Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations

Exhibit 310B
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LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1994-1995 2 of 2 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1994-1995 2 of 2 NEW FUTURES EXTENDED PROGRAM EVALUATION Program Description Purpose New Futures Pagel In addition to the enrichment programs, Dunbar is a full participant in the New Futures for Little Rock Initiative. (The purpose of the New Futures junior high school restructuring initiative is to establish a school climate, culture and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. ( Dunbar is not a participant of the program. This information was filed with the court in a motion to substitute language and provide updated information on May 13, 1993 and approved in a court order dated September 13, 1993. Scope and Content The program focuses on the development and implementation of (1) school restructuring which engages teachers and administrators in the long-term process of expanding their thinking and engage in basic and fundamental changes around issues that affect how they teach and support all students utilizing site-based management, (2) developing and implementing middle school practices and programs, (3) developing and implementing specific intervention programs and practices for at-risk youth through school improvement which may be based on the Effective Schools research. Participants/Bene~iciaries This program impacts the total school community including teachers, students, staff administrators, and parents at each New Futures school. The schools participating in this program are Cloverdale Junior High, Forest Heights Junior High, Pulaski Heights Junior High, and Southwest Junior High School. Program Goa.l I The first goal of the New Futures program is to assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Specific objectives have been developed in order to specify what is to be accomplished to implement this goal. New Futures Page 2 1. Two heterogenous, interdisciplinary student teams that share a common group of teachers, common space, and common blocks of instructional time for 7th, 8th, and 9th grade students will be established. 2. Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance, and good citizenship will be developed and implemented. 3. Homework Centers will be operational through the After School Program. 4. Tutoring opportunities will be available to students needing assistance through the After School Program. 5. In-school suspension programs will be developed and implemented as an alternative disciplinary response to suspendable actions. Evaluation Criteria The evaluation for the New Futures program will consist of: 1. Student team rosters, identifying team names, agendas, and participant evaluations. 2. Team documentation will reflect program implementation and numbers of students involved. 3. Student participation rosters, implementation of hotline program. 4. Student participation rosters. 5. Alternative disciplinary response to suspendable actions. Evaluation Results Evaluation results reflect data gathered from various sources. These data have been compiled and analyzed and provide the following results, presented in correspondence with each previously stated objective. Objective 1 Two heterogenous, interdisciplinary student teams that share a common group of teachers, common space, and common blocks of instructional time for 7th, 8th, and 9th grade students will be established. New Futures Page 3 At each participating school, the master schedule was developed to provide for two heterogeneous student teams at each grade level. Registrars provided a team roster to each team leader at the beginning of the academic year. No team is 100\ pure referring to the fact that there are approximately 10-30 students out of a total of 120-150 students on each team that one or more classes on both teams. Each school is designated into team geographic areas either by floor, ramp, or wing. These teams have all the core team classes within a small geographic area. Student team lockers are assigned within this team geographic area. Students move out of the team area for related arts classes and lunch. Team areas are decorated with the team name, bulletin boards, calendar, logo, or theme. All teams have team names, logos, Tshirts, and other identifying strategies. Examples of team names are the WOW team (7th grade:PHJli)
Skyriders team (7th grade:PHJli)
Pirates team (7th grade:SWJli)
Red Hots (6th grade:FHJli). See attachment l. Teams have a common planning period each day in which to meet together to discuss student problems, hold joint parent conferences, meet with individual students, develop interdisciplinary units of instruction, and to develop incentive programs for students. All teams maintain team agendas/minutes to serve as a record of their activity. See attachment 2. Steering Committees were established as a way to enhance the teacher leadership being developed through teaming and as a way to begin the practice of effective shared decision making at the local level. Comprehensive training was provided to steering committee members, assistant principals, and principals. Models and decision making models and flow charts were provided as guides in the process. Steering committees maintained minutes and established a self-assessment process to guide the work and process. See attachment 3. During the 1993-1994 school year, staff development activities were conducted to assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Evaluations of each activity were completed and compiled for review. Participant feedback was positive with 99\ of the evaluations expressing complete satisfactions with the activity. See attachment 4. Date 7/23/93 Topic Strategic Imperatives _of Restructuring (5 days) Personnel Selected Staff 9/23/93 8/9/93 8/10/93 8/12/93 9/14/93 8/3/93 8/12/93 8/12/93 8/12/93 10/8/93 10/13/93- 12/01/93 10/14/93 10/19/93 10/20/93 10/27/93 11/9/93- 11/10/93 12/14/93- 12/15/93 School-Based Decision Making (3 days) Leadership Training Designing Knowledge Work for Student Success (2 days) Writing Process (2 days) Integration of Skills Understanding At-Risk Youth (2 days) Cooperative Discipline ((2 days) Developing and Implementing Peer Mediation Programs (2 days) Developing and Implementing Advisor/Advisee Programs (2 days) Making Language Meaningful (2 days) On-site technical assistance ( 4 days) Reading Process and Semantic Webbing School Based Decision Making School Based Decision Making Process Communications ( 2 days) Designing Knowledge Work Designing Knowledge Work New Futures Page 4 s t e e r i n g Committees Team Leaders All Staff L e a r n i n g Foundations staff L e a r n i n g Foundations staff Selected Staff Selected Staff Selected Staff Selected Staff Selected Staff L e a r n i n g Foundations staff Selected Staff Principals Assistant Principals Selected Staff Selected Staff Selected Staff 11/10/93 11/7/93 1/18/94 1/19/94- 2/23/94 2/15/94 1-/27/94 3/10/94- 3/11/94 4/5/94- 4/8/94 4/15/93- 4/16/93 School Based Decision Making Collaborative Teaching on-site technical assistance ( 4 days) Designing Knowledge Work ( 6 days) Process Communications Making Language Meaningful Peer Coaching Implementing Peer Coaching Network Leadership Retreat New Futures Page 5 S t e e r i n g Committees Selected Staff Learning Foundations Staff Selected Staff Selected staff Selected Staff Selected Staff Selected Staff Principals, Ass't Principals Team Leaders Conference participation was provided for local school staff primarily through funding from New Futures for Little Rock Youth as follows: 8/14/93- 8/18/93 8/20/93 7/18/93- 7/24/93 11/4/93- 11/7 /93 3/10/94 4/27/94- 4/29/94 12/5/93 National Conference Selected Staff on Peer Mediation UALR Conference of Peer Selected Staff Mediation Middle Level Summer Selected Staff Institute Conference participation selected Staff and presentation at National Middle School Conf. Conference:Drugs,Gangs Selected Staff Violence and Guns Arkansas Middle Level Selected Staff Conference National Restructuring Board/Staff Conference Discussion 1 New Futures Page 6 The results indicate a 100\ successful implementation of the objectives. A review of the data reveals that interdisciplinary teams functioned effectively. outcomes of teaming include an increase in parent conferences with several teams reporting more than 150 documented team/parent conferences
development and implementation of interdisciplinary uni ts across teams and schools
site visits by school districts from across the state
presentations and training provided to other school districts on interdisciplinary teaming
grant received by the Carnegie Foundation for one school through the middle grade school state policy initiative for schools who had successfully implemented most of the recommendations of Turning Points
organizational structure well developed and initial capacity for replication developed
knowledge gained through training and conference participation resulted in implementation of innovative programming and academic development in which student outcomes were improved
collegial support for organizational structure articulated by teachers, local school administrators, parents, and students. A climate that supports innovation, collaboration, and change has been established and reflects the developmental growth experienced i-n these schools. Objective 2 Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance, and good citizenship will be developed and implemented. A Young Professionals Club at Southwest Junior High School was established in cooperation with AP&L Redfield Power Plant to achieve the following objectives: help each child develop a worthwhile self-image by helping he/she find their identity, help all students understand the concept of pride, reduce the number of suspensions, strengthen academic achievement in underachievers, and improve communication skills. The club is open to 7th grade Pirate team students and meets during lunch under the guidance of the Pirate teaching team. A total of 65 students (35 boys and 30 girls) participated. During the first nine weeks, there were zero suspensions for participating students. The third nine weeks there were a total of 3 suspensions for participating students. This program has received national and state recognition as a model program. The Breakfast Club was established by the Wings Team, an 8th grade team at Pulaski Heights Junior High. The club serves all 8th grade black male students. The club meets on a monthly basis during first period. The focus of the group was to raise self-esteem, serve as a mentoring program, and provide motivation to increase academic achievement. Community speakers were invited to present New Futures Page 7 to the group during each meeting. Students were involved in follow up discussion. Assistant principals reported that there was a noticeable decline in the number of disciplinary sanctions against black males since the beginning of the breakfast club. The number of failures was reduced from 7 black males in 1993 to l black male in 1994. This improvement reflects the goals of the Breakfast Club. A Peer Mediation Program was begun by the Wings Teams after receiving training in developing and implementing such a program. Twenty-seven students were trained as Peer Mediators. The students successfully mediated with approximately 110 students. The targeted groups of the program are the student mediators and the students involved in a dispute who participate in the mediation. The student mediators completed two full days of intensive training. In addition, they met with the project coordinators on a weekly basis to further define their skills and help promote the program in the school. These weekly sessions provided an avenue to process the mediations that had taken place so that concerns and weaknesses in the program could be addressed. This portion of the program was integrated into the After School Program. This type of program is nationally recognized as an effective way to reduce conflict and focus on violence prevention. Discussion 2 The interdisciplinary teams across the schools developed and implemented various unique incentive programs to encourage and reward achievement, attendance, and good citizenship. Generally, most teams designed the incentive programs for a nine week period. Teams involved parents by invi~ing them to special ceremonies and assemblies. Teams recognized improvement as well as achievement. Teams also developed extended incentive prograI!lllling and partnerships as the examples above describe. Teams worked with the Parent and Comm~~ity Involvement staff to identify students in need of special services and include their parents in the Family Support Net Progra~, TOUCH Program, GED Program, and HEAL Program. Over 180 students and their families have bee~ involved in these various programs. Teams identified students to participate in an innovative summer program for high risk youth. This program served a dual purpose: practicum experience for teachers on working with high risk adolescents and summer programming for identi~ied s~udents. These students are woven back into support programming such as the after school program, HEAL groups, and case management during the academic year. Objective 3 Homework Centers will be operational through the After School Program. New Futures Page 8 Student participation rosters were maintained for the after school program. Students participated in academic programming, high interest club activities, and the homework center. Transportation and a nutritional snack were provided. The program was operational three days weekly. See attachment 5. Implementation of a hotline program was not implemented as a city wide program is available to students each evening. Discussion 3 The after school program provided students with opportunities to receive additional academic instruction, access to research and reference materials, special enrichment experiences and participation in high interest club activities such Video News clubs, chess clubs, community service clubs, music and theatrical clubs. Transportation was provided for students in this program as well as a nutritional snack. Cloverdale participated with UCA in a teacher preparation program that was included into the after school program. Objective 4 Tutoring opportunities will be available to students needing assistance through the After School Program. Through the after school program, tutoring opportunities were developed and implemented for students. The primary areas of focus were math, reading, and writing skills. Before testing, students participated in test preparation sessions. Some peer tutoring was also included in the program. Discussion 4 The opportunity to receive additional instruction is needed and beneficial for many students. Many of the students in these schools do not have conducive study environments at home nor the support reference materials to complete certain assignments. This program provides at-risk students with an additional opportunity to achieve academic success. Objective 5 An in-school suspension program will be developed and implemented as an alternative disciplinary response to suspendable actions. As an intervention strategy to assist in keeping students in school and continuing their academic work, the in-school suspension program was developed and implemented for category one offenses. Processes have been established to facilitate the communication of student assignments between the teaching staff and the in-school suspension teacher. Quarterly records were maintained noting the New Futures Page 9 number of students assigned to the program, parent contacts and counselor conferences. Quarterly participation ranged from 66 - 143 students each nine weeks. See attachment 6. Discussion 5 The objectives of the in-school suspension program include helping students accept the consequences for their actions, evaluate his/her behavior, and to modify social performance. The program has been successful in keeping large numbers of students in school and continuing their academic work. Teachers and counselors have supported the program by sending assignments in a timely manner and by participating in conferences with students and parents when necessary. The number of repeaters is low compared to the number of students participating ( less than l0t). Ob~tacles to Goal Attainment Objective l The objective of establishing interdisciplinary student teams that share a common group of teacher, common space, and common blocks of instructional time was attained. The computer process used to schedule students onto teams does not provide adequate support for achieving a minimum of students assigned to both teams. Cross teaming of students presents certain programmatic difficulties. More flexibility in the scheduling process would assist in decreasing the problem. Objective 2 The objective of developing incentive programs and partnerships with community businesses to encourage and rewa:::-d achievement, attendance, and good citizenship was attained. Objective 3 The objective of operating homework centers through the After School Program was attained. Objective 4 The objective of providing tutoring opportunities to students needing assistance through the After School Program was attained. Objective 5 The objective of providing in-school suspension programs as an alternative disciplinary response to suspendable actions was attained. Program Goal 2 New Futures Page 10 The second goal of the program is to promote collaboration/ coordination between local school and other youth serving agencies in the community. The following objective was developed in order to specify what is to be accomplished to implement this goal. 1. A school-based case management system will be operational. Evaluation criteria 1. There will be an increased number of students receiving needed services reflected in case management data reports. Evaluation Results Objective 1 There will be an increased number of students -receiving needed services reflected in case management data reports. Since January 1991, New Futures for Little Rock Youth, in partnership with five youth-serving agencies and the Little Rock School District, has sponsored a pilot program that has offered Case Management services to high-risk youth attending targeted junior high schools in the Little Rock School District: Cloverdale, Forest Heights, Pulaski Heights, and Southwest junior highs. Discussion 1 A team of four Case Managers was formed at each school comprised of youth worker employed by community agencies with expertise in addressing problem areas faced by young people, including adolescent pregnancy and parenting, substance abuse, adolescent mental health, youth employment, and poverty. Executive directors of participating agencies and principals of participating schools meet monthly as an advisory, "roundtable" to oversee implementation strategies, monitor program activities, identify program strengths and weaknesses and make recommendations for improvements in service to youth and their families. A New futures staff person, the CMST Coordinator, is assigned to each school to organize the functioning of the CMST. See attachment 7. As of August 1~94, 75% (547 out of 734) of the youth who had received on-going case management services showed improved circumstances at case termination. During the 1993-1994 school year, almost 500 youth participated in 27 various school-based support groups, led or co-facilitated by Case Managers. Case New Futures Page 11 Managers organized 26 typed of special events involving 600 at-risk youth participating in the program during the 1993-94 school year. A report of New Futures goals and objectives for the program and results are included. See attachment 8. Obstacles to Goal Attainment Objective 1 The objective of providing more services to students through the case management system was attained. Recommendation 1 It is recommended that the efforts of the New Futures program be focused on maintaining and supporting the current programming at Cloverdale, Forest Heights, Pulaski Heights, and Southwest junior highs and expanding the focus of the program to include supporting and assisting in the development of the district wide middle school planning/implementation process. This recommendation would capitalize on the developed capacity at four junior high schools within the district to support a middle school transition and serve as a planned method of capturing and utilizing the existing resources that exist within the district to support future program efforts for adolescent age students and students at-risk. Objective The objective of this recommendation is to maximize existing capacity within the district at the four junior highs to support institutional change in the area of middle school organization. Evaluation Criteria Existing practices of maintaining team roster, team names, agendas, team documentation, and participant evaluations will be followed. Expected Benefits The District will maintain its collaborative efforts with New Futures while utilizing the benefits of the relationship and the resulting capacity development within the district to support a district wide program which supports school reform and benefits atrisk students. Impact Analysis New Futures Page 12 This recommendation will provide a plan for the district to sustain established capacity while developing a middle school organization across the district. It provides a framework for the district to continue to base planning program development on research and best practice. Resource Analysis The current resource allocation to the existing program will be sufficient to implement this recommendation. Force Field Analysis The primary supporters for this recommendations will be the local school staffs and New Futures Board of Directors. General Implementation Plan 1/95 4/95 4/95 5/95 9/95 - 6/96 Activity Utilize existing capacity to assist middle level planning Meet with principals to examine scheduling needs to maintain teaming Continue staff development efforts Work with data processing to provide support Continue existing programming and support middle school planning Person Responsible New Futures Liaison Selected teachers and principals New Futures Liaison New Futures Liaison New Futures Liaison Principals New Futures Liaison Local school staff ' 1993 Interdisciplinary Teams Cloverdale Jr. High ~ 7 Wonders Untouchables P.A.w.s. Superstars Navigators AirFrosh Forest Heights ~ Red Hots Super 7's Wave News2 Gold Royals Green Royals Pulas~:i Heights ~ Skyriders w.o.w. Firecrackers Wings Superstars A Team Southwest Jr. High Team 7 S.A.I.L.S. Pirates Motionaires Terminators Super Novas Spurs nachaent 1 teau93 Team Leader Trish Poore Tammy Gullett Sue Smith Charles McFadden Nancy Hawking Bill Estes Team Leader Glenn Holloway Nancy Cross Ginger Tuck Leigh Cole Dan Drew Melinda Beggs Team Leader Sammy Grandy Ann Blaylock George Coleman Carol Kaffka Sam Steuart Wayne Knight Team Leader Sherry Lack Bettie Williford Chris Kline Jake Tidmore Charles Moore Jackie Falls Grade 7th 7th 8th 8th 9th 9th Grade 7th 7th 8th 8th 9th 9th Grade 7th 7th 8th 8th 9th 9th Grade 7th 7th 8th 8th 9th 9th I H!NUTES CF TE~H HEETI~G Ti:AM
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<.~ 5 c ff Eb K L. ~ s . ,, Ii I 1. Knowledge Work Project Total Evaluations 1993-94 /-Irr. '1 This group has facilitated my teaching techniques and ideas to another positive level. I believe only in the workshop atmosphere with other teams, could we have learned, been motivated, and expected to achieve the success we so desired. Meeting once a month was a constant and motivating factor in addressing new and innovative ways for kids to achieve emotional, social, as well as educational success. 2. The entire workshop on the whole was informative and creatively delivered. Sharing with teachers from other schools and our own gives a dynamic twist to it. The workshop presented a lot of thought and interaction. I really recommend that it be offered again. Since a few teachers dropped out due to the time consumed, perhaps a statement of their involvement when recruiting would help reduce dropouts. 3. 4. For the workshop as a whole, I've learned some new strategies to teach the work, and that I was already doing some of the strategies in my classroom. It's good to learn something new, but it also feels good to know you're doing something right. What a confidence builder. When planning units and activities I try to build in some of the qualities we have learned about. I think this has been very good for me personally. I believe the information gained is very useful and am excited about sharing it with others in my building. Personally, I would come to this training after school but I don't think many teachers would. 5. The fact that we have planned to present to our school shows we understand and will use the information we have studied this year. I've learned to focus on the work not the kids when preparing lessons. I needed this! 6. The knowledge work workshops have been extremely beneficial for me. I look at my lessons in an entirely different way, knowing what to build into a lesson to make it more interesting and relevant for students is very important. Not only does it make the student enjoy and value my class more, but it also helps with discipline! If a child is interested in the learning, he is less likely to get in trouble. Thank you! 7. With continued innovative training and sharing, we continue to be successful classroom teachers. The team concept and approach has created a new dimension to student learning and successes. l ! ~owledg Work Project Total Evaluation by Participant 1993-94 /f#.4 8. Pluses: outstanding facilitator. I felt that I learned something about "how" I teach, not "what" I teach. Though good teachers use these qualities all the time, it has been an important tool in assessing my teaching. This course has served as an invaluable tool for me. I'm sure other teachers have and will gain from this experience. All objectives were met. Wishes: I realize that monthly meetings help generate new. concepts or reassess the qualities throughout the year, however I wish that we could do this in a shorter time span. 9. I have learned a lot from sharing with other teachers in the district what they have tried that works and what does not work. 10. This workshop has provided a resource so that I can design classroom activities to help engage students in the learning process. The work has also made me aware of qualities needed in order to create true classroom knowledge work. 11. During the process of these meetings, I was able to recognize the qualities that are needed to help make a more-effective lesson. Methods to get the students involved in learning are needed daily to meet expectations of today's society. I really enjoyed being able to share information and ideas with others who have had success in the teaching field. I gained valuable information that I can use daily in my classroom. 12. I feel I can articulate the objectives and qualities of knowledge work to others. I have enjoyed affiliating with others and learning strategies which have helped me in planning dynamic activities. I feel you would get more for your money if homework were given to the teachers. Assess teachers and make them accountable for actually using -che ideas in their schools and classrooms. If we have these opportunities we should use them for what they are and not just as a day away from the students. 13. Fully understood the concepts of knowledge work. I will be able to identify design work for students. As facilitator can share and assess the degree of engagement of work of students. Share the success of design of knowledge work. The collaboration of planning was wonderful. 2 Xnowledge Work Project Total Evaluation by Participant 1993-94 ff{{.'1 14. The workshop has enabled me to feel confident in sharing and modelling actual knowledge work. Helped me to engage students in knowledge work and also design work for students to use. Given me time to associate and share with fellow teachers, as well as, involve resource people from the community. Can identify and assess the degree to which my students are engaged int he work and share examples. 15. I think the time was well spent. I learned many new techniques that I have and will implement in my classes. This has taught me to take the work load off of myself and put more responsibility on the students. I especially like the fact that students will be given choices: This will give the students more ownership in their work and more students will do it and be proud of it! 16. I believe we fully met the first three outcomes that are listed as well as the last two outcomes. I'm still having trouble with modifying variables. I believe that this workshop will cause me to strive for better prepared iessons and assignments. 17. We shared our successes which is always helpful. Practical discussion always counts more than theory. Most importantly, the knowledge work that we design will echo the activities of the other teachers involved. Hopefully kids will end up getting a majority of tasks designed with these qualities. We are now able to take this school wide. I think this is a project with a great potential for continuing, because of its's great practicability. 18. I think to be able to identify in work designed for students there can be some qualities that result in student's being engaged with the work. After working on this workshop I have been able to assess the degree to which students have been engaged. Thank you. 19. This workshop has enabled me to: to articulate and produce knowledge work. Engage students in knowledge work. I am able to design work for students use. We are able to identify and engage outside agencies in .community ~s facilitator. Assess knowledge work. Plan and solve problems individually and collaboratively. 20. The workshop has enabled me to articulate and produce J Jtnovledge Work Project Total Evaluation by Participant 1993-94 /fff. T knowledge work. Engage students in knowledge work. I am able to design work for students to use. We are able to involve and identify outside agencies and community as facilitator. Assess knowledge work. Collaborative planning and problem solving. 4 rt: t:: The following is a compilation of pluses and wishes from the Leadership Retreat April 15-16, 1994. The leadership consisted of Principals, Assistant Principals, Team leaders or their designee, and the Steering Committee Chairpersons of the four restructuring schools. PLUSES~ ANYTHING YOU LIKED. 1. 2. 3. The ability of this group to be a open and honest about what is best for kids. What changes need to take place with staff to reach students. These are great dedicated people. I will miss this. Quality time to work on goals and action plans for our school. This meeting met our needs as well as or better than .!!.DY we have attended. Thanks to Linda Young! The entire day we had to work with our school team and focus on our plan for 94-95 was very beneficial. We were able to discuss some issues that we had previously swept aside, and we discussed some "small" things we could do this year to help with the 11big11 things next year. As usual, the food at the Red Apple was great. Thanks Linda and Gail for arranging a great retreat! 1. 2. 3. More discussion on strategies of delivery of instruction for students with low ability. The assurance that these opportunities will continue for staff. None!! Excellent opportunity for work. We 1eed to continue these opportunit es. I really do not have any wishes for this retreat. I will just look forward to the next planning session! PLUSES - ANYTHING 4. 5. 6. 7. I like having the time to discuss school improvement and steps that can be followed to reach specific goals set out in our school COE plan. The communication was great! Sharing ideas with other schools. Emphasis on school planning of obtainable programs. Cooperation between administrator and staff. Uninterrupted time together to work through ideas. Sharing of ideas with other schools. Great! Looking intensely at the COE plan to evaluate and reinstated goals. When we shared with the different schools on what we are each doing positive. Dividing into our individual schools and talking about what we are going to do to improve staff morale. Things we planned to get parental involvement. 4. 5. 6. 7. I would like to have met more with teachers from other schools to share ideas and successes, but the day with our own school was great! These workshops help define goals, reestablish team and faculty successes. overall, I feel this workshop was very successful in meeting many needs. Hore time together. Hore resources to provide incentives for performance and behavior. Continued availability of team planning time. Nothing - I thought the time was refreshing, profitable and laid back all at the same time. Continued support in our endeavors to reach kids who have high needs. Nothing, really!! I was pleased with all we did. 8. The agendas of the meeting were excellent. I liked the format of the meetings as it allowed for group sharing and ample time for our school to work together independently. An excellent retreat. 9. Great opportunity to address an area we have skirted around for too long. Good progress made, an opportunity to get our thoughts in order. 10. Support system for new teachers and other staff. Students given an opportunity to have success in what every stage of development they are currently in. 11. Excellent accommodations - good food, great rooms. Well-planned agenda
everything flowed very smoothly. Forest Heights group had a really productive and enlightening session. 12. I really enjoyed the school time. We were able to accomplish a lot of good work. Work that could not have been done in Little Rock with all our other distractions. (family, home, kids, etc ... ) 13. Our own agenda. B. My room was too warm last night/my fault/too lazy to adjust the temperature. 9. None. 10. Follow through on very welldeveloped plans. More inter team coordination. 11. I wish the cross-school sharing time had been a little more structured. We seemed to have been a little confused about our end goal coming out of the starting gate. 12. N/A. 13. We really need more time -- as usual. PLUSES - ANYTH:J:t~G 14. We got to work together with our colleagues in our school. We accomplished so many positive ideas for our school and our students. We were united for one idea - our goal. 15. It was great to be afforded the opportunity to get .2!!.t, of LR for our retreat. A lot of progress came out of this meeting. It's a fact, I believe this was the best meeting I've attended all year. 16. Time to share with our faculty members as a group. We were able to accomplish a great deal. 17. + Working with my fellow co-workers in a relaxed productive manner. + Accommodations. + Swap Session 14. Nothing. 15. This meeting was everything I wanted it to be. 16. We could have more retreats or workshops strictly for planning school acthrities and strategies. 17. More time. PLUSES - ANYTHING YOU 18. This retreat enabled me to have a better understanding of the other faculty members' attitudes toward certain issues. I had a wonderful time. 19. Sharing ideas as a group. I believe we accomplished what we set out to do. 20. Sharing. 21. I preferred this retreat to others because of the fact that we were allowed to work within our own school issues. 18. I liked the individual schools having the all-day session. We were able to relax~ discuss, and key in some key issues affecting our schools. We were able to accomplish a great deal of concerns. It was good for the fellowship (camaraderie) among the administrators and staff. (Thanks). The sharing of interdisciplinary ideas and units was very helpful. These and other ideas are valuable resources in making our approach to educating our children to be successful. These can provide exciting classroom experiences. 19. None. 20. Longer time. 21. None. PLUSES - ANYTHiNG YOU LIKED. 22. I preferred leaving here with some very distinct and workable solutions for the remainder of this school year to address a problem of tremendous concern for central office at present(# of discipline sanctions). Finally, we have a motto intact and a VISION!! I feel as if we are really moving forward. Enjoyed freedom to develop our own agenda - One of the best ones we've had. 23. We formed a vision statement. We had time to make some workable plans for alternative discipline. 24. I really enjoyed the commitment and excitement generated by the Southwest Jr. High Staff. We dealt with critical issues (1) absenteeism, (2) student/ teacher conflict, (3) discipline with dignity. our staff participation was excellent. We have developed a plan that can truly work. We enjoyed the team effort. 26. I enjoyed meeting with members of my school and trying to come up with solutions for problems, concerns of our school. 22. Too little time - passed too auicklyl! Didn't get up and run this am! (but felt good to sleep in.) 23. None. 25. None. 26. I wish we could have shared our ideas with the other schools. PLUSES 27. Everything - it was one of the best, productive retreats I've been too. 28. Today was super! I only wish that we could do this more often. This weekend was so beneficial to all of us. Working together to help our building to be better is what we're all about ... Making kids feel good about themselves and the school is very important! 29. I liked our goal: To suggest action steps to coordinate and unify the work of the steering committee and school staff members. (T-shirts - love it). 30. The valuable insight of the team leaders. The ability to plan for the future. The opportunity to have research available to offer a strong knowledge base for effective planning. 31. Atmosphere was great for sharing. 27. That the District would listen to us as well as just look at numbers!! We're now just statistics. What if Columbus had turned around and quit? 28. Wish we could do this morel Great Weekend! {Smile face.) 29. None. 30. "I loved it" {Smile face.) 31. Wish we could have met with the other schools after we met. It was great. PLUSES - 32. I enjoyed the time with staff - It would 32. None. be nice if we could meet twice per year. I think the steering committee has taken shape and is functioning well. We were able to put together some ideas that will, I am sure help our kids be more successful in school. Thanks for the opportunity. 33. I feel that I got more out of this 33. None. year's retreat than any other. The time spent Saturday was most productive and the Friday session helps us get an opportunity to applaud, assist and encourage each other. 34. I liked the time to plan with individual 34. None. schools. The time was well spent. Enjoyed the day. 35. Teachers sharing successful strategies 35. This was a great meeting! on how to reduce discipline problems and Thanks. improving academic performance is a very good concept. I really liked the ideas of letting teachers who are not team leaders attend the retreat. PLUSES - ANYTHING YOU LIKED. 36. Being able to come together as a team, working together, for a common goal, I feel, increased productivity on the part of teachers and students. students know that we caret We have less behavior problems because many minor problems are dealt with within the team. I see next year as a real opportunity, as we try to go full-force into the advisor-advisee program. 37. As a new team leader and a teacher new to the teaming approach, I am again very impressed with the support and time dedicated to making the re-structured approach work! I find this time with other staff and administrators to be extremely valuable and encouraging. The "swap" time last night gave me~ good ideas and the all day planning session today helped our staff design and begin to implement and wonderful new advisoradvisee program. Pulaski Heights is truly on the "cutting edge" of the restructuring movement. 38. Having time to develop a plan that we WILL use. Without the planning time, to develop programs (s) for increasing successful strategies for ALL students would be impossible and more students would fall through the educational cracks. 36. None. 37. None. 38. Hore planning time for schools to develop more successful strategies for all students! PLUSES - ANYTHING YOU LIKED. _, . -::::-
~:l . . . . 39. I really liked the format this year. it is so helpful to get together with other teachers for idea exchanges. 40. Share sessions to find out about successful team activities that other schools are using to keep students in school and provide motivation for learning. Example: Discussed
A. Interdisciplinary units. B. Conflict resolution - peer mediation. c. Block Scheduling. 2. Time for school planning - plans for small group setting - Advisor-Advisee. 41. The format was extremely beneficial. It was such that individual schools had 42. time to plan for the upcoming year after hearing on the previous night the successful interventions and programs being implemented in other schools. It was an excellent time to be creative, to dream, to take risks with brainstorming for better schools next year. Lots of definite plans with deadlines were established. Ended up with a product! Had an opportunity to plan a program that designed to reach~ of our kids. relaxed atmosphere promotes ideas. is The 39. Chances for more swap sessions during the school year. 40. All was valuable - need this time more often. 41. I think that the goals established were met, and an appreciation for our teams was renewed. Thanks for the opportunity. 42. Didn't have enough time to get everything done that needs to be done. PLUSES - ANYTHING YOU LIKED. 43. Great atmosphere - Extremely conducive to brainstorming and getting things done. Our group was close and on task in planning for the future and working for an even more effective learning environment. Hass meeting of sharing with other schools gave some great ideas that might be used at our own learning center. The New Futures Restructured schools seem to go all the way for the benefit of the whole child. 44. The accommodations and format for the weekend was great! The initiatives promoted by the restructuring schools are paramount to ensure the students' needs for tomorrow. The environment created allows teachers and students to work towards addressing the complex issues and challenges that today's society presents to our kids. Not only can we provide academic instructions, but we can assist the students with their growth a,~ maturation in becoming contributing citizens of our community. 45. Having the opportunity to work and plan strategies to help students achieve their potential - restructuring has allowed us to spend the time before implementation thinking about and planning our activities. 43. Longer sessions - possibly the use of audio visual material next time i.e. examples ' on tape of what was used at other schools or slides. 45. Time for a round of golf! 46. That we had more opportunities to plan like this during the school year - away from the day to day hassle. rr n . :.> CLOVERDALE JR HIGH AFTER 50-iOOL PROGRAM 1JiAME f1!AMf 1.t2t ~IEAM GPA 1 '1W GPA 2 ffi AII. ADKINS JERMAlNE 897813 9 NAV 2.57 2.87 EX ALLEN CEDRIC 913929 9 NAY 1.14 0.857 GOOD ALLEN SHONEY 167292 8 STARS 2.0 2.714 EX AWSON SHARONDA 166990 8 PAWS 2.83 3.167 EX ASHFORD JOHNNY 919538 8 PAWS 1.71 2.167 EX AYERS TIFFIN! 894198 7 UNTOUC 3.14 3.5 EX BAKER DEUNDRA 878038 7 7WOND 3.714 3.714 EX BEVERLEY TANESHIA 898261 9 NAV 3.14 2.571 GOOD BIDDLE ELIZABETH 914141 7 UNTOUC 4.0 4.0 EX BIWNGS JAVIA 931601 9 AFROSH 0.857 1.0 AV BIVENS RONNIESHA 164323 9 AFROSH 3.428 3.0 GOOD BLACK AL 937715 8 STARS 2.428 1.714 GOOD BLACKMON ARLESHIA 898297 8 STARS 2.5 3.333 EX BRENT LAVAR 914272 9 NAV 2.0 1.857 GOOD BROWN ROY 914404 9 NAV 2.0 2.0 AV BROWN SHAMEKA 898608 8 STARS 3.5 3.333 GOOD BUCKLEY RASHAWN 896737 9 NAV 2.857 3.286 EX BUFORD TINIKA 951774 8 PAWS 2.142 1.857 GOOD BURGESS SHELENA 892140 8 STARS 2.857 3.0 GOOD CALAHAN CHERRY 899103 9 NAV 3.571 3.571 EX CARTER ERICA 896872 7 7WOND 3.571 3.429 EX COGSHELL LAKISHA 899047 8 STARS 2.714 3.286 EX COMBS BEVERLY 899099 7 7WOND 3.285 3.0 GOOD COOPER SHANDTELL 168677 7 7WOND 0.428 1.5 EX COTTRELL LAKENYA 935376 9 NAV 3.167 3.167 EX COVINGTON HENRY 905510 9 AFROSH 2.714 1.571 GOOD CRAFT BRANDON 907074 7 7WOND 4.0 4.0 PERFECT CUNNINGHAM CASEY 165867 7 UNTOUC 1.857 1.714 GOOD DANIEL ROBERT 959568 9 AFROSH 2.285 1.571 GOOD DAVIS DEERICA 924963 7 7WOND 2.857 3.143 GOOD DEDNER TAMEKIA 899412 8 STARS 3.428 3.286 EX DEPRIEST GILLAN 909808 7 7WOND 3.428 3.286 EX DINWIDDLE CARLA 894060 7 UNTOUC 1.571 1.143 GOOD DIXON NIHISSA 890167 7 UNTOUC 3.0 3.667 PERFECT DRAKE DEDE 894505 7 UNTOUC 1.571 0.286 GOOD DUNCAN SHAWN 912593 7 7WOND 3.428 3.714 EX FLOWERS ANGELA 164265 9 NAV 0.143 0.143 POOR FLOWERS DIONDRA 896585 7 UNTOUC 3.714 3.286 EX FLOWERS KELANI 899888 7 UNTOUC 3.571 3.429 EX FRANKS SHARONDA 155075 9 NAV 3.5 3.5 GOOD FURGUERSON BILLY 900054 9 NAV 2.43 2.143 AV GARMON SHAMARRA 920200 8 PAWS 3.0 3.0 EX GIBSON ANDREW 163180 9 NAV 1.571 1.571 POOR GIBSON SIOBHAN 926399 8 STARS 3.0 2.714 EX GILL DARYL 900156 7 7WOND 3.428 2.0 EX GRIST RATHA 953000 9 NAV 3.571 3.571 GOOD HALL ALVIS 900405 9 AFROSH 3.285 3.429 EX HALL KIM 900424 7 UNTOUC 2.857 2.0 GOOD HAMMOND DAQUAN 908896 7 UNTOUC 2.0 1.286 EX CLOVERDALE JR. HIGH AFTER SCHOOL PROGRAM ~ FNAME .IQI. SIB IEAM GPA 1 9W GPA 2 9W ATT. HAMPTON BRANDON 900455 7 7WOND 4.0 3.333 EX HARRIS DEMARIUS 908916 9 NAV 1.857 1.429 EX HARRIS KIM 900539 8 STARS 2.857 3.0 GOOD HOLLEY TERRENCE 900820 8 PAWS 1.857 2.0 GOOD HOWARD April 164'150 7 7WOND 2.0 0.857 AV HURD CEDRIC 166967 9 NAV 3.285 2.429 GOOD HYMES KAREN 929676 7 7WOND 3.428 3.0 EX IRELAND CHERONDA 900980 8 PAWS 3.857 3.857 EX JACKSON LAFANTA 951955 7 UNTOUC 2.285 3.143 EX JACKSON TARSALON 901039 8 PAWS 2.428 2.571 PERFECT JOHNSON CAMEL.A 164'195 8 PAWS 2.857 3.0 EX JOHNSON MISTI 914"147 7 UNTOUC 2.714 3.429 EX JOLLY LISA 907959 7 7WOND 3.714 3.714 EX JORDAN JAMES 892787 8 STARS 2.857 2.857 GOOD JORDAN YULANDA 166700 9 NAV 3.333 2.5 GOOD KING DEON 930003 7 7WOND 3.71"1 3.429 GOOD LANIGAN ANTONIO 166701 9 AFROSH 3.0 3.714 EX LEE DWAYNE 901634 7 7WOND 3.429 2.286 PERFECT LONGLEY YOLANDA 901796 7 UNTOUC 3.429 3.429 EX LOVE JANA 901802 7 UNTOUC 2.587 2.833 EX LOVE NASHA 896558 8 STARS 2.285 3.143 GOOD LOVE TASHANA 155183 7 UNTOUC 2.285 1.714 EX i MADISON LATRESHA 895011 7 7WOND 1.428 0.571 POOR MARBLEY NINA 891703 7 7WOND 3.571 3.571 GOOD t.4ARTIN ELONDA 914314 7 UNTOUC 2.285 2.143 GOOD MCCUNTON GREGORY 952953 8 PAWS 2.142 2.0 GOOD MCCUNTON KENYU 952952 9 NAV 3.142 2.0 GOOD MCCRARY SHAWNECE 902107 8 PAWS 3.142 3.286 GOOD MCGILL CHASTITY 926191 8 STARS 2.142 2.857 EX MCMILLAN JACQUELYN 902190 7 UNTOUC 3.5 3.0 EX MILLER ROBIN 959747 7 UNTOUC 4.0 4 EX NORFLEET ROSALYN 162033 9 NAV 1.285 1.857 EX PARKER CHINNAILL 951421 7 7WOND 2.0 2.286 GOOD PARKER TERRELL 902833 8 STARS 1.857 1.286 GOOD PATRICK BRODERICK 937179 9 AFROSH 2.428 1.571 GOOD PATRICK TOYRAN 896311 7 7WOND 3.714 4.0 EX PORTER ALBERT 153682 9 NAV 2 0.741 AV PORTER DERICKO 153892 9 NAV 0.857 0.857 AV PRIVETT JOHNA THAN 952864 9 NAV 3.714 3.429 EX RAFTER MARCUS 903156 9 NAV 1.285 1.571 EX RAY STEVE 903211 7 UNTOUC 3.0 2.857 EX REED LATIA 890134 8 STARS 2.714 3.143 EX ROBINSON LAWANDA 896142 7 UNTOUC 1.571 1.714 GOOD ROBINSON SHERELL 951097 7 7WOND 3.571 3.714 GOOD ROGERS STANLEY 911352 8 STARS 2.714 2.429 EX SASU ELIZABETH 960732 8 PAWS 2.428 3.667 EX SEBOURN AMANDA 916190 9 NAV 3.714 4.0 EX SHAVERS MAURICE 892971 8 PAWS 3.714 3.5 EX SHERRER MATOSHA 903709 8 STARS 2.142 3.286 EX SHERRER MONICA 903710 9 AFROSH 1.857 1.857 EX I - ~ II CLOVERDALE JR. HIGH AFTER 50-IOOL PROGRAM 111 ~ FNAME ll2! ~IEAM GPA 1 9W GPA 2 !1W AIL SIDERS DANIEL 931301 7 UNTOUC 2.142 1.857 EX Sil.AS CARL 937573 7 UNTOUC 3.0 2.143 GOOD SIMMONS I WILMON 903748 7 7WOND 2.714 1.571 GOOD SIMS SHARRA 903n1 8 STARS 3.0 3.60 EX SMITH CANDICE 959569 7 7WONO 3.857 3.714 EX SMITH DENISHA 925214 7 7WOND 3.428 4.0 EX SPEARMON CEDRIC 95233.tl 9 AFROSH 1.857 1.429 EX I SPEARMON Cl.EDIUS 932336 8 STARS 2.714 3.0 EX SPROUSE TIFFANY 903968 7 7WOND 2.857 3.571 EX 11 STOVER NATALEA 894752 7 7WONO 3.428 3.143 EX 11 STRONG CRYSTAL 926'179 7 UNTOUC 2.142 2.0 EX SUWVAN KIM 1679'12 8 STARS 3.0 2.571 EX SUMMERS MARQUIS 904148 9 NAV 2.428 2.0 EX TATUM STEPHANIE 9onos 7 UNTOUC 2.571 1.857 GOOD I! TERRELL LAKUA 914268 9 NAV 1.429 1.429 GOOD Ii THOMAS ERICKA 9096.tlS 7 7WOND 4.0 4 GOOD II THOMAS TINA 935n2 7 UNTOUC 2.587 3.286 EX I TURNER TARA 904454 7 7WOND 2.0 1.429 EX ,, TWITTY LENARD 951283 9 NAV 2.833 2.833 EX lYLER EARNEST , 908876 8 PAWS 0.714 0 .0 POOR WAL.KER SHELLEY 904573 11 8 PAWS 3.142 3286 EX II WATERS SCHEKISA 901319 9 NAV 2.428 2.0 GOOD WEBB LAKIESHA 913292 9 NAV 1.428 2286 GOOD WHALEY FRANK 891875 8 PAWS 2.0 0.714 GOOD J!I WHITE NAMONA 931658 7 7WOND 3.142 3.1 '13 EX fl WILDER VICTORIA 904841 7 7WONO .O -1.0 EX I WIWAMS AMANDA 897438 7 7WONO 2.429 2.429 GOOD J! WIWAMS ANTOINETTE 8922'13 7 UNTOUC 1.714 2.1'13 EX WIWAMS BRIAN 16'1240 9 NAV 1.714 1.857 GOOD WIWAMS OOREY 892078 9 AFROSH 3.5 2.429 GOOD II WIWAMS JAMIE 890520 8 PAWS 2.571 2.571 EX ii WIWAMS PATRICE 951273 8 STARS 3.285 2.71.tl GOOD WIWAMS SHEVONNE 917345 8 STARS 2.571 3.1'13 EX 11 WIWAMS TAMIKA 892186 7 UNTOUC 0.857 1.143 GOOD \,I WIWAMS TERRENCE 904956 9 NAV 3.857 3.1 '13 GOOD WITT SHAOONDRIA 905025 7 7WOND 3.428 3.0 EX ,
I WOODLEY TAMEKA 905061 8 PAWS 3.33 3.5 EX WOODS ANTONIETTE 905064 7 7WOND 1.428 1.714 GOOD WOODS CLAUDIA 896273 7 7WONO 3.428 3286 EX WOODS KEISHA 896646 9 AFROSH 3.428 3.1 '13 EX 11 WOODS MY1A 905069 8 STARS 2285 3.143 EX WRIGHT KEVIN 162553 8 PAWS 1.571 0.857 POOR I , . , 11 . J ~:~liOlli. SQ[JTHWEST._..lllNIQR._filGH ?Rr:JC::,111_ CHARITY SMITH TE ACHi: R_ _,. .A...,N""N._.E~T._..T.. E ..._. B... .,Au:Ru.N,...E-S_.,__ l. Please in::!i::ate the r.t:.'7::)e::- of .stu:ients referred for ~nch grndc level by se:-:,
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I : I I i i i ' i I I 7C.~.L 530 128 I 1 9 I 63 ' 30 12 1 ! 3 0 109 97 ! 12 I ,, Tctal students re-12r::cd: 109 ~. :otal recoraed ab.sei'lc-es: 63 Total da.ys assigned: 358 i~umber of studen:s not ::~:, ~ting ~ssignmen: t: :ssP: 9 RECEIVE,... i~urn~er :f r2pe5t2~3: 2~?te - 4 JUN 1 4. 1994 ------ NEW FUTUf .. Grcde 9 4 ?h:::me 5 School SOUTHWEST JR. Number of :e2cher sonfe~~~ses: Srade 7 4 Grad2 8 Gr":2 9 -------- Grade 7 I 122 G:-ade 8 96 G:-ade 9 71 l~tervention and Follow-up Activities: Please describe in nar:--ative formthevarious interven:.ion strategies and fol1ow-up plans and/or contacts that have occurred with students as~igned to the ln-Schc~l Suspension Program. ISSP OBJECTIVES: 1. To help students evaluate his/her behavior by completing suspension learning packets. 2. To use self-discipline to improve academic and social performance. ~v&luation: Please describe in narrative form the aeneral reaction of the following
~cups to the In-School Suspension Program: stuaents who have been referred, teache~s 2nd administrative staff, parents, and the In-School Suspension teacher. The overall acceptance of the program has been excellent. Students have responded very positively to the learning packets with intent to avoid return visits. Teachers, administrators, counselors, parents, case managers, and significant others have complimented the program with exceptional reviews . . Support is evidenced by written comments, physical presence, and student work and reactions. -, ~ota1 visits to ISSP by: School cd~inistrators --=2=3 _______ _ J . School counselors ____ .....:.7 ______ _ Teachers 140 .., J. O the: ( pi ease spec i f y ) _p=a.::r-=e
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..__---'1 _ _ Attiti onal Comments: This year we are attempting to work closer with case management and the counseling staff by making contact for individual students and requesting personal visits. We have provided teachers with suggested strategies to help support students who have been assigned with personal invitations to stop in and visit with students during their period of assignment. Our aim is to remove students from the mainstream in order to work on unacceptable behavioral characteristics, keep them on schedule, provide them with positive alternatives, and return them equipped for academic success in the classroom. I School dist-rict pcrrticipation Provides experts in non-academic fields to assist in planning preventive programs, providing in-service training, and designing after care support systems in the school. Immediate accessibility for referral when youth are identified who need social or health services. Provides assistance from the broader community in addressing crisis situations that occur during the school day. Creates a more direct link between the school and the home. Enhances the parent's, youth's and community's perception of schools as caring places. Allows teachers to focus more clearly on the academic needs of the students. Creates a healthier, happier student body. Provides a caring supportive adult to assist with non-academic problems Provides a coordinated plan for delivering needed educational, social and health services to the youth or their family Ensures someone is responsible for following up on referrals to outside agencies to be sure they are provided. Establishes a more direct link between the school and the home. Increases the opportunities for youth to obtain the social and academic skills needed for later succcess. Youth-cente-red fr family-o-riented flt(. ? Coo-rdinated se-rv1ces Provides direct linkage between youth-serving agencies and the public schools. Facilitates coordinated service among numerous agencies serving the same youth or family. Increases the opportunities for agencies to assist in developing preventive programs for youth. Allows for earlier identification of problems and more appropriate referrals to needed services. Provides a person to assist with removing barriers to effective use of services and to provide follow up after services are completed. Provdies more accurate information about the nature and extent of problems confronted by youth for use in future planning and program development. Young Professionals Clubs Support Groups School visits from convicts Field trips Participation in Little Rock Civitan Club's "Rainbow of Love" bowling tournament Worthen Bank sponsors day at Wild River Country A.A. and Alanon Community connection 1/ /tff.'l> GOA.LS A'-"D OBJECTIVES REPORT In the Spring of 1992, the Director of Case Management met with participating CMST Agency Supervisors and Case Managers to develop Goals and Objectives for the CMST Project. The major Goal identified is: ENHANCE ACADE~IC PERFORMANCE OF CMST STUDENTS Four objectives are established as a way to realize the Goal: Objective 1 50% of students on CMST caseloads will increase GPA by at ]e?.st .2 per semester during involvement with CMST. Objective 2 50% of students on CMST caseloads will not be absent more than 12 days per semester. Objective 3 A positive success plan for beh
iviori\l improvement will be developed by Case Manager, Teache: Team, Vice Principal. Parent(s) and student for all students on CMST caseloads with a history of suspension and/or expulsion. Plan development will begin October 1, 1992 anc will continue at the rate of one each week until !)Ian has been developed for all students on the Case Manager's caseioad with histo1
of suspension and/or expulsion. Objective 4 All students identified as parents will be considered automatically referred to CMST for services, and no repeat pregnancies will occur within this population during the year. Outcome data were collected at the end of each school semester du ring the 1992-1993 school year and 1993-1994 school vear. The outcomes for some students were excluded from consideration in the following circumstances: Never received signed consent for services. Referred c?.ses where no need for Case Mana2ement services existe d. Cases in which services were terminated prior -to November l during the Fall semester, and prior to April l during the Spring semester of each school year. Cases where data were unavailable due to missing school records. The results for all other students follow. . . - CL FH PH SW / Ttls .~alysis: . . FALL 9.2 I SPRI:--
G 93 I FALL 93 I SPRl!'.G 94 Tot Tot % Tot % Tot Tot % Cases >.2 I Tot Cases >.2 Cases >.2 l Tot Cases 58 82 64 44 248 19 33% 94 27 29% 53 17 32% 63 33 40% 100 31 31% 58 17 29% 71% 25 39% 117 30 26% 79 34 43% 98 16 36% 99 26 26% 58 13 22% 59 93 38% ~10 114 28% 248 81 33% 291 The objective of 50% of CMST students increasing GPA by at least .2 per semester was not achieved. In the Fall 93 semester, Pulaski Heights reached 43%, the highest percentage achieved in any semester. Significant increases in number of cases considered occurred each spring semester. This occurs as the number of cases referred increases caseload sizes as the school year progresses. It is also noted that there is a significant decrease in the percentage of students meeting the GPA outcome objective. This may be due to increased caseload sizes during the spring sei,1ester. Staff also cite a tendency for students to work only hard enough during the spring semester to assure passing to the next grade level. Tot % >.2 17 27% 17 24% 23 23% 19 32% 76 26% r. - - T - . l FALL 92 SPRI!'iG 93 . FALL 93 SPRING 94 Tot + % Tot + % Tot + % Tot + % Cases Att Cases Att Cases Att Cases Att CL 70 34 49% 96 62 65% 75 43 57% 73 29 40% FH 93 31 33% 104 40 38% 66 18 27% 75 16 21% PH 74 33 45% 120 65 54% 108 66 61% 100 45 45% 11 ' SW 72 28 39% 101 28 28% 69 23 33% 74 27 36% ,!: Ttls 309 126 41% 421 195 46% 318 150 47% 322 117 36%
' Analysis: There is a wide range in these figures, from 65% at Cloverdale in Spring i 93 to 21 % at Forest Heights in Spring 94. Also the totals for Springs 94 i were 36%, a decrease from both the Spring 93 figure of 46% and the Fall I 93 figure of 47%. It is noted that staff resignations during the Spring 94 Iii semester left 2 of 4 positions vacant for several months at Forest Heights. !:,I !I ! Iii I II I ' . II II II i - -- .. I ! - - - . -. FALL 92 SPRl~G 93 I FALL 93 SPRING 94 ~ Tot + % Tot + % Tot + % Tot + % Cases Pia Cases Pia Cases Pia Cases Pia ' - CL 26 FH 51 PH 35 SW 34 Ttl 146 s .nalysis: n n n n 17 65% 47 28 60% 40 35 88% 53 46 14 27% 68 _., ..,. 34% 39 10 26% 40 3 18 51% 54 33 61% 45 43 96% 60 55 2 6% 59 2 3% 36 36 100 42 41 % 51 35% 2~S 86 38% 160 124 78% 195 145 Overall very good improvement from one school year to the next, especially for Southwest. Forest Heights is the notable exception, and this primarily due to staff vacancies. 87% 8% 92% 98% 74% L School Year 1992-93 School Year 1993-1994 Total Total w/ Tot.al Total w/ Parents 2nd Preg Parents 2nd Preg 11 1 15 1 bts 10 2 12 1 ights 10 3 12 5 est 11 1 4 0 ~ Totals 42 7(17%) 43 7(16%) Analysis: Outcomes are essentially the same for each year. Planning, Research and Evaluation Program Evaluation Primary Leader: Dr. Henry P. Williams Secondary Leader: Dr. Robert L. Clowers Program Name: Plannio& and Evaluation Services Program Description: Purpose: Scope and Content: Participants/Beneficiaries: Program Goals: Evaluation Criteria: The Planning, Research and Evaluation Department (PRE) operates as a quasi-independent unit which provides information and technical assistance to the Superintendent and Board for strategic planning. To provide overall planning activities for the District and to provide information required for District and building level decision making. The scope of activities included in Planning and Evaluation services include: semi-annual Educational Equity Monitoring visits
Coordination of the Planning and Budgeting process
Coordination of the Arkansas Minimum Performance Test (AMPT was discontinued following the spring 1994 administration)
Coordination of the Stanford Achievement Test, Eighth Edition
Coordination of the School Climate/Human Relation Survey
Coordination of the Arkansas Direct Writing Assessment
Coordination of Home Schooling tasks
conducts studies and prepares reports as identified by the Board
Maintains archival records
Maintains records of elementary students withdrawn from the district. Participants and beneficiaries includes students, building level principals and staff, administrators, the Board of Directors, the Office of Desegregation Monitoring, and other parties involved in the court approved desegregation case. To provide appropriate data and technical assistance for planning and implementing equitable learning experiences for all students. 1.0 Completed semi-annual report of findings in the thirteen (13) monitoring categories. 1.1 Copies of completed documents. 2 1.2 List of local team members. 1.3 Agenda of completed training sessions and list of team members who received training. 1.4 Individual School Profiles are available through the AS/400 at the central office. 1.5 Completed monitoring schedule for all schools. 1.6 Completed composite report for each visit. 1. 7 Semi-annual reports are prepared and distributed as scheduled. 2.1 Planning and budgeting process is conducted as outlined in the Management Tool. 2.2 AMPT is administered as scheduled. 2.3 Stanford Achievement test is administered as scheduled. 2.4 Surveys are administered as scheduled. 2.5 All Arkansas Writing Assessment tasks are completed as designed and scheduled. 2.6 Home School tasks are completed according to Act 42 of 1985. 3. 0 Studies are conducted as designed and reports are published and distributed as required. 3.1 Assessment reports are published and distributed to appropriate persons. 3.2 Reports are published and distributed to appropriate persons. 3.3 The archival records are maintained and available for inspection. 3.4 The records are stored on microfilm for immediate Evaluation Results Objective 1: 3 retrieval. 4.0 Administration of School Climate/Human Relations Survey. To conduct semi-annual E.ducational Equity Monitoring visits with the assistance of the local school biracial committees. E.ducational Equity Monitoring teams comprised of an Evaluation Specialist along with local school biracial committee members conduct monitoring visits each semester of each school year. The outcome of each monitoring visit is a consensus report of the findings of the monitoring visit. These reports are on file in the PRE Department. Each school in the district was visited each semester during the 1993-94 school year. Principals are required to form the local school biracial committee for their building and then send a copy to PRE. At the beginning of each school year, PRE conducts an inservice/training for local school biracial committee participants. The inservice is typically conducted in October prior to the monitoring visits. School principals are also given instructions at the start of the school year to input information into the AS/400 which is used as part of the school profile. Monitoring schedules are established between the Evaluation Specialist assigned to monitor the school and the school principal. The monitoring visits are then conducted. The consensus reports are later summarized and compiled for a semester report. The individual consensus reports are copied and distributed to selected administrators and the building principals for feedback, as needed. The semester reports are distributed to selected administrators, the Office of Desegregation Monitoring, and Joshua Intervenors. Discussion: The objective of conducting semi-annual E.ducational Equity Monitoring visits with the assistance of the local school biracial committee members was met. The monitoring visits serve as a cardinal form of feedback to the building principal and other LRSD administrators regarding the educational equity concept at the building level. Objective 2: To provide assistance that promotes the planning process of the LRSD. Please note that strategies listed under this objective include the planning and budgeting process along with the administration of various districtwide tests, a school climate survey, and home school tasks. 'IT II [I II I -I - ------ --- 4 A planning and budgeting process manual (the "Gray Book") is prepared by the summer of each newly started fiscal year and serves as an overall guide to the planning and budgeting process for the upcoming fiscal year. A "Management Tool" is similarly prepared for guidance in preparation of the budget for the upcoming fiscal year. The Superintendent's Council meets regularly to review the management tool, which is filed at the end of each month with the court. In addition to the management tool, the office of Planning, Research, and Evaluation also coordinates the compilation of a Program Budget Document (PBD), which is filed quarterly with the court. The PBD includes achievement information for the District's desegregation and nondesegregation programs. Training sessions regarding the PBD process are coordinated through PRE. The Arkansas Minimum Performance Test (AMPT) was coordinated through PRE as scheduled {spring 1994 was the last administration of the AMPT, however). The Stanford Achievement test, Eighth Edition, was administered during spring 1994 as scheduled. The Arkansas Direct Writing Assessment was also administered as scheduled. The School Climate survey was conducted in Spring 1994 among students, certified staff, and a random sampling of parents. Home schooling tasks, which principally relate to the distribution of requested home school application and forwarding of an enrollment list to the Arkansas Department of Education, was conducted through PRE. Discussion: The objective of providing assistance to promote the planning process of LRSD was met. The District is now in its second year of following a Planning and Budgeting process as directed by the court. The staff time required for the production of the Management Tool and the PBD has taken staff resources away from other projects or studies as described in this evaluation. In the 1993-94 school year, only one Evaluation Specialist was utilized to inservice District staff with respect to the planning process. As the planning and budgeting process becomes more institutionalized, it is anticipated that the number of professional staff in PRE that provide inservice training will increase. The program planning and budgeting process continues to be refined, and mid-stream adjustments in process may necessarily occur to respond appropriately to the needs of the District. Objective 3: To conduct educational research improving the teaching and learning process. PRE provides the results of the Stanford Achievement Test (SAT) and other reports as identified above to appropriate building principals and various LRSD administrators. Administrative summaries, group skills analysis, and historical information with respect to the Stanford Achievement test are provided to building level and other LRSD administrators. The majority of special requests for information have centered around the SAT because of the role it plays in the assessment of LRSD students. PRE also compiled an analysis of the 1994 SAT test results, the 1994 AMPT test results, and the School Climate/Human Relations survey. 7 5 Discussion: PRE met the objective of conducting educational research to improve the teaching and learning process. The test and survey results that are shared with principals, LRSD administrators, and other LRSD staff should assist with improvements in the teaching and learning process if the findings from the reports are used. Requests for data and special reports related to the SAT test results appear to be on the increase and sometimes strain staff resources. Additional staff could be used to increase the extent of educational research that is conducted for the LRSD
however, no recommendations will be forthcoming at this time to request additional staff. Obstacles to Goal Attainment Objective 1: The attainment of this goal is sometimes hampered by members of the local school biracial committee who cancel their monitoring visit. In such instances, PRE Evaluation Specialists have had to reschedule the site visit(s). Objective 2: Providing assistance that promotes the planning process will be refined over time as the process is institutionalized. This objective, with specific respect to the planning process, is at times hampered because of the time constraints and reliance on various administrators to submit information on a timely basis. For example, the PBD diskettes sometimes come in after a specified due date. It should be noted that Planning, Research, and Evaluation lost a secreterial position in the 1993-94 school year. It is expected, however, that further understanding of the planning process would help alleviate some of time crunch. District staff also need additional training in WordPerfect as it relates to the entry of data for the PBD. Objective 3: The extent to which educational research may be conducted by PRE is limited by current staff size. PRE does, however, provide technical assistance to other LRSD units as needed to help promote the District's overall educational research effort. Only one of PRE's six specialists is on a 12 month contract (4 are on a 10.5 and one is on an 11 month contract)
as a result, educational research and/or the preparation of varying studies may be delayed until the fall semester begins. Recommendation(s) Recommendation 1: The Planning, Research, and Evaluation Department needs to conduct and/or coordinate continuous training with respect to the planning and budgeting process. Objective 1: To provide program managers and other District staff with the necessary understanding to further institutionalize the District's planning and budgeting process. Evaluation Criteria: PRE will plan and offer/coordinate program planning and budgeting workshops for appropriate staff. Required PBD information will be submitted in a timely L 6 manner consistent with information due dates. Expected Benefits: Program managers and District staff will have a greater understanding of the program planning and budgeting process. Information related to the overall cycle of the planning and budgeting process will be provided in a timely manner. Impact Analysis: Additional time will need to be scheduled for program managers or appropriate staff to attend the workshops where such information will be presented. This recommendation will have a positive effect on the Desegregation Plan as the concept of following a planning and budgeting process becomes more institutionalized. This recommendation is consistent with a court order requiring the District to conduct training sessions so that the planning and budgeting process may be more readily understood. Resources Analysis: No additional hiring of personnel is anticipated. Support staff from the Instructional Resource Center
Planning, Research and Evaluation
and selected principals and administrators are the personnel of choice to assist with facilitation, training and presentations. Force Field Analysis: The primary supports of the recommendation will be those administrators most closely linked to the program planning and budgeting process. Likely detractors of the recommendation will be those in the District who view the planning process as cumbersome and time consuming (the Program Budget Document as one example). General Implementation Plan: Note: the following topics, time lines, and facilitator coordination represent a general implementation plan, as no specific dates are set. The Planning and Budgeting Process Program Evaluation Program Budget Document Business Cases Financial and Manpower Reports Word Perfect Training for Staff Spring & Fall Spring & Fall Fall Fall Fall Each semester Coordinate through PRE Coordinate through PRE Coordinate through PRE Coordinate through PRE Coordinate through PRE PRE Staff Note: Where possible, specific times and dates will be scheduled to coincide with times in the school year that are of specific or timely interest to the particular topic. Additional workshops may be added as needed. Recommendation 2: Increase utiliz.ation of the Planning, Research, and Evaluation professional 7 staff to conduct inservices or individualized training with respect to the planning and budgeting process. Objective 2: To increase utilization of PRE's professional staff with respect to providing inservice workshops or individualized assistance in relation to the District's planning and budgeting process. Evaluation Criteria: The number of professional PRE staff providing or ass1sung with inservice training on various aspects of the planning and budgeting process will increase over the 1993-94 level. Expected Benefits: Program managers and District staff will have a greater understanding of the program planning and budgeting process. Information related to the overall cycle of the planning and budgeting process will be provided in a timely manner. Impact Analysis: Additional time will need to be scheduled for program managers or appropriate staff to attend the workshops where such information will be presented. This recommendation will have a positive effect on the Desegregation Plan as the concept of following a planning and budgeting process becomes more institutionalized. This recommendation is consistent with a court order requiring the District to conduct training sessions so that the planning and budgeting process may be more readily understood. Resources Analysis: No additional hiring of personnel is anticipated. Force Field Analysis: The primary supports of the recommendation will be those administrators most closely linked to the program planning and budgeting process. Likely detractors of the recommendation will be those in the District who view the planning process as cumbersome and time consuming. General Implementation Plan: PRE Evaluation Specialists will be trained throughout the school year in varying aspects of the program planning and budgeting process. The Director of PRE will provide initial guidance in training personnel in the utilization of the process
the current Evaluation Specialist who is involved with the Program Budget Document and the Management Tool will serve as a peer tutor within the department. IN-DEPTH PROGRAM EVALUATION Program Description: Plant Services includes resources to identify, plan and execute maintenance/repair programs equitably so that Little Rock School District students can receive efficient, functional and effective education. Specifically, facilities includes maintenance programs to maintain/repair all District facilities in an equitable condition commensurate with financial resources and District priorities. Purpose: The purpose operation's necessary to critical as management. of the Plant Services is part of the base costs to maintain the buildings and grounds support the educational mission. This program is it encompasses all aspects of real property Scope and Content: The Plant Services Program encompasses the repair of all existing facilities, grounds and other real property, the maintenance thereof, new construction to support academic initiatives, all real estate actions to include leases, purchasing of property, selling of property, easements, grants, rights-of-way and licenses. It is extended to include the base operation costs of utility payments covering electric, water, gas, refuse, entomology and any other miscellaneous services. It includes long-range planning, responsibilities with regard to new construction, maintenance, acquisition and closing of facilities. Participants/Beneficiaries: The Plant Services Program is a base operations program that supports all persons that work for the Little Rock School District, are educated by its programs, or visits its facilities. Program Goals: To equitably maintain and academic programs, student support. Evaluation Criteria: repair facilities to support enrollment and administrative The evaluation criteria for the objectives listed in the Plant Ser~ices Program consists principally of historical records 1 indicating requests and completions of maintenance and repair work. They do not require a relative measure of success, but merely to report numbers of requests made and completions and the percent thereof. Evaluation Results: There is no measurable scale of success against which the evaluation can be made. The objectives reported in the Plant Services Program Budget Document, as stated previously, merely report the percent of completion of requests made of the program. There is no set goal that can be equated to measure this quantity. The amount of work completed has too many variables to establish a set percent to be achieved in any given reporting period. This is due to the complexity of the requests, the nature of the requests, the total number and the resources allocated to complete that goal, coupled with the priority. Objective U: To maintain all school facilities such that they are in a safe, operational condition to meet the academic needs of the various programs and to repair as necessary commensurate with resources. Discussion fl: This objective will never be met based on the level of funding that this Directorate presently received. The evaluation criteria is simply a tracking of the number of requests received against the number of requests completed. As more and more deficiencies are identified and more and more new work is identified to support academic programs, the disparity in funding will cause the percentage to decrease tremendously. Since the percentage reported on the program budget document only accounts for completion versus requests, and does not show the backlog and the subsequent monetary impact of that backlog, the way the Plant Services Report is established, it is of no useful value in the reporting procedure. Obstacles to Goal Attainment: There is one principal obstacle to the desired goal attainment of an equitable Facilities Program, and that is resources. The Plant Services Directorate is far below the national and regional averages, and as such, falls further behind as its backlog of maintenance and repair increases on a yearly basis. The amount of work identified district-wide to keep our buildings in a good 2 state of repair, and at an educational standard to support our programs, is mounting every year. With level or decreased funding each year, the backlog continues to increase. It is only through a higher funding level that we will be able to maintain our facilities to meet our operational needs. Recommendation: A careful evaluation of both the facilities and Plant Services' program would result in a recommendation that the Facilities Program be funded at a prescribed percent of the total district budget, this percent to be determined based on the regional and national average and a pre-determined decrease of the existing backlog of maintenance and repair. Only by clearly identifying how this backlog will be decreased, will we be able to establish a rate of success and a comparable measure thereof. A business case is recommended with this study, and the overall recommendation will likely result in an increase in the budget. DCE/rlh/pe2 3 Ii L. 1) ADDITIONAL INFORMATION The program being evaluated as outlined in the nondesegregation portion of the Program Budget Document does not give an overall view of the Plant Services Program. The Program Budget Document merely responds to specific areas of concern and does not adequately see nor measure the program. The program is general engineering support to the entire district. As stated on page one (1) of this document, it encompasses all aspects of the engineering program to support the many facilities. It goes far beyond the specific item outlined in the Budget Document. - 2) The data that has been used to analyze this program is simply a tally of work order requests as made by the Facilities' Managers and as recorded by the Plant Services Directorate. All recommendations listed here are considered in the support area. DCE/rlh/pe2 4 Pupil Transportation Services Program Description: This program includes (1) the management, maintenance, and supervision of over 300 buses valued at more than eleven million dollars
(2) the personnel management, training, and supervision of 334 employees
(3) supervision of over 3,500 bus stops and 14,000 students while being transported daily to and from school
(4) management of an annual budget of $7,354,396.24
(5) providing transportation for field trips, athletic transportation and after school programs as requested by others. Historical data available at the Transportation Departmeflt were reviewed tor this report. Recommendation l: The Program Budget Document (PBD) for Pupil Transportation Services should be rewritten to utilize evaluation criteria that are reflective of performance standards. Area Classification: support Area Recommendation 2: outsource the student transportation system to a private concern. Area Classification: Support Area l Extended Evaluation Pupil Transportation Services Prog~am Description: Department provides transportation services to support basic academic programs, Special Ed Programs/Activities, and Athletics. Purpose: The purpose of Pupil Transportation Services is to provide transportation to and from school for students living in the LRSD who reside two miles or more from the school of assignment, to provide transportation for students with Individual Education Plans (IEP) identifying need for specialized transportation, and to support, extracurricular and co-curricular activities to the degree that resources will allow. Scope and Content: This program includes (1) the management, maintenance, and supervision of over 300 buses valued at more than eleven million dollars
(2) the personnel management, training, and supervision of 334 employees
(3) supervision of over 3,500 bus stops and 14,000 students while being transported daily to and from school
(4) management of an annual budget of $7,354,396.24
(5) providing transportation for field trips, athletic transportation and after school programs as requested by others. Participants/Beneficiaries: The primary beneficiaries are students who live more than two miles from their school of assignment. Other beneficiaries are students with courtesy stops, students who need transportation for field trips, athletic practices, and/or extended day programs. Program Goals: To provide safe, efficient and reliable transportation for the students of the Little Rock School District. Evaluation criteria: 1.0 Procurement request 1.1 Procurement request 1.2 Requisition signed 1.3 Buildings polled on materials recei ed 2.0 Report fleet requirements 2.1 Report fleet requirements 2.2 Report fleet requirements 2.3 First day routes printed 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 Report-Staffing (no evaluation criteria) (no evaluation criteria) Report year-end mileage Summer check sheets completed Summer check sheets completed Summer check sheets completed Summer check sheets completed Summer check sheets completed Checks entered in State Police Log Summer check sheets completed All buses identified by route transported All buses identified for auction memo to procurement State Board Log sheets submitted Evaluation Results: The overall transportation system failed but that will not be reflected in evaluation results because the evaluation criteria do not establish performance expectations. Performance criteria should include as a minimum, on-time to school, number of bus breakdowns, number of chargeable accidents, attendance rate for drivers, and number buses available daily. ODjective 1.0: To conduct routine office functions. Discussion 1. o: All forms such as bus cards, discipline reports, and time sheets were obtained and distributed to the school by supervisors. These were received later than normal due to the lateness of the decision on outsourcing. ODjective 2.0: To maintain an appropriate operational fleet. Discussion 2.0: The fleet requirements are determined by the number of routes to be run at the same time. This requirement must be adjusted based upon the number of drivers funded by the budget. If only 260 drivers are available, then 260 buses will be required even if 275 buses are required by the number of established routes. The balancing depends on the number of buses available in the fleet and the number of drivers authorized. Last year, 281 buses were in the fleet. No new buses were added. The personnel count of drivers and aides was fixed at 311. The number of drivers in the ?econd semester never reached the allocated 273 drivers. As a result, routes were late due to not enough drivers. To be a Bus Driver, a person must hold a Commercial Driver's License (CDL) with a school endorsement. Even though potential drivers completed training, they had to wait up to one month to be tested by the State Police. This is a continuing problem in maintaining the appropriate number of drivers. Objective 3.0: To maintain appropriate vehicle servicing. Discussion 3. o: The fleet is aging. No replacement plan exists. New buses are bought when money is available. Although all buses passed inspection, buses continue to breakdown and require extensive maintenance that is not covered by warranties. This increases the cost in operating the fleet. In order to keep a fleet in good operational order, a replacement plan should be implemented to insure that all buses will be available most of the time. The district puts more than four million miles on buses annually. If the standard of replacing a bus every 150,000 miles is maintained, then the district should plan to replace 27 buses each year or markedly reduce the number of miles put on the buses annually. In order to reduce the number of miles _placed on buses means that services need to reduced in serving field trips, athletics and extended day or charge these programs for replacement of the buses. The length of routes and the number of routes must be reduced and/or money set aside for replacement buses in relation to the number of miles used annually. Obstacles to Goal Attainment Ol:>jective 1: To conduct routine office functions. Based upon the evaluation criteria in the Program Budget Document, this objective was achieved. Objective 2: To maintain an appropriate operational fleet. Based on the evaluation criteria, this objective was achieved. However, strategy 2.5 hire and train new drivers did not have evaluation criteria which should have been as a minimum maintaining a driver count of at least 273 drivers. This strategy failed in the spring of 1994 due to a shortage of at least 40 drivers. Therefore, the Objective 2 failed to maintain an appropriate operational fleet. Objective 3: To maintain appropriate vehicle servicing. Based on the evaluation criteria this objective was achieved. However, due to the age of the fleet, the current maintenance staff was unable to keep up with repairs needed to keep a sufficient number of buses available to support the routing system. Therefore, the appropriate vehicle servicing was not maintained during the school year and this objective was not achieved. Recommendations: The Pupil Transportation Services Program Budget Document (PBD) Evaluation Criteria are not appropriate evaluation criteria. Manpower shortages and equipment failure due to age caused the Pupil Transportation Services to fail to meet the stated program goal. Recommendation 1: The Program Budget Document (PBD) for Pupil Transportation Services should be rewritten to utilize evaluation criteria that are reflective of performance standards. Evaluation criteria: The new criteria will include, but not limited to, attendance rate for drivers, rate of vacancies, rate of employees on long term leave, rate of drivers on light duty, number of buses available daily, number of wrecker pulls, number of buses over 100,ooo/1so,ooo number of miles to support extracurricular and co-curricular activities, number of miles to support regular transportation by route, number of chargeable accidents per million miles, number of workman compensation claims, per-cent of not-on-time buses, and number of patron/parent complaints by category. Expected Benefits: These kinds of evaluation criteria will allow the district to establish realistic improvement goals for the Transportation Department. Impact Analysis: Negatives: 1. The change from the current PBD to the new one would be obvious. 2. Some individuals may not want to deal with data that shows whether or not the Department is doing a good job. Positives: 1. Facts will be available to evaluate the department. 2. Decisions can be made on facts rather than on what we feel is true. 3. The actual costs to support various activities will be easy to calculate. 4. Action plans for improvement can be developed and evaluated objectively. I l I ', ,1 ,1 !
, 11 I' !! I' I' I' 11 I' II I ' 111 Risks: The risk of not implementing this solution is to ignore the Dneeepda rttmo ehnat.v e clear planning guidance for the Transportation Timing: The rewrite should take place before the January report, so administrators have the information available to assist in decision making in the Spring of 1995. Resource Analysis: Personnel: No additional personnel will be required. Time of the administrators to gather the base data will be required but could be accomplished by reporting time. Financial: No additional cost will be required. Force Field Analysis: The Director of Transportation will welcome the opportunity to mdeavkeinlogp. a PBD that is based on data needed for decisionThose most opposed to the solution are those who want to keep the actual costs of extra curricular, co-curricular and athletic transportation hidden in the Transportation Department budget. General Zmplementation Plan: Milestone Direct Transportation to rewrite PBD Write PBD Review PBD Submit PBD with appropriate report Date 12/21/94 01/6/94 01/09/94 01/13/94 Recommendation 2: Outsource the system to a private concern. Person Clowers Cheatham Mayo Cheatham student transportation Expected Benefits: The district could save one million dollars or more. I Impact Analysis: The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 80 drivers and aides. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. Negatives: 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences
2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs
Positives: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints
2. Currently employed drivers will maintain their jobs and benefits
3. Buses will be on-time more often than they are now
4. Accidents will decrease
5. The number of buses out-of-service for repairs will decrease
6. The cost of student transportation for the next three years will be less than that projected by LRSD
and, 7. A schedule for replacement of equipment will be strictly followed providing students with badly needed new buses. Risks The risks of not implementing this solution is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The risks of implementation of this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capability considering increased activities associated with the start up of the school year. ' I I I ' I ', I' II I 11.: ' ' I ' ,I I I I Timing It is critical that the decision be made before February 1, 1995 so it may be implemented by the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know when the Board of Directors approves. Awareness must be generated in the community, staff must be identified of the change, and a number of other task as noted in the timeline included must be addressed. Resource Analysis: Personnel No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. Financial A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facility already available. Even with these costs, outsourcing will reduce overall costs. Revenue Source The money normally allocated will be used to pay for outsourcing. Implementation of this proposal creates a yearto- year cost-reducing strategy for the 1995-96 budget. Force Field Analysis: Primary supporters of this proposal will be those directly affected by the solution - patrons and administrators within the District. The Board of Directors and administration of the school district are aware of the improvement this solution will bring for student service. Those more opposed to the solution will be the bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of oursourcing is that service will improve while reducing costs. - LITTLE ROCK SCHOOL DISTRICT PROCUREMENT AND MATERIALS MANAGEMENT DEPARTMENT EXTENDED PROGRAM BUDGET EVALUATION PROGRAM NAME: PURCHASING SERVICES, NON-DESEGREGATION FOR YEAR 9394 Program Description: The Procurement Department is organized to administer a centralized procurement function in the accomplishment of the acquisition of materials, services, and equipment in support of District operations in the most efficient, effective, and economical manner possible. The Centralized Procurement and Materials Management function interacts with all segments of the District. Purpose: The purpose of this program is to aid the Procurement Department in implementing, revising, and evaluating purchasing, property accounting, central warehouse operations, and property disposal procedures in order to best serve the District. Scope and Content: The program encompasses several functions that are the responsibility of the Procurement Department. These general functions include: Coordinating all District purchases of equipment, supplies, and services in such a manner that the maximum value will be obtained for the money expended
Establishing, administering, and coordinating central materials management encompassing property accounting and property disposal and
Operating the Central Warehouse in an efficient and effective manner to assure prompt delivery and availability of frequently used supplies and materials utilized by schools/departments within the District. Participants/Beneficiaries: The beneficiaries of this program are all schools and departments within the District, vendors in the business community, district patrons and taxpayers. Program Goals: Support schools and administrative offices through cost effective procurement and efficient handling of all materials. Evaluation Criteria: 1.1 Document recommendations and approved changes to the organizational structure of the department. 2.1 Copies of certification certificates are to be included in an employees personnel file. 3.1 Maintain a log of all vendor office visits. 1 I 17 l Ii 'I I I I 1' II ! I I : I I 1, I l I t I I I !: 1, I I l lW Evaluation Criteria (continued): 3.2 Document in bid files all specification changes and recommendations for change. (Requested to be removed per instructions in Dr. Mayo's memo dated 10/24/94) 4.1 Document attempts to identify shortcomings and defects with the current automated system in continued efforts to obtain a modern, professional purchasing management system. 5.1 Procurement Director to provide written recommendation. 5.2 Document verification of completed inventories. 6.1 Monitor user suggestions on order and delivery of supplies. 6.2 Suggestion from available to all schools/departments. 6.3 Monitor historical levels of inventory and correct as needed. 7.1 Monitor user suggestions on order and delivery of forms. 7.2 Request to the Procurement Director for the addition 4o the inventory of new standardized forrn(s). Evaluation Results: OBJECTIVE 1: REFINE THE ORGANIZATIONAL STRUCTURE TO EFFECTIVELY ACCOMPLISH ALL FUNCTIONS REQUIRED OF A CENTRALIZED PROCUREMENT AND MATERIALS MANAGEMENT OPERATION. DISCUSSION: Procurement filled a custodial position in November of 1993. custodian works 1/2 day at Procurement five days a week. The selection process for this position is documented and on file in the Department. No other changes were made in 93-94. OBJECTIVE MET. OBJECTIVE 2: HAVE ALL BUYER POSITIONS BECOME FAMILIAR WITH GENERALLY ACCEPTED PURCHASING PRINCIPLES AND TECHNIQUES. DISCUSSION: Two employees, Darral Paradis and Gretchen Spinelli, successfully completed the course work and examination to receive certification from NIGP (National Institute of Governmental Purchasing) as CPPB's (Certified Professional Public Buyers) in July of 1994. All buyers in the Department now have this national certification. 2 Evaluation Results (continued): In addition, Charles Neal, Procurement Director, served on the Board of Directors, and Gail Hester was chairperson of the membership committee for the Arkansas Chapter of NIGP. OBJECTIVE MET. OBJECTIVE 3 : EVALUATE NEW PRODUCTS AND SEEK TO OBTAIN THE MAXIMUM ULTIMATE VALUE FOR EACH PURCHASING DOLLAR EXPENDED. DISCUSSION: No evaluation results
vendor log project is continuing into 1995. This cannot be fully implemented until the Department completes a planned mass mailing of vendor applications to businesses on our current vendor list. The purpose of this mailing would be to allow potential vendors an opportunity to identify comrnodi ty i terns they have available for sale. This information would then be put in the Automated Procurement Management System so that when the District is in need of a particular commodity, a listing of potential vendors could be made imrnediately available. Shortfalls in the current system have not allowed for this mailing to be accomplished. In addition, Procurement requested that strategy 3.2 be removed per instructions provided in Dr. Mayo's letter dated 10/24/94. This strategy is a routine operating function within the Department. OBJECTIVE NOT MET. OBJECTIVE 4: ENHANCE DEPARTMENT PRODUCTIVITY AND MANAGEMENT INFORMATION CAPABILITY BY UTILIZING A FULLY AUTOMATED PROCUREMENT, INVENTORY, AND PROPERTY MANAGEMENT SYSTEM. DISCUSSION: A complete analysis of shortcomings in the current purchasing system has been completed by the Procurement Department. An outside consultant is currently working on enhancements which we have as a goal to be on line by the end of the 94-95 fiscal year. The current system does not provide purchasing management with performance information necessary to effectively aid the Department in decision making. When needed, this information is gathered manually. Some examples of needed system information are: 1) Cost savings as a result of competitive bidding
2) average dollar amount of purchase orders
3) number of purchase orders processed per month by commodity and by dollar amount
4) number of active vendors and
5) average time from requisition receipt to delivery, etc. OBJECTIVE NOT COMPLETELY MET, WORK IS IN PROGRESS. 3 l Evaluation Results (continued): OBJECTIVE 5: PROVIDE TOTAL PROPERTY ACCOUNTING AND MATERIALS MANAGEMENT FOR THE DISTRICT FROM INITIAL ACQUISITION TO FINAL SALVAGE DISPOSITION. DISCUSSION: Procurement has developed a list of deficiencies in the current CIMS software relating to fixed assets programs. An outside consultant is currently performing a review of this list and will be working with us to develop enhancements to meet our needs. This work is about 70% completed. For instance, summary management reports are not available at this time that give the total number and types of assets and associated dollar amounts for specific sites in the District. currently to determine this information, an entire site inventory is run and the desired data is manually sorted. The fixed asset property accounting section performed physical inventories at Stephens and Ish Elementary schools because of anticipated closings. NO other schools were inventoried due mainly to computer software problems encountered with the fixed assets module of CIMS, plus shortage of staff to validate physical inventories at each site in a timely and effective manner. It's imperative that the District, at any given time, have accurate information available detailing assets on-hand at all sites. The Chicot Elementary fire illustrates this point as the asset information maintained by the Procurement Department was provided to the insurance companies to aid in loss evaluation. The Department currently relies on school/department personnel to verify the assets recorded in the property system. NO validations of these inventories are made by Procurement due to lack of personnel as mentioned above. This objective is not being met due mainly to computer system deficiencies and shortage of staff. In order to fully accomplish this objective, these two areas must be addressed. A prograrraning consultant is being used to address the system problems and the personnel issue may develop into a business case. The computer system deficiencies have been identified and corrective measures approved and are presently in progress. The personnel position is that of a property accounting secretary and has previously been approved but hiring has not been initiated. 4 Evaluation Results (continued): OBJECTIVE 6: MAINTAIN A CENTRAL WAREHOUSE OF COMMONLY USED OFFICE AND INSTRUCTIONAL SUPPLIES UTILIZED BY THE DISTRICT. In maintaining the warehouse, emphasis is placed on attaining maximum efficiency while maintaining effectiveness. In this regard, the Procurement Department has a goal to deliver requested school/office supplies within 48 hours of receipt of electronic requisitions from schools/departments
however, the current system does not provide the capability to accumulate the information to measure this goal. This problem will be corrected with program enhancements planned for installment by the end of the 94-95 fiscal year. Since Procurement initiated electronic requisitioning in 1992-93, the number of requisitions received has been dramatically reduced due primarily to the schools/departments on-line requisitioning capability. Prior to 1992-93, all schools/departments typed their supply center requisitions. Requisitions were forwarded when created to Procurement via inter-office mail. This usually resulted in several a day depending on staff requests received by the school/department bookkeeper. Electronic requisitioning allows schools/departments to accumulate their request on one system requisition throughout the day. This electronic request is then processed by Procurement on-line the next work day. The chart below reflects this trend: Number of warehouse Requisitions Processed School Year 90-91 91-92 92-93 93-94 # of Requisitions 11,372 11,221 4,568 5,000 5 ,, ,.....,.. Ii I l i, I ' 1, l I i I l I 1, ,1 II Ii I 1, i 11 Evaluation Results (continued): The Procurement Department received five (5) requests/suggestions from schools/departments for new product additions to the warehouse during 93/94. All five were added to the supply center inventory as new catalogue items. The chart below reflects the total number of products carried in the supply center over the last four years and our progress in reducing uneconomical inventory: School Year 90-91 91-92 92-93 93-94 Total Number of Stock Items Carried 896 852 843 819 The Procurement Department has reduced supply center inventory costs to more economical levels each year. The chart below reflects ending inventory values over the last four years: School Year 90-91 91-92 92-93 93-94 Ending Inventory Amount $ 345,879 362,531 319,030 308,997 DISCUSSION: Overall, this objective is being met with varying degrees of efficiency and economy. However, there are computer system deficiencies that restrict the retrieval of management information to enhance the achievement of this objective. In order to fully accomplish this objective, these data gathering deficiencies must be corrected. A prograrmning consultant is currently being used to review the system problem. Solutions are planned to be installed by the end of the 94-95 fiscal year. 6 I II I ,I . .... Evaluation Results (continued): OBJECTIVE 7: MAINTAIN A CENTRAL WAREHOUSE OF FREE-PRINTED FORMS UTILIZED BY THE DISTRICT. The Procurement Department received requests from schools/departments for six new printed forms to be added to inventory during 93/94. All six were added to the inventory. DISCUSSION: Objective met. Obstacles to Goal Attainment: 1. Objective Achieved. 2. Objective Achieved. 3. Objective Not Achieved. Project is ongoing into 94-95. 4. Objective Not Achieved. Project is ongoing into 94-95. 5. Objective Not Achieved. The Department is currently 70% complete in evaluating the current system for improvements required to fully accomplish this goal. This evaluation is expected to be completed by fiscal year end 1995. Also, shortage of staff has not allowed Procurement to validate physical inventories at schools/departments. Procurement has one (1) employee to accomplish all property accounting for the District including validation of school/department inventories. Procurement currently relies on school/department personnel to verify assets for their locations. Work backlog is a problem in several other key Property Accounting responsibility areas due to the shortage of staff. These areas include: a) Inputing asset data into the Fixed Asset System
b) tagging new assets
c) preparing for surplus property sales
d) coordinating and accounting for excess property inter-district movements and
e) accounting for donated property to the District. 6. Objective Not Achieved. Procurement is currently 70% complete in evaluating the current computerized inventory system for improvements needed in order to fully accomplish this goal. This evaluation is expected to be completed by fiscal year end 1995. 7. Objective Achieved. 7 Ii I I I 1, I II I ,I I I II I I! 11, I I II ' I I Recommendations: Recommendation 1: There are several areas under the Procurement Department's responsibility where procedural changes should be addressed. A new objective regarding these procedural changes should be added to our program budget document. These changes are required to improve the effectiveness and efficiencies of purchasing within the District. Objective 1: Define, develop, and implement relevant purchasing procedures and measures to enhance those functions required of an effective and efficient centralized procurement and materials management operation. This objective is needed in order to introduce cost containment and savings measures, improve relations with vendors, and lessen the potential for fiscal abuse. Several strategies would need to be added to this objective: 1. Delegate approval for local purchases under a predetermined dollar amount and guidelines to the school/department level (This constitutes spending approval only and does not eliminate the requirement for a written purchase order). 2. Incorporate activity fund purchases with vendors into the District's Centralized Automated Procurement system. 3. Develop procedures and dollar limits by which employees may be reimbursed for certain incidental expenditures. 4. Incorporate an invoice pre-audit function within the Department to verify contractual terms, conditions, and prices plus reduce the time required for payment of vendor invoices. Evaluation Criteria: The following would be the corresponding evaluation criteria for each new strategy previously listed. 1. Compare the number of purchase orders prepared by Centralized Procurement with the number of local small purchase orders prepared by school/departments. (If effective, the number of purchase orders prepared by Procurement should decrease and reduce the time required for schools/departments to make local small dollar purchases). 2. Purchasing transactions with vendors are documented with a standard District purchase order. 3. Monitor the number of reimbursement requisitions received by Procurement with previous years. This number should be reduced as a result of implementing this procedure. 8 Evaluation Criteria (continued): 4. Monitor contractual terms, conditions, and pricing plus measure time elapsed between receipt of goods and payment. (Also, verify that vendor invoices are mailed to Procurement). Expected Benefits: There are several benefits that would result if these changes were implemented: 1) More purchasing flexibility for schools/departments for local small dollar purchases. 2) Reduced paperwork, i.e., schools/departments would prepare on-site a local purchase order for small dollar purchases directly to vendor. 3) Vendors will receive one uniform purchase order from the district regardless of the fund being utilized. 4) Reimbursement to employees would be streamlined. 5) Reduced handling of invoices by mailing to one central location. 6) Days elapsed between receipt of goods and payment would be reduced. 7) Take advantage of vendor early payment discounts. 8) Improve relations with business community. 9) Greater utilization of Centralized Procurement System 10) Establishes more positive control over spending discipline. 11) Reduces the potential for improper spending practices. IMPACT ANALYSIS: These proposed changes would have no effect on the desegregation plan or court orders. There are political factors to overcome in that areas of responsibi1ity would be shifted from one department to another in some cases. Some risks associated with not implementing these procedures would be 1) continuing danger of deteriorating relations with the business community and 2) continuing danger of fiscal improprieties or improper expenditure of public funds. In order to successfully implement in a timely manner, some detailed coordination with user groups will be required. RESOURCES ANALYSIS: These proposed changes would require no changes in staffing to the Procurement Department. Training would be minimal and conducted in-house. FOR.CE FIELD ANALYSIS: The majority of Schools/Departments are in favor of these changes. A few principals may perceive the changes in activity fund procedures as an attempt by Procurement to control these funds. some personnel in the Business Office may also be reluctant to make changes. Procurement plans to overcome these obstacles by having group sessions involving affected users to discuss shortcomings, potential pitfalls, and benefits. The goal Will be to stress the changes as improving efficiency and Productivity for the entire District. 9 GENERAL IMPLEMENTATION PLAN: Following are the proposed timelines for implementation: 1/95 - 2/95 3/95 3/95 - 4/95 3/95 - 4/95 4/95 - 5/95 6/95 7/95 7/95 Activity Meet with Business Office personnel to discuss proposed changes Pre-audit function implemented Meet with principal advisory council to review procedural changes Update procedure manual Train LRSD personnel on local purchase order Implement local purchase order process Incorporate activity fund purchases with District's centralized automated procurement system Implement revised employee reimbursement procedure Business Case is recommended ___yes _x_no Person(s) Responsible Director of Procurement & Controller Director of Procurement & Controller Director of Procurement Director of Procurement Purchasing Supervisors Director of Procurement Director of Procurement & Controller Director of Procurement & Controller Plan Modification is recommended _x_yes __ no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact _x_ Increased costs Decreased costs 10 ROCKEFELLER EARLY CHILDHOOD EDUCATION MAGNET PROGRAM Program Description: Purpose: Scope and Content: The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas- physical, social, emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation reguirements. To provide a unique opportunity to explore and develop excellent early childhood education services to children and parents by providing complete continuity of education and childcare from early infancy through grade six. The program serves as a demonstration center for training college students as well as for inservice observation. Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. A fee of $60.00 per week is charged for students between the ages of six weeks and three years old. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. The program is licensed by the Department of Human Services. It is staffed with certified early childhood teachers and has the following teacher/child ratio: 6 weeks to 24 months - 1 adult to every 2 children A total of 5.50 adults for 10 children. 24 months to 36 months - 1 adult to every 4 children A total of 4.50 adults for 17 children. 36 months - 1 adult to every 6 children A total of 3 adults for 18 children. Snacks are served in the mornings and in the afternoons and well-balanced hot meals are available through food services. l I I ii I j I I II II I It I I I I I 11 I I I Rockefeller Early Childhoood Education Magnet Program Page 2 Participants/ Beneficiaries: Program Goals: Evaluation Criteria: The participants served Childhood Magnet program identified as being between through the Rockefeller Early are students who have been the ages of six weeks and four years old. October 1 is the date used for student placements. To meet the needs of disadvantaged students and to improve racial balance in schools that are difficult to desegregate. The early childhood education program at Rockefeller School will capitalize upon the school's high quality early childhood education as a desegregation tool. The Rockefeller Early Childhood Magnet Program evaluation will consist of the following evaluation criteria: 1. Documentation of academic achievement and enrollment. 2. Partnership agreements developed between Rockefeller, U.A.L.R., and area colleges. 3. Documentation showing the use of Rockefeller for: 4. Training, lnservices, and Observations. Documentation showing the program receives the same attention as K-6 in: supervision, support, staff development, resource allotments, accountability, monitoring, and evaluation. 5. Number of children staying in the program. 6. The number of siblings attending Rockefeller K-6. 7. 8. 9. Documentation of meetings to review policies and recommendations made. Classroom observations, monitoring reports and documentation of work sessions. Documentation of inservice and orientation for parents. 10. Documentation of inservice evaluations. 11. Documentation of Task Force meetings. I Rockefeller Early Childhoood Education Magnet Program Page 3 Evaluation Results: Objective 1 : Discussion 1: E.P.S.F. Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results. To establish Rockefeller as academic achievement of attracting students to requirements. a model for disadvantaged comply with improving the students and desegregation 1 . Documentation of academic achievement and enrollment. An analysis of students who participated in compared to students who did not participate in using Post E.P.S.F. results, eligibility, and in the K-3 Summer School program. the program the program participation According to the E.P.S.F. 1993-94 Post Assessment findings of 40 kindergarten children at Rockefeller School the following is a analysis of 32 students who participated in the program compared to eight students who did not participate i
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>