Little Rock School District Court Submission

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LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 COURT SUBMISSION JUNE 28, 1993 Little Rock School District June 28, 1993 Mr. Chris Heller Friday, Eldredge and Clark 2000 First Commercial Building Little Rock, AR 72201 Dear Chris: JUN 2 8 1993 Ollice of Des gregation Monitoring As a prerequisite to the July 7 and 8 court hearings to review budget matters, I submit the following exhibits as required by Judge Wright's order dated June 15, 1993: 1-A Budget Changes Supported by "Business Cases" 1-B Major Deficit Reduction Actions 1-C 1993-94 Certified Teacher Salary Increases Matrix 1-D Budget Revision (Draft 4) 1-E Action Plan Based upon my interpretation of the order, the attached exhibits should complete our required filings for the June 28, 1993 court submission date.
~ly, Mark D. Milhollen Controller MDM/cfh Attachments 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 Exhibit 1-A BUDGET CHANGES SUPPORTED BY "BUSINESS CASES" A list of the business cases which relate to the 1993-94 Board approved budget changes are as follows: Four full time social workers at Incentive Schools One Spanish teacher for Incentive Schools A police resource officer at each secondary school Extended contracts for King staff, ABACUS expansion One secretary for desegregation facilitator One half-time communications assistant Director of Human Resources One additional assistant principal at Central High Discontinue KLRE/KUAR funding after 2 year notice One secretary in Human Resources Communications Assistant Curriculum and Learning Improvement Department One secretary in School Operations Plant Services Department Transportation Department One position in VIPS Department Total Additions Total Reductions * Savings will not accrue for two years, so they are not included in the total. $132,000 33,000 203,000 339,137 21,500 10,000 55,000 40,000 $ 833,637 $ 86,000* 21,800 40,040 897,098 23,000 178,031 62,962 20,937 $ 1,243,868 J / / \/ t/ \/' t/ V / v v Exhibit 1-A Page Two Gifted and Talented Counseling Music Teachers IRC Aides Community Schools Parent Recruiting Seventh Period at Henderson $ 242,000 260,000 551,000 38,500 100,000 75,000 303,000 Total Reinstatements $ 1,569,500 A~TIO/J S ti/Toi,) ldfftd-ff T~ 15 /Jo SvS,-l.le.55 ~""" -- ~~--.. A~f-~V2 ~' ~ - ~J~. I,<'e- ~ - ~~P, ~o/ ~~ - b~~~. ~./ ~ -~/:, .. ~ ~ - ~~-- ~ - t:Jy~_,, &P~ - ~~ t.e~,.. JJ&~~ k~~d:i - ~ ~-- kd~~ ~ t::-~ - :l
,a---~-- Q',4 ~ - ~ ~,., &~~~ ~7 /.A:~ _ ~ ad-- ~ 4 ~/~-~ 4,..t!- /:&?Y ~-~ ~7~--~ PROGRAM ANALYSIS for STAFFING THE INCENTIVE SCHOOLS EXECUTIVE SUMMARY The Desegregation Plan identifies twenty different positions to be considered for staffing at each Incentive School. Over the past several years the District has made a good faith effort to hire most of the recommended positions. The remaining unfilled positions are being considered at this time to further meet the needs of students and the school community. These positions are: assistant principals, social workers, a Spanish teacher(s), and alternative classroom specialists. A. Background These positions identified in the Desegregation Plan have already been placed at the Incentive Schools. The positions include: o Assistant principals for Rockefeller & Franklin o Classroom Teachers o Counselor o Media Specialist o Music Teacher o Art Teacher o P.E. Teacher o Auxiliary Teacher {permanent substitute) o Reading Teacher (remediation) o Math Teacher (remediation) o Computer Lab Attendant o Resource Teacher o Speech Teacher o Media Clerk o Instructional Aide (classroom) o Theme Specialist o Principal o Supervision Aides (cafeteria and playground) The plan clearly states that a needs assessment should be conducted to determine the basis for adding any unfilled positions. A needs assessment was conducted by the Staffing Committee at each Incentive School in February of 1993, to consider the positions of assistant principals, social workers, Spanish teachers, and alternative classroom specialists added to each Incentive School staff. B. C. D. Problem Definition The data received from the needs assessment conducted at each school indicated a need for the following positions: 1) Four assistant principals 2) Four full-time social workers 3) A Spanish teacher 4) Two alternative classroom specialists The staffing committees held lengthy discussions on these positions to determine whether or not these were absolute needs. Adding a full-time social worker at Franklin and Rockefeller will eliminate the need for an alternative classroom specialist. The Board did not approve additional assistant principals for incentive schools in the 1993-94 budget. Rather than add a Spanish teacher at every incentive school for the 1993-94 school year, the Board supported phasing in a pilot program at two (2) incentive schools as recommended by the Staffing Committee. The budget impact of adding four (4) social workers and one (l) Spanish teacher will cost the District approximately $165,000 for the 1993-94 school year. Analysis of Alternatives After compiling and analyzing the data of the needs assessments, each Incentive Schools' Staffing Committee was responsible for writing a statement of rationale to support their findings and recommendations. The staffing recommendations were then prioritized according to the most dire needs at each school. Any other alternative to form a basis for adding unfilled positions would be contrary to the process identified in the Desegregation Plan. Recommendation The specific placement of the recommended positions are as follows: Rockefeller: Full-time Social Worker Half-time Spanish Teacher Garland: Franklin: Full-time Social Worker Full-time Social Worker E. F. Rightsell: Mitchell: Half-time Social Worker Half-time Spanish Teacher Half-time Social Worker* * We already have one (1) full time social worker for incentive schools. We propose to use this person one-half (1/2) time at Ish and Stephens, which will give all incentive schools at least a one-half (1/2) time social worker. Objectives The objective of the recommendation is to meet the needs of each Incentive School community and to further implement our Desegregation Plan. Because school community needs are constantly changing, a needs assessment should be conducted yearly to determine the basis for continuing staffed positions. The specific duties, responsibilities and activities of each position should be analyzed to evaluate program need and position effectiveness. Impact Analysis The expected positive impact of adding additional positions to the Incentive Schools hopefully is an increase in student achievement and success. The possible negative impact of adding additional positions to the Incentive Schools might be that the comparatively low student enrollments at the Incentive Schools may cause duties and responsibilities of various positions to overlap and be perceived as a non-essential staff position. However, a recent court order does state that the addition of staff positions should not be based on enrollment, rather the need for such positions. Resources Analysis The desegregation budget will be impacted by an additional salary expenditure of $162,000 for the 1993-94 school year. Instructional materials, training, and other program costs are estimated to be an additional $3,000. BUSINESS CASE SAFETY AND SECURITY DEPARTMENT EXECUTIVE SUMMARY In 1989, after the unfortunate shooting of a student at a Little Rock Junior High School, the Board of Directors authorized the Administration to conduct a safety and security study. This study was to address the security issue on campuses, on buses, and in the neighborhoods surrounding the schools. The Board of Directors made the decision to have a committee from each school study the various safety and security issues in the LRSD. A Task Force was formed that 1. Held public hearings 2. Met with Parent-Teacher groups and/or their designated leaders 3. Interviewed city and community leaders 4. Reviewed secondary school safety and security issues in other urban school districts The Task Force enlisted the expertise of the National School Safety Center who sent its Deputy Director to Little Rock for one week and on later follow-up visits. The Task Force report was dealt with by issuing twenty (20) major recommendations to use as an outline to build a strong, effective safety and security program for the Little Rock School District. Recommendation No. 18 in this report was to establish a school district office of Safety and Security. A. Background 1. At present, the Safety and Security Department is composed of a Director of Safety and Security, two supervisors, and one person who answers all alarm calls to the various sights, meets the police that have been dispatched, and secures the buildings upon completion of his report. There are thirty-six (36) School Based Security Officers assigned to the secondary schools in the LRSD. A recommended addition is the addition of fourteen (14) School Resource Officers. School Resource Officers (SRO) will be assigned to the current secondary schools. A School Resource Officer is a commissioned law enforcement officer that is assigned to the local school district. Safety and Security Page Two B. C. 2. School security is a problem that is currently concerning both school district employees and members of the community throughout the nation. The idea of School Resource Officers and security forces is certainly not a new idea. It is, however, fairly new to the State of Arkansas. The problem of dealing effectively with unruly students and community members has been an ongoing problem through the country for many years. Districts across the country are having to develop plans, policies, and strategies for coping with these issues and the resulting increase of fights, assaults, homicides, drive-by shootings, weapons, and general disruption to previously "quiet" schools. Problem Definition 1. Various approaches to better safety and security in the schools have been attempted. It must be recognized that there is no one single approach that will solve the multitude of problems. The School Resource Officer approach is, however, one that has been successful throughout the country in dealing with the various acting out behaviors and in helping create a bridge between local law enforcement and troubled youth in the community. Analysis of Alternatives 1. Many alternatives have been approached in solving the problems. The LRSD has not discarded any of our approaches only attempted to bring new answers to the problem. The National School Safety Center, an advocate of School Resource Officers, supplied this office with information on these programs throughout the country. Visits were made to programs in California and Florida. Numerous telephone conferences were held with Resource Officers on duty in different schools. The Little Rock School District looked at these different options: a. b. Do nothing: A number of school districts do not need a formal security program that involves Resource Officers. With the problems facing the City of Little Rock and the schools in the Little Rock District this option was not chosen. ~ with a guard service. Two private guard services were contacted. Neither of these services had any experience in providing a security force that had expertise in dealing with the diverse student population in our community. Few training programs were available through these groups. Additionally, these groups seemed to have a lack of commitment to and understanding of our educational philosophy. Safety and Security Page Three c. Employ School Resource Officers. Historically, police have played a significant role in public education. They have been involved in handling truancy, juvenile crime, and major collective disturbances. Personnel are trained. The size of the force can be down-sized when needed. A pre-employment background check is always completed and support personnel is available. A formal agreement is prepared that identifies duties and responsibilities of both the police department and the school district. D. Recommendations E. 1. The Little Rock School District recommends that alternative number 3 be employed. It is our belief that School Resource Officers will help provide a balance between crime prevention, education, enforcement, and informed positive contacts. A School Resource Officer will help develop relationships with students. The School Resource Officer will lay a foundation for student confidence and trust by demonstrating both a knowledge and an interest in matters of child advocacy. Objectives 1. Objectives to the recommendation. Program objectives are: a. To prevent students from becoming involved in behaviors that violate state statutes, city codes, and District policy b. To establish an improved rapport between law enforcement officers and youth c. To assist the building staff and administration in providing security for students d. To act as a resource to staff and students in legal matters and violence prevention intervention e. To help to provide an educational environment that offers prevention programs in determining youth involvement in gang activities, crime, alcohol, and drug abuse f. To assist in the coordination of community resources in promoting interagency approaches to the solution of community youth problems Safety and Security Page Four F. 2. Good Support. One of the prerequisites for students to have a chance to learn is to have a safe, secure environment in which to learn. District level goals that would increase educational achievement with emphasis on closing disparities certainly fall within this area. A safe, secure environment is also necessary for students and staff if the following goals are to be reached: a. Providing equitable educational opportunities for all students in a desegregated learning environment b. Enabling all students to develop a lifelong capacity and love for learning c. Teaching all students to be productive contributors in the school, the community, and the work place d. Providing a disciplined, structured learning environment for all students 3. Evaluation Criteria. Evaluation criteria for the School Resource Officer Program include: a. Written evaluation by principals, including suggested improvements b. Written evaluation by school resource officer, including suggested improvements c. Survey of all staff members of schools d. Survey 10% of students, including high school and junior high school students e. Survey 10% of parents of high school and junior high school students f. Compare pre and post data for suspension, attendance, and dropout incidents involving unauthorized non-students on campus and juveniles processed into the juvenile justice system Impact Analysis 1. Program. It is expected that this program will have a positive effect on both the schools and the community. Additional role models, both male and female, will be visible to all children. These officers will be able to provide Safety and Security Page Five G. assistance to students and staff in legal matters. Various crime prevention, drug and alcohol programs will be presented to students. It is expected that the relationship between students and their respect for the law will be a positive move for our community. Some of the built-in mistrust of "police types" will be affected. The added protection of a qualified law enforcement officer that is available at all times will also present a positive impact. 2. Desegregation Plan. There will be no negative impact upon the Desegregation Plan. All employees are expected to work together to promote adherence to the Plan. 3. Court Orders. No impact is known. 4. Political Factors. No political factors will have impact upon this program. 5. Risks. Any new program has risks that accompany the program. Schools face the risk of becoming overly dependant on police personnel to solve problems. Police officers generally have not been schooled in educational philosophy. Police lack the flexibility that school administrators have in dealing with student off enders. A special inservice program will be given to all involved before the program will be implemented. After three years of program planning, the administration believes that the community is ready for this program. 6. Timing. The major issues are the extensive training required to replace officers that join this program. The City of Little Rock must take that into account before accepting the program. The Little Rock School District must plan inservice activities before placing the program in action. These programs will be completed prior to program implementation. Resource Analysis 1. Personnel Analysis. Fourteen School Resource Officers will be added to the district staff. One support person, a LRPD supervisor, will perform support duties to the program. Personnel will be recruited from the ranks of the Little Rock Police Department. 2. Financial Analysis. Operating costs have been prepared and submitted by the City of Little Rock. Under the proposed plan, costs will be shared between the city and the Little Rock School District on a 50/50 basis. The Little Rock School District's expense for the first year of operation will be $203,000. This cost will fund fourteen (14) police resource officer positions. Safety and Security Page Six H. These costs are valid for the 1993 school year. A 5% cost of living type of increase in overall personnel costs should be planned for 1994. Additionally, the second year personnel costs should include an additional $34,079 for employee step increases plus $20,000 to pay for benefit increases such as educational pay and longevity. Force Field Analysis 1. Forces For. The primary support of this recommendation will likely be the principals in the affected schools. In addition, teachers in the schools affected will likely form a group that will support this move. It is my opinion that all Board members will support this recommendation. Support will come from these groups because each of the groups has studied this option for approximately three years. They have been presented with both pros and cons of the program. Parents will be a support of this recommendation. All calls to my office have been supportive. 2. Forces Against. The only persons to have voiced concerns in the past have seemed to have the feeling that the policeman may use his authority in an abusive manner. The success of the program for a one semester trial at McClellan High School was discussed at a recent meeting. Board members who had voted in a negative manner in the past seemed to have changed their minds and talked in a positive manner. I. Implementation begins with approval by the governing bodies of both the City of Little Rock and the Little Rock School District. Following approval, meetings will be held with Little Rock Police Department officials to determine starting dates for training newly hired officers to supplement the officers that are selected to become School Resource Officers. Additionally, both the LRSD and LRPD will offer training sessions for officers selected to begin the Resource Officer program. Bill Barnhouse, Director of Safety and Security, will assume the task of scheduling all events that will ensure a successful program implementation. All status reports for program implementation will be submitted to the Manager of Resources and School Support, Little Rock School District. ADDITIONAL BUDGET EXPENDITURES ABACUS - INSTRUCTIONAL MANAGEMENT SYSTEM EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The method of assigning these students is the first step in creating school and classroom environments that foster academic achievement and improve race relations between students and staff members. The next step involves a commitment to quality desegregated education by the District, the parents, and the community. The commitment requires a plan of action predicated upon the District's commitment to remaining solvent, while providing quality desegregated education for its students. The Educational Audit pointed out the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully-written objectives. Not until this was done could we move forward to address in a meaningful way the evaluation of effective teaching and the assessment of student learning. Instructional management systems are very effective and helpful in tracking the progress of individual students and providing corrective prescriptions to improve learning. A. BACKGROUND The Little Rock School District remains committed to providing teachers and principals with the training and technical support necessary to ensure that the Abacus system is used by teachers as a viable instructional management tool. In order to fulfill this commitment using District resources currently available, all principals were trained during the first semester, but the original plan for training all K-12 core-area teachers during the 1992-93 school year was modified and, thus, the initial schedule for training was revised. During the 1992-93 school year, the Abacus system is being implemented in a limited number of schools. All K-9 core-area teachers, specialists, and administrators in these schools were trained to use the system for management instruction in core content areas of the revised curriculum. Because of the large number of schools applying for the limited spaced available in the pilot project, the District decided to conduct two (2) cycles of the pilot training in order to include more schools in the project. The schools chosen to participate in each cycle were as follows: Cycle I Mabelvale Jr. High Southwest Jr. High Baseline Carver Dodd Geyer Springs Gibbs Mitchell Rightsell Romine Terry Cycle II Badgett Booker Chicot Forest Park Ish Jefferson Meadowcliff Otter Creek Pulaski Heights El. Watson Woodruff Each cycle was divided into two phases of training: the first phase consisted of K-9 corearea teachers in each pilot school attending two half-day training sessions
the second phase consisted of individual technical assistance conducted by the Staff Development Specialists at the local pilot schools. Additional training for the teachers trained this past summer was also provided. After teachers had completed two training sessions, the Staff Development Specialists spent four to six ( 4-6) days in each school providing Phase II training, which consisted of individual technical assistance to the teachers as they used the Abacus system. This assistance was provided according to a schedule developed cooperatively by each teacher and the Staff Development Specialists. Following completion of the in-school technical assistance, additional class sessions and/or further in-school training will be scheduled and conducted according to the needs of the participants. Several optional Abacus review /refresher workshops were scheduled for those teachers who were originally trained this past summer at the IBM center. These workshops were conducted at Metropolitan during the AEA Convention. Session 1 - November 5, 1992 -- 8:30 - 11:30 a.m. Session 2 - November 5, 1992 -- 12:30 - 3:30 p.m. Session 3 - November 6, 1992 -- 8:30 - 11:30 a.m. Each session was limited to 20 participants per session. The remaining schools are targeted for initial training this summer and during the 1993- 94 school year. B. PROBLEM DEFINITION The District must determine the most appropriate way to complete the training for the remaining schools and how to provide additional technical assistance and support to all schools. The new curriculum offers core content area teachers flexibility in making the best uses of an almost infinite number of assessment possibilities. Teachers realize that assessing student progress is an ongoing part of the instructional process, and most teachers incorporate a variety of assessment strategies into the daily teaching/learning routine. With the new core curriculum, teachers can ensure that students are mastering the grade level objectives by correlating their assessment methods, along with their instructional strategies, to the identified objectives. Since teachers have the freedom to arrange the objectives so that they fit the learner's needs and the teacher's style, they must also choose how to assess. Teachers will continue to use standardized chapter tests and other similar mass-produced assessment with caution. The new curriculum has been designed by LR teachers for LR teachers. The objectives in all core areas are linked to specific learner outcomes, and any assessment must reflect individual student progress consistent with the aims of those outcomes. To assist teachers in the assessment process, a test item bank that is aligned with the District's curriculum is available through the Instructional Management System. The test item bank will be expanded to include more test items by the beginning of the 1993-94 school year. Remaining teachers need to be trained in order to access the test items. C. ANALYSIS OF ALTERNATIVES The District needs to determine the most efficient and user-friendly method of completing this needed training. We have given a great deal of thought and discussion as to the most cost-effective means of providing this training. Feedback from staff in pilot schools was secured in determining what worked and what did not work in Cycle I and II training sessions this school year. A District-wide instructional management system is needed to help us track the progress of individual students and to provide corrective prescriptions to improve teaching and learning. We can no longer wait until spring each year to know whether or not our students have mastered the objectives in our curriculum. D. RECOMMENDATION It is recommended that the District fully implement the Abacus Instructional Management System during the 1993-94 school year. During the 1992-93 school year, 22 schools participated in the piloting of the Instructional Management System. The pilot schools assisted us in learning to effectively train staff and to work out expected "glitches" in the System. The rationale for this recommendation is that the management system, fully operational, can provide: Parents Continuous monitoring of individual student progress. Detailed reports for conferences, Board of Directors, and the Office of Desegregation and Monitoring. Immediate feedback on test results with diagnostic information. Comprehensive library of learning resources. Capability to create, store, and print tests. The Abacus Instructional Management System provides ways to help make the parent an integral part of their student's learning process. It will: Provide reports showing the learning objectives and instructional goals to be mastered. Provide regular and timely update reports showing current progress toward those instructional goals. Clearly show parents which learning objectives have not been mastered or not attempted. Provide suggested instructional resource listings which the parent can use to supplement classroom instruction in areas where the student needs help. Enhance parent/teacher cooperation. E. OBJECTIVE The objective of this recommendation is to fully utilize technology to uniformly manage and monitor instruction as indicated in the desegregation plan. The District needs this technology to help it evaluate programs that are working and to secure the necessary data to assist us in eliminating programs that are not working. Technology, used appropriately, can save staff many hours of manual labor and can provide uniform and consistent reporting of student learning and student mastery of the curriculum. Evaluation Criteria Continuous monitoring of student progress. Timely, detailed reports for conferences, administration, Board of Directors, and the Office of Desegregation and Monitoring. Increased teacher use of test item bank. Increased use of mastery reports by teachers and principals to intervene in student learning. Increased use of the System by reluctant users. Increased use of mastery reports to parents regarding student learning. F. IMPACT A AL YSIS The Instructional Management System has the potential for assisting the District in gathering data for reports, monitoring and evaluating teaching and learning, and tracking student progress. Reliable data are needed to make professional judgements regarding the effectiveness of District programs. It is important to provide student, class, school, and District Objective Mastery Analysis and Summary. The System can provide a rich and stimulating instructional resource bank that will assist teachers, librarians, media clerks, and parents. Desegregation Plan District-wide implementation of the Instructional Management System will allow us to achieve another objective in our desegregation plan: the use of an instructional management system that will track student progress. Court Orders The District has committed to the utilization of an instructional management system, and this commitment has been noted by the Court. Political Factors The District can receive favorable responses from the community and schools if it commits the necessary resources to correctly implement the System. Risks The quality of support and services provided by the schools and patrons can be positive if implemented correctly. The additional funds requested will be viewed as a wise investment. Should the District decide not to support this system, the results can be very negative and regarded as "just another gimmick." Timing Decisions regarding full implementation should be made prior to teachers and principals going off contract. It will be necessary to begin training the remaining elementary teachers prior to the beginning of school. G. RESOURCES ANALYSIS Provided is a listing of personnel that must be trained to use the Instructional Management System. Included is the projected budget for staff development of teachers. We have developed several implementation plans for your consideration. They are included in this Business Case. The Administration recommends the Board of Directors consider Plan 2 for implementation for the 1993-94 school year. IMPLEMENTATION PLAN 1 PROJECTED BUDGET FOR 1993-94 ABACUS TRAINING I. Secondary 45 teachers ( 4 per each of 11 secondary schools and 1 from Alternative Leaming Center) A. One day of training @ $100 per teacher B. Yearly stipends @ $1,000 per teacher II. Elementary A. One day of training for 440 teachers including G/T, Special Education, Math, and Reading Specialists @ $100 per teachers OR One day of training for 344 teachers including ONLY regular classroom teachers @ $100 per teacher B. One-half day training for 37 designated teachers providing technical support @ $50 per teacher C. Yearly stipends for 37 teachers providing technical support @ $500 per teacher $4,500.00 $45,000.00 $44,000.00 OR $34,000.00 $1,850.00 $18,500.00 TOT AL WITH 440 ELEMENTARY TEACHERS $113,850.00 TOTAL WITH 344 ELEMENTARY TEACHERS $104,250.00 NOTE: If a 10 station lab is used, a total of 51 days will be needed for the above training if 440 elementary teachers are trained, or a total of 42 days will be needed if 344 elementary teachers are trained. If a 15 station lab is used, a total of 35 days will be needed for the above training if 440 elementary teachers are trained, or a total of 28 days will be needed if 344 elementary teachers are trained. The following budget assumes full implementation of all schools except Metropolitan during the 1993-94 school year. It uses current enrollment numbers with the addition of King School's projected enrollment. It does not include any additional personnel costs. Additional equipment numbers are based on having four stations at school with enrollment > 1000 students, three stations at schools with > 800 students, and two stations at schools with enrollments > 600 students. Those schools with less than 600 students would have only one (1) work station. We would have two printers and two scanners only at those locations with four PC's. All other locations would share one printer and one scanner. 52 PC's 7 Laser Printers 13 Sentry 3000 Scanners Total Forms Printer Cartridges In-district Printing Total $1,676.00 3,995.00 3,520.00 Grand Total Equipment/Supplies TOTAL ABACUS BUDGET 1993-94: Equipment/Supplies Inservice for 440 Elementary Teachers Inservice for Secondary Teachers Total OR Equipment/Supplies Inservice for 344 Elementary Teachers Inservice for Secondary Teachers Total $ 87,152.00 27,965.00 45,760.00 $160,877.00 $ 40,000.00 ~ ~ ~ 10,540.00 3,520.00 $ 54,060.00 $214,937.00 $214,937.00 113,850.00 49,500.00 $214,937.00 104,250.00 49,500.00 $378,287.00 $368,687.00 ABACUS TRAINING FOR 1993-94 IMPLEMENTATION PLAN 2 1. Train only the remaining elementary and secondary schools and provide maintenance for the original pilot schools. .,(A,,/, 1)f11>1.,.Ta?e 2. Add five (5) technicians~ Data Processin~ provide district-wide technical assistance. 3. Designate one (1) teacher in each elementary school to provide technical assistance within the school
each person will receive a $500 stipend. Training Costs for Plan 2 a. Training July 26 - August 13 Participants: Four (4) remaining incentive schools and King Review Session 3 pilot incentive schools Training for in-school technical person If the above staff members are not on contract, stipends of approximately $50 per day per teacher for approximately 240 teachers $12,000.00 b. Training August 30 - October 4 Participants: Twelve (12) remaining elementary schools Training for in-school technical person One (1) day substitute for approximately 340 teachers @ approximately $30 per day per substitute 10,200.00 c. Remaining eleven (11) secondary schools of approximately 400 teachers added to this plan - $30 per one day substitute for each of the 400 teachers 12,000.00 d. Stipends (approx. $500 per school) 25,000.00 e. Five (5) technicians @ $13,000 each 65,000.00 TOTAL $124,200.00 Training Schedule for Plan 2 Note: the following schedule is based on a 15 station Abacus lab. July 26 - August 13: Remaining incentive schools, King, and Review Sessions for 3 pilot incentive schools (240 teachers
one (1) full day per teacher and one additional full day for technical persons
if not on contract, a stipend of approximately $50 per day) July 26 - Franklin July 27 - Franklin July 28 - Garland July 29 - Garland and Rockefeller July 30 - Rockefeller August 2 - Stephens August 3 - King August 4 - King August 5 - Review for Ish August 6 - Review for Mitchell August 9 - Review for Mitchell and Rightsell August 10 - Review for Rightsell August 11 - In-school Technical Person (12 schools) August 12 - In-school Technical Person (12 schools) August 13 - In-school Technical Person (13 schools) August 30 - October 4: Tuelve (12) remaining elementary schools and 37 technical persons (340 teachers
two (2) half-day sessions per teacher
one full day for technical person
use substitutes) August 30 and September 15 August 31 and September 16 Bale (8) Brady (8) Cloverdale El. (6) Fair Park (4) Fulbright (4) Bale (8) Brady (8) Cloverdale El. ( 6) Fair Park (4) Fulbright (4) September 1 and September 17 September 2 and September 20 September 3 and September 21 September 6 and September 23 September 9 and September 24 September 10 and September 27 September 13 and September 28 September 14 and September 29 Bale (4) Brady (6) Fair Park (4) Fulbright (8) Mabelvale El. (6) Fair Park (8) Fulbright (8) Mabelvale El. (8) McDermott (6) Fulbright (2) Mabelvale El. (6) McDermott (8) Wakefield (8) Washington (6) Mabelvale El. ( 6) McDermott (8) Wakefield (8) Washington (10) McDermott (6) Wakefield (8) Washington (10) Western Hills (6) Wakefield (2) Washington (10) Western Hills (8) Williams (10) Washington (4) Western Hills (6) Williams (10) Wilson (10) Washington (8) Williams (8) Wilson ( 10) September 30 - In-school Technical Person (12 schools) October 1 October 4 - In-school Technical Person (12 schools) - In-school Technical Person (13 schools) October 14 - January 7: Eleven (11) remaining secondary schools ( 408 teachers @ 20 per day
two half-day sessions per teacher) October 14 and November 19 October 15 and November 22 October 18 and November 23 October 19 and November 29 October 20 and November 30 October 21 and December 1 October 26 and December 2 October 27 and December 3 October 28 and December 6 October 29 and December 7 November 1 and December 8 November 2 and December 9 November 8 and December 10 Cloverdale Jr. ( 10) Dunbar (10) Cloverdale Jr. (10) Dunbar (10) Cloverdale Jr. (10) Dunbar (10) Forest Heights ( 10) Henderson (10) Forest Heights (10) Henderson (10) Forest Heights ( 10) Henderson (10) Henderson (8) Mann (6) Pulaski Heights Jr. (6) Mann (10) Pulaski Heights Jr. ( 10) Mann (10) Pulaski Heights Jr. (10) Mann (14) Pulaski Heights Jr. (4) Central (12) Fair (4) Hall (4) Central (12) Fair (4) Hall (4) Central (12) Fair (4) Hall (4) November 9 and December 13 Central ( 12) Fair (4) Hall (4) November 10 and December 14 Central (8) Fair (8) Hall (4) November 11 and December 15 Central (4) Fair (6) Hall (10) November 12 and December 16 Fair (4) Hall (10) McClellan (6) November 15 and January 4 Fair (2) McClellan (9) Parkview (9) November 16 and January 5 McClellan (10) Parkview (10) November 17 and January 6 McClellan (10) Parkview (10) November 18 and January 7 McClellan (2) Parkview (8) BUDGET- ABACUS IMPLEMENTATION PLAN 2 The following budget assumes full implementation of all schools except Metropolitan during the 1993- 94 school year. It uses current enrollment numbers with the addition of King School's projected enrollment. Additional equipment numbers are based on having four stations at school with enrollment > 1000 students, three stations at schools with > 800 students, and two stations at schools with enrollments >600 students. Those schools with less than 600 students would have only one (1) work station. We would have two printers and two scanners only at those locations with four PC's. All other locations would share one printer and one scanner. 52 PC's 7 Laser Printers 13 Sentry 3000 Scanners Total Forms Printer Cartridges In-district Printing Total $1,676.00 3,995.00 3,520.00 Grand Total Equipment/Supplies .GRAND TQTALA.BACUS BUDGET 1993-94 Equipment/Supplies Stipends for 580 Elementary Teachers Stipends for 400 Secondary Teachers Stipends for one (1) teacher tech. asst. per school (50) Stipends for five (5) computer technicians Total $ 87,152.00 27,965.00 45,760.00 $160,877.00 $ 40,000.00 10,540.00 3,520.00 $ 54,060.00 $214,937.00 $214,937.00 22,200.00 12,000.00 ,1 .. ,o 1-i-"'11., 25,000.00 65.000.00 $339,137.00 ABACUS TRAINING FOR 1993-94 IMPLEMENTATION PLAN 3 1. Train only the remainder of the elementary schools and provide maintenance for the original pilot schools. 2. Add five (5) technicians in Data Processing to providfe district-wide technical assistance. 3. Designate one (1) teacher in each elementary school to provide technical assistance within the school
each person will receive a $500 stipend. Training Costs for Plan 3 a. Training July 26 - August 13 Participants: Four (4) remaining incentive schools and King Review Session 3 pilot incentive schools Training for in-school technical person If the above staff members are not on contract, stipends of approximately $50 per day per teacher for approximately 240 teachers $12,000.00 b. Training August 30 - October 4 Participants: C. Twelve (12) remaining elementary schools Training for in-school technical person One (1) day substitute for approximately 340 teachers @ approximately $30 per day per substitute $10,200.00 Stipends (approx. $500 per school) $19,000.00 $41,200.00 Training Schedule for Plan 3 Note: the following schedule is based on a 15 station Abacus lab. July 26 - August 13: Remaining incentive schools, King, and Review Sessions for all pilot incentive schools (240 teachers
one (1) full day per teacher and one additional full day for technical persons
if not on contract, a stipend of approximately $50 per day) July 26 - Franklin July 27 - Franklin July 28 - Garland July 29 - Garland and Rockefeller July 30 - Rockefeller August 2 - Stephens August 3 - Kfog August 4 - King August 5 - Review for Ish August 6 - Review for Mitchell August 9 - Review for Mitchell and Rightsell August 10 - Review for Rightsell August 11 - In-school Technical Person (12 schools) August 12 - In-school Technical Person (12 schools) August 13 - In-school Technical Person (13 schools) August 30 - October 4: Tuelve (12) remaining elementary schools and 37 technical persons (340 teachers
two (2) half-day sessions per teacher
one full day for technical person
use substitutes) August 30 and September 15 August 31 and September 16 Bale (8) Brady (8) Cloverdale El. (6) Fair Park (4) Fulbright (4) Bale (8) Brady (8) Cloverdale El. (6) Fair Park ( 4) Fulbright (4) September 1 and September 17 September 2 and September 20 September 3 and September 21 September 8 and September 23 September 9 and September 24 September 10 and September 27 September 13 and September 28 September 14 and September 29 Bale (4) Brady (6) Fair Park (4) Fulbright (8) Mabelvale El. (6) Fair Park (8) Fulbright (8) Mabelvale El. (8) McDermott (6) Fulbright (2) Mabelvale El. (6) McDermott (8) Wakefield (8) Washington (6) Mabelvale El. (6) McDermott (8) Wakefield (8) Washington (10) McDermott (6) Wakefield (8) Washington (10) Western Hills (6) Wakefield (2) Washington (10) Western Hills (8) Williams (10) Washington (4) Western Hills (6) Williams (10) Wilson (10) Washington (8) Williams (8) Wilson (10) September 30 - In-school Technical Person (12 schools) October 1 October 4 - In-school Technical Person ( 12 schools) - In-school Technical Person (13 schools) BUDGET - ABACUS IMPLEMENTATION PLAN 3 The following budget assumes full implementation of all elementary schools during the 1993-94 school year. It uses current enrollment numbers with the addition of King School's projected enrollment. Additional equipment numbers are based on having four stations at school with enrollment > 1000 students, three stations at schools with > 800 students, and two stations at schools with enrollments >600 students. Those schools with less than 600 students would have only one (1) work station. We would have two printers and two scanners only at those locations with four PC's. All other locations would share one printer and one scanner. 27 PC's 9 Laser Printers 13 Sentry 3000 Scanners Total Forms $1,676.00 3,995.00 3,520.00 Printer Cartridges (56) 170.00 In-district Printing Total Grand Total Equipment/Supplies Equipment/Supplies Stipends for 580 Elementary Teachers Stipends for one (1) teacher technical asst. per school (38) Stipends for five (5) computer technicians Total $ 45,252.00 35,955.00 45.760.00 $126,967.00 $ 21,000.00 9,520.00 3.520.00 $ 34,040.00 $161.007.00 $161,007.00 22,200.00 19,000.00 65.000.00 $267,207.00 A. Background Decision Analysis of Secretarial Position for Desegregation Office Submitted by Arma J. Hart Executive Summary The position of Desegregation Facilitator is a requirement of the desegregation plan and was, therefore, newly instituted at the beginning of the 1991-92 school year. A new office had to be set up and a secretary was moved from the Business Office to assist in carrying out the technical and clerical responsibilities required by the position. Several weeks later, a Federal Programs Director was hired and the same secretary was assigned to assist both administrators on a half-time basis. The responsibility of the positions for the Desegregation Facilitator and the Federal ~ ~ Programs Director is monumental. The Desegregation Facilitator generated monthly ~ ~-- ./ desegregation reports for the Desegregation Associate Superintendent and the School ~ ~ Board
planned, gathered materials, organized and conducted monthly meetings in order to inform, clarify, interpret and assist Incentive School principals with a new desegregation plan. The superintendent and other administrators were to be kept informed when the district was not in compliance. Materials and equipment were ordered and resources were recommended in order to supplement the comprehensive programs during the regular school day, extended day, and on Saturdays. Meetings were held with all teachers and parents to explain the Incentive School program, expectations, and specific roles as they related to ensuring student academic, social, and emotional needs. Recruitment efforts were planned and a Speakers Bureau consisting of teachers and parents was formed in Incentive Schools and at Romine Interdistrict School for desegregation purposes. Training was held for this committee as well as other newly formed parent groups. Night recruitment meetings were held in the Little Rock and Pulaski County Special School Districts to assist with desegregation in both districts. Recruitment meetings were planned by the desegregation facilitator and held every Wednesday at 9:00 a.m. to make sure a recruitment plan was being carried out in the district. Decision Analysis - Executive Summary Desegregation Office Page 2 This office was also responsible for canvassing neighborhoods
setting up luncheon meetings with community people
assisting with the development of a recruitment plan for Martin Luther King School
meeting with the City Board of Directors
planning programs and scheduling quality extended year summer school programs based -on the needs of children. Checklists were developed for monitoring purposes, test data and student and parent surveys were reviewed. The results were then interpreted, and the impact on integration and desegregation was reported to principals. I attended monthly biracial committee and parent council meetings and presented information as needed on Incentive Schools
held parent meetings, responded to parent complaints, and set up criteria for a Parent Night meeting in all Incentive Schools. The job description encompasses that of both an Assistant Superintendent and a Desegregation Facilitator. Therefore, because of the enormous responsibility of providing technical assistance to the schools, monitoring and evaluating programs and staff, addressing facility needs, and other problems that impede desegregation, a substitute secretarial position was approved by the Superintendent during the 1991-92 school year. The substitute was hired to assist the Desegregation Facilitator with typing, filing, answering the phone, scheduling meetings, answering questions about the plan, distributing information to principals and the school communities, responding to principal, parent, and teacher complaints and requests, ordering equipment and supplies, etc. To read the job description of the Desegregation Facilitator and to know what is required in the Incentive Schools is to know that a secretary is needed (see attached job description). The new Federal Programs Director's responsibilities increased as federal and state requirements increased and has continued to do so during the 1992-93 school year. Among the many responsibilities of this administrator is to prepare and submit applications for ongoing federal funding, to supervise all activities paid by these funds, to write and approve all federal project proposals, to compile and maintain written records and reports on results of all federal projects and disseminate this information throughout the district (see job description). With the monumental responsibilities of this position, the State Department personnel noted that in districts with student enrollments that are less than those of the LRSD, at least three clerical persons are needed to do an effective job. Additionally, there are ten private schools that are under the supervision of this office and many state and federal deadlines to meet. Decision Analysis - Executive Summary Desegregation Office Page 3 B. Problem Definition A permanent secretarial position is needed for the Office of the Desegregation Facilitator to provide stability and effective and efficient service. Three very good substitute secretaries left the office after they were trained and understood the functions of the Desegregation Office and its importance. Each of these persons left to obtain permanent positions so they could accrue medical benefits, seniority, etc. This problem is acute and is not cost effective to the district because of the many hours lost in interviewing and training new substitutes rather than hiring a permanent, but efficient, secretary who can meet the needs of the office. C. Analysis of Alternatives '}I, ~......#4 __,/) A need is a gap between current results and required results, as a gap m results between "what is" and "what should be." The process that I used in analyzing alternatives for a permanent secretarial position, was to compare the effectiveness of the Desegregation 11.b~ Office with a half-time secretary that is also shared by a Federal Programs Director f..J ~ compared with a full-time substitute that works only for the Desegregation Office. When 'J0 ,J:r~~.:, using a shared secretary, additional secretarial help is often requested from at least two or rr,---.-... three other secretaries on the second floor of the building. Often they are busy with their own assignments. When they are, reports or mail outs are not produced in a timely manner. When some of the reports are confidential, there is a degree of concern regarding public disclosure. A negative impact is hiring a full-time substitute who leaves her employment in my office in the middle of an assignment after finding a permanent position. D. Recommendations Based on the defined problem of not having a secretary, and after carefully analyzing the facts, I am recommending that a full-time secretary be hired immediately. This information was shared with the superintendent and approved over two months ago. Decision Analysis - Executive Summary Desegregation Office Page 4 E. Objectives 1. Objective of the Recommendation To hire an office secretary for the Desegregation Facilitator who will provide effective and efficient service and support so that the maximum positive impact of that office can be realized. 2. Goal Support Having an effective Desegregation Office secretary will indirectly support the desegregation plan and the district's goals of (a) establishing climates of educational excellence and equity in all schools and (b) enhancing human relation skills for principals, teachers, and central office administration. These goals can be achieved through support by the Desegregation Facilitator by having efficient and effective office personnel. 3. Evaluation Criteria The effectiveness of this position can be measured by product outcomes, efficiency of service, comments from principals, parents, district personnel, visitors, etc. 4. Expected Benefits Typing, filing, reports, etc. are expected to be completed in a timely manner. A well- run office will allow information related to the desegregation plan to flow to the parents, students, and district administrators from the Desegregation Facilitator in timely manner. This positive impact will enhance the entire district as an organization and the community it serves. F. Impact Analysis 1. Program If information is not disseminated to the schools and or community in an efficient and effective manner, it will have an adverse effect on the programs in the schools. 2. Desegregation Plan If there is ineffective written and/or oral communication due to the lack of adequate office personnel, the desegregation plan will definitely be negatively impacted. 3. Court Orders Information not submitted to principals by the secretary in a timely manner and interpreted by the Desegregation Facilitator will have an adverse effect on the district. Decision Analysis - Executive Summary Desegregation Office Page 5 4. Political Factors Due to the district's present position on hiring, other persons in the district, unless informed, will perceive this addition of staff as inconsistent with the budget reductions. 5. Risks The risks are to hear complaints from other secretaries in the district who want to fill the vacant position, or from other secretaries who were cut. The risks of not hiring a full-time, competent secretary to run the Desegregation Office is to not assume the responsibility of supporting the desegregation plan as effectively as it should be. Because of the workload and number of reports to be generated, the position requires a secretary who has good organizational skills, maturity, types accurately, is skilled on the computer, has good written and oral communication skills, and has a knowledge and understanding of the desegregation plan. 6. Timing This position needs to be filled as soon as the interview process is completed. The secretary should be hired no later than June 1, 1993. G. Resource Analysis 1. Personnel Analysis The position of Desegregation Facilitator is equivalent to that of the Assistant Superintendent. The workload as evidenced by the job description and the many elements in the desegregation plan requires a high level secretary that can run the office effectively at all times. A recruiting pool by which a secretary is merely placed based on seniority in the district will not suffice. 2. Financial Analysis The salary cost of this position is $21,500. The cost to the district can only be measured by the time lost running around the building to solicit other secretarial help and the loss of commitment to the desegregation plan. Time is money. Decision Analysis - Executive Summary Desegregation Office Page 6 H. Force Field Analysis 1. Forces For Principals Parent and teacher committees Parents in school communities Federal Programs secretary and director Desegregation Facilitator Some district secretaries who are favorable toward the the recommendation of hiring a full-time secretary. a. Principals, parents, and teachers can always call my office and get information from my secretary if I am attending a meeting or doing a school visit. b. My office secretary can type information for parent groups
send mail-outs to members of the Staffing Committee, etc.
summer school surveys
and, other information to parents in the school community. c. The Federal Programs Director will be able to use his secretary on full-time basis. In addition to schools in the LRSD, the Federal Programs Office will be able to meet the needs of more than ten private schools and adhere to specific state and federal deadlines. d. The Desegregation Facilitator will not have to interrupt other district secretaries except in emergencies. At least one of the secretaries in another office have missed scheduled breaks and lunch to complete a task for me. This report today is no exception. 2. Focus Against Other secretaries who experienced budget cuts and want the position. Their confidence can be gained by allowing them to interview for the position and hire them if they meet the qualifications. BUSINESS CASE LRSD OFFICE OF COMMUNICATIONS MAY1993 EXECUTIVE SUMMARY The Little Rocle School District is faced with budget cuts for the 1993/94 year totaling more than 5 million. When given the choice, reducing positions rather than laying off has less adverse effect on employees. The maJor impact of cutting the position of Communications Assistant to part-time will be the necessity to transfer or delete some services that were in place with two full-time professionals in the office. Savings to the District will be $25,000 in salary, $600 travel stipend and $4,440 in benefits (Total $30,040.00) Current Situation Currently the LRSD Office of Communications is operating with one professional staff member and one secretary. The professional staff member, formerly the Communications Assistant for 1 1/2 years, is now functioning as Acting Director of Communications. The budget cut recommendation is to hire a part-time Communications Assistant at a salary of $10,000 with no travel stipend or benefits package. Background Information Prior to the Director's departure in February 1993, the office operated with the Director of Communications, a Communications Assistant, and a secretary. The Director was responsible for seeing that the office executed communications/marketing/public information strategies and supported the District's overall mission through improved community awareness, understanding and confidence. As part of those duties, the Director functioned as one of the two district spokespersons, was a member of the superintendent's cabinet, represented the District on two major boards, maintained a budget and directed the two other staff members in assigned tasks. As part of these tasks and supportive activities, the Communications Office has obligations it must meet pursuant to the "Settlement Plan" generally and specifically in the areas of public relations, incentive schools, focused activities, parent and community involvement and staff. Task areas include media relations, communications planning, crisis communication planning/ training, community /business relations, marketing and recruiting support for various schools detailed by the desegregation plan, development of support materials, such as brochures, videos, etc.
managing the District's cable public access channel (Cable Channel 4), providing information to student households, school-community communications and staff communications. Business Case Office of Communications Page2 The Communications Assistant developed and executed programs for internal and external constituencies. The assistant kept records and developed various reports for the communications office, as well as the superintendent's office. Many of these reports supported items addressed in the desegregation plan. The assistant also planned and executed special events, developed written and video materials, directed school-community communications arid prepared various scripts for the superintendent. The secretary assisted in addressing external/internal requests that average more than 90 per month, media requests averaging more than 30 per month, internal requests for computer support, event planning, bulk mailings, preparation of superintendent citations, and general secretarial duties. College level interns have been used in the past when available. This practice will be continued. Problem Definition and Considerations The current financial status in which the LRSD finds itself, has forced the District to carefully consider budget cuts of all kinds. Everyone understands that the District cannot, by law, operate with a deficit. More than 7.5 million dollars must be cut from the budget. However, the community, as well as the administration, believes that those cuts should be made as far away from the students as possible, affecting the desegregation plan as little as possible. The reduction of professional staff has been considered whenever possible, hence, the recommendation to fill the position of Communications Assistant on a part-time basis. Alternatives As in all budget decisions, management has been sensitive to employees and the loss of their jobs, but cuts must be made. Alternatives for making the decision to make the Communications Assistant's position part-time include: 1. Restructure the department duties and hire an assistant with less experience at almost half the current salary. The assistant could be trained to assume many of the duties that have been returned to the school level, been assumed by the acting director or fallen by the wayside. 2. Leave the position at its current salary and hire a more experienced professional. 3. Do nothing-- do not rehire or restructure. Business Case Office of Communications Page3 4. Do not rehire and begin restructuring the office duties. 5. Hire a part-time Communications Assistant. Analysis of Alternatives 1. Restructuring the department and hiring an assistant at less salary would allow programs and activities that have been put in place to continue. Many of the programs and activities are directly and indirectly mentioned in the desegregation plan. Others duties that have been done by the assistant in the past but have been put on "hold" due to the lack of manpower, address the issue of record keeping and reporting which are important in providing materials for monitoring. The impact of the staff reduction has greatly reduced the productivity of the two staff members that remain. Basically the work load of the one vacated staff member has been divided as following: 85% to the remaining professional and 15% to the secretary. There has been minimal restructuring at this time. By hiring another assistant with less experience the restructured work load could be more evenly distributed among the three staff members. The hiring would also more closely align the Communications Office with the recommendations of the Interdistrict Desegregation Plan where it states that all three districts should "augment" the communications staffs. The financial savings would be approximately one-half the salary or $18,000. This alternative was rejected because it did not save the District sufficient money. 2. Leaving the position as it is would provide two staff members of a professional level to continue programs and supportive activities as obligated in the desegregation plan. With this alternative there would be no financial savings to the District (loss of $40,040). This alternative was rejected because it was a continuing level budget and would not meet the reduction requirements. 3. The decision to not rehire or restructre would make the office almost impossible to run. Minimal restructuring has begun in order to make the office duties somewhat manageable for the two remaining staff members. The financial savings would be that of $40,040). This alternative was rejected because although the District would save money, the chances of the desegregation plan being implemented would be slim. 4. The decision to not rehire, but instead restructure the office duties to reduce the work load would allow the staff to continue some of the programs and activities. Many of the programs developed and executed by the Communications Office in the past will be managed at the school level as a way Business Case Office of Communications Page4 of addressing the requirements of the desegregation plan. Others will be evaluated and restructured or dropped. The restructuring of the office will allow the staff to realign their duties to compensate for the reduction by placing the duties at the school level. The restructuring will be accomplished in such a way as to avoid an adverse effect on the implementation of the desegregation plan. This alternative is recommended. 5. Hire a part-time Communications Assistant to releive some of the work load and still save the District money. In addition, the Office of Communications will need to enter into a support services contract for services that may no longer be produced internally. These services may include copy writing, typesetting and printing production of written materials, graphic computer support, marketing and recruiting support and event planning. Suggested salary would be $10,000 without benefits. Recommendation The decision to hire a part-time Communications Assistant would allow many of the projects in place to be continued. It would help take the pressure off of the schools to be responsible fo thier own promotion. It would also allow the Communications Office to be more in line with the Interdistrict Desegregation Plan recommendations. This decision would save the District more than $30,000. The alternative is recommended. Objective The objective/ goal is to make budget cuts with as little direct effect on the children/ students of the District without affecting programs and the desegregation plan. This recommendation supports the goal listed above and would be a budget cut that is rather far from students. It cuts the salary and benefits of one position saving the District $30,040. It does not directly affect the education of children. Evaluation of the budget cut will be made by the superintendent, ODM and the Court. The superintendent will assess the office on its capability to support communications/marketing/public relations aspects of education and the ability to support the District in its overall mission through improved community awareness, understanding and confidence. ODM and the Court will monitor the effectiveness of the office in fulfilling the implementation of the desegregation plan. Business Case Office of Communications Pages Expected Benefits Expected benefits are a budget reduction of $30,040. The community will benefit if the District can balance the budget and not be forced to depend on additional taxation. The District will gain public support and confidence in their word by becoming fiscally responsible. Impact Analysis Desegregation Plan Impact The effects of reduction in personnel will be most noticeable in reduced services to schools, internal staff and the community. Services may no longer be feasible at the level they have been offered, may need to be restructured and moved to another area of responsibility, or may be deleted. Services that are currently being offered that are ex ected to continue are listed below with references to the public relations and incentive school promotion section of the desegregation plan. 1. Innovative ways to disseminate public information (Pg. 62, 63) 2. Brochures (externally produced,) fliers, annual school calendar, PSAs, weekly news releases, and news conferences when appropriate. (Pg 62) 3. School/ administration network to assure accurate and ongoing flow of information. (Pg. 63) 4. Outreach to community - Realtors, key community leaders, Chamber of Commerce, opinion makers, business leaders and others. (Pg. 63, 64) 5. Recognition and reward of achievement for employees, students and parents. (Pg. 64, 7) 6. Continuation of community and internal forums with the Superintendent and administration to gain input for future planning. (Pg. 65, 66, 67) 7. Strengthening the link with business community by promoting the activities of VIPS, the Chamber of Commerce and others who assist us in helping the community to understand the desegregation plan. (Pg. 67) Business Case Office of Communications Page6 8. Assist the SAO in recruiting for all schools as well as aggressive marketing efforts for specific schools such as King and Stephens schools. 9. Continue to assist in recruitment for incentive schools. (Pg. 215, 216) In addition to the services listed above, day to day office operation requires addressing external/internal inquires averaging 90 per month, media requests averaging 30 per month, superintendent's office support in gathering information for script/ citation preparation, internal requests for computer support, event planning such as the District retirement party, National Merit Scholar reception and teacher/ staff appreciation and many more unexpected requests. In addition there are several unknowns that must be factored into the workload for recruiting support for King and Stephens Interdistrict Schools in 1993/94. The following areas are expected to feel the cuts more intensely, be moved to another area of responsibility, or be deleted: School level 1. Management, execution and evaluation of external media requests and programs to present LRSD schools and students in a positive tone (Pg. 62, 2) 2. Training of secretarial and other staff to be ambassadors on behalf of the schools and the desegregation plan (Pg. 64, 8) 3. Preparation of a public relations resource handbook (Pg. 65, d) 4. Internal production of recruitment brochures and other promotional literature (Pg. 62, 3) 5. Internal production of a LRSD newsletter for all staff (Pg. 63, Sd) Community level 1. External production of a LRSD newsletter for the community (Pg. 62, 3, pg. 67, 12) 2. Further development of forms of communication with public who are hard to reach through routine methods (Pg. 63, 4) Business Case Office of Communications Page7 3. Further development of ways to insure that business leaders understand the desegregation plan terminology and programs. (Pg. 67, 11 c) 4. Development of a business-community based speakers bureau (Pg. 67, 11 c) 5. Development of programming for LRSD's Cable Channel 4. (Pg. 62, 63) Court Orders The effect this reduction would have on court orders is unknown at this time. However, concerns about the District's recruiting and support for that effort have been expressed in recent court hearings. Concerns about internal and external communications in providing staff and the public with educational information about the desegregation plan have also been expressed. Political Factors Politically the District would benefit from a balanced budget, public support and confidence gained by becoming fiscally responsible and meeting one of the goals in making cuts as far away from children as possible. Risks Risks in making this cut include the problems that may arise if one or both staff members become ill or are on leave for an extended period, or find other employment. Risks might also occur in not being able to implement all items in the desegregation plan even with the restructuring of the department. Dispersing the duties to others who may or may not be trained properly may be risky. Education is most important at the school level, as it should be. When given the choice, schools may set priorities that do not include requests for good public relations in their schools at the top of their list. These actions, when monitored by the court, could place the District at risk. Timing Budget cuts IDYS.t be made for the coming year. The position is unfilled at this point and presents an opportunity to make a cut without the loss of an employee's job. Business Case Office of Communications Page8 General Implementation Plan Task Responsibility When Identification of Communications Ongoing responsibilities to be restructured Recommendations for Communications Ongoing/ restructuring of as needed responsibilities Identification of Communications/ June 1993/ print projects to be done externally Student Assignment Ongoing Recommendation for Communications July 1993 who will do staff training and resource book Recommendation for who Communications August 1993 will produce newsletters Development of forms of Communications August 1993 communication/ restructure Development of community Communications August 1993 understanding/restructure Development of community- Communications Sept. 1993 based speakers bureau/ restructure Development of programming Communications Oct. 1993 for Cable 4 HUMAN RESOURCES DEPARTMENT HUMAN RESOURCES DIRECTOR Executive Summary The Human Resources Department was combined with the Labor Relations Department during the 1992-93 school year, and the position of Human Resources Director was eliminated. The consolidation of these two departments has been unsuccessful, causing departmental operations to further deteriorate and impact school operations. Therefore, it is essential that the position of Human Resources Director be filled immediately. A. B. C. D. E. Background The merger of Human Resources and Labor Relations resulted in the elimination of one cabinet level administrative position. The consolidation of these two departments has been unsuccessful. Problem Definition fe,2
1411-uA ~r f'~_? The Human Resources Department continues to have difficulty accomplishing the department's organizational objectives. The result of this department's inability to operate in an efficient manner is impacting school operations. Analysis of Alternatives ~~~~1 There appears to be only two viable alternatives, namely
(1) hire a Human Resources Director, or (2) subcontract this department's operations to a private company. The alternative to recruit a professional Human Resources Director appears to be the best short-run alternative. Recommendation Recruit and hire a Human Resources Director. The total cost including salary and benefits is $55,000. Objective -7~, The objective of this recommendation is to improve the Human Resources Department operations as well as improve school support. PROGRAM ANALYSIS for the ADDITION OF THE ASSISTANT PRINCIPAL EXECUTIVE SUMMARY The five high schools within the Little Rock School District are faced with a multitude of challenges each day to keep teaching and learning a top- priority. The administrative teams have tremendous responsibilities in trying to meet the needs of all students, staff, and parents. A B. Background The current number of teachers, administrative teams, and each school are as follows: studentenrollo/ SCHOOL TEACHERS ADMINISTRATORS ,/It SIUDENT ENROILMENT T Parkview 73 4 18,'Z.S 10-1-92 871 ,,., 4-13-93 823 11.3 McClellan 78 4 l'I,~ 10-1-92 985 ,z., 4-13-93 916 ,,.1 Hall 83 4 z~.7~ 10-1-92 994 //, 1 4-13-93 978 ,,.g Fair 67 4 ,~.7~ 10-1-92 905 ,r .c 4-13-93 855 Central 115 4 7.g,11 10-1-92 1,991 " 4-13-93 1,867 " Problem DefinitiQn Central High, with a student population of close to 2,000, needs an additional assistant principal to meet the demands of the daily school operation. The school has been able to function with the number of administrators currently assigned there, but it has been most stressful and difficult. ~ RRnt>S -.4 z,7.8 zoG z#.,3 zz, Z,l'J.5 t.'l'I-'> iZL.3 C. Alternatives ,fJ . I. VU~~ tH"d ~ ~- ~!'~~ F~: The alternatives are limited in this situation. The decision fo add one additional administrator should be based on an appropriate justification for the need at Central High School. Business Case Addition of the Assistant Principal Page 2 D. E. F. G. H. Recommendation It is recommended that one additional assistant principal be added to the Central High administrative team for the 1993-94 school year. Objective The addition of this position will greatly reduce the individual workload on all the administrators. With over 115 teachers to supervise and evaluate, an additional administrator will significantly make a difference. Students will benefit from this recommendation because one additional administrator will be available to assist with campus supervision, discipline issues, and the coordination of student activities. In addition, parents wuld have one more administrator available to them to address issues and concerns. Impact This recommendation will undoubtedly help the Central High staff to implement the Desegregation Plan more effectively and efficiently. Resources Analysis The addition of one assistant principal to Central High School will cost approximately $40,000. Force Field Analysis The Central High School staff and community will most likely support this recommendation. Forces against the recommendation would include individuals who are opposed to administrative positions being added, while other non-administrative positions have been eliminated or reduced. BUSINESS CASE: KUAR/KLRE EXECUTIVE SUMMARY: The Little Rock School District currently supports a local public radio station. The amount expended for this support is approximately $86,000 per year. The District has come to question this support because of the financial crisis it currently finds itself in. In order to discontinue the support the District must give the radio station two years notice. The following information discusses the radio station situation in greater detail. It is recommended that the School District give the radio station the required two years notice so that resources may be more directly focused on District goals in the future. BACKGROUND: 1. Current Situation: The Little Rock School District has had an agreement with KUAR/KLRE, the local public radio station. This agreement has resulted in the station running public service announcements and giving other forms of support to the District. The station was helpful during the last millage and has provided some opportunities for students to experience radio production over the years. The District is currently paying $86,000 per year to support the station and must give two years notice if the agreement between it and the station is to be severed. This means that the station will have two years to find a source of funds to replace those furnished by the District. 2. Background Information: The District has supported the radio station over the years but has now reached a financial situation that has made continued support subject to question because of the necessity of the District to focus funds on teaching and learning activities and implementation of the Desegregation Plan. PROBLEM DEFINITION: 1. Problem Statement: The District is currently spending $86,000 per year to support the station. It can no longer afford to do this because the money could be spent on activities which are more closely aligned with District goals. 2. Considerations: The radio station has a large number of listeners who feel that the District should continue to support the station for a variety of reasons including enhanced public relations, assistance with recruiting and help with future millages. ANALYSIS OF ALTERNATIVES: 1. Process: Discussions have been held with personnel from the radio station but the station has not yet reported alternatives to replace the funds if the District withdraws its support. 2. Identification: Alternatives to the severing of the contract could include the furnishing of support at a reduced level or the station finding funds from another source. 3. Analysis: Reduced levels of support from the District could lend some assistance to the station, but the question of whether the District really has any business supporting a public radio station would remain. The option of reduced levels of support is rejected at this time because the action contemplated is simply that of giving two years notice on the agreement with the station. This time span will give personnel from the station two years to find alternatives. RECOMMENDATION: 1. Action Recommended: It is recommended that the District give notice to KUAR/KLRE so that the contract with the station will be severed after two years. 2. Rationale: Support for a public radio station is inconsistent with the primary purposes of the District. Resources must be focused on activities that directly impact the classroom. This need is increasingly acute as resources continue to decline. OBJECTIVE: 1. Objective of the Recommendation: The District will begin to save over $86,000 per year at the end of the two year notice period. 2. Goal Support: The most important two goals of the District are to increase student learning and to implement the Desegregation Plan. The funds realized from withdrawing of support from the station will be used to support these two goals. IMPACT ANALYSIS: 1 . Program: Little impact on other programs is expected. 2. Desegregation Plan: Little impact on the Desegregation Plan is expected. 3. Court Orders: No Court Orders will be affected by this recommendation. 4. Political Factors: The radio station has a great deal of support from various segments of the community. These persons will exert pressure to maintain funding for the station. Other members of the community, and parents question why the District is spending money on a radio station. 5. Risks: The School District could lose support for future millages or other programs because supporters of the station are criticial of the withdrawal of funding. The District could also be accused by parents and non listeners of wasting money on activities which take money away from the classroom if the two years notice required by the contract is not given. 6. Timing: Timing for this decision is very good because the District is currently in a financial crisis which may worsen. This makes the giving of two years notice very important if future budget flexibility is to be maintained. BUSINESS CASE FOR PERSONNEL REDUCTIONS HUMAN RESOURCES DEPARTMENT EXECUTIVE SUMMARY Reductions in personnel are necessary for the District to balance the budget for the 1993-94 school year. Each cabinet level administrator has been asked to make recommendations to reduce personnel in areas they supervise. The Human Resources Department (HR) has been asked to explore the possibility of reducing one secretarial position to assist in the effort to balance the budget. The secretarial duties of the position can be absorbed by the remaining secretarial staff with minimal impact to the District. The recommended reduction would save the District approximately $21,800 for the 1993-94 school year. However, the action by the Board of Directors must occur in time to notify the employee before June 1, 1993. Although restructuring of duties must take place with the remaining staff, it is possible to implement the recommendations. A BACKGROUND: Currently, the Human Resources Department (HR) has a staff consisting of a Director, a Recruiting Specialist, an Administrative Assistant and ten (10) secretaries. This staffing level is the result of the consolidation of the Labor Relations Department and Human Resources beginning in the 1992-93 school Year. The merger of the two departments was a budget reduction decision and allowed the elimination of one cabinet level administrative position (Director of Labor Relations). Additional needs for budget reductions to balance the 1993-94 budget have caused the District to further examine possible staff reductions for budgetary reasons. To meet that end, HR has been asked to reduce one secretarial position. B. PROBLEM DEFINITION: Given that additional budget reductions must be made in HR, the Problem is to decide which personnel cuts can be made and minimize the impact on the department's ability to accomplish its essential functions. C. ANALYSIS OF ALTERNATIVES: The alternatives were limited by the actual staff size, administrative and secretarial, and by the seniority of the respective members of the staff assigned to HR. In determining if it could be possible to make cuts .other than personnel from the HR budget as an alternative recommendation to staff cuts, it must be understood that the entire operating budget for HR is currently $37,120 excluding salaries. For the 1993-94 school year, the budgeted amount has been reduced by 2 7 % to $27,120. The total non-salary budget for 1993-94 is almost the same as the salary of one secretarial position
therefore, a significant reduction in the HR non-salary budget would not be feasible. Since there are only two administrative positions in HR (Director and Recruiting Specialist) the only logical alternative has to be the Recruiting Specialist position. A school district with approximately 4000 employees cannot be expected to function with no director of HR for an extended period. After careful consideration, it has been determined that the recruiting function must remain a high priority with the District, and it is highly desirable for those functions to be coordinated by the Recruiting Specialist. On the secretarial reduction for HR, the selection of the person to be reduced will be decided by seniority with the duties assigned to that position to be distributed between the remaining secretarial staff. D. RECOMMENDATIONS: Based on the analysis of the available alternatives, the following recommendations are made: 1. One secretarial position assigned to HR should be eliminated. The rationale for the recommendation which has been presented is based solely on the analysis of the very limited alternatives. Reductions of personnel in HR represent the only significant monetary savings. The one position being recommended represents the least impact on HR's ability to complete its essential functions. E. OBJECTIVE: The objective of this recommendation is to reduce administrative expenses of the District to aid in the development of a balanced budget for the 1993-94 school year. The reduction of the secretarial position will assist in that effort by approximately $21,800. F. IMPACT ANALYSIS: secretary Program: The responsibilities of one of the s.ecretaries in HR will be absorbed by the remaining secretarial staff. Restructuring of responsibilities of the staff will be implemented to ensure minimal negative impact. Desegregation Plan: This reduction will not impact the plan. Court Orders: This reduction will not impact any court orders. Political Factors: There do not appear to be any political factors associated with this recommendation. Risks: The risk is that the remaining clerical staff will be stretched too thin and the delivery of services could be slowed. Timing: There are no timing problems associated with this recommendation. G. RESOURCES ANALYSIS: PERSONNEL ANALYSIS: This recommendation eliminates one position. The secretarial reduction would result in the transfer of one secretary unless a vacancy occurs as the result of a resignation or retirement. FINANCIAL ANALYSIS: The recommendation will have a first year savings of approximately $21,800. Assuming only an increment increase (approximately 3%) for the next five years, the savings to the District would be as follows: 1993-94 - $21,800 1994-95 - $22,454 1995-96 - $23,128 1996-97 - $23,821 1997-98 - $24,536 H. GENERAL IMPLEMENTATION PLAN: If the recommended personnel reduction is approved by the Board of Directors, the secretary will be transferred effective July 1, 1993. This notification will be made by the Director of Human Resources. BUSINESS CASE LRSD OFFICE OF COMMUNICATIONS MAY1993 EXECUTIVE SUMMARY The Little Rock School District is faced with budget cuts for the 1993/94 year totaling more than 5 million. Reducing positions has less adverse effect on employees. The major impact of cutting the position of Communications Assistant will be the necessity to transfer or delete services. Savings to the District will be $35,000 in salary, $600 travel stipend and $4,440 in benefits (Total $40,040.00) Current Situation Currently the LRSD Office of Communications is operating with one professional staff member and one secretary. The professional staff member, formerly the Communications Assistant for 11/2 years, is now functioning as Acting Director of Communications. The budget cut recommendation is to continue running the department with the reduced staff of two. Background Information Prior to the Director's departure in February 1993, the office operated with the Director of Communications, a Communications Assistant, and a secretary. The Director was responsible for seeing that the office executed communications/marketing/public information strategies and supported the District's overall mission through improved community awareness, understanding and confidence. As part of those duties, the Director functioned as one of the two district spokespersons, was a member of the superintendent's cabinet, represented the District on two major boards, maintained a budget and directed the two other staff members in assigned tasks. As part of these tasks and supportive activities, the Communications Office has obligations it must meet pursuant to the "Settlement Plan" generally and specifically in the areas of public relations, incentive schools, focused activities, parent and community involvement and staff. Task areas include media relations, communications planning, crisis communication planning/ training, community /business relations, marketing and recruiting support for various schools detailed by the desegregation plan, development of support materials, such as brochures, videos, etc.
managing the District's cable public access channel (Cable Channel 4), providing information to student households, school-community communications and staff communications. The Communications Assistant developed and executed programs for internal and external constituencies. The assistant kept records and developed various reports for the communications office, as well as the superintendent's Business Case Office of Communications office. Many of these reports supported items addressed in the desegregation plan. The assistant also planned and executed special events, developed written and video materials, directed school-community communications and prepared various scripts for the superintendent. The secretary assisted in addressing external/internal requests that average more than 90 per month, media requests averaging more than 30 per month, internal requests for computer support, event planning, bulk mailings, preparation of superintendent citations, and general secretarial duties. College level interns have been used in the past when available. This practice will be continued. Problem Definition and Considerations The current financial status in which the LRSD finds itself, has forced the District to carefully consider budget cuts of all kinds. Everyone understands that the District cannot, by law, operate with a deficit. More than 7.5 million dollars must be cut from the budget. However, the community, as well as the administration, believes that those cuts should be made as far away from the students as possible, affecting the desegregation plan as little as possible. The reduction of professional staff has been considered whenever possible, hence, the recommendation not to fill the position of Communications Assistant. ..Alternatives As in all budget decisions, management has been sensitive to employees and the loss of their jobs but cuts must be made. Alternatives for making the decision to cut the Communications Assistant's position include: 1. Restructure the department duties and hire an assistant with less experience at almost half the current salary. The assistant could be trained to assume many of the duties that have been returned to the school level, been assumed by the acting director or fallen by the wayside. 2. Leave the position at its current salary and hire a more experienced professional. 3. Do nothing -- do not rehire or restructure. 4. Do not rehire and begin restructuring the office duties. Business Case Office of Communications Analysis of Alternatives 1. Restructuring the department and hiring an assistant at less salary would allow programs and activities that have been put in place to continue. Many of the programs and activities are directly and indirectly mentioned in the desegregation plan. Others duties that have been done by the assistant in the past but have been put on "hold" due to the lack of manpower, address the issue of record keeping and reporting which are important in providing materials for monitoring. The impact of the staff reduction has greatly reduced the productivity of the two staff members that remain. Basically the work load of the one vacated staff member has been divided as following: 85% to the remaining professional and 15% to the secretary. There has been minimal restructuring at this time. By hiring another assistant with less experience the restructured work load could be more evenly distributed among the three staff members. The financial savings would be approximately one-half the salary or $18,000. This alternative was rejected because it did not save the District sufficient money. 2. Leaving the position as it is would provide two staff members of a professional level to continue programs and supportive activities as obligated in the desegregation plan. With this alternative there would be no financial savings to the District (loss of $40,040). This alternative was rejected because it was a continuing level budget and would not meet the reduction requirements. 3. The decision to not rehire or restructure would make the office almost impossible to run. Minimal restructuring has begun in order to make the office duties somewhat manageable for the two remaining staff members. The financial savings would be that of $40,040). This alternative was rejected because although the District would save money, the chances of the desegregation plan being implemented would be slim. Recommendation 4. The decision to not rehire, but instead restructure the office duties to reduce the work load would allow the staff to continue some of the programs and activities. Many of the programs developed and executed by the Communications Office in the past will be managed at the school level as a way of addressing the requirements of the desegregation plan. Others will be evaluated and restructured or dropped. The restructuring of the office will allow the staff to realign their duties to compensate for the reduction by placing the duties at the school level. The restructuring will be accomplished in such a way Business Case Office of Communications as to avoid an adverse effect on the implementation of the desegregation plan. This alternative is recommended. Objective The objective/ goal is to make budget cuts with as little direct effect on the children/ students of the District without affecting programs and the desegregation plan. This recommendation supports the goal listed above and would be a budget cut that is rather far from students. It cuts the salary and benefits of one position saving the District $40,040. It does not directly affect the education of children. Evaluation of the budget cut will be made by the superintendent, ODM and the Court. The superintendent will assess the office on its capability to support communications/marketing/public relations aspects of education and the ability to support the District in its overall mission through improved community awareness, understanding and confidence. ODM and the Court will monitor the effectiveness of the office in fulfilling the implementation of the desegregation plan. Expected Benefits Expected benefits are a budget reduction of $40,040. The community will benefit if the District can balance the budget and not be forced to depend on additional taxation. The District will gain public support and confidence in their word by becoming fiscally responsible. Impact Analysis Desegregation Plan Impact The effects of reduction in personnel will be most noticeable in reduced services to schools, internal staff and the community. Services may no longer be feasible at the level they have been offered, may need to be restructured and moved to another area of responsibility, or may be deleted. Services that are currently being offered that are expected to continue are listed below with references to the public relations and incentive school promotion section of the desegregation plan. Business Case Office of Communications 1. Innovative ways to disseminate public information (Pg. 62, 63) 2. Brochures (externally produced,) fliers, annual school calendar, PSAs, weekly news releases, and news conferences when appropriate. (Pg 62) 3. School/ administration network to assure accurate and ongoing flow of information. (Pg. 63) 4. Outreach to community - Realtors, key community leaders, Chamber of Commerce, opinion makers, business leaders and others. (Pg. 63, 64) 5. Recognition and reward of achievement for employees, students and parents. (Pg. 64, 7) 6. Continuation of community and internal forums with the Superintendent and administration to gain input for future planning. (Pg. 65, 66, 67) 7. Strengthening the link with business community by promoting the activities of VIPS, the Chamber of Commerce and others who assist us in helping the community to understand the desegregation plan. (Pg. 67) 8. Assist the SAO in recruiting for all schools as well as aggressive marketing efforts for specific schools such as King and Stephens schools. 9. Continue to assist in recruitment for incentive schools. (Pg. 215, 216) In addition to the services listed above, day to day office operation requires addressing external/internal inquires averaging 90 per month, media requests averaging 30 per month, superintendent's office support in gathering information for script/ citation preparation, internal requests for computer support, event planning such as the District retirement party, National Merit Scholar reception and teacher/ staff appreciation and many more unexpected requests. In addition there are several unknowns that must be factored into the workload for recruiting support for King and Stephens Interdistrict Schools in 1993/94. The following areas are expected to feel the cuts more intensely, be moved to another area of responsibility, or be deleted: Business Case Office of Communications School level 1. Management, execution and evaluation of external media requests and programs to present LRSD schools and students in a positive tone (Pg. 62, 2) 2. Training of secretarial and other staff to be ambassadors on behalf of the schools and the desegregation plan (Pg. 64, 8) 3. Preparation of a public relations resource handbook (Pg. 65, d) 4. Internal production of recruitment brochures and other promotional literature (Pg. 62, 3) 5. Internal production of a LRSD newsletter for all staff (Pg. 63, 5d) Community level 1. External production of a LRSD newsletter for the community (Pg. 62, 3, pg. 67, 12) 2. Further development of forms of communication with public who are hard to reach through routine methods (Pg. 63, 4) 3. Further development of ways to insure that business leaders understand the desegregation plan terminology and programs. (Pg. 67, 11 c) 4. Development of a business-community based speakers bureau (Pg. 67, 11 c) 5. Development of programming for LRSD's Cable Channel 4. (Pg. 62, 63) Court Orders The effect this reduction would have on court orders is unknown at this time. However, concerns about the District's recruiting and support for that effort have been expressed in recent court hearings. Concerns about internal and external communications in providing staff and the public with educational information about the desegregation plan have also been expressed. Business Case Office of Communications Political Factors Politically the District would benefit from a balanced budget, public support and confidence gained by becoming fiscally responsible and meeting one of the goals in making cuts as far away from children as possible. Risks in making this cut include the problems that may arise if one or both staff members become ill or are on leave for an extended period, or find other employment. Risks might also occur in not being able to implement all items in the desegregation plan even with the restructuring of the department. Dispersing the duties to others who may or may not be trained properly may be risky. Education is most important at the school level, as it should be. When given the choice, schools may set priorities that do not include requests for good public relations in their schools at the top of their list. These actions, when monitored by the court, could place the District at risk. Timing Budget cuts nms1 be made for the coming year. The position is unfilled at this point and presents an opportunity to make a cut without the loss of an employee's job . .General Implementation Plan Task Identification of responsibilities to be restructured Recommendations for restructuring of responsibilities Identification of print projects to be done externally Responsibility Communications Communications Communications/ Student Assignment When Ongoing Ongoing/ as needed June 1993 Business Case Office of Communications Recommendation for Communications June 1993 who will do staff training and resource book Recommendation for who Communications July 1993 will produce newsletters Development of forms of Communications July 1993 communication/ restructure Development of community Communications August 1993 understanding/ restructure Development of community- Communications August 1993 based speakers bureau/ restructure Development of programming Communications Sept. 1993 for Cable 4 BUSINESS CASE CURRICULUM AND LEARNING IMPROVEMENT EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The method of assigning these students is the first step in creating school and classroom environments that foster academic achievement and improve race relations between students and staff members. The next step involves a commitment to quality desegregated education by the District, the parents, and the community. The commitment requires a plan of action predicated upon the District's commitment to remaining solvent, while providing quality desegregated education for its students. To remain solvent requires the District to reduce its budget by nine million dollars and to begin operating effective schools with the funds that are generated on an annual basis. In an effort to contribute to the necessary budget reductions, Curriculum and Learning Improvement proposes reductions in the areas of computer lab attendants, media clerks, secretaries, and academic support math teachers. As a result of these reductions, the District will need to equitably distribute staff through restructuring of computer labs, media and secretarial services, and the Academic Support Program. A BACKGROUND Little Rock School District continues to cope with many of the problems that are unique ~o urban school districts, including safety and security, urban flight, racial issues, financial ~ssues, aging buildings, and political interest groups. It has also been involved in implementing an extremely comprehensive and detailed desegregation plan and initiating major construction projects. The severity of the financial problems has caused the District to focus primarily on "keeping the doors open rather than teaching and learning." The District desperately needs to reduce expenditures significantly in order to have a balanced budget for the 1993-94 school year and to discontinue deficit spending. The Di trict must operate an efficient school district within the boundaries of the revenues it receives on an annual basis. Prior to the 1989-90 school year, the previous administration and Board of Directors had developed desegregation plans and negotiated a financial settlement with the State of Arkansas. Two essential issues regarding the settlement must be understood. First, all ?long, the parties knew that the financial settlement would not be sufficient to implement the desegregation plan and that local dollars would be required to fully fund the plan. No one knew how many local dollars would be required to support the settlement money to pay for this plan. The second issue is the commitment to "double fund" the original six racially identifiable incentive schools. At the time the settlement was reached, "double funding" was not clearly defined nor had the cost for implementing the plan been determined. Over the years the District has negotiated salaries and benefits with several employee groups and obligated funds without knowing the exact amount it could expect to receive from its tax supported resources The student enrollment has declined for a period of years, yet the number of District employees has increased on a regular basis. The District has continued to add programs, such as computer-assisted instruction and media clerks, but has not deleted any programs. The District usually fully implements programs rather than "piloting or phasing-in" programs in an orderly and financially responsible manner. Until recently it has been unsuccessful in passing a millage. The District has attempted to resolve or reduce the financial problems through a process called budget recovery, passage of an eight-mill tax increase, budget reduction of 5.5 million dollars in July, 1990, busing settlement proceeds, and an approximately ten million dollar budget reduction in July, 1992. These short-term resolutions only delayed the financial crisis that we now face. B. PROBLEM DEFINITION The Department of Curriculum and Learning Improvement must assist the District in resolving its financial problems. Over the years major cuts--personnel and materials/supplies--have been made in this department. The budget reduction process escalated our timeline as we evaluated how we use time and other resources, such as technology and staff, differently and more meaningfully. Given these circumstances, it appears that we can reduce the number of computer lab attendants and media clerks in :he District as technology, used appropriately, has the potential for facilitating a decrease in staff. All schools and the community will be impacted by various degrees. The computer labs are used as a recruitment tool by the area schools, and computer attendants provide computer assisted instruction to all students. The computer attendants have been trained to provide these services, while some classroom teachers are not trained and may not be comfortable providing this instruction. The community, however, values these computer !abs. Issues, such as these, can cause the community to view the District as unstable and insensitive to its needs. !ime spent seeking additional revenues through budget reductions is negatively 1~pacting teaching and learning. Media clerks assist the librarians by keeping the libraries open and supervising students doing independent research and checking out books while the librarian is teaching. They also provide clerical assistance in ordering and processing materials. Library clerks will continue to perform these duties, but time can be more effectively used with the development and use of curriculum resource guides. C. ANALYSIS OF ALTERNATIVES The Department of Curriculum and Learning Improvement has been impacted by every budget cut down through the years. Very few options remain if we are to continue to support the schools. Now the Department must determine the most effective means of implementing the newly-proposed budget cuts. Consideration was first given to eliminating all of the computer attendants and to reducing the number of hours that our media clerks work. Consideration was also given to using more of the Desegregation Loan. Concerns were raised regarding the impact this action would have on the community and the schools. Discussions were held with curriculum supervisors, cabinet members, some principals, and representatives from the Arkansas Department of Education. Support was evident. There is a strong commitment to recruit white students to desegregate our schools. Other alternatives were also reviewed, such as cutting teacher positions, closing several small schools, shortening the school year, asking for another millage increase, imposing a five percent (5%) cut across the board, or eliminating library clerks. Student registration for the 1993-94 school year has not been completed, and it would be premature to consider reducing the number of teachers. Presently, there is not enough community support to pass another millage. The process for closing schools is very detailed and it is too late to begin the process for the 1993-94 school year. The reduction of school days would cause the District an accreditation violation or loss of accreditation. A five percent (5%) reduction across the board for all departments may not provide enough revenue to cover our projected deficits. D. RECOMMENDATIONS Following several meetings with curriculum supervisors and central office staff, recommendations are listed below for your consideration. 1. Computer Lab Attendants and Media Clerks: It is recommended that the District eliminate twenty (20) computer lab attendants and twenty-one (21) media clerks in order to reduce the budget deficit. 2. Curriculum Secretaries: It is recommended that through secretarial pooling, the District eliminate four ( 4) positions. 3. Instructional Resource Center: It is recommended that the District reinstate one position in Instructional Technology. One secretary has been eliminated from this department. The technologist will assume some of these duties and assist other supervisors who are located at the IRC. 4. Academic Support Math Teachers: It is recommended that the District eliminate the pull-out program for math in grades 1-3. This action would allow the District to reassign eight (8) teachers. Staff training would be provided to regular teachers to enhance their skills and to provide alternative instructional strategies. It is recommended that the District eliminate twenty (20) computer lab attendants and twenty-one (21) media clerks for the 1993-94 school year. Remaining computer attendants and media clerks will be scheduled into schools on an equitable basis as are music, art, and physical education teachers. (See attachment) The revised curriculum centers on student learning outcomes and is implemented District-wide. We are now able to make decisions that require us to use time and resources, such as technology and staff, differently and more meaningfully. The restructuring of computer-assisted instruction and media clerks will allow us to make the needed budget cuts and, at the same time, allow trained computer lab attendants to provide computer-assisted instruction. The number of library clerks will be reduced, but the remaining clerks will be able to provide services to librarians and the schools. A review of staffing for the computer labs and library clerks was beneficial. All schools except Washington were originally staffed with one (1) lab attendant. Little or no consideration was given to the student enrollment and staff assignments. This recommendation allows the District to continue to provide two 30-minute periods of computer instruction each week for students in grades 1-6. The computer labs will be staffed by trained computer lab attendants. Lab attendants may be assigned to provide services to more than one school. Computer labs will also be available to regular teachers, gifted specialists, etc., to further enhance learning for students, as well as to help them become more comfortable using the computers. Library clerks will be assigned to schools based on student enrollment and identifiable school needs. E. OBJECTIVE The objective of this recommendation is to allow the District to reduce the budget deficit a:s well as to minimally impact the integrity of the District's mission and desegregation plan. We can provide for more equitable distribution of staff. Consideration was given to providing quality computer services to our schools. Maintenance of this service by trained lab attendants will allow the schools to continue to use the computer labs as a recruitment tool. Additionally, this restructuring will allow wider and more comprehensive use of computers, with a greater focus and connection within and across school sites. The more computer-assisted instruction is aligned with the curriculum and used by all staff, the greater is our likelihood of increasing academic achievement for all students. We can, over a period of time, eliminate the need for teachers to stop teaching the curriculum in order to prepare students to pass a particular test. The revised curriculum contains resource guides which identify materials needed to support the teaching of the curriculum. This resource will assist in a more efficient use of media clerks' time. Evaluation Criteria Students in grades 1-6 will be scheduled for the same amount of time in the computer labs as in the 1992-93 school year. Staffing of computer labs will be based on need rather than across the board allocations. Teaching and learning will show greater focus and connection rather than teaching for the test. Increased student achievement should be noted. Increased use of computer labs and libraries by regular teachers should be noted. Media clerks will become more efficient in providing support. Student recruitment will not be negatively impacted by the modified scheduling of computer lab attendants. Students will continue to use the library but in a more meaningful way. Expected Benefits The District will be able to meet its commitment of increasing achievement for all students which will result in a reduction of the disparity between white and black students. As students matriculate through school, there will be positive gains over a three- to five-year period of time. There will be a closer connection between teaching in the classroom and the support provided by the media center. Staff will become less hesitant to use technology to assist in the delivery of daily instruction. The District will expend its funds in a more cost-saving manner which can result in the elimination of deficit spending. F. IMPACT ANALYSIS Basic computer-assisted instruction can be maintained for each school. Fewer lab attendants will be displaced. Staffing will be more equitable in all schools. The school year will not be reduced. Regular teachers will have options and time to become comfortable using computers. Schools will be able to use computer labs as a recruitment tool. Teaching and learning will be more meaningful and connected. All lab attendants will not have jobs. Some lab attendants will have to travel. Additional activities, such as assisting students attending the labs at times other than their prescribed times, will not be performed by lab attendants. Media services will be impacted, but with limited staff, most duties can be performed in a more meaningful manner. The desegregation plan will not be negatively impacted. This recommendation should have a positive impact on the plan. Court orders will be preserved as we have been ordered to make good use of all equipment and supplies that were purchased with desegregation funds. The restoration of most computer lab attendants and their services will provide for the community's needs. Failure to approve this recommendation will result in a need for the District to find $700,000 from some other source. It also prevents the District from dealing with the issue of "overstaffing" our schools. The risk of implementing the recommendation is minimal as the labs and media centers will be available for greater usage. It is possible that regular teachers may not take advantage of using the computer labs. Computer lab attendants and media clerks should be notified of their lack of employment thirty (30) days prior to the beginning of their 1993-94 reporting-to-work date. G. RESOURCES ANALYSIS The staffing for computer labs for the 1993-94 school year as compared to the 1992-93 school year is indicated (see attached chart). Training will be needed for regular teachers. This training will be ongoing and can be provided during the school day by using time allocated for faculty meetings. Additional training can be provided during the evenings at the new Instructional Resource Center (IRC) on a volunteer basis. The District needs to develop a technology plan to determine its equipment needs. Such a plan will include library media equipment costs and proposals for assuming such costs. The existing hardware will be outmoded within the next two to three years. Most new and high-quality software cannot be used by the District due to the type of hardware we are currently using. Such hardware can be purchased from our bond account using a lease-purchase arrangement. Federal funds may also be used to purchase the needed software and limited hardware. Technology is currently available that will eliminate a number of services provided by media clerks. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be central office staff, principals, some teachers, and community persons. This recommendation provides for the needs of students, teachers, some computer attendants/media clerks, and the community. Providing information to these forces will assist the District in reassuring patrons and others of our commitment. The primary detractors will be computer lab attendants and media clerks who will be displaced. We will need to assist the displaced persons in securing other employment. They should be dealt with in a very caring and professional manner. I. GENERAL IMPLEMENTATION PLAN Date Activity Person(s) Responsible 5/93 Plan presented to Board Superintendent and of Directors for Assoc. Supt. for discussion Curriculum 5/27/93 Plan presented to Board Superintendent of Directors for approval 6/93 Staffing needs are Director of Human finalized Resources, Assoc. Supt. and Curr. Supervisors 6/93 Staff notified of Director of Human employment status Resources 6/93 Principals notified of Director of Human 1993-94 staffing Resources 8/93 Develop plans for use of Principals computers by other staff 8/93 Pre-school inservice
Curriculum Supervisors media clerks/computer lab attendants report to work 8/93 Services provided to Computer lab schools attendants/media clerks 9/93 - 6/94 On-going monitoring of Principals and Curr. computer labs Supervisors 9/93 - 6/94 Quarterly status reports Principals and Curr. Supervisors 5/94 Annual evaluation of Principals, Teachers, computer-assisted and Curr. Supvs. instruction 6/94 Feedback used to Principals, Teachers, improve services and Curr. Supvs. It is recommended that the Department of Curriculum and Learning Improvement eliminate four ( 4) secretarial positions and that a secretarial pool be established at the IRC and Metropolitan Vocational-Technical Education Center to perform the needed services. It is recommended that the Department of Curriculum and Learning Improvement reinstate one position in Instructional Technology. The technologist will assume some of the responsibilities that were performed by the secretaries as well as assist other supervisors at the IRC. The rationale for these recommendations is that given our new location, we can now use remaining staff in a more responsive manner. The existing structure lends itself to make these changes with minimum impact on the schools and our departments. Reduction of the budget is the reason for making such cuts. E. OBJECTIVE The objective of these recommendations is to save money in the area of Curriculum and Learning Improvement. The reduction of the positions will help the District in stopping deficit spending, as well as beginning to staff departments in accordance with their delegated responsibilities. Responsibilities assigned to these staff members will allow the District to provide the needed support to the schools and curriculum departments. It will be necessary for staff to examine how time and responsibilities can become more efficient and effective. Technology such as computers and automated requisitioning should facilitate the smooth operation of these offices. Evaluation Criteria Ongoing monitoring of services to the schools and supervisors will indicate that quality services are being provided to staff. Customer Satisfaction Surveys will be used near the end of the 1993-94 school year to determine our customer reactions to the reduction of staff. Information gathered through surveys and monitoring of programs will be used to improve services and/ or to recommend that the District consider restoring these positions. F. IMPACT ANALYSIS Each position has been reviewed in terms of assigned responsibilities, the impact on services to the schools, the desegregation plan, and political factors and risks for the District and the Department. The relocation of the IRC may allow the District to utilize a secretarial po_ol to provide the needed services for curriculum supervisors and our 52 schools (including King). All supervisors relocated are housed on one floor and the use of a secretarial pool could be effective and efficient. Prior to this spring, the technology department personnel were not housed with other curriculum supervisors. It is recommended that some of their duties be reassigned to other IRC staff. The remaining two secretaries at Metropolitan will assume the responsibilities and duties that are now performed by three secretaries. The physical location of the site as well as the reduction of grants will help this proposal to work. Desegregation Plan These positions are not identified in the desegregation plan. Some basic secretarial and technology responsibilities are in the plan. The plan does not indicate who will perform such services. The remaining staff will assume responsibilities. Court Orders No existing court orders should have a bearing on these recommendations. Political Factors The administration will be viewed as insensitive by some staff and community members when we discontinue the services of employees. The District should take measures to ensure a supportive and smooth transition for such employees. Risks The quality and level of services to schools and staff could be negatively impacted. Presently, staff is able to respond in a timely manner. The District must look for other alternatives in securing needed funding. Timing It is extremely important that affected staff know as soon as possible their employment status for the 1993-94 school year. G. RESOURCES ANALYSIS Provided is a chart that shows the existing staff and the proposed staffing assignments for the 1993-94 school year. Existing Curriculum Staff 1992-93 Content Area No. of Secretaries English/For. Lang./ESL Instruc. Tech/ Library Services Mathematics Reading Science Social Studies Staff Development Parent Advisory Comm. Early Childhood Educ. Vocational Education TOTAL Content Area Instructional Technology: Supervisor Technologists Total 1 3 1 1 1 1 1 .1--- 1* 0 3 13 1 3 4 Projected Curriculum Staff 1993-94 Content Area No. of Secretaries English/For. Lang./ESL Instruc. Tech/ Library Services Mathematics Reading Science Social Studies Staff Development Parent Advisory Comm. Early Childhood Educ. Vocational Education Content Area Instructional Technology: Supervisor Technologists POOL II II II II II 1* POOL 2 9 1 3 4 * The District assumes financial responsibility for all positions except the secretary for our Parent Advisory Committee which is funded by Chapters 1 and 2. Cost savings should be maintained each year after this budget reduction . H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the administration, some schools, staff, and various facets of our community. These persons recognize that the District must make these budget reductions. The cuts will be made without significantly impacting the schools. Providing information and keeping the lines of communication open will help us to gain additional support. The primary detractors will be the displaced staff and some facets of our schools and community. We will be viewed as insensitive and non-caring for our employees who have worked for us over a period of years. We can provide information to our detractors and try to reassure them that efforts will be made to assist displaced staff in securing employment and/or retirement. I. GENERAL IMPLEMENTATION PLAN Curriculum supervisors will review all responsibilities associated with the operation of their departments and make the necessary adjustments with their remaining staff. These assignment changes will be monitored by the supervisors to ensure that services to the schools are satisfactory. The District proposes to reassign eight (8) academic support math teachers by eliminating the pull-out program for math in grades 1-3. Math support will be provided by the regular teachers. E. OBJECTIVE The objective of this recommendation is to provide appropriate math instruction for primary students in the regular classroom and to reduce the number of elementary academic support math teachers. This proposal will assist the District in the budget reduction process while supporting its overall goal to increase achievement for all students. Math specialists will assist regular teachers by equipping them with useful teaching methods, providing alternatives such as flexible use of time, creating betweenclass grouping plans, developing menus of effective alternative instruction approaches, etc. Extended Day services will also be an option for schools. Evaluation Criteria The revised instructional delivery of math services for students in grades 1-3 will be successfully operating in all schools as evidenced by: Increased student achievement. Improvement on standardized test scores. Increased number of students moving from bottom quartile to the next quartile. Increased number of students moving above the 50th percentile. Improved attendance for targeted students. Improved quality of math instruction provided by regular teachers. Over a period of several years of enhancing the teaching skills of regular teachers, the need for remediation should be reduced and these funds can be used to provide other types of support for students. F. IMP ACT ANALYSIS The implementation of this proposal will allow the District to focus on teaching and learning and, at the same time, reduce its budget. These displaced teachers will be reassigned to other positions in the District. We anticipate the availability of a number of teaching vacancies. Teachers will feel more comfortable in providing math instruction for their students. There will be more time for instruction by classroom teachers . .Desegregation Plan This proposal, implemented c
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.

<dcterms_creator>Little Rock School District</dcterms_creator>