Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 10, 1995 To: Hank Williams From: Ann Brown Subject: Business Cases In your February 1, 1995 reply to my second request for business cases, you stated that you would furnish them when they were completed and ready for submission to the Board. At last night's meeting of the Board of Directors, one Director stated that the board had received the business cases yesterday. 1 trust that the business cases are now on their way to my office. I look forward to looking through them so 1 can better understand what changes you are contemplating in order to reach your desegregation goals and deal with your financial limitations. Thank you for your assistance. cc: Judge Susan Webber WrighthuUiUc. tlzU6(- c  f I Hi BUSINESS CASES FOR FY 1995-96 Business Case None Academic Progress Incentive Grant BUSINESS CASES RESULTING IN SAVINGS Description Delete, Add, or Modify Plan Modification Cost Savings Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters (HIPPY) Incentive School Plan Staffing McClellan Comnunity Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) Guidance Services Health Services (Mursing Services) Improving Student Transportation Mew Futures Parkview Conmercial Art Class Proposal Substitute Teachers Vocational Education APIG and Focused Activities deletions School Closing School Closing Eliminate program except at the Incentive ______ Schools Eliminate HIPPY program except for parents within Incentive ______ Schools Revise staff configuration
improve staff efficiency Deletion of program, with Business Department delivering the program_ Revision of current elementary music teacher assignments Assign FLE teaching responsibilities to nurses, counselors & science teachers Reduce positions but maintain Arkansas Public School Accreditation Standards Reduction in nursing positions while maintaining services Outsourcing Implement Language Arts Plus in lieu of Learning Foundations
return to 6-period day Implement Commercial Arts I course to expand magnet arts program and satisfy state standards Place a cap on professional leave Eliminate Exploring Industrial Technology Education programs at two Junior High Schools
eliminate low demand courses Delete Delete Delete Modi fy Modi fy Modify Oelete Modi fy Modify Modify Modify Modify Modi fy Add Add Modi fy Yes Yes Yes Yes Yes Yes Yes Mo No No No No No No No No $ 445,000.00 523,000.00 637,000.00 1,321,520.00 185,828.18 607,250.00 170,000.00 161,000.00 77,000.00 125,268.00 560,000.00 100,000.00 669,900.00 0.00 50,000.00 182,783.90 BUSINESS CASES REQUIRING ADDITIONAL EXPENDITURES Business Case Name Description Delete, Add, or Mc^ify Plan Modification Additional Costs t rarn Alternative Education Pilot Program - Alternative classroom at SWJH and CJHS Modi fy No 34,965.00 Arkansas Crusades Beacon School Mann Magnet Additional Clerical Position New Comers Center Reading Recovery/Early Literacy Pilot Program Security Officers to Work on Safety and Security Issues Social Studies Curricultn Revision FES I 19^5 Offics oi CdSOyroijeiif Equipment and teacher training to support the Math, K-4, and Science Crusades Implement Beacon School Concept at CJHS Provide assistance to Ixtokkeeper and assistant principal Designate selected schools to serve increasing needs of LEP students Provide early intervention strategies to reduce later ______remed i a t i on Two additional security officers to deal with security related problems/issues Form committee to revise Social Studies curriculun to correlate with new state frameworks
revise curriculLin guides Total Savings Total Expenditures Net Savings Modify Add Add Modify Add Modi fy Modify $ 5,815,550.08 $ 211,782.00 $ 5,603,768.08 No No No No No No No 30,000.00 12,000.00 3,000.00 52,117.00 30,000.00 36,500.00 13,200.00 Business Cases Received but not Recommended as "DO PASS" to Superintendent: Cloverdale Junior High School Incentive School Principals Rockefeller Incentive School -- Alternative Room Specialist Seventh Grade Expansion of the Alternative SchoolBusiness Cases not Recommended as "Do Pass" Cloverdale Junior High Incentive School Principals Rockefeller Incentive School -- Alternative Room Specialist Hu Utt Seventh Grade Expansion of the Alternative Schooltl U w rcr 1 3 1995 co (/) c Oifica ct Cesegi 5 = 8 "S  o 4 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS 1994-95 1BUSINESS CASES REQUIRING ADDITIONAL EXPENDITURES Business Case Name Description Delete, Add, or Modify Plan Modification Additional Costs Alternative Education Pilot Program - Alternative classroom at SUJH and CJHS Modify No 34,965.00 Arkansas Crusades Equipment and teacher training to support the Math, k-4, and Science Crusades Modify No 30,000.00 Beacon School Implement Beacon School Concept at CJHS Add No 12,000.00 Mann Magnet Additional Clerical Position Provide assistance to bookkeeper and assistant principal Add No 3,000.00 Neu Comers Center Designate selected schools to serve increasing needs of LEP students Modify No 52,117.00 Reading Recovery/Early Literacy Pilot Program Provide early intervention strategies to reduce later remediation Add No 30,000.00 Security Officers to Uork on Safety and Security Issues Tuo additional security officers to deal with security related problems/i ssues Modify No 36,500.00 Social Studies Curriculum Revision Form committee to revise Social Studies curriculim to correlate with new state frameworks
revise curriculum guides Modify No 13,200.00 R7 F r 1 C ICQ! Total Savings $ 5,815,550.08 Total Expenditures Net Savings S 211,782.00 1 5,603,768.08 L Lil r?" FEB 1 S 1 Ofiice ci Di Office Ct li Business Cases Received but not Recommended as "DO PASS" to Superintendent: Cloverdale Junior High School Incentive School Principals Rockefeller Incentive School -- Alternative Room Specialist Seventh Grade Expansion of the Alternative SchoolBUSINESS CASES FOR FY 1995-96 BUSINESS CASES RESULTING IN SAVINGS Business Case Nane Description Delete, Add, or Modify Plan Modification Cost Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters (HIPPY) Incentive School Plan Staffing McClellan Comnunity Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) Guidance Services Health Services (Nursing Services) Improving Student Transportation New Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational Education APIG and Focused Activities deletions School Closing School Closing Eliminate program except at the Incentive _________Sch 001s Eliminate HIPPY program except for parents within Incentive ________Schools Revise staff configuration
improve staff efficiency Deletion of program, with Business Department delivering _____the program_____ Revision of current elementary music teacher assignments Assign FLE teaching responsibilities to nurses, counselors & science teachers Reduce positions but maintain Arkansas Public School Accreditation Standards Reduction in nursing positions uhile maintaining services Outsourcing Implement Language Arts Plus in lieu of Learning Foundations
return to 6-period day Implement Conmercial Arts I course to expand magnet arts program and satisfy state standards Place a cap on professional leave Eliminate Exploring Industrial Technology Education programs at two Junior High Schools
eliminate low demand courses Delete Delete Delete Modify Modify Modi fy Delete Modi fy Modify Modi fy Modify Modi fy Modify Add Add Modify Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No $ 445,000.00 523,000.00 637,000.00 1,321,520.00 185,828.18 607,250.00 170,000.00 161,000.00 77,000.00 125,268.00 560,000.00 100,000.00 669,900.00 0.00 50,000.00 182,783.90Business Cases Resulting in Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters Incentive School Plan Staffing McClellan Community Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) Guidance Services Health Services (Nursing Services) Improving Student Transportation New Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational EducationLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas 72201 January 13, 1995 memorandum TO: Mrs. Estelle Matthis, Deputy Superintendent FROM: Mitchell. Margaret chell, Actii^A \y ^Assistant Superintendent isistant Superintendent SUBJECT: Business Case - Academic Progress Incentive GrantBUSINESS CASE / 5 (995 ACADEMIC PROGRESS INCENTIVE GRANTS of January 13, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons, equity issues regarding area The adequate resources and an overwhelming percentage of our students attend area schools, the Little Rock School District proposed in the Tri-District Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. The District, in its May 11, 1992, request to modify the settlement plan, proposed to substitute APIG for Focused Activities. The proposal did not clearly explain the Districts intent. The Court approved the continuing of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to schools for application the last five years. It is now time to evaluate and assess the program for continuation. B. BACKGROUND 1990 - 1991 The The Academic Progress Incentive Grant (APIG) was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. The process to be followed was for each school principal to write a proposal attached to a budget sheet identifying times and cost as related to the proposal being submitted. The District established two goals that were to be the outcomes of this initiative: (1) to improve the education of all students and (2) to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. The grant proposals were then to be forwarded to the Academic Progress Grant Committee for review and approval. Upon approval, the budget sheet was forwarded to the Financial Services Department, and budget codes were set up for the individual schools to use in purchasing the items requested. The respective assistant superintendent over the area schools who monitored the schools annual plan would review incoming requisitions to see if the purchases requested related to the districts Desegregation Plan.Several schools were successful in receiving early approval in the first semester for the full amount. The majority of schools, however, did not receive grant approval until late January and early February of 1991 and not for the full amount. Even though the money was received on a late timeline, it did enable the schools to purchase needed equipment, materials, supplementary reading materials, enrichment trips, etc. for all students as well as providing funds for some mtoring assistance to their at-risk groups before the MPT (Minimum Performance Test) and MAT-6 (Metropolitan Achievement Test Edition 6) test dates. Considering the timeline with a week out for Spring Break and two to three weeks scheduled for MPT and MAT-6 testing, the principals were asked only to write a narrative for the grant evaluations that would be no longer than three typed pages describing the status of their grant. The report was to include: 1. 2. 3. Identification of local school grant goals. A description of the results. Identification of any proposed change for the 1991-92 school year, if possible. These narratives were attached to the schools annual report and forwarded to their assistant superintendents. 1991  1992 In the second year of the Academic Progress Incentive Grant, the funds were frozen the first semester of the school year. Once the funds were released, the procedures set forward for application were the same as outlined in the 1990-91 school year. Principals, teachers, and parents worked together to develop tutoring schedules for their at-risk students. During this year a new standardized test, Stanford 8, was given in the place of the MAT-6 test. Principals were asked to use the same reporting format in describing the status of their grant. The narrative was to be attached to their annual school report and forwarded to their assistant superintendent. 1992  1993 In the third year of the APIG, the funds were reduced to $10,000 for which the area schools could apply. Again, many of these grants were not funded until November due to changes in the districts central office staff and a new superintendent. The principals were to use the same format for applying and reporting as was used in the 1991-92 school year. -2-c. PROBLEM DEFINITION Current implementation has not resulted in either expected improved achievement or a reduction in the disparity in achievement among students of different racial, socioeconomic, or gender groups. The District continues to cope with many of the problems that are unique to urban school district, including safety and security, urban flight, racial issues, aging buildings, and financial issues. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have caused the District to seek more efficient ways of educating our students. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can and will learn, and broad-based community support. When these ideals are coupled with availability of financial resources and adequate quality instructional time, educational excellence prevails. The District must now redefine the required levels of focus, clarity, and connectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an aimual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, informal and formal observations, that it is appropriate to seek Court permission to discontinue the implementation of APIG. APIG is a complementary addition to the Plan. D. ANALYSIS OF ALTERNATIVES Educational excellence, as measured by state testing programs, does prevail in a number of district schools. Achievement disparity still exists. However, data show that some schools utilize the current curriculum (revised July, 1994) with emphasis on the acquisition of basic skills. Thematic and interdisciplinary approaches have been used by the teachers to successfully integrate and ensure designated themes to support the curriculum. Students in these schools tend to perform at or above grade level. 1. 2. 3. 4. Change nothing. Continuing to offer the APIG and Focused Activity Grants to the Area Schools will not aide in the reduction of the budget. The Chapter I Extended Day Program has been considered in order for all schools to continue the quality after school programs. This program is federally funded and is consequently no expense to the district. Grant solicitations from focused activities, private resources and support from some local PTAs where possible could be considered. K-4 Special Summer School programs are funded by the state. -3-E. RECO MMEND ATION Evidence from the principals narrative reports and surveys indicate that funds received from the APIG proposal over the three-year period were used to support the school plan as it related to the goals of the district." The programs and projects were numerous and were targeted to assist groups of students as well as the total school population. The selection of targeted groups are as follows: Students eligible for participation in the Academic Support Program were identified from the District-wide printout of the Stanford 8 results. Identified students were those with total reading and/or mathematics scores falling within the lowest quartile on the Stanford 8 (total NCE of 35.8 or below). Multiple criteria, including student grades, teacher recommendations, and student records, were used to select targeted students form the identified population to participate in the Academic Support Program. At the conclusion of each school year, the principals would then submit in the narrative the names of the projects that were implemented, the list of students who were targeted, and if improvements were made. All of the reporting schools used their funds to provide activities interrelated to the core curriculum. It is also noted that school climate surveys were used to target areas needing improvement. As a result of this data, principals, staff, and parents tried hard to provide a disciplined, structured learning environment for all students. implemented to encourage good behavior. An incentive program was T^ere were reports made by principals, staff, and parents, and program participants ot the overall positive results that they could identify as happening for the benefit of the students. However, with all of the favorable behavior changes that were confirmed, achievement data did not reflect that the grants led to the disparity reduction that had been desired. Extended Day was a widely - used activity that was funded by APIG. This activity was in some instances a duplication of efforts already funded through Academic Support Program. It is recommended that the Little Rock School District concentrate on the implementation of its new curriculum that is aligned with the Arkansas Department of Education frameworks and standards. It is also recommended that any extra remediation be supported by the Academic Support Program and the Special Summer School for K-4. -4-Objective To discontinue the Academic Progress Incentive Grant and the Focused Activities Grant. Evaluation Criteria The K-4 Summer School Extended Year Program and Academic Support evaluation will be utilized for documenution. A pre and post test will be used in the K-4 program to determine the progress of students. There will be a shift from sole emphasis on the products or outcomes of student learning to a concern for the learning process. Evaluation will include assisting products such as: 1. projects with rating criteria 2. student portfolios with rating criteria 3. student demonstrations/investigations 4. objective tests, where appropriate, perhaps with a section for explaining the answer chosen. Evaluation should reflect the following process-oriented factors: 1. collaboration among students 2. student self-evaluation 3. 4. higher level thinking and problem solving "learning to learn" skills Expected Benefits The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socioeconomic, and gender groups. These benefits will be derived from the establishment of a community of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support program. The focus of Extended Day can be more structured. The K-4 Summer School Program and Regular Summer School will be offered. -5-The deletion of the APIG will provide the district in ueie ion or tne AKIU will provide the district in assisting with budget cuts and ^e dSSa concentrate and implement a more uniform curriculum across F. IMPACT ANALYSIS The District will be able to continue to make efforts to meet its commitment of . - ---------------------------- .V. vxiui to UV increasing achievement for all students, which will result in 5 auucvcment tor ail students, which wfll result in a reduction of disparity socioeconomic, and gender groups. The area schools will be 'e_ 25 communities of learning," will continue to provide enrichment oPPOffuiMes and will ensure equitable opportunities for participation in area spools. The District will implement programs that are comprehensive, effective, and efficient. viewed as participation in area Activities appear to Quality equitable desegregated education wUl be provided in an environment that is attractive and conducive to learning. The District will channel its resources into area schools in a manner that eliminates duplication of efforts. Activities appear to provide a broader range of opportunities in a more comprehensive and focused manner. G. This is the fifth year for the Academic Progress Incentive Grants to be offered to area schools. (90-91 - 94-95) The timeline for implementation of three years _..l support the Desegregation Plan and address will The timeline for implementation of three court orders favorably. J C7 -C------------ - WUl t UlUClb ia unds were available for building administrators to submit applications Suin'e applications were turned in late which caused a delay in program implementation. Some RESOURCE ANALYSIS Personnel Human and financial students, and the resources can be used in a more meaningful way. Staff, community can benefit greatly from a more focused and connected program. The District should continue its efforts to adequately provide needed rACAiircac ______1_ resources for our area schools. Schools should be encouraged to implement innovative practices that build upon effective schooling principles by underwriting demonstration projects through business cases. Students could be introduced to curriculum materials, in exciting and innovative ways that they might otherwise find difficult. Extensive tutoring could be provided through academic support programs to targeted students. -6-Financial Analysis The District will save a total of 5445,000 by discontinuing both grants. (See graph below) APIG 510,000 Focused 5,000 Elementary Area Schools (25) 5250,000 125,000 Junior High Area Schools (4) 540,000 Senior High Schools (3) 530,000 Total Schools 5320,000 125,000 TOTAL 5375,000 540,000 530,000 5445,000 Force Field Analysis The primary supporters of this recommendation will be the administrators who indirectly involved in the decision making process for the 1995-96 budget are cuts. The primary detractors will be principals and patrons of the area schools who feel that there are already many inequities between them and the magnet schools. General Implementation Plan The grant proposals will not be submitted in the 1995-96 school year budget. The Board will have to agree on this recommendation and the ultimate decision may be made by the federal courts. If this recommendation is approved, the following timeline will be implemented and monitored. January - April, 1995 Continue to read and approve grants as they are submitted from schools June, 1995 Evaluations submitted from principals regarding programs implemented through APIG proposals End of Academic Progress Incentive Grant and Focused Activity submissions Conclusion of programs implementation with APIG and Focused Activity funds K-4 Summer School will start -7-July, 1995 November - December, 1995 Business Case process reviewed with principals in Principals Instimte K-4 Summer School Ends K-4 Summer School Evaluations submitted Information shared with principals regarding Extended Day for the 95-96 school year Compile information from schools in order to organize and implement Extended Day for the 95-96 school year January, 1996 Extended Day will start -8-LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS 1994-95B Business Cases Resulting in Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters Incentive School Plan Staffing McClellan Community Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) Guidance Services Health Services (Nursing Services) Improving Student Transportation New Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational Education I I-a L ri Little Rock School District 810 West Markham Little Rock, Arkansas 72201 FEB 1 3 '995 Offics of Osssgi MEMORANDUM TO: From: Subject
Date: in Brown, Omce of Desegreg^ion M inr/ Ann Office Monitoring Hei Schools Business Cases January 14, 1995 Please find enclosed copies of business cases that have been submitted by program managers for review in the budgeting process for the 1995-96 school year. I have also enclosed a business case from Information Services as a separate enclosure because of its unique circumstances. Enclosures be odm.docInformation Services (IS) Directors, students. Superintendent, Little Rock School Diotriet Information Services Business Cass EXECUTIVE SUMMARY FEB I 5 J995 OffiC0_of_De223j
1 SITUATION does not meet the basic needs faculty, admini s t rat i ve of LRSD Board of Additionally IS does not adequately requirement to local. staff, employees, or support LRSD basic reporting state and federal agencies as required. Analysis of the situation identifies three crucial issues. First, LRSD's most critical short term computing need is valid, timely, information to the Superintendent, Board and Court. Second LRSD must develop an architecture which allows migration to and integration of new technology, as technology changes, in support of a diverse administrative and instructional user community. Third, resolution of both issues must be accomplished with minimal resources
no expensive, quick fix, throw away solution. Second crucial issues. First, timely. throw away solution. * Alternative One. Do nothing. ALTERNATIVES  Alternative Two. Upgrade by building additional AS400 processors, disk storage, upgrade networks. processors, on current systems. Procure and install application source code. and  Alternative Three. Transition from the current "closed" AS400 environment to a networked, client-server PC architecture. En^hasize prototyping for all technical solutions with constant evaluation, making. correction and decision IMPLEMENT ALTERNATIVE THREE  Alternative One is not viable. No cirucial issue is resolved. $2,800,000 over five years. LRSD will spend  Alternative Two builds on current architecture. Problems with valid, timely reporting are only partially resolved. There is limited ability to integrate new technology. Since new technology is less expensive and easier to use. Alternative Three is not cost effective in either financial or human resources. LRSD will spend $3,590,500 over five years. Alternative Three, begin transition from the current environment to a networked, client-server PC architecture. "closed" AS400 is the preferred Valid, timely reporting issues are more easily corrected with new architecture. solution. There is significant ability to integrate new technology a Since new technology is less expensive and easier to use. Alternative Three is most cost effective in both financial and human spend $2,697,000 over five years. resources. LRSD will 2/7/95Little Rock School District Information Services Business Case COSTS Note that $560,000 for LRSD AS400 is a yearly, reoccurring encumbered budget item. Significant costs for this system will continue until it is replaced. Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL IBM IBM IBM IBM IBM ALTE9RAT1VE ONE AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer $560,000 $560,000 $560,000 $560,000 $560,000 $2,800,000 Year 1 Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE TWO Upgrade IBM AS400 & Associated Systems IBM IBM IBM IBM IBM AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer $790,500 $560,000 $560,000 $560,000 $560,000 $560,000 $3,590,500 Ye&r 1 Year 1 Year 2 Year 2 Year 3 Year 3 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE THREE Initiate New Architecture IBM IBM AS400 Administrative Computer AS400 Administrative Computer 35 School Servers IBM AS40O Administrative Computer 15 School Servers District Applications Eliminate IBM Eliminate IBM AS400 Administrative Computer AS400 Administrative Computer $317,500 $560,000 $560,000 $350,000 $560,000 $150,000 $200,000 NONE NONE $2, 697,000 2/7/95Little Rock School District Information Seirvices BusixiesB Case IMPLEMENTATION YEAR 1 Procure and install a data server with associated software and hardware. Physically link the data server to the Administrative AS400
install a data gateway to implement data transfer between the AS400 and the data PKIHTCR o SCHOOL LAN A FAX Q server. Link local administrative staff to both the AS 400 and the data server via a LAN. Use low cost, graphical. b PUNTU PC tools
provide local RUtOTC STATT LUI administrative staff access to all LRSD data. A$<n VO TECH  PtlKTOt 9 FAX AMD APMIWUTAATIVE ASCO ADMIMISTKATIVE DATA POODSEKVtCE I I SttVEK LAM SUVCK O LAM SEXVU 0 USD ACUINUTRATIVt BUILDING b PUHTU LAM SBvn b purrn PAX q PUNT EK 9 Install both a school and a remote administrative staff LAN prototype which is linked back to the Administrative AS400
administrators, students may access centralized educators and student services, administrative services, library services etc. as appropriate. These LANs also allow local implementation of office applications, instructional applications, - multimedia, Internet etc. . Administrators, educators, students and technical staff evaluate prototypes. A i A A A a A A A A A A A A A A A A A A A A A A A A A A Standardize technical procurement to insure all technology "plugs in" new architecture. Identify past LRSD average yearly expenditures for to the technology. EncumlDer or set aside, this average yearly technology expenditure in the current budget. Users may access the technology budget for technical < supplies etc. . All significant technology procurements must be approved, i.e. must meet new architecture standards. Initiate bulk procurement of PCs, printers etc.. Direct savings from bulk procurement to implementation of the approved prototype in schools. 2/7/9Stittle Rock School District Inforaation Services Bueineas Ca Reorganize and realign technical staff as required. Identify each LRSD employee supporting the planning, implementation and operations of technology. Identify the cost associated Secretary Telephone Specialist I Applications & Dat^ase Manaper I Programmer Programmer Programmer Programmer ----1 Operator Operator Director Technical Planner Network & PC Manager Network & PC Network & PC Network A PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Manager Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC with each employee. Develop position descriptions, responsibilities etc. a comprehensive IS staff model with relevant Eliminate positions and create positions as required to support this model. The goal is improved support without additional funds. Aggressively pursue technology grants. The approved school prototype will serve as a technical model which educators, in coordination with LRSD Grant Writer, may use to justify educational technology greints. Insure a Technical Planner position is a part of any technical staff realignment. The Technical Planner, in coordination with the Grant Writer, grants of significance to LRSD information architecture. will identify and pursue 2/7/95 I I I I 1 I 1 I 1Little Rock School Disttict Information Services Businese Case IMPLEMENTATION YEAR 2-3 Complete implementation of new architecture. Continue standardized procurement, and pursuit of technology grants. Prepare to phase out AS400 systems. Evaluate business^ administrative, and instructional for new architecture. applications FWNTER o a a FAX Q a a a a b mum a a & FtUNTtt o a a FAX Q a a a FVMTU o a AS400 VO TECH  i LUI SOtVEK a a AS400 FOOD SERVICE  J_ 6 AS400 ADMINISTRATTVE E DATA DATA SERVER i -o- UM xw  O-L- a 6 FUN TUI a a a a FAX Q a a LUI uavu a 6 fWKTOt a a a a a b FMNIOt DOLl. a. a FAX Q a F Q a a a a 9 a a a "q a a b a a a a a fix Q a a "q" HHH a 6 a a a 2/7/95Little Rock School Dietrict Information Services Businese Case IMPLEMENTATION YEARS 4-5 Phase out AS400 systems.Implement business and student administrative applications for new architecture. *MD Kce: AEkMSTMTTVI  DISTWCT SERVER FUNTU o a a FAX Q a a a LAN sexvu 1 SEX VI -HU-F UN A c a a i a a b FVNTU a A a i a a A a FUNTU o a nciXL* a FAX Q a a. a rui q a "q a A 6 FUNTU A A A FUNTEK o a A FAX Q a A LAN SEXVU a a b nnnu a a a i i A a 6 HUNTtF a a a a A FAX Q a a MFRU 9 A a a A a 211133Little Rock School District Information Services Business Case BACKGROUND Information Services (IS) does CURRENT SITUATION Directors, students. not meet the basic needs of LRSD Board of Superintendent, administrative staff, faculty, employees, or Additionally IS does not adequately support LRSD basic reporting requirement to Federal Court, Office of Desegregation Monitoring (ODM), Department of Education or other local, state and federal agencies required. or State as BACKGROUND INFORMATION For many years LRSD IS operated as a centralized, mainframe based, data processing (DP) facility with terminal drops supporting basic administrative functions. Data (not information) was provided to customers by a central programming staff who wrote code and a central operations staff who printed reports. The demand on DP was minimal. LRSD information was generated by administrative staff usinq a combination of dp rpnnrrc anrA -St, Data (not information) using a combination of DP reports and data stored in administrative file cabinets. In the mid 1980's a technology explosion, as evidence by the personal computer (PC), forever changed administrative dependence Individual schools. on a central DP facility. and administrative staff could and did purchase and Reliance on the PC increased dramatically, unfortunately neither staff nor LRSD infrastructure PCs. use LRSD DP User demand for PC support grew. software were virtually nonexistent. was realigned to support PC implementation. Standards for procurement of PC hardware and In 1992, purchased an IBM AS400 midrange administrative software and peripherals. LRSD IBM computer, associated closed environment. Unfortunately this solution was a a "The AS400 was not designed to take full advantage of PC although PCs could be attached using emulation (translator) hardware and software which was expensive. Additionally, the academic use of PCs, difficult to install, configure and maintain. PC computing labs increased etc. rapidly. AS400 administrative computing, PC based administrative computing and PC based academic computing were now competing for limited financial and administrative computing. staff resources. Simultaneous with the necessity to make major technical decisions in a rapidly changing technical environment, LRSD grappled with the impact of continual change in administration. In 1994 a new Superintendent recognized the negative impact IS was having on LRSD's ability to conduct business. a monitor desegregation compliance and report and directed Human Resource initiated a search for a qualified Director of Information Services. November 1994 LRSD hired a new Director of Information Services. to In 2/7/95Information Services (IS) Directors, students. Little Rock School District Information Services Business Case BACKGROUND CURRENT SITUATION does not meet the basic needs of LRSD Board of Superintendent, administrative staff, faculty, employees, or Additionally IS does not adequately support LRSD basic reporting requirement to Federal Court, Office of Desegregation Monitoring (ODM), Department of Education or other local, state and federal agencies required. State as BACKGROUND INFORMATION For many years LRSD IS operated as a centralized, mainframe based, data processing (DP) facility with terminal drops supporting basic administrative functions. Data (not information) was provided to customers by a central programming staff who wrote code and a central operations staff who printed reports. The demand on DP was LRSD information was generated by administrative staff Data (not information) minimal. using a combination of DP reports and data stored in administrative file cabinets. In the mid 1980's a technology explosion, as evidence by the personal computer (PC), forever changed administrative deoendence on a cantral dp fariiitv dependence central DP facility. Individual schools, and administrative staff could and did ourchase and use and administrative staff could and did purchase and Reliance on the PC increased dramatically, unfortunately neither staff nor LRSD infrastructure PCs. LRSD DP User demand for PC support grew. software were virtually nonexistent. was realigned to support PC implementation. Standards for procurement of PC hardware and In 1992, LRSD purchased an IBM administrative software and peripherals. AS400 midrange computer, associated closed" environment. Unfortunately this solution was a a "The AS400 was not designed to talce full advantage of PC although PCs could be attached using emulation (translator) hardware and software which was expensive, difficult to install, configure and maintain. Additionally, the academic use of PCs, PC computing labs increased etc. rapidly. AS400 administrative computing, PC based administrative computing and PC based academic computing were now con^eting for limited financial and computing. staff resources. Simultaneous with the necessity to malce major teclinical decisions in rapidly changing technical environment, LRSD grappled with the impact of a continual change in administration. a In 1994 a new Superintendent recognized the negative impact IS was having on LRSD's ability to conduct business. monitor desegregation compliance and report and directed Human Resource initiated a search for a qualified Director of November 1994 LRSD hired a new Director of Information Services. Information Services. to In 2/7/95[ Information Services (IS) Little Rock School Diatrict Information Services Business Case PROBLEM DEFINITION PROBLEM STATEMENT does not meet the basic needs of LRSD Board of Directors, Superintendent, LRSD faculty, administrative staff, employees. students. or Additionally IS does not adequately support LRSD basic reporting requirement to Federal Court, ODM, State Department of Education or other Federal Court, ODM, local, state and federal agencies as required. The conditions that create this problem include a lack of procurement policy. no infrastructure and corporate data model, incorrect staff alignment. background and training, redundancy of effort, system saturation, the inability to effectively report and the inability to effectively integrate redundancy of effort. new technology. PROCUREMENT Currently individual schools and staff agencies budget for and purchase PCs, servers, networks, printers, modems, software, consulting services, etc. These procurements range from a $200 word processor, to a $75,000 computer lab to a $100,000 consulting and software development project. The, results from decentralized budgeting and procurement are wasted human resources, wasted money and no infrastructure. The, results resources, i For example. assume purchased. 50 LRSD purchases 200 PCs are individually purchased. PCs per year. 150 PCs are bulk An individual PC purchase requires 1 day visiting a computer store, talking to a friend or a vendor and completing the procurement request. LRSD Purchasing Department then spends 1/2 day requesting bids and finalizing purchase. In total, 75 days of LRSD human resources are expended. Additionally a "custom" than a standard bulk procurement PC. PC costs considerably more PCs for $3000-$5000. 1994 LRSD records reflect procurement of $2000. A very adequate PC may be procured in bulk for $1500- The excess costs of 50 "custom" PCs may range from $75,000-$175,000. INFRASTRUCTURE AND CORPORATE DATA MODEL LRSD has agencies no viable each IS procure infrastructure. Individuals, schools. and staff PCs, servers, printers. modems, networks, word processors, spreadsheet, etc. The result of nonstandard procurement is a lack of connectivity, inter-operability and no corporate data model. Data resides in "islands of automation" in various schools and staff physical or logical connectivity exists. agencies. Little severely restricts LRSD ability to effectively report. The lack of corporate data model To use an analogous situation, suppose the decision was made to rebuild Chicot Elementary. No architect is hired
instead the librarian is given money to rebuild the library, food service is given money to rebuild the cafeteria, and each teacher is given money to rebuild his/her classroom. The probable result 2/7/95Little Rock School Dietrict Information Services Business Case would be an excellent library, an excellent cafeteria and excellent individual classrooms. Unfortunately, Chicot would consist of multiple buildings, connected to the other, no hallways, no lockers. none no rest rooms etc., etc. In summary a new, expensive, Chicot Elementary would be nonfunctional. LRSD information infrastructure is currently comparable to this hypothetical expensive but nonfunctional Chicot Elementary, and staff new. Currently, each school agency spends considerable money to meet their specific automation needs. Personal computers, printers, fax machines, modems, etc., with a multitude of software applications have been purchased and installed. No Personal computers, printers, etc., comprehensive plan for connectivity, standardization. and installed. maintenance, etc., has been followed. Data/information now resides in multiple locations in multiple formats. LRSD There are no "hallways" connecting these diverse automation islands. information will probably survive without one agencies and activities. infrastructure connects/encompasses elementary school, however. an all LRSD schools. staff Effective technology maintenance is not possible, breaks down. When a PC, printer, etc. the user calls IS staff
unfortunately IS staff was not involved in the purchase, has no idea who, where to call for maintenance and has had no training on this unique hardware and software. pushed into a i itself over and impacted. comer, I over. another PC or printer ordered. The broken PC or printer may be The user. the process repeats IS staff, and LRSD budget are negatively The current de-centralized IS procurement policy with resulting maintenance problems is roughly analogous to each school buying its own bus. breaks down, the school calls Transportation for maintenance. When the bus ----- Transportation would not have the spare parts and no mechanics trained on that specific bus system. LRSD's ability to transport students would deteriorate rapidly. A perception that "I'm only buying one PC, that can't possibly compare to a bus" is not valid. Various agencies within LRSD are spending from $20,000 to $100,000 on automation with the expectation that IS will hook it up and keep it repaired. Not possible. motivation IS STAFF ALIGNMENT, BACKGROUND & TRAINING The and dedication of LRSD IS staff is not in question, unfortunately IS staff alignment, background and training are not adequate to of LRSD Staff is in meet the demands of a volatile, diverse, technical environment. IS staff is currently aligned to meet the needs of a centralized, mainframe DP environment. The majority of LRSD computing growth over the past several years has been PCs and networks. Approximately 500 administrative terminals and PCs exist
unfortunately no IS staff position has been added, or existing position converted, to either PC or network responsibility. IS staff technical background is insufficient
only the Director and programmer have degrees in CS/IS. one public school with one This is roughly equivalent to running a certified principal and one certified classroom 2/7/95teacher. Little Rock School District Information Services Business Case All other classes are taught by teachers aides. It is doubtful either LRSD or the public would tolerate a school staffed without certified teachers. While a school staffed without certified teachers would certainly have problems, there would be little impact on the other 51 schools in LRSD. Unfortunately IS cannot be isolated. IS staff is responsible for a multimillion infrastructure which impacts every employee and student in LRSD. IS staff is not trained. on In 1992 LRSD spent approximately 2 million dollars new computer systems. Unfortunately IS staff received negligible training to effectively implement this multi-million dollar or no procurement. The alignment, background and training of computing staff may be worse than for IS staff. LRSD academic/instructional PC technicians are scattered throughout LRSD, managed by principals, secretaries, librarians etc. The CS/IS education, background and training these PC technicians and their managers have is minimal yet, they are planning, procuring and managing a sizable percentage of LRSD's background and training these PC technicians and they are planning, procuring and managing a multi-million dollar IS infrastructure. REDUNDANCY OF EFFORT Considerable redundancy of effort and resources exist. IS staff. Instructional Resource Center (IRC) staff and various administrative staff agencies within LRSD each expend considerable human resolve computing needs. resource effort defining and attempting to systems are the result with associated Redundant human effort and redundant information redundant costs. SYSTEM SATURATION LRSD Administrative AS400 computer and its associate networks have reached capacity utilization. exceeds 90% Central Processing Unit (CPU) utilization frequently (computers exceeding 90% capacity are susceptible to 90% are "crashing").Communication networks are primarily 9.6 kbps. susceptible . . roughly half the necessary capacity. As an example, in the January 1995 report card/grade processing cycle, the Administrative AS400 CPU and network saturation forced school administrative staffs to download student grade data from school PCs to disks which were then driven in private automobiles to district headquarters for uploading into the Administrative AS400. INABILITY TO REPORT In addition to reporting problems caused by insufficient infrastructure "islands of information". and desegregation and or LRSD's unique reporting requirements created by court requirements have not been addressed. Administrative AS400 applications were purchased as a "canned" package. These applications have a series of data entry screens and reports designed to meet the needs of a generic or "average" school district. LRSD faces daily requests for information from Federal Court, ODM, etc. which standard applications cannot address. The legal rights etc. and necessary software to modify these standard applications have not been purchased. 2/7/95[ Little Rock School District Information Services Business Case INABILITY TO IMPLEMENT NEW TECHNOLOGY primary computing LRSD's prxmary facilities are an IBM AS400 and its associated network. Both are "closed" or "proprietary" systems, which do not effectively integrate PCs, printers, scanners, fax modems, LANs etc. viewed as a cabinet stereo
and two speakers. IBM AS400 The IBM AS400 may be a beautiful piece of furniture with a turntable It has limited effectively upgrade to and connect significant cost and effort. in an AS400 environment a expansion capability, i.e. you cannot cassette deck and CD player without Attempts to implement new PC and LAN technology are roughly equivalent to integrating a cassette and CD with a cabinet stereo
cost and effort. it can be accomplished, but only with significant ANALYSIS OF ALTERNATIVES ] ALTERNATIVE ONE Change nothing. Current IS systems, infrastructure, procurement policy and staff remain. IS problems will continue to have LRSD. serious negative impact on
No
No i Develops adequate procurement "policy .' i No i correct architecture and builds adequate infrastructure"
No i No : Addresses staff ali^ment, background and training i Eliminates redundancy "of"effort" .. : Eliminates system saturation. i No i No i Provides effective "reportingT
Allows effective integration of new "technology No Meets basic needs of LRSD Board of Directors, Superintendent, "facuityT No administrative staff, employees, and students. Adequately supports "lrsD'"basic repbrti'ng' r'e^'iremen't ODM, State Department of Education or other local. to Federal Court, iagencies as required. state and federal ALTERNATIVE TWO Upgrade LRSD IS by building on the current infrastructure. install additional IBM AS400 code
upgrade networks. processors, disk storage and application Procure and administrative computing. Realign IS staff to meet the needs of source LRSD Clearly define and separate administrative and academic IS systems, responsibilities and staff. Develop a comprehensive Information Services Plan which includes technical standards and responsibilities and staff. policy procurement 2/7/95
Yes No Partial Partial : Yes i Partial
No Partial Partial Little Rock School District Information Services Business Case
Develops adequate procurement policy .
Develops correct architecture and builds adequate infrastructure. i Addresses staff ali^ment, background and training. Eliminates redund^cy^of "effort"
Eliminates system saturation. i Provides effective reporting". ........ i Allows effective integrati'on"of'"new"tecta Meets basic needs of LRSD Board of Directors, Superintendent, faculty, administrative staff, employees, and students. Adequately supports LRSD basic reporting requirement ODM, State Department of Education or other local, to Federal Court,
agencies as required. state and federal ALTERNATIVE THREE Transition LRSD IS from the current "closed" AS400 environment to a networked, client-server PC architecture. Emphasize prototyping for all technical solutions with constant evaluation, correction and decision making. Implementation is phased based on user needs and available resources. PC architecture. constant correction for all decision __________ Study the consolidation of administrative and academic computing to include systems. responsibilities and staff. Study reorganization and realign of technical staff to meet the needs of a diverse LRSD client-server, PC environment. user community in a networked, Plan which includes a district Develop a comprehensive Information Services wide procurement policy and training architecture. technical standards. : Yes i Yes rYes" : Develops adequate procurement"po'iicyT Yes Develops correct architecture and build's a'dequate infrastructure. Addresses staff alignment, background and training. Eliminates redundancy of"effort7 Yes
Yes
Yes Yes Yes Eliminates system saturation. Provides effective reporting".' Al 1 ows effective integra"t"ion""of "new""tec^ i Meets basic needs of LRSD Board of Directors, administrative staff, faculty, employees, and students. Superintendent Adequately supports LRSD""basic""reporting"""re^Tre^^^ ODM, State Department of Education or other local. Federal Court iagencies as required. state and federal 2/7/95Little Rock School District Information Services Business Case I RECOMMENDATION I Transition LRSD IS from the current client-server solutions PC architecture. with constant ACTION "closed" AS400 environment to a networked. evaluation, Emphasize prototyping correction and Implementation is phased based on user needs and avat 1 ahi a for all decision technical making. --------- resources. Study the consolidation of administrative and academic computing to include systems. responsibilities and staff. Study reorganization and realign of technical staff to meet the needs of a diverse LRSD client-seirver, PC environment. user community in a networked, Plan which includes district Develop a comprehensive Information Services wide procurement policy and training. architecture. technical standards. RATIONALE  Enhances LRSD ability to report. Improves connectivity, reduces information" develops a corporate data model. "islands of LAN servers access with low cost. migrates data to low cost easy to use PC tools. a  Provides a comprehensive infrastructure which enhances connectivity, reduces islands of information" and develops a corporate data model.  Migrates to and provides technology. the architecture for implementation of new  Provides the infrastructure and architecture to "plug in" instructional technology consequently, the ability to aggressively pursue technology grants. to  Procurement is standardized to reduce costs, streamline maintenance, build infrastructure, eliminate redundancy.  Eliminates redundant systems, effort and costs.  Reduces saturation of existing AS400 systems by downloading processing to lower priced LAN based servers.  Initiates configuration of technical technical needs. staff to meet current and future 2/7/95Little Rock School District Information Services Business Case [ OBJECTIVE ]  Resolve LRSD's most critical short term computing need, valid, timely, information to the Superintendent, Board, Court and other agencies as required.  Develop an architecture which allows migration to and integration of new technology, as technology changes, in support of a diverse administrative and instructional user community.  Maximizes resources
no expensive, quick fix, throw away solution.  Implementation allows constant evaluation, correction and decision making by educators, administrators and technical staff. Implementation is incremental based on user needs and available resources. c IMPACT ANALYSIS  DESEGREGATION/COURT Alternative Three meets the IS needs of LRSD Board of Directors, Superintendent, administrative staff, faculty, employees, and students. This solution supports LRSD basic reporting requirements to Federal Court, ODM, State Department of Education or other local, state and federal agencies. POLITICAL FACTORS Alternative Three transitions LRSD to the same technical architecture as chosen and implemented by both APSCAN and Pulaski County Special School District. Politically the implementation of Alternative Three makes LRSD "team player". a RISKS There is no significant downside risk associated with Alternative Three. This solution emphasizes prototyping and phased implementation with evaluation, correction and decision making at every stage. Risks would be associated with any other solution. From a technical and political perspective LRSD would be a "Lone Ranger" implementing a solution other than Alternative Three. TIMING Phased implementation is an Alternative Three strength. Each phase allows for evaluation, correction and decision making. Implementation speed may be adjusted based on user needs and available resources. 2/7/95Little Rook School Dietrlct Information Services Business Case RESOURCE ANALYSIS A brief analysis indicates LRSD PERSONNEL have 45 to 50 personnel who plan, implement and operate LRSD information systems
be $800,000 to $1,000,000 costs for these personnel may per year. Currently 12 work for the Director IS, trained and managed by a wide variety of administrators, educators, librarians etc. all others are hired, The effective, efficient employment of technical personnel in this scenario must be questioned. example, the IRC supports 52 ABACUS PCs with For a ratio of 1 technician per 20 IS currently maintains approximately 500 terminals of one 1 technician per 250 PCs. PCs. and PCs with a ratio To plan, implement and operate 3- comprehensive information system, with Iapidly expanding demand for technical services LRSD must either hire more IS staff or realign and reorganize to effectively support growing IS demands within existing budget constraints. IS organizational structure should include several key technical positions, director, applications and database manager, network and PC manager, and technical planner. Each must have the education. perform his/her responsibilities. training and experience to current technical skills are a Technology is a volatile environment. demand commodity. LRSD must pay current market rates for its key technical positions else current technology cannot be implemented.  Director. Responsible to the Superintendent, and operations. LRSD, for IS policy, planning Applications and Database Manager. Responsible for central applications databases and computer operations.  Technology Planner. Responsible for the planning and acquisition of new technology. Additionally works with LRSD Grant Writer grants. to obtain technology  Network and PC Manager. Responsible for all networks, L? printers, scanners etc. in a designated area. For example LANs, servers, PCs,  ------o-----. * v'B. , one Network and PC Manager may be responsible for all LRSD secondary schools. It is important to note that, while the majority of technology growth has been , there is currently no corresponding position in LRSD. in this area. 2/7/95Little Rock School District Information Services Business Case Director >4 r L Secretary Technical Planner ] Telephone Specialist I 1 Applications & Database Manager^ Programmer Programmer Programmer Programmer -----1 Operator Operator Network & PC Manager Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Manager | -T'  -1 Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC I I I I 1 Year 1 Year 2 Year 3 Year 3 5 YEAR TOTAL COSTS Initiate New Architecture 35 School Servers 15 School Servers District Applications $317,500 $350,000 $150,000 $200,000 $1,017,500.00 Year 4 Year 5 5 YEAR TOTAL Eliminate IBM Eliminate IBM SAVINGS AS400 Administrative Computer AS400 Administrative Computer $560,000 , $560,000 $1,120,000.00  LRSD will receive IS funding REVENUE based on a recent court decision reference the creation and fimding of APSCAN. Amount unknown.  A procurement plan that requires technical standards and bulk, discount purchase will yield significant savings. A "custom" PC costs considerably more than a standard bulk procurement PC. 1994 LRSD records reflect procurement of PCs for $3000-$5000. A very adequate PC may be procured in bulk for $1500-$2000. The excess costs of 50 "custom" PCs may range from $75,000-$175,000. Amount unknown.  LRSD Grant Writer has briefed the availability of several large technology grants. A LAN environment in every school provides a basis for implementation of technology such as Internet, multimedia, interactive learning applications, etc. at the individual school, consequently the possibility of aggressive pursuit of grants. Amount unknown. 2/7/95Little Rock School District Information Services Business Case c FORCE FIELD ANALYSIS 1 FORCES FOR A phased implementation which emphasizes prototyping will include representatives of the entire LRSD user community. Administrators and educators will be in a position to evaluate and provide feedback at each phase of implementation. In a sense the user community will progressively "buy in" to the solution, consequently the entire LRSD user community will have a vested interest in IS success. FORCES AGAINST LRSD administrators and educators have enjoyed considerable autonomy budgeting and purchasing IS
there will be initial reluctance to give this autonomy up. Both administrative staff and instructional staff will express concern regarding any staff realignment or reorganization. 2/7/95Little Rock School District Information Seirvicos Business Case IMPLEMENTATION  Procure and install a data server with associated software and hardware. Physically link the data server to the Administrative AS400
install a data gateway to implement data transfer between the AS400 and the YEAR 1 AMD VOTICM AMO KHOlUVCI AfiMtNSnATIVI data server. Link local administrative staff to both the AS 400 and the data server via a LAN. Use low cost, graphical, PC tools
provide local administrative staff to all LRSD data. access Install both a school and a ruma o tone*. LAN 4 4 FAX Q 4 4 4 b HNTU 4 4 MMOn (TAFT LAM S_J3 4 4 rurm o a FAX LAN nivu 4 4 I DAT* raavu a LMD ADMoramATTva buudm 4 -o 4 4 4 b wnu LAM navu JL 4 4 4 4 b Funn LAM <nvix 4 4 FAX Q 4 4 4 4 4 runu 9 4 remote administrative staff LAN prototype which is linked back to the Administrative AS400
administrators, educators and students may access centralized student services, administrative services, library services etc. as appropriate. These LANs also allow local implementation of office applications, instructional applications, multimedia, I..'____ _ Administrators, educators, students and technical staff evaluate Internet etc. . prototypes. Standardize technical procurement to insure all technology "plugs in" to the nc'.
^ architecture. Identify past LRSD average yearly expenditures for new technology. Encumber or set aside, this average yearly technology expenditure in the current budget. Users may access the technology budget for technical maintenance, supplies etc.. All significant technology procurements must be approved, i.e. must meet new architecture standards. Initiate bulk procurement of PCs, printers etc.. Direct savings from bulk procurement to implementation of the approved prototype in schools. 2/7/95Rock School District Information SorvicoB BuslneBs Case Reorganize and realign technical staff as required. Identify each LRSD employee supporting the planning, implementation and operations of technology. Identify the cost associated Secretary Telephone Specialist Director Technical Planner X I Applications & Database Manager | f Network & PC Programmer Programmer Programmer Programmer Operator Operator I I Manager j F 1 Network & PC Manager with each employee. Develop Network & PC Network & PC Network & PC Network & PC 1 Network & PC Network & PC Network & PC Network & PC I I ] Network & PC Network & PC Network & PC Network & PC 1 Network & PC Network & PC Network & PC Network & PC . , -  comprehensive IS staff model with relevant position descriptions, responsibilities etc. positions as required to support this model, without additional funds. Eliminate positions and create The goal is improved support Aggressively pursue technology grants. The approved school prototype will serve as a technical model which educators, in coordination with LRSD Grant Writer, may use to justify educational technology grants. Planner position is a part of any technical staff realignment. The Technical in coordination with the Grant Writer, Planner, IS Insure a Technical grants of significance to LRSD information architecture. will identify and pursue 2/7/95Little Rook School Dietriot Information Services Buaineas Caaa IMPLEMENTATION YEAR 2-3 Complete implementation of new architecture. Continue standardized procurement, and pursuit of technology grants. Prepare to phase out AS400 systems. Evaluate business, administrative, and instructional for new architecture. applications A a WWTU o a nUHTU o a a a a FAX Q a a b KMTU a a a Q a b a a a FAX 0 a AS4W VO TECH  I LAN tuw AS40U FOOD SEX VICE  J_ AMW ADMINISTRATIVE I DATA DATA 5EXVEA LAN Bn* A a a a a o  lAV suvu a a b FMROI atoai* a Q a a q a a a a. a a "o a MO 9 a a b a MMT* a 9 a a a a a 9 a a a a a a a a a b b MMTtlt4 appl 2/7/9S Little Rock School District Information Services Bualness Case c ATTACHMENT 1 COSTS All costs listed are estimates and will vary based on bids, bulk purchase etc. Costs could also change based on an assessment of equipment in each school. Note that $560,000 for LRSD AS400 is a yearly, reoccurring encumbered budget item. Significant costs for this system will continue until it is replaced. Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL IBM IBM IBM IBM IBM ALTERNATIVE ONE AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer $560,000 $560,000 $560,000 $560,000 $560,000 $2,800,000 Year 1 Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE TWO Upgrade IBM AS400 & Associated Systems IBM IBM IBM IBM IBM AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS40O Administrative Computer AS400 Administrative Computer $790,500 $560,000 $560,000 $560,000 $560,000 $560,000 $3,590,500 Year 1 Year 1 Year 2 Year 2 Year 3 Year 3 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE THREE Initiate New Architecture IBM IBM AS400 Administrative Computer AS400 Administrative Computer 35 School Servers IBM AS400 Administrative Computer 15 School Servers District Applications Eliminate IBM Eliminate IBM AS400 Administrative Computer AS400 Administrative Computer $317,500 $560,000 $560,000 $350,000 $560,000 $150,000 $200,000 NONE NONE $2,697,000 2/7/95Little Rock School District Information Services Business Case ALTERNATIVE TWO EQUIPMENT AND SERVICES Application source code and RPG compiler Application software license for new processor Upgrade AS400 processor and disk storage IBM software Query and reporting software (50) Printers (5) Scanners (3) Communication controllers (3) 5 year maintenance AS400 and controllers 3 year IBM telephone support PC (25) Network Installation at $300 Upgrade network Tape BU Staff training Total per $150,000 $150,000 $125,000 $25,000 $20,000 $10,000 $9,000 $18,000 $70,000 $15,000 $60,000 $7,500 $100,000 $6,000 $25,000 $790,500.00 ALTERNATIVE THREE EQUIPMENT AND SERVICES Central Server w/OS, RDBMS, Apps, Gateway LAN Server w/OS & tape BU 35 School Servers 15 School Servers District Applications Scanners (3) (2) PC (25) Network Installation at $300 per Staff training Total Cost $150,000 $30,000 $20,000 $350,000 $150,000 $200,000 $9,000 $50,000 $7,500 $14,000 $980,500.00 2/7/95[ ATTACHMENT 2 Little Rock School District Xnforznatlozi Services Business Case CURRENT ARCHITECTURE AS400 FOOD SERVICE AS400 ADMINISTRATIVE AS400 VO TECH 2/7/95 Little Rock School Diatrict Information Services Buainesa Case [ ATTACHMENT 3 TARGET ARCHITECTURE I DISTRICT SERVER nUNTEX PUNTU 2/7/95 7 Little Rock School Dietrlct Information Services Businea* Ca FEB J 5 1005 EXECUTIVE SUMMARY Offics of Ses?' Information Services (IS) Directors, students. Superintendent, SITUATION does not meet the basic needs requirement to local. Additionally IS does faculty, administrative of LRSD Board of staff, employees. or not adequately support LRSD basic reporting state and federal agencies as required. Analysis of the situation identifies critical short term three crucial issues. First, LRSD's most computing need is valid, timely, information to the uperintendent, Board and Court. Second LRSD must develop an architecture w ich allows migration to and integration of new technology, as technology changes, in support of a diverse administrative and instructional user community. Third, resolution of both issues must be accomplished with minimal resources
no expensive, quick fix, throw away solution. Second timely. throw away solution.  Alternative One. Do nothing. ALTERNATIVES  Alternative Two. Upgrade by building additional AS400 upgrade networks. processors, disk storage. on current systems. Procure and install application source code. and  Alternative Three. Transition from the current . , "closed" AS400 environment to a networked, client-server PC architecture. Emphasize prototyping for all technical solutions with constant evaluation, making. correction and decision IMPLEMENT ALTERNATIVE THREE  Alternative One is not viable. No crucial issue is resolved. $2,800,000 over five years. LRSD will spend  Alternative Two builds on current architecture. Problems with valid, timely reporting are only partially resolved. There is limited ability to integrate new technology. Since new technology is less expensive and easier to use. Alternative Three is not cost effective in either finariri al resources. LRSD will spend $3,590,500 over five years. or human Alternative Three, begin transition from the current environment to a networked, client-server PC architecture. closed" AS400 is the preferred Valid, timely reporting issues are more easily corrected with _ new architecture. There is significant ability to integrate new technology. Since new technology is less expensive and easier to use. Alternative Three is most cost effective in both financial and human solution. spend $2,697,000 over five years. resources. LRSD will a 2/7/95Little Rock School District Inforaation Services Business Case COSTS Note that $560,000 for LRSD AS400 is a yearly, reoccurring encumbered budget item. Significant costs for this system will continue until it is replaced. Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL IBM IBM IBM IBM IBM ALTE9NAT-L-VE ONE AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer $560,000 $560,000 $560,000 $560,000 $560,000 $2,800,000 Year 1 Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE TWO Upgrade IBM AS400 & Associated Systems IBM IBM IBM IBM IBM AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer $790,500 $560,000 $560,000 $560,000 $560,000 $560,000 $3,590,500 Year 1 Year 1 Year 2 Year 2 Year 3 Year 3 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE THREE Initiate New Architecture IBM IBM AS400 Administrative Computer AS400 Administrative Computer 35 School Servers IBM AS400 Administrative Computer 15 School Servers District Applications Eliminate IBM Eliminate IBM AS400 Administrative Computer AS400 Administrative Computer $317,500 $560,000 $560,000 $350,000 $560,000 $150,000 $200,000 NONE NONE $2,697,000 2/7/95Littl RoqX SohooX Information Servlcea BuoinooB Case IMPLEMENTATION YEAR 1 Procure and install data server with associated software and hardware. Physically link the data server to the Administrative AS400
install a data gateway to implement data transfer between the AS400 and the data WMTB o SCHOOL LAM A TAX Q server. Link local administrative staff to both the AS 400 and the data server via a LAN. Use low cost, graphical. b FUHTU PC tools
provide local UHOTt JTAZT UAX administrative staff access to all LRSD data. AS<D WTtCH  __L_ TAX AMS raoosotvKC  LAM JUVU  b nuHTn AMS APMtXISTKATTVt DATA LAM SUVU  MTA SUVU  Id- USD AounnsruTTvi builoemc b MUKTEI LAM snvn  -io TAX Q raXHTtt 9 Install both a school and a remote administrative staff LAN linked back to the Administrative AS400
administrators, prototype which is students may access centralized educators and student services, administrative services, library services etc. as appropriate. These LANs also allow local implementation of office applications, instructional applications. ------, multimedia, Internet etc. . Administrators, educators, students and technical staff evaluate prototypes. a A 1 I A A A A A a o A A A A A A A A A A A A A A A & A A Standardize technical procurement to insure all technology "plugs in" to the new architecture. technology. Identify past LRSD average yearly expenditures for Encumber or set aside, this average yearly technology expenditure in the current budget. Users may access the technology budget for technical maintenance, supplies etc.. All significant technology procurements must be approved, i.e. must meet new architecture standards. Initiate bulk procurement of PCs, printers etc.. Direct savings from bulk procurement to implementation of the approved prototype in schools. 2/7/95Little Rock School District Information Services Business Case Reorganize and realign technical staff as required. Identify each LRSD employee supporting the planning, implementation and operations of technology. Identify the cost associated Secretary Telephone Spedaiist [Applicatona & Database Manap^ p Programmer Programmer Programmer Programmer Operator Operator Director technical Planner Networlt i PC Manager Network & PC Manager Network & PC Network & PC Network A PC Network & PC Network A PC Network A PC Network A PC Network A PC Network & PC Network A PC Network A PC Network A PC Network A PC Network A PC Network A PC Network A PC with each employee. Develop a comprehensive IS staff model with relevant position descriptions, responsibilities etc. Eliminate positions and create positions as required to support this model. The goal is improved support without additional funds. Aggressively pursue technology grants. The approved school prototype will serve as a technical model which educators, in coordination with LRSD Grant Writer, may use to justify educational technology grants. Insure a Technical Planner position is a part of any technical staff realignment. The Technical Planner, in coordination with the Grant Writer, will identify and pursue grants of significance to LRSD information architecture. 2/7/95 }-[ I 1 I I 1 H I 1 I 1Rook School District Information Services BuslnesB Case IMPLEMENTATION YEAR 2-3 Complete implementation of new architecture. Continue standardized procurement, and pursuit of technology grants. Prepare to phase out AS400 systems. Evaluate business, administrative, and instructional applications for new architecture. NUKTU o wxm o FAX Q b NUMTU FAX Q 6 HUMm rxx Q b wMm AS4a> VO TECH  SBVCK e- LM LAN KA VIA AS400 FOODSERVICE AS40O AOMMSTRATTVE DATA SEX VIA DATA o- r* FAX Q FAX Q rut Q "o 2/7/95  i 4 a a a a a & A a n SBvi A a k A a a a A A a a A a 9 A A a o ? a A a A a A a a a a  a a a a a A i a tTT7 b A 6 a A A a a A a 9 a a a a a a a 6 a a a aLittle Rook School District Information Servlcea Business Case IMPLEMENTATION YEARS 4-5 Phase out AS400 systems.Implement business and student administrative applications for new architecture. uo Pi*nTAATn  DISTRICT SERVEK FMHTU. o a n FAX Q a a a LAN suvu a Q a a p e' i a b rUNTU a a & i a a i. a nUNTU o a BRBLM a FAX Q a a a. a Q a a "q a a b nitau a a a FUNTCR o a a Fax Q a a UH suvu a a b nUNTCt a a a  i HHH a a a _b_ a a a a a Q a a Q a a a a 2/7/95[ Information Services (IS) Directors, students. Little Rock School District Information Services Business Case BACKGROUND CURRENT SITUATION does not meet the basic needs of LRSD Board of Superintendent, administrative staff, faculty, employees, or Additionally IS does not adequately support LRSD basic reporting requirement to Federal Court, Office of Desegregation Monitoring (ODM), Department of Education or other local, state and federal agencies required. or other local, State and as BACKGROUND INFORMATION For many years LRSD IS operated as a centralized, mainframe based, data processing (DP) facility with terminal drops supporting basic administrative functions. Data (not information) was provided to customers by a central programming staff who wrote code and a central operations staff who printed The demand on DP was minimal. years IS operated Data (not information) reports. mainframe based LRSD information was generated by using a combination of DP reports and data stored in administrative file cabinets. administrative staff In the mid 1980's a technology explosion, as evidence by the personal computer (PC) , ------ --- ..... forever changed administrative dependence on a central DP facility. , and administrative staff could and did purchase and Reliance on the PC increased dramatically, unfortunately neither staff nor LRSD infrastructure Indivi dua1 schools, PCs. User demand for PC support grew. on use LRSD DP was realigned to support PC implementation. Standards for procurement of PC hardware and software were virtually nonexistent. In 1992, purchased an IBM AS400 midrange administrative software and peripherals. LRSD an IBM computer. associated "closed" environment. Unfortunately this solution was a a The AS400 was not designed to take full advantage of PC although PCs could be attached using emulation (translator) hardware and software which was expensive, difficult to install. Additionally, the academic use of PCs, configure and maintain. PC computing labs etc. increased rapidly. AS400 administrative computing, PC based administrative computing and PC based academic computing were now competing for limited financial and AS400 computing. staff resources. Simultaneous with the necessity to make major technical decisions in a rapidly changing technical environment, LRSD grappled with the impact of continual change in administration. In 1994 a new Superintendent recognized the negative impact IS was having on LRSD's ability to conduct business. a monitor desegregation compliance and report and directed Human Resource initiated a search for a qualified Director of Information Services. November 1994 LRSD hired a new Director of Information Services. to In 2/7/95[ Information Services (IS) Little Rock School District Information Services Business Case PROBLEM DEFINITION 1 PROBLEM STATEMENT does not meet the basic needs of Directors, Superintendent, LRSD faculty, administrative staff, students. - - -  LRSD Board of employees, or Additionally IS does not adequately support LRSD basic reporting requirement to Federal Court, ODM, State Department of Education or other local, state and federal agencies as required. Federal Court, ODM, The conditions that create this problem include a lack of procurement policy, no infrastructure and corporate data model, incorrect staff alignment, background and training, redundancy of effort, system saturation, the and corporate data model, redundancy of effort. system saturation -*  ------------a 2 6^ OCl U ULX Cl U X f UllC inability to effectively report and the inability to effectively integrate new technology. PROCUREMENT Currently individual schools and staff agencies budget for and purchase PCs, servers, networks, printers, modems, software, consulting services. etc. These procurements range from a $200 word processor, to a $75,000 con^uter lab to a $100,000 consulting and software development project. The results from decentralized budgeting and procurement are wasted human resources, wasted money and no infrastructure. For example. assume LRSD purchases 200 PCs per year, The resources, 150 bulk PCs are purchased, 50 PCs are inaiviaually purchased. An individual PC purchase requires 1 day visiting a computer store, talking to a friend or a vendor and individually purchased. An individual completing the procurement request. LRSD Purchasing Department then spends 1/2 day requesting bids and finalizing purchase. In total, 75 days of LRSD human resources are expended. Additionally a "custom" PC costs considerably than a standard bulk procurement PC. are more PCs for $3000-$5000. 1994 LRSD records reflect procurement of $2000. The excess costs of 50 A very adequate PC may be procured in bulk for $1500- "custom PCs may range from $75,000-$175,000. LRSD has agencies no viable each INFRASTRUCTURE AND CORPORATE DATA MODEL IS infrastructure. Individuals, procure PCs, servers. printers. schools. and modems, networks, staff word processors, spreadsheet, etc. The result of nonstandard procurement is a lack of connectivity, inter-operability and no corporate data model. in "islands of automation" physical or logical connectivity exists. in various schools and staff Data resides agencies. Little severely restricts LRSD ability to effectively report. The lack of corporate data model To use an analogous situation, suppose the decision was made to rebuild Chicot Elementary. No architect is hired,* instead the librarian is given money to rebuild the library, food service is given money to rebuild the cafeteria each teacher is given money to rebuild his/her classroom. and The probable result 2/7/95Little Rock School District Xnforsiation Seirvices Business Case would be an excellent library, an excellent cafeteria and excellent individual classrooms. Unfortunately, Chicot would consist of multiple buildings, connected to the other, no hallways, no lockers. none no rest rooms etc., etc. In summary a new, expensive, Chicot Elementary would be nonfunctional. LRSD information infrastructure is currently comparable to this hypothetical expensive but nonfunctional Chicot Elementary. Currently, each school and staff agency spends considerable money to meet their specific automation needs. Personal computers, printers, fax machines, modems, etc., with a multitude of software applications have been purchased and installed. No new. Currently, each school Personal computers, printers, etc., and installed. comprehensive plan for connectivity, standardization, maintenance, etc., has been followed. Data/information now resides in multiple locations in multiple There are no "hallways" connecting these diverse automation islands. maintenance, formats. LRSD information will probably survive without one infrastructure connects/encompasses agencies and activities. elementary school. however. an all LRSD schools. staff Effective technology maintenance is not possible, breaks down. When a PC, printer. etc. the user calls IS staff
unfortunately IS staff was not involved in the purchase, has no idea who, where to call for maintenance and has had no training on this unique hardware and software. The broken PC or printer may be pushed into a comer, another PC or printer ordered, the process repeats Itself over and over. The user, IS staff, and LRSD budget are negatively impacted. I The user. The current de-centralized IS procurement policy with resulting maintenance problems is roughly analogous to each school buying its own bus. breaks down, the school calls Transportation for maintenance. When the bus would not have the Transportation spare parts and no mechanics trained on that specific bus LRSD's ability to transport students would deteriorate rapidly, perception that  ' system. I'm only buying one PC, that can't possibly compare to a bus A >// is not valid. Various agencies within LRSD are spending from $20,000 $100,000 on automation with the expectation that IS will hook it up and keep it repaired. Not possible. to IS STAFF ALIGNMENT, BACKGROUND & TRAINING The motivation and dedication of LRSD IS staff is not in question, unfortunately IS staff alignment, background and training are not adequate to meet the demands of a volatile, diverse, technical environment. IS staff is currently aligned to meet the needs of a centralized, mainframe DP environment. The majority of LRSD con^iuting growth over the past several years has been PCs and networks. Approximately 500 administrative terminals and PCs exist
unfortunately no IS staff position has been added, or existing position converted, to either PC or network responsibility. IS staff technical background is insufficient
only the Director and one programmer have degrees in CS/IS. This is roughly equivalent to running public school with one certified principal and one certified classroom a 2/7/95teacher. Little Rock School District Information Services Businese Case All other classes are taught by teachers aides. It is doubtful either LRSD or the public would tolerate a school staffed without certified teachers. While a school staffed without certified teachers would have problems, there would be little impact on the other 51 schools Unfortunately IS cannot be isolated. certainly in LRSD. IS staff is responsible for a multimillion infrastructure which impacts every employee and student in LRSD. IS staff is not trained. on In 1992 LRSD spent approximately 2 million dollars new computer systems. Unfortunately IS staff received negligible training to effectively implement this multi-million dollar procurement. or no The alignment, background and training of computing staff may be worse than for IS staff. LRSD academic/instructional PC technicians are scattered throughout LRSD, managed by principals, secretaries, librarians etc. The CS/IS education, background and training these PC technicians and their managers have is minimal yet. percentage of LRSD's they are planning, procuring and managing a sizable multi-million dollar IS infrastructure. REDUNDANCY OF EFFORT Considerable redundancy of effort and resources exist. IS staff. Instructional Resource Center (IRC) staff and various administrative staff LRSD each expend considerable human agencies within resolve confuting needs. resource effort defining and attempting to systems are the result with associated Redundant human effort and redundant information redundant costs. SYSTEM SATURATION LRSD Administrative AS400 computer and its associate networks have reached capacity utilization.. Central Processing Unit exceeds 90% (computers exceeding "crashing").Communication networks 90% (CPU) utilization frequently capacity are susceptible to are primarily 9.6 kbps, roughly half the necessary capacity. As an example, in the January 1995 report card/grade processing cycle, the Administrative AS400 CPU and network example. saturation forced school administrative staffs to download student grade data from school PCs to disks which were then driven in private automobiles to district headquarters for uploading into the Administrative AS400. INABILITY TO REPORT In addition to reporting problems caused by insufficient infrastructure and "islands of information", LRSD's unique reporting requirements created by desegregation and or court requirements have not been addressed. Administrative AS400 applications were purchased as a "canned" package. These applications have a series of data entry screens and reports designed to meet the needs of a generic or "average" school district. LRSD faces daily requests for information from Federal Court, ODM, etc. which standard applications cannot address. and necessary software to modify these standard applications have not been purchased. etc. The legal rights 2/7/95LRSD's network. Little Rock School Dietrlct Information Services Bueineee Caee INABILITY TO IMPLEMENT NEW TECHNOLOGY primary computing facilities Both are "closed" or are an IBM AS400 and its associated integrate PCs, printers. "proprietary" systems, which do not effectively scanners, fax modems, LANs etc. viewed as a cabinet stereo
The IBM AS400 may be and two speakers. a beautiful piece of furniture with a turntable effectively upgrade to and significant cost and effort. It has limited connect a expansion capability. I.e. you cannot cassette deck and CD player without in an AS400 environment Attempts to implement new PC and LAN technology are roughly equivalent to integrating a cassette and CD with a cabinet stereo
cost and effort. it can be accomplished, but only with significant [ ANALYSIS OF ALTERNATIVES j ALTERNATIVE ONE Change nothing. Current IS systems, infrastructure, procurement policy and staff remain. LRSD. IS problems will continue to have serious negative impact on i No i No
Develops a^q^te procurement EToli'cy i No builds adequate infrastructure i No : No aiisnment, background and training. : Eliminates redtmdancy"oT"S'fort'. i No r'No
Eliminates system saturation?
Provides effective reporting.  iAllows effective integration"? new"technologyT i No No Meets basic needs of LRSD Board of Directors, Superintendent, administrative staff, eirployees, and students. faculty Adequately supports LRSD basic reporting requirement to ODM, State Department of Education or other local. Federal Court : agencies as required. state eind federal ALTERNATIVE TWO Upgrade LRSD IS by building on the current infrastructure. install additional IBM AS400 code
upgrade networks. processors, disk storage and application Procure and administrative computing. Realign IS staff to meet the needs of source LRSD Clearly define and separate administrative and academic IS systems, responsibilities and staff. Develop a comprehensive Information Services Plan which includes technical standards and responsibilities and staff. policy procurement 2/7/95
Yes Partial Partial i Yes
Partial Mo Partial Partial Little Rock School Dietrict Information SarviooB BuBinesB Case iDevelops adequate procurement policy. correct architecture and builds adequate infrastructure. : Addresses staff alignment, background and training i Eliminates redundancy 'of effort?
Eliminates system saturation.'
Provides effective reporting.' ^Allows effective integration oFne'wtechnoio^. Meets basic needsof" LRSd" Board"'df'""Directors7 administrative staff, employees, and students Superintendent, faculty Adequately supports LRSD basic reporting re^irSnent to ODM, State Department of Education or other local. Federal Court
agencies as required. state and federal Transition LRSD IS from the current ALTERNATIVE THREE client-server PC architecture. closed" AS400 environment to a networked. solutions with constant evaluation. Emphasize prototyping for all correction and Implementation is phased based on user needs and avai1abi decision technical making. the consolidation of administrative and academic resources. Study responsibilities and staff. computing to include systems. Study reorganization and realign of technical staff to meet the needs of a diverse LRSD client-server. Plan which PC environment. user community in a networked. includes a district Develop a comprehensive Information Services procurement policy and training wide architecture. technical standards, Yes Yes' Yes Yes Yes
Develops adequate procurement policy. ~ ~
Addresses staff alignment, background"and"training Eliminates redundancy of effort. Eliminates system saturation. Yes Yes
Provides effective reporting. Allows effective integration of new technology Yes
Meets basic needs of LRSD Board of Directors, Yes sdi^nistrative staff, faculty, employees, and students. Adequately supports LRSD basic reporting requirement" Superintendent ODM, State Department of Education or other local. to Federal Court i agencies as required. state and federal 2/7/95Little Rock School District X&foraation Services Business Case RECOMMENDATION ACTION current "closed" AS400 c^Sni ieXer J T "closed" AS400 environment to a networked, soluSonrwith Whasize prototyping for all technical constant evaluation, correction and decision making. Impiementation is phased based  with PC architecture. constant correction for all , - - on user needs and available the consolidation of administrative decision resources. Study - - and academic computing to include systems, P ilities and staff. Study reorganization and realign of meet the needs of a diverse LRSD Develop a comprehensive Information Services piSuremen? oo, a architecture, technic! standards, procurement policy and training. staff to staff. technical PC environment. a  Enhances LRSD ability to information" develops LAN servers user community in a networked, technical RATIONALE report. Improves connectivity, reduces a corporate data model, migrates data access with low cost, easy to use PC tools. "islands of to low cost  Provides a comprehensive infrastructure . -----------which enhances connectivity, reduces islands of information" and develops a corporate data model.  Migrates to and technology. provides the architecture for implementation of new  Provides the infrastructure and architecture to "plug in' technology consequently, the ability to aggressively grants. instructional pursue technology * Procurement is standardized to reduce infrastructure, eliminate redundancy. costs, streamline maintenance, build  Eliminates redundant systems, effort and costs.  Reduces saturation of lower priced LAN based existing AS400 systems by downloading processing to servers.  Initiates configuration of technical technical needs. staff to meet current and future 2/7/95Little Rock School Dletrlet Information Services Business Case [ OBJECTIVE as 1  Resolve LRSD's most critical short term coirputing need, valid, timely, information to the Superintendent, Board, Court and other agencies required.  Develop an architecture which allows migration to and integration of new technology, as technology changes, in support of a diverse administrative and instructional user community.  Maximizes resources
no expensive, quick fix, throw away solution.  Implementation allows constant evaluation, correction and decision making by educators, administrators and technical staff. Implementation is incremental based on user needs snri avA 11 ahi a resources. c IMPACT ANALYSIS DESEGREGATION/COTOT Alternative Three meets the IS needs of LRSD Board of Directors, Superintendent, administrative staff, faculty, employees, and students, solution supports LRSD basic reporting requirements This to Federal Court, ODM, State Department of Education or other local, state and federal agencies. POLITICAL FACTORS Alternative Three transitions LRSD to the same technical architecture as chosen and implemented by both APSCAN and Pulaski County Special School District. Politically the implementation of Alternative Three makes LRSD a "team player". RISKS There is no significant downside risk associated with Alternative Three. This solution emphasizes prototyping and phased implementation with evaluation, correction and decision making at every stage. Risks would be associated with any other solution. From a technical and political perspective LRSD would be a "Lone Ranger* implementing a solution other than Alternative Three. TIMING Phased implementation is an Alternative Three strength. Each phase allows for evaluation. correction and decision making. Implementation speed may be adjusted based on user needs and available resources. 2/7/95Little Rock School District lafonaatioxx Services Business Case RESOURCE ANALYSIS A brief analysis indicates LRSD PERSONNEL niay have 45 to 50 personnel who plan, implement and operate LRSD information be $800,000 to $1,000,000 systems
costs for these personnel may all others are hired. per year. Currently 12 work for the Director IS, trained and managed by a wide variety of administrators, educators, librarians etc. The effective, efficient employment of technical personnel in this scenario must be questioned. example, the IRC supports 52 ABACUS PCs with For a ratio of 1 technician per 20 IS currently maintains approximately 500 terminals of one 1 technician per 250 PCs. PCs. and PCs with a ratio To plan, implement and operate a comprehensive information system, with 2^a.pidly expanding demand for technical services LRSD must either hire more IS .\. realign and reorganize to effectively support growing IS demands within existing budget constraints. IS organizational structure should include director, applications and database several key technical positions. technical planner. Each must have the education, perform his/her responsibilities. manager, network and PC manager, and training and experience to current technical skills are a Technology is a volatile environment. demand commodity. LRSD must pay current market rates for its key technical positions else current technology cannot be implemented.  Director. Responsible to the Superintendent, and operations. LRSD, for IS policy, planning  Applications and Database Manager. Responsible for central applications. databases and computer operations.  Technology Planner. Responsible for the planning and acquisition of new technology. Additionally works with LRSD Grant Writer grants. to obtain technology  Network and PC Manager. Responsible for all networks, LANs, printers, scanners etc. in a designated area. For example, servers, PCs, one Network and PC Manager may be responsible for all LRSD secondary schools. It is important to note that, while the majority of technology growth has been in this area. there is currently no corresponding position in LRSD. 2/7/95Little Rock School District Information Services Business Case Director ] Secretary Technical Planner Telephone Specialist I 1 Applications & Database Manager | Network & PC Manager Network & PC Manager | I I I I 1 I Programmer Programmer Programmer Programmer I Operator Operator Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Networks PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC Network & PC 1 1 Year 1 Year 2 Year 3 Year 3 5 YEAR TOTAL COSTS Initiate New Architecture 35 School Servers 15 School Servers District Applications $317,500 $350,000 $150,000 $200,000 $1,017,500. 00 Year 4 Year 5 5 YEAR TOTAL Eliminate IBM Eliminate IBM SAVINGS AS400 Administrative Computer AS400 Administrative Computer $560,000 , $560,000 $1,120,000.00  LRSD will receive IS fimding REVENUE based on a recent court decision reference the creation and fimding of APSCAN. Amount unknown.  A procurement plan that requires technical standards and bulk, discount purchase will yield significant savings. A "custom" PC costs considerably more than a standard bulk procurement PC. 1994 LRSD records reflect The excess costs n procurement of PCs for $3000-$5000. A very adequate PC may be procured in bulk for $1500-$2000. The excess costs of 50 "custom" PCs may range from $75,000-$175,000. Amount unknown.  LRSD Grant Writer has briefed the availability of several large technology grants. A LAN environment in every school provides a basis for implementation of technology such as Internet, multimedia, interactive learning applications, etc. at the individual school, consequently the possibility of aggressive pursuit of grants. Amount unknown. 2/7/95Little Rock School District laforaation Services Business Case [ FORCE FIELD ANALYSIS I FORCES FOR A phased implementation which emphasizes prototyping will include representatives of the entire LRSD user community. Administrators and educators will be in a position to evaluate and provide feedback at each phase of implementation. In a sense the user community will progressively "buy in" to the solution, consequently the entire LRSD user community will have a vested interest in IS success. FORCES AGAINST LRSD administrators and educators have enjoyed considerable autonomy budgeting and purchasing IS
there will be initial reluctance to give this autonomy up. Both administrative staff and instructional staff will express concern regarding any staff realignment or reorganization. 2/7/95[ Procure and install a data server with associated software and hardware. Physically link the data seirver to the Administrative AS400
install a data gateway to implement data transfer between the AS400 and the data server. Link local administrative staff to both the AS 400 and the data server via a LAN. Use low cost, graphical, PC tools
provide local administrative staff to all LRSD data. access Install both a school and a Little Rock School Dietrict Information Services Business Case IMPLEMENTATION YEAR 1 AA400 VOTSCM *400 mootuvn S_J2 AnAgManxAWi urm o KNOOLLAM 4 4 AX Q 4 LAM UVUl o- I DAT* mvu a LAID ADMSamuTTVI IVLOtM 4 4 4 b ruTO 4 4 4 uno b a 4 MHOn rrAFT LAM a TAX 4 4 b WTO LAM MXVU  9 4 b WTO a 4 UM mm O 4 4 AX Q 4 a WTO o 4 4 4 4 remote administrative staff LAN prototype which is linked back to the Administrative AS400
administrators, educators and students centralized student services, administrative services, library" services etc. as appropriate. These LANs also allow local implementation of office student services, may access applications, instructional applications, multimedia, !______ Administrators, educators, students and technical staff evaluate Internet etc. . prototypes. Standardize technical procurement to insure all technology "plugs in" to the new architecture. Identify past LRSD average yearly expenditures technology. Encumber or set aside, this average yearly technology for expenditure in the current budget. Users may access the technology budget for technical maintenance, supplies etc.. All significant technology procurements must be approved, i.e. must meet new architecture standards. Initiate bulk procurement of PCs, printers etc.. Direct savings from bulk procurement to implementation of the approved prototype in schools. 2/7/9SLittle Rock School Dietrlct Information Servlcee Bueineee Caee Reorganize and realign technical staff as required. Identify each LRSD employee supporting the planning, implementation and operations of technology. Identify the cost associated I [ Director Secretary Technical Planner Telephone Specialist I Applications 4 Database Manager j F f '---------1 Network & PC Manager Programmer Programmer Programmer Programmer Operator Operator I I ][ 1 Network & PC Manager with each employee. Develop Network & PC Network & PC Network & PC Network & PC 1 Network & PC Network & PC Network & PC Network & PC I I Network & PC Network & PC Network & PC Network & PC 1 Network & PC Network & PC Network & PC Network & PC  comprehensive IS staff model with rel Avant- position descriptions, responsibilities etc. positions as required to support this model. without additional funds. Eliminate positions and create The goal is improved support Aggressively pursue technology grants. The approved school prototype will serve as a technical model which educators, in coordination with LRSD Grant Writer, may use to justify educational technology grants. Planner position is a part of any technical staff realignment. The Technical in coordination with the Grant Writer, Planner, IS Insure a Technical grants of significance to LRSD information architecture. will identify and pursue 2/7/95Littl* Rook School District Information Services Buaineaa Caao IMPLEMENTATION YEAR 2-3 Complete implementation of new architecture. Continue standardized procurement, and pursuit of technology grants. Prepare to phase out AS400 systems. Evaluate business, administrative, and instructional applications for new architecture. AMOO VO TECH AS400 FOOD SEX VICE A9it0 ADMDflSTXATtVE DATA SEX VEX DATA MIMTU o a. FAX Q kAW tuvi* MW b rMtnt b MB fWNTU o rtx q Fax o o b rutira FAX Q LAN ntwu rm b runu :/7/95   a a a A a a o a 4 1 A a a a i Q a & a a Q a a a a a a A a A A A a a A A A i A A a A a a a A a a o a A a b a b A a a A A A 9 a A A A ALittl* Rook School Diotrict Information Services Buainaaa Case IMPLEMENTATION YEARS 4-5 Phase out AS400 systems.Implement business and student administrative applications for new architecture. "o d nuNTu o A NUMTU o d rux a q a a. a uut StXVlK o a A d a b a d A A ro Q d A otmuT SFdVER  i a A Q A a HHH d -St a a b wmu d A A a rut q A a (AM suvu d b MUKTU d A a  "o a tu q a A i A A Q A a d a a A .d a A Q A "o b iwm d d d d 2/7/9S [ Little Rock School District Information Services Business Casa ATTACHMENT 1 COSTS All costs listed are estimates and will vary based on bids, bulk purchase etc. Costs could also change based on an assessment of equipment in each school. Note that $560,000 for LRSD AS400 is a yearly, reoccurring encumbered budget item. Significant costs for this system will continue until it is replaced. Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL IBM IBM IBM IBM IBM ALTERNATIVE ONE AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer $560,000 $560,000 $560,000 $560,000 $560,000 $2,800, 000 Year 1 Year 1 Year 2 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE TWO Upgrade IBM AS40O & Associated Systems IBM IBM IBM IBM IBM AS400 Administrative Con5)uter AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer AS400 Administrative Computer $790,500 $560,000 $560,000 $560,000 $560,000 $560,000 $3,590,500 Year 1 Year 1 Year 2 Year 2 Year 3 Year 3 Year 3 Year 4 Year 5 5 YEAR TOTAL ALTERNATIVE THREE Initiate New Architecture IBM IBM AS400 Administrative Computer AS400 Administrative Computer 35 School Servers IBM AS400 Administrative Computer 15 School Servers District Applications Eliminate IBM Eliminate IBM AS400 Administrative Computer AS400 Administrative Computer $317,500 $560,000 $560,000 $350,000 $560,000 $150,000 $200,000 NONE NONE $2,697,000 2/7/95Little Rock School Dietrlct Xnforaatlon Services Business Case ALTERNATIVE TWO EQUIPMENT AND SERVICES Application source code and RPG compiler Application software license for new processor Upgrade AS400 processor and disk storage IBM software Query and reporting software (50) Printers (5) Scanners (3) Communication controllers (3) 5 year maintenance AS400 and controllers 3 year IBM telephone support PC (25) Network Installation at $300 Upgrade network Tape BU Staff training Total per $150,000 $150,000 $125,000 $25,000 $20,000 $10,000 $9,000 $18,000 $70,000 $15,000 $60,000 $7,500 $100,000 $6,000 $25,000 $790,500.00 Central Server w/OS, Gateway LAN Server w/OS & tape BU 35 School Servers 15 School Servers District Applications Scanners (3) ALTERNATIVE THREE EQUIP RDBMS, Apps, AND SERVICES (2) PC (25) Network Installation at $300 per Staff training Total Cost $150,000 $30,000 $20,000 $350,000 $150,000 $200,000 $9,000 $50,000 $7,500 $14,000 $980,500.00 2/7/95[ ATTACHMENT 2 AS400 ADMINISTRATIVE Little Rock School District Xnfocnation Services Business Case CX7RRENT ARCHITECTURE 1 AS400 FOOD SERVICE AS400 VO TECH 2/7/95 Little Rock School Dietrict Information Services Bualneee Case [ ATTACHMENT 3 TARGET ARCHITECTURE 1 DISTRICT SERVER PWKTHl 2/7/95 / 5 of .. '^3 Little Rock School District Badgett School Relocation A Business Case January, 1995 Addition Modification Z Deletion $523,000 savings 1/9/95Badgett School Relocation Business Gise 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total building capacity and total enrollment shows many vacant seats. i------ While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to savmg money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, snerifir rpQparrh rrit-oria uTom __i.
__.v. an emotional issue, specific research criteria were used in making the decision about which school to close. Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was fUled to only 68.87% of its capacity
2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools
3. Enrollment since 1989 has declined steadily from 237 to 177 and is expected to continue
4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year
5. Because the attendance zone (160) is smaller than the capacity of the school (257) students must come from elsewhere to fill the school. recruiting has not been achieved for this school. Successful experience in 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools
The additional 7. The school is geographically isolated from other populations. population to fill the school must come from other attendance zones which will negatively impact other schools
8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually
and. 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Sutwuiitdhy Di Hnr> P Ol/W/W he BADCTPOrBadgett School Relocation Business Case 3 By the opening of school for 1995-96, Badgett students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. 5. 6. 7. 8. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance
The community is given the opportunity to be heard on the decision
Transportation is re-routed to accommodate these students
Special activities are planned and implemented by each new school to make the new students and patrons feel welcomed
New patrons are included in appropriate school correspondence and activities with those who have been enrolled
Leaders within the community are made aware of the relocation plan and have the opportunity for input
Immediate cost savings is realized
and, The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some their friends
disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above
3. The building may stand vacant for a period of time if not used by an agency or the community
OI/Ow/wS Bf HADCTDT*-Badgett School Relocation Business Case 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students will receive assignment to schools equal to current programs
2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed
to 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled
4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett
5. 6. Immediate and year-to-year cost savings will be realized of approximately $523,000
and. The Badgett School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96, If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.________________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone
and, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo 4 SutHnilwd K Ih Hir\ T Mdlunu Svpmnimdfni oi/(w/*5K BAncr rxxBadgett School Relocation Business Case 5 6. Develop notice of relocation and date of a) parents & students
b) community groups and churches
c) media (press release) Milestone community information meeting to send to: d) for door-to-door delivery in the neighborhood 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information------------------------ a) parents & students
meeting to: b) community groups and churches
c) media (press release) 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by 11. Notify finance person to include this as a budget reduction strategy 12. File motion with the U. S. Federal Court to relocate students at Badgett School 13. Develop letter to parents and students with announcement and reassignment. 14. Inventory building '  15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment______ 17. Remove materials and equipment from school ' 18. Reroute transportation of students 19. Secure building 20. Reassign staff 21. Send final assignment notices Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo I Background For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district s total building capacity and total enrollment shows vacant seats. _ . , - - many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. I Problem Definition Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. Hmrv P WiUmom SxwrwMMMimi n RAfKTTrXXBadgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity
2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools
3. Enrollment since 1989 has declined steadily from 237 to 177 and is expected to continue
The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of effor1:s to reverse this. A dramatic increase of 5.30% in percentage black occurred this year
5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. recruiting has not been achieved for this school. Successful experience in 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools
7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools
8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually
and, 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 1 illustrates some of these trends. b*' Dt. Henn- P WillMmt OI/W/B RC BADCT.nOrBadgett School Relocation Business Case 7 Figure 1 Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity_______ Attnd. Zone Ttlt 1989-90 237 76.00 16.00 92.22 1990-91 797 74.77 14.77 86.38 1991-92 220 73.18 13.18 85.60 1992-93 202 76.24 16.24 78.60 1993-94 1994-^ AZ % Black 189 69.84 9.84 73.54 135 65.93 177 75.14 15.14 68.87 160 61.25 One intent of desegregation is to bring children of different cultures together for common opportunities. Badgett's location causes it to be difficult to desegregate. To the south of the attendance zone is the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes. See Attachment A. I Ana/ysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were declining enrollment, increasing costs, and location. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below
1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually
Enrollments are for October of each year. - Attendance zone data is available for two years only. K Ih Hmn f William, lufa laiiinili iii RArvrrnivBadgett School Relocation Business Case 2. Redraw the attendance zone to increase the number of students attending Badgett School. This reduces the per-pupU costs at Badgett but wfll increase costs elsewhere since another attendance zone must be reduced to enlarge Badgett's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Badgett to solve the problem. This alternative addresses areas of the problem. all three a) A plan to relocate students will be devised. One possible Attachment C
scenario appears in b) An immediate savings of approximately $523,000 will be realized by ehmmating the need for management staff, food service, buUding maintenance and utilities to name a few
c) d) Staff will be relocated according to the provisions of the negotiated contract. The curriculum offered at Badgett wfll be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts in LRSD and PCSSD. Badgett's location causes it to be difficult to desegregate. Recruitment has been tried in LRSD. The results have not been significant. If the enrollment of Badgett were increased by this effort
it would have a negative impact .... on attendance zone is neighboring attendance zones. To the south of the the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes Attachment A. See 8 [ Recommendation Alternative 3 is recommended. 3. Relocate students from Badgett to solve the problem. This alternative addresses all of the problem areas. I Objective By the opening of school for 1995-96, Badgett students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate''reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Suhmmod H Di P WiUmru SoprtmflMimi Ol 'CN/fS BI MADCT.rXXBadgett School Relocation Business Case 9 Plan. Fulfilhng this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance
The community is given the opportunity to be heard on the decision
Transportation is re-routed to accommodate these students
Special activities are planned and implemented by each new school to make the new students and patrons feel welcomed
5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled
6. Leaders within the community are made aware
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.