. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 4. Uses conventions of spelling 5. Uses process strategies independently to make personal writing and speaking interesting 6. Uses appropriate outlining to organize personal speaking and writing 7. Begins to analyze expressions of culture in writing and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K MATH STUDENT ID#. TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Begins to understand the meaning of numbers and sets and counts to 20 2. Demonstrates one-to-one correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, and rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts and classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Reads numeral words to 20 \u0026amp; matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts to 100 by I's, 2's, 5's, \u0026amp; lO's 4. Knows addition facts to 18/subtractions facts from 9 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens \u0026amp; ones to 100 8. Identifies fractions of a whole for halves \u0026amp; thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms,  cones 10. Tells and writes time to the hour Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with or without regrouping 3. Recalls basic subtractions facts to 18 4. Tells and writes time to the half-hour 5. Identifies fractions of a region including fourths, fifths, and sixths 6. Subtracts 2 two-digit numbers without regrouping 7. Solves simple word problems using addition \u0026amp; subtraction facts 8. Reads a calendar to tell the day, date, and month 9. Reads and interprets a pictograph and a bar graph 10. Compares three digit numbers using the symbols or Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Reads and writes numbers through ten thousands 2. Writes numbers in order from least to greatest and greatest to least 3. Adds \u0026amp; subtracts two or three numbers through three digits with \u0026amp; without regrouping 4. Identifies and counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres, cones, rectangular prisms, and cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, and interprets a bar graph given a set of data 10. Solves word problems using addition and subtraction through three digits Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNot yet introduced N/I WEEK Never \nPROGRAM OBJECTIVES 1 2 3 4 1. Recalls basic multiplication facts through 9's 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10 \u0026amp; 100 5. Finds perimeter of regular S irregular polygons 6. Divides a 2-digit number by a 1-digit number with \u0026amp; without a remainder 7. Compares fractions with like denominators using the symbols \u0026lt; or \u0026gt; 8. Adds \u0026amp; subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells and writes time to the nearest minute Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Multiplies a 2-digit number by a 2-digit number 2. Reads and writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds and subtracts decimals 8. Simplifies fractions 9. Compares and orders decimals through hundredths 10. Solves word problems using multiplication and division Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading 1. Begins to participate as listener/speaker in discussion and questioning 2. Experiments with print vocabulary in writing 3. Experiments with print mechanics in writing 4. Begins to use invented spelling 5. Experiments with mechanics of sentence structure when speaking and writing 6. Begins to tell/retell stories orally and in writing with a beginning, middle, and end 7. Begins to understand written/spoken language as expression of culture Comments:2 4 1996 QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 - READING/LANGUAGE ARTS STUDENT STUDENT ID#. DATE. SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd NARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies letters of alphabet and their sounds 2. Uses picture clues/letters/sounds to decode words 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read/comprehend print materials independently 1. Begins to participate as listener/speaker in discussion/ questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally/in writing with clear beginning/ middle/end 7. Begins to understand written/spoken language as expression of culture Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies letter sounds in initial, medial, \u0026amp; final positions 2. Interprets meaning through visual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads and comprehends print materials independently Participates as listener/speaker in discussion and questioning 2. Uses basic print vocabulary in independent writing 3. Uses basic print mechanics in independent writing 4. Begins to use conventions of spelling 5. Attends to basic mechanics of sentence structure when speaking and writing______________________ 6. Tells/retells stories orally and in writing with supporting details and using proper sequence of events 7- Understands written and spoken language as expression of culture Comments: I IQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 - READING/LANGUAGE ARTS STUDENT. STUDENT ID#. DATE. SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally O\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Uses phonetic principles to decode words 2. Interprets meaning through use of context clues 3. Builds vocabulary through context clues 4. Identifies main idea and comprehends story elements in printed text 5. Begins to use personal background to make meaning from print materials 6. Selects, reads, and comprehends print materials independently 1. Participates appropriately as listener and speaker in classroom, small group, and one-on-one discussion and questioning 2. Begins to independently expand print vocabulary in writing 3. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 4. Uses conventions of spelling 5. Begins to vary sentence structure to make speaking and writing interesting 6. Attends to appropriate organization of thoughts, ideas, sequence of events, and supporting details when speaking and writing 7. Begins to independently identify expression of culture in written and spoken language Comments:QUTIRTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNot yet introduced N/I PROGRESS TO DATE (See Marking Key) Never \n1. Uses phonetic principles and context clues to decode and make meaning 2. Independently constructs meaning in recreational, textual, and functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning I 1. Uses appropriate communication skills in a variety of I listening and speaking situations 2. Expands independently print vocabulary in writing I 3. Begins to use editing strategies to appropriately make I r meaning in independent writing I 4. Uses conventions of spelling 5. Begins to independently use process strategies to make personal writing and speaking interesting I 6. Begins to appropriately use outlining to organize speaking I and writing I 7. Identifies independently expressions of culture in writing 1 and spoken language I Comments: I i iQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Uses phonetic/structural/contextual clues to determine meaning 2. Uses strategies in reading to summarize, draw conclusions, predict, S infer in recreational, textual, S functional print 3. Uses semantic \u0026amp; syntactic information to expand vocabulary 4. Uses comprehension strategies to analyze main idea/supporting details and to make generalizations about meaning 5. Begins to independently apply appropriate personal background when interpreting print materials 6. Reads developmentally appropriate material for variety of purposes 1. Identifies appropriate communication skills to independently participate in variety of listening S speaking situations 2. Varies print vocabulary to suit audience, occasion, and topic in personal writing 3. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 4. Uses conventions of spelling 5. Uses process strategies independently to make personal writing and speaking interesting 6- Uses appropriate outlining to organize personal speaking and writing 7. Begins to analyze expressions of culture in writing and spoken language Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM STUDENT SCHOOL MARKING KEY: Consistently +\nGRADE K MATH STUDENT ID# DATE NINE WEEKS PERIOD (circle one) 1st 2nd 3rd Occasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Begins to understand the meaning of numbers and sets and counts to 20 2. Demonstrates onetoone correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, and rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts and classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern Comments:2 QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 MATH STUDENT STUDENT ID#, DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Reads numeral words to 20 \u0026amp; matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts to 100 by I's, 2's, 5's, \u0026amp; 10's 4. Knows addition facts to 18/subtractions facts from 9 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens \u0026amp; ones to 100 8. Identifies fractions of a whole for halves \u0026amp; thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms, S cones 10. Tells and writes time to the hour Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with or without regrouping 3. Recalls basic subtractions facts to 18 4. Tells and writes time to the half-hour 5. Identifies fractions of a region including fourths, fifths, and sixths 6. Subtracts 2 two-digit numbers without regrouping 7. Solves simple word problems using addition \u0026amp; subtraction facts 8. Reads a calendar to tell the day, date, and month 9. Reads and interprets a pictograph and a bar graph 10. Compares three digit numbers using the symbols \u0026lt;, \u0026gt;, or Conunents:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Reads and writes numbers through ten thousands 2. Writes numbers in order from least to greatest and greatest to least 3. Adds \u0026amp; subtracts two or three numbers through three digits with S without regrouping 4. Identifies and counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres, cones, rectangular prisms, and cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, and interprets a bar graph given a set of data 10. Solves word problems using addition and subtraction through three digits Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Recalls basic multiplication facts through 9's I 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10 \u0026amp; 100 5. Finds perimeter of regular S irregular polygons 6. Divides a 2-digit number by a 1-digit number with S without a remainder 7. Compares fractions with like denominators using the symbols \u0026lt; or \u0026gt; 8. Adds S subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells and writes time to the nearest minute i 1 I Comments: IQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Multiplies a 2-digit number by a 2-digit number 2. Reads and writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds and subtracts decimals 8. Simplifies fractions 9. Compares and orders decimals through hundredths 10. Solves word problems using multiplication and division Comments:09/14/95 08:23:15 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-OORl Language Arts Revised Obj. Kindgarten Objective Description M- TI GL LA-OORl-001 Listen to variety of print for variety of purposes. LA-OORl-002 Listen for sustained periods of time. LAOORl-003 Attend to what others are saying. LA-OORl-004 Listen to develop strategies for asking questions. LA-OORl-005 Exhibit reactions that reflect comprehension. LA-OORl-006 Listen to follow directions sequentially. LA-OORl-007 Use technology to reinforce/extend learning. LA-OORl-008 Listen to discriminate sounds. LA-OORl009 Take turns in group discussion. LA-OORl-010 Volunteer in speaking activities. LA-OORl-011 Tell/retell stories from writing/reading/pictures. LA-OORl-012 Dramatize familiar stories, rhymes, and fingerplays. LA-OORl-013 Use technology to enhance/evaluate performances. LA-OORl-014 Give oral directions. LA-OORl-015 Make comments appropriate to the situations. LAOORl-016 Express ideas clearly/accurately. LA-OORl-017 Rephrase/adjust if others do not understand. LA-OORl-018 Use print/pictures to convey meaning. LA-OORl-019 Leave space between words/groups of letters. LA-OORl-020 Write daily for a variety of purposes. LA-OORl-021 Evaluate own writing/drawing and that of others. LA-OORl-022 Participate in shared writing activities. LA-OORl-023 Accept responsibility for completing/writing. LA-OORl-024 Use pre-writing skills. LA-OORl-025 Write letters/symbols/numerals randomly. LA-OORl-026 Write from left to right. LA-OORl-027 Use partial phonetic representation for word. LA-OORl-028 Use a few known words in correct places. LA-OORl-029 Experiment with punctuation/capitalization. LA-OORl-030 Recognize and write own name. LA-OORl-031 Use technology to write/revise text. LA-OORl-032 Understand that from the print comes the message. LA-OORl-033 Know where to start reading, left to right, return. LA-OORl-034 Participate in shared reading experiences. LA-OORl-035 Use pictures as clues to story line. LA-OORl-036 Identify letters of the alphabet. LA-OORl-037 Distinguish letters from words. LA-OORl038 Recognize/associate letters and sounds. LA-OORl-039 Recognize some high frequency words. LA-OORl-040 Use specific strategies to comprehend variety of genres. LA-OORl-041 Recognize opposites. LA-OORl-042 Show awareness of story elements. LA-OORl-043 \"Read\" from original stories to others. LA-OORl-044 Choose to look at/talk about books. LA-OORl-045 Use skills to achieve goals in/out of classroom. LA-OORl-046 Dictate stories using background knowledge. 75% 75% 75% 75% 75% 75% 75% 75% 75 % 75% 75% 75 *6 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8I received Illi 2 4 1996 Office of Desooregaton Monitoring03/-L^/3S 08:19:36 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-OIRI Language Arts Revised Objectives Grade 1 Objective Description M-% TI GL LA-OlRl-001 Listen to variety of print for variety of purposes. LAOlRl-002 Listen for sustained periods of time. LA-OlRl-003 Exhibit reactions that reflect comprehension. LAOlRl-004 Attend to what others are saying. LA-OlRl-005 Listen to follow directions sequentially. LA-OlRl-006 Listen to discriminate sounds. LA-OlRl-007 Listen to develop strategies for asking questions. LA-OlRl-008 Listen to appreciate genres from diverse cultures. LA-OlRl-009 Listen to reinforce/extend learning through technology. LA-OlRl-010 Volunteer for speaking activities. LA-OlRl-011 Take turns in group discussions. LA-OlRl-012 Give oral directions. LA-OlRl-013 Tell/retell stories from writing/reading/pictures. LA-OlRl-014 Dramatize familiar stories/rhymes/books. LAOlRl-015 Experiment with creative/playful languages. LA-OlRl-016 Contribute to group/individual dictated stories. LA-OlRl-017 Use technology to enhance/evaluate performances. LA-OlRl-018 Express ideas clearly and accurately. LA-OlRl-019 Make comments appropriate to the situation. LA-OlRl-020 Illustrate stories to convey meaning. LA-OlRl-021 Follow patterns from predictable books, stories, poems. LA-OlRl-022 Create/write simple stories/poems for publication. LA-OlRl-023 Write daily for a variety of purposes. LA-OlRl-024 Evaluate own writing/drawing and that of others. LA-OlRl-025 Participate in shared writing experiences. LA-OlRl-026 Use technology to write/revise text. LA-OIRI027 Write for social interaction. LA-OlRl-028 Write for variety of purposes. LA-OlRl-029 Master manuscript handwriting. LA-OlRl-030 Spell/write first, last name, and phone number. LA-OlRl-031 Edit writing for complete sentences. LA-OlRl-032 Edit writing for developmentally appropriate mechanics. LA-OlRl-033 Edit writing for developmentally appropriate spelling. LA-OlRl-034 Edit writing for developmentally appropriate usage. LA-OlRl-035 Accept responsibility for collecting/completing products LA-OlRl-036 Use major cuing systems to decode/construct meaning. LA-OlRl-037 Participate in shared/guided reading experiences. LA-OlRl-038 Recognize/associate letters and sounds. LA-OIRI039 Expand vocabulary through reading. LA-OlRl-040 Recognize synonyms/antonyms/homophones. LA-OIRI041 Use a variety of strategies to aid comprehension. LA-OlRl-042 Develop fluency in silent/oral reading. LA-OlRl-043 Recognize story elements. LA-OlRl-044 Use specific strategies to comprehend variety of genres. LA-OlRl-045 Understand that texts have different purposes. LA-OlRl-046 Select appropriate resource material. LA-OlRl-047 Use developmentally appropriate study skills. 75 IS IS Q. *6 S8 IS^ 75% IS^^ 10 75% 1S^ IS^^ 75% IS^^ IS^ lSi, 1S\u0026lt;. 1S\u0026lt;. 1S^\u0026lt;. 75% IS^. 75 Q, S8 S8 1S'^\u0026lt;. IS^ IS^^ IS^ IS^ 75% IS^'i IS^ IS'^^. ns^^ 1S^ 75% IS^^, 48 S8 75% 19 S8 75% 67 S8 75% 75 *0 75% 74 S8 4 75%128 S8 75% 60 75% 20 75% 62 S8 75 IS^'i ns^^ 24 S8 75% S8 75% 75% 24 S809/14/95 08:19:36 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-OIRI Language Arts Revised Objectives Grade 1 (Continued) Objective Description M-% TI GL LA-OlRl-048 Use strategies for visual organization. LA-OlRl-049 Identify minority writers. LA-OlRl-050 Choose to look at/read books for sustained periods. LA-OIRI051 Establish a purpose for reading.* LA-OlRl-052 Use a variety of word recognition strategies as needed. 75% 10 75% 75% 75% 14 75%09/14/95 08:20:33 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-02R1 Language Arts Revised Objectives Grade 2 Objective Description M-% TI GL LA-02R1-001 Listen to variety of print for variety of purposes. LA-02R1-002 Appreciate variety of genres from various cultures, LA-02R1-003 Listen for sustained periods of time. LA-02R1-004 Listen to discriminate sounds. LA-02R1-005 Listen selectively/attentively for variety of purposes. LA-02R1-006 Develop strategies for understanding what is heard. LA-02R1-007 Reinforce/extend learning through technology. LA-02R1008 Volunteer for speaking activities. LA-02R1009 Take turns in group discussions. LA-02R1-010 Tell/retell stories from writing, reading, pictures. LA-02R1-011 Participate in speaking activities. LA-02R1-012 Give oral directions. LA-02R1-013 Make/respo.id to introductions. LA-02R1-014 Experiment with creative/playful language. LA-02R1-015 Use technology to enhance/evaluate performances LA-02R1-016 Speak to variety of audiences. LA-02R1-017 Make comments/give feedback appropriate to situation. LA-02R1-018 Express ideas clearly and accurately. LA-02R1-019 Write/illustrate stories to convey meaning. LA-02R1-020 Write in one or more subject areas daily. LA-02R1021 Use five steps of writing process. LA-02R1-022 Write independently. LA-02R1-023 Monitor progress of self and others. LA-02R1-024 Create/write poems/stories for publication. LA-02R1-025 Use technology to write/revise. LA-02R1-026 Participate in shared writing activities. LA-02R1-027 Write for a variety of purposes. LA-02R1-028 Write for social interaction. LA-02R1-029 Edit writing for complete sentences. LA-02R1-030 Edit writing for developmentally appropriate mechanics. LA-02R1-031 Edit writing for developmentally appropriate spelling. LA-02R1-032 Edit writing for developmentally appropriate usage. LA-02R1-033 Accept responsibility for collecting/completing writing. LA-02R1-034 Demonstrate mastery of manuscript writing. LA-02R1-035 Recognize and appreciate letters and sounds. LA-02R1-036 Participate in shared/guided reading experiences. LA-02R1-037 Use major cuing systems to decode. LA-02R1-038 Expand vocabulary through reading. LA-02R1-039 Recognize synonyms/antonyms/multimeaning words. LA-02R1-040 Develop fluency in silent/oral reading. LA-02R1-041 Recognize story elements. LA-02R1-042 Use a variety of strategies to aid comprehension. LA-02R1-043 Use specific strategies to comprehend variety of genres. LA-02R1-044 Understand that texts have different purposes. LA-02R1-045 Monitor progress of self and others. LA-02R1-046 Use strategies for visual organization of information. LA-02R1-047 Read from different genres from variety of cultures. 75% 75% 75% 75 % S8 79 S8 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 60 S8 75% S8 75% 60 S8 75% 75% 75% 26 S8 75% 75% 70 S8 75% 70 75% 29 S8 75% 75% 18 S8 75% 36 S8 75% 53 S8 75% 75% 75% 75% S8 S809/14/95 08:20:33 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-02R1 Language Arts Revised Objectives Grade 2 (Continued) Objective Description M-% TI GL LA-02R1048 Use developmentally appropriate study skills, LA-02R1-049 Identify minority writers. LA-02R1-050 Select appropriate resource materials. LA-02R1-051 Choose to look at/read books. LA-02R1-052 Establish a purpose for reading. LA-02R1-053 Use variety of word recognition strategies. LA-02R1-054 Use technology to support growth in reading. 75% 10 S8 75% 75% 75% 75% 18 75% 75%09/14/95 08:21:34 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-03R1 Language Arts Revised Objectives Grade 3 Objective Description M-% TI GL LA-03R1001 Listen to variety of print for variety of purposes. LA-03R1002 Listen selectively/attentively for variety of purposes. LA-03R1-003 Listen to discriminate sounds. LA-03R1-004 Develop strategies for understanding what is heard. LA-03R1-005 Listen to/appreciate genres from many cultures. LA-03R1-006 Listen to reinforce/extend learning through technology. LA-03R1-007 Participate courteously in group discussions. LA-03R1-008 Respond to guestions in complete sentences. LA-03R1009 Give oral directions. LA-03R1-010 Make/respond to introductions. LA-03R1-011 Volunteer for speaking activities. LA-03R1-012 Recite poetry/participate in choral reading/dramas. LA-03R1-013 Create/tell original stories in sequence. LA-03R1-014 Experiment/create with language. LA-03R1-015 Use technology to enhance/evaluate performances. LA-03R1-016 Express ideas clearly, accurately. LA-03R1-017 Speak to variety of audiences for variety of reasons. LA-03R1-018 Make comments/feedback appropriate to situation. LA-03R1-019 Participate in shared writing activities. LA-03R1-020 Use five steps of writing process. LA-03R1-021 Write in one or more subject areas daily. LA-03R1-022 Write independently for sustained periods of time. LA-03R1-023 Write and illustrate stories to convey meaning. LA-03R1024 Write paragraphs and whole pieces. LA-03R1-025 Create/write stories/poems for publication. LA-03R1-026 Use technology to write/revise text. LA-03R1-027 Write for social interaction. LA-03R1-028 Write for a variety of purposes. LA-03R1-029 Demonstrate mastery in handwriting. LA-03R1-030 Write complete simple and compound sentences. LA-03R1-031 Edit writing for correct usage. LA-03R1-032 Edit writing for mechanics. LA-03R1-033 Edit writing for correct spelling.* LA-03R1-034 Understand that texts have different purposes.* LA-03R1-035 Use major cuing systems to decode.* LA-03R1-036 Expand vocabulary through reading. LA-03R1-037 Develop knowledge of vocabulary. LA-03R1-038 Develop fluency in oral/silent reading. LA-03R1-039 Recognize and compare story elements. LA-03R1-040 Identify minority writers. LA-03R1-041 Use a variety of strategies to aid comprehension. LA-03R1-042 Participate in shared/guided reading activities. LA-03R1-043 Use strategies for visual organization of information. LA-03R1-044 Use specific strategies to comprehend variety of genres. LA-03R1-045 Appreciate diversity in literature. LA-03R1-046 Monitor progress of self and others. LA-03R1-047 Use developmentally appropriate study skills.* 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75 75% 1'5'^ 15^ 75% 75% 15^ 75% S8 S8 S8 S8 S8 S8 10 75% 60 S8 75%157 S8 75% 24 S8 75% 10 S8 75 90 S8 75% 88 S8 75% 50 S8 75% 75% 29 S8 75% 75% 68 S8 15^ 15^ 15^106 S8 75% 75% 75%148 S809/14/95 08:21:34 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-03R1 Language Arts Revised Objectives Grade 3 (Continued) Objective Description M-% TI GL LA-03R1-048 Select appropriate resource materials. LA-03R1-049 Establish a purpose for reading. LA-03R1-050 Read for a variety of purposes. LA-03R1-051 Use variety of word recognition strategies. LA-03R1-052 Select a variety of print.* LA-03R1-053 Participate in conversations about reading. LA-03R1-054 Use reading to achieve goals outside classroom. LA-03R1-055 Use technological aids to support growth in learning. 75% S8 75% 14 S8 75% 75% 75% 10 75% 75% S8 7509/14/95 08:27:42 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-04R1 Language Arts Revised Objectives Grade 4 Objective Description M-% TI GL LA-04R1-001 Listen to variety of print for variety of purposes. LA-04R1-002 Listen selectively/attentively for variety of purposes. LA-04R1-003 Develop strategies for understanding what is heard. LA-04R1-004 Listen to/appreciate genres from many cultures. LA-04R1-005 Listen to reinforce/extend learning through technology. LA-04R1-006 Participate courteously in group discussions. LA-04R1-007 Give directions/explanations. LA-04R1-008 Participate in speaking activities. LA-04R1-009 Experiment/create with language. LA-04R1010 Use technology to enhance/evaluate performances. LA-04R1-011 Express ideas clearly, accurately. LA-04R1-012 Speak to variety of audiences for variety of reasons. LA-04R1-013 Make comments/feedback appropriate to situation. LA-04R1-014 Participate in group writing activities. LA-04R1-015 Use five steps of writing process. LA-04R1-016 Write in one or more subject areas daily. LA-04R1-017 Write independently for sustained periods of time. LA-04R1-018 Write paragraphs and whole pieces. LA-04R1-019 Create/write stories/poems for publication. LA-04R1-020 Use technology to write/revise text. LA-04R1-021 Write for social interaction. LA-04R1-022 Write for a variety of purposes. LA-04R1-023 Demonstrate mastery of cursive writing. LA-04R1-024 Write/edit for complete sentences. LA-04R1-025 Edit writing for correct usage. LA-04R1-026 Edit writing for mechanics. LA-04R1-027 Edit writing for correct spelling. LA-04R1-028 Maintain and evaluate a collection of writing samples. LA-04R1-029 Understand that texts have different purposes.* LA-04R1-030 Use major cuing systems to decode. LA-04R1-031 Expand vocabulary through reading. LA-04R1-032 Develop knowledge of vocabulary. LA-04R1-033 Read orally/silently for increased periods of time.* LA-04R1-034 Analyze story elements. LA-04R1-035 Make comparisons from literature. LA-04R1-036 Identify minority writers.* LA-04R1-037 Use a variety of strategies to aid comprehension. LA-04R1-038 Use strategies for visual organization of information. LA-04R1-039 Use specific strategies to comprehend variety of genres. LA-04R1-040 Appreciate diversity in literature. LA-04R1-041 Monitor progress of self and others. LA-04R1-042 Use study skills. LA-04R1-043 Establish a purpose for reading.* LA-04R1-044 Read for a variety of purposes. LA-04R1-045 Use a variety of strategies to understand text. LA-04R1-046 Select a variety of print.* LA-04R1-047 Participate in conversations about reading. 75 o 75% 75 6 75% 75% 75% 75% 75% 75 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 9 S8 75% 59 S8 75%150 S8 75% 75% 75% S8 9 S8 75% 71 S8 89 75% 60 S8 75% 7 75% 23 S8 75% 15^ 4 90 S8 75% 66 S8 75% 89 S8 75% 75% 75% 73 S8 75% 14 S8 75% S8 75% 10 S8 75%09/14/95 08:27:42 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-04R1 Language Arts Revised Objectives Grade 4 (Continued) Objective Description M-% TI GL LA-04R1-048 Use reading to achieve goals outside classroom. LA-04R1-049 Use technological aids to support growth in learning. 75% 75% S809/1^/95 08:28:15 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-05R1 Language Arts Revised Objectives Grade 5 Objective Description M-% TI GL LA-05R1-001 Develop listening skills for the classroom. LA-05R1-002 Develop listening skills for varied social situations. LA-05R1-003 Develop listening skills appropriate to the workplace. LA-05R1-004 Analyze and evaluate what is heard. LA-05R1-005 Give directions/explanations. LA-05R1-006 Participate courteously in group discussions. LA-05R1-007 Summarize/seguence/paraphrase what others have said. LA-05R1-008 Read orally with meaning and expression. LA-05R1-009 Participate in speaking activities. LA-05R1-010 Conduct an interview. LA-05R1-011 Make/respond to introductions. LA-05R1-012 Use clear, concise language. LA-05R1-013 Exhibit confidence as a speaker. LA-05R1-014 Write in class for sustained periods of time. LA-05R1-015 Analyze thinking through writing. LA-05R1-016 Apply variety of prewriting strategies. LA-05R1-017 Use five steps of writing process. LA-05R1-018 Write in a variety of modes. LA-05R1-019 Evaluate writing in relation to purpose/audience. LA-05R1-020 Write to reflect personal/multicultural/universal ideas. LA-05R1-021 Write to synthesize information from multiple sources. LA-05R1-022 Maintain and evaluate a collection of writing samples. LA-05R1-023 Edit written work for correct spelling. LA-05R1-024 Edit written work for correct usage. LA-05R1-025 Edit written work for mechanics. LA-05R1-026 Write/edit for complete sentences. LA-05R1-027 Demonstrate mastery of cursive writing. LA-05R1-028 Read individually and in groups. LA-05R1-029 Establish purpose for reading. LA-05R1-030 Analyze main idea/supportive details. LA-05R1-031 Analyze literature using patterns of organization. LA-05R1-032 Use specific strategies to comprehend variety of genres. LA-05R1-033 Analyze literature. LA-05R1-034 Understand developmentally appropriate literary concepts LA-05R1-035 Expand personal vocabulary. LA-05R1036 Use library and reference skills. LA-05R1-037 Read works by authors of different race/beliefs/sex/age* LA-05R1-038 Use strategies for visual organization of information. LA-05R1-039 Read a variety of materials. LA-05R1-040 Read to discern validity of written material. LA-05R1-041 Read and follow directions. LA-05R1-042 Read to research an idea using technical resources. 75% 75% 75% 75% 75% 75% 75% 15 15 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 S8 75% 27 S8 75%171 S8 '1'5^ 2Q S8 15^ 15^ 15^ S8 S8 75% 35 S8 75%126 S8 75% 6 S8 75% 79 75% 75 S8 75%170 S8 75% 15^ S8 5 75% 14 75%38/08/94 39:27:06 :M32O1OO LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 1 lA-OORl Math Revised Objectives Kindergarten Dbjective Description M-% TI GL iA-OORl-OOl Use a variety of strategies to solve problems. -IA-OORl-002 Solve problems related to other countries/cultures. lA-OORl-003 Write, read and discuss mathematics. 4A-00R1-004 Read and write numbers and number words. iA-OORl-005 Explore the operation of addition. \u0026lt;IA-00Rl-006 Explore the operation of subtraction. lA-OORl-007 Explore the concept of 1/2. lA-OORl-OOS Identify and describe plane shapes. IA-OORl-009 Identify and describe 3-dimensional shapes. 4A-00R1-010 Recognize, extend and create geometric patterns. :4A-00Rl-011 Demonstrate understanding of measurement concepts. .4A-00R1-012 Identify and use units of time. .4A-00R1-013 Identify and use coins. iA-OORl-OlA Explore and use measurement. ?1A-OOR1-O15 Make and interpret graphs. MA-OORl-016 Sort and classify objects. '4A-00R1-017 Identify, describe, copy, extend and create patterns. 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% i.38/08/94 39:27:06 0M320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 5 4A-01R1 Math Revised Objectives Grade 01 Objective Description M-% TI GL 'lA-OlRl-001 Use a variety of strategies to solve problems. 'IA-OlRl-002 Solve problems related to other countries and cultures. 'lA-OlRl-OOS Write, read and discuss mathematics. MA-OlRl-004 Read and write numbers and number words. MA-OlRl-005 Identify numbers to 20 as even or odd. MA-OlRl-006 Count to 100 by I's, 2's, 5's, and lO's. MA-OlRl-007 Identify order relationships of numbers. MA-OlRl-008 Know basic addition and subtraction facts. MA-OlRl-009 Find the missing addend using basic addition facts. MA-OlRl-010 Investigate the order and zero properties of addition. MA-OlRl-011 Show place value through hundreds using manipulatives. MA-OlRl-012 Relate computation algorithms to hands-on experiences. MA-OlRl-013 Add numbers with and without regrouping. MA-OlRl-014 Subtract numbers with no regrouping. MA-OlRl-015 Model and write number sentences. MA-OlRl-016 Solve word problems. MA-OlRl-017 Identify fractions of a whole number. MA-OlRl-018 Identify plane figures and points in a plane. MA-OlRl-019 Identify 3-dimensional shapes. MA-OlRl-020 Identify and extend geometric patterns. MA-OlRl-021 Investigate lines of symmetry. MA-OlRl-022 Explore/recognize examples of geometry in environment. MA-OlRl-023 Identify and use units of time. MA-OlRl-024 Identify and count coins. MA-OlRl-025 Use coins to solve money problems. MA-OlRl-026 Select/use the appropriate standard/nonstandard units. MA-OlRl-027 Collect, organize and describe data. MA-OlRl-028 Record data by constructing pictographs and bar graphs. MA-OlRl-029 Read graphs and make generalizations. MA-OlRl-030 Explore patterns. MA-OlRl-031 Identify, create, compare sets by size and measurement. MA-OlRl-032 Use calculators to discover relationships and patterns. 75% 75% 75% 151 75% 75% 151 75% 15^ 15^ 75% 75% 151 15% 15% 15% 15% 75% 15% 75% 15% 15% 15% 15% 75% 15% 15% 15% 15% 15% 75% 15% S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8D8/08/94 39:27:06 IM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 9 IA-02R1 Math Revised Objectives Grade 2 Dbjective Description M-% TI GL 4A-02R1-001 Use a variety of strategies to solve problems. iA-02Rl-002 Solve problems related to other countries or cultures. 'iA-02Rl-003 Write, read and discuss mathematics. 4A-02R1-004 Identify ordinal numbers through 20th. \u0026lt;A-02Rl-005 Read/write numbers/identify place value. 4A-02R1-006 Identify even and odd numbers through 3 digits. 4A-02R1-007 Comparing numbers. IA-02R1-008 Recall basic addition and subtraction facts to 18. '1A-02R1-009 Find the missing addend using basic addition facts. 4A-02R1-010 Show the order and zero properties of addition. 4A-02R1-011 Add numbers with and without regrouping. '1A-02R1-012 Subtract numbers with and without regrouping. 4A-02R1-013 Demonstrate the meaning of addition and subtraction. 4A-02R1-014 Recognize inverse relationship of addition/subtraction. 4A-02R1-015 Recall multiplication facts (0-5) and identify symbols. IA-02R1-016 Explore division using manipulatives. 4A-02R1-017 Solve word problems. -IA-02R1-018 Identify fractions and fractional parts. 4A-02R1-019 Identify plane figures. 4A-02R1-020 Identify 3-dimensional shapes. 4A-02R1021 Locate points inside, outside, and on geometric figures. 4A-02R1-022 Investigate the concept of congruency/lines of symmetry. IA-02R1-023 Create and record perimeter of shapes. 'IA-02R1-024 Identify units of time. IA-02R1-025 Determine elapsed time given a problem situation. 4A-02R1-026 Identify currencey, count money and make change. -IA-02R1-027 Compare to find least and greatest price. 4A-02R1-028 Use a ruler to measure to the nearest inch/centimeter. 4A-02R1-029 Select appropriate units of measurement. 4A-02R1-030 Determine reasonable estimates working with measurement. 4A-02R1-031 Collect, organize and describe data. IA-02R1-032 Read charts and maps and make generalizations. 4A-02R1-033 Record data by constructing pictographs and bar graphs. 75% 75% 15% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 5 S8 S8 1 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S818/08/94 19 : 27 : 06 :M32O1OO LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 13 2A-O3R1 Math Revised Objectives Grade 3 )bjective Description M-% TI GL LA-03R1-001 Use a variety of strategies to solve problems. 1A-03R1-002 Solve problems related to other countries or cultures. IA-03R1-003 Write, read and discuss mathematics. IA-03R1-004 Identify ordinal numbers through 31st. IA-03R1-005 Read/write/identify place value. 1A-03R1-006 Identify even and odd numbers through 3 digits. IA-03R1-007 Comparing numbers. IA-03R1-008 Round numbers through four digits. IA-03R1-009 Explore and investigate number patterns. IA-03R1-010 Recall and use basic addition and subtraction facts. IA-03R1-011 Demonstrate the meaning of addition and subtraction. IA-03R1-012 Recognize inverse relationship of addition/subtraction. IA-03R1-013 Add and subtract numbers with and without regrouping. IA-03R1-014 Identify and use properties for addition/multiplication. 1A-0\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1549","title":"\"The Arkansas Department of Education's Implementation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Education--Standards","Educational law and legislation","Educational planning","School management and organization","School integration","Student assistance programs","School enrollment","School improvement programs","Education--Finance","Education, Elementary","Education--Economic aspects"],"dcterms_title":["\"The Arkansas Department of Education's Implementation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1549"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["87 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_712","title":"Transportation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School buses","Transportation","Educational statistics"],"dcterms_title":["Transportation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/712"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSECTION I. GENERAL INSTRUCTIONS, TERMS AND CONDITIONS Request for Proposal (RFP95-014) Student Transportation Services Little Rock School District Issued: March 31, 1995 INCLUDES Appendix A: School Bus Fleet Data (6 PAGES) Appendix B: School Bus Run Data (8 PAGES) LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0)LITTLE ROCK SCHOOL DISTRICT (LRSD) BACKGROUND INFORMATION In order to facilitate a better understanding of current District operations and help a potential contractor respond to this request for proposal more accmately, the District has included information describing its current operations and budget as well as the major issues/challenges facing the transportation organization within the District. Summary of LRSD Unit Responsibilities The Transportation Department of the Little Rock School District provides the District with transportation services for over 14,000 regular and special education students. From its 16-acre terminal on Murray street it operates a fleet of over 300 buses that make over 11,000 stops daily and travel close to 5 million miles each year'. Specifically this department is responsible for planning how transportation requirements are met, recruiting and training staff to support those plans, managing the day-to-day activities of the departments resources, and maintenance of all vehicles. I LRSD Facilities/Locations The entire operation (storage, maintenance, refueling, and dispatching) is conducted from the 16 acre depot located at: Transportation Department 5400 Murray St. Little Rock, AR 72209 Telephone: (501) 570-4000 This facility has: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 13 phone lines + two (2) pay phones 12,000 gallon diesel fuel tank with pump Two 10,000 gallon gas fuel tanks with pump 2812 sq. ft. of Office/Administrative Space 3000 sq. ft. Auditorium 2239 sq. ft. Drivers Lounge/Dispatch Area 9300 sq. ft. Maintenance Shop having 8 bays + Parts Room + Foreman s Office 2423 sq. ft. in covered storage 11 acres for parking buses Radio base station One (1) acre additional unused land 'Special Ed transportation will not be outsourced. I I LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) If REASON FOR OUTSOURCING The primary motivation for outsourcing is to obtain operational efficiency of our student transportation responsibility\nhowever, other critical factors are also motivating this request for proposal. We Want To Improve Service Service in the Little Rock School District has been the subject of much debate. This school year, according to a recent study, only 74.9 % of the buses are \"on-time\" in picking-up our students. Parent complaints have increased significantly. The District is very much interested in soliciting proposals from firms who believe they can perform the student transportation function better than the District. At this time the District is not sure if they are employing the best state-of-the-art techniques for managing and providing student transportation services. Outsourcing is seen as an opportunity to inject new, cost effective ideas and technologies into this area that in turn may improve service significantly. We Want To Improve the Focus on Educating Students Another reason beyond improved service that motivates outsourcing is the desire to focus District energies more on pupil education as opposed to support services like transportation. The Little Rock School District's transportation operation has been in the paper several times. It was even the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Much of these stories have revolved around labor issues and poor performance. The same issues continue to plague the administration today. Whether or not the stories are accurate is not all that important. What is important is that these \"crises\" are draining management's attention away from the primary goal of educating children. We Want To Save Money The Little Rock School District is facing a greater than 2 million dollar budget deficit for the 95-96 academic year. Management in the LRSD Transportation Department is concerned that the fleet is aging and projected funding for replacement buses must compete for scarce dollars with other essential programs. For the last couple of years, the District has been unable to meet its targeted goal for replacing its buses. As a result replacing the aged fleet now is a sizable expenditure which LRSD cannot hope to take on all at once. The Bottom Line The bottom line is that any firm who hopes to obtain this business will have to contain costs and be able to guarantee a much higher level of performance. I LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 2General Information The Little Rock School District is looking to engage an outside contractor to meet a large proportion of its pupil transportation needs. Specifically, the District is soliciting proposals on two different \"blocks\" of the regular busing operations (The District will retain special education busing). These blocks are titled Little Rock and State Magnet/M- to-M. Together these blocks represent over 500 regular daily runs and involve over 225 concurrently operated buses. The reason for maintaining separation of the Transportation operation in two (2) elements is because the State Magnet/M-to-M fleet is owned by the State, and the State reimburses the District for maintenance and operating expenses. However, the successful contractor will operate both blocks as one, but must keep the costs separated. Proposers should calculate their costs and rates based on the operation as whole. The State has agreed that they will concur or accept outsourcing anangements on the same basis and terms as the LRSD. However, separate agreement documents may a have to be prepared. Block Little Rock State Magnet/ M-to-M # of Runs 264 116 Annual Regular Route Mileage' 1,292,735 910,430 Annual Non-Conflicting Trip Mileage Annual Conflicting Trip Mileage Block #Of Runs 292,945 72,505 Total Block Mileage 1,585,680 982,935 Little Rock State Magnet/ M-to-M 264 116 Total Buses Required For Block 140 65 0 0 * All mileage in the above table is non-deadhead mileage. Of particular note to prospective contractors is the fact that the District: 1) will require that a contractor for the next three (3) years provide resources for fleet maintenance, operations management, hiring and training personnel, routing, dispatching buses, and driving buses required to transport designated students\nhowever, routing will continue to be a District performed function for year one of ______________nii nn Tiilv 1995. School begins on or the contract. Contractor operations will start on July 1 of about August 21. 2) has an option to renew the agreement which may be exercised by the District at the conclusion of the initial term of this agreement. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 33) will require that the contractor hire all qualified existing District drivers and that the contractor pay those drivers the same base -wage rate and comparable benefits that they currently are receiving from the District for as long as a driver remains an employee of the contractor. All other drivers may be paid whatever the contractor feels the market may bear. 4) will provide some of the buses needed to satisfy the requirements of the contract. These buses will be leased to the contractor for $l/bus/academic year. The contractor will have to provide the balance of buses required if additional buses are needed. 5) will require all contractor supplied equipment to meet the following criteria/or the duration of the contract. In other words, if the contractor employs a seven (7) year old gas engine bus at the start of the contract in the second year this bus would have to be replaced with a less elderly bus meeting the criteria in section II, paragraph 2.5.2.3. The District requires a (8) year old or younger gas bus and a ten (10) year old or younger diesel bus. See section II, paragraph 2.5.2.3. for details related to the mileage on the bus. 6) will allow the contractor to deliver and employ its new equipment later in the contract because the implementation time frame is so short. Until these buses are delivered, the contractor will be permitted to operate with the existing fleet. All contractor supplied vehicles must be delivered and in operation no later than March 1,1996. 7) will require that modifications which must be made to either contractor supplied vehicles or District supplied vehicles to enable a vehicle to conform to the requirements specified in this agreement will be paid for by the contractor. This would include installing strobe lights and crossing arms or gates by school year 1997-98 as mandated by Arkansas State Law. 8) will require that a contractor maintain all vehicles that the District and the contractor supplies to meet the requirements of this agreement. 9) will provide facilities from which a contractor may operate at a cost of $l/site/academic year. All facilities, repairs, maintenance, and up-keep will be the responsibility of the contractor. Any modifications to these facilities/properties to conform to the requirements of the contract such as installing fuel tanks, constructing buildings, and so forth would be borne by the contractor. A lease agreement will be executed to cover this arrangement. (Sample lease agreement at Appendix D, Section II) 10) will pay the contractor based on a flat bus/day rate for regular service. A different rate will be used for District versus contractor provided vehicles. This rate will cover regular service only. The Districts will not pay for spares used to supplement daily capacity or to cover buses that have broken down. LRSD RFP95-0t4 FOR STUDENT TRANSPORTA TION (VERSION 7.6) 411) will pay the contractor an hourly rate for extra services such as field trips, transporting teams to sporting events, and so forth. A separate rate schedule will be filed for non-conflicting extra service and conflicting extra service. The District will only pay for time from the moment that the first child is picked up to the moment that the last child is dropped off a bus. The District will not pay for deadhead time. 12) will draw up a separate contract for each block, Little Rock and State Magnet M-to- M. That contract will comprise an agreement for service between a contractor and the District (as it stands now, the District will act as the contract administrator for the State portion). \\ 13) asks that the contractor provide transportation for remote students who live in the Little Rock School District currently and are taking cabs to and from school. While the mode of transportation that the contractor uses to carry these students to and from school is up to the contractor, the Little Rock School District suspects that cabs will be the most cost-effective, so the contractor may need to make arrangements with a local firm to subcontract this part of the agreement much like the District currently uses. The only block that has this type of requirement is the State Magnet/M-to-M block since students who take cabs are exclusively enrolled in the M-to-M program. 14) asks that the contractor assume the responsibility for routing vehicles begirming in the second year of the agreement. Any savings in the second year uncovered by the contractor through the elimination of buses in the District supplied routing plan at the start of the second year will be split with the contractor according to the contractor's terms in the proposal forms. This savings will only be split with the contractor for a period of one (1) year. No savings identified afterwards will be rewarded, but considered an inherent part of the efficiencies attained by the professional management of this service contract with accrued savings realized by the District by reduced operating cost charged by the contractor. 15) will require the contractor to reserve appropriate office space in the facility leased from the District for the District Contract Administrator and one clerical person. 16) will assess a penalty for early, late and/or missed runs. See Section II, 2.9.5.1. 17) will require that the successful contractor will take affirmative action in compliance with all federal and state requirements concerning fair employment, employment of the handicapped, and concerning treatment of all employees without regard or discrimination by reason of race, color, sex, religion, national origin, and/or physical handicap. LRSD RFP95-0U FOR STUDENT TRANSPORTATION (VERSION 7.0) 5Additional Information Scope of Work LRSD Routes Served The LRSD Transportation Department provides several different types of transportation services. The table below breaks out those services by type of runs. Type of Runs Regular LRSD State Magnet State M-to-M Extended Day' New Futures Alternative School Metro Total Runs 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 296 62 6 0 0 2 5 171 272 83 26 21 10 3 10 425 263 84 27 25 9 4 11 423 251 85 31 41 11 3 11 433 246 91 45 19 17 4 16 438 264 58 58 41 31 4 16 472  For the purposes of the agreement Extended Day, New Futures, Alternative School, and Metro runs are treated as non-conflicting trips. Regular Routes include runs that are operated every day between the homes of students and schools. Regular State Magnet routes are runs that operate between homes and the District's State Magnet schools. The Regular-M-to-M routes are nms used to carry students involved in desegregation who attend school in the North Little Rock School District or the Pulaski County Special School District. Regular-LRSD routes are runs operated every day that are neither M-to-M or State Magnet routes. The District provides runs that support special programs such as Extended Day and New Futures. Most of these runs are operated three or four times a week, and they are only broken out from regular runs in the above table because they are paid from state and federal funds. Those special program runs that are operated regularly have been included in the annual non-conflicting trip estimates. Those runs which are not regular through out the year such as those to support athletics have been included in the annual non-conflicting or conflicting trip estimates made by the District. Other than these runs, only the Regular/LRSD, Regular/State Magnet, and Regular/M-to-M routes are being offered out. I I LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 6The District also provides transportation services to students in the community during the summer. Summer school, commimity outreach programs, and other activities require that the District supply school buses for children. The table below lists the history of summer activity. Most of these runs last the duration of the summer, but some do not. Summer Activity Parks \u0026amp; Recreation JTPA M-to-M Runs New Futures Summer School Incentive School Prog Homeless Programs Philander Smith Field Trips Aerospace Center Total 1991-92 4 6 5 3 5 4 0 1 2 NA 30 1992-93 5 6 6 3 5 4 1 1 2 NA 33 1993-94 5 6 6 3 5 4 1 1 2 NA 33 1994-95 5 5 5 3 30 4 1 2 2 2 59 \\ For the purpose of this proposal, the District considers all the summer activity nonconflicting service. Consequently we have included it in our estimates of armual non- conflicting service required from the contractor. Students Transported By Cabs As mentioned in the introduction, the Little Rock School District has several students within its boundaries that participate in M-to-M programs that are no where near to where they live. Furthermore, these students are not surrounded by enough students traveling to the same school to justify sending a 65 passenger bus out to pick them up. Instead, the District has formd that subcontracting the transportation of these students in cabs is more cost effective. The contractor will assume responsibility for the transportation of these students. I In the 93-94 school year 105 students were transported by the department using local cab companies for $l/mile and $1.00 per pick-up and drop-off. This year $309,000 is budgeted for this activity. While the State of Arkansas pays for this expense, they would prefer that buses be used to transport these children. The District so far has found it more cost effective to use cabs, but the contractor may transport these children in a manner he deems is most cost effective and safe for the duration of the agreement. In January 1995, the number of students transported by cab was reduced to approximately 40 students. Staggered School Openings It's important to point out that LRSD has attempted to better utilize its fleet and thus keep costs down by staggering school openings. Elementary schools start at 7:50, Junior high schools start at 8:45 and Senior high schools start at 8:50. This allows the District to use one bus for two separate runs\ni.e., an elementary and then a Jr/Sr High run. LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 7 1LRSD Fleet LRSD and the State currently have a fleet of over 200 buses with different kinds of equipment being operated. The tables below break out these buses by type: LRSD Transportation Fleet Body Buses Total # of Buses = Capacity 65| Total 197 197 State Magnet/M- to- M Fleet Body Buses Buses Total # of Buses = Capacity 35 65 Total 20 47 67 The fleet is aging. Because the District has been unable to implement an annual fleet replacement program, the average age of Regular Buses is now just under seven (7) years. The State has provided 32 new additional buses (Twelve - 65 and Twenty - 35 passenger buses) since December 1994. The Little Rock School District has ordered twenty-three 65 passenger buses which should be delivered before August 15.1995. LRSD RFP95-OI4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) sLRSD Organization/Activities LRSD Organization Chart The LRSD Transportation Department is described in the following chart: LRSD Transportation Department \\ Transportation Department Director I SecretaQ^ Executive Administrative Assistant Driver Supervisors (3) Routing Supervisors (2) Operations Manager Shop Foreman Regular Drivers Regular Drivers Dispatchers (3) Mechanics (7) Special Ed Drivers Administrative Coordinator Service Technician Driver Aides Custodian (0.8) LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 9I LRSD Employees/Staffing: 1. ------------------Position/Title________ Director of Transportation Department Number 1 2. Special Education Driver Supervisor 1 3. Regular Route Driver Supervisor 2 4. Operations Manager 1 5. Department Secretary 1 6. Maintenance Foreman 1 7. Routing Supervisors 2 8. Dispatchers 3 9. Service Technician 1 10. Mechanic 7 11. Regular Route Drivers 222 12. Special Ed Drivers 33 13. Special Ed Driver's Aides 33 14. Driver Substitutes 23 15. Administrative Coordinator 1 16. Executive Administrative Assistant 1 17. Custodian 1\u0026gt;  These numbers reflect the number of people currently employed doing this jobs, h ..ui rciieci u Full-Time-Equivalents required to accomplish the jobs. For example, the custodian's job is only 0.8. It does not reflect the LRSD RFP95-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 10LRSD Functional Position Descriptions The specific fiinctions performed by the above employees in addition to their salaries/cost are detailed in the following Functional Position Descriptions: ACTIVITY  Administer the Transportation Department  Monitor the on-time performance of drivers  Develop and participate in the annual budgeting process as it relates to the transportation department  Participate in the development of labor contracts  Authorize department purchases  Serve as Designee of Superintendent in grievances and discipline related matters  Handle outgoing mail and correspondence  Answer phone calls and take messages for the director of the department  Maintain department files  Type department reports and correspondence  Select Drivers \u0026amp; Drivers Aides  Train Drivers  Supervise Drivers  Visit schools  Investigate and document accidents  Investigate student, teacher, \u0026amp; parent complaints  Conduct Driver workshops  Develop initial bus routings  Oversee proper billing of the state for certain programs such as M-to-M  Investigate and document accidents  Investigate complaints  Visit schools  Handle parent and school complaints  Research policy questions  Assist the Director in preparing reports  Assist in resolving payroll problems  Answer calls from patrons  Manages and coordinates payroll  Oversee the department's A/P and A/R  Verifies employment infomiation  Maintains personnel files  Administers employee benefits, workman's compensation, and sick leave  Advise the director on department financial matters  Manage the dispatchers  Develop the daily plan for how all runs will be serviced within the personnel and vehicle constraints associated with a particular shift  Assign bus to runs and routes to drivers daily  Maintain up-to-date route and driver attendance information  Direct drivers in route  Coordinate and schedule vehicles to support special field trips or athletic events with District personnel  Assist in preparation of terminal payroll PROVIDER Director of Transportation Department Secretary Driver Supervisor Routing Supervisor Executive Administrative Assistant Operations Manager Dispatcher LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) RESOURCE One FTE^ 40+ Hrs/Wk One FTE 37.5 Hrs/Wk Three FTE's 37.5 Hrs/Wk each Two FTEs 37.5 Hrs/Wk each One FTE 37.5 Hrs/WK One FTE 37.5 Hrs/Wk (10 months) Three FTE's 37.5 Hrs/Wk II WAGES $65,020^ $20,972 $99,909 $50,149 $29,207 $24,690 $55,561Functional Position Descriptions(Continueil) ________ ACTIVITY_____________  Select mechanics to work in the shop  Supervise mechanics working in the shop  Order and manage the inventory of spare parts within the shop  Schedule the maintenance activity of the shop  Order and manage the inventory of fuel on hand at the terminal  Perform bus maintenance as needed  Supervise the driver's pre-trip checkouts  Prepare RFP's for shop equipment and contracted maintenance services  Maintain all bus service files  Participate in driver training as it relates to proper equipment care and operation  Participate in the budgeting of new equipment  Perform regular and preventive maintenance on buses and other school vehicles  Collect daily work requests from drivers  Assist in the tiling of all maintenance documentation  Performs the daily lubrication of vehicles  Assists the mechanics and shop foreman as needed  Inspect buses before leaving terminal  Operate buses in a safe and efficient manner for school and extra curricular activities  Document problems with vehicles  Participate in driver training and certification  Document discipline problems on buses  Inspect buses before leaving terminal  Operate buses in a safe and efficient manner for school and extra curricular activities  Document problems with vehicles  Participate in driver training and certification  Document discipline problems on buses  Inspect buses before leaving terminal  Operate buses in a safe and efficient manner transporting special ed students to and from their homes  Document problems with vehicles  Participate in driver training and certification  Assist the driver in operating the school bus  Drive the bus when directed to do so  Maintain lists of students \u0026amp; their needs  Responsible for all payroll information  Maintain the cleanliness of the depot and the grounds PROVIDER Shop Foreman Shop Mechanic Senzice Technician Regular Route Bus Driver Regular Route Substitutes Special Ed Drivers Special Ed Driver Aides Administrative Coordinator Custodian RESOURCE One FTE 37.5 Hrs/Wk Seven FTE's 37.5 HrsA/Vk Each 1 FTE 37.5 Hrs/Wk 161 FTE's 30 Hrs/Wk Each 18 FTE's 30 Hrs/Wk Each 31 FTE's 30 HrsA/Vk Each 31 FTE's 30 Hrs/Wk Each 1 FTE 40+ Hrs/Wk 10 months 0.8 FTE's 32 Hrs/Wk Each WAGES $36,666 $198,098 $18,603 See Schedule on the following page See Schedule on the following page See Schedule on the following page See Schedule on the following page $16,211 $14,534 ' An FTE is defined as a person who works 40 hours a week. For example, there are 138,75 FTE's 2 performing the Regular Route Bus Driver function. In actuality 222 drivers are doing this every day but they only work 5 hours/day. This equates to full-time-equivalents working 8 hours a day. Salaries include educational stipends and car allowances, if applicable. LRSD RFP95-0U FOR STUDENT TRANSPORTA TION (VERSION 7.0) 12 LRSD Driver Compensation Driver base wages are determined by a graded, daily flat-rate scale\nhowever, they can make additional money by carrying students on field trips and performing other extra services. In February 1995 the drivers voted to be represented by the Little Rock Classroom Teachers Association. Contract negotiations have not begun at this time. Daily Base Wage Rate Drivers receive a daily wage based on driving two (2) runs in the morning (A.M.) and two (2) runs in the afternoon (P.M.) which equates to any five (5) hours worth of work. This wage is graded based on service to the District. An experienced driver will be promoted to the next pay grade/step at the beginning of the academic year. This promotion will occur even if the driver only drove for more than half the previous year according to the previous labor agreement. \\ LRSD Driver Daily Base Wage Rate Pay Scale Step 1 2 3 4 5 6 7 Grade 1 One-Run Drivers $27.90 29.28 Grade 2 Driver Aides $37.36 39.94 42.54 45.12 47.72 50.16 Grade 3 Bus Drivers $42.54 45.12 47.72 50.37 53.06 55.50 56.61 Grade 4 Full-Time Subs $57.16 The following table breaks out the number of drivers fitting into each pay category. # of LRSD Drivers By Daily Base Wage Rate By Grade Pay Scale Step i 2 . 3 4 5 6 7 Grade 1 One-Run Drivers Grade 2 Driver Aides 1 6 6 3 10 7 Grade 3 Bus Drivers 70 49 26 14 41 26 22 Grade 4 Full-Time Subs 22 1 1 LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 13LRSD Driver Compensation(Continued) LRSD Driver Benefits The drivers receive the following fringe benefits: Dental Insurance Short Term Disability Long Term Disability Life Insurance Health Hospital Indemnity All of the above are provided at no cost to the driver as long as he or she works more than 25 hours per week. To pay for these benefits, LRSD contributes the following amounts annually to each driver's benefits: Health : Dental Plan: Hospital Indemnity: Short Term Disability: Life Insurance: Long Term Disability: $610.56 \u0026gt; $I88.64A^r $ 60.96/Yr $ 58.80/Yr $ 27.60/Yr $.0049/$ of driver income w/ a cap of $ 176.40 a month, if individual pays extra - up to $36,000 yearly based on salary. As mentioned before, the contractor will be required to offer jobs to ALL qualified LRSD drivers and to provide those employees with benefits comparable to what they receive from the District currently for as long they remain employees of the contractor. If the employee leaves in the middle of an academic year and then returns, he or she will not be entitled to the same level of benefits. For all such drivers and any drivers not employed with the District just prior to the new agreement's start, the contractor is free to provide whatever benefits the firm deems proper and the market will bear. ' In addition to the $610.56 contributed by the District, the State contributes an additional $1188 towards the driver's health insurance which brings the total cost to the public up to $1798.56/Yr. 1 LRSD RFP95-014 FOR STUDENT TRANSPOR TA TION (VERSION 7.0) 14 1 ILRSD Transportation Department Budget The Little Rock Block and the State Magnet/M-to-M Block combined budget for the LRSD transportation department for 1994-95 school year is broken out below: Major Category 1994-95 Budget Amount Percent of Budget Upkeep of Facility Service Area Vehicle Operation DriverA^ ehicle Monitoring Vehicle Maintenance Other Support Services Workers Comp Fleet Insurance $48,300 $14,644 $2,556,439 $238,797 $2,869,703 $1,248 $193,126 $483,625 0.8% 0.3% 39.9% 3.8% 44.8% 0.1% 3.1% 7.6% Transportation Budget $6,405,882 \\ The budget chart above does not include $1,839,652 which represents the Special Education Transportation budget. It does include in the Vehicle Maintenance line item $832,000 of the $1,000,000 spent on replacement buses for 1994 - 95. The difference is in the Special Education Budget. LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) ISLRSD Performance Measures/Operating Statistics (Data is current as of March 1995) Safety Total Accidents/100k Driven Miles: $250+ Accidents/100k Driven Miles: Workmens' Compensation Claims: Student Discipline Problems and/or V iolence/Driver/Day: 2.96/100k accidents for current school year n/a 132 claims were paid for a total of $145,210 for 93-94 10/Driver/Day' Violence against buses are reported almost daily. Student disciplinary problems are growing. We do have camera boxes/cameras on some buses to discourage inappropriate behavior. Service % of Runs On-time:^ 74.9% % of Runs Late: 19.6% % of Runs Early: 5.7% 2 This is based on reports from schools taken during 8/22/94 to 2/24/95. This survey covers all regular runs for which data was available/supplied. A late bus was defined as a regular route bus which arrived 10 minutes or more past its scheduled arrival time. Maintenance Average Fleet Age: Equipment Availability: Equipment Breakdowns: % of Fleet Which Are Spares: 6.3 years as of 15 Mar 95 1995 89% of all non-spare buses are available on average n/a 10% = 30 spare buses for a fleet of 301 vehicles Human Resources Driver Absenteeism\nUnfilled Driver Positions: 3 9% was the average in March of 1994 and is the typical percent absent. 4.75% was achieved in Nov/Dec of 1993^ 20 Drivers are needed cunently, but 15 is more like the average The 4.75% was achieved during a month where incentives were to be received by drivers who were absent less often. The 9% figure is more typical. Route Efficiency: Service Radius: Avg Children/Stop: Avg Utilization of Regular Route Buses: All children outside a 2 mile radius of a school 2.35 / Regular Stop 54.9 % for 65 Passenger Bus Runs Average Driver Turnover: Between 30 - 40% annually each of the last two (2) years LRSD RFP95-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 16ADMINISTRATIVE INSTRUCTIONS: A. Schedule of Events Event Pate  Request for Proposals Issued 3/31/95 \\  Beginning Inspection of Terminal and Vehicles 4/10/95  Pre-RFP Conference, (1:00 P.M.) ....4/14/95  Proposals Due. .(2:00 P.M.) ....5/03/95  Contract Award, (NET), 5/25/95  Contract Start Date .7/01/95 B. Proposal Content and Deadline A complete proposal will consist of the following dociunents: a) Bid Security or bond b) Seven (7) copies of the completed proposal forms c) Seven (7) copies of the completed Qualification Questionnaire d) Any proposed changes to the contract (If no proposed changes are submitted, the District will assume that the Proposer is committed to providing service exactly as described within the contract. Proposed additions should be highlighted, and proposed deletions should be lined out.) e) A workers' compensation certificate f) Evidence of insurability or insurance The above documents should be placed in an envelope completely and properly identified with the name of the proposer, RFP number (RFP95-014), RFP title (LRSD Student Transportation Services), and opening date/time (5/3/95 @2:00 P.M.) identified on the outside of the envelope. These documents should arrive at the office of: Director of Procurement and Materials Management Little Rock School District 1800 East 6th Street Little Rock, AR 72202 BY THE DEADLINE: 2:00 P.M. Central Time on Wednesday, May 3,1995 LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 17THE DEADLINE: 2:00 P.M. Central Time on Wednesday, May 3,1995 The District will not accept proposals after the above-noted time and date. Proposals received after that time and date will be returned to the Proposer unopened without exception. C. Security A Bond shall be included in the sealed envelope and it shall be five percent (5%) of the projected FIRST YEAR contract value. The District service requirement projections may be found on the proposal forms, but they shall not in any way be construed to bind the Distnct A check IS not acceptable for security. Bonds of contending proposers will be returned after initial consideration of the proposals within 30 days after a Proposer is eliminated from consideration. Note that the sample agreement at Section II. also includes a performance bond requirement, renewable aimually. D. Withdrawal or Modification of Proposals Any Proposer may withdraw by written request at any time prior to the deadline time for receipt of proposals or modify his or her proposal either in person (by initialing any ... * * -------------------- UUMOHUK dJly changes m a written proposal or by making written changes to and then resealing the proposal). Any modification to a proposal must be sealed separately from original or mn/lttiAd ________1_______X 1 . ,  modified written proposals and must be marked  ... .  -----as were the original proposals, except for the word modification. No oral or telephonic modifications to any part of a proposal will be accepted at any time. E. Erasures or Corrections to Proposals Any erasures and/or corrections to proposals, whether executed prior to or subsequent to the original proposal submittal, shall be authenticated by affixing in the margin immediately opposite the correction the initials of the proposal. person or persons signing the LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) ISF. Award of Contract The District intends to award the contract on or before 5/25/95. The award shall be made to that proposer judged to be the most responsible and responsive and presenting the proposal most advantageous to the District. The District reserves the right not to award any contracts if they find none of the proposals acceptable. An intent to award notice will be issued. As noted elsewhere in this document, failure or refusal to execute or commit to an agreement within seven (7) days of the award will render the proposal bond forfeited. In such a case the District will enter negotiations with the next most highly rated proposer. This RFP does not commit the District to pay any costs incurred in the preparation of a proposal or response to this RFP. \\ G. Examination of Contract Documents Proposers shall thoroughly examine and be familiar with the proposal package documents. The failure or neglect of any Proposer to receive or examine any contract document, form, addendum, or other document shall in no way relieve any Proposer from obligations with respect to his or her proposal. The submission of a proposal shall be taken as prima facie evidence of compliance with this section. H. Proposers Conference and Vehicle, Facility, and Equipment Inspection A MANDATORY proposers' conference has been scheduled for the following time and place: 1:00 P.M. Central Time QN 4/14/95 Procurement \u0026amp; Materials Management Department Little Rock School District 1800 East 6th Street Little Rock, AR 72202 (501) 324-2230 Additionally, proposers are encouraged to call or write the District to arrange a visit to the District's terminal and to inspect the District's vehicles and terminal facility. Such a visit should be arranged to take place at any time on or before 4/14/95. Be reminded that the mandatory pre-bid meeting is at 1:00 P.M. on 4/14/95. Proposers may submit questions with respect to any part of this proposal package or with respect to the proposal process in writing NO LATER THAN 2:00 P.M., MONDAY, 5/1/95 (48 Hours prior to RFP opening). Written questions and questions asked orally at the conference will be answered in writing by the District, and copies of the questions and answers will be forwarded to all proposers who attend the conference. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 19I. Interpretation of Contract Documents If any Proposer finds discrepancies in, or omissions from, the proposal specifications or contract documents, he or she may submit to the District a written request for clarification or correction thereof. A copy of the request for clarification and the response thereto will be mailed to all proposers. Conections will be made by addendum issued to each Proposer. J. Contract Specification Response Proposers shall submit with their proposals the contract document that they are prepared to execute if awarded the contract. The contract must include all numbered paragraphs portrayed in the included specimen or sample contract, modified by the Proposer only the extent deemed necessary to be acceptable to the Proposer. Failure to submit a modified contract document with a proposal shall be infened to mean that the Proposer IS committed to providing transportation service to the District exactly as specified in the i as to sample contract included in these proposal specifications. In the event the contract document submitted contains terms and conditions different from those set forth in the contract included with these proposal specifications, whether by addition, modification, or omission, the District shall consider changed terms during ns proposal evaluation process. The District reserves the right to reject any proposal that includes changes to the sample agreement (Section II.) which has been included in this proposal package. K. Evidence of Overall Qualifications Proposers responses to questions included in the Qualification Questionnaire will be used to evaluate each Proposer's capability to perform proper and satisfactory transportation services as required pursuant to this Request for Proposal. Upon request of the District, a Proposer whose proposal is under consideration for award of a contract may be required to submit additional information to support information previously provided. Proposers will also be prepared to conduct briefings/presentetions if requested. L. Business Experience Proposers must have at least five (5) years experience in the pupil transportation business in providing regular home-to-school transportation. LRSD RFP95-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 20M. Workers' Compensation Certificate In accordance with the provisions of Section 3700 of the Labor Code, the Proposer shall sign and file with the District the following certificate prior to performing any work under this contract: \\ \"I am aware of the provision of Section 3700 of the Labor Code that requires every employer to be insured against liability for workers' compensation or to undertake self-insurance in accordance with the provisions of that code, and I will comply with such provisions before commencing any work under a contract with the District.\" The form of said certificate is included in Section IV, Proposal Forms. N. Evidence of Insurance or Insurability The proposal shall include a copy of one or more insurance certificates (currently held by your firm) which include liability coverage, and collision, property, casualty, theft, and fire coverage. An insurance carrier as described in Section II, 1.4.3 of the sample agreement shall certify its willingness to insure the District, the District's Board of Trustees, Superintendent, officers, staff, and employees as described in Section II, 1.4.3 of the sample agreement. (A separate insurance certificate naming the State of Arkansas as an additional insured may be required after execution of the agreement). O. Contractor's Response to the Qualification Questionnaire Each Proposer must submit seven (7) copies of the Qualification Questionnaire with all questions answered. This questionnaire will be used by the District (as described in part K.) during the evaluation and selection process. Organizations cited as references may be contacted by the District to determine if the level of service provided to the organization by the Proposer is satisfactory or unsatisfactory. The District may also contact other organizations cited, such as banks, to verify the Proposer's statements. Proposers are hereby advised that the District maintains the sole and exclusive right to determine whether or not any Proposer is responsible and responsive\nand will exercise the appropriate judgments concerning the proposers capability to provide proper and satisfactory transportation services as defined herein. LRSD RFP9S-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 21P. Forfeiture for Failure to Execute Contract In the event that a Proposer is awarded the contract but fails or refuses to execute the T of notification comrS7'''  to'o .oa, awaro me not efiXted f proposal not eliminated from consideration after the initial evaluation. The Disin Its discretion, may call for new proposals or may decline to award the of award, the District and may award the was The District, alternatively contract. Q. District Contact Personnel f for proposals must be submitted in writing to the  nubfist:d'T d rospecive should be add^d l\"     despondence Charles A. Neal as soon Director, Procurement and Materials Management 1800 East 6th Street Little Rock, AR 72202 (501)324-2230 AU Proposals should be sent to Charles A. Neal at the above address. Telephone questions concerning the technical and/or operational include current transportation matters, should be directed Mary Jane Cheatham Director, Transportation 5400 Murray Little Rock, AR 72209 (501) 570-4000 or 570-4010 LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) aspects of this RFP to to the official indicated below\nI 22APPENDICES START HERE \\ LRSD RFP9S-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 23Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data I Bus# 73 88 36 55 11 17 14 1 71 54 23 32 3 5 66 26 65 68 67 30 29 164 141 131 27 129 15 146 130 56 125 69 135 61 62 126 64 12 154 140 176 178 137 160 22 Model 83 83 85 85 85 85 85 85 86 86 86 86 86 86 86 86 86 86 86 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make CHV GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC GMC CHV GMC CHV GMC GMC GMC GMC CHV GMC CHV GMC GMC GMC CHV GMC GMC GMC GMC GMC GMC GMC Body BlueBird Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c Engine Gas Gas Gas 92-93 93-94 Mar-95 To Date Reading Reading Reading MIs/Yr Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 120,741 140,744 100,400 120,070 113,302 112,019 127,416 128,921 97,054 97,083 98,262 110,872 112,149 116,320 119,784 114,763 125,819 128,215 151,259 113,298 124,959 122,434 127,734 136,692 139,857 111,070 110,990 118,449 120,225 123,289 127,018 134,681 133,749 146,082 131,794 7,474 157,516 10,515 122,710 12,898 128,542 129,961 4,889 9,132 141,090 15,715 145,637 9.276 148,655 10,936 121,483 14,016 124,785 13,907 127,069 20,187 130,153 9,353 Page 1 of 6 132,968 144,126 138,785 63,118 75,838 75,148 79,347 78,710 76,949 87,606 91,858 94,606 89,168 91,258 94,510 93,512 90,342 99,673 100,867 92,764 95,119 92,885 94,169 98,181 100,256 96,373 110,811 100,591 109,326 161,580 75,472 85,978 87,669 86,725 90,045 96,119 101,049 103,315 106,096 103,935 105,064 106,265 104,815 105,008 112,791 114,232 109,262 108,764 109,747 109,540 113,163 114,088 107,889 114,732 114,124 114,921 134,092 11,140 137,426 10,698 144,627 14,897 144,853 18,986 149,626 20,263 152,340 11,158 172,281 22,795 83,926 12,354 93,619 10,140 95,712 12,521 97,044 7,378 98,577 11,335 105,444 19,170 109,633 13,443 112,632 11,457 112,690 11.490 114.054 14.767 114.325 13,806 114.853 11,755 115,230 11,303 117,632 14,666 118,974 13,118 119,579 13,365 119,729 16,498 119,781 120,551 13,645 16,862 120,793 15,371 120,815 14,982 122,102 13,832 122,293 11,516 123,041 3,921 123,158 13,533 123,279 5,595Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data 92-93 Bus # 128 159 63 148 21 7 139 152 147 132 46 143 151 165 161 127 145 155 142 43 49 150 25 91 156 51 134 179 136 2 31 58 52 153 163 158 44 167 6 16 157 60 20 133 177 93-94 Model 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make GMC GMC CHV GMC CHV CHV GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC CHV GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Mar-95 To Date Type Engine Reading Reading Reading MIsZYr C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 98,239 96,601 104,265 103,323 98,154 103,442 99,765 99,268 106,368 104,963 100,884 101,768 100,170 102,425 98,688 99,425 102,115 102,182 99,845 101,784 104,491 105,399 101,999 100,110 102,933 101,439 101,120 101,973 101,107 105,122 110,730 99,427 102,555 109,640 107,575 100,056 105,101 109,534 110,660 110,343 99,655 106,917 106,074 112,893 107,074 112,758 112,798 116,082 121,170 114,669 116,489 114,579 113,560 118,435 119,349 118,586 115,050 118,617 114,631 114,900 113,975 116,278 116,343 116,293 116,198 117,466 117,204 117,874 116,777 119,041 117,830 120,712 118,595 117,724 117,629 120,063 114,693 121,835 119,928 119,766 120,024 118,331 121,624 124,025 123,766 116,022 121,898 122,611 124,247 122,382 123,891 124,001 124,194 124,391 124,631 124,763 124,809 125,069 125,129 125,567 125,663 125,980 126,075 126,205 126,452 126,588 126,591 126,720 126,812 127,208 127,393 128,001 128,056 128,409 128,471 128,852 129,311 129,346 129,511 129,690 129,888 129,902 129,944 130,478 130,513 130,697 130,751 131,293 131,579 131,832 131,860 131,915 132,296 132,914 133,146 14,519 16,197 11,817 17,847 16,515 13,047 14,814 14,292 12,067 14,386 17,702 13,282 18,447 12,206 16,212 14,550 14,163 14,161 16,448 14,414 12,975 11,805 15,875 16,667 16,108 16,391 19,592 16,622 16,617 12,507 9,333 15,266 19,280 10,288 12,191 19,968 13,230 12,090 13,365 13,423 16,367 14,981 16,537 11,354 15,308 Page 2 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data Bus # 144 181 149 70 42 48 94 4 33 138 57 41 93 8 180 92 96 166 95 162 182 196 187 203 199 202 194 185 201 186 188 191 183 184 193 200 204 189 205 190 192 198 34M 26M 31M Model 87 87 87 87 87 87 87 87 87 87 87 87 87 87 ' 87 87 87 87 87 87 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 89 89 89 Make GMC GMC GMC CHV GMC GMC GMC CHV CHV GMC GMC CHV GMC CHV GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward 92-93 93-94 Mar-95 To Date Type Engine Reading Reading Reading MIs/Yr C C C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 109,242 108,903 103,555 109,008 102,195 105,710 113,780 106,799 106,351 109,333 121,201 109,319 115,199 114,468 112,930 118,115 121,780 128,300 126,569 53,520 57,262 63,625 82,212 86,719 84,330 90,937 89,582 92,989 96,221 93,936 94,272 96,609 109,874 86,892 98,276 97,274 92,128 102,213 105,869 114,852 106,542 131,952 21,258 44,406 46,945 123,532 122,351 118,058 124,660 122,904 124,187 129,058 121,106 131,044 127,106 129,686 128,529 129,967 133,188 131,328 137,987 141,483 146,190 147,946 167,986 66,881 77,511 90,776 97,332 99,903 104,452 105,730 107,370 108,481 107,371 117,840 113,820 120,151 103,493 113,946 114,891 108,580 117,840 125,877 136,302 127,862 142,028 37,043 61,399 66,643 134,199 14,290 134,403 13,448 135,517 14,503 136,228 15,652 136,697 20,709 138,306 18,477 138,452 15,278 139,401 14,307 140,099 24,693 140,173 17,773 140,371 8,485 141,390 19,210 142,632 14,768 142,726 18,720 146,568 18,398 146,741 19,872 157,056 19,703 159,237 17,890 162,994 21,377 177,534 114,466 76,958 9,619 86,102 13,886 99,207 8,564 105,226 10,613 109,925 15,573 113,726 13,515 114,178 16,148 118,490 14,381 118,885 12,260 120,707 13,435 121,143 23,568 121,713 17,211 122,597 10,277 122,678 16,601 125,110 15,670 125,590 17,617 126,230 16,452 126,533 15,627 135,932 20,008 136,673 21,450 137,280 21,320 149,823 10,076 59,285 15,785 72,588 16,993 75,857 19,698 Page 3 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data 92-93 93-94 Mar-95 To Date Bus # 35M 14M 27M 32M 08M 29M 03M 10M 30M 13M 07M 09M 15M 16M 20M 06M 04M 11M 22M 05M 24M 18M 28M 02M 12M 23M 01M 21M 17M 33M 25M 19M 218 212 207 210 239 214 227 206 215 241 208 238 235 Model 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 90 90 90 90 90 90 90 90 90 90 90 90 90 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine Reading Reading Reading MIs/Yr C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 50,567 30,233 58,937 60,501 63,123 68,500 65,913 60,298 73,495 67,393 67,587 82,684 78,761 68,048 75,997 73,457 77,189 78,915 71,350 77,466 81,680 83,609 80,079 82,394 77,672 82,149 85,302 85,023 75,887 110,656 104,895 124,362 45,428 36,863 47,445 44,205 46,896 44,212 45,639 46,647 46,263 47,425 45,349 46,039 49,904 60,675 40,540 74,014 75,169 82,198 84,845 81,516 78,185 87,034 87,527 86,042 95,373 89,264 81,952 87,159 89,134 92,837 96,235 87,903 93,232 95,651 97,197 98,792 99,332 99,460 99,464 105,031 104,892 92,888 129,994 123,198 142,665 52,808 52,220 58,979 59,411 58,572 58,266 58,998 60,360 61,110 61,848 62,671 60,150 65,600 76,006 81,288 83,403 86,137 93,284 94,071 94,195 94,840 97,325 97,482 98,145 98,502 98,665 99,045 99,145 100,392 100,662 101,288 101,457 104,625 108,688 110,690 111,474 111,557 111,578 113,365 113,926 117,088 128,577 138,034 140,241 152,310 55,702 64,140 65,806 65,830 66,466 68,236 68,725 69,610 71,556 71,789 71,991 72,038 72,904 10,108 10,307 15,077 14,668 19,075 16,345 15,603 17,887 13,539 20,134 18,455 12,689 10,503 13,904 11,162 15,677 15,648 17,320 16,553 15,766 13,971 13,588 18,713 16,938 21,788 17,315 19,729 19,869 17,001 19,338 18,303 18,303 7,380 15,357 11,534 15,206 11,676 14,054 13,359 13,713 14,847 14,423 17,322 14,111 15,696 \\ Page 4 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data Bus # 216 242 234 220 221 217 237 236 209 45 229 224 228 231 226 24 223 232 233 240 225 222 230 213 211 90 219 260 261 271 274 273 268 265 277 257 278 269 281 258 264 263 275 259 270 Model 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 Make CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward 92-93 93-94 Mar-95 To Date Type Engine Reading Reading Reading MIsZYr C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel 45,328 48,183 64,457 57,330 48,005 49,085 51,005 48,713 51,981 49,457 52,092 54,982 57,391 55,476 52,926 52,721 62,737 52,476 47,643 61,876 63,570 58,931 61,818 64,937 48,017 70,442 67,751 10,885 9,798 10,242 8,881 8,178 8,382 11,030 13,121 13,278 13,635 10,059 12,638 16,755 15,785 14,202 16,668 14.197 12.817 61.273 64.452 76.124 68.667 63.449 65.992 65.418 67.424 71.744 68.301 71.844 72.663 72.762 73.794 72.740 71.532 76.619 74.793 69.694 75.100 77.890 77.891 78.631 82.598 66.564 90,939 97,230 26,413 27,180 25,530 22,897 22,548 28,023 29,729 30,891 31,467 32,604 33,592 32,339 37,384 39,114 36,870 35,038 37,220 36,471 73.299 15.945 73.328 16.269 74.780 11.667 76.836 11.337 77.577 15.444 77,761 16,907 79,234 14,413 80,157 18,711 83,018 19,763 83,024 18,844 83,411 19,752 84,580 17,681 85,025 15,371 85,303 18,318 86,679 19,814 86,779 18,811 86,840 13,882 87,927 22,317 88,020 22,051 89,238 13,224 89,630 14,320 90,249 18,960 90,826 16,813 95,371 17,661 103,055 18,547 105,206 20,497 111,827 29,479 37,279 15,528 38,368 17,382 38,805 15,288 40,644 14,016 41,958 14,370 42,579 19.641 42,871 18,699 42,929 17,770 44,409 18,189 45,749 18,969 48,327 23,533 48,984 19,701 49,653 20,629 51,254 23,329 51,822 22,668 52,595 18,370 54,445 23,023 56,411 23,654 Page 5 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data 92-93 93-94 Mar-95 To Date b?7 Bus# 280 276 272 266 262 279 267 56M 57M 58M 59M 60M 61M 62M 63M 64M 65M 66M 67M 39M 52M 50M 55M 47M 53M 46M 54M 44M 48M 42M 45M 51M 38M 40M 43M 36M 37M 49M 41M Model 93 93 93 93 93 93 93 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 Make INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine Reading Reading Reading MIs/Yr C C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel 19,278 10,526 8,693 16,091 23,870 25,254 27,683 42,125 37,749 36,567 44,893 52,261 49,376 60,182 59,088 59,461 60,252 65,557 70,533 71,275 75,850 100 100 100 100 100 100 100 100 100 100 100 100 1,425 2,022 2,158 2,167 3,201 3,441 3,505 3,676 3,691 3,763 3,953 4,387 4,458 4,753 5,274 5,651 6,126 7,582 7,648 7,798 22,847 27,223 27,874 28,802 28,391 24,122 32,499 \\ I 5 I s K I I el I ! i I s i f 1 Page 6 of 6Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT Schcx\u0026gt;l Bus Run Data ____ Mar-95 Bus # 3 3 4 4 5 6 6 7 7 8 8 12 12 14 14 15 15 16 16 20 20 21 21 22 22 23 23 25 25 26 26 27 27 29 29 30 30 31 31___ 32 32 33 33 36 36 42 42 44 44 45 45 Model 86 86 87 87 86 87 87 87 87 87 87 87 87 85 85 87 87 87 87 87 87 87 87 87 87 86 86 87 87 86 86 87 87 87 87 87 87 87 87 86 86 87 87 85 85 87 87 87 87 90 90 Make GMC GMC CHV CHV GMC CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC GMC GMC CHV CHV GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC CHV CHV GMC GMC GMC GMC GMC GMC CHV CHV Body Type Engine Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward C C C C C C C C C C C Z Z Z C Z C C C C Z C C C Z Z C z c z c c c c c c c c c z z c z z c c c z z c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading 134,092 134,092 139,401 139,401 137,426 131,579 131,579 124,763 124,763 142,726 142,726 120,551 120,551 145,637 145,637 112,632 112,632 131,832 131,832 132,296 132,296 124,631 124,631 123,279 123,279 127,069 127,069 \" 128,056  128,056 \" 144,853  144,853 105,444 105,444 93,619 93,619 83,926 83,926 129,888 129,888 130,153 130,153 140,099 140,099 122,710 122,710 136,697 136,697 130,751 130,751 83,024 83,024 Run # 021 46C 07M 44C 32C 02G 46D lie 42F 13H 42J 07B 51B OOH 42H OIK 51C 10M 52A 02A 23B* 15E 25B 15A 28G 07N 37C 01D 30C 16F 35B 10D 35C 13A 24B 10K 33C OU 31C 08K 33B 15C 17C 11D 35D 08J 46A 02F 24G 08M 28E TIME 59.9 34.5 42.2 46.7 46.5 23 43 38.3 49.2 39.3 49.9 37 46.6 41.7 47.5 37.3 25.8 44 38.2 45.4 39.3 28.7 43.1 41.3 29.2 38.2 52 37.2 27.8 40.4 55.4 46.4 40.3 46.2 43.8 50.4 26.8 42.7 47.6 46.8 43.4 45.3 42.1 27 55.1 56.6 54.7 40.9 21.4 28.1 25.9 Miles LR/State 22.4 10.79 13.37 14.18 16.73 6.46 14.68 11.62 19.2 14.88 16.08 12.56 15.44 14.03 15.38 14.55 10.1 17.04 15.17 13.28 14.3 8.94 16.6 14.7 14.33 10.74 18.61 12.39 9.05 15.62 27.66 15.63 14.1 15.41 15.11 17.27 8.58 12.64 17.79 16.31 15.03 26.46 13.78 7.48 21.02 21.48 21.6 14.37 16.23 9.66 13.48 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR Page 1Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 46 46 48 48 49 49 51 51 54 54 56 56 57 57 58 58 60 60 62 62 63 63 64 64 68 68 69 69 70 70 91 91 93 93 94 94 95 95 96 96 125 125 126 126 127 128 128 129 129 130 130 Model 87 87 87 87 87 87 87 87 86 86 87 87 87 87 87 87 87 87 87 87 87 87 87 87 86 86 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC GMC GMC CHV CHV CHV CHV GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c A A c c c c c c c c c Engine Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading Run # 125,663 125,663 138,306 138,306 127,393 127,393 128,852 128,852 124,785 124,785 114,325 114,325 140,371 140,371 129,902 129,902 131,915 131,915 119,579 119,579 124,194 124,194 119,781 119,781 152,340 152,340 115,230 115,230 136,228 136,228 128,409 128,409 142,632 142,632 138,452 138,452 162,994 162,994 157,056 157,056 114,853 114,853 119,729 119,729 126,588 123,891 123,891 109,633 109,633 114,054 114,054 11B 35A* 10F 23C QIS* 28A 13E 44B 10L 48H 01E 32A* 07G 18A 08C 45C 07D 28D 12H 38B 16H 51A 13F 52B* OIF 26A 12A* 31A 071 18B 15D 39B 01N 22A 08G 28C 13D 18E IOC 30F 13L 42D 12C 25A 130* 10J 36D 16D 22B 02C 33D TIME 27.4 26.2 49.3 50 14.5 57.2 37.9 47 48.3 44.3 34 30.4 50.4 47.3 47.5 34.1 46.4 36.1 35.9 42.8 26.3 51 41.8 47.8 44 41.9 26.3 24.7 42.7 45.5 35.5 54.8 15.6 56 40 47.7 49.8 58.2 49.5 49.2 19.2 31 42.3 29.5 11.4 36.2 49.6 26.2 47.3 53.9 22 Miles LR/State 9.09 10.05 15.9 17.52 4.04 17.64 11.7 15.36 15.4 13.29 10.46 10.64 17.83 15.46 19.67 12.78 12.67 11.3 9.77 14.29 7.56 15.83 13.48 18.36 14.49 15.87 8.52 10.13 14.03 15.56 13.85 19.77 5.57 23.54 12.36 20.05 15.26 20.02 17.14 15.37 6.38 10.26 15.54 10.9 3.16 12.28 18.96 7.24 14.97 18.11 6.66 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR \\ Page 2Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data ____ Mar-95 Bus # 131 131 133 133 135 135 136 136 137 137 138 138 139 140 140 141 141 142 142 143 143 144 144 145 145 147 147 149 150 150 152 152 153 153 154 154 155 155 156 156 157 157 158 158 159 159 160 160 161 163 163 Model 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward - Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c_ c c_ c c c c_ c c__ c__ c c__ c c c c c c c c c c c c c c c___ c c c c c c c c c Engine Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading 98,577 98,577 132,914 132,914 117,632 117,632 129,51 1 129,511 123,041 123,041 140,173 140,173 \" 124,809 \" 120,815 \" 120,815 \" 97,044 97,044 126,812 126,812 125,980 125,980 134,199 _ 134,199 _ 126,591 126,591 125,129 125,129 _ 135,517 3 128,001 128,001 125,069 125,069 130,478 130,478 120,793 120,793 126,720 126,720 128,471 128,471 131,860 131,860 130,697 130,697 124,001 124,001 123,158 123,158 126,452 130,513 130,513 Run# 02J 25C 10G 421 11G 45B 07E 47E 11H 45A 09F 32E 30H 07C 17B 10A 47D 15G 28F 11F 34C* 02B 19B 11E 44A 09K 28B II METRO 07A 42E 101 40A* 10H 24F 16E 29C* 161 36A 01H 50A 13G 32D 16K 35E 02H 33A 11A 18D 01 METRO 08D I 31B I Page 3 TIME 26.2 38.9 27.3 31.5 35.7 47.1 50.6 50.2 26.8 38.5 45.4 44.3 26.8 23 29 46.4 37.7 20.7 29.6 43 37.9 51.7 31 33.6 48.9 24.1 34.9 35 46.3 47.2 25.4 32.4 19 39.5 39.9 26.2 53.2 44.4 51.1 39.9 42.9 33.3 53.9 56.3 45.6 38 39.4 30 25.2 Miles LR/State 7.31 12.49 7.72 11.64 11.77 17.61 16.93 16.18 8.61 12.7 16.65 13.4 10.54 6 10.86 13.22 10.05 6.41 13.61 15.34 12.19 17.37 10.03 11.47 15.7 7.65 12.64 13.75 17.2 17.01 14.05 8.81 5.76 11.45 15.43 7.23 17.53 14.49 18.59 13.62 13.9 11.28 19.13 18.39 15.85 12.36 11.63 12.38 7.51 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LRAppendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 165 165 167 167 176 176 177 177 178 179 179 180 180 181 181 182 182 184 185 185 186 186 187 189 189 191 191 193 193 196 196 200 201 201 202 202 206 206 207 207 208 208 209 209 210 210 211 211 213 213 214 Modei 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c c c c Reading Run # Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Page 4 126,205 126,205 131,293 131,293 122,102 122,102 133,146 133,146 122,293 129,346 129,346 146,568 146,568 134,403 134,403 76,958 76,958 122,678 118,490 118,490 120,707 120,707 99,207 126,533 126,533 121,713 121,713 125,110 125,110 86,102 86,102 125,590 118,885 118,885 113,726 113,726 69,610 69,610 65,806 65,806 71,991 71,991 83,018 83,018 65,830 65,830 103,055 103,055 95,371 95,371 68,236 12D 36E 10E 40C 081 29A 09A 30A dETROEV 13C 50D 13K 46E 07H 24C 12B 47A VIETROEV 16B 24A 13M 20G 12METRO 13J 39A 02D 18F 10B 30D OIL 29B 46F* 12E 19A OOE 47F 20D Al 07J 18C 08B 23A 07F 33E 12F 37B Oil 32B OSH 30G 30B TiME 41.6 51.6 23.1 29.7 41.4 35.5 39.8 30.3 49.8 39 51.4 49.1 35.2 45.5 47.8 36.9 46.8 40.9 52.2 40 57.1 35 31.7 41.9 29.9 42.6 37.2 21.8 47.3 27.4 12.7 41.5 41.8 56.7 52.7 32 37.4 39.2 31.7 47.3 37.9 27.8 47.6 48.8 34.7 53.5 31.2 Miles LR/State 15.59 17.09 7.11 13.34 12.22 13.13 11.45 7.39 16.35 18.16 14.16 20.02 16.69 11.71 17.32 17.73 14.08 18.53 10.53 17.05 13.59 21.39 11.23 11.32 13.38 11.64 13.81 12.12 6.28 16.81 9.77 3.39 13.84 14.27 19.06 19.02 11.05 14.17 12.11 9.51 17.26 12.48 8.48 17.38 19.34 11.95 16.55 9.83 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR \\Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data ________ Mar-95 Bus # 215 215 216 216 218 218 220 220 221 222 222 223 223 224 224 225 225 226 226 227 227 228 228 229 230 230 231 232 232 234 234 236 236 237 238 238 239 239 240 240 241 242 242 257 257 258 258 259 259 260 260 Model 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 93 93 93 93 93 93 93 93 Make CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV INT INT INT INT INT INT INT INT Body Type Engine Reading Run# I Ward I Ward I Ward I Ward I Ward Ward Ward Ward Ward Ward [ Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward  Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward I Ward I Ward I Ward I __C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c c c c I Gas I Gas I Gas I Gas I Gas I Gas I Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel 71,5561 71.556 73,299 73,299 55,702 55702 76,836l ' 76,836| 77,577| 90749I 90749I 86,840l 86,840| 84,5801 84,580| 89,630| 89,630j 86,679| 86,679| 68725| 68725| 85,0251 85,025| 83,4111 90,8261 90,826l 85703I 87,927l 87,927| 74,78o! 74780| 80,157l 80,157| 01G 20E 09D 44D 131 37A 09B 20B 20A 09C 48C 091 48B 010 48E 08L 48A 02E 48F 09M 30E 13B 20c 38A 01M 42A 16C 01c 48D 16J 34B 08E 34A 79,234112METW 72,038|01 METRO 72,0381 66,4661 66,4661 48G 16G 42C 89,238|02METRO 89,238l 71,789 73,328 73,328 44,409 44,409 49,653 49,653 54,445! 54,445! 37,279| 37279! 20F 29D 01R 38C 12G 50B 08F 42B 09J 47C 02L 24D Page 5 TIME 52.1 38.9 42.6 52.7 27.5 43.8 48.3 23.9 50 43.1 46.7 29.7 26.3 48.9 26.3 32.6 29.1 46.8 43.7 11.8 42.8 40.8 47.9 49.3 40.7 A5.7 27.5 46.6 27.4 39.2 45.1 48 44.7 54.5 35.6 43 31.9 37.8 20.9 41.8 296 44.6 25.7 34.7 16.6 52.4 21.7 31.7 Miles LR/State 14.4 13.14 14.12 19.79 9.16 15.28 14.52 8.01 16.38 13.51 12.78 13.27 9.4 17.01 9.72 9.35 8.3 13.33 16.44 3.75 13.14 12.81 14.02 16.47 12.32 17.74 12.31 17.33 7.94 14.91 18.26 16.23 19.28 19.04 15.07 15.36 9.23 12.76 6.3 15.79 8.07 14.26 8.5 14.9 3.5 13.1 6.04 10.19 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR__ LR__ LR__ LR__ LR__ LR__ LR__ LR LR__ LR___ LRAppendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 261 261 264 264 265 265 269 269 271 271 274 274 275 277 277 278 . 278 280 12M 19M 23M 24M 25M 26M 29M 31M 34M 41M 1 5 17 17 43 65 67 127 148 149 161 162 166 178 184 187 200 204 217 217 229 231 235 Model 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 89 89 89 89 89 89 89 89 89 95 85 86 85 85 87 86 86 87 87 87 87 87 87 87 88 88 88 88 90 90 90 90 90 Make INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT GMC GMC GMC GMC GMC GMC GMC GMC GMC Ford GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c Engine Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading Run # 38,368 38,368 51,254 51,254 42,871 42,871 48,327 48,327 38,805 38,805 40,644 40,644 15F I 42G I D8METRO 47B 121 40B 02K 36B 12J 24E 12METRO TIME 21.6 34.8 39 20.8 39.4 36.7 44.2 39.4 39.5 17A I 40.7 52,595 32METRO 42,929 42,929 45,749 45,749 59,088 111,578 152,310 113,365 108,688 140,241 72,588 94,071 75,857 59,285 16A 50C 08A 46B VIETROEV 02M 01Q 01P 09G 09L 15B 07K 13N 07L 53.9 19.97 42.4 40.4 32.6 17 34 46.8 42 31.2 17.9 29.2 44.7 7,798 31 METRO 148,655 137,426 MM30PIVL 03D 123.8 49 141,090 35METRO 141,090 127,208 149,626 172,281 126,588 124,391 135,517 126,452 177,534 159,237 122,293 122,678 99,207 125,590 126,230 77,761 77,761 83,411 85,303 72,904 MM38 MM05 MM21 MM35 MM04 MM07 MM29 MM03 MM58 MM34 MM43 MM44 MM16 03H MM08 MM06 MM46 03B 27F 03A 63.2 43.6 60.4 53 51.1 63.4 78.8 48.1 70 49.2 58.5 40.1 90.4 53.1 72 61 60.1 56.5 34.7 52.9 Miles LR/State 5.55 12.87 10.82 5.35 15.63 10.71 17.13 16.23 11.84 13.49 14.77 38.6 14.16 11.25 10.64 4.48 10.84 14.5 15.44 11.39 7.56 10.97 19.01 61.34 15.43 28.22 15.6 25.42 23.99 21.61 25.12 36.5 28.41 39.3 22.18 15.74 17.57 44.66 19.25 32.04 26.78 25.95 19.1 17.74 20.13 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST Page 6Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data _____ Mar-95 Bus # 235 237 241 266 270 272 273 275 279 280 01M 02M 02M 03M 03M 04M 04M 05M 05M 06M 06M 07M 07M 08M 08M 09M 09M 10M 10M 11M 11M 11M 12M 13M 13M 14M 14M 15M 15M 15M 16M 16M 17M 17M 18M 18M 18M 19M 20M 20M 21M Model 90 90 90 93 93 93 93 93 93 93 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 Make CHV CHV CHV INT INT INT INT INT INT INT GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward ' Ward Ward Ward Ward Ward Ward  Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c_ c c c c c c c c__ c c c c c c c c c c c c c c c c c c___ c c c c c c c c Engine Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading 72,904 79,234 71,789 65,557 56,411 60,252 41,958 52,595 71,275 59,088 113,926 Run # 43B MM17 MM25 MM22 MM01 MM45 MM42 MM36 MM28 MM41 MM57 111,557 35METRO TIME 53.7 78.1 44.7 66 53 69.8 59 68 74 53.9 51.3 Miles LR/State 16.81 41.15 16.55 24.96 20.98 35.06 22.55 27.65 33.35 20.31 25.55 Page 7 111,557 94,195 94,195 100,662 100,662 104,625 104,625 100,392 100,392 98,145 98,145 93,284 93,284 98,502 98,502 94,840 94,840 101,288 101,288 101,288 111,578 97,482 97,482 81,288 81,288 98,665 98,665 98,665 99,045 99,045 128,577 128,577 110,690 110,690 110,690 152,310 99,145 99,145 117,088 43E 05E 06B 03J* 06A 05A 431 43H MM31 05G 43F 03K 06G 43G MM24 03G 21B 031 43A MM49 21H 05C 27A 051 21F 05J 06K MM48 05B 43D 05D 27D 03F 43C MM47 06F 03E 27G 03C 49.2 42.3 44.7 43.2 50 33.4 50.6 39.2 25.4 43.3 43.2 52.4 43.1 49.1 28.9 35.4 47.9 47.9 41.7 89.5 54.9 48.1 38.6 50.4 40.1 32.8 44.9 68.9 49.9 44.4 38.2 32.9 52.1 44.4 65.5 48.3 47.7 29.6 45.8 16.18 14.29 16.87 15.93 19.71 11.19 18.66 15.7 25.4 13.59 14.2 16.25 16.75 18.61 10.85 13.48 21.33 16.16 15.2 37.87 20.13 12.61 12.13 17.29 15.35 11.77 15.17 31.15 16.85 13.65 13.64 12.66 18.94 14.33 31.26 15.05 14.25 11.18 14.51 ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST STAppendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 21M 22M 22M 23M 24M 25M 26M 27M 27M 28M 28M 29M 30M 30M 31M 32M 32M 33M 33M 34M 35M 35M 36M 37M 38M 40M 41M 42M 43M 43M 43M 44M 45M 46M 47M 48M 49M 50M 51M 52M 53M 54M 55M Model 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine Reading Run # C C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Page 8 117,088 101,457 101,457 113,365 108,688 140,241 72,588 83,403 83,403 111,474 111,474 94,071 97,325 97,325 75,857 86,137 86,137 061* 05F 21E 27B 27C 21D 21C 03L 06E 27E MM18 21A 21G MM27 211 06C MM19 138,034 35METRO 138,034 59,285 76,006 76,006 6,126 7,582 4,753 5,274 7,798 3,953 5,651 5,651 5,651 3,691 4,387 3,505 3,201 3,763 7,648 2,158 4,458 2,022 3,441 3,676 2,167 06D 06H OSH 06J MM20 MM02 MM33 MM37 MM23 MM39PM| MM40Pm' MM50 MM51 MM09 MM10 MM11 MM12 MM13 MM14 MM26 MM56 MM52 MM53 MM54 MM55 TIME 33.3 35.6 45.6 45.8 49.6 36.1 56.9 43.7 49.4 49.6 44.4 49 44.6 39.4 51.2 36.4 41.1 35.8 40.7 29.2 50.5 57.3 45.9 60 85.8 63.8 87.3 44.2 20.8 61.6 85 79.9 71.5 87.3 91 85.1 67.1 75.5 75.7 71.1 60.5 49 Miles LR/State 11.94 14.8 17.74 15.82 17.44 17 18.25 18.33 16.53 14.17 21.87 18.45 18.75 14.42 16.53 16.95 19.55 11.34 14.88 11.87 16.69 20.95 17.83 24.88 27.06 24.87 33.03 22.24 11.01 25.37 38.37 33.49 44.14 40.63 44.67 43.88 24.48 36.38 41.44 39.51 36.42 31.95 ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST \\I 1 )* ^55 SECTION II. SAMPLE AGREEMENT/CONTRACT ha Request For Proposal (RFP95-014) Student Transportation Services Little Rock School District I S I Issued: March 31, 1995 * LRSD RFP95-014 FOR mJ DENT TRANSPORTA TION (VERSION 7 0)TABLE OF CONTENTS Section Topic Page 1. GENERAL PROVISIONS 1.1. CONTRACT DURATION AND CHARACTERISTICS 1.1.1. 1.1.2. 1.1.3. 1.1.4. Term Renewal Provisions Cost Indexing Unusual Cost Increases or Decreases 1 1.2. OWNER - CONTRACTOR COMMUNICATION AND BILLING .3 1.3. 1.2.1. 1.2.2. 1.2.3. 1.2.4. 1.2.5. 1.2.6. Owner Contractor Liaison Provision for Notice Bill Format 1.2.3.1 1.2.3.2 1.2.3.3 1.2.3.4 Charges for Regular Route Service Regular Route Flat Bus/Day Rate Charges for Non-Conflicting Trip Service Charges for Conflicting Trip Service Invoice Documentation and Exceptions Billing Frequency / Time For Payment! Discount for Prompt Payment Total Consideration for this Agreement LEGAL INTERPRETATION PROVISIONS .6 1.3.1. 1.3.2. 1.3.3. 1.3.4. 1.3.5. 1.3.6. Incorporation by Reference Failure to Enforce a Default or Other Right Definitions Contract Interpretation Severability Amendments to this Agreement \\ 1.4. CONTRACTOR STATUS...... 1.4.1. Performance Bond 1.4.2. Permits and Licenses 1.4.3. Insurance Requirements 9 1.4.3.1 Public Liability Insurance 1.4.3.2 Workers' Compensation Insurance 1.4.3.3 Property Insurance 1.4.3.4 Comprehensive Automobile Liability Insurance 1.4.4. Hold Harmless / Indemnification Agreement 1.4.4.1 Injury to the Contractor, or to Direct or Indirect Contractors Employees 1.4.4.2 Injury Caused by the Contractors Employees or by Direct or Indirect Contractors Employees LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 1TABLE OF CONTENTS (Continued) Section Topic Page 1.4.5. Force Majeure 1.4.5.1 Acts of God 1.4.5.2 Labor Disturbances 1.4.6. Permissibility of Subcontracts 1.4.6.1 Subcontractor Experience 1.4.6.2 Subcontractor Liability Insurance 1.4.6.3 Continued Contractor Responsibility 1.4.7. Assignment of the Contract 1.4.8. Contractor Independence 1.4.9. Covenant Against Contingent Fees 1.4.10. Penalty for Collusion 1.4.11. Conflict of Interest 1.5. ETHICS PROVISIONS....................................................................... 1.5.1. Non-Discrimination 1.5.2. Civil Rights Act Compliance 1.5.3. Hiring District Employees Involved in Proposal Evaluation 1.6. TERMINATION............................................................................ 1.6.1. Criteria 1.6.1.1 Revoked or Suspended Contractor Licenses 1.6.1.2 Incomplete or Inadequate Service by Contractor 1.6.1.3 Contractor Bankruptcy 1.6.1.4 Poor Operational Safety 1.6.1.5 Improperly Maintained Vehicles 1.6.1.6 Improperly Maintained Facilities 1.6.1.7 Failure to Follow Runs \u0026amp; Schedules 1.6.1.8 Failure to Obey Laws and/or Ordinances 1.6.1.9 Failure to Provide Agreed Upon Data 1.6.1.10 Owners Right to Termination 1.6.2. Advance Notice 1.6.3. Damage Provisions 2. CONTRACTOR OBLIGATIONS 2.1. MANAGEMENT......................................................... 2.1.1. Hours of Office Operation 2.1.2. Emergency Situations 2.1.3. Certified School Bus Driver Instructors 2.1.4. Routine Communications with the District 2.2. OPERATIONS, ROUTING, AND DISPATCHING 13 14 16 17 LKSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 11TABLE OF CONTENTS (Continued) Section Topic Page 2.2.1. General Operating Requirements 2.2.1.1 2.2.1.2 2.2.1.3 2.2.1.4 2.2.1.5 Regular Run Service Non-conflicting Extra Service Conflicting Extra Service Public Communications \u0026amp; Complaint Management Remote Student Transportation \\ 2.2.2. Driver Management Requirements 2.2.2.1. Employing Existing District Drivers 2.2.2.2 Regular Driver Assignments 2.2.2.3 Substitute/Spare Drivers 2.2.3. Routing And Scheduling 2.2.3.1 2.2.3.2 2.2.3.3 2.2.3.4 2.2.3.5 Contractor Published Regular Routes Dry-runs and Driver Orientation Changes in Established Runs or Stops New Regular Service Routes Changes in School Schedules 2.2.4. Dispatching 2.2.4.1 Assigning Appropriate Vehicles to Routes 2.2.4.2 Driver Assignment to Routes 2.2.5 Extra Service Transportation 2.2.5.1 Non-Conflicting Trips 2.2.5.2 Conflicting Trips 2.2.5.3 Option to Cancel Trips 2.2.5.4 Limitation of District Obligations 2.2.5.5 District Right to Contract Separately 2.3. SCHOOL BUS DRIVER REQUIREMENTS 2.3.1. District Philosophy 2.3.2. Pre-Employment Screening 2.3.3. Credentials and Related Requirements I 1 ,23 2.3.3.1. Driver Age 2.3.3.2. Licenses and Permits 2.3.3.3. Driver Health Requirements 2.3.3.4 District Approval 2.3.4. Drug Use Prevention 2.3.4.1 Grounds for Testing 2.3.4.2 Grounds for Removal from Service 2.3.5. Criminal Background Checks for Drivers 2.3.5.1 Action on Criminal Background Results 2.3.5.2 Access to Criminal Background Check Results by the District LttSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 111TABLE OF CONTENTS (Continued) Section Topic Page 2.4. SCHOOL BUS DRIVER TRAINING REQUIREMENTS 2.4.1. Original Training 2.4.2. In-Service Training 2.4.2.1 T-01 Training Card Training 2.4.2.2 Safety Training 2.4.3. Retraining 2.4.4. Evaluation .27 2.5. OWNERSHIP OF VEHICLES............... 2.5.1. Vehicles Leased From the District 30 2.5.1.1 2.5.1.2 2.5.1.3 2.5.1.4 2.5.1.5 Cost to the Contractor Use of Owner Vehicles Maintenance of Owner Vehicles Owner Vehicle Insurance Two-Way Radios 2.5.2. Vehicle Management and Standards 2.5.2.1 2.5.2.2 2.5.2.3 2.5.2.4 Number of Contractor Supplied Vehicles Contractor Supplied Vehicles Age and Condition of Contractor Provided Vehicles Accessories Required for Contractor-Supplied Vehicles 2.5.3. Mandated and Requested Vehicle Modifications 2.5.4. Physical Location and Control of Buses 2.5.5. Purchasing/Leasing Contractor Supplied Vehicles Upon Termination 2.5.5.1 2.5.5.2 2.5.5.3 2.5.5.4 2.5.5.5 2.5.5.6 Purchasing Contractor Vehicles if Termination for Cause Purchasing Contractor Vehicles Upon Contract Expiration Vehicle Purchasing Options Duration of Open to Purchase' Determining a Fair Price of the Vehicles Interest Rate Cap on Purchases/Leases 2.6. MAINTENANCE................................................................... 2.6.1. Maintenance Standards 2.6.2. Removal From Service 2.6.2.1 District Fleet Inspections 2.6.2.2 Grounds for Removal 2.6.3. Responsible Party 2.6.4. Prioritization of Repairs 2.6.4.1 Listing Preventive Maintenance to be Done 2.6.4.2 Listing Repairs to be Done 2.6.4.3 Prioritization of Maintenance Work 2.6.5. Fleet Management Software 36 LSSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7 0) IVTABLE OF CONTENTS (Continued) Section Topic Page 2.7. 2.6.6. Purchase of Fuel 2.6.6.1 Using Federal Tax Exempt Fuel 2.6.6.2 Fuel Storage Responsibility 2.6.6.3 Monthly Fuel Usage Reports 2.6.7 Contractor Purchase of Existing District Parts Inventories FACILITIES, EQUIPMENT, AND SUPPLIES 2.7.1. Facilities 2.7.1.1. District Supplied Facilities 2.7.1.2. Contractor Furnished Facilities 2.7.2. Required Facility Equipment 2.7.2.1. Maintenance Tools 2.7.2.2. Two Way Radio Base Station(s) 2.7.2.3. Phone System 2.7.2.4 Fuel Storage 2.7.3. Supplies .40 2.8. CONTRACTOR RECORDS AND REPORTING REQUIREMENTS 2.8.1. Records to be Maintained by Contractor 2.8.1.1. Daily Activity Records 2.8.1.2. Personnel Records 2.8.1.3. Electronic Fleet Records 2.8.1.4. Paper Fleet Records 2.8.2. Contractor's Monthly Status Report .42 2.8.2.1 2.8.2.2 2.8.2.3 2.8.2.4 2.8.2.5 2.8.2.6 Daily Vehicle Unavailability for the Month Monthly Vehicle Breakdowns Daily Absenteeism for the Month Staffing Changes for the Month Student Discipline Incidents/Violence for the Month Explanations for Early/Late/Missed Buses During the Week Extra Trips or Missed Stops Per Month 2.8.3. Miscellaneous Required Communications From the Contractor 2.8.3.1 2.8.3.2 2.8.3.3 2.8.3.4 2.8.3.5 Driver Assignment Changes Student Discipline Problems/Violence on Buses Inspection Reports Use of Subcontractor Accident Reports tRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) \\ VTABLE OF CONTENTS (Continued) Section Topic Page 2.9. DISTRICT RIGHTS AND RESPONSIBILITIES .47 2.9.1. Discipline on the School Bus 2.9.2. Bus Availability for Inspection Purposes 2.9.3. Authority to Remove Buses From Service 2.9.4. Authority to Approve, to Reject, and to Require Removal of Drivers From District Service 2.9.5. Liquidated Damages 2.9.5.1. Early, Late, and Missed Runs 2.9.5.2. Operation of a Unfit Bus for Service 2.9.5.3. Due Process 2.9.6. Release of Responsibility 2.9.7. Services Provided by the District APPENDICES START HERE. 50 Appendix A Monthly Status Report Example Appendix B Example of Invoice Detail Spreadsheet Appendix C Records/Data to Be Maintained by Contractor Appendix D Sample lease Agreement iiKSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) viCONTRACT The located at: (Owner), and the successful proposer, located at: .(Contractor), mutually agree as follows: 1.1. CONTRACT DURATION AND CHARACTERISTICS 1.1.1. Term The term of this Agreement shall be for the three year period beginning July 1, 1995 and ending June 30, 1998. This contract is to cover services for Little Rock School District (LRSD) and State Magnet/M-to-M student transportation, except that all special education busing shall be retained and operated by LRSD. 1.1.2. Renewal Provisions This agreement may be renewed at the completion of the initial term by one (1) year increments for an additional two (2) years upon mutual agreement of the Owner and Contractor as authorized by law. 1.1.3. Cost Indexing Each component of the successful vendor's proposal on the proposal forms may be adjusted annually by the change in the \"Consumer Price Index(CPI) for Urban Earners and Clerical Workers for the United States for the preceding aimual period and by mutual consent of both parties. Local business conditions and other contractual considerations that may need addressing will also determine the agenda for this annual adjustment negotiations. Such annual adjustment shall be effective on July 1 of each year. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 11.1.4. Unusual Cost Increases or Decreases In the event of any unusual circumstances, such as an unforeseen change in local, state, or federal taxes, laws, regulations, or policy, then the parties to this agreement shall negotiate a reasonable and just amount to cover such increase or to create savings for the owner from any decrease, and the rates set in the successful proposal and contract agreement shall be accordingly adjusted. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 21.2. OWNER - CONTRACTOR COMMUNICATION AND BILLING 1.2.1. Owner Contractor Liaison A Contract Manager or Administrator shall be appointed by the District Superintendent and shall be the Districts primary liaison with the Contractor. 1.2.2. Provision for Notice All notices to be given by the parties hereto shall be in writing and served by depositing same in the United States Post Office, postage prepaid and registered. Notices to the Owner shall be sent to: Little Rock School District 1800 East 6th Little Rock, Arkansas 72202 Attn: The Procurement Director Notices to the Contractor shall be addressed to: (Provide proper legal address) 1.2.3. Bill Format 1.2.3.1 - Charges for Regular Route Service Charges for regular home-to-school transportation service(Regular Routes) shall be based upon the proposed price schedules submitted by the Contractor for Owner supplied vehicles and Contractor supplied vehicles. Charges shall be made based on the number of non-spare buses employed each day to service the regular routes. The District agrees that none of the routes will require more than 8 non-dead head hours to complete\nthis includes both morning and afternoon service. Charges shall only be made for service on school days or other days specifically authorized by the District. LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 31.2.3.2 - Regular Route Flat Bus/Day Rate The District reserves the right not to pay more than the fiat bus/day rate for performing a given regular route. Standards for each route will be determined and maintained by the owner and/or Contractor using a computer routing software package. It is likely that the District will ask the Contractor to provide service for additional extra routes during the life of this contract. New regular routes will be communicated to the Contractor at least 1 month in advance by the District, and the Contractor will provide service to the District for these new routes at the same flat bus/day rate as it does for existing regular routes. 1.2.3.3 - Charges for Non-Conflicting Trip Service Charges for Non-Conflicting Extra transportation service shall be based upon the proposed price schedules submitted by the Contractor. Charges for each NonConflicting trip shall be based on an hourly charge. The hourly charge associated with the trip will be based upon the time when the driver picks up the first student on his or her trip and the time that the last student is dropped off on that trip. 1.2.3.4 - Charges for Conflicting Trip Service Charges for Conflicting Extra transportation service shall be based upon the proposed price schedules submitted by the Contractor. Charges for each Conflicting trip shall be based on an hourly charge. The hourly charge associated with the trip will be based upon the time the driver picks up the first student on his or her trip and the time the last student is dropped off on that trip. Furthermore, the District reserves the right to refuse any invoices for Conflicting Trips if the Contractor cannot show written permission from both District principal and the Districts Contract Administrator or his/her designee. a 1.2.4. Invoice Documentation and Exceptions A properly documented invoice must be supported by summaries of regular routes operated, by run number, and by day. The invoice will also detail any charges for Extra Service trips as well. The Contractor will list the time required for those trips in hours and minutes. This information should be submitted on diskette in addition to on paper. LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 41.2.5. Billing Frequency / Time For Payment! Discount for Prompt Payment The District shall pay the Contractor for services provided hereunder on a monthly basis. Payment shall be made within 30 calendar days of receipt of a properly documented invoice. Payment shall be adjusted by any incentives, liquidated damage assessments, and discounts for prompt payment as provided for elsewhere within this Agreement or within the Contractor's Proposal. \\ 1.2.6. Total Consideration for this Agreement Total consideration for this Agreement includes payment at rates contained on the Contractor's proposal forms, the lease to the Contractor at a cost $1/academic year/bus of Owner buses, and the lease to the Contractor at a cost of $l/year/site of the Little Rock School District-owned facilities as described in the Facility Lease Agreement. I LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 51.3. LEGAL INTERPRETATION PROVISIONS 1.3.1 Incorporation by Reference The entirety of this Agreement shall be made up of a number of documents. The following documents are therefore hereby incorporated into this Agreement:  Text of this Agreement\n Proposal submitted by the Contractor, Section I of this RFP, the completed proposal forms (Section IV) and the complete qualification questionnaire (Section III.)\n Terms, conditions and instructions contained in this RFP document\nand  Worker's Compensation, Insurability Certificates, and associated property lease agreements (see sample at Appendix D). 1.3.2. Failure to Enforce a Default or Other Right The omission by either party at any time to enforce any default or right reserved to it, or to require performance of any of the terms, covenants or provisions hereof by the other party at the time designated shall not be a waiver of any such default or right to which the party is entitled, nor shall it in any way affect the right of the party to enforce such provisions thereafter. 1.3.3. Definitions Conflicting\" Trip: A trip shall be defined to \"conflict\" with Regular Home-to-School service if: The trip requires travel at times during which all suitable Owner buses are performing home-to-school routes\nand/or The trip lasts so late at night that a driver could not perform regular home-to-school service and the trip without exceeding the legal maximum of 16 hours on duty\nand/or The trip lasts so late at night that a driver could not spend the legally required minimum 8 hour uninterrupted period off duty before starting a home-to-school route the next day. Non-Conflicting Trio: All trips that do not fall within the above definition. District: As used in this Agreement, \"District\" shall be construed to be the Little Rock School District Governing Board, the Superintendent of Schools, and all officers, agents and employees of the Board and Superintendent. LRSD RFP95-0N FOR STUDENT TRANSPORTATION (VERSION 7.0) 6Owner\nAs used in this Agreement, \"Owner II Driver: Route: Run\nshall be construed to be the District or the Department of Education of the State of Arkansas. A \"regular\" driver is one who is assigned to a daily route. A \"standby' driver is one who is paid to report to work daily, but who is not assigned to a route, e.g.: one who regularly covers runs for absent drivers. An \"on-call\" driver is one who does not report to work each day, but who may be called to drive on short notice. \"Substitute drivers\" refer to all non-regularly assigned drivers, e.g.\nboth standby and on-call drivers. The complete daily assignment of a single bus, made up of one or several runs. The picking up of pupils at their designated home bus stops and delivering them to the school, or the picking up of pupils at their schools and returning them to their home bus stops. For example, a single bus may make several runs in conveying students to and from school during the course of a day. These several runs comprise a single route. NOTE: Federal Court mandates that in Little Rock Block, no student should be subject to a bus ride that exceeds forty- five (45) minutes. 1.3.4. Contract Interpretation Should any questions arise as to the meaning and intent of this Agreement which cannot be settled within 30 calendar days, the matter shall be submitted for resolution to a committee made up of one person selected by the District and one person selected by the Contractor. If the persons so selected are unable to agree upon a resolution within 15 calendar days following such selection and appointment, said persons shall agree upon a third person whose decision will be final and binding on all parties to the dispute. The decision of the impartial arbitrator shall be rendered within 20 calendar days from the date of submission. The costs of arbitration shall be borne by both parties equally. 1.3,5. Severability \\ a third person Should any part of this Agreement be struck down or found illegal or impermissible for any reason, that part alone shall be severed, and the remainder of this Agreement shall remain m force. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 7T 1.3.6. Amendments to this Agreement This Agreement may be amended by mutual Agreement of both parties. Amendments may be proposed in writing by either party, delivered to the address provided for notices elsewhere in this Agreement. Such amendments shall take effect upon signature by the original signatories to this Agreement or their designees. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 81.4. CONTRACTOR STATUS 1.4.1. Performance Bond The successful Proposer shall furnish within five (5) work days from receipt of notification of intent to award, a standing Surety Bond from a bonding agent acceptable to the District in the amount of 100 percent of the expected annual billing under this Agreement forecast by the District. This performance bond shall be renewable annually. as \\ 1.4.2. Permits and Licenses The Contractor shall secure and maintain in force such licenses and permits as are required by law for furnishing the service herein specified and shall comply with and observe -J lavv ivi luiuibiiiiig inc service nerem specitied and shall comply with and observe all provisions of state law, including but not limited to provisions of: the Arkansas Department of Education Code and Standard 17 of the Federal Motor Vehicle Standard\nand directives and regulations of the State Board of Education, the Office of the County Superintendent of Schools, and any other governmental agency, relative to the transportation of pupils. 1.4.3. Insurance Requirements The Contractor shall maintain insurance satisfactory to the Little Rock School District and as set forth below during the term of the Agreement. Contractor shall furnish evidence thereof to the District not less than thirty (30) calendar days before new or renewed coverage is required. Such evidence shall be in the form of a certificate of insurance issued to the District, shall include a minimum sixty (60) day notification to certificate holders of cancellation or change in the policy, and shall be extended to include as additional insureds the Little Rock School District, and the Little Rock School District Governing Board, Superintendent and all officers and employees of the District, Board, or Superintendent (The State of Arkansas may also require being named as an additional insured for State M- to-M buses). 1.4.3.1 - Public Liability Insurance The Contractor shall maintain such public liability insurance as will protect the Contractor from any claims for damages for personal injury, including death, and damage to property, which may arise from operations under Agreement. Such liability insurance shall: or about this  Be maintained in the amount of $5,000,000 combined single limit\n Specify that its coverage is primary\nand  Be underwritten by a carrier acceptable to the District. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 91.4.3.2 - Worker's Compensation Insurance The Contractor shall maintain such Workers' Compensation insurance as will protect the Contractor from claims which may arise from operations under the Agreement with the School District. 1.4.3.3 - Property Insurance The Contractor shall maintain such property insurance covering vehicles, the terminal and shop buildings and land and related personal and real property. Such insurance shall be sufficient at minimum to repair or pay the depreciated value of the damaged property. 1.4.3.4 - Comprehensive Automobile Liability Insurance The Contractor shall maintain comprehensive automobile insurance including owned. Owner-leased, and hired vehicles(including buses). This coverage shall cover $ 1,000,000 per occurrence, no annual aggregate, single limit, covering bodily injuries and property damage. 1.4.4. Hold Harmless / Indemnification Agreement The Contractor shall hold harmless and indemnify the Owner, the District, the Governing Board, the Superintendent, and their officers and employees from every claim or demand, including the costs of legal defense, by reason of: 1.4.4.1 Injury to the Contractors Employees, or to Direct or Indirect Contractors Employees. Any injury to person or property sustained by the Contractor or by any person, firm, or corporation employed directly or indirectly by the Contractor upon or in connection with the Contractor's performance under this Agreement, however caused. 1.4.4.2 Injury Caused by the Contractors Employees or by Direct or Indirect Contractors Employees Any injury to person or property sustained by any person, firm or corporation, caused by any act, neglect, default, or omission of the Contractor, or by any person, firm or corporation directly or indirectly employed by the Contractor upon or in connection with the Contractor's performance under this Agreement. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 101.4.5. Force Majeure 1.4.5.1 - Acts of God The Contractor shall be excused from performance hereunder during the time and . Mimi uc CACUSCU irom penormance nereunder during the time and to the extent that he is prevented from performing in the customary manner by acts of God, loss of transportation facilities, commandeering of materials, products, plants, or facilities by the government, when satisfactory evidence thereof is presented to  the District. 1.4.5.2 - Labor Disturbances In the event of a strike, lockout, or other labor disturbance which interrupts service, the Contractor shall be excused from performance hereunder only if the Contractor reasonably utilizes its management and other personnel to satisfy the requirements of this Agreement and demonstrates to the District that the Contractor exercised reasonable and good faith efforts to avert the labor action and settle the dispute(s) as to prevent any service interruption. so 1.4.6. Permissibility of Subcontracts Contractor may subcontract with other qualified transportation firms to provide a portion of the transportation service required hereunder only with prior written approval from the District. 1.4.6.1 - Subcontractor Experience The Contractor will provide evidence to the District for any subcontractor employed which documents the experience of the subcontractor(s). No subcontractor will ' have less than 3 years experience providing services as described in this document to public school districts with budgetary operations and requirements comparable those of the Little Rock School District. to 1.4.6.2 - Subcontractor Liability Insurance If a Contractor proposes to subcontract, a certificate of insurance evidencing the required liability coverage shall be provided for each subcontractor. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 11 1.4.6.3 - Continued Contractor Responsibility The Contractor shall be responsible for all activities related to this Agreement. whether the Contractor or a subcontractor performs them, including but not limited to, monitoring of adherence to routing and scheduling requirements, safety programs, driver education, reporting requirements, insurance requirements, invoice preparation, and payments to subcontractors. The Contractor is expressly responsible for all facets of the operations and performance by any subcontractors. 1.4.7. Assignment of the Contract Contractor shall not assign or transfer its rights, burdens, duties, or obligations under this Agreement without the prior express written permission of the District. 1.4.8. Contractor Independence While performing services hereunder. Contractor is an independent Contractor and not officer, agent, or employee of the District. Further, Contractor employees, expressly an including but not limited to drivers, are employees of the Contractor, and are not employees of the District. 1.4.9. Covenant Against Contingent Fees The Contractor warrants that no person or selling agency has been employed or retained to solicit or secure this Agreement upon an agreement or understanding for a commission. percentage, brokerage or contingent fee, excepting bona fide established commercial or selling agencies maintained by the Contractor for the purpose of securing business. For breach or violation of this warranty, the Owner shall have the right to terminate any Agreement that may be entered into with the Contractor and, in its sole discretion, to deduct from the Agreement price or consideration, or otherwise recover, the full ^ount of such commission, percentage, brokerage, or commission fee. 1,4.10. Penalty for Collusion If at any time it shall be found that the person, firm or corporation to whom a contract has been awarded has, in presenting any proposal, colluded with any other party or parties then the contract so awarded shall be null and void and the Contractor shall be liable to the District for any and all loss and damage of whatever nature, which the District may suffer and the District shall seek a new Contractor. LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 121.4.11 Conflict of Interest 1.5. By submitting a proposal, the company represents and warrants that no director or employee of the District is in any manner interested directly or indirectly in the proposal or contract which may result from the proposal or in any of the expected profits which might arise therefrom\nand, that no attempt has been made to influence or gain favorable advantage by communicating directly or indirectly with any official of the LRSD. It is understood, that any action taken which might tend to degrade the integrity of the competitive proposal process, will be considered as grounds for disqualification. ETHICS PROVISIONS \\ 1.5.1. Non-Discrimination The Contractor shall not discriminate against any prospective or active employee because of race, color, ancestry, national origin, religion, creed, sex, age, or marital status. The Contractor thereby agrees to comply with applicable Federal and Arkansas Laws including, but not limited to. Title 42 of the United States Code, Section 2000 e through 2000 e (17) and AR. Code Ann. Section 16-123-101 et. seq. 1.5.2. Civil Rights Act Compliance The Contractor agrees that he will comply with Title VI of the Civil Rights Act of 1964 (P.L. 88-352) and all requirements imposed by or pursuant to the Regulations of the Department of Education (34 C.F.R. Part 100) issued [pursuant to that title, to the end that, in accordance with Title VI of that Act and Regulation, no person in the United States shall on the ground of race, color or national origin, be otherwise subjected to discrimination under any program or activity for which the Applicant receives federal financial assistance from the Department, and hereby gives assurance that he will immediately take any measures necessary to effectuate this agreement. The Contractor further agrees to comply with all applicable requirements of state and local laws, ordinances, and regulations regarding nondiscrimination in employment. 1.5.3. Hiring District Employees Involved in Proposal Evaluation The Contractor agrees not to hire any District employees involved in the evaluation and selection of the Contractor's Proposal for the duration of the contract without permission of the Superintendent and School Board. Such employees include but are not limited to the Director of Transportation or Maintenance Shop Foreman. LRSD RFP95-014 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 13 I1.6. TERMINATION 1.6.1. Criteria This Agreement is subject to termination at the Owner's discretion if any of the following occur:  1.6.1.1 - Revoked or Suspended Contractor Licenses The Contractor s licenses or permits legally required to perform transportation service called for by this Agreement have been suspended or revoked\n1.6.1.2 - Incomplete or Inadequate Service By Contractor The Contractor fails to provide services specified by this Agreement, or is guilty of a substantial violation of this Agreement\n1.6.1.3 - Contractor Bankruptcy The Contractor is adjudged bankrupt or makes a general assignment for the benefit of his creditors\n1.6.1.4 - Poor Operational Safety The Contractor maintains a poor safety record\n1.6.1.5 - Improperly Maintained Vehicles The Contractor fails to maintain school buses according to legal vehicle standards O 1 Z*V 1 I  I* _J_____1 1 1 a  or according to the District vehicle standards described elsewhere in this Agreement\n1.6.1.6 - Improperly Maintained Facilities The Contractor fails to maintain office and vehicle repair facilities in a reasonable and acceptable state of repair and appearance, to include specifically those areas and property items that impact on safety\n1.6.1.7 - Failure to Follow Runs \u0026amp; Schedules The Contractor fails to adhere to the runs and schedules provided by the District\nLRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 14 J1.6.1.8 - Failure to Obey Laws and/or Ordinances The Contractor persistently disregards laws, ordinances, or directions of the District\n1.6.1.9 - Failure to Provide Agreed Upon Data \\ The Contractor fails or refuses to provide required or agreed upon data or information to the appropriate school personnel or to the Owner Transportation Coordinator\n1.6.1.10 - Owner's Right to Termination The Owner's right to terminate is in addition to and not in limitation of any other rights or remedies available to the Owner. 1.6.2. Advance Notice The Owner may terminate this Agreement for any of the above reasons by giving the Contractor thirty calendar days advance written notice delivered to the address provided for Contractor notice elsewhere in this Agreement. 1.6.3. Damage Provisions a cause enumerated in Section 1.6, the Owner may In the event of termination for a cause enumerated in Section 1.6, the Owner may secure replacement services described in this Agreement from another firm or provide service itself for the remainder of the Agreement's duration. If the cost of the replacement service exceeds the cost of services under the rates in this agreement, the excess cost shall be charged to and collected from the Contractor and/or his sureties, except that charge shall not exceed 150 percent of the cost of services under the rates in this Agreement. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 15 b2. CONTRACTOR OBLIGATIONS Contractor shall perform all of the services described below, and make any arrangements which may not be described, but which are necessary to perform these services. 2.1. MANAGEMENT Contractor will provide management staff to coordinate all Contractor functions described in this agreement. These staff shall ensure that Owner transportation needs are smoothly and efficiently met. In addition to such other personnel  ....................... as may be required to administer this Agreement, the Contractor shall employ and assign a full time transportation manager to act as the Contractor's primary designee in all matters relating to this Agreement and to the work to be done. 2.1.1. Hours of Office Operation The Contractor's operations office shall be adequately staffed from 5:30 A.M to 6'30 P M during all days that school is in session\nhowever, the Contractor will ensure that at least one manager will be designated at all times as \"on call.\" This person will be equipped with a beeper supplied by the Contractor ^will be responsible for answering emergencies during hours when the Contractor's II Operations Office is not open. 2.1.2. Emergency Situations Management personnel such as dispatchers shall not drive school buses except in an emergency. 2.1.3. Certified School Bus Driver Instructors The Contractor must employ or subcontract with a State-certified School Bus Driver Instructor who will be available to meet the training needs of drivers transporting District pupils. 2.1.4. Routine Communications With the District Contractor agrees to advise the District on routine organization and operations matters concerning transportation services, provided that such consultation does not disrupt the Contractor's ability to perform the services described in this agreement LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 162.2. OPERATIONS, ROUTING, AND DISPATCHING 2.2.1. General Operating Requirements The Contractor will provide both regular route service and extra service as described in the paragraphs below: 2.2.1.1 - Regular Run Service \\ Contractor shall provide all pupil transportation necessary to meet the District's Regular Home-to-School transportation needs for the specific runs detailed in Section I. Appendix B. Service shall be provided on school days, and on other days designated by the District. A subset of regular service will be provided during the summer months by the Contractor as required by the District. 2.2.1.2 - Non-conflicting Extra Service Contractor shall, as requested by the District, provide other pupil transportation for school-sponsored activities when such other transportation does not conflict with Regular Home-to-SchooI transportation service. Such school-sponsored activities may include field trips, work experience programs, athletic events, and the like. The Contractor will provide regular non-conflicting service during the months as well as required by the District. summer 2.2.1.3 - Conflicting Extra Service The District may request that the Contractor provide other transportation which may conflict with Regular Home-to-School transportation service. If these requests require the Contractor to utilize more vehicles than the District has requested be dedicated to other transportation service in section 2.5.2.1 of this Agreement, these trips will be declared as Conflicting\" and subject to the respective costs for conflicting service provided by the Contractor in the proposal forms associated with this Agreement. 2.2.1.4 - Public Communications \u0026amp; Complaint Management The Contractor will be responsible for assigning personnel who will answer status inquiries related to daily operations as well as complaints made by parents or other community members, principals, teachers, and other District personnel. Contractor will ensure that all such inquiries will be answered promptly in a friendly, courteous and understanding manner. All complaints will be logged and reported to the District. The LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 17The following will only appear in the Agreement for the State Magnet/M-to-M Block: 2.2.1.5 - Remote Student Transportation The Contractor agrees to be responsible for transporting remote students participating in M-to-M or State Magnet programs to and from school and other activities. The District will provide a list of all such students and their addresses at the beginning of the year. The Contractor may at any time during the Agreement subcontract the transportation of these students out, but the subcontractor must be approved by the District. 2.2.2. Driver Management Requirements 2.2.2.1. - Employing Existing District Drivers 1) Following its acceptance of this contract, the Contractor agrees to offer jobs to all existing qualified drivers currently employed by the District. All such drivers must still meet the requirements outlined in Arkansas law AR An. 16-19-101 Sections 101, 104, 105, 106, 107, 108, 110 et. seq. 2) Furthermore, the Contractor agrees to provide these drivers comparable benefits as they currently enjoy while employees of the District for the duration of this contract providing that an employee works more than 25 hours/week on average during the academic year for the Contractor. If an employee leaves the service of the District after either resigning or being terminated, the employee is not entitled to these benefits if he or she is rehired. 3) The Contractor further agrees to provide these drivers the same base wage rate _ they are currently getting from the District. If an employee leaves the service of as the District after either resigning or being terminated, the employee is not entitled to this base wage rate if he or she is rehired. 4) The Contractor is not obligated to pay these Drivers the same wages for duties such as extra runs or field trips. The Contractor may establish a completely different wage scale for these activities. LRSD RFP9S-0N FOR STUDENT TRANSPORTATION (VERSION 7.0) 18 J2.2.2.2. - Regular Driver Assignments Regular Route drivers shall be permanently assigned to the same bus route whenever possible. If a change is made to a permanent route assignment during the course of the academic year, the Contractor shall notify the District within 5 days of the change. I I 2.2.23. - Substitute/Spare Drivers \\ The Contractor shall employ and assign to the District a sufficient number of school bus drivers and driver substitutes. The sufficient number shall be at least 10 percent larger than the established number of daily regular routes covered by this contract for the first year of the contract and then no more than the annual average rate of regular route driver absenteeism for all subsequent years of the contract. 2.2.3. Routing and Scheduling The Contractor will operate buses along routes determined and scheduled by the District during the first year of the contract. In the second and third year of the contract, the Contractor will assume responsibility for routing the vehicles. 2.23.1. - Contractor Published Regular Routes (1) On August 1st of the second year of this Agreement, the Contractor agrees to provide the District all of the regular service routes that will be served by the Contractor at the start of the next academic year. (2) The District must approve all routes and changes before the Contractor implement them. may (3) All runs must conform to applicable Arkansas state laws and the Districts Desegregation Plan particularly as to the time that a student may travel to and from school (REMINDER: forty-five (45) minutes for Little Rock Block regular run). (4) At thg Start of the second year, any contract savings to the District which is generated by the Contractor eliminating a bus from the previous year's. District supplied, routing plan will be split with the Contractor according to the terms supplied by the Contractor in the Proposal Forms/or a period of one year. This only applies to buses that are eliminated by consolidating students onto another bus operated by the Contractor. All such savings must be identified by the first day of classes of the 96-97 school year. No additional monies will be offered to the Contractor for any savings uncovered during subsequent years of the Agreement. Nor will the Contractor receive any proportion of savings uncovered as a result of refining its own runs once it assumes responsibility for routing from the District. (5) The Contractor is expected to design the most cost effective, timely, and safe runs possible within constraints dictated by the District. LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 19 h(6) The Contractor must use a computer routing package to support its routing function. In the event that the Contractor is not interested in using the District's existing Echo Tran software, the Contractor is expected to pay for all hardware, software and implementation expenses associated with assuming the routing function in the second year of the Agreement. (7) At the conclusion of this Agreement, the Contractor agrees to sell its software, hardware, and routing data used to perform the routing function to the District for $1 2 to pay for conversion of the routing data used by the Contractor's software to a format useable by the District. The Contractor agrees to let the District decide which course is more proper at the conclusion of the Agreement. 2.2.3.2. - Dry-runs and Driver Orientation Dry-runs will be conducted on all runs prior to the beginning of a new school year or extended session, and prior to the implementation of a new run during the school year. All dry runs must take place at the time of day during which the run would ordinarily be operated. A driver orientation will be conducted for all drivers who will be assigned to perform services for the District. The two-day dry run and driver orientation program shall include, but will not be limited to: pupil management, relationships with parents, relationships with the school and the general public, discipline on the school bus, handicapped sensitivity. and other pertinent information. The cost of said dry-runs and driver orientation will not be charged to the District. 2.2.3.3. - Changes in Established Runs or Stops Changes to established/existing regular runs, stops, or schedules shall be implemented by the Contractor as soon as possible, but in no case more than five(5) calendar days later than notification of the change is received by the Contractor manager responsible for service to the District. Such changes may include: deletion of service for an individual pupil\naddition of service to individual pupils at an established stop\naddition of service to pupils at a new stop. The Contractor agrees to provide these changes at established flat bus/day rate without any additional charges. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 202.2.3.4. - New Regular Service Runs The District realizes that additional regular service runs may be added to this contract during the term of this agreement. The District agrees to provide the Contractor advanced notice 30 days prior to requiring that new such runs be serviced by the Contractor. The Contractor agrees to provide this service at the established flat bus/day rate. 2.2.3.5. - Changes in School Schedules The District shall not be obligated to pay for any services hereunder on those days when the schools and classes of the District are closed to ensure the health and safety of pupils, for reason of inclement weather, or for any other lawful reason, provided that the District has notified Contractor by 5:45 A.M. of the day schools are to be closed. Likewise the District will not be obligated to pay anything above the flat bus/day regular home-to-school rates outlined in the proposal forms associated with this Agreement if the District is forced to close one or more schools early due to inclement weather or some emergency, and the Contractor is asked to transport children away from school earlier than usual. I I 2.2.4. Dispatching The Contractor will be responsible for dispatching all regular and extra service buses according to District supplied runs and schedules. 2.2.4.1 - Assigning Appropriate Vehicles to Routes The Contractor will ensure that an appropriate size and type of bus is assigned to each run each day, and that each bus assigned to each route is in compliance with legal and contractually described maintenance requirements. 2.2.4.2 - Driver Assignment to Routes The Contractor will assign all regular routes to the appropriate designated driver (if available) before choosing any other driver to cover a route. The dispatcher will also ensure that all routes are assigned to a driver who possesses all/any relevant endorsements or credentials needed to drive the type of bus assigned to that route (e.g.\nmanual transmission, or dual air brake), or to transport children on that route . LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 212.2.5 Extra Service Transportation In addition to providing daily service along pre-established and planned runs(Regular Routes), the Contractor will be called on from time to time to provide Extra Service for co- cunicular and extra-curricular activities. These trips will fall into one of two categories conflicting and non-conflicting. 2.2.5.I. - Non-Conflicting Trips Contractor shall provide service for all non-conflicting trips requested by the District. Charges for such trips shall be made using the hourly rate specified in the proposal forms (Section IV.) by the Contractor for Non-Conflicting Extra Service. 2.2.5.2. - Conflicting Trips The Contractor shall ensure enough capacity exists to provide transportation service for all conflicting trips requested by the District without jeopardizing regular run service. Furthermore, the Contractor agrees that all charges for such trips shall be made using the hourly rates specified in the proposal forms (Section IV.) by the Contractor for Conflicting Extra Service. 2.2.5.3. - Option To Cancel Trips The District shall have the option to cancel any scheduled trip upon the District's notification to the Contractor at least two hours prior to the time of the first scheduled pupil pickup. The District agrees to pay a S20 penalty charge for trip cancellations in which a two hou\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_786","title":"Transportation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Transportation","School buses","Education--Finance","Educational statistics"],"dcterms_title":["Transportation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/786"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nI received JUL 1 4 1994 Little Rock School District Office of Desegregation Monitoring Outsourcing Student Transportation June, 1994 A Business CaseLittle Rock School District Outsourcing of Student Transportation Business Case Executive Summary One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a liability. Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The current fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. As major repairs become increasingly more frequent, both labor and parts/materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year.Outsourcing Student Transportation Business Case 2 The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are unavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually\nFollaio industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Alternative 3 is recommended. By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n07/14/94 0C_OUTOutsourcing Student Transportation Business Case 3 2. Currently employed drivers will maintain their jobs and benefits\n3. 4. 5. 6. Buses will be on-time more often than they are now\nAccidents decrease\nThe number of buses out-of-service for repairs will decrease\nThe cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed. It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facility already available. Even with these costs, outsourcing will reduce overall costs. The money currently allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. ______________________Milestone______________________ 1. Proposal presented to the LRSD Board of Directors for approval___________________________________________ 2. Notice to employees Date 7/14/94 Person Williams 3. Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9. Property transfer and occupancy________ 10. Complete bus routes__________________ 11. Retrain current employees_____________ 12. Train new employees__________________ 13. Notify patrons________________________ 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs 7/15/94 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/2^1/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor 07/14/94 BC_OU1Outsourcing Student Transportation Business Case 4 Background One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a liability. The District expends an inordinate amount of time and energy focusing on Support Services such as transportation. Educational issues often take a back seat to transportation operations because of the time required to respond to these concerns. Often these issues are the focus of media attention which results in poor public relations. The District's transportation operations have frequently been in the media this year. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor operational performance. The accuracy and voracity of the stories is not as important as the resulting poor public perception of the operations, and the fact that these \"crises\" are draining management's attention away from the primary goal of educating children. Service in the Little Rock School District has been the subject of much debate. According to a recent study only 69% of the buses are \"on-time.\" At present the district is not employing the best \"state-of-the-market techniques\" for managing and providing student transportation services. The Little Rock School District is facing a $7.2 million budget deficit for the 94-95 academic year. Management in the Transportation Department is concerned that the fleet is aging and a large proportion of it must be replaced. For the last several years, the District has been unable to meet its targeted goal of replacing 10% of its buses per year. As a result replacing the aged fleet now represents a prodigious capital expense which the District virtually cannot incur in a single budget year. To return to an acceptable fleet replacement cycle, the District would have to expend approximately $1 million per year over the next six years. or/iv^ 0c_ouTOutsourcing Student Transportation Business Case 5 Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The current fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. To bring the fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on type of engine and miles of use. Those parameters require that buses used to service the District be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Using these parameters, along with the fleet's current mileage as of the close of school in June, 1994, a replacement schedule for the District's current vehicles School Year 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 Buses 128 29 22 18 10 1 25 was established. Listed here is the number of buses that will need to be replaced prior to the start of each Replacement Schedule of Buses Based on 1994 Fleet \u0026amp; RFP Standard corresponding school year. Fundamental to the success of District 140 120 100 80 60 40 20 0 128 +$900,000 in 1994-95 to meet standard transportation operation is improving the level of service in the ^rea of vehicle 94-95 29 22 18 10 95-96 96-97 97-98 98-99 1 0 99- 2000 School Year 0 2000- 2001 2001- 2002 0 2002- 25 a 2003- 2003 . 2004 a fleet of 281 buses with only eight mechanics. maintenance. Because of the age and condition for the existing fleet it has become necessary to add additional maintenance staff and to service the older high mileage buses much more frequently. The District currently services The workload has increased dramatically over previous years because heavy maintenance previously covered under 07/14/94 BC.OUT Outsourcing Student Transportation Business Case 6 warranty must now be performed in-house. In fact, a recent study of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to 44 vehicles is unsatisfactory. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crucial. ThLs is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Mr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs. mechanic ratio is not consistent with national standards. As major repairs become increasingly more frequent, both labor and parts/materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Parts/Materials/Supplies $1,200,000 $1,000,000 $800,000 $600,000 $400,000 $200,000 $0 1992-93 1993-94 1994-95 Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year. 07/14/94 BC_OVr Outsourcing Student t ransportation Business Case 7 Wrecker Experienc $40,000 $30,000 $20,000 $10,000 $0 299 400 160 60 I 60 1992-93 1994-95 M LRSD Wrecker Calls 1993-94 Normal Wrecker Calls Several factors are used in determining performance levels for transportation services. One of the leading indicators of poor performance is driver absenteeism. Because unwarranted absenteeism harms the program for children, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and a fairly accurate indicator of the unsatisfactory performance level of the current operation. The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are unavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) Vehicle accident rate is commonly used as the indicator when assessing the level of safe operation of the driver, the conditions in which operations are performed, and Quality of Perftmiance Accidents per Million Miles the condition of the vehicles operated. Preventable accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment In 1993, tite District had 68 such accidents while logging over 3.9 million miles\nin 1994, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents million miles respectively. per By contrast, the prospective contractor has an record established, documented safety of only 8.8 preventable 07/14/M BC_OUr Outsourcing Student Transportation Business Case 8 accidents per million miles. Typically, a high vehicle accident rate manifests in increases for both Workers Compensation and Property and Casualty insurance costs. Analysis of three previous years claims for Workers Compensation indicates an extreme upward trend in the frequency of claims and the cost per claim to the District. In 1992 there were 31 Workers Compensation claims processed for the Transportation Department at a cost of $66,439. In 1993 there were 42 claims processed at a cost of $169,587, and by March of 1994, there had been some 45 claims totaling $57,662. Bus driver claims account for 65% of all claims by district employees. The composite data indicates an urgent need for improved driver training and the initiation of a vigorous and sustained safety awareness program. That has not been possible in LRSD because of the elimination of supervisory/training position by budget cuts. Regarding these same issues, the Gallagher study referred to previously provided the following recommendations: 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, Swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. AU drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers \u0026amp; Lybrand staff in their findings at the transportation terminal: Coopers \u0026amp; Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost aU of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, aU indicated a concern that something needed to be done to ensure that things didn't get worse. All interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, like cracks in a dam, and many were fearful of the department's future. It is C\u0026amp;L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Analysis of Alternatives Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD. Upon careful consideration, several 07/14/94 K.OUTOutsourcing Student Transportation Business Case 9 aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet. increasing accidents, increasing absenteeism, and costs. 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually\nFollow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recotnmendation Alternative 3 is recommended. 3. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Proposals have been requested from private sector transportation companies on this alternative. Of the responses received, only Mayflower Contract Services, Inc. proposed to contract the LRSD student transportation system as specified. Details appear in the proposal submitted by the contractor. 07/14/94 BC_OUrOutsourcing Student Transportation Business Case 10 Objective By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n2. Currently employed drivers will maintain their jobs and benefits\n3. Buses will be on-time more often than they are now\n4. Accidents decrease\n5. The number of buses out-of-service for repairs will decrease\n6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed. Impact Analysis The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 80 drivers. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. Negatives 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences\n2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs\nPositives 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n2. Currently employed drivers will maintain their jobs and benefits\n07/14/94 BC.OUrOutsourcing Student Transportation Business Case 11 3. Buses will be on-time more often than they are now\n4. Accidents will decrease\n5. The number of buses out-of-service decrease\nfor repairs will 6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed providing students with badly needed new buses. Quality of Performance Bus Availability, Driver Absenteeism, Not-on-Time Buses 30% 2S% 20% 15% 10% 5% 0% Risks The risks of not implementing this solution is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The risks of implementation of this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capability given the delays in implementation of outsourcing when considering increased activities associated with the start up of the school year. Timing It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. Resources Anu lysis Personnel No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. 07/14/94 8C_OUT Outsourcing Student Transportation Business Case 12 Financial A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller V Three Year Bottom Line Cost Comparison LRSD V. Contractor   LRSD  Contractor -$1,018,614 savings over 3 years $10,000,000 T $9,000,000 $8,000,000 $7,000,000 $6,562,449 $6,463,981 $7,327,775 $6,997,680 $7,760,438 \u0026gt;7,170,387 F $6,000,000 $5,000,000 $4,000,000 $3,000,000 $2,000,000 $1,000,000 $0 94-95 95-96 96-97 School Year maintenance facility already available. Even with these costs, outsourcing will reduce overall costs (See Attachment 1). Revenue Source The money currently, allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget. Force Field Analysis Primary supporters of this proposal will be those directly affected by the solution  patrons and administrators within the District The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student service and cost savings. KJXJTOutsourcing Student Transportation Business Case 13 Those most opposed to the solution will be bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of outsourcing is that costs will be reduced while improving service. General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. Milestone 1. Proposal presented to the LRSD Board of Directors for approval 2. Notice to employees 3. Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9. Property transfer and occupancy 10. Complete bus routes 11. Retrain current employees 12. Train new employees 13. Notify patrons 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs Date 7/14/94 7/15/94 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/21/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Person Williams Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor Jz/IVM SC_OUTOutsourcing Student Transportation Business Case 14 Attachmetit 1 Comparison of LRSD costs to Mayflower Contract Services, Inc. Costs EXPENSE CATEGORY Salaries Fringe Benefits Purchased Services Materials /Supplies Capital Outlay Other Objects SUBTOTAL Budget Yr 1994-95 3,679,789 800,604 676,500 964,664 11,000 1,000 6,133,557 Budget Yr 1995-96 3,790,183 809,049 686,648 984,041 11,000 1,000 6,281,921 Budget Yr 1996-97 3,985,519 852,142 700,381 1,003,722 11,000 1,000 6,553,764 TOTAL 11,455,491 2,461,795 2,063,529 2,952,427 33,000 3,000 18,969,242 Fleet Insurance Workers Compensation Fleet Disposal Bus Payment SUBTOTAL 512,680 236,473 537,000 522,933 243,565 533,392 251,357 1,286,153 1,155,391 1,921,889 1,317,297 2,102,046 1,569,005 731,395 537,000 2,472,688 5,310,088 TOTAL FUNDS AVAILABLE 7,419,710 8,203,810 8,655,810 24,279,330 Mayflower Proposal Special Education TOTAL 6,463,981 857,261 7,321,242 6,997,680 876,035 7,873,715 7,170,387 895,372 8,065,759 20,632,048 2,628,668 23,260,716 SAVINGS 98,468 330,095 590,051 1,018,614 Regular/M-to-M Special Ed______ TOTAL 6,562,449 857,261 7,419,710 7,327,775 876,035 8,203,810 7,760,438 895,372 8,655,810 21,650,662 2,628,668 24,279,330 0C.OUTDate: December 2, 1994 To: Judge Wright Promt m Brown Subject Informal Review of the LRSD November 16, 1994 Filing: Transportation Business Case, Incentive School Spanish Program, and Incentive School Theme Implementation. My staff and 1 have reviewed the submissions which the LRSD made last month to satisfy requirements of your October 24, 1994 Order. Our brief, very informal, and private assessment of each document follows below in three separate sections. If you should want us to write up a formal review, we will be happy to do so. 1. Transportation Business Case This case satisfies the mandate that the district provide a business case to explain how it will spend the $1.3 million which it appropriated for transportation in the 1994-95 budget. Both Bill and Melissa spent some time reviewing rough drafts of this business case with Russ Mayo (its author), posing questions and suggesting changes. Russ took some of those suggestions, but not all. For example, we suggested that the district think long-range and expand the business case to encompass transportation needs beyond the current school year. Other than the chart showing an extended bus replacement schedule, the proposal doesnt include such long-term planning. The business case only covers a solution and expenditures for the current budget year, 1994-95. Overall, the business case is acceptable. While several areas could be improved, it is better than most cases prepared by the LRSD. The case is weak in its alternative analysis, because it doesnt really address the pros and cons of each alternative identified, much less determine the cost and impact. It is obvious that this case was prepared after the failure of the outsourcing move, and as a justification of the only remaining option available at the time. \\2. Incentive School Spanish Program. Overall, the information in this report is poorly presented and appears to have been slapped together hastily. The shoddy report would matter little, if the Spanish program itself had any merit. This filing is just the latest installment in the districts attempt to shirk the commitments in its desegregation plan. The comments below are organized by the report page number and section. Page 1: (II) Rightsell did not begin any type of program until after the October 24, 1994 order. The report asserts that the principals believe the existing program, included in this document, is a way to provide meaningful foreign language experiences to their students.\" Unfortunately the report in sum does not convince us that children are receiving quality, meaningful foreign language instruction. Pages 1-2: (III) The days and times Spanish is offered varies among the schools, as does the total amount of instruction the students receive. At Franklin and Rockefeller, the amount of instructional time is \"at the discretion of the teacher\" and unspecified, although Rockefeller also adds 45 minutes once a week during extended day for both primary and intermediate students. Mitchell and Rightsell students get a 1.5 hour block once a week, and Garland students get 1/2 hour three times a week. Page 2: (IV) The report appears to be cobbled together from several sources (perhaps separate reports from each incentive school principal?). The summaries of the types of instruction offered at each school vary widely, from a comprehensive description of the satellite program in use at Garland to a terse sentence regarding the extended day program at Mitchell. Page 3: (V) Whoever wrote this report has no concept of the meaning of FTE. The district reports that at least one FTE is assigned to Spanish instruction at each incentive school. The report indicates that sixteen FTEs teach Spanish at Rockefeller. The author is quite confused. He or she has listed the number of persons involved in delivering instruction as an FTE when it is clear from the other documentation that no teacher in the incentive schools spends the equivalent of full-time employment teaching Spanish. Even at Franklin, the teacher assigned to the immersion class spends only a portion of the school day instructing in Spanish. (Vll) The descriptions of the language labs are inadequate and unenlightening. After reading the vague mumbo jumbo offered as a description of how the labs are used to reinforce instruction, you can almost hear the LRSD administration sing, \"How I Love to Dance the Little Sidestep.\" 2The district has offered no information to give the reader a picture of how the language labs enhance instruction. Could this be because the labs and the instruction continue to be virtually non-existent? The submission also uses the term \"FLES approach\". The acronym FLES is never spelled out, nor is the approach defined, so we have no idea what it means. (Vlll) All of the incentive schools restrict Spanish instruction to selected grade levels. Franklin and Mitchell are the worst offenders, offering Spanish only at the first grade. None of e schools provide Spanish instruction for children in Idndergarten or the program for four-year- olds. Page 4: (IX) (X) (XI) At 176 participants. Garland claims the highest number of students taking Spanish. The totals drop markedly for the other schools, down to only 14 students at Rightsell. While only first graders at Franklin and Mitchell receive Spanish instruction, no first graders are involved in the program at Garland and Rockefeller. This section dealing with the learning objectives is unrealistic. Given the limited amount of time devoted to instruction in Spanish, it is unlikely that students will develop \"skills in listening, speaking, reading, and writing the Spanish language.\" The second objective listed is so esoteric that we wonder if it was included only to show off an obscure vocabulaiy word. According to item two, students will \"become familiar with Spanish syllabaries.\" It is incomprehensible that the anonymous author of this report would be aware of the word \"syllabaries\" and be unaware that the plural of medium is media (listed as mediums on page 3). This entire section is pretty weak also. A couple of the schools (Mitchell and Franklin) worked Total Physical Response into their blurb, but most of the information offered does not begin to address the requirements from e court order. None of the schools mention any interaction with native speakers, and any ties to the LRSD curriculum are very tenuous. Page 5: The final page of the report includes quite a bit of information on the Spanish immersion program offered in one first grade class at Franklin. The report claims that the immersion program has been fully implemented. We were going to make an unannounced site visit there on Wednesday, November 30, 1994, but tragically, the principals teenage son committed suicide, so we have postponed our visit until after the first of the year. 'We will withhold comment on the immersion program for now, and furnish a written surrimary of our findings within a few days of the visit. Our preliminary information on the program is that it is very poor and far from being fully implemented. 33. Incentive School Theme Implementation This submission is sadly inadequate in addressing the questions posed by the Court in the October order. The descriptions of programs are vague and dont provide any new information beyond what we had gained through our 1993-94 incentive school monitoring visits. If their \"update\" is accurate, our report is still timely. Franklin 1. The Communications Technology theme is poorly defined. The reader is told that the theme is \"the science of utilizing tools, machines, materials, and processes for the purpose of communicating.\" (p. 1). That definition has no meaning as it relates to what actually students do. No examples were provided. 2. There is no specific description of how the theme concepts have been integrated into the curriculum. 3. On page 2, the Franklin theme is described as \"operable\" (like a cancer!), but there is an indication that full implementation is not complete. No implementation timeline is provided, as requested by the Court. The excuse given for slowed implementation is that this is the first full year of employment for the theme specialist\nhowever, this is not the first theme specialist to hold the position since implementation began two years ago. Garland 1. The Garland summary describes computer-based instruction. The report does not specify how Garlands approach differs significantly from other schools which use computers as learning tools. 2. The full Garland theme is \"Multimedia Technology and Educational Research,\" but the theme description provides no mention of educational research. 3. Garlands theme is described as needing to be phased in due to high costs. A specific timeline isnt provided as requested by the Court, nor are the anticipated costs which make a phase-in necessaiy. 4. Full implementation of the theme is to occur in phases \"pending the outcome of initial phase' (p. 4). The submission does not explain what this means. 11 Mitchell 1. If the description is accurate, the Creative Dramatics theme is not an integrated part of e curriculum. The specialty teachers (art, music, physical education) are the vehicles for delivering the theme. Based on this description, full theme integration is not occurring at Mitchell. 42. The theme is described as \"operable\" (new favorite word at LRSD?), but needing refinement. No indication is given as to the type of refinement that will be necessary and the timeline is missing. Rightsell 1. Rightsells theme description is the only one which highlights the role of the classroom teacher in infusing the curriculum. By the way. Rightsell was the only incentive school to supply an infused curriculum guide during our 1993-94 monitoring visit. 2. The explanation of the mass media component of the theme is quite weak. 3. With the recent installation of closed-circuit wiring for closed-circuit television, it appears that theme implementation is complete. Rockefeller 1. It is our conviction that computers are a tool, not a legitimate theme. We see very little in the Rockefeller description to convince us that the school is actually emphasizing computer science.\" While Rockefeller may have more classroom-based computers than the average, we havent observed any new skills or uses that set the school apart from other schools which are effectively using computers as an instructional tool. 2. Rockefeller is the only incentive school at which, the report states, theme implementation is complete. 507/18/94 09:17 501 324 2032 L R School Dlst ES 002/002 i' ODM CJ^ hy\nr/. Little Rock School District NEWS RELEASE July 18,1994 For more information: Dina Teague, 324-2020 SPECIAL BOARD VW 4Ji Sai :DULED The Board of Directors of the Little Rock School District wiU hold a special meeting this evening at 5:00 p, Markham. 'm. in the administration building at 810 W. Board members will receive a business case on transportation outsourcing. The Board will also meet with parents from Williams Basic Skills Magnet Elementary School. ### 810 West Markham .B4081701 1030/08/24 TRANSPORTATION DEPARTMENT VISIT INTRODUCTION * Thanks for the time. * I have put some questions together. I know you are new and many not have all the answers. That's ok I don't know much about school bus transportation, so foi^ive dumb questions GENERAL What have you done to get ready for school opening Monday? Routing has been completed, and the last minute changes are being added. Should be completed in time. Courtesy stops are already in the system. Drivers have been hired, and have completed in-service. 96% bus availability as of Friday morning. * What is your overall assessment? * Wliat are the weak areas? Getting enough bus drivers onboard. Getting enough buses running. Position control match to the budget was a joke. Had to spend a lot of time correcting the position control to find out who was in a slot and who had gone. Monthly Manpower report stopped in January, so no adjustments until at least that far back. Cheatam wants to look at how the extra runs are allocated to drivers\na few of them get all the good stuff. She wants to look at the \"distribution of the Wealth.\" She would also like to change from piece work pay to hourly pay. \\ - What major problems do you anticipate? 1Breakdowns. The buses are getting old, and will breakdown. * Wliat are the strong areas? Cheatham has feedback that says this was the best in-service the drivers have ever had. Everyone seem to think she is reasonable. - What areas do you have greatest confidence? ************************************************************************* ROUTING * Take me through the process of setting up new routes for the year. Jayne Agnes is the main routing person. She is really excited about her job and being able to expand the use of the system. One of the main benefits of having Mayo there was his being able to walk through things with us. There were several technology issues where passing a tape vice hardcopy would speed things up. He initiated action on them right there. Step 1. Transportation gets a tape from data processing of certain data elements of the student database. The first tape is generated in the early spring (F/M/A). The second tape is generated in May/June, and this is the tape which is actually used for routing. Step 2. Once the routing tape is loaded at Transportation, they run the Batch Census Edit. This is just a student name and address match routine which verifies the student file, and generates an exception report. This report is worked through most of the summer on constant clean-up. Step 3. From the report the student records are actually corrected. Step 4. Once the record is clean and entered into the system, the student shows up on the map as a \"white' square. Step 5. The operator then looks for the white squares and assigns a stop. If there is not an existing stop within the range, then the operator creates a new stop. From this stop generation, the operator then ties into routes. This process takes about a month since it involves numerous human decisions. Step 6. Once the regular Little Rock students have been worked from the tape, then M- to-M's are worked\nthen changes to assigned stops\nthen wants. New registrations are also worked in here. New registrations are written up on a form and then keyed into the student file at student assignment. The form is then sent to Transportation where the data is re-keyed into the Ecotran system. NOTE: we are working on data transfer here this exchange. Step 7. Once all the routing is done, the routes are printed and distributed. This has to take place before driver training can be completed. A major problem appears to be that Transportation does not have online access to the student database. Therefore, they do not have the capability to look up students in the system for researching problems. This really limits them. Cheatham is trying to get that fixed. 2* Wlien was this routing completed? The major part of the routing was completed over a week ago and before the driver training. Changes and some new registrations are still being worked. They really cannot complete the routing until the August registration results are loaded into the system and transferred.  How are registration changes cranked into the routing? All changes, registration and otherwise, are keyed into the system manually from forms mailed over from student assignment. Prior to school starting, Jane was getting about 50-1- forms a day. It was obvious to Mayo and Mooney that this student update data was being entered into the student file by student assignment and then re-keyed by Transportation. Data Processing could cut a tape of the file after updating by Student Assignment, pass the new copy to Transportation, which could upload the new file into the Ecotrans system. This would save time, re-keying, and errors. - Wlten is that done? As soon after registration as possible. The August registration holds up the processing.  What is the status of the student address base? Special education student information comes from that unit, and is still passed across manually on forms. - When was it last updated? The Transportation file was updated with the student file information by a June tape containing May data. There has been no updated data added during the June/Present timeframe. The best data they have on Little Rock kids is spring data. - What is the accuracy? Not very good. There has been no updated data added during the June/Present timeframe. The best data they have on Little Rock kids is spring data. * Last update from Ecotran MapNet. - When was the last update? (30 days) It was in the spring, and that was a software upgrade. They are at a deadend due to hardware constraints. They expressed a need for a hardware upgrade. - Did you just add stops, or did Ecotrans re-route? 3LRSD actually can do the routing from their terminal. LRSD personnel have learned a lot of new functions from the system. * Are the routing reports generated here, or at Ecotran? The routing reports are generated at the LRSD. Ecotran does not do much for them anymore, except the training. - When did you get them? (2 weeks) About a week ago. - Wliat are in the reports? Not using many of the features of Ecotran. It can do a lot more than they have used it for in the past. Jane has learned some new things just this week. Cheatam wants to send her to school on the system after things settle down.  When were the stop locations identified? See steps above.  When were students assigned to stop locations? See steps above.  How do you tell the drivers about their routes? They start getting routing sheets at the in-service the week before school. All drivers are required to make at least one practice run prior to school starting on Monday. * How do you get the word to parents about their kids' stop? Mail out. * How do you handle special stop requests? They are worked into the routing after the regular stops/routing is set up. Courtesy stops are set up, if possible. There is one bus that is all courtesy stops due to the neighborhood and traffic patterns. Athletic events are arranged separately by the coaches. Field trips are arranged separately by the teachers. The special runs are parcelled out to the regular drivers, if possible. * Wliat percent of drivers have completed practice runs? Almost all had completed at least one practice run by Friday morning. Some were still going to make the run on Saturday and Sunday. Transportation was going to be open for them. 4All drivers are required to make at least one practice run prior to Monday school start. Many drivers have made more than one practice run. They can make as many as they want. All will complete the practice by Monday. They have to make the run forward and backwards. The routing sheets only print in the forward direction\nthe drivers have to read the routing sheet backwards for the afternoon trip. Routes were bid on Tuesday before the opening of school. Will now be bid each nine weeks in order to add some stability. - What was your target? 100% - Why the difference? * Are their any major route blockages? Six or seven\nnothing major. They have identified a few problems, but they are fixing them now. Some drivers have come back from practice and made some suggestions on swapping stops between routes for better function. - Where? Asher and Cantrell. No mention made of the 3rd street overpass being out. Mooney uses it as an example.  How many routes will you service? 314 regular, 45 M-to-M, and some special ed.\n359+ * How many runs will you make? Runs and routes are the same to them.  Wliat is your longest run? 26+ miles\nM-to-M across the county. * When is your first pickup in the morning? 0614 - Wlien is your last arrival in morning? 0900 - When is your last regular drop in the afternoon? 1900, not counting some specials and late events. 5Last year they had one student that was an M-to-M from the county that was playing football on a road trip. They had to have a single bus for this one kid, and the bus did not get back to the barn until 0400. ***************************************************************** BUSES * Buses Mainly gas. Some getting changed out to diesel. They have 128 buses that are over the 120k mile cycle for replacement. The outsourcing contractor was going to replace these with newer buses, but now they are stuck with them. - How many total in your fleet? 281 - How many required for the day? 260, not counting special requests. - What will you have available Monday? Will have sufficient buses. 12 are in the shop now, meaning 96% availability for the fleet. That is pretty good.  What is the status of your communications equipment? Ok for Monday, but needs some long term work. Cheatham is looking into tying into the new city system (a $4M system). If they can do that, there will be some hardware changes required, but have many other valuable features...911, MEMS both direct. Replacement buses - How many did you replace this year? Only replacements were the state buses for M-to-M. No regular buses were replaced. - Do you have any on order? - What impact will the Ward fire have on you? 6DRIVERS * How many drivers on your allowance? The allowance is 331. About 300 is a good average to have onboard. They currently have 290 hired. Need to add about 30 more to the pool. Rock bottom minimum is 260\nsame as the buses required for the day. - How many required for the day? 260-1- - How many do you have onboard? 290  What kind of training have the drivers had this summer? They had a two day in-service last week. The in-service covers the following: personnel work changes, policies and procedures, updating license, new drivers get defensive driving workshop, first aid, special ed students, emergencies. All drivers are required to take the defensive driving course sometime during the year\nnew hires must take it at the orientation inservice. All drivers must attend this session. - How many have been trained? All will get it. - What kind of follow-up training do you have for those that have not been trained? They have supervisors for OJT, and there are some follow-up in-service during the year. Defensive driving is a good example. - What kind of training has been provided on discipline on the buses? Covered in the in-service during small group workshops. - Did the drivers provide any input into the training? Yes they have done some. They asked for and will get more information on the radios, and will get more of the \"How to Win\" seminar.  Have the drivers provided any input into problem solution? Yes. Remember the routing problems. They have also turned in several additional suggestions to Cheatham on how to improve operations and attendance. She has told them at orientation that she will look at them. She may or may not implement the suggestions. She has told them the items selected for implementation would have to be no cost. Some of the suggestions: re-bidding every 9 weeks for stability\nlooking at about 75 route \\ 7substitutes\nattendance\nusing vending machine money for \"pride\" efforts\nhandling special runs. - Have they had the opportunity? They have the opportunity, but there is no formal system for suggestions or a suggestion review process. They simply write them up and turn them in.  What is the morale of the drivers? Cheatham and Jane think the morale is pretty good. ******************************************************************* MECHANICS * How many mechanics on your allowance? 8 on allowance. They are going to run a split shift for the first time. This way they will have a mechanic in the shop as long as they have a regular run on the road. - How many are onboard? 8 onboard - What about the chieP New guy in the job\npromoted. Retired Army master sergeant. - When will you be full staffed? Current - What is the morale? Seems good right now. 96% availability of fleet. * $300K for mechanics - Wlten do you anticipate getting help from that money? Waiting on approval from the Court. Will gets some parts, 2 mechanics, and some helpers. * What kind of Preventive Maintenance System do you have? They have maintenance log sheets which are all manual. The mechanic makes an entry on the bus, what was done, and what parts were used. This log sheet may have several bus jobs on the same sheet. There is no form, just notes by the mechanic. Maybe 20 words max. 8They kind of keep a running parts inventory in the mind off of these log sheets\nyou know about how many you used and how many you had so the rest should be there\nnothing formal. Each bus has something of a manual maintenance history file in the file cabinet. Based on the log sheets. No formal PMS system. They kind of know when they need to be done. The state requires two general maintenance cycles each year for each bus. They just kind of do them. Maintenance notes are given to the shop by the drivers if they think something needs to be done on the bus. - Is it automated? Nothing is automated. This is a major problem. Montgomery and Cheatham have identified the software needed, but will have to find the money and time to make it happen. - What kind of reports are generated? No reports are generated. The raw data is on the log sheets, and is not extracted. Strictly in a react mode, and based totally on the recall of the mechanics. - What is your greatest maintenance problem? Springs\nfixed during the summer. Brakes\non the road breakdowns. - Are you up to date? 96 % availability posted on sheet of paper each day at the window in the maintenance shop. The first sign of tracking objectives in the district. Just started that this month.  What is your anticipated percent of on-road breakdowns for Monday? Don't think they will have many on Monday. Should have about 15% by Thursday.  What is your plan for handling on-road breakdowns? Mainly anticipate brake problems. Will send out a replacement bus, and the mechanic/helper will try to nurse the wounded bus back to the barn. What kind of wrecker service do you operate? Contracted. Very big expense. About $90 a pop. * Wliat kind of breakdown data do you maintain? None. Only in their minds. - What do you do with it? 9 \\MANAGEMENT * What kind of service do you provide for extracurricular activities? Athletics, field trips, extended day, etc. These are set up outside of the regular schedule. They are requested from various parties, and are worked into the load. They try to give the extra runs to those drivers that want the money. Extra runs require the driver as well as a dispatcher in the office in case of trouble. Very expensive. Remember the example of the single football player at 0400. M-to-M rule of thumb\n5 or more get a bus, less than 5 ride in cabs. - How is that worked into your regular schedule? - How do you plan for that? - What kind of volume do you have? There are about 150 bus loads a day covering all of the special runs, including all of the above and extended day. - Have you been given information indicating more or less load than last year? - Wliat measurements do you keep? None  What is the impact of extended day? No decision has been made by the administration regarding the extended day cuts. Transportation is still waiting to hear. The extended day program will not start until next month, so there is still some time. - How is that worked into your regular schedule? - How do you plan for that? - What kind of volume do you have? - Have you been given information indicating more or less load than last year? - What measurements do you keep? * How are you planning to handle the 9 days of early release this year? 10No decision has been made by the administration. NOTE: I did not sense there was any affirmative action on this. - When did you get a heads-up on this?  What kind of ridership data do you keep? Very little. Only assignments. No real ridership data is kept or worked up. Ecotran has a reporting capability, but the district has never used it. They can not measure the impact on black/white. NOTE\nthey could copy the race code from the student database, read it into Ecotran files, and prepare reports like \"average miles for black students and average miles per white student\" etc. - How do you measure impact on black/white kids?  What security issues are facing you on Monday? At the shop, the main security problem is tracking and accounting for parts. Pilferage, not wholesale theft. On the buses, the main security problems are security around the bus stops and fights on the bus. - What measures will you take?  How do you handle checkers/spotter? These are the supervisors, not additional staff. There are five driver supervisors, and they all have other duties. While the buses are on the road, anywhere from 3-5 supervisors will go out and monitor their schools, if they don't have anything else that is critical to work on (Jayne Agnes also does Ecotran routing). They have been grouped by school since last January. - How many do you have? - What sample do you hit? What does the Transportation Department need most in order to be successful this year? Technology upgrades and some people help. 11Little Rock School District September 30, 1994 RECEIVED SEP 3 0 1994 Office of Desegregation bion.ioring Mrs. Ann S. Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ann: Enclosed are the answers to the questions you asked and the materials you requested in your letter to me dated September 13, 1994. If you have any questions concerning these responses, please feel free to contact me. Sincerely yours. Mary Cheatham 'J 'ftr4 _ T^rvt.c-'/'/c. ( i -4 e efurel, \u0026lt; / - - Cl/nrr\u0026gt; erci'e/ - \u0026gt;\u0026lt;\u0026lt;\u0026lt;.  /\"'c- . ^ii'hLr 5J Jo I, 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 Questions From Ann Brown September 30, 1994 1. Describe the LRSD's bus driver training program objectives, content, and schedule which the district routinely follows, or at least followed in preparation for this school year. A. Obj ective: 1. To provide certified drivers that meet the requirements to drive school bus in Arkansas. a To provide defensive driving training for every school bus driver in the Little Rock School District at least once a year. B. Content: Classroom preparation that teaches the nation's and state's laws 2 . 1. pertaining to a Commercial Driver's License (CDL). 2 . Classroom preparation that teaches Defensive Driving and skills needed to drive safely and defensively. 3 . On the road driver training driving an obstacle course. and C. Schedule: 1. CDL classes are held weekly for new hires. filled, Once classes the positions will be held are as needed to fill vacant positions. 2 . Defensive driving classes are taught on days school is not in session for drivers. New drivers are scheduled for the first class after they get their CDL's. 2 . Attach a copy of the curriculum and handouts w^iich accompany the training. 2The curricula materials for the CDL course and the Defensive Driving course are in Binders 1 and 2. 3 . List the names of the trainers and their training background or other relative training qualifications. Currently two individuals are primarily responsible for  the training of drivers as extra duty. Their main duties are as drivers. A business case is currently being prepared to add 3.3 positions dedicated training. to driver A. Roy G. Burnley 1. Arkansas Department of Education certificate as an Instructor for the Beginning School Bus Driver Training Program Defensive Driver Course from A-1 2 . Thompson Driving School 3 . Served as Drivers Trainer for 1991- 92 school year and the position was eliminated the following year due to budget cuts. B. Virgil \"Smokey\" Jones 1. Over 10 years experience as a school bus driver 2 . Defensive Driver Course Thompson Driving School from A-1 3 . Served as Drivers Trainer for 1991- 92 school year and the position was eliminated the following year due to budget cuts. 4 . Indicate the number of drivers who received training and the date that they completed the training program. A roster of employees with a Commercial Driver License (CDL) are listed on the rosters in Binder 3. Since August of 1994 approximately 100 individuals have received CDL training. Not all individuals who were trained were- hired for a variety of reasons, including but not limited to. accepted another job, decided to 35 . 6 . 7. move, or stated the job was too stressful. Approximately 40 individuals have received Defensive Driving training. Additional Defensive Driving training and CDL classes will be conducted during the year as time and resources permit. List the number of drivers who have not received training and the date by which these drivers will have been trained\nexplain why any drivers have not completed training. All drivers have Commercial Driver's Licenses (CDL). Since the Driver Trainer positions were eliminated, all training has been on a part time basis. no Defensive Driving classes have Until this year, been offered. Approximately 250 drivers will need Defensive Driving during the school year. students do not attend school. Training is offered on days that When the additional positions for training are approved, a formal schedule for Defensive Driving will be established and followed. Describe the kind of follow-up training you provide for those who miss initial pre-service training sessions. An individual can not drive a bus until he/she has a CDL. If he/she misses any classes, he/she must attend the next class that is held to qualify to take the CDL test. The training that was conducted August 10 and August 11, 1994 included a brief first aid introduction. dealing with student discipline. sessions bus evacuations from smoke filled buses, and discussions concerning department practices and procedures. Classes on bus evacuations are included in the Defensive Driving training. Additional classes dealing with student discipline will be offered by the district Staff Development Department during the school year, time. A schedule has not been developed at this Explain the district's rationale for not participating in ADE'S summer activities. training program and subsequent training The LRSD administration recommended that student transportation services be out sourced for the 1994-95 school year. All resources of the Transportation Department were focused on this project in June 1994. Since the administration did not anticipate operating the major portion of transportation system for the following year, no one was sent to participate in the ADE's summer training program or the training activities completed at the conference. \\ 48 . Describe any plans for future participation in ADE's training programs. The administration plans for the Transportation Department to be represented in all future ADE's training programs related to student transportation. 9. Name who IS presently responsible for overseeing safety training and supervision\ninclude the job description(s) for the individual(s). Mary Jane Cheatham IS currently responsible for 10. overseeing safety training and supervision. description for the Director included in Binder 4. of Transportation The j ob IS Describe the consequences (sanctions and remedial instruction) given drivers who commit safety violations. The Transportation Practices and Procedures (Pink book) contains the consequences for safety violations. Pages 9 16 and page 10, paragraph D, address many of the safety violations and the consequences. If a driver is involved in an accident or is reported by the public as driving unsafely he/she will be counseled by his/her supervisor and/or the Director of Transportation. The driver may be required to attend the next Defensive Driving training. discipline that Drivers are subject to progressive can include a recommendation for immediate termination based upon the severity of the safety violation and/or number of safety violations. 5Date: October 4, 1994 To: Melissa and Bill From: Subject: Information from LRSD Transportation Dept. Attached are Mary jane Cheathamss responses to my September letter to her. Bill, please look over the materials while Melissa is in Oklahoma and then pass them on to her. Then the two of you put your heads together to see if you find that this information brings up additional questions or indicates problem areas. If so, let me know and then plan to discuss those points with Mary jane and/or Spence Holder as appropriate or necessaiy. Frankly, the primary purpose of my letter to Maiy jane (other than tattling on the wrong-way driver) was to obliquely exert some pressure on the district to participate in the State training. Mary Jane has told me that she plans to do just that. Melissa, please follow up to see that her plans become reality. Thanks.Little Rock School District MEMORANDUM To: Bill Mooney, Assistant Monitor, ODM From: Russ Mayo, Associate Superintendent Date: October 28,1994 Subject: Transportation Business Case Attached you will find the Transportation Business Case promised. Please call me at 324-2408 if you have any questions. ij V\n-aw OCT 2 8 1994 Ciiica Ct Desegregation Monitoring C: Dr. Henry P. Williams, Superintendent Mary Jane Cheatham, Director of Transportation Mark MUlhollen, Acting Manager of Support ServicesLittle Rock School District Improving Student Transportation October, 1994 A Business Case 'S 1 i- :\\STOP' ZE Addition Modification Deletion Y-------------------- J I (X4\u0026lt; Little Rock School District Improving Student Transportation Business Case Executive Summary The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position 3.3 Trainers Cost^ Quan.^ Item Cost 4 Mechanics 4 Helpers 1.5 Clerks $87,100 $115,200 $62,400 $21,600 33 Buses $990,000 Total $286,300 Total $990,000 The money will come from the state desegregation loan fund. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Proposal presented to the LRSD Board of Directors and approved 2. Advertise for mechanics and trainers Date 7/14/94 9/1/94 Person Williams Hurley Includes benefits 2 Depends on whether or not we lease-purchase or purchase outrightimproving Student Transportation Business Cuse 2 4. 5. Review specifications with Assoc. Supt. Place order for new buses 6, Employ mechanics and trainers 7. Begin training for current employees 8. Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Background Introduction One of the most expensive enterprises undertaken by the district is the student transportation system. Its problems and costs continue to grow. Recognition of this came this past school year when a number of incidents attracted public attention. Budget cuts in recent years resulted in reduced money for personnel and for the purchase of new buses. The lack of a bus replacement program coupled with reduced spending has had a compounding affect. The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. History Determining the source of the problem and generating solutions has taken an extraordinary amount of time for the Administration in recent months, j^dditionally, the Board requested a study of support services in the district to determine the level of efficiency within each area. Coopers and Lybrand, a national accounting firm, conducted the study and returned recommendations to the Board. In their report, they identified the pupil transportation system as the area in greatest need of much attention. So concerned were they that they recommended that the district look seriously at permitting a private contractor to operate the transportation system if it proved economically beneficial.Improving Student Transportation Business Case 3 The District expends an inordinate amount of time and energy focusing on transportation. The urgent concerns of transportation limit attention on educational issues. Often transportation problems draw media attention which results in poor public relations. The District's transportation operations have frequently been in the media. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor service. The accuracy of the stories is not as important as the resulting poor public perception of the system, and the fact that these \"crises\" are draining management's attention away from the primary goal of educating children. Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet and driver performance. In this proposal, the notion of an aging fleet is supported by statistics of the number of buses with excessive miles, the increasing costs of repairs, the increasing need for mechanics, and the increasing calls for wrecker service. Concern about poor driver performance is supported by statistics on driver absenteeism, the preventable accident rate, and high workmen compensation claims. All comparisons are made between standards acceptable to contractors in the industry and standards of LRSD. Aging Fleet To bring the aging fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on engine type and miles of use. Those parameters require that buses be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Based on equipment inventoried at the close of school in June, 1994, the replacement schedule should look like Figure 2. The shaded area gives a historical perspective on buses purchased prior to this school year. The replacement schedule begins at the line marked 1994-95. However, new buses for 1994-95 will not be received until School Year 1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 Figure 1 Buses 48 6 27 0 128 29 22 18 10 1 25 oC.ouLImproving Student Transportation Business Case 4 the spring of that school year and this quantity cannot be ordered with the current money. Only approximately 33 buses may be purchased with this proposal. The chart shows the number of buses that must be replaced prior to the start of each corresponding school year. Because of the age and condition of the existing fleet maintenance costs have increased. This has created a need for additional mechanics. In fact, a recent study of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to 44 vehicles is unsatisfactory. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crucial. This is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Mr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs.( mechanic ratio is not consistent with national standards. As major repairs become more frequent, the cost of labor and parts is expected to rise in each succeeding year. In 1992-93, the District spent $480,804, in 1993-94 it spent Wrecker Experience $745,245, and in 1994-95 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs correlates with the out-of-service rate and impacts the 600 460 - 400 - 360 - 300 260 - 200 -- 160 -- 100 -- 60 - ri LRSD  industry 400 0 160 1992-93 299 ^9 II + 1993-94 1994-96 quality of performance. With the exception of periods immediately succeeding holidays or extended times of non-service. the District averages Figure 2 approximately 30 out-of-service buses per day out of a fleet of 281 buses. A reasonable expectation is for no more than 13 of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. \\ , Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the 1994-95 school year. A more acceptable number for a fleet of this size is 60 calls per year. Driver Performance Several factors are used to reflect driver performance. One of the leading indicators of poor performance is driver absenteeism. Because absenteeism 10/25/M 6C_SUS Improving Student Transportation Business Case 5 inconveniences students, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and an accurate indicator of the unsatisfactory performance of the current svstem. In the spring of 1994, the District had a daily driver absentee rate of 23% . The result of this high level of absenteeism was poor route performance. increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. More often than not, the transportation system is besieged by problems stemming from driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer Driver Performance Absenteeism 30% 25% 20% 15% 10% 5% 0% Absent Figure 3 sponsored sick leave provision for bus drivers and seems to have fewer problems.) Vehicle accident rate is another indicator of driver performance {Figure 4). Accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment. Preventable accidents are an even more interesting statistic since they are a result of driver error. In 1992-93, the District had 68 such accidents while logging over 3.9 million miles\nin 1993-94, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents per million miles respectively. Though the two year trend is downward, it exceeds the standards of contractors in the industry Figure 4 considerably. By contrast, private contractors average a record of only 8.8 preventable accidents per million miles. Contractors have a better accident rate because of a continuous training program. Typically, a high vehicle accident rate causes increases in both Workers Compensation and Property and Casualty insurance costs. Analysis of claims for three previous years for Workers Compensation indicates an upward trend in claims and cost per claim. In 1991-92 there were 31 Workers Compensation Improving Student Transportation Business Case 6 claims processed for the Transportation Department In 1992-93 there were 42 claims processed, and by March of 1994, there had been some 45 claims. Bus driver claims account for 65% of all claims by district employees for the past five vears. These data indicate an urgent need for improved driver training and the initiation of a vigorous safety awareness program. That has not been possible in LRSD because of the elimination of supervisory and training positions by budget cuts. Regarding these same issues, the Gallagher study provided the following recommendations: 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. All drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers \u0026amp; Lybrand staff in their findings at the transportation terminal: Coopers \u0026amp; Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost all of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, aU indicated a concern that something needed to be done to ensure that things did not get worse. All interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, like cracks in a dam, and many were fearful of the department's future. It is C\u0026amp;L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Atialysis of Altentatives ] Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD last summer. Upon careful consideration, several aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. Though the committee favored outsourcing as the alternative of choice, that idea failed when placed before the Board of Directors for lack of a vote. iO/28/J4 BC.SUSImproving Student Transportation Business Case / The alternative solutions considered are listed below: 1. Change nothing. This will not address the problem and will cause costs to grow annually as the fleet ages and driver training is not maintained because of 2. turnover.\nFollow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. The district would continue to operate the system. Ordered buses will not arrive until the spring of Figure 5 1995. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately million. $1.3 Figure 5 illustrates the comparison between existing positions in the district and the number needed. The intent is to match the industry in training positions, mechanics, and preventive maintenance positions. The need for buses was illustrated earlier. One million of this money will be used to purchase new buses and $.3 million will be used to increase personnel. 3. Turn over the M-M portion of the system to the Arkansas Department of Education. This would reduce costs for LRSD but increase coordination problems. 4. Consolidate transportation in all Pulaski County Districts. Getting agreement on this would be a major challenge. 5.  Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. The Board of Directors did not approve this alternative when brought before them in July of 1994. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. iu/:S/M K.SUS Improving Student Transportation Business Case 8 Though a primary motivation for considering outsourcing is to save costs, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recmtimetidation Alternative 2 is recommended to temporarily address the immediate problem. 2. Follow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $1.3 million. Objective By the second semester of school for 1994-95, on-time performance will increase and parent complaints will decrease. This transportation proposal supports the school district goals relating to improving service to students. The following is a list of the criteria to be used in determining whether or not the problem is reduced when this solution is implemented: 1. 2. 3. 4. 5. Parent satisfaction will increase as indicated by a reduction in the number of complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\nThe number of buses out-of-service for repairs will decrease\nA schedule for replacement of equipment will be followed for this y^ar. Impact Analysis The primary impact will be on a budget that is austere. Negatives 1. Seven to eight months will be necessary before new buses can be delivered\nand, 2. Time will be required in hiring and training new personnel, thus delaying the solution.Improving Student Transportation Business Case 9 3. The budget must increase in future years to accommodate these needs. Positives 1. Parent satisfaction will increase as indicated bv a reduction in the number of 2. 3. 4. 5. complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\nThe number of buses out-of-service for repairs will decrease\nA schedule for replacement of equipment will be followed for this year. Risks The risks of not implementing this temporary fix is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The desegregation plan will be impacted negatively. The risks of implementation of this temporary fix is that it may appear to be too little too late. The problem is greater than can be addressed by this particular solution. Timing It is critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: .U/2S/M gC.3U5Improving Student Transportation Business Case 10 Timing It is critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position 3.3 Trainers Cost^ Item Cost 4 Mechanics 4 Helpers 1.5 Clerks $87,100 $115,200 $62,400 $21,600 33 Buses $990,000 Total $286,300 Total $990,000 Revenue Source The money will come from the state desegregation loan fund. Force Field Analysis Primary supporters of this proposal will be those directly affected by the solution  patrons and administrators within the District. The Board of Directors and 3 Includes benefits 4 Depends on whether or not we lease-purchase or purchase outright lO/MZ* K.KBImproving Student I ransportation Business Case 11 General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone Date Person 1. Proposal presented to the LRSD Board of Directors and approved 7/14/94 Williams 2. Advertise for mechanics and trainers 3. Determine specifications for new buses 4. Review specifications with Assoc. Supt. 5. Place order for new buses 6. Employ mechanics and trainers 7. Begin training for current employees 8, Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated 9/1/94 9/1/94 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Hurley Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham .m/S/94 K.BUSI 1 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT 501 SHERMAN STREET LITTLE ROCK ARKANSAS 72202 / - October 31, 1994 Mr. Bill Mooney ODM Little Rock Arkansas 72202 Dear Bill: Due to an error there were two pages in the LRSD Transportation Business Case with wrong calculations. Please replace pages 1 and 10 with the enclosed copies. Thank you for your help! Sincerely, Russ Mayo Associate Superintendent for Desegregation RM:dk Enclosure: (2) \\ f s ooa h  o - g *. x, (' i '. .'-\nl.\n. /i \u0026lt; I /  V I f iiSPu I I. n i\n.. J s J O -I o  U} ns I G aIoI 00 'n, J2'.-i..t IVbM DZX.\u0026lt;L.\u0026lt;^ ^01 i- CC\\,KhcL^-l-y~y Cl ~l j^t^O I BaSi BBa IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION NOV 1 6 1994 Oifice or Dosegreg\nn.! ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the following documents which are related to the district court order dated October 24, 1994: 1. Incentive School Spanish Program. 2. Incentive School Theme Implementation. 3 . Improving Student Transportation - A Business Case. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT \\ FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By* Christopher Hei Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 16th day of November, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Hand Delivered Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher 2 Little Rock School District Improving Student Transportation Business Case Executive Summary The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money wiU have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position Cost^ Qtian.^ Item 3.3 1.5 Trainers Mechanics Helpers Qerks $87,100 $115,200 $62,400 $21,600 33 Buses Cost ''$990,000 4 4 Total $286,300 Total $990,000 The money wiU come from the state desegregation Ioan fund. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. T Milestone 1. Proposal presented to the LRSD Board of Directors and approved 2. Advertise for mechanics and trainers Date 7/14/94 9/1/94 Person Williams Hurley 1 2 Includes benefits Depends on whether or not we lease-purchase or purchase outright.Improving Student Transportation Business Case 2 4. 5. Review specifications with Assoc. Supt. Place order for new buses 6. Employ mechanics and trainers 7. Begin training for current employees 8. Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Background Introduction One of the most expensive enterprises undertaken by the district is the student transportation system. Its problems and costs continue to grow. Recognition of this came this past school year when a number of incidents attracted public attention. Budget cuts in recent years resulted in reduced money for personnel and for the purchase of new buses. The lack of a bus replacement program coupled with reduced spending has had a compounding affect The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. History Determining the source of the problem and generating solutions has taken an extraordinary amount of time for the Administration in recent months. Additionally, the Board requested a study of support services in the district to determine the level of efficiency within each area. Coopers and Lybrand, a national accounting firm, conducted the study and returned recommendations to the Board. In their report, they identified the pupil transportation system as the area in greatest need of much attention. So concerned were they that they recommended that the district look seriously at permitting a private contractor to operate the transportation svstem if it proved economically beneficial. -tJfItuprovitig Student Transportation Business Case  The District expends an inordinate amount of time and energy focusing on transportation. The urgent concerns of transportation limit attention on educational issues. Often transportation problems draw media attention which results in poor public relations. The District's transportation operations have frequently been in the media. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor service. The accuracy of the stories is not as important as the resulting poor public perception of the system, and the fact that these \"crises\" draining management's attention away from the primary goal of educating children. I Problem Definition are Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet and driver performance. In this proposal, the notion of an aging fleet is supported by statistics of the number of buses with excessive miles, the increasing costs of repairs, the increasing need for mechanics, and the increasing calls for wrecker service. Concern about poor driver performance is supported by statistics on driver absenteeism, the preventable accident rate, and high workmen compensation claims. All comparisons are made between standards acceptable to contractors in the industry and standards of LRSD. Aging Rest To bring the aging fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on engine type and miles of use. Those parameters require that buses be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Based on equipment inventoried at the close of school in June, 1994, the replacement schedule should look like Figure 1. The shaded area gives a historical perspective \\ Schooi Year Buses on buses purchased prior to this school year. The replacement schedule begins at the line marked 1994-95. However, new buses for 1994-95 will not be received until 1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 48 6 27 0 128 29 22 18 10 1 25 Figure 1hnproving Student Transportation Business Case 4 the spring of that school year and this quantity cannot be ordered with the current money. Only approximately 33 buses may be purchased with this proposal. The chart shows the number of buses that must be replaced prior to the start of each corresponding school year. Because of the age and condition of the existing fleet maintenance costs have increased. This has created a need for additional mechanics. In fact, a recent studv of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to -W vehicles is unsatisfactorv. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crudai. This is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Ivlr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs. mechanic ratio is not consistent with national standards. As major repairs become more frequent, the cost of labor and parts is expected to rise in each succeeding year. In 1992-93, the District spent $480,804, in 1993-94 it spent Wrecker Experience $745,245, and in 1994-95 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs correlates with the out-of-service rate and impacts the 500 460 -- 400 -- 360 -- 300 - 260 - 200 - 160 1 100 I 60 1 9 0 I  LRSD  Industry 400 quality of performance, exception of periods With the immediately succeeding holidays or extended times of 160 60 + 299 1993-94 non-service, the District averages 60 1992-93 1994-96 Figure 2 approximately 30 out-of-service buses per day out of a fleet of 281 buses. A reasonable expectation is for no more than 13 of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the 1994-95 school year, acceptable number for a fleet of this size is 60 calls per year. A more Driver Performance Several factors are used to reflect driver performance. One of the leading indicators of poor performance is driver absenteeism. Because absenteeism Improving Student Transportation Business Case 5 inconveniences students, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and an accurate indicator of the unsatisfactorv performance of the current system. In the spring of 1994, the District had a daily driver absentee rate of 23% . The result of this high level of absenteeism was poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. More often than not, the transportation system is besieged by problems stemming from driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer Driver Performance Absenteeism 30% 25% 20% 15% 10% 5% 0% Absent Figure 3 sponsored sick leave provision for bus drivers and seems to have fewer problems.) Vehicle accident rate is another indicator of driver performance (Figure 4). Accidents harm students and others, waste financial resources, and lead to down-time for equipment Preventable accidents unnecessary are an even more interesting statistic since they are a result of driver error. In 1992-93, the District had 68 such accidents while logging over 3.9 million miles\nin 1993-94, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents per million miles respectively. Though the two year trend is downward, it exceeds the standards of contractors in the industry Figure 4 considerablv. By contrast, private contractors average a record of only 8.8 preventable accidents per million miles. Contractors have a better accident rate because of a continuous training program. Typically, a high vehicle accident rate causes increases in both Workers Compensation and Property and C^sualtv insurance costs. Analysis of claims for three previous years for Workers Compensation indicates an upward trend in claims and cost per claim. In 1991-92 there were 31 Workers Compensation Improving Student Transportation Business Case b claims processed for the Transportation Department. In 1992-93 there were 42 claims processed, and by March of 1^4, there had been some 45 claims. Bus driver claims account for 65% of all claims by district employees for the past five years. These data indicate an urgent need for improved driver training and the initiation of a vigorous safety awareness program. That has not been possible in LRSD because of the elimination of supervisory and training positions by budget cuts. Regarding these recommendations: same issues, the Gallagher study provided the following 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. All drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers \u0026amp; Lybrand staff in their findings at the transportation terminal: Coopers \u0026amp; Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost all of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, aU indicated a concern that something needed to be done to ensure that things did not get worse. AH interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, hke cracks in a dam, and many were fearful of the department's future. It is C\u0026amp;L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Analysis of Alternatives Solutions were discussed with a committee representing parents, principals. support staff, and administrators in the LRSD last summer. Upon careful consideration, several aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. Though the committee favored outsourcing as the alternative of choice, that idea failed when placed before the Board of Directors for lack of a vote.Improving Student Transportation Business Case / The alternative solutions considered are listed below: 1. Change nothing. This will not address the problem and will cause costs to grow annually as the fleet ages and driver training is not maintained because of turnover.\n2. Follow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. The district would continue to operate the system. Ordered buses will not arrive until the spring of Figure 5 1995. This will have a dramatic- impact on the current and future budgets. The first vear increase to the budget is approximately million. Figure S1.3 5 illustrates the comparison between existing positions in the district and the number needed. The intent is to match the industry in training positions, mechanics, and preventive maintenance positions. The need for buses was illustrated 3. 4. 5. earlier. One million of this money will be used to purchase new buses and $.3 million will be used to increase personnel. Turn over the M-M portion of the system to the Arkansas Department of Education. This would reduce costs for LRSD but increase coordination problems. Consolidate transportation in all Pulaski County Districts. Getting agreement on this would be a major challenge. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately 51 million dollars over the next three years. The Board of Directors did not approve this alternative when brought before them in July of 1994. \\ Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. improving Student Transportation Business Case 8 Though a primary motivation for considering outsourcing is to save costs, it is wordi mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recomnietida tion Alternative 2 is recommended to temporarily address the immediate problem. 2. Follmv industry standards for equipment replacement, personnel, etc. including a strict scliedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $1.3 million. Objective By the second semester of school for 1994-95, on-time performance uhll increase and parent complaints will decrease. This transportation proposal supports the school district goals relating to improving service to students. The following is a list of the criteria to be used in determining whether or not the problem is reduced when this solution is implemented: 1. 2. 3. Parent satisfaction will increase as indicated by a reduction in the number of complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\n4. The number of buses out-of-service for repairs will decrease\n5. A schedule for replacement of equipment will be followed for this year. Impact Analysis The primary impact will be on a budget that is austere. Negatives 1. Seven to eight months w'ill be necessary before new buses can be delivered\nand, 2. Time will be required in hiring and training new personnel, thus delaying the solution. V.i'.H'i SC.Vm.Improving Student Transportation Business Case y 3, The budget must increase in future years to accommodate these needs. Positives 1. 2. 3. 4. Parent satisfaction will increase as indicated by a reduction in the number of complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\nThe number of buses out-of-service for repairs will decrease\n5. A schedule for replacement of equipment will be followed for this year. Risks The risks of not implementing this temporary fix is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the distncf s transportation system. The desegregation plan will be impacted negatively. The risks of implementation of this temporary fix is that it may appear to be too little too late. The problem is greater than can be addressed by this particular solution. Timing It is critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be S1.3 million. Replacement buses will cost SI million and additional personnel will cost approximately $0.3 million^ Below is an itemized list of costs:Improving Student Transportation Business Case 10 Timing It is'critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis 1 Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position 3.3 Trainers Cost^ Quan.* Item Cost 4 Mechanics 4 Helpers 1.5 Clerks $87,100 $115,200 $62,400 $21,600 33 Buses $990,000 Total $286,300 Total $990,000 Revenue Source The money will come from the state desegregation loan fund. Force Field Analysis 1 Primary supporters of this proposal will be those directly affected by the solution  patrons and administrators within the District. The Board of Directors and 3 Includes benefits 4 Depends on whether or not we lease-purchase or purchase outright. a*Improving Student Transportation Business Case 11 I General Impletiientation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. 1. Milestone Proposal presented to the LRSD Board of Directors and approved 2. Advertise for mechanics and trainers 3. Determine specifications for new buses 4, Review specifications with Assoc. Supt. 5. Place order for new buses 6. Employ mechanics and trainers 7. Begin training for current employees 8. Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated Date 7/14/94 9/1/94 9/1/94 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Person Williams Hurley Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham \\FI Little Rock School District Procurement \u0026amp; Materials Manag ementDepartment 1800 East Sixth Street March 31, 1995 Little Rock, Arkansas 72202 RECHr-.F^ APR . 7 1995 Office of Desegregation Moniioi TO: Prospective Contractors Please find attached a Request for Proposal (RFP 95-014), inviting interested contractors to submit proposals to the Little Rock School District for the outsourcing of a portion of the student transportation service. The RFP consist of four (4) sections: !F:le. Section covers background information instructions, terms and conditions. I and the followed Section II is a sample contract or agreement that will be in developing the actual contract with the successful proposer. * Section III lists the factors used in detennining contractor qualification and a questionnaire soliciting various information upon which qualification judgements can be made.  Section IV contains the forms to be filled in with the cost information that you project for performing the various busing activities. Sections I and II are bound separately. Sections III and IV are bound together in a loose-leaf facilitate removal and photo-copying, return portions of the RFP. manner to Sections III and IV are the 1800 East Sixth Street Little Rock, Arkansas 72202 (501) 324-2230 Fax: (501) 324-2233 Page 2 All proposals should be complete and carefully worded, Uxxd convey all of the information requested by the District, significant errors are found in the contractor's proposal, xj. the proposal fails to conform to the essential requirements of the RFP, the District, and the District alone, will judge whether the and must If or if variance is significant enough to reject or accept a proposal. Proposals are to be prepared simply and in a manner designed to provide the Districtwith a straight-forward presentation of the  capability to satisfy the requirements of the RFP. Elaborate brochures and other promotional materials are not desired. promotional materials The District reserves the.right to reject any or all proposals and irregularities or formalities in the solicitation or . - * Award will be based upon those considerations which are in the best interest of the District and will be made to the responsible offerer whose proposal is judged to be the effective and economical for the purpose intended, according to the requirements and specifications stated in the Request for Proposal. any responses. responsive, to the according April 14, 1995. Please^note_that there will be a pre-proposal conference on Friday, We realize this is very short notice, but we are working under a very condensed schedule. Please direct your calls and correspondence to the undersigned at (501) 324-2230. Sincerely, Charles A. Neal Director of ProcurementVERIFICATION OF RECEIPT OF ADDENDUM #1 LRSD RFP 95-014, STUDENT TRANSPORTATION SERVICES Date: 4/27/95 RSCn r7i! * TO: Vendor Addressed From: Charles A. Neal, Director, Procurement \u0026amp; Materials Management 2 d 1995 Subject: Addendum #1, RFP95-014, Student Transportation Services Offii oi Di\\): Si-eg, lai Dnoneinformation is provided to you in response to questions received on P95-014. If more information is needed, please contact us promptly a timely response. in order to receive Document ID# Date Received 1. Fourteen (14) Questions \u0026amp; Answers dated April 25, 1995 (4 pages) 2. Current Routes Listed by Bus Number (9 pages) 3. Seniority List by Hire date (7 pages) NOTE: CLARIFICATION OF LRSD PROCEDURES FOR THE OPENING PROPOSALS SUBMITTED IN RESPONSE TO AN RFP: Pi^oposals will not be publicly opened. You may contact the Procurement office aim wc wll Identify those transportation firms submitting proposals. Other information will not be revealed until after the evaluation process is completed. Proposals will be taken under advisement upon opening, and apparent acceptable proposers will be contacted for further negotiations as needed. Please do not contact the evaluation team after submission of your proposals. They will contact you when and if necessary. I certify that the above ADDENDUM #1 OF and we to LRSD RFP95-014, Student Transportation O li LJVWKXVAIU XlCUlOUVlUl Services, which opens at 2\n00 p,m, Central Time. Tuesday. May 9.199S has been received. Signature of Official Signing Proposal Date A Proposal may not be considered if this addendum is not signed and returned to the Procurement Department, either with opening time. your proposal or prior to proposalRFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 2 of 4 DOCUMENT ID #1, QUESTIONS AND ANSWERS (continued) DATE: APRIL 25,1995 5. The number of students being served by taxicabs has dropped substantially from last year. What is the reason for this change and will it continue to reduce at this rate in ensuing years? Two events occurred that made possible the reduction of students in taxicabs. First, the state provided additional buses in 1994-95. Second, additional students were assigned to the more remote schools which made it cost effective to transport the students by bus. 6. Please explain the difference between the number of buses required for total service (205) on page 3, Section 1 and the number of drivers required (222 + 23 subs) on page 11, Section 1. Currently, not all authorized positions are filled. The difference between 222 and 205 is 17. This represents the number of vacancies, drivers on extended leave, and suspended drivers. Not all substitute positions are filled. Three substitute drivers have duties that are not related to the regular routes and seven (7) substitute positions are vacant. 7. Please list the number of staff and position/title of the staff that will be retained by the District for Special Education, contract monitoring, and scheduling. The following positions are expected to be maintained by the District: A. B. C. D. E. F. G. H. 1. J. 1 Director of Transportation 1 Shop Foreman 1 Executive Administrative Assistant 1 Operations Manager 1 Router/Supervisor 1 Special Education Supervisor/Dispatcher 1 Supervisor/Dispatcher 1 Payroll Clerk/Secretary 2 Mechanics 80 Drivers (Most Senior)RFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 1 of 4 1. 2. 3. 4. DOCUMENT ID #1, QUESTIONS AND ANSWERS DATE: APRIL 25,1995 Is it correct to assume that the taxicab portion of the service will be part of the State Magnet/M-to-M block? Yes, the taxicab portion of the service is part of the State Magnet/M-to-M block. What are the current rates charged by taxicab providers? The current rate charged by the taxicab company are $1.00 per mile and $1.00 per pick-up and drop-off. Who are the current providers for taxicab service? Black and White Cab Company is the current vendor. What mandates in regard to liability insurance and driver training are required by the District for taxicab operators? The contract paragraphs are as follows: 4. The Black and White Cab Company will comply with all city, state, and federal ordinances and regulations applicable to the operation of a commercial cab system. 5. All drivers for the Black and White Cab Company will be safe, well- trained drivers and participate in regular safety meetings. All vehicles in the Black and White Cab Company system are safe and well maintained and conform to all applicable city, state or federal regulations pertaining to the transportation of the general public. 6. The Black and White Cab Company is responsible for appropriately insuring the vehicles, drivers, and student passengers that are subjects of this agreement.RFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 3 of 4 DOCUMENT ID #1, QUESTIONS AND ANSWERS (continued) DATE: APRIL 25,1995 8. 9. 10. Is it correct to assume that the District will retain or offer employment to the most senior drivers, and all aides? How many full time subs will be retained by the District? Employment will be offered to the most senior employees regardless of whether or not they are classified as aides or drivers. All aides are required to have the same credentials as drivers and are qualified drivers. Therefore some individuals classified as aides will be part of the driver pool available for employment by the contractors. Eleven (11) full time substitutes are among the 80 most senior employees and will be retained by the District. Does the District pay Social Security for all employees? yes, the District pays 7.65% for Social Security for all drivers. How many video cameras boxes and video cameras does the District currently maintain? Are these utilized on all three blocks? If not, which blocks require the use of video cameras? Does the District have policies in regard to the application of video cameras? Will you share those policies? The District has 102 boxes currently installed. There are fourteen (14) 8mm cameras currently being used by the District. The boxes are installed in buses assigned to all three blocks and in Special Education buses. Since the use of cameras is a fairly new procedure for the District, no formal policy is currently in place to govern their use. The boxes are in the following buses: 3 4 5 8 11 12 16 17 21 26 27 29 30 36 46 49 51 54 56 60 61 63 64 65 70 71 91 95 121 124 125 127 128 129 133 135 136 137 138 139 140 143 144 145 147 148 152 153 154 155 156 157 158 160 161 163 167 177 178 179 180 181 185 186 189 191 200 201 202 206 207 209 210 211 213 216 217 219 220 222 223 228 229 230 231 233 234 239 240 258 261 ^63 267 268 276 277 281 2M 29M 34M 35M 63MRFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 4 of 4 DOCUMENT ID #1, QUESTIONS AND ANSWERS (continued) DATE: APRIL 25,1995 11. Will the contractor be permitted to utilize District owned radios? If so, what is the frequency and general condition of District owned radios? Are the radios under a maintenance agreement at this time? If so, who does the maintenance and what are the terms and costs? The contractor can use the District radios. The radios are in good condition. All new buses have new radios and the District replaced 75 radios this year. The frequencies used by the base station are 463.87500 and 468.87500. There is no maintenance agreement. 12. Will the District warrant Regulatory Compliance in regard to the facility, including underground storage tanks? Yes, the District will warrant its current facility to be in Regulatory Compliance. 13. What are the number of days of student transportation required annually for service? The state requires 178 days of student attendance. 14. What are the licensing costs for school bus driver certification? Please itemize. A. B. C. Arkansas CDL Application Arkansas CDL $20.00 $14.00 D. Defensive Driving - This is currently done within the Transportation Department at no cost to the driver. School Bus Driver Orientation required by the State is also done internally. 15. What are the unemployment rights of school bus drivers in Arkansas? Bus drivers will be entitled to unemployment during the period they are laid off by the District imtil their first day of work with the new contractor. The contractor is a private company and will be required to pay unemployment tax a per cent of payroll. The school bus drivers will be entitled to draw unemployment during the\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_723","title":"Transportation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Transportation","School buses","School employees"],"dcterms_title":["Transportation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/723"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT TRANSPORTATION DEPARTMENT SEP 0 0 1994 September 30, 1994 Office of Desegregation Monitoring Binder 1 9 Commercial Driving License A. Pretrip Review Test 1. Inspection and Basic Control Skills 2. Steering System Visual Aids Air Suspension Parts Visual Aids 4. Suspension System Visual Aids 5. Pretrip Visual Aids with Accompanying Around Sequence Walk B. General Knowledge Test 3. 1. Warning Devises Visual Aids 2 . Right Turn Visual Aids 3. Left Turn Visual Aids 4. Looking Ahead Visual Aid 5. Following Distance Visual Aids 6. Blind Spots Mirrors Visual Aids 7. Steering Handhold Visual Aid 8. Backing Visual Aide C. Passenger Endorsement Test D. Review Test E. Air Brakes Test 1. Air Brakes Parts Visual Aids 1 Received F. Basic Control Skills, Obstacle Course 1. Straight Line Backing, Forward Stop Visual Aid 2. Backward Serpentine Visual Aid 3. Right Turn Visual Aid 4. Alley Dock Visual Aid 2Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program COMMERCIAL DRIVER'S LICENSE PRE-TRIP REVIEW TEST 1. How long may an unsafe vehicle be put out of service? A. B. C. D. Second inspection by the Georgia State Patrol. Until the driver fixes it.- Until the owner fixes it. Either B or C. Pg. 2-1, Line 5. 2. Inspection of vehicle by the driver is mandated by: Federal and State laws. Pg 2-1/Line 3. B. C. D. Local school system laws. Is not required. Is only a matter of professionalism. 3. While on a trip, what should you check on a regular basis? A. B. C. D. Watch gauges. Use your senses. Check critical items when you stop. All of the above. Pg. 2-1/Lines 10,11,13. 4. Vehicle inspection is intended for which purpose? A. B. C. D. To maintain good driving skills. To know your vehicle better. To find problems that could cause a crash or breakdown, pg. 2-1 / For professionalism. Line 7,8. 5. Inspection of A. B. C. T5T your vehicle should be done\nOnly before a trip. Only after a trip. Before and after a trip. pg. All of the above. 2-1/Lines 9,20. 6. Your are checking your brakes and suspension system for a pre-trip inspection\nwhich of these statements is true? A. B. C. D. Brake shoes should not have oil, grease, or brake fluid on them. Brake pads should not have brake fluid on them. One missing leaf in the leaf springs can be dangerous. All of the above, pg, 2-2/Line 25 and Pg. 2-3/Line 8. 7. What is the minimum tread depth requirement for front tires? A. B. C. D. 4/32 inch, pq. 2/32 inch. 1/2 inch. 3/4 inch. 2-2/Line 1. Page Two - CDL Pre-Trip Review Test 8 . You may not run which of the following on the front wheels of your vehicle\nA, B, C, D, Regrooved tires. Recapped tires. Retreaded tires. All of the above\u0026lt; Pg- 2-2/Line 11, 9. The parking or emergency brake on a heavy vehicle can only be held in position by something that cannot leak away, example would be: An A, B, C, D, Fluid pressure. Spring pressure. Pg- 5-4/Lines 4-7, From bottom of page. Air pressure. All of the above. 10. A driver's brakes may be adversely affected if they have the following substance on them. A, B, C, D, Oil Grease Brake fluid ftTl of the above. Pg* 22/Line 11, From bottom of page. 11, Steering wheel play of more than can make it hard to steer. A. B, C, D, Two (2) degrees. Four (4) degrees. Three (3) degrees. Ten (10) degrees, Pg- 22/Lines 13 From bottom of page. 12. Which of the following is not a key part of the suspension system? A, B, C, Spring hangers. Torque rod. Pitman arm. Pg, 2-2/Fig, 2-1 D._ All of_the above,. 13, Which of the following should be on your bus at all times in case of an emergency? A, B, C, D, Fire extinguishers. Spare electrical fuses if needed. Warning devices for parked vehicle. All of the above. Pg- 2-4/Lines 12-14, 14, Which of these statements about drugs is true? A, B, A driver can use any prescription drug while driving. Amphetamines such as pep pills or bennies can be used to C, D, help the driver to stay alert. The use of drugs is a hazard,Pg- 2-48/Par, 1, All of the above. 15, Which of the following is not an emergency equipment item? Aj. B, C, D, Shackle bracket Pg- 2-3/Fig, 2-2, Fire Extinguisher Spare electrical fuses Reflectors, Page Three - CDL Pre-Trip Revie'7 Test 16. Which one of the following skills is not required to be demonstrated for safe operation of a commercial vehicle? A. B. C. D. Accelerating. Passenger Control. Pg . 2-12-Sub 2.2 Basic Control of Your 17. 18. Steering. Braking. Vehicle, Par. 1. The proper way to hold the steering wheel is: A. B. C. D. Pg. 2-13/Line 5. Firmly with both hands on opposite sides of the wheel. Firmly with both hands as close to the 12 o'clock position as possible. Loosely with both hands on opposite sides of the wheel to facilitate the return of the wheel after cornering the vehicle. All of the above. Which of these statements concerning tires and driving is true? hot weather A. B. C. D. If a tire is too hot to touch, you should drive on it to cool it off. You should inspect your tires every two hours or every 100 miles when driving in very hot weather. Pg. 2-31/Sub 2.10 The air pressure of a tire decreases as the temperature of a tire increases. All of the above. * 19. To check the free play of manual slack adjusters on \"5\" braking systems, you should park: cam 20. 21. 22. A. B. On level ground and apply the parking brake and the service brake. Park on level ground, chock the wheels, and turn off Lines 9,If C. D. the parking brakes, pg. 5-6/Sub. 5.3 Inspecting Air Brake Sys., Park on level ground and drain the air pressure before adjusting. Park on a slight grade, release the parking brake, apply the service brake, and check for vehicle movement. A driver should inspect the bus: A. B. D. Before each trip only. After each trip only. Before and after each trip. Pg. 2-1/Sub 2.1.Vehicle Inspection, Only when directed by a mechanic. Lines 7,20. Which of these is a sign of tire failure? A. B. C. D. Steering that feels heavy. A loud bang. Vibration. All of the- above. Pg. 2-40/Line 4 From bottom/Pg. 2-41/Par. 1,^ You must have a commercial driver's license with a hazardous materials endorsement to drive: A. B. C. D. A vehicle transporting small arms ammunition. A vehicle with placards. Pg. 2-50/Par. 4 \u0026amp; 6. A vehicle with more than 15 passengers including the driver. A vehicle with more than 16 passengers including the driver. Driving In Very Hot Weather/Lines 3,4. Page Four - CDL Pre-Trip Review Test 23. Which of the following is not a part of the pre-trip inspection? A. B. C. D. Engine oil level. PVC regulator. Pg. Condition of hoses. 2-7/Lines 5,6,18. Worn electrical wiring insulation. 24. Under what conditions may a bus have recapped or regrooved tires? A. B. C. D. The tires may not be on the front wheels. Pg. 2-2/Line 11. The tires may be on any or all of the wheels. Only when speeds will be less than 40 mph. Only on the outside of dual wheels. 25. An on-route inspection should include checking for: A. B. C. D. Tire over-heating. Brake over-heating. Cargo securement. All of the above. Pg. 2-12/Lines 18,19,20. 26. Which of the following lists the three types of emergency equipment A. B. C. you must have on your bus? ) D. Reflectors, fire extinguisher, and a tire repair kit. A hydraulic jack, fire extinguisher, and signal flares. Fire extinguisher, spare fuses unless equipped with. circuit breakers and reflectors. Pg. 2-4/Par. 2. First aid kit, spare fuses unless equipped with circuit breakers and fire extinguisher. 27. Drivers of trucks and truck-tractors must inspect their vehicle's cargo: A. B. C. D. Every two hours or 100 miles. Every 100 miles. Every three hours or 150 miles and after every break. Pg. 2-12/ Par. 2\nPg. 3-1/Sub 3.1-Inspec Cargo-Par. 2. Every hour regardless of miles. 28. A vehicle may feel this way if a tire is about to fail: A. B. C. D. Light. Heavy. Pg. 2-41/Par.2. Out of control. Overpowered. 29. Engine coolant can safely be checked: A. B. C. Anytime. At night. After a trip. After enaine is cool. Pg. 31/Sub. 2.10 Driving in Very Hot Weather/Line 4 From bottom of page. 30. Clean windows help reduce A. B. C. D. Glare. Pg. 2-28/Par. 5. Visibility. Reaction. Perception. what on your windshield at night? Page Five - CDL Pre-Trip Review Test 31. When you inspect your bus, make sure that: A. B. C. D. Every other hand hold and railing is secure. Emergency exit handles have been removed. Rider signaling devices are working. Pg. 4-1/Line 3^Frombottom All of the above are true. 32. When driving a commercial vehicle, what blood alcohol concentration? you are considered DWI at 33. 34. 35. 36. 37. 38. -2/Par. 2/ Line 4. A. B. C. D. . 10%. .07%. .05%. .04%. Pg. 1-4/Lines 8,9 From bottom of page. If you're driving a commercial vehicle with alcohol on your breath, you'll be put out of service for: A. B. C. D. 24 hours. Pq. 1-4/Lines 4,5 From bottom of page. 36 hours. 48 hours. 72 hours. Service brakes should initially be checked by the driver at what speed? A. B. C. D. 20 mph. 30 mph. 5 mph. Pg. 2-11/Par. 4. 55 mph. Drivers of trucks and truck-tractors must inspect their vehicle within the first miles of their trip. A. B. C. D. 50. 100. 75. 25. Pg. 2-12/Par. 2. You are checking trip inspection. your steering and exhaust systems in a pre- Which of these problems, if found, should be fixed before the vehicle is driven? A. B. C. D. A small leak of power steering fluid.pg. 2-2/Line 4,5 From botto Steering wheel play of more than 10 degrees (2 inches on a 20-inch steering wheel).pg. 2-2/Line 1-3 From bottom of page. Leaks in the exhaust system.pg, 2-4/Line 9. All of the above. The fine for having more than one license is\nA. B. C. D. $10,000. 7,500. 2,500. 5,000. Pg. 1-3/Sub 1.2 Other Safety Act Rules/Lines 3,4. You are performing a pre-trip inspection, statements is true? Which of the following B. C. Rust around wheel nuts may mean that they are loose. Cracked wheels or rims can be used if they have been welded. A vehicle can be safely driven with one missing lug nut on a wheel. Page Six - CDL Pre-Trip Review Test 39. Which'of the following items is checked in a pre-trip inspection? A. B. C. D. Whether all vehicle lights are working and clean. Wiper blades. Cargo securement. All of the above, pg. 2-1/Sub. 2.1 Vehicle Inspection/Par. 4/ 40. Line 8,11. Which of the following will help keep an engine cool in hot weather? A. B. C. D. Proper V-belt tightness. Pg. 2-32/Par. 2. Avoiding high-speed driving. Pg. 2-32/Par. 5. Making sure the engine has the proper amount of oil. All of the above. Pg. 2-31-Sub. 2.10-Driving in Hot Weather- Par. 3. 41. You must notify your employer within how many days of any traffic violation conviction? A. B. C. D, 7 days. 30 days. Pg. 1-3/Sub. 1.2 Other Safety Act Rules/Lines 9,10. 100 days. None of the above. VEHICLE INSPECTION AND BASIC CONTROL SKILLS TESTS All Vehicles X Cocnpailrocnt :vcl .................. lant levd 0 , . 0 Engine Start ^^*er jiecring fluid 0 c 1 u I ch / g earth il I . . 0 a'aier pump alternator . , . 0 , . 0 air compraior ... 0 any leaka 0 air buaer sounds . . . 0 oil pressure builds . . 0 ammeier/volimeter . 0 air braJee check . . . . 0 steering play 0 parking brake . . . , mirrors, windshield wipers ........................ lighting indicators horn(s) ..................... hcaier/defrosier . . , 0 . 0 , 0 , 0 , 0 . 0 Optional Equipocnl Vehicle axles . 2 3 Trailer axles ,,12 Air brakes , , , Yes No safcty/etnergency equip. 0 Truck/School Bus/Tractor Trailer Coach/Transit Bus Front Sujprntioo spring................ spring mount shock absorber , 0 , 0 0 Front of VehtHe lights................. steering box , , 0 0 steering linkage . . 0 Trailer Front i4r/elec connect , . 0 header board , , , , 0 ligh is/reflectors , , 0 Front of Vehicle lights................. 0 Front Wheel rims ........... 0 hub oil seal . . . 0 tires , , lug nuu 0 0 Under Vehicle - Rear of Tractor drive shaft . . 0 Side of Trailer landing gear . 0 Passenger Items passenger entry , , , 0 emergency exils , , , 0 exhaust ayitem ... 0 lighti/reflectors . . 0 seating 0 frame 0 (doors, lies) frame , . , , 0 0 Driver/Entry Area window/door mirror 0 Front Brake slack adjustor , 0 chamber hoses , , drum , 0 0 0 School Bus Only passenger entry . , 0 emergency exiu , , 0 seating 0 Drivcr/Fuel Ara Wheels rims , , , tires . , , axle seals ' lug nuis , spacers , F R 0 0 0 0 0 0 0 0 0 0 Front Drakci/Suspcauion air leak 0 door, mirror fuel unk , , Whods . , 0 . . 0 , , 0 iires . , , axle seals lug nuts spacers , F R 0 0 0 0 0 0 0 0 0 0 Rear Suspensioo springs ........... 0 0 spring mounts . 0 0 torsion, shocks , 0 0 Tractor Oqly air/elec lines , , catwalk Coupling System mounting bolts , safety laich , , , platform .......... release arm , , , kingpin/apron , Sliding 5lh Wheel locking pins , . . lights, reflectors splash guards , 0 , 0 , 0 . 0 . 0 , 0 , 0 . 0 , 0 , 0 Suspension springs . 0 0 Front WTiecl rirru ........... hub oil seal tires ........... lug nuts . , , 0 0 0 0 spring mounts ... 00 Brakes slack adjustor ... 00 Fuel Tank Area fuel lank , , , , 0 Rear Brakes slack adjusior . 0 0 chamber hoses . , drum , 0 0 0 0 0 0 Rear of Vehicle lights, reflectors . , 0 signal/brake lighii 0 Basic Control Skills Right Turn Pullups Encroachments Cearance 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 Straight Line Backing Pullups chamber hoses , , drum , , 0 0 0 0 0 0 Rear of Trailer lights/refleciors . . 0 doors, lies 0 0 12 3 4 5 Encroachments 0 12 3 4 5 Slop Line (2 (3.) 0 1 Baggage Compartroents emergency equip , , . 0 doors secure Rear Wheels rims tires ........... axle seals , . lug nuts , . . spacers , , . 0 F R .,00 ,,00 ,-.0 0 ,,00 , , 0 Brakea/Suspcitsioo air leaks 0. ...0........ Rear of Vchide lights, reflectors , , , 0 signal/brake lights , 0 Parallel Park (Conventional) Pullups 0 1 2 3 4 5 Encroachments 0 1 2 3 4 5 inside 0 I Rear (18) 0 1 Alley Dock Pullups ^^croachments 0 1 2 3 4 5 0 12 3 4 5 |r Dock (2 n.) 0 I Serpentine Pullups Encroachments 0 1 2 3 4 5 0 12 3 4 5 Parallel Park (Sight Side) Pullups Encroachments Inside 0 I 0 1 2 3 4 5 0 1 2 3 4 5 Rear (18') 0 I Vehicle Inspection Score Figure 3-10 (back) Basic Control Skills Score i.- I i !  Frame . Bracket?? Reinforcement I I Height Control Valve . Upper Bellows Support Shock Absorber --------- rr-' - zOl ,'o .'O /T.y r r- i o\u0026gt; fXt. ?X d\no o\\ o  _ K a 0^0 o\n p ' ' ' \\ p.Ji o o\\ o''. o'. Ie' I' -T j: t I t\u0026gt; \u0026lt;O| U-Bolts RONT \\^7Clamp Bolt - Spacer Eye Bolt t Control Arm AV  Axle I V.  o :o ['7' Bellows 1 I Anchor Plate Axle Seat Lower Bellows Support Figure\nAir Susi 4,V I I Lights and Signals Front of Tractor Mirrors - Mirrors I Front Suspension Engine Front Suspension Front Wheel Compartment Front Wheel Front Brake Front Brake Cab Area Start Engine Cab Area Saddle Tank Area Coupling System Rear Tractor Wheels Suspension Brakes Rear of Tractor Saddle Tank Area Front of Trailer / Side of Trailer Trailer Wheels Suspension Brakes Rear Tractor Wheels Suspension Brakes Side of Trailer Trailer Wheels Suspension Brakes / Rear of Trailer Signal and Brake Lights I 1 I t Headlights and Signal Lights Front of Truck .'I j T 'll Mirrors Front Suspension Engine Compartment Engine Start Mirrors I ''i ) 7 Front Suspansk^. Front Wheel Front Brake Fuel Tank Area Left Side of Truck Rear Wheels Rear Suspension Rear Brakes Rear of Truck Signal and Brake Lights Front Wheal Front Brake \" S3 Fuel Tank Areas Right Side ofTnjq- Rear Wheels Rear Suspension^ Rear Brakes r. zTo make suie you do a tliorougli routine, you should plan your inspection routine. A suggested routine for a straight truck and a tractor-trailer follow. 1. Engine Compartment Checks 1 ) 9 8 7 V 2. 10 11 2. 3. 4. 5. 6. 7. 11 8. 9. 10? 11. FIGURE Engine Start: Instrument and Control Checks Front Right Wheel: Suspension and Brake Checks Right Side of Truck Checks Rear Right Wheels: Suspension and Brake Checks Rear of Truck: Signal and Brake Lights Rear Left Wlieels: Suspension and Brake Checks Left Side of Truck Checks Front Left Wheels: Suspension and Brake Checks Front of Truck: ' Lights, Signals and Mirrors Under Vehicle Checks: Front and Rear 14-4: 1 7 3 4 5 6 SUGGESTED TNSPEGTTON ROTITTmt?-4 1 3 2 5 16 15 6 14 1' 2. 3. 4. 5. 6. 7. 8. Engine Start: Instrument and Control Ch '1 Front Left Tractor Wheeki^ Suspension and Brake Che Front of Tractor Checks Lights, Signals and Mirrorsj Front Right Tractor Whee^ Suspension and Brake Ch Rear of Tr^or Checks: Air/Electric Links, Coup System Checks Rear Right Tractor Wheels^ Suspension and Brake Che Right Side Trailer Checks^ 13 9 8 9. Under Trailer Checks J. 12 10 11 10. 11. 12. 13. 14. 15. Right Trailer Wheels Suspension and Brakes Che Rear Checks: Signal and^ Lights and Splash Guards! Left 3Tailer Wlieels: '\n1^ Suspension and Brake Che  d W\" Left Side Trailer Checks 4 Rear Left Tractor Wheels.\n^ Suspension and Brake Che Rear of Engine: Exhaustj^ System, Frame. Drive S^ Check J I 16. Cab Area Checks: Both Sides  Saddle T /! JS*' I^EKSlMe OIL LexteU pakta*M r PgONT St\u0026amp;pgMSIflU Spring Mouzit ____ ikocJC Aloionbe-tt- _____ ^ooleinf* Ut'Zfcl-___ fbuKK. frVeeHincj AuidL _ Wa+efi. ?uznp ALrcA/JAtrofi. Azu^ LCdKS Fge/MT ueHioLg L113I1+4 ___ s+eewA/g boyc. __ ^+e\u0026lt;jijAj9 L/zMKAge. PROMT OOPgSL  RIMS ........HVb OIL SL TKfiS Lu^ Murs _____ pRoftfT \u0026amp;gKte Suse-K Kdjs+e. cMAM-bet Heies  PRtveft fiifcL Ayget.__ DooR MiXltofc _____ rUCL TAMK Uecucs SHUlUe ^TARI CUZTOt C\u0026gt;ear-ih:-Pt- A-\u0026gt;t^ SllltAC\u0026lt;IA\u0026lt;45 cxL pzeu\u0026gt;'t- (Mi'lds Azmm*4\u0026lt;\u0026lt; VoLf-MbMA bruKe. OJiLUC ^iCXRlAA farKir^ broct NLtte.oii^ _ IMlpt.lii K^hfiz^ ZNd\u0026gt;MlS .. hiiTA hcAHo- Je^izoHeA. Keag. tCheeJ-S ... Rims TiAes A^lg ScaLS L05 Murs S(s\u0026gt;aCiS . Ain/ELBC. UUEi tib-TWALK. , CaupCJA/^ i\u0026lt;/irftin $plAih tjuard UlfJdP/AJ 4pi nAoO'vUn^ bim hnirfrrr, ........... it.!d!rn\u0026gt;] OP uJheei- LOMC/zJ^ I PJAlS Rfcflz^ Sus pg Am 0/0 MtunrS Toe^oaJ-ughTS RePtecToRS SlfeWAU bncel\n^h+5 l^eqg bnat?e5 SlAC-K KdjW\u0026amp;+\u0026lt;.g _ CHAMbgft.____ Hoses C\u0026gt;I?U/VL ~r^^\\Letz Pfzof^i _ _ Alf\u0026lt;/ use. dOAiMecsTOR - +4ciAde/e. boetpd------------- ~ 'R e FL^eroRs . ^iPg OF TRA.Lea. UAAl\u0026lt;ilN) ___Lk^A-V* KeFLecroR. _ _ _ doo RS____ TiS ______FiiA AA ,______ ._ \\aJHEE1.6 _ RIMS _ _ TiRe.5 _____ Axle. $6AVS ___Lu5 tAuis SpAceftS ____\nSuspgAJsiONl Sp)?,'Ai0S SpRjM^ AAGuaJTS---------------- iStActc OrAMbeA Ho^i. Pfcufvv '1?eAK. flp 1 |?\u0026lt;V'. Le/5 Li0KI-^ i?eA.ecToj?i -Doors---- Ties Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program General Knowledge Test All drivers must pass the General Knowledge Test. 1. Which of these is a good rule to follow when driving at night? A. Keep your speed slow enough to stop within the range of B. C. your headlights. Pg. 2-28/lines 1, 2, 3. Look directly at oncoming headlights. Keep your instrument lights bright. 2. The parking brake should be tested while the vehicle is: A. B. C. Parked. Moving slowly. Going downhill. Pg. 2-11/Par. 3 3. Which of the following tells a driver when to shift gears? A. Road speed. B. C. Engine speed. All of the above. Pg. 2-14/Sub. 2-3 shifting gears/Par. 5,6. 4. You are checking your wheels and rims during a pre-trip inspection. Which of these statements is true? pg_ 2-2/Par.2/ A. Rust around wheel nuts may mean they are loose. Ling 4, B. C. Cracked wheels or rims can be used if they have been welded. Mismatched lock rings can be used on the same vehicle. 5. Right after it starts to rain, which of the following is true? A. B. C. The rain mixed with oil o n the road. The road becomes very slippery. All of the above. Pg. 2-21/Par. 10. 6. If you find yourself being tailgated, you should: A. B. IL. Increase your following distance. Open up room in front of you. All of the above Pg. 2-24/Line 5. 7. If a straight vehicle (no trailer or articulation) goes into a front-wheel skid. it will: A. B. Slide sideways and spin out. Go straight ahead but will turn if you turn the steering wheel. Go straight ahead even if the steering wheel is turned^ Pg. 2-42/Line 5,6 from bottom of page. Page Two - General Knowledge Test - CDL 8. How do you test hydraulic brakes for a leak? A. B. Move the vehicle slowly and see if it stops when the brake is applied? With the vehicle stopped, pump the pedal three times, apply firm pressure, then hold for five (5) seconds and see if 9. C. the pedal moves. Pg. 2-11/Par. 2 Step on the brake pedal and the accelerator at the same time and see if the vehicle moves. For an average driver, driving 55 miles per hour on dry pavement, it will take about A. B. IL. to bring the vehicle to a stop: Twice the length of the vehicle. Half the length of a football field. The length of a football field. Pg- 2-20/Sub. 2.6 Controlling Speed/Par. 6 10. You are driving a 40 foot vehicle at 45 miles per hour. Driving conditions are ideal (dry pavement, good visibility.) The least amount of space that you should keep in front of your vehicle to be safe is the distance you travel in: A. B. C. 3 seconds. 4 seconds. 5 ^Qgonjg,, Pg. 2-23/Par. 5/Line 7. 11. Driving under the influence of any drug which makes you drive unsafely is: A. C. Permitted if it is prescribed by a doctor. Against.,the lav. Pg. 2-48/Par. 1/Lines 3,4. Permitted if it is a diet pill or cold medicine. 12. A moving vehicle ahead of center on the rear. you has a red triangle with an orange What does this mean? A. C. The vehicle is hauling hazardous materials. Tt may he slow moving vehicle It may be oversized. Pg. 2-36/Par. 10. 13. You wish to turn right from a two-lane, two-way street to another. Your vehicle is so long that you must swing wide to make the turn. Which of these drawings shows how the turn should be made? A i I B I I t I C c Pg. 2-25/Par. 3 Line 6. Page Three - General Knowledge Test - CDL 14. You are driving a heavy vehicle and must exit a highway using an off ramp that curves downhill. You should: A. B. C. Use the posted speed limit for the off ramp. Slow down to a safe speed before the turn. Wait until you are in the turn before downshifting. Pg. 2-33/Par. 3/Line 5 15. How far ahead should a driver look ahead of the vehicle while driving: A. B. C. 9 12 18 12 seconds. 15 seconds. Pg. 2-16/Sub. 2.4 Seeing/Par. 4. 21 seconds. 16. Which of these statements about using mirrors is true? A. B. C. You should look at a mirror for several seconds at a time. There are you. h blind spots II Pg. 2-16/Par. 9, Line 3. that your mirror cannot show A lane change requires you to look at the mirrors twice. 17. You must park on the side of a level, straight, two-lane road. Where should you place the three reflective triangles? A. B. C. One within 10 feet of the rear of the vehicle/ one about 100 feet to the rear, and one about 200 feet to the rear. One within 10 feet of the rear of the vehicle, one about 100 feet to the rear, and one about 100 feet from the front of the vehicle. Pg- 2-19/Fig. 2-8, Lines 4,5,6. One about 50 feet from the rear of the vehicle, one about 100 feet to the rear, and one about 100 feet from the front of the vehicle. 18. Which of these statements about cargo loading is true? A. B. Ox The legal, maximum weight allowed by a state is safe for all driving conditions. If cargo is loaded by the shipper, the driver is not responsible for overloading. State regulations dictate legal weight limits. Pg- 3-1/3.1 Inspecting Cargo/Par. 3. 19. Which of these is the most important thing to remember about emergency braking? A. B. C. Disconnecting the steering axle brakes will keep the vehicle in a straight line. Never do it without downshifting first. If the wheels are skidding, you cannot control the vehicle. Pg. 2-39/Line 9,10 from bottom of page. 20. You are traveling down a long/ stepp hill. fade and then fail. A. B. What should you do? Your brakes begin to Downshift. Pump the brake pedal. Look for an escape ramp or escape route. Pg- 2-40/Par. 5,6,7,8. 21. The most common cause of serious vehicle skids is: Ax B. C. Driving too fast for road conditions. Pg- 2-20/Sub./2.6 Control- Poorly adjusted brakes. Bad tires. ling Speed/Line 1. (also) 2-41/Sub. 2.14 Skid Control \u0026amp; Recovery - Par. 5. Page Four General Knowledge Test CDL 22.' How do you correct a rear-wheel acceleration skid? A. B. C. Increase acceleration to the wheels. Apply the brake. Stop accelerating and push in the clutch, pg. 2-41/Sub 2.14 23. Skid Control \u0026amp; Recovery, Par. 6,Line Which of these statements about downshifting is true? A. B. C. When you downshift for a curve, you should do so before you enter the curve, pg. 2-15/Par. 4. When you downshift for a hill, you should do so after you start down the hill. When you downshift for a curve, you should do so after you enter the curve. 24. Which of these statements about tires and hot weather driving is true? You should inspect your tires more often. 2.10 If a tire is too hot to touch, you should drive on it A. B. C. to cool it off. Recapped tires are less likely to fail in hotcweather than new tires. 25. What should you do if your vehicle hydroplanes? A. B. C. Start stab braking. Accelerate slightly. Release the accelerator. Pg. 2-21/Par. 11/Line 4,5. 26. You should avoid driving through deep puddles or flowing water, but if you must, what will keep your brakes working? A. Gently pressing the brake pedal while driving through water. 27. 28. 29. B. C. Pg. 2-31/Lines 1,2,5,6,7. Applying hard pressure on both the brake pedal and accelerator after coming out of the water. Disconnecting the steering axle brakes after coming out of the water. Which fires can you put out with water: A. B. C. Tire fires. Pg. 2-44/3rd line from bottom of page. Gasoline fires. Electrical fires. Cargo inspections: A. B. C. (Pg. 3-1/Sub 3.1 Inspecting Cargo/ Should be done after every break during driving. Lines 7,8.) Are only needed if hazardous materials are being hauled. Should be done every 6 hours or 300 miles. The center of gravity of a load: A. B. C. Should be kept as high as possible. Can make a vehicle more likely to roll over on curves. Pg. 3-2/Lines 3,4 from bottom, Pg. 3-4/Sub 3.4 Tank Is only a problem if the vehicle is overloaded. Vehicles/Par.2. Page Five - General Knowledge Test - CDL 30. Which of these statements about backing a heavy vehicle is true? A. B. C. You should avoid backing whenever you can.pg. 2-13/Par. 9. when you use a helper, he/she Should'use Clear voice (spoken) signals. It is safer to back toward the right side of the vehicle than to the driver's side. 31. You do not have a Hazardous Materials Endorsement on your Commercial Driver License. A. B. When can you legally haul hazardous materials? Never Only when the load does not regui p p 1 a arHs Pg- 2-50/Par. 5/ Lines 3,4,5. 32. Which of these statements about staying alert to drive is true? A. A half-hour break for coffee will do more to keep you alert 33. B. C. than a half-hour nap. There are drugs that can overcome being tired. The only thing that can cure fatigue is slP-\u0026amp;p. Pg- Line 4. 2-46/Par. 5/ Which of these statements about drinking alcohol is true? A. B. Some people aren't affected by drinking. A few beers have the same effect on driving as a. few shnt.s Pg. 2-46/Box / 5th item. C. of whiskey. Coffee and fresh air can sober a person up. 34. As the Blood Alcohol Concentration (BAG) goes up, what happens? A. B. C. The effects of alcohol decrease. The person becomes more dangerous if allowed to drive. Pg- 2-47/ The drinker can sober up in less time. Par. 6. 35. An after trip inspection is done at: A. B. C. The end of the day. The end of the trip. On each vehicle operated. All of the above Pg. 2-1/Sub. 2.1. Vehicle Inspection/ 36. Par. 5/Lines 2,3. Which of these statements about double-clutching and shifting is true? A. C. It should be done when the road is slippery. You can use the sound of the engine to tell you when to shift. Pg. 2-14/Sub 2.3 Shifting gears/Par. 7. You must use both clutch pedals. 37. Which of these statements about brakes is true? A. B. C. The heavier a vehicle or the faster it is moving, the more heat the brakes have to absorb to stop it. Pg- 2-20/Par. 8. Brakes have more stopping power when they get very hot. Brake drums cool very quickly. 38. Front wheel tread depth should be at least: A. B. C. 4/32. 2/32. 1/4. Pg. 2-2/Line 1. Page Six - General Knowledge Test CDL 39. Which of these statements about speed management is true? A. Empty trucks always stop in a shorter distance than fully loaded ones. B. As the speed of a vehicle doubles, also doubles. its stopping distance C. Choose a driving speed that lets you stop in the space that you can see ahead. Pg. 2-27/Par. 9. 40. You are driving a 40 foot vehicle at 35 miles per hour. Driving conditions are ideal (dry pavement, good visibility.) The least amount of space that you should keep in front of your vehicle to be safe is the distance you travel in: A. B. C. 3 seconds. 5 seconds. 4 seconds. Pg. 2-23/Par. 5/Lines 4,5. 41. The key principle in balancing cargo weight is to keep the load\nA. B. C. To the front. To the rear. Centered. 42. High beams should: A. B. C. Be used whenever it is safe and legal to do so. Pg.- 2-29/Par. 1. Be turned on when an oncoming driver does not dim his/her lights. Be dimmed when you are within 100 feet of another vehicle. 43. Stab braking\nA. B. C. Should never be used. Involves locking the wheels. Pg. 2-39/Par. 8/Lines 1,2,3. Involves steady pressure on the brake pedal. 44. Brakes can get wet when you drive through a heavy rain, brakes can cause: Wet 45. 46. A. B. C. Wheel lockup. Trailer jackknife. Both of the above. Pg. 2-30/Last Par. For wheels, other than frort wheels, tread depth should be at least: A. B. C. 4/32. 2/32. Pg. 2-2/Line 2. 1/4 You are checking your steering and exhaust systems during a pre-trip Pg. 2-2/Par. 4/a. Lines 6,7,8. inspection. Which of these statements is true? B. C. Steering wheel play of more than 10 degrees (2 inches on a 20-inch steering wheel) can make it hard to steer. Leaks in the exhaust system are not a problem if they are outside the cab. Some leakage of power steering fluid is normal. Page Seven - General Knowledge Test - CDL 47. Your vehicle is in a traffic emergency and may collide with another vehicle if you do not take action, is a good rule to remember at such a time? Which of these 48. 49. 50. A. B. C. Stopping is always the safest action in a traffic emergency. Heavy vehicles can almost always turn mnrp gnirkly than they can stop Pg. 2-38/Par. 2/Line 3. Leaving the road is always more risky than hitting another vehicle. If a vehicle is loaded with very little weight on the drive axle, what can happen? 4^ B. C. Poor traction Pg. 3-2/Par. 11/Lines 5,6. Damage to drive axle tires. Better handling. Cargo that can shift should have at least A. B. C. 2 3 4 Pg. 3-3/Par. 3. tiedown(s). You must inspect for cargo overloading and correct balance: A. Before each trio. Pg 3-1/Sub 3.1 Inspecting Cargo/Par. 1. B. C. During the trip. After the trip. 51. When driving through work zones, you should: A. B. C. S. Turn on flashers. Drive slowly. Use your brake lights to warn drivers behind you. Do all of the above. Pg. 2-34/Sub 2-12 Seeing Hazards/Par. 5 52. Lines 5,6. You must park on the side of a straight four-lane divided highway. Where should you place the reflective triangles? A. B. C. D. One within ten feet of the rear of the vehicle, one about 100 feet of the rear and one about 200 feet tn the rear. Pg. 2-20/Fig. 2-10. One within ten feet of the rear of the vehicle, one about 100 feet to the rear of the vehicle, and one about 100 feet to the front of the vehicle. One about 50 feet to the rear of the vehicle, one about 100 feet to the rear of the vehicle, and one about 100 feet in front of the vehicle. One within ten feet of the front of the vehicle, one within 200 feet of the front of the vehicle, and one about 100 feet of the rear. 53. According to the Driver's Manual, why should you limit the use of A. B. your horn? Because it can startle other drivers. Because of vehicles with air brakes, Pg. 2-19/Lines 11,12. it.can use air needed C. D. to stop. Because the horn is not a good way to let others know you are there. You should keep both hands tightly gripping the steering wheel at all times. Page Eight - General Knowledge Test CDL 54. Which of these statements about accelerating is true? A. When traction is poor, more power should be applied to the accelerator. (Pg. 2-12/Sub 2.2 Basic 55. 56. B. C. D. Rough acceleration can causp mpchanicaidamage.Control of your  ~ I I ,1 _   A h i c X p You should feel a jerking motion if you are accelerating par. 4, yog\nvehicle properly. All of the above are true. Line 2. Which of these statements about certain types of cargo is true? A. B. C. D. Unstable loads, such as hanging mPAh andlivestock -ean require extra caution on curves. Pg. 3-5/Sub. 3.5 Other Cargo Oversize loads can be hauled without special permits during times when the road is not busy. Loads that consist of liquids in bulk do not cause handling problems because they are very heavy. When liquids are hauled, the tanks should always be loaded totally full.  Which of these is a proper use of vehicle lights? A. B. C. D. Turning on your headlights during the day when visibility is reduced by rain or snow. Flashing your brake lights to warn someone behind you of a hazard that requires slowing down. Flashing your brake lights to warn someone behind you that you are going to stop.' All of the above. Pg. 2-17/Last Par. on page/Also/pg.2-llPar. 8. 57. A key principle to remember about loading cargo is to keep the loadwhere? A. B. C. D. To the front. To the rear. As high as possible. Balanced in the cargo area. 58. You are driving on a straight level highway at 50 miles per hour. There are no vehicles ahead of you and suddenly a tire blows out on your vehicle.- The first thing you should do is? A. Stay off the brake until your vehicle has slowed down. Pg- 2-41/ B. C. D. Quickly steer on to the shoulder. Begin light braking. Begin emergency braking. Par. 5. 59. Pg. 2-26/Par. 3/^ Line 3-5\nPg. 2-B. 38/Par. 2/Line 3. Which of these is a good thing to remember when crossing or entering traffic with a heavy vehicle? C. D. Heavy vehicles need larger gaps in traffic than cars do. The best way to cross traffic is to pull the vehicle part way across one lane and block one lane while waiting for one lane to clear. The heavier the load, the smaller the gap to cross traffic. Because heavy vehicles are easier to see you can count on other drivers to move out of your way or slow down for you. Needing Special Atten./Par. 2 Page Nine - Genera]_ Knowledge.Test I1L 60. You are checking your steering and exhaust system in a pre-trip inspection. Which of these problems, if fixed before the vehicle is driven? you find it, should be 61. 62. 63. 64. 65. A. B. C. D. Steering wheel play of more than ten degrees. Leaks in the exhaust system. A small leak of power steering fluid. All of the above. Pg. 2-2/Par. 4. Your vehicle has hydraulic brakes. While traveling on a level road you press the brake pedal and you find it goes to the floor, which of these statements is true? A. B. C. D. You should not downshift if you have an automatic transmission. Pumping the brake pedal may bring the pressure up so you can stop the vehicle. Pg. 2-40/Par. 2. The parking brake won't work either because it is part of the braking system. All of the above are true. You are checking your tires on a pre-trip inspection, these statements is true? Which of A. B. C. D. Dual tires should be touching each other. Tires of mismatched sizes should not be used on the same vehicle, pg. 2-2/Line 8. Radial and bias tires can be used together on the same vehicle. 2/32 of an inch tread depth is safe on the front tires. Which statement describes brake fade? A. B. C. D. It can be caused by the brakes getting very hot. Pg. 2-33/Par. 5/ Lines 6-8. It can be corrected by letting up on the brakes for one or two seconds and then reapplying them. It is a problem that only occurs with drum brakes. All of the above are true. You are driving on a two lane road, and an oncoming driver drifts into your lane and headed straight for you. the best action to take? Which of these is A. B. C. D. Brake hard. Steer into the oncoming lane. Steer to the right. Pg. 2-38/Par. 5. Steer on to the left shoulder. Which of these statements about engine overheating is true? A. B. C. D. If your engine overheats within 20 minutes of the end of your trip, you should complete. You should never shut off an overheated engine until it cools. You should never remove the radiator cap on a pressurized system until the system has cooled. Antifreeze is not needed when the weather is warm. Pg. 2-31/Last Par/Lines 6,7. Page Ten - General Knowledge Test CDL 66. You are driving a heavy vehicle with a manual transmission. and you have stopped the vehicle on the shoulder while driving on an uphill grade. Which of these is a good rule to follow when putting the vehicle back in motion up the grade. Keep the clutch slipping while slowly accelerating. Use the parking brake to hold the vehicle until the clutch A. B. C. D. engages. Let the vehicle roll straight backwards a few feet before you engage the clutch. Let the vehicle roll backwards a few feet before you engage the clutch but turn the wheels so that the back moves away from the roadway. 67. Which of these statements is a good thing to do when steering to avoid a crash? A. B. C. Apply the brakes while turning. Steer with one hand so you can turn more quickly. Don't turn any more than is needed to clear what is in your D. way. Pg. 2-38/Par. 4/Line 6,7. Avoid counter steering. 68. You do not have a Hazard Materials Endorsement on your Commercial Driver's License, and you are asked to deliver hazardous materials . in a placarded vehicle, what should you do? A. B. C. Refuse to haul the load. Pg. 2-50/Par. 6/Lines 3-5. 69. 70. 71. D. Take the placards off the vehicle. Haul the load but only to the nearest place where a driver with a Hazardous Materials Endorsement can take over. Haul the load but file a report to the Department of Transportation. As the blood alcohol concentration goes up, what happens? A. B. C. D. The drinker more clearly sees how the alcohol is affecting him.- The effects of alcohol decrease. Judgement and self control are affected. Pg. 2-47/Par. 51. The drinker can sober up in less time. If you need to leave the road in an emergency, what should you do? A. B. C. D. Try to get all your wheels off the pavement. Brake hard as you leave the pavement. Avoid braking until your speed has dropped to at least 20 miles per hour. pg. 2-39/Par. 1. ~ Avoid the shoulder because most shoulders will not support a large vehicle. When should you stop driving? A. B. C. D. After five hours. After seven hours. After nine hours. Whenever you become sleepy. Pg. 2-46/Par. 3. 72. You are driving a long vehicle that makes wide turns, you are drivin on a two lane, two way street, you want to turn left on to another two lane, two way street, how should you accomplish this maneuver? A. You should begin turning the intersection. your vehicle as soon as you enter Page Eleven - General Knowledge Test - CDL B. You should begin turning your vehicle when you are half wav 73. 74. 75. C. D. through the intersection^ Pg- 2-26/Par. 1. You should begin the turn with your vehicle in the left lane of the two lane two way street. You should turn into the left lane of the new street and then move to the right lane when the traffic is gone. Which of these statements about drugs is true? A. B. C. D. 76. 77. 78. 79. A driver can use any prescription drug while driving. Amphetamines, such as pep pills or bennies can be used to help the driver stay alert. The use of drugs can lead to accidents or arrest. Pg. All of the above are true. Which statement describes escape ramps? A. B. C. D. 2-48/Par. They are used to stop runaway vehicles. They are designed to prevent injuries to the driver and passengers. They are designed to prevent damage to vehicles. All of the above are true. Pg. 2-34/Par. 1,2. What will keep an engine cool in hot weather? A. B. C. D. Avoiding high speed driving. Making sure the engine has the right amount of oil. Proper tightness of the V-belt. All of the above. Pg. 2-31/Sub 2.10-Driving in Hot Weather/ Par. 3 S. Pg. 2-32/Par. 2,5. Which of these items are checked in a pre-trip inspection? A. B. C. D. Whether all lights are working and are clean. The condition of the wiper blades. The condition of cargo securement. All of the above. Pg. 2-1/Par. 7. Which of these statements about backing a heavy vehicle are true? A. B. C. D. Backing is always dangerous. You should back and turn toward the driver's side whenever possible. You should use a helper and communicate with hand signals. All of the above. Pg. 2-13/Par. 12.\nPg. 2-14/Par. 1,2. Which of these statements about cold weather driving is true? h. B. C. D. An engine cannot overheat when the weather is very cold. Windshield washer antifreeze should be used. Pg. 2-29/Par. 6. Exhaust leaks are less dangerous when the weather is cold. In snow storms the windshield wipers should be adjusted so they do not make direct contact with the windshield. Which statement is true about controlled braking? A. B. C. D. It can be used while you are turning sharply. It involves locking the wheels for short periods of time. It is used to keep the vehicle in a straight line when braking. Pg. 2-13/Par. 4. All of the above are true. Page Twelve - General Knowledge Test - CDL 80. Which of these is not a good rule to follow when caring for injured at an accident scene? A. B. C. D. If qualified person is helping, then stay out of the way until asked to assist. Stop bleeding by applying direct pressure to the wound. Keep injured person cool. Pg. 2-43/Par. 4/Line 8. Move severely injured persons if there is danger due to fire or passing traffic. 81. For your safety when setting out reflective triangles, what should you do? A. B. Carry triangles at your side. 82. C. D. Hold the triangles between yourself and the oncoming traffic. Pg- 2-19/Line 7,8. Keep the triangles out of sight while you walk to the spot where you set them up. Turn off your flashers. You are driving a new truck that has a manual transmission. What gear will hill grade? you probably have to take for a long steep down 83. 84. 85. 86. A. B. C. D. The same gear you would use to climb the hill. A lower gear than you would use to climb the hill. Pg. 2-33/Par. A higher gear than you would use to climb the hill. None because a newer truck can coast down hill. What is the purpose of retarders? A. B. C. D. To provide emergency brake. To help slow the vehicle while driving and reduce brake wear. Pg. 2-15/Par. 7. To apply extra braking power to the non drive axle. To help prevent skids. What describes hydroplaning? A. B. C. D. Hydroplaning only occurs when there is a lot of water. Hydroplaning only occurs at speeds above 50 miles per hour. Hydroplaning cannot occur when driving through a puddle. Hydroplaning i s more likely if tire pressure is low, pg. 2-21/ Par. 12. Which of these statements about overhead clearance is true? A. B. C. D. You assume that posted clearance signs are correct. The weight of the vehicle changes its height, pg. 2-24/Par. 7/ If the road surface causes your vehicle to tilt toward Li/.s objects at the edge of the road, drive close to the shoulder. Extra speed will cause air to push your vehicle down and give you extra clearance. You must drive on a slippery road, thing to do in such a situation? A. B. C. c Which of these is a good Use a smaller following distance. Apply the brakes while in turns. Slow down gradually. Pg. 2-21/Par. 3/Lines 2,3. D.All of the above. Line 6. Page Thirteen - General Knowledge Test - CDL 87. Which of these statements about vehicle fires is true? A. If cargo in a van or box trailer catches on fire you should 88. 89. 90. B. C. D. open the cargo door as soon as you can. If your engine is on fire, you should open the hood as as you can. If a trailer is on fire, can to put the fire out. soon you should drive as fast as you A burning tire should be cooled with water. Pg. 2-44/Par. 10/ Line 7. Cargo that is not loaded or secured properly can cause what? A. B. C. D. Damage to the vehicle because of overloading. Other highway users could hit or be hit by the loose cargo. Injury to the driver could be caused during a quick stop or crash. All of the above. Pg. 3-1/Par. 2. Which of the following are steering system parts? A. B. C. D. Tie rod, drag link, and spindle. Steering wheel, steering arm, and steering gear. Shackle, axle, and torque rod. A and B above. Pg. 2-2/Fig. 2-1/Key Steering System Parts. Safe operation of a commercial vehicle requires skills in: A. B. C. D. Accelerating and steering. Shifting and braking. A and B. Pg. 2-12/Sub 2.2 Basic Control of Your Vehicle/ Par. 1. None of the above. 0499t WwilP c, Iv V-) .'AS!'*''i :?. lU ? \u0026lt;s A  5\u0026lt;\u0026lt;^ rrt ih SAFE DRIVING PRACTICES 117 I i 1 41 / i i  If you must stop on or b-7y a one-way or divided highway, place warning markers 10 feet\n100 feet, and 200 feet toward the approaching tralTic, See Figure 3-26. Emergency Warning Devices . One Way or Divided Highway Lo] 0 10 100' 200 5 I 1 1 1 5P i|' FIGURE 3-26: PLACING WARNING MARKERS WHEN STOPPED ON A DIVIDED HIGHWAY i T I I \\ ) \\ \\ \\ \\'^ t f \\ V \\ . h a \\ ' V T I, I I 100 i \\ IB 1 I * I I ( I [ V J 1 a i'^ H i\n\u0026gt; I \u0026lt;1 i\nf^'Tj i \u0026gt;4 tj ?\n!. 116 -iJ-4. i -Vj f*. .c : J  *: . 4 , A A ii* .I rutii-i \u0026gt;r\n\u0026lt;, -..V'- 'Tifl A' CHAPTER THREE Sor anythin'go tnh,a ts epVrenvge nnt s sother K Emergency Warning Devices Obstructed View 100-500 h  J 4 General Rule of Thumb: If Line of Sight View is Obstructed Due Io Hill or Curve, Move the Rear Most Triangle Io a Point Back Down the Road So Thal Adequate Warning is Provided FIGURE 3-25: PLACING WARNING MARKERS WHEN AN OBSTACLE IN THE LINE OF VIEW THERE IS RIGHT TURNS rX?? arXBnJ'J\"  ''\"\"''\"a cause of accidents. Here is a set of steps to icuuLc mUCIUciIIS. 1. 2. 3. Plan Ahead - Look at the turn before you get there. Set up for your turn. Signal Your Turn Mirror - Leave sufficient clearance from all obstacles without drifting out of your lane. 4. 5. Have the unit in the gear that you will make the'turn in. Turn the wheel right when the trailer is halfway past the stationary object (telephone pole, car, or curb). 6. 7. Proceed into the turn, checking the mirrors for clearance. Assume the proper lane (the lane closest to the curb). 8. -Adjust speed accordingly. I I I I STEERING TIRE TRAILER TIRES /Left Turns .1 ic i II'. .i il! Wj^n making a turn, be sure you have reached the center of the section before you start the left turn. If you turn too soon, the left side of your vehicle may hit something because of off-l racking. If you are turning into a multi-lane street, enter the right lane as shown in Figure 3-32. p J . f I ? j } I   hI \u0026lt; I i  .1 I f t fr f' I- \u0026gt;i !\u0026lt;  !' t\n/ i\n\"i! I  '!! ! I } i J i 1 i {i i  i I! . 1 i\ni f I  11 i\nh' 1 I h b-f  Hz  f\n1 i i { If There Are Two Left Turn Lanes, Use The Right Hand Lane r i t J li 'I l k t f\ni (\u0026gt; I\n* !\u0026gt; .1 \u0026gt; If 4. 4.' X? i^' !i!-. yS 'Jf! iii'i F^-. 1-iJ' uJ-' '?:t .1. 106 CHAPTER THREE Sbv\ni Kk fife: IK 15 j3' J \u0026gt; ti. t\nit.\n=jS I 'i i:  vt r'- iis ' - ^i\nV-\nv ^3L srf\u0026lt;e t\nJ**\" i-^ i'i V ::S  i,:l -.r V? ii /' r flw fc 5\n5 .'It\nn fi i'i^ .-m' AT\u0026gt;IS I*. a-: if X\\* I i ' \n .wv'h-Or \u0026gt; . AlihrMdyi^6tW6l6el\u0026lt; Be looking beyond iHewiaaieoMbonartbiock.-^^ . \n'r. V. if. 1 i i i J I a [\u0026gt;'* iyij tm,.. I J I J 551 r^a-v?iV'. 1\nif'' V''  t oJ j,  \\ *- A i 1 * . L y FIGURE 3-19: LOOKING AHEAD What to Look For Traffic:, Look for vehicles coming onto the highway, moving into your lane, or turning. Watch for brake lights from slowing vehicles. By seeing these things far enough ahead, you can change your speed or change lanes, if necessary, to avoid a problem. Road conditions: Look for hills and curves  anything for which you will have to slow down or change lanes. Pay attention to traffic signals and signs. If a light has been green for a long time, it will probably change before you get there. Start slowing down and be ready to stop. Traffic signs can alert you to road conditions where you may have to change speed. i J \u0026lt; s I  1 Second Required for Each 10 Feet of Vehicle Length at Speeds Under 40 MPH  Above 40 MPH Use Same Formula, Then Add 1 Second for the Additional Speed \u0026lt; 40 FOOT TRUCK = 4 SECONDS rinirnn \u0026lt; \u0026gt; 60 FOOT TRUCK (TRACTOR-TRAILER) = 7 SECONDS FIGURE 3-29: FORMULA FOR SAFE FOLLOWING DISTANCE Driving too fast is a major cause of fatal crashes. You must adjust your speed according to several conditions. Some of them me traction, cui-veB, visibility, traffic, and hills. Speed and Stopping Distance There are three things that add up to total stopping distance: 1. Perception Distance  I 2. Reaction Distance 3. Braking Distance I / The total stopping distance may also be stated by the following formula: Perception Distance + Reaction Distance + Braking Distance = Total Stopping Distance o I 1 1 r i Perception Distance You sec a hazard and your brain  knows 11 Reaction Distance You release accelerator anti apply the brakes Braking Distance How long It takes you to stop after you pul on brakes i 'I'lic total distance covered by the vehicle before you can brake to a full stop. The time to cover this distance is about six seconds at 55 mph. FIGURE 3-27: TOTAL STOPPING DISTANCE / I . 1  I II  leels rolling again. Otherwise the vehicle may not stay in a alght line. i stopping Distance ea ?n Chapter Three, you read about stopping distance under Speed 'li CejS Opd Stopping Distance. With air brakes, there is an added delay ^coming to a stop: the time it takes for the brakes to work after brake pedal is pushed. With hydraulic brakes (used on cars w ^d smaller trucks), the brakes work at once. However, with air Sbrakes, it takes a little time (up to half a second) for the air to flow ^ugh the lines to the brakes. Thus, the total stopping distance tfor vehicles with air brake systems is made up of four different !f\u0026amp;fl\nctors: ^' Perception Distance ^Reaction Distance Brake Lag Distance Effective. Braking Distance Itotal stopping distance a s r. [I il' BE p.  Ij 2t Miles Per Hour speed Feet Per Second Perception and Reaction Distance P L U S Air Brake Lag Distance P L U S Actual Braking Distance Equals Total Stopping Distance I 1i p  n a 3* FIGURE 5-11: TOTAL STOPPING DISTANCE w air brake lag distance at 55 mph on dry pavement adds about tfeet to the total stopping distance. So, the average driver with od traction and brakes will need over 300 feet to stop when 55 mph. This is longer than a football field. :1( Sv' 'I iV'/'i ri'? safe driving practices I j 109 1 1  1 gg ^pa Driver \u0026gt; Convex f Mirror i View ft \u0026gt;1. Blind Spot Area 'It 1 J I 1 w I I I I (Convex Mirror ] View I s fi'l ^Mirror View K '3 i I,\" Mirror, I View I f i ia5J55*S*^ !* t- 1 r VriH M (J J s I figure 3-20: FIELD OF VISION USING A CONVEX MIRROR0 Flat Mirror Convex Mirror FIGURE 3-21\nDISTORTION OF CONVEX MIRRORS J I I I J 5^ ' I?*' v*v. TITORIVING PRACTICE 93 k |4o(\u0026gt;P+b* Uihl yuilh bn(X on 0jppff(^ 6idej\noF aili I WhtcL. AT Pos\n4.'ons.' S THINK OF THE WHEEL AS A CLOCK. PLACE YOUR LEFT HAND BETWEEN THE EIGHT AND TEN OCLOCK POSITIONS AND YOUR RIGHT HAND BETWEEN THE TWO AND FOUR O'CLOCK POSITIONS. THIS DOUBLE GRIP HELPS YOU MAINTAIN CONTROL OF YOUR TRUCK. ' I : :-T Ji' '. - .?.: V, .fT ''X \u0026lt;\u0026gt;. -M.-* r. ,-\nBl 4 I FIGURE 3-9: STEERING HANDHOLD fi I t, I, gW 'r^ W a S' . : 0.\\i\ni i.tV_.\u0026gt;l, i\u0026gt; L^j MU 4: I^-\" 1 r^ f 8 CHAPTER THREE f Use a Helper Use a helper when you can. Tfl8^?90 1, i! , _li_t_^QEp__ A. helper is important to aid you in se^i^aii r i\n-  ( areas. I'rh^helpggphouidsMd^^n^^^ ircari^eC'inS^^^ie^Before you begin backi^ j'you both understand. ^heaffithSbaS 'orKOin a^ i A o: r 1- t I  i: i I  it t' I-VI p, ! FIGURE 3-14: GUIDE STANDS ON THE DRIVER'S SIDE r ' s'f J\n/. 1 V-\"' ' I v-l  v: latter what kind of big vehicle you drive, you must keep track 10m ttnnr t-ckn*- _____ tr . . * ' /here your rear wheels are. If you do not. you can hit other Icles or objects during turns. So, as you steer, allow for ^cklng. Straightaways 5.i [^ght stretches of road can also cause problems for a tractor- Lller. The way you drive a truck and trailer or a tractor-trailer ys the trailer in line. Check the mirrors -'-t lore of the trailer In one mirror fh^. the,pther, jjBlde where you see more of the trailer?! Tins will nrig. ' steer, toward^ straighten out 1 Bg^ ofyour left-^irror (Figure 3-12). At the ilde of the trailer may disappear from view. ^e^y\u0026lt;up same time, the rigdit if v iV- UJtfiCL L 4. f ARtrCi FIGURE 3-12\nTRAILER DRIFTING   * jp 'll i i'S y drifts to tiie right, the'vlew*JrRtli^ii\u0026amp;l ille the left side of 'theffaliePdffip^fi^g drifting, turn your steerlrig wheel tnw^ itegSi^s'Ato^^\nth^tn^wWsW left, turn left, pyhen it drifts right, turn the steering wheel to the right. leMew\nlor  -f/- pgffil^o^,gens 3j\n^. To correct 'd the drift. R frl :U  v t 'W i IT'''\n\"X'f: W  mO SAFE DRIVING PRACTICES 97 Back Slowly I In way, you can more easily correct any steering errors. You can also stop quickly if needed. I Back and Turn Toward the Driver's Side i t i i f Back towi he drivers side so you can see better ^n^t'sl\u0026lt;l^Iaver^^arig0rdi^b^5i,a3dse^ou^5ffi^^^^ yoOuU bbaacckk aanndd ttuurrnn ttoowwaarrdd the drivers side, you can walc^ rear of your vehicle side window. Htaifl^acklng^-^ even if It means\"golhg!^^6un'^^^DlQ]^ iMftffli^^l\u0026lt;\u0026lt;ih\nthisq3Q^fi The added safety Is worth iU Z Z Drivers Side :o \u0026gt;\u0026gt; YES NO FIGURE 3-13: DRIVER'S SIDE BACKING Blind Side Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program Passenger Endorsement Test If you will drive a vehicle with passengers. 1. The total weight of acceptable hazardous materials carried by a passenger transport vehicle must not be greater than _________ pounds. A. B. C. 100 250 500 2. You must not permit standing riders: A. B. C. In front of the standee line. Within two feet of an emergency exit. Within two feet of any window. 3. Shifting gears in a passenger transport vehicle is not permitted when: A. B. C. Crossing a bridge. Crossing railroad tracks. Driving down a steep hill. 4. Which will most affect the amount of traction that your bus will have? A. B. C. The drive wheels The type and condition of the road surface. The size of the tires. 5. Which of the following lists show the three types of emergency equipment that you must have on your bus? A. B. C. Reflectors, fire extinguishers, tire repair kit. Fire extinguisher, spare electric fuses, First aid kit. spare electric fuses. reflectors. fire extinguisher. 6. If you transport passengers, it is illegal to consume any intoxicating beverage, regardless of its alcoholic content. within hours before going on duty. A. B. C. 8 4 6 Page Two - Passenger Endorsement Test CDL 7. It is most dangerous to back up: A. B. C. To the right. To the left. Straight back. 8. To be safe, always maintain a minimum following distance. This 9. 10. 11. is the distance your vehicle travels in\nA. B. C. 4 seconds. 3 seconds. 2 seconds. When A. B. C. If A. B. C. 12. 13. 14. 15. 16. braking, a bus will have the most traction when: The wheels are rolling, just short of locking. The wheels are locked. The emergency brake is applied. your bus has an emergency exit door, it must: Be secured when operating the bus. Always have a red door light turned on. Not have any signs, stickers or markings on it. Normally, how many seats that are not securely fastened to the bus are allowed? A. B. C. 0 1 2 If there is no traffic light or attendant, how far from the draw of a drawbridge must you stop? A. B. C. 30 feet. 50 feet. 100 feet. To stop for railroad tracks, a bus driver must stop before the nearest track: feet A. B. C. 10 to 30. 15 to 50. 20 to 65. When driving down a steep hill, extra caution must be taken. You should\nA. B. C. Shift down and use your brakes. Use your brakes only. Shift to a lower gear. Buses may have recapped or regrooved tires\nA. B. C. On any or all of the wheels. Only on the outside duals. Anywhere except the front wheels. When you are driving too fast on a banked curve, your vehicle will\nA. B. C. Feel a little heavier. Lean toward the inside. Lean toward the outside. Page Three - Passenger Endorsement Test - CDL 17. If the road becomes slippery you should: A. B. C. Maintain your speed. Increase your speed quickly. Reduce your speed gradually. 18. When operating a passenger transport vehicle and chains are required, you must be sure the chains have been properly installed \u0026lt; A. B. C. The drive wheels. The front wheels. Both of the above. 19. When that is: you discharge an unruly rider, you should choose a place 20. 21. 22. 23. 24. 25. A. B. C. Off the regular route. As safe as possible. The most convenient. Your bus is disabled. The bus, with rider aboard, may be towed or pushed to safe place only: A. B. C. By a 27,000 GVWR or larger tow truck. If the towing distance is less than one mile. If getting off the bus would be more risky for the riders. Which of these statements about maneuvering space to the sides of your bus is true? A. B. C. Keep your bus to the right side of the lane. The lane position of buses is not affected by wind. Avoid traveling next to others when possible. A bus may carry baggage and freight only if secured in what way? A. B. C. D. So the driver can move freely and easily. So any rider can use any door or window. So riders are protected from falling or shifting packages. All of the above. Which of these should be considered a hazard? A. B. C. D. An ice cream truck. A blind intersection. A driver signalling a turn. All of the above. You are driving at night and you must dim your headlights from high to low, what should you do with your speed? A. B. C. D. Slow down. Speed up. Drop five miles per hour until your eyes adjust. Do nothing. How well you see has nothing to do^with speed. Which of these will result in the best control on curves? A. B. C. D. Brake all the way through curves. Slow to a safe speed before entering curves and accelerate slightly through curve. Speed up slightly before the curve and keep your speed constant through the curve. , Slow to a safe speed before the curve and coast through curve. Page Four - Passenger Endorsement Test - CDL 26. When should you check your mirrors for a lane change: A. B. C. D. After signalling the change. Directly after starting the lane change. After conpleting the lane change. All of the above. 27. Which of these statements about speed management and braking is trui A. Stopping time increases one second for each ten miles per hour over 20 miles per hour. 28. 29. B. C. D. You need about four times as much stopping distance at 40 miles per hour as you do at 20 miles per hour. The total stopping distance of a bus is the distance it takes once the brakes are applied. The posted speed limit allows you to stop safely. Which of the following types of cargo cannot be carried on a bus? A. B. C. D. Small arms ammunition. Labeled OMRD. Irritating materials or tear gas. Emergency drug shipments. All of the above. When is it best to wear your seat belt: A. B. C. D. At all times. Unless you won't be traveling over 35 miles per hour. Only on sand, gravel, or ice covered roads. Only if your bus holds more than 27 people. 30. You are driving a 40 foot bus at 30 miles per hour, the road is dry and the visibility is good, you should keep a safety space in front of A. B. C. D. 8 seconds. 7 seconds. 4 seconds. 3 seconds. your bus how many seconds long? 31. How many folding aisle seats are allowed in a bus that doesn't carry farm workers? A. B. C. D. 0 4 6 8 32. You are driving on a slippery road during the day, according to the driver's manual, how much space should you keep ahead of you? A. B. C. D. Add one second of the space needed for good road conditions. Allow one car length for every ten miles. Allow no more space than you need'under ideal conditions. Allow much more space than needed for ideal driving conditions. 33. If you have riders aboard, you should never fuel your bus under what circumstances? A. B. C. D. Without a fire bottle beside you. In a closed building. Without attaching the grounding cable. With any of the windows open. Page Five - Passenger Endorsement Test - CDL 34. Which of these statements about seeing ahead is true? A. B. C. D. At highway speed you should look not more than 1/8 mile ahead. Many drivers do not look far enough ahead. Good drivers keep their attention on one place for 12 to 15 seconds. All of the above are true. 35. You may sometimes have small arms ammunitions or emergency hospital supplies on a bus. The total weight of all such hazardous materials must be no more than how many pounds? A. B. C. D. 5 pounds. 50 pounds. 500 pounds. 5,000 pounds. 36. When inspecting your bus, you should make sure: A. B. C. D. Every other hand hold and railing are secure. The rider signalling devices are working. Emergency exit handles have not been removed. All of the above. 37. Many buses have curved mirrors called convex, or spot mirrors. What is true about spot mirrors? A. B. C. D. They are against the law in some states. Spot mirrors make things seem smaller and farther away than they really are. Spot mirrors do not need to be checked often because they show a larger area. All of the above are true. 38. If a rider wants to bring a car battery, or a can of gasoline on your bus, what should you do? A. B. C. D. Don't permit it. Tell the rider to sit in the rear of the bus. Collect an extra fare for this type of cargo. Put the battery or gasoline in the cargo compartment. 39. Which of these statements about hazards is true? A. B. C. D. A car with out of state plates is a hazard because that state may not have hazard laws. Movement in a parked car means a person is about to step out. If you see any part of another vehicle, you may assume the driver of the other vehicle sees you. All of the above are true. 40. You are driving a 40 foot bus at 50 miles per hour, the road is dry and visibility is good. of space in front of your bus to be safe? You should keep how many seconds A. B. C. D. 8 seconds. 7 seconds. 6 seconds. 5 seconds. Page Six - Passenger Endorsement Test - CDL 41. Which of the following statements about cargo or baggage containing hazardous materials is true? A. B. C. D. Hazardous materials are allowed on the bus with a permit. Hazardous materials are marked with diamond shaped labels. There are 45 different hazardous materials labels. All of the above are true. 42. The most common bus accident according to the driver's manual is: A. B. C. D. Backing. Head on with a fixed object. Intersections. Making right hand turns. Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program COMMERCIAL DRIVER'S LICENSE REVIEW TEST 1. Which of these statements about double-clutching and shifting is true? A. Pg. 2-14/Par. B. D. Double-clutching should not be used when the road is slippery. Double-clutching should be used only with a heavy load. You can use the tachometer to tell you when tn shift. If you miss a gear when up-shifting, you must bring the vehicle to a complete stop. 2. How long may an unsafe vehicle be put out of service? A. B. C. D. Second inspection by the Georgia State Patrol. Until the driver fixes it. Until the owner fixes it. Either B or C. Pg- 2-1/Line 5. 3. Which of these should be considered a hazard? A. B. C. D. An ice cream truck. A blind intersection. Pg. 2-36/Par. 5 Pg. 2-35/Par. 5. A driver signaling a turn. pg. 2-36/Par. 11. All of the above. 4. Of the following choices, which best describes how you should use your brake pedal when going down a steep hill? A. B. CT D. A light pumping action. A light steady pressure. Kepeatea strong pressure, then release. With stronger pressure as vehicle goes down the hill. 5. Inspection of vehicles by the driver is mandated by: A. B. C. D. Federal and State laws. Pg- 2-1/Line 3. Local school system laws. Is not required. Is only a matter of professionalism. 6. When you dim your lights at night, what should you do about your speed? A. B. C. D. Slow down. Speed up. Drop 5 mph until your eyes adjust. Do nothing because how well you see should not affect the speed. Page Two - CDL Review Test 7. Of the following statements, which is true about speed? A. B. C. Empty trucks always stop easier than do fully loaded ones. When you go twice as fast, it will take twice as far to stop. 8. 9. 10. 11. 12. 13. D. You should choose a speed that will allow within the distance you can see ahead. Pg. you to stop 2-27/Par. 9. You should use brakes and the accelerator alternately. While on a trip, what should you check on a regular basis? A. B. C. D. Watch gauges. Use your senses. Check critical items when you stop. All of the above. Pg. 2-1/Lines 10,11,13. The emergency door on your bus must: A. B. C. D. Be closed when operating the bus. Pg. 4-2/Par. 2. Always have a red door light on. Be free to open for fresh air. Meet all of the above conditions. Which of the following best describes the basic characteristics of the center of gravity? A. B. C. D. The center of gravity is only a problem when the vehicle is overloaded. The center of gravity can make a vehicle more likely to tip over on a curve if it is high. The center of gravity should be kept as high as possible. All of the above. For the best control of your vehicle, which maneuver is best? A. Slow to a safe speed before the curve and coast through it. B. C. D. Slow to a safe speed before entering a curve\nthen accelerate slightly through the curve. Brake all the way through the curve. Speed up slightly before the curve\nthen keep your speed constant through the curve. When driving at the posted speed limit, how far ahead should you look? A. B. C. D. Three-tenth (3/10) of a mile. One-eighth (1/8) of a mile. One-fourth (1/4) of a mile. One-half (1/2) of a mile. What is the minimum tread depth requirement for front tires? A. B. C. D. 4/32 inch, pg. 2-2/Line 1. 2/32 inch. 1/2 inch. 3/4 inch. Page Three - CDL Review Test 14. Which of these should you not do when you pass a vehicle? A. B. C. D. Lightly tap the horn. When passing at night, turn on your high beam before you start to pass, and keep them on until you have completely passed the vehicle. Drive carefully to avoid a crash. Assume the other driver does not see you. 15. You may not run which of the following on the front wheels of your vehicle: A. B. C. D. Regrooved tires. Recapped tires. Retreaded tires. All of the above. 16. When you down-shift, A. B. C. you should: D. Down-shift for a curve before you enter it. Down-shift for a hill after you start down. Let the rpm decrease while the clutch is released and the gear shift is in neutral. All of the above are true. 17. Steering wheel play of more than to steer. can make it hard A. B. C. ttr Two (2) degrees. Four (4) degrees. Three (3) degrees. Ten (10) degrees. 18. Which of the following should be on your bus at all times in case of an emergency? A. B. C. D. Fire extinguishers. Spare electrical fuses if needed. Warning devices for parked vehicles. All of the above. 19. J / To use an interlock in place of the parking brake is: A. B. C. D. Unwise. Okay. Okay on level ground only. A safety feature. 20. Which of these statements about drugs is true? A. B. A driver can use any prescription drug while driving. Amphetamines such as pep pills or bennies can be used to help the driver to stay alert. C. CT The use of drugs is a All of the above. hazard. I'.ig'? !'i i 1J hl t Air Hr.iki's i'fSt (l)l, S'l . All .ilcohol ('V.iporu tor is\ndiss i g nod to do whnt for / n I i r briko\n? A. h. c. I). To get rid of alcohol in the brake ch imbir To cut down the time it takes to build air pressuri'. To act as a reserve for air pressure. To reduce the chianc\ne of_________. cold wo.it-li(?r. f'g . 5-2/bines 13-15 . A fully charged air system i A. n. C. D. 125 psi. 110 psi. 100 psi. 90 psi . Lco in air tjrnko valuos in Pg. 5-7/Par. 8. typically: \u0026lt; Air I I I I / ^(oji /ip!/}r ^/?e PPc /!'r. ^app/y c^A-u^es, H /T^Ccj /l/t/cZ, r7Z\u0026gt;^ j 7~Pt ^\u0026amp;ecP Pj\u0026gt;e H I ' I I ! h H H I  li' i ^j/S. e'-n^pf e^cz^s^/Z- \u0026gt;. lus ^/S. AAi)/- ^-f- \"S Ra.4^ /Ut^ee. -/T^an /^Mi^-/-e^ //}\u0026amp; 7^i6a- Oaje u:i /?}//)Ay^ (^ TkIO (3) T^ree Pi! ^fZ. ^i/je. (^) /^/ PcfS. ?^Jea.-i^eP-  11 ! i 9i. I. ^1' i\u0026lt;\" fc , ! I Ball Seat Exhaust Spring Adjusting Nut Port / ^!W. u\u0026lt; 1^ \\ Safety Valve CUTAWAY VIEW * I Inlet From Reservoir Lock Nut Valve Stem '^i L k*j 5 t nw^ s4-4* r iSi ^3 BS^ Air Tank B \u0026gt; .?rAa.% \u0026lt;   B^li |rM aj2'iy..{* Ml F LIw 1 FIGURE 5-2: SAFETY VALVE .3 I-. I i I One-Way Check Valve A one-way check valve allows air to flow in one direction only. All air tanks on vehicles with air brakes must have a check valve. The check valve keeps air from going out of the' tank if the air compressor develops a leak. ( i. J*.  n To the right of the driver on the control panel are two push-pull type valves. The top knob is termed the System Parking Brake Valve, or parking brake, and is yellow. When pulled, the brakes will actuate for the entire unit. This is the brake which you would use for parking at all times. When pushed in, all brakes release and the vehicle is ready for movement. The knob on the bottom, colored red, is called the Trailer Air Supply Valve. When this knob is pulled, only the trailer brakes are applied. When hooking to a new trailer, this valve must be depressed to release your trailer brakes before driving. When you bob-tail, this button should be pulled to keep the air from leaking out of the lines on the back of your tractor. :V 1 PULL TO APPLY SYSTEM PARK PUSH TO ,RELEASE. VEHICLE INSPECTION AND BASIC CONTROL SKILLS TESTS SOCIAL SECURITY NO. ALL VEHICLES IlQzj CO3 ng: g~- 'V: ENGINE COMPARTMENT pp r2~i ryi rg\"! r2~^ ry: r2~i c^ CS C33 (33 ^3 cK zXi CS3 ! cs: cs: ex: :3: n^n I 11 1 i I I i I i 11^ 11 CZ3 CX] CX3 CX] LZ3 CXI C7e CXj ryi rQ~i rfr: rgt fffi rg~i rgi ryi C33 cS3C93 oil level ........................ coolant level .............. power steering fluid . water pump ................ alternator ..................... air compressor .......... any leaks ..................... ENGINE START parking brake CO CZ3 CO clutch gearshift ...  air buzzer sounds . oil pressure builds ammeter'voltmeter air brake check ... CZ3 steering play .........  mirrors, windshield CO wipers ..................... CO lighting indicators horn(s) .................. heater /defroster .. safety emergency equip TRUCK/SCHOOL BUSZTRACTOR Front Suspension spring ........................ spring mount .......... shock absorber ....... Front Wheel rims ............................ hub oil seal .............. tires ............................ lug nuts ..................... Front Brake slack adjustor ......... chamber ................... hoses ........................ co co co OPTIONAL EQUIPMENT Vehicle axles Trailer axles Air brakes .. CX3C2I Front of Vehicle lights ........................ steering box .......... steering linkage .... Under Vehicle - Rear of Tractor drive shaft .............. exhaust system ..... frame ...................... CO co co co ^Kim .......................... wiver/Fuel Area door, mirror .......... fuel tank ................ leaks ....................... Rear Wheels rims .......................... tires .......................... axle seals ................ lug nuts ................... spacers ................... Rear Suspension springs ..................... spring mounts ....... torsion, shocks ..... Rear Brakes slack adjustor ....... chamber ................. hoses ...................... drum ........................ co co  F R I___IL-J coco coco coco coco coco IZO co tzoco r~iro r-if1 BASIC CONTROL SKILLS Right Turn Pullups Encroachments Mearance Wey Dock Pullups Encroachments Rear Dock (2 Jt.) School Bus Only passenger entry .... emergency exits .... seating ..................... Tractor Only air/elec lines ............ catwalk ...................... Coupling System mounting bolts ........ safety latch .............. platform ................... release arm ............ kingpin/apron ........ Sliding Sth Wheel locking pins ............ lights/reflectors ..... splash guards ......... Rear of Vehicle lights, reflectors ... signal/brake lights r0:rT~ir2~ir3irzVirS^ CG3 03 (23 (33 E3|3 C53 (03 Ct3 C23 C33 ntJ C53 ixnm co co TRAILER Trailer Front air/elec connect .. header board..... lights/reflectors .. Side of Trailer landing gear ....... lights/reflectors .. (doors, ties) ....... frame ................... wheels rims *....................... tires ...................... axle seals ............ lug nuts ............... spacers ............... Suspension springs ................. spring mounts .... Brakes slack adjustor ... chamber ............. hoses ..................... drum ..................... Rear of Trailer lights/reflectors . doors, tics ......... COACHZTRANSIT BUS Front of Vehicle co CO F R C3CX3 coco CZI coco coco coco coco coco ezo co coco coco co co Straight Line Backing Pullups Encroachments Stop Line (2 ft.) Serpentine Pullups Encroachments rOTryrrgiryirzfirffn CO3 (33 (23 (33 C#3 CS3 toicc eW cXj C23 C33 oti rSi COj cn L33 ] C53 lights ................................... Passenger Items passenger entry ............ emergency exits ............ seating ............................. Driver/Entry Area window/door mirror .... Front Brakes/Suspension air leak ............................ Front Wheel rims .................................. hub oil seal ..................... tires .................................. lug nuts ............................ Fuel Tank Area fuel tank .......................... C3 co co co Baggage Compartments emergency equip ......... C doors secure ................... c Rear Wheels I rims ................................. tires ................................. axle seals ..................... lug nuts ........................ spacers ........................ Brakes/Suspension air leaks ........................ Rear of Vehicle lights, reflectors ........... signal/brake lights .... F R (=3CX3 coco coco co /TEST SITE ~rr rpirQirgi cpcccxi ryirTirTn C33CCC33 I trzpi np ryirgirgi 1 II6^ ft * EXicricz3 rgirgirgi r93L9JC33 L:Foi?,WARci S-l-op 1 I I ftiiemiwp imp I LINE e\u0026gt;ACK.|NS-J hitact ylxAl)- Ut'eu Uo forrx.ct-i'bnl b4A O ,o o v\u0026gt;fc m Mimn --  *4b 03rGcr*\u0026gt; *ucuutr. /\\  be^nf b^i bamiha ullicel uiiwa bja\u0026gt;/ l\u0026gt;u+ ftcccuMt. suohl- do MoJerole, vuAut.. PBlvei PeruMvxl OHiit. ee Twite, do Vah.yt Ji' I I I I I a Viti out imirtB. eal^ at, bsHt mirrvrs ea i i-nt OB. TUSo. \u0026lt;.LEARANCf__* UiNS ' ( ^$rop UNf i fhib-' CaAAo/- b4dt ------ up. dzniij icftuMeo -htree, Oe- men- Timfi -t-o Peh.'tJe., has a'oA Vie. l^iaap\u0026gt;ai. Q o 0 o o Q IbD D/i\\Ve. -f-hfonjh QJleij^ dope, h\u0026gt; h'He. \u0026lt;^owaJ \u0026lt;Dc{]~ of' -{J'-C- 'iU Icc^ , (Aj!j-i\\, -(xjuc/ij Zl^ hoUila\u0026amp;'eS. '^ou fnA'{ s+op OAil^^ OMC. JonL pwu- \u0026amp;heA\u0026lt;dl oac. '{oa\\i* ^tvpfed.- Doft+ lean Ct*l u-f uiiwdovo^ OB- Opti-i cl co ft -Us iet bai-Vc^. /MM^r COPAO pUiIA. aj Imo fee-/- or ^-hp LWc. wil-houl- ftfii- //^e p/vp uaja- ' d?W.r /be. bumper -io ^e /-f bumpee 'li be-hpeen -/be Ci/eerii7(a, UNt. -inJi 4h. Sthp UUe.. 0) FcC/n\n- aJrra.'^hF Lit^i- bACKiio^ - STop DNt, :\u0026gt;/roic:e -l-hrea^h /-he 0 iP P/e, bumoee, O-tUce\u0026lt;tn Cl\u0026lt;?ar-ince i,y^^ SrtJ /-he U/ue. AlARltL +\u0026amp; JL* |P -Hie, bunptft. iMPi 3hori- a-f -/-Ac, oLeaimnca- tjAie./ z\u0026gt;A JP iP'utAi paiP t-ht ihfi i-i'Afe- Da rue -- 15 %boul- Sri^rd uAll-'LL ihe. tTi^ie. \u0026amp;f 'JoUi' Veh,-e./a il- \u0026lt;.o)S uj.i-tv 44,e. 3U\u0026gt;p Li^e.. ' 1 do no/ -/oijcji ei-l-her side. oP Pit alley M,/h dP/ pae/'^of yp\u0026lt;/\u0026lt; \\Jthtcle..  srep cuit4\\ 'Joufi. j-kc. CM A c-P -fUe. Firod-V bumpe\u0026lt;_ ^bouf ^^e.n aJi-l-k. alley, ' ) Form\n- ^taAit^K-l- Lwt bActiPt A\u0026lt;4R\u0026lt; 4 if/ilj)K 1'*- ' eAJa.roae()iTttyi-J-s - PulJ-up^. iACi:/P^  e/OC-roachmen4-i- (\u0026lt;\u0026lt;1/ ---- /'brttU^/) -{-/e 0 dZ /hi^ e/ePeiiO. eAcJt Pmt. hfplcan/- flPMCa A 0/t. tncroacJmtaf- /Popt. -fo $/\u0026gt;vAre PPex/- APtJ/rjipe. puLL-yp- s^p- ge./ bt-hke. pi\u0026gt;f:4t-DA aitrec/tfnli. ^/cfp/nA iAj/-/oup dirfchwi. (joej Court/ IO\u0026gt;/-kou/- Z\u0026gt;^ ^cverijM iS A pulL-ap, O^/ogcb/naii-- 'ioochiAC, on. ceof.t/Mg ooe/^ ^i-eziuiQ bcuncla'fy  JoucAibn Otute , m.U 'jfyj op \\Jehielf_. -h'\u0026amp;a/- boundAri'vs 'ek i-f -Pktcj 3re v'czz.r.tAt uunUi, Cc.uJt hutt V^A,t/e. AcZf/ fn/rt ierfrt.c/- -/o tui'U/M i'idc. Op peundafij ^P\u0026gt;ijnp enCrt  ir,tf\\ ''\\ ftr. fh/(.eTfrt.c.i idt, Dcunduft^ \u0026lt;^/]i- y ira. 3. Straight Line Backing This exercise tests your ability to back in a straight line withou| touching or crossing the boundary lines of an alley. The alley vd be about 100 feet long and 12 feet wide. The examiner will give you directions such as:  *s Back down the alley. Try not to touch either side of the alley | with any part of your truck. Stop with your front bumper even^ with the end of the alley. '.a The examiner will check to see if you touch or cross the bounds lines. If you do touch or cross any lines, it will be counted as control error. Pullups will also be counted as errors. \u0026gt; I 'ui IB T 4^ 12i FT. ft ,1 E 1-^ fttiag{aa'aigifca\u0026amp;:^ 100 FT.\" JI ( 4 I ^1 T TT\u0026gt; T TATTT' n A r\" T^T AT BACKWARt Stfc^ATINfe OuTok )l UJ X ihfee. tyii:nzt:e-iis JOl+hDuj- - ct/eb Dftc. (2) i' 'load.h?^ (Uiet uAJd^ UiKd5 TMU iFA lKIVA-\u0026lt;- VEHi'clS THU AcTuiV- Lcri^-AH hi-P Kecova iu-k kecoVGs taeg^ ihYe, o\u0026gt;^ Fut faLL~^p^ (^1 feirtirl CbA*. orm. aan4.y ICaj Xf*w. C^\u0026lt;. 0 GeT Ap^U'canl /AO i,4tr-l-\nA^ . , - , . , ____ .. J P4\u0026gt;5,'-|-.'Ci*O. Ac/ji4\u0026amp;r The. (iiilflthice, be-Kue^/^. \u0026lt;ioAJtj -ro Ma-1-c.K \\lHicle Ler\u0026gt;Q4-K. CV6/t ^4 LU^^ejL 6\u0026gt;io GiJiCb Gan poT 3GJt|ten4iW f^Afo^wje^ Pev\u0026lt;\u0026lt; drived, alcaj/^ He Ki\u0026lt;^M- Side e\u0026gt;F This Rom of conaz. STbp ^\u0026gt;'er\\ RgAR. oF'VEHicJc. 1^ p^^r \u0026lt;Z)M^ ~nyen b^ec op If^ b. UAJriu- ^fOU. Eacjc 6rs4-danc.\u0026gt; ^P lUxJ t4orr To IboCH Vtn.c-le. diKit -H^ Le+ \"^y PaH- oP '^bu^ b^ejez. , ^OW^ o\u0026lt;t. ___ __________'^6 'fbU. _ ~j-\u0026gt;- Keep 'jodiz VEHici-e be+uje3 boundaty LiXies. GAJCROAC-MMe/uT: AnV TlMe, TTi Ve-Hi'dle. 'hiJcJ^.s oc. aaeS O\\je.l^ P\u0026lt; OoAJe.. i^wAJoj voanclaib'es does Aior CSeunrA-S AXj eA}CfSAchty\u0026gt;f\u0026gt;/-. de) hA\\/t. -t-ket**. ^f^e. /aJ-Jo boiAn^fifS^. i4irs is cz\u0026gt;ar4cfil k PuLb-tjp. M|4c^ F^iVe- oC /ADJ?fc pALL-Uf-^ 9il*-'- 'Ta ,~1 E^s  '*-.U4.'-*kiS^i*.-X- A*---4^-.'\u0026gt;\nsT^i cs\n\u0026lt;\u0026lt; p 'fc- Is w It gj M^* B.-I ilaP [^' Mi :i 1 1*3 Bl Ml 1^1 \u0026amp; M s^ S85S ?. P-^ b^i P B -/^^\u0026lt;t~'\n 2a *. W^\u0026lt; 3W1  ^vSv g5v'*^^ P 5^^ b ^s '?iS \u0026gt;g iv^-Q^ wi rt*LrfX* * * ' '* ^5j 'V l 5?i s -?\n?\u0026gt;*,1/\n\u0026lt;W\u0026lt;,-S^ :** wiw !S'^!\u0026lt;' L^T'i*'^\n4^ s K-^: M'. fe* CAN YOU BACK YOUR TRUCK AROUND THE CONES WITHOUT HIRING THEM? A\" \u0026gt;: A iAJL V jE 4)^Richt Tui\nrt hke rear MjhtC-Js -^^ouU CGmz cu\u0026gt;5t- +0 -l-hi. C0H6, olZ. /i-^aiZKee. i fesfc2/e ici'ZZun/^ T^vcy^/^ S yo'y^n'i. /A Ti^rn -jiio caj/cJq^ UJhe.tJ /i dzze e\u0026gt;^ /z^ozie. Z^iaZ ZiCczn ZJazze. o^Z^ztdZh. fO^B- /iZi~n QbartAy '/\u0026gt;tiJ!Z^ Ca\u0026gt;ty\u0026lt;. Z/t'/i\\atA/jiAj) ^oddL. a^ Ada4ice^ I Ouej^ i:e\u0026gt;A/z oz. AAi'U\u0026lt;iA (7^ '^a' a^oa^. Zif/'/i aroii/dA. (i^KAs..  ^/ds/s , (L/idA Zd -^e G^e. /m di^,^6uZ /i''//!:^^ ,Z. u/a/cA id/^i^ZvacA/fje/jr-^  ') ^dZc/?\u0026gt;ffO'4A/e\u0026lt;4i/ i \u0026gt;\u0026lt;~ /^{ai/:^ ^loL. (2o/^ec\u0026gt; 0/^ //jL -/m/la). if/ecf\u0026lt; 7^\u0026lt; cJean/ice, Co^'n^ '^tj'icf e^/v^. fiofl.fri-- (^tannc^ '^nun.i^ //jt. 'r/). (/A/cJt t\u0026gt;cfr ce\u0026gt;Ae.. l^e ^ea/iZ ZIZAZZ A(//il}iffi i\u0026gt;A\u0026gt;5 (c\u0026gt;6/AeA eiuA/*m\u0026lt;-K.-eZt-Z Sx:v/iz'.^ - BiAhi- - \u0026lt;2,t^t2ariCS-y ^^zaid OJ-^mnCA^ dZe ZZz/tfktiA. Z Ztj^ uzzzez^ Zetzd, uzAeej^ Ziz\u0026gt;/t)ez - /ZaZz. ziZi^adL Aziezrze/t^ ddzti/Z -f/z. Gzh/ 'z^L, Adtr (i/iij/, fli^i dtzezL GzV \"/)''zlgk/z - a .. \"J ^ am/ I5d\u0026gt; oM- K ! D^T'/l/Ad^ \u0026amp;tc/- dll/' ^- //- BzkeeJ. AztZiz^ 3z/y e//i/tAU!z_ i/aa ZCdiZjZtA. -ZK^dL\"^'l ' ZZ' fif Al^zef fZ\u0026gt;^ fAfS ZAZZ^ ZZtOAfZj t/zZU. ZIajl^ fifyziZLffKyOnzntifdi^ ,/jU^YDOCK, Peiz-fo/imi flLLey Dockz V\\?,'J-hoL/|- /MAitcecf ee_ 0 o UMC- BumPi oi, 'TbocheS nsop-. \u0026lt;s\u0026gt;R. (Lweb. I TZJgAJi Ldh^el UJ(io/Mg ujaj bu-l- Recovers. ' /vtAR-ei -l-ioo 0(2. puLLoar 12.' k 2'5 o I raiL. lOjieeL Ou^c QxIRL \u0026lt;Ltt/inof- Cc/npleje Zictjc CLeA(KAJc^ UNt. 1 \u0026lt;STDf L\u0026lt;A\u0026lt;C o fvidZe 'Pull-tfi -e zo' (T) t^fltC-K. b(^ Q/l4Fancc 'Iv -hhc  \u0026amp;pGp bAdJi^ /MW 1^- Tr\\| 4o flc.-l' bu-h cS-H^e -{zi -j-ke- bdXUC \u0026gt;-(- -PK'i. '^lleu \u0026lt;Ku4- bACtz pAs-1- '4-- NOT AL-tOudcd -to 'xT op /\u0026gt;^OejE. \"VVAArk 4o WArcH pULL-Upi \"a5 -Ra ^Pfh'tan-t- \u0026lt;^inf-f-s baOzJ/^ JM. (aIK^/J [/ehi'de, -Iv b^\u0026lt;Li^ up, Hjl ikieZ/s IMArcH- FbfZ eyCC^0ACH^6M-rS oU bDumA/SieT. ' WHEA) f^pP^\u0026lt;'eani~ (sjops ^/vJ ^duajcIs hot^fC/i CnecK ^jL^a/^anCe. Teor^-w-ie. R.eaj2. DUzn^c^ -h=\u0026gt; b'^jojc\nF\u0026gt;c\u0026gt;ur)dA\u0026gt;^ TAe Form\n- /^LLC'j D^jck. t^eafi. DocK-\u0026lt;^2f4-) fceaAi. bu/nfljft. -I-Ut. ^\u0026gt;^0 o-P Pur a .5452o\u0026gt;f\u0026lt;. -HvfouftA 1$ ofi +hc Ci\u0026lt;2\u0026lt;Ae2\u0026lt;^eA t..jt^e. , dR. PA^T\" h,^ e'^P tP -He Mot^i \\x IF -l-k bu/nPeiS- -hhi- 6-P He ^lley, you hA^ie ::icj\u0026gt;Cel. I l .... J  T^li^ ^5 Am eAJCrciachn^e/]T.1, , ' Iv'B/.-, 't.'JS' fSKT** \\.-C. BRfer V' k '*? s *'i '.t\n. T^i wl BO sgS'S^S^ -'aaOa ** '\n.!\naofm*^ 'V.j LV JwSM \u0026lt;3 ........- jJu. w ^g so  ^MF fS I KS iSlM^ TJ :i: lAi FIGURE 15-5: ALLEY DOCK Al f: l|3 CAN YOU BACK YOUR RIG INTO THIS SPACE WITHOUT HITTING THE MARKERS OR CROSSING tHE LINES? X ?7V ^Tr * \u0026lt;Z' iZj FIGURE 15-5A: ALLEY DOCKPage Four CDL Review Test 21. wrecked vehicle? Which is true about marking a stalled or A If a hill or curve prevents approaching vehicles from ~ ur venic'xe, within 500 feet, the reflectiv~ should be moved back down the road to give~ If a hill or curve prevents seeing your vehicle- triangle B. adequate warning. You do not have to put out reflective triangles unless C. D. the vehicle will be stopped for 30 minutes The vehicles taillights should be kept on motorists. Al of the above. or more. to warn other 22. Which of the following statements would tell you a shipment contains hazardous materials? A. B. C. D. A hazardous material placard on the vehicle. A hazardous material label on the container. The name of a hazard class on the shipping paper. All of the above. 23. Which one of the following skills is not required to be demonstrated for safe operation of a commercial vehicle. A. B. C. D. Accelerating. Passenger control. Steering. Braking. 24. When driving a vehicle equipped with an automatic transmission/ ) it is most important to down-shift before\nA. B. C. D. Entering a curve. Making a turn. Going down grades. While on level ground. 25. You have been forced off the road. How should you safely 26. 27. move A. B. C. D. back on to the road? . If the shoulder is clear, stay on it until your  has come to a stop and move Pack onto the pavement wheiF it IS safe. Brake hard and steer back onto the pavement. Steer sharply back onto the pavement, maintaining your speed. , , . Keep moving at present speed and steer gently back onto the pavement. Which fires can you use water to put out? A. B. C. D. Tire fires. Gasoline fires. Electrical fires. All of the above. You should use your mirrors to check\nA. B. C. D. The condition of your tires. Where the rear of your vehicle is when you make turns. Traffic gaps when merging. All of the above.Page Five - CDL Review Test 28. Fisheye or convex mirrors make objects seem actually are. than they 29. 30. 31. 32. 33. 34. A. B. C. D. Closer. Farther. Larger. Slower. The proper way to hold the steering wheel is: B. C. D. Firmly with both hands on opposite sides of the wheel. Firmly with both hands as close to the 12 o'clock position as possible. Loosely with both hands on opposite sides of the wheel to facilitate the return of the wheel after cornering the vehicle. All of the above. It will be harder for you to see: A. B. C. D. At dawn. At dusk. In rain. All of the above. Of the following options, which is true about speed?. A. On a wet road, you should reduce your speed by about one-third. B. C. D. On packed snow, you should reduce your speed by at least one-half. When the road is slippery, it will take longer to stop and will be harder to turn without skidding. All of the above. If you are about to have an accident, you should remember: A. B. C. D. You can almost always turn to miss an obstacle more quickly than you can stop. Stopping is always the safest action. Leaving the road is always more risky than hitting another vehicle. All of the above. Going through water puddles is especially dangerous to your: A. B. C. D. Brakes. Exhaust. Engine. Shocks. Which of these statements concerning tires and driving is true? hot weather A. B. C. D. If a tire is too hot to touch, you should drive on it to cool it off. You should inspect your tires every two hours or every 100 miles when driving in very hot weather. The air pressure of a tire decreases as the temperature of a tire increases. All of the above. Page Six - CDL Review Test 35. Which of these is the most important thing to remember' about emergency braking? A. B. C. D. Emergency braking helps keep the brake lining clean. Disconnecting the steering axle brakes helps to keep your vehicle in a straight line during emergency braking. If the wheels are skidding, you cannot control the vehicle Never emergency brake without down-shifting first. 36. When backing, you should do so slowly because: A. B. C. It is easier to correct steering errors. Others will see your intentions. Less likely to need to use pull-ups. DI-'- All '/of theabove. 37. To check the free play of manual slack adjusters on cam brake systems, you should park: II S A. B. C. D. On level ground and apply the parking brake and the service brake. Park on level ground, chock the wheels, and turn off the parking brakes. Park on level ground and drain the air pressure before adjusting. Park on a slight grade, release the parking brake, apply the service brake, and check for vehicle movement. 38. Emergency stab braking is when you: A. B. C. D. Press hard on the brake pedal and apply full hand valve until you stop. Apply the hand valve for one second and then apply the brake pedal. Use light steady pressure on the brake pedal. Put on brakes as hard as you can until the wheels lQCk\u0026gt; let off the brakes and put brake on again when wheel-s start rolling. 39. To correct a drivewheel braking skid, you should: A. B. C. D. Stop braking. Stop braking, turn guickly, and counter steer. Increase braking. Increase braking, turn quickly, and counter steer. 40. The road is most slick after raining how long? A. A few minutes. B. C. D. 30 minutes. An hour. 9 An hour and a half. 41. Controlled braking is also called: A. B. C. D. Squeeze braking. PressrbraklBg. Test braking. Service braking. Page Seven - CDL Review Test 42. 43. 44. 45. One common characteristic of brakes that get too hot is: A. B. Ci D. They stop the vehicle too quickly. They are designed to work better when hot. They may stop working.__ Heat has no effect on brakes. A driver should not allow passengers on the bus if they are bringing with them which of the following? A^ B. C. D. Car battprips nr gasolinp Sealed packages. Small arms ammunition. All of the above. In bad weather, following distance should be: A. B. c7 D. The same. Decreased. Increased. Depends on the skill of the driver. What is meant by double-clutching? A. B. C. D. Pushing down on the clutch pedal four times each time you shift gears. Shifting without using the clutch. Release the accelerator, push down on the clutch pedal: then let the engine and gears slow down to the rpm's required for the next gear\nthen push in the clutch pedal a nd shift to the higher gear. (Pg- 2-14,Par. 4.) Maintain double the needed pressure on the clutch. 46. What are two factors in knowing when to shift? A.' Using transmission speed and clutch stroke. B. c7 D. Using the engine and road speed. Using road speed and \"feel All o f the above. of the road. 47. Which of these is a sign of tire failure? A. B. C. D. Steering that feels heavy. A loud bang. Vibration. All of the above. 48. How should you use your brakes to stop in an emergency? A. B. C. D. Yoir brake so that you use the hand brake first. Brake using the full power of the brakes and lock them. You brake so that you steer and y our vehicle stays in a straight line. You brake so you can steer hard while braking hard. Page Eight - CDL Review Test 49. What is the proper way to hold a steering wheel? A. B. C. D. With one hand. With both hands close together near the top of the wheel. With both hands close together near the bottom of the wheel. With both hands on opposite sides of the wheel... 50. The most common type of brakes are: A. B. C. D. Wedge brakes. Disc brakes. S-cam brakes. Formulated Pressure. 51. Which is not a good move when being tailgated? A. B. C. D. Avoid quick changes. Don't speed u p. Turn on your taillights. Allow more following distance. 52. You are driving a 40-foot vehicle at 35 mph\nall conditions are good. How much distance should you keep between you and the vehicle in front of you? A. B. C. D. 2 seconds. 3 seconds. 4 seconds. 5 seconds. 53. On snow, speed should be reduced by at least: A. B. C. D. One-half (1/2). One-fourth (1/4). One-third (1/3). Enough speed to allow adherence to the four-second rule. 54. Too much heat can cause your brakes to: A. B. C. D. Need adjustment. Fail. Lock on. Develop drum cracks. 55. Which is a good night driving technique? Keep- your speed slow ^enough that von canstop wi thiLru \u0026lt;  i i the range of the headlights. A. B. C. D. Keep your instrument lights bright. Look directly at oncoming headlights only briefly. Wear sunglasses. 56. You must have a commercial driver's license with a hazardous materials endorsement to drive: A. B. C. D. A vehicle transporting small arms ammunition. A vehicle with placards. A vehicle with more than 15 passengers including the driver. A vehicle with more than 16 passengers including the driver. Page Nine - CDL Review Test 57. Which of the tollowing statements is true about strong winds. A. B. C. D. You can lessen the effects of the wind by letting some of the air out of your tires. You should drive alongside other vehicles to help break up the wind. Winds are especially problems when coming out of tunnels The lighter yoir vehicle, the less trouble you will have with wind. 58. You should know that your brakes are failing when you feel: A. B. C. D. You have to push harder on the brake pedal to control your speed on a downgrade. The brake pedal feels spongy when pressure is annlied..- Pressure on the brake pedal is released and speed increases. Less pressure is needed on the brake pedal for each stop. 59. A skid can be caused by: A. B. C. D. Over-steering. Over-braking. Over-acceleration. All of the above. 60. What will help sober up a drinker of alcoholic beverages? A. B. C. D. Fresh air. Coffee. Time. Rapid eye movement. 61. You do not have a hazardous materials endorsement on your 62. 63. CDL. when: A. B. Qjl D. You can drive a vehicle containing hazardous materials The shipment will not cross state lines. The GVWR is 26,001 lbs. or less. The vehicle does not reguire placards. A person who has the hazardous materials endorsement rides with you. You wish to turn right from a two-lane, two-way street to another\nyour vehicle is so long that you have to swing wide to make the turn. How should the turn be made? A. C. D. You should swing wide before making the turn. You should swing wide after making the turn. You should start turning from the left and swing wide after making the turn. You should start turning from the left lane and turn into the left lane of the new street. Most good drivers look how many seconds ahead? A. C. D. 5 to 7 seconds. 12 to 15 seconds. 10 to 12 seconds. Depends on speed. Page Ten - CDL Review Test 64. .Truck escape ramps: A. B. C. D. Cannot be used by certain types of Help avoid damage tn vphirlps-heavy vehicles. Should not be used if brakes fail on a downgrade. All of the above. 65. The road on which due to glazed ice. in such a situation? you are driving becomes very slippery Which of these is a good thing to do 66. 67. 68. 69. A. B. C. D. Stop driving as soon as you can safely do so. Down-shift to stop. Apply the brakes often to keep the brake linings dry. Keep varying your speed by acceleration and braking. During normal driving, spring brakes are usually held back by: A. B. C. D. Bolts. Air pressure. Pg. 5-4/Par. 9. Spring pressure. Centrifugal force. Which of these statements is true about retarders? A. B. C. D. They cause extra brake wear. They allow you to disconnect the steering axle brakes. They can cause the drivewheels to skid when they have poor traction. They cannot be used on interstate hijfhwaysi . If you go twice as fast, will your stopping distance increase by: A. B. C. D. Two times. Three times. Four times. Five times. You are driving a new truck that has a manual transmission. What gear will you probably have to use to make a long, steep downhill grade? A. B. C. D. The same gear you would use to climb the hill. A lower gear than you would use to climb the hill. A higher gear than you would use to climb the hill. None. Newer trucks can coast down hills. 70. On what type turn should you be sure you've reached the center of the intersection before turning? A. B. C. D. Left turn. Right turn. Curve turn. While backing to the right. Page Eleven - CDL Review Test 71. What does a red triangle with an orange center on a vehicle mean? A. B. C. D. Slow-moving vehicle. Hazardous materials. Public utility vehicle. Student driver. 72. When should you check your mirrors for a lane change? A. B. C. D. After signaling the change. Directly after starting the lane change. After completing the lane change. All of the above. 73. Under what conditions may a bus have recapped or regrooved tires? A. B. C. D. The tires may not be on the front wheels. The tires may be on any or all of the wheels. Only when speeds will be less than 40 mph. Only on the outside of dual wheels. 74. When should you use high beams? A. B. C. D. High beams should be used when it is safe and legal to do so. High beams should be turned on when an oncoming vehicle does not dim his lights. High beams should be used to alert people of radar in use. All of the above. 75. An on-route inspection should include checking for: A. B. C. D. Tire over-heating. Brake over-heating. Cargo securement. All of the above. 76. Which of these statements about braking and speed management is true? A. B. C. Stopping time increases by one second for each 10 mph over 20 mph. You need about four times the stopping distance at 40 mph than you do at 20 mph. The total stopping distance of a bus is the distance it takes to stop once the brakes are applied. 77. D. The posted speed limit will always allow safely. you to stop Which of these statements about backing a vehicle is,true? A. B. C. D. You should avoid backing whenever you can. Helpers should be out of the driver's sight and use spoken signals to help the driver. It is safer to back toward the right of the vehicle than the driver's side. All of the above. I Page Twelve - CDL Review Test 78. 79. 80. 81. 82. 83. 84. Which of these is a good thing to remember about drinking alcohol? A. B. C. D. Alcohol first affects judgement and self-control, which affect driving. The chances of a crash are much greater for those that have been drinking. . A driver could lose his license for driving while drinking. All of the above. You are checking your tires for a pre-trip inspection\nwhich of these statements is true? A. B. C. D. Dual tires should be touching each other. Tires of mismatched sizes should not be used on the same vehicle. Radial and biased ply tires can be used on the same vehicle. Tread depth of 2/32 inch is sufficient for the front tires. Which of these could cause a fire? A. B. C. D. Under-inflated tires. Loose fuel connections. Electrical short circuits. All of the above. What is counter steering? A. B. C. D. Turning the steering wheel counter-clockwise. Steering in the opposite direction from which other drivers expect you to do. Using the steering axle brakes to prevent over-steering. Turning the steering wheel back in the other direction after steering to avoid a traffic emergency. Which of the following types of cargo can never be carried on a bus? A. C. D. Small arms ammunition labeled O.R.M.D. Irritating materials or tear gas. Emergency drug shipments. All of the above. To stop for a railroad track, a bus driver should stop how far from the nearest track? A. B. C. D. Five to 20 feet. Ten to 35 feet. Fifteen to 50 feet. Twenty to 65 feet. Which of these statements about managing space to the sides of your bus is true? You should keep your bus to the right side of your lane. The lane position of buses is not affected by wind. You should avoid traveling next to others if possible, pg2-24/ A. B. C. D. All of the above. Par. 4.Page Thirteen - CDL Review Test 85. On which type of fires can you use the type ABC fire ex- ' tinguisher? A. B. C. D. Electrical fires. Burning liquids. Burning cloth. All of the above. Pg. 2-44/Last Par./Lines 2,3. 86. Where should you discharge an unruly rider? A. B. C. D. Near a police station. In an isolated place so he will not bother other people. In as safe a place as possible. Pg. 4-4/Par. 2. In a place convenient for you. 87. A bus may carry baggage and freight only if secured in what way? A. B. C. D. So the driver can move freely and easily. So any rider can use any door or window in an emergency. So riders are protected from falling or shifting packages. All of the above. 88. Your bus is disabled\nunder what circumstances with passengers on board may the bus be towed or pushed to safety to discharge the passengers? A. B. C. D. Only if the distance is less than one mile. Only if getting off the bus sooner would be unsafe. Pg. 4-5/Par Only if a peace officer or rescue crew is present. Only if done by a 27,000 lbs. GVWR or larger tow truck. 89. You are driving a 40-foot bus at 30 mph\nthe road is dry and the visibility is good. You should keep a safety zone in front of your bus about how many seconds long? A. B. C. D. Eight (8) seconds. Seven (7) seconds. Four (4) seconds. Three (3) seconds. 90. Which of these statements about cargo loading is true? A. B. C. IT Legal maximum loaded weight can be considered safe for all conditions. Slight overloading of a vehicle can make its brakes work better. State laws dictate legal weight limits. If cargo is loaded by the shipper, the driver is not responsible for overloading. 91. You should not let riders stand where? A. B. CT D. Between the wheelwells. In front of the standee line, pg, 4-3/Par. 3. witnin two teet ot an emergency exit. In a space reserved for the handicapped. Page Fourteen - CDL Review Test 92. Which of these statements about using turn signals is true? A. B. C. D. When turning, you should cancel the signal just before making the turn. You do not need to use your signals when changing lanes on a four-lane highway. When turning, you should signal early. Pg. 2-17/Par. 9. You should use your turn signals to mark your vehicle when pulled off to the side of the road. 93. You are driving on a slippery road during the day. According to the driver's manual, how much space should you keep ahead of you? A. B. C. D. Add one second to the space needed in good conditions. Allow one car length for every 10 mph. Allow no more space than you need under ideal conditions. Allow much more space than needed for ideal driving conditions. 94. If you have riders aboard, you should never refuel your bus under what conditions? A. B. C. D. Without a fire bottle beside you. In a closed building. Pg. 4-5/Par. 4. Without attaching the grounding cable. With any of the windows open. 95. In which situation might the legal maximum weights not be safe? A. B. C. D. During bad weather. Pg. 3-2/Par. 9. On interstate highways. On non-interstate highways. On county-maintained highways. 96. What should you do if you become sleepy while driving? A. B. C. D. Move your eyes rapidly from mirrors to roadway. Stop to sleep. Stop and get coffee. Stop, walk around, and check your tires. 97. You are driving a vehicle which could be safely driven at 55 mph on an open road, but traffic is heavy now and is moving at 35 mph though the speed limit is 55 mph. safest speed for your vehicle is most likely: The 98. A. B. C. D. 25 mph. 35 mph. 45 mph. 5 5 mph. To help you stay alert while driving, you should\nA. B. C. D. Schedule trips for hours you are normally asleep. Take cold medicine if you have a cold. Take short breaks before you get drowsy. Pg. 2-46/Par.l. Do all of the above. Page Fifteen - CDL Review Test 99. Service brakes should initially be checked by the driver at what speed? A. B. C. D. 20 mph. 30 mph. 5 mph. 55 mph. 100. You are driving a vehicle at 55 mph on dry pavement. What is the total stopping distance you will need to bring it to a stop? A. B. C. D. The length of the vehicle. Twice the length of the vehicle. Half the length of a football field. The length of a football field. Pg. 2-20/Par. 6. 101. Cargo that is not loaded or secured properly can cause\nA. B. C. D. Vehicle damage by overloading. Other highway users to hit or be hit by loose cargo. Injury to the driver during a quick stop or crash. All of the above. Pg. 3-1/Par. 2. 102. What is the tread depth requirement for rear tires? A. B. C. D. 2/32 inch. Pg. 2-21/Line 2. 1/17 inch.. 4/32 inch. 1/8 inch. 103. Which of the following statements about certain types of cargo is true? A. Unstable loads such as hanging meat or livestock can require extra caution on curves. Pg. 3-5/Par. 6,7. B. C. D. Oversize loads can be hauled without special permits during times when the roads are not busy. Loads that consist of liquids in bulk do not cause handling problems because they are usually very h-eavy. When liquids are hauled, the tank should always be loaded totally full. 104. Drivers of trucks and truck-tractors must inspect their vehicle within the first A. B. C. D. 50. 100. 75. 25. Pg. 2-12/Line 13. miles of a trip? 105. You are driving a heavy vehicle. using an off ramp that curves downhill. You must exit a highway You should: A.Slow down to a safe speed before the curve. B. C. D. Slow to the posted speed limit for the off ramp. Come to a full stop at the top of the ramp. Wait until you are in the curve before downshifting. Page Sixteen - CDL Review Test 106. Hydraulic brake failure usually occurs because of: A. B. C. D. Brake fade. Too much fluid. Wrong fluid type. Bad adjustment. 107. You are checking trip inspection. your steering and exhaust systems in a pre- Which of these problems, if found, should be fixed before the vehicle is driven? A. B. C. D. A small leak of power steering fluid. Steering wheel play of more than 10 degrees (2 inches on a 20-inch steering wheel). Leaks in the exhaust system. All of the above. 108. Your vehicle is equipped with hydraulic brakes. While traveling on a level road, you press the brake pedal and find that it goes to the floor, statements is true? Which of the following A. B. C. D. You should not downshift if you have an automatic transmission. Pumping the brake pedal may bring the pressure up so you can stop the vehicle. The parking brake will not work either because it is part of the same hydraulic system. All of the above are true. 109. Which of the following statements is true about overhead clearance? A. B. C. D. Extra speed will cause air to push your vehicle down for extra clearance. The weight of a vehicle changes its height. If the road surface causes your vehicle to tilt toward objects at the edge of the road, you should drive close to the shoulder. You should assume posted clearance signs are correct. 110. Traveling in a vehicle out of gear or with clutch in is called. A. B. C. D. Coasting. Interlock. Grading. Traversing. 111. You are driving on a straight, level highway at 50 mph. There are no vehicles in front of you. blows out on your vehicle. Suddenly a tire A. B. C. D. What should you do first? Stay off the brake until the vehicle has slowed down. Quickly steer onto the shoulder. Begin light braking. Begin emergency braking. Page Seventeen - CDL Review Test 112. Which of the following is a good thing to remember about using mirrors? A. B. You should look at a mirror for several seconds at a time. Convex mirrors make things look larger and closer than they really are. C. D. There are blind spots II that your mirror cannot show you. You should check your mirrors twice for a lane change. 113. In mountain driving, help slow you. A. B. C. D. Lower gears. Brakes. Slack adjusters. Dual axle interlock. allows engine compression to 114. You are driving a heavy vehicle with a manual transmission. You have to stop the vehicle on the shoulder while driving on an uphill grade. Which of these is a good rule to follow when putting it back in motion up the grade? A. Keep the clutch slipping while slowly accelerating. B. C. D. Use the parking brake to hold the vehicle until the clutch engages. Let the vehicle roll straight backwards a few feet before you engage the clutch. Let the vehicle roll backwards a few feet before you engage the clutch, but turn the wheel so that the back moves away from the roadway. 115. Which of the following is a proper use of vehicle lights? A. Turning on your headlights during the day when visibility B. C. D. is reduced due to rain or snow. Flashing your brake lights to warn someone behine you of a hazard that will require slowing down. Flashing your brake lights to warn someone behind you that you are going to stop on the road. All of the above. 116. A major point to remember about loading cargo is to keep the load: A. B. C. D. To the rear. As high as possible. To the front. Balanced in the cargo area. 117. When setting out reflective triangles, you should: A. B. C. D. Turn off your flashers. Carry the triangles at your side. Hold the triangles between yourself and oncoming traffic. Keep them out of sight while you walk to the spot where you place the. Page Eighteen - CDL Review Test 118. Your low beams usually allow you to see up to how many feet? A. B. C. D. 500. 400. 250. 119. Which of the following items is checked in a pre-trip inspection? A. B. C. D. Whether all vehicle lights are working and are clean. Wiper blades. Cargo securement. All of the above. 120. If you can't avoid driving through deep puddles or flowing water, which of the following steps can help keep your brakes working? A. B. C. D. Driving through quickly. Gently putting on the brakes while driving through the water. Applying hard pressure on both the brake pedal and accelerator after coming out of the water. Turning on your brake heaters. 121. Steering, in an emergency, is usually best in what direction? A. B. C. D. Left. Straight. Right. Slow and gradual. 122. If a straight vehicle (school bus) goes into a front-wheel skid, it will\nA. B. C. D. Slide sideways and spin out. Slide sideways somewhat, but not spin out. Go straight ahead even if the steering wheel is turned. Go straight ahead but will turn if you turn the steering wheel. 123. Which of the following is a good thing to do when steering to A. B. C. D. avoid a crash? Apply the brakes while turning. Steer with one hand so that you can turn the wheel more quickly. Don't turn any more than needed to clear what is in your way. Avoid counter-steering. 124. Bright lights should be dimmed when you're within how many feet of an approaching driver? A. B. C. D. 100. 200. 300. 500. Page Nineteen - CDL Review Test 125. What should you do if you need to leave the road in a traffic emergency? A. B. C. D. Brake hard as you leave the road. Try to get all wheels off the pavement. Avoid braking until your speed has dropped tn about 20 mph Avoid the shoulder because most shoulders will not support a large vehicle. 126. Which of the following is true about engine overheating? A. B. C. D. If your engine overheats within 25 miles of the end of your trip, you should complete the trip and then check the problem. You should never shut off an overheated engine until it cools. You should never remove the radiator cap on a pressurized system until the system has cooled. Antifreeze is not needed when the weather is warm. 127. The fine for having more than one license is: A. B. C. D. $10,000. $7,500. $2,500. $5,000. 128. You are performing a pre-trip inspection, following statements is true? Which of the A. C. D. Rust around wheel nuts may mean that they are loose. Cracked wheels or rims can be used if they have been welded. A vehicle can be safely driven with one missing lug nut on a wheel. Mismatched lock rings can be used on the same vehicle. 129. You are driving on a two-lane road. into your lane and is headed straight for you. is most often the best action to take? An oncoming driver drifts Which of these A. B. C. D. Hard braking. Steer into the oncoming lane. Steer to the right. Steer onto the left shoulder. 130. Which of the following is a good thing to remember when crossing or entering traffic with a heavy vehicle. A. B. C. D. Heavy vehicles need larger gaps in traffic than cars. The best way to cross traffic is to pull the vehicle partway across the road and block one lane while waiting for the other to clear. The heavier your load, the smaller the gap needed to cross traff ic. Because heavy vehicles are easy to see, you can count on other drivers to move out of your way or slow down for Southern Dc.ft'ns i vt? ml Cominf rc i i! Driving License S'^m i n 1 rs 1 nc. Comniercial Dri ver Lic-'-'nse T r a i n i n g Pro.') ram Air Bratos Test This set of questions must be completed if you will be driving vehicles equipped with air brakes. 1. .Modern air brake system combine three different systems. They are the service brakes, the parking brakes, and the: A. B. C. Emergency brakes. Pg. 5.1-Par. 3. Foot brakes. S-cam brakes. 2. The air compressor govenor controls\nA. B, C. 3. The speed of the all compressor. Air pressure applied to the brakes. When the compressor will pump air into the storage tanks. Pg. 5.1-Par. 6^ A combination vehicle or bus air brake system cannot leak more than released\nper minute with the engine off and the brake A. B. e. 1 psi . 2 - psi.Pg. 5-7, Par. 7.(Must be less than 3 psi 3 psi. 3 psi.) cannot be 4. Oil and water that collects in air tanks can make brakes fail. If you do not have automatic tank drains, when should you drain the air tanks? A. JL. C. Every other day. Every day. Pg- 5-2-Par. 1-Lines 7,8. Every week. \\e!iicles with air brakes must have\nA . n. At least two air tanks. An air pressure gauge. C. for braking. Pg. 5-4-Par. 1. to show the pressure available An air use gauge, for braking. to show air used by the brake chambers 6. rhe driver must bo able to when air pressure in the service tanks eo a warning li'jht that is given falls below: A. P. 40 psi. 50 psi. ___ BQ-- PO  5-4-Pdr. 3. '1' w o A i I r- cn\n, 1. You shoulii know that your br,ik''s r I cl i .'I 'l wh\u0026lt;'ri : A. You have to push harder on the brak ' ped,11 to control 8. B. C. your speed on a down - grade, pg. The brake pedal feels spongy when pressure'is applied. 5-y, Pa r . 2 . Less pressure is needed on the brake pedal for each stop. To check the Cree play in manual slack adjusters. you need to\nA. Stop on level ground and apply the parking brakes. B. C. Park on level ground, check the wheels and release the parking brakes. Pg. 5-6, Par. 6. Apply the service brakes by hand and watch the slack adjusters move. 9. Air braking takes more than hydrualic braking because air brakes: A. B. C. Use different brake drums. Need to have air flow through the lines to work, pg. 5-9, Require heavier return springs. Par. 10. Which of the following makes total stopping distance longer for air brakes than hydraulic? A. B. C. Perception distance. Reaction distance. Brake lag. Pg. 5-9, Par. 1. 11. Experts do not recommend fanning ( on-again braking ) for long downhill runs because: A. B. C. Air usage is less when fanning. Brake linings do not get hot when fan.ning. The short time off the brakes does not allow the brakes to cool. Pg. 5-9, Par. 4. 12. If the air compressor develops a leak, what keeps the air in the tanks? A. B. C. The tractor protection valve. The emergency relay valve. The one-way check valve. 13. If your vehicle has an alcohol evaporator, every day during the cold weather you should: A. B. C. Check and fill the alcohol level. Pg. 5-2, Par. 3. Change the alcohol. Use only grade A alcohol. 14. You must make .a very quick stop. You should brake so you: A. B. C. Can steer hard while braking hard. Use the full power of the brakes and lock them. Stay in a straight line and can steer. Pg. 5-8, Par. 2. 15. During normal driving, parking and emergency brakes are usually held back by: A. B. C. Air pressure. Pg. 5-4, Spring pressure. Centrifugal force. Par.9. i- 1 'I'e Th f'-'f A 1 r 1'1 I k I'l I Cid. 1 G. The alcohol evaporator on air braki? sy:.terns, to do which of the following. its f ,!I1C1 mH i .1 A. B. Thin the air. Reduce the risk of ice in the air line. Pg. 5-2, Par . C. Helps to make ttie brake apply easily. 17. The brake pedal may be referred to as: A. Safety brake. B. The foot or treadle valve. Pg. 5-2, Par. 6. C. The pressure and release pedal. 18. When you push the brake pedal dov/n on an air brake vehicle, two forces push back against your foot, which two are they? A. Brake chamber and brake shoe. B. Brake cam and cam roller. C. Soring and air pressure. Pg. 5-2, Par. 7. 19. All trucks, truck tractors and buses must be eguipp th emergency brakes and parking brake. Because air pressure can eventually leak away, what holds the brakes on? A. Limiting valves. B. Low air sensors. C. Spring brakes. .Pg. 5-4, Par. 9. 20. When inspecting your brakes on a pre-trip inspection. v.hich of these statements is false? A. Brake drums or discs must not have cracks longer than inch wide. B. Brake hoses may have small cuts in them as long as they are less than inch. Pg. 5-6, Par. 7. C. Linings must not be loose. 21. The parking brake knob should pop out when air pressure falls to the manufacturer's specification range of? A. 20-40 psi. Pg. 5-9, Last Par. B. C. 5-10 psi. 0-5 psi . 22. The pumping of the air compressor should start at about and stop at A. B. 60-90 psi. 50-70 psi. ps i . C. 100-125 psi. Pg. 5-7, Par. 8. 23. To test the parking brake you should: A. Move the vehicle forward about 15 miles per hour and pull the parking brake on. B. While backing, letting the brakes adjust, pull the parking C brakes on. Stop the vehicle, put the parking brake on, and gently pull against it in low gear. Pg. 5-8, Par. 2. Foil f A i r Ura k. st. 24. What describes the controlled braking the be.st? ',(? rni \"scjueezr \u0026gt;  I 'u k i rrj A. r^ut brakes en IS hard as you can withtiuL 1 OL:k i ng__k-hnpi  B. Apply Siow steady pressure until the wheels are locked. i 1 .i. r . G . C. Brake as hard as you can and then pump them 3-5 times. 25. Vehicle equipped with air brakes. Which statement describes the correct factors to equal total stopping distance? A. Reaction distance plus effective braking distance plus brake lag distance. B. Perception distance plus reaction di .:\nt.ane,- pl:.ia bcato C. lag distance plus effective braking distance. Pg. 5 - 9, Perception distance plus effective braking distance plus reaction distance plus brake lag distance. Par. 1 26. The spring brake will come on when air pressure drops into the to psi . A. 20 to 35. B. 20 to 40. Pg. 5-7, Par. 4. C. 20 to 45. 27. Pressing on the brake pedal as hard as you can and releasing the -brake pedal when the wheels lock up and as soon as the wheels start rolling, put on the brakes fully again descibes which type of braking method? A. Stab braking, pg. 5-8, Par. 7. B. Controlled braking. C. Emergency braking. 28. Which is not a part or component of the braking system? A. The manual draining valve.Fig. 5-1, Pg. 5-2. B. The safety valve, pg. C. 5-2, Par. 4 The pitman torque release pin. Pg. 5-2, Par. 1/Lines 11,12./ Par. 4. 29. The application pressure guage shows how much? A. B. Brake fluid is needed to stop the vehicle. Air pressure you are applying to the brakes. Pg. C. G-force is 5-4, Par. 2. ded to apply or to make a brake application. 30. What is the function of the slack adjusters? A. To twist the brake cam shaft to turn the \"S n cam to force the shoes against the drums. Pg. 5-3, Par. 3. B. To provide one inch of shoe to drum clearance. C. To adjust the power screw to operate the C-clamp. 0501t/O225t i'j'H' i vf i r Hi uki'.'i I'PSl (.I)!. 31. 'I'lic piirkinq or emergi?ncy brako on .1 heavy vohicle Ccin only bi? held in position by something that cannot Icik away. An Pg . example would be: A. n. Fluid Pressure. Spring Pressure Pg. 5-4, Any of the above. Pa r . 9. 32. Your vehicle has a duel air brake system, if a low air pressure warning comes on for the secondary system, what should you do? A. B. Bring a vehicle to a safe stop and continue only when the system is fixed. Pg. 5-5, Par. 2/Pg. 5-6, Par. 3. Reduc your speed and test the remaining system, while 5-5, Par.2C^ Pg. 5-6, Pa r.3D. under way. Reduce your speed and drive to the nearest garage for repair. Continue at normal speed if only the secondary system fails. 33. Th A. B. C. D. brake pedal to the air brake system? Control the speed of the air compressor. Always need to be held down halfway during normal driving. Controls the air pressure applied to the brakes. Pg. 5-2, Par. Is connected to the slack adjusters by a series of rods and linkages. 34. If your truck or bus has duel parking control valves you can use pressure from a separate tank for what purpose? A. B. C. D. To release the spring emergency parking brakes to move a short distance. Pg. 5-5, Par. 7. To apply more brake pressure if the main tank is getting low. To stay parked twice as long with your service air pressure. To balance the service brake system whenever you are parked. 35. Which of these is the first thing to do when a low air pressure warning comes on? A. B. C. D. Stop and safety park as soon as possible. Pg, 5-5, Par. 2. Shift to the next highest gear. Adjust the brake pedal for more travel. Open the air supply control valve. 36. The braking power of the spring brakes? A. B. C. D. Is not affected by the condition of the service brakes. Can only be tested by highly trained brake service people. Depends on the service brakes being in adjustment.Pg Increases when the service brakes are hot. 37. All air brake equipped vehicle have? A . B. C. D. At least one brake heater. A hydraulic system in case the air brake system fails. A supply pressure gauge. An air use gauge. Pg. 5-4, Par. 1. 38. What doos the application pressure gauge show you? A. B. C D. 5-5, Par. Mow much air you have used during this trip. How much pressure you have in the air tank. How much air pressure you are applying_ Ltj l.hti bEakiia,. *^'3  None of tfie above. 5-4,Par. I-.1'1 '\nI X Air iu'-i kf sL 3'J. W! 1 y A. ' B. C. D. .1 r I i 0 w.jt'T from comprossici .lir? fliG low boilinq point of w.jtor rnducos br.ikinq powi'r. Water c.in frf?cz(? in co Hi wo.athor nnri cansr' brake f a i lire Water cools the compressor too much. To keep from fouling the air compressor oil. P !   ia r . 40. To test air service brakes you should brake firmly while movi slowly forward, the brakes are on if you notice what? A. B. C. P The vehicle pulls to one side. An unusual feel. /A delayed stop action. None of the above. Pg. 5-8, Par. 3 41. On long down hill grades, experts recommend light steady pedal pressure instead of on again, off again braking. A. B. C. /Air usage is less with 1 ight steady pressure. Brake linings do not heat up as much w It works better with a low gear in controlling s h light pressure. D. All the above. Pg. 5-9, Par. 3. P ed. 42. During normal driving, spring brakes are held back by: A. iL. C. D. Bolts. Air pressure. Pg- 5-4, Par. 9 Spring pressure. Centrifugal force. 43. In air brake vehicle the parking brake should be used how? A. B. C. D. As little as possible. Anytime the vehicle is parked. Pg- 5-10, Par. 1 To hold your speed while going down hill. Only during parking and trip inspection. 44. Emergency stab braking is when you: A. B. C. ax Press hard on the brake pedal and apply full hand valve until you stop. Apply the hand brake for 1 second then push hand on the pedal. Use high steady pressure on the brake pedal. Brake as hard as vou can, release the brakes when the wheels lock, put on the brakes again when the wheels start rolling. 45. Storage tanks should hold how much air for braking? Enough air so the brakes can be used several times if the air compressor is not working. Pg- 5-1/Last Paragraph. B. C. D. At least 130 psi. At least 200 psi. At least 500 psi. 46. During normal driving, spring brakes are usually held back by: A. B. C. D. Bolts. Air pressure. Spring pressure Contrifugal force. Ig. 5-4/Line 3 Prom bottom of page. e I'.l !' S.'V t'll I'r-ik I.t |7. T,ie A. H . C. I\u0026gt;. most common Ly Wedge brake-s. Disc brakt?s. S-cam brakes. I' of ig- 5-3/Lino I. Lor mu I a t(?d irossu re . 18. Kby drain water from compressed air tank.' A. P. The low boilinci point of water reduci?3 brakinn power. Water can free.^e in cold weather and cau bral: failure. Pg. 5-2/Lines 1,2,3. D. Water cools the compressor too much. To keep from fouling the lir compressor 49. Th parking brake knob should pop out when tl falls to the manufacturer's specification, which in a range between: 1\nusually\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":102,"next_page":103,"prev_page":101,"total_pages":155,"limit_value":12,"offset_value":1212,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. Department of Education","hits":220},{"value":"Little Rock School District","hits":179},{"value":"Office of Desegregation Monitoring (Little Rock, Ark.)","hits":69},{"value":"United States Court of Appeals for the Eighth Circuit","hits":30},{"value":"North Little Rock School District","hits":12},{"value":"Bushman Court Reporting","hits":11},{"value":"Walker, John W.","hits":6},{"value":"Joshua Intervenors","hits":5},{"value":"Arkanasas State University. Office of Educational Research and Services","hits":4},{"value":"Arkansas Association of Educational Administrators","hits":4}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Education--Arkansas","hits":1745},{"value":"Little Rock School District","hits":1244},{"value":"Little Rock (Ark.)--History--20th century","hits":1207},{"value":"Education--Evaluation","hits":886},{"value":"Educational law and legislation","hits":721},{"value":"Educational planning","hits":690},{"value":"School integration","hits":604},{"value":"School management and organization","hits":601},{"value":"Educational statistics","hits":560},{"value":"Education--Finance","hits":474},{"value":"School improvement programs","hits":417}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Springer, Joy C.","hits":6},{"value":"Walker, John W.","hits":3},{"value":"Heller, Christopher","hits":2},{"value":"Wright, Susan Webber, 1948-","hits":2},{"value":"Armor, David","hits":1},{"value":"Eddington, Ramsey","hits":1},{"value":"Intervenors, Joshua","hits":1},{"value":"Intervenors, Knight","hits":1},{"value":"Jones, Sam","hits":1},{"value":"Jones, Stephen W.","hits":1},{"value":"Joshua, Lorene","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Little Rock Central High School Integration","hits":6},{"value":"Housing Act of 1961","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":1849},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":1836},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":1799},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":1539},{"value":"United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709","hits":10},{"value":"United States, Missouri, 38.25031, -92.50046","hits":5},{"value":"United States, Arkansas, Pulaski County, Maumelle, 34.86676, -92.40432","hits":4},{"value":"United States, Missouri, Saint Louis City County, Saint Louis, 38.65588, -90.30928","hits":3},{"value":"United States, Kansas, 38.50029, -98.50063","hits":2},{"value":"United States, New York, 43.00035, -75.4999","hits":2},{"value":"United States, Arkansas, Chicot County, 33.26725, -91.29397","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Arkansas","hits":1836},{"value":"Missouri","hits":5},{"value":"Kansas","hits":2},{"value":"Massachusetts","hits":2},{"value":"New York","hits":2},{"value":"Connecticut","hits":1},{"value":"Illinois","hits":1},{"value":"Maryland","hits":1},{"value":"Michigan","hits":1},{"value":"Ohio","hits":1},{"value":"Oklahoma","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1994","hits":385},{"value":"1995","hits":376},{"value":"1996","hits":334},{"value":"1993","hits":312},{"value":"1992","hits":292},{"value":"1999","hits":273},{"value":"1997","hits":268},{"value":"1991","hits":255},{"value":"2001","hits":252},{"value":"2000","hits":251},{"value":"1998","hits":245},{"value":"2002","hits":182},{"value":"1990","hits":173},{"value":"2003","hits":164},{"value":"2004","hits":148},{"value":"1989","hits":134},{"value":"2005","hits":119},{"value":"2006","hits":86},{"value":"2011","hits":62},{"value":"2010","hits":60},{"value":"2007","hits":57},{"value":"1988","hits":51},{"value":"2008","hits":47},{"value":"2009","hits":47},{"value":"1987","hits":35},{"value":"1986","hits":30},{"value":"2012","hits":30},{"value":"1984","hits":27},{"value":"1985","hits":23},{"value":"2013","hits":19},{"value":"1983","hits":16},{"value":"1982","hits":15},{"value":"1980","hits":13},{"value":"1981","hits":13},{"value":"1974","hits":12},{"value":"1975","hits":12},{"value":"1976","hits":12},{"value":"1977","hits":12},{"value":"1978","hits":12},{"value":"1979","hits":12},{"value":"1973","hits":11},{"value":"2014","hits":11},{"value":"1967","hits":9},{"value":"1968","hits":9},{"value":"1969","hits":9},{"value":"1970","hits":9},{"value":"1971","hits":9},{"value":"1972","hits":9},{"value":"1954","hits":8},{"value":"1966","hits":8},{"value":"1950","hits":7},{"value":"1951","hits":7},{"value":"1952","hits":7},{"value":"1953","hits":7},{"value":"1955","hits":7},{"value":"1956","hits":7},{"value":"1957","hits":7},{"value":"1958","hits":7},{"value":"1959","hits":7},{"value":"1960","hits":7},{"value":"1961","hits":7},{"value":"1962","hits":7},{"value":"1963","hits":7},{"value":"1964","hits":7},{"value":"1965","hits":7},{"value":"2017","hits":6},{"value":"2015","hits":5},{"value":"2016","hits":5},{"value":"2018","hits":5},{"value":"2019","hits":5},{"value":"2020","hits":5},{"value":"2021","hits":5},{"value":"2022","hits":5},{"value":"2023","hits":5},{"value":"2024","hits":5}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"1950","max":"2024","count":5114,"missing":0},{"name":"medium_facet","items":[{"value":"documents (object genre)","hits":904},{"value":"reports","hits":255},{"value":"judicial records","hits":232},{"value":"legal documents","hits":207},{"value":"exhibition (associated concept)","hits":67},{"value":"project management","hits":62},{"value":"budgets","hits":38},{"value":"correspondence","hits":23},{"value":"handbooks","hits":20},{"value":"agendas (administrative records)","hits":17},{"value":"handbills","hits":16}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Office of Desegregation Management","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"Butler Center for Arkansas Studies","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":1850}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":1850}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}