Business cases

STCASE02 REVISED 21 APR 93 OFFICE OF DESEGREGATION MONITORING SHORT TERM PROJECT BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE I. BACKGROUND. A business case is a written presentation which identifies and describes the main features supporting the decision-making process on an issue facing the organization. The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision. and a general implementation plan for the decision. In addition to being called a business case, this type of document is sometimes referred to as an issue paper, a staff paper. a decision analysis, and a program analysis. While each of these types of presentations may vary slightly in content, the purpose remains essentially the same...decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective....present your process and case in a logical order, providing strong rationale...SELL YOUR IDEA. I. EXECUTIVE SUMMARY The Executive Summary should be a one to three page overview of the business case. It should highlight only the key points within each of the outline topics in the business case format, is also advisable that the Executive Summary follow the formatting as the actual presentation. It same detailed data supporting the topic. It should not contain the Keep it at a high level...what would you want them to know if they were running after a departing flight. II. BUSINESS CASE FORMAT AND GUIDELINES A. Background. 1) Current situation. This section should include a clear statement of the current situation, and should be based onfacts. You should consider that the reader may know nothing about the situation at hand. 2) Background information. Background information should include conditions leading up to the situation, and why the situation is now being considered. Previous attempts to solve the situation should be noted along with their results and short comings. B. Problem Definition. 1) Problem statement. The problem section should be a concise statement which defines and describes the problem situation. --- --- " problem exists. There may be a need to convince the reader that or a Only one problem should be addressed at a time
avoid letting multiple problems confuse the situation. 2) Considerations. problem? What are the causes of the problem? What seems to be the real they known? Who is affected? To what extent are What is the magnitude of the problem? Who are the primary actors in the situation? C. Analysis of Alternatives. 1) Process. you generated and analyzed your alternatives, the participants. Provide a written description of how Be sure to include 2) Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. factual terms. Be sure to describe the characteristics of each in REMEMBER... the "do nothing It alternative should always be analyzed as a possibility. 3) Analysis. Each alternative should be discussed in terms of impact: impact on objective, impact on legal obligations, impact on requirements, finances. impact on personnel. impact on The section should include a statement as to why the alternative was rejected. should clearly make its point. Each analysis should be brief, but While you should have supporting information in your files, each analysis should not be to the level of detail as that in the selected alternative. D. Recommendation. 1) Action recommended. from the analysis of alternatives. The recommendation follows be written in brief, clear, positive statements. The action recommended should 2) Rationale. This section should provide the rationale for selecting a particular alternative, including a summary of the primary factors supporting the decision. E. Obj active. 1) Objective of the recommendation. objective of the recommended action, outputs. Define the not the immediate physical 2) Goal support. This section should includestatements and examples of how this program recommendation will support specific, stated goals of the district, establish a direct relationship. It is important to 3) Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. plan. These will become a major component of your future There must be at least one evaluation criteria for each objective, and there are usually several. a) How can estimates of progress against these objectives be made? b) Identify the appropriate measures of effectiveness. c) Both quantitative and qualitative criteria may be used. d) Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria an going to cost more than it will yield? 4) Expected benefits. This analysis should include explanation of the anticipated benefits and when they expected to be realized, the expected benefits. are It should also identify the recipients of F. Impact Analysis. 1) Program, both positive and negative. Describe the impact of the program, If you execute this recommendation. Call in the "Expected Benefits how will it above. programs...will something fall off the table, primary actors impacted? impact other Who will be the 2) Desegregation Plan. How will this recommendation impact the Desegregation Plan? 3) Court Orders. impact court orders? 4) Political factors. How will this recommendation Are there major political factors that seem to affect the situation, and how will you address them? Are your strategies in the implementation plan? 5) Risks. This section should include a discussion of the risks of doing this program, and the risks of not doing this program. 6) Timing. how will you deal with them? What are the major timing issues, and G. Resources Analysis. 1) Personnel analysis. What is the projected impact on the head count and type of position before and after the recommendation? Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? should be included. Training requirements 2) Financial analysis. All of the financial considerations should be examined at this point. a) All operating costs, including personnelH. and benefits, fiscal years for each of the next 1-5 should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital b) expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. c) The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should also be included. Force Field Analysis. 1) Forces For. Who will be the primary supporters of the recommendation? Why will they support the recommendation? How can you maximize the influence of these forces? 2) Forces Against. detractors of the recommendation? Who will be the primary recommendation? over? Why will they oppose the How can you minimize their influence or win them 3) Confidentiality. You should determine if you want to include this section in material for public release. I. General Implementation Plan. 1) Milestones. The general implementation plan should include the milestone events for monitoring. not be a detailed project plan. This should 2) Timelines, timeline associated with it. 3) Tasking. Each milestone event should have a Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. A single overall project/program leader should be clearly identified. 4) Reporting. Regular status reporting procedures on the implementation plan should be identified in terms of who. what, when, and where. Status reports should be in the format of the implementation plan or an established standard reporting format. quarterly basis. Status reports are usually submitted on a monthly orSTCASE02 REVISED 21 APR 93 SHORT TERM PROJECT BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE I . BACKGROUND. A business case Is a written presentation which Identifies and describes the main features supporting the decision-making on an issue facing the organization. process The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision, and a general implementation plan for the decision. In addition to being called a business case, document is sometimes referred to as an issue paper, a decision analysis, and a program analysis. this type of a staff paper. Qecision While each of these types of presentations may vary slightly in content, remains essentially the same...decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective....present your process and case in a logical order, providing strong rationale... SELL YOUR IDEA. the purpose I. EXECUTIVE SUMMARY The Executive Summary should be a one to three page overview of the business case. it should highlight only the key points within each of the outline topics in the business case format. is that the Executive Summary follow the formatting as the actual presentation. also advisable It same detailed data supporting the topic. It should not contain the -- . Keep it at a high level...what fl'^^h '^snt them to know if they were running after a departing II . BUSINESS CASE FORMAT AND GUIDELINES A. Background. 1) Current situation. This section should include a clear statement of the current situation, and should be based on facts. YOU should consider that the reader may know nothing about the situation at hand. , 2) Background information. Background information should Include conditions leading up to the situation, and why the now being considered. Previous attempts to solve the be noted along with situation situation comings. should their results and short a B. Problem 1) Definition. Problem statement. The concise statement which defines and problem section should be situation. problem e.xlsts. describes the problem There may be a need to convince the or reader that a Only one problem should be addressed at a time
avoid letting multiple problems confuse the situation. 2) Considerations. What seems problem? What are the causes of the problem? they known? who ' to be the real is problem? Who are the affected? To what extent What is the magnitude primary actors in the situation? of are the C. Analysis of Alternatives. 1) Process. Provide a written description you generated and analyzed your alternatives. the participants. Be sure to of how include 2) Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. Be sure to describe the character1st' factual terms. REMEMBER... the "do nothing" always be analyzed as a possibility. ics of each in alternative should terms of impact: 3) Analysis. Each alternative should be discussed in impact on legal impact on objective, impact on requirements, obligations, impact on personnel, impact on The section should Include a statement as to why the should be finances. alternative was rejected. Each analysis should clearly make its point, while you should have supporting Information in your files, each analysis should not be to the level of detail as that In the selected alternative. brief, but D. Recommendation. 1) Action recommended. from the analysis of alternatives. The recommendation follows The action recommended should be written In brief, clear, positive statements. 2) This Rationale. section should provide the for selecting a particular alternative, including a summary of the primary factors supporting the decision. rationale E. Objective. 1) Objective of the objective of the recommended action, outputs. recommendation. Define the not the immediate physical 2) Goal statement support. This section should include and examples of how this program recommendation willsupport specific, stated goals of the district, establish a direct relationship. It is important to 3) Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. plan. These will become a major component of your future There must be at least one evaluation criteria for each objective, and there are usually several. a) How can estimates of progress against these objectives be made? b) Identify the appropriate measures of effectiveness. c) Both quantitative and qualitative criteria may be used. d) Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria explanation going to cost more than it will yield? 4) Expected benefits. This analysis should include an of the anticipated benefits and when they expected to be realized. ........................... ' are the expected benefits. It should also identify the recipients of F. Impact Analysis. 1) Program, both positive and negative. If you execute programs...will this Describe the impact of the program. Call in the "Expected Benefits" above. recommendation, something fall off the table. how will it impact other primary actors impacted? 2) Desegregation Plan. Who will be the impact the Desegregation Plan? 3) Court Orders. How will this recommendation impact court orders? 4) Political factors. How will this recommendation Are there major political factors that seem to affect the situation, and how will you address th.? Are your strategies in the implementation plan? them? 5) Risks. This section should Include a discussion of the risks of doing this program, and the risks of not doing this program. 6) Timing. T how will you deal with them? What are the major timing issues, and G. on the head Resources Analysis. 1) Personnel analysis. recommendation? count and type of What is the projected impact position before and after the Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? should be included. Training requirements 2) Financial analysis. All considerations should be examined at this point. a) All operating costs. and benefits. of the financial including personnel for each of the next 1-5fiscal years should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital b) c) expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should also be included. ur*** H. Force Field Analysis. 1) Forces For. of the recommendation? Who will be the primary supporters Why will they support the recommendation? How can you maximize the influence of these forces? detractors of 2) the recommendation? over? 3) Forces Against, recommendation? Who will be the Why will they oppose primary the How can you minimize their influence or win them Confidentiality. J .*. * vx M A J. X u J XVU DIUJUIU UCI fltfT 'want to Include this section in material for public You should determine if you release. I, General Implementation Plan. 1) Milestones. The general implementation plan should Include the milestone events for monitoring, not be a detailed project plan. This should 2) Timelines, timeline associated with it. 3) Tasking. Each milestone event should have a Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. - - A single overall project/program leader should be clearly identified. 4) Reporting. Regular status reporting procedures on the Implementation plan should be identified in terms of who, what, when, and where. Status reports should be in the format of the Implementation plan format. Status quarterly basis. reports or are an established standard usually submitted on a reporting monthly or I z 7. y. TAiKOffice 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 October 29, 1993 Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: Last spring, the Uttle Rock School District began a practice of preparing business cases on all budgetary decisions. The purpose of this business procedure was to help the district make prudent financial and programmatic decisions. The intent was for business cases to become a systemic process, and not just a temporary effort to get through the budget crisis. During the LRSD budget hearing on July 8,1993, Judge Wright stated: 1 am glad to see that the board is using the business case approach for the district to justify its expenditures. That is a smart thing to do. That is a prudent business thing to do and a good management tool, and its very much part of the budget process that Ive been asking them to instill as part of their system, as part of their school system." At the conclusion of the same hearing, the Judge told the LRSD representatives that "you have made a lot of progress in terms of having a budget process. The business cases are part of this budget process. Youve made a lot of progress in your budget document itself in terms of putting it in such a form that we can monitor it. You are to be commended for that, but you have a long, long way to go. Youve just started. This is just the beginning of the process". Throughout the spring and early summer, district personnel regularly prepared business cases on all major decisions. The LRSD Board of Directors even required employees to prepare business cases when considering financial and programmatic decisions for the tentative budget (Board of Directors, Regular Meeting Minutes, May 27, 1993). During testimony in the July 8, 1993 budget hearing, Mark Milhollen pointed out that requirement: The Board felt that it needed to have an adequate and working knowledge of the changes to the budget and they felt that the business case approach was the best way to handle this."October 29, 1993 Page Two As you well know, many critical financial decisions have been made during the last several months, and a tough new budget cycle is rapidly approaching. The Court expects the district to continue the practice of constructing business cases as part of a systematic decision-making process throughout the district. Therefore, please forward to me copies of the supporting business cases prepared prior to October 28, 1993 (the date of the last Board meeting) on the Truancy Program, the Romine Interdistrict School Communications Station, and the Garland Incentive School Multimedia Technology and Educational Research theme. Also, please provide a list of all new positions which have been added to the current fiscal year budget after those considered in the July 8, 1993 hearing and subsequently approved by the Court. Please append to that list the supporting business cases that were prepared prior to October 28, 1993 for the new positions. If no business cases exist, please explain why this critical support process has been abandoned, and how you intend to proceed during this fiscal year. Please forward this information by next Thursday, November 4, 1993. It appears to me that the district is continuing to incur expenditures over and above those approved in the regular budget cycle. The business case process has served the district well in budget planning and management during this past year. I sincerely hope you will continue, and even further develop, this beneficial practice. Thank you very much for your cooperation. Sincerely yours, m S. BrownExhibit 1-C Revised LITTIJ3 ROCK SCHOOL DISTRICT 1993-94 CERTIFIED SALARY INCREASES (A) BASE SALARY (1993-94 Schedule) tn O 20,000-25,000 25,001-30,000 30,001-35,000 35,001-40,000 40,001-45,000 45,001-50,000 50,001-55,000 55,001-60,000 60,001-65,000 65,001-70,000 ____(B)____ NUMBER OF CERTIFIED POSITIONS 301.50 433.30 470.90 411.50 216.00 20.00 (C) ACTUAL AVERAGE SALARY 1992-93 21,320.10 26,148.75 30,702.44 35,010.48 39,430.38 44,607.72 (D) ACTUAL AVERAGE STEP INCREASE 804.37 805.44 806.53 809.77 824.31 947.95 (E) ACTUAL AVERAGE SALARY RAISE 671.10 ___837.56 947.47 1,085.23 1,307.76 1,382.95 (F) AVERAGE TOTAL INCREASE (D^E) 1,475.47 1,643.00 1,754.00 1,895.00 2,212.07 2,330.90 ___(G)___ REVISED AVERAGE SALARY (C+F) 22,795.57 27,791.75 32,456.44 36,905.48 41,642.45 46,930.62 (H) IMPACT ON BUDGET (B-F) 444,854.21 711,911.90 825,958.60 779,792.50 477,807.12 46,618.00 (I) TOTAL COST TO DISTRICT (B-G) 6,072,064.36 12,042,165.20 15,203,737.60 15,106,605.02 8,994,769.20 938,772.40 TOTAL 1993-94 AVG SAL 1,853.20 32,008.91 3,286,942.33 59,310,913.85 NoIe: The base salary ranges in (A) are determined using the 1993-94 salary schedule: therefore, average salaries (or the personnel shown in (C) for 1992-93 may fall below the ranges defined in (A) for 1993-94.BUSINESS CASE SPECIAL ASSISTANT TO THE SUPERINTENDENT EXECUTIVE SUMMARY The Superintendent of the Little Rock School District is dedicated and committed to developing for this state and for this community, -J ^2 , X. . He is also committed the finest educational system in the nation. to a strong leadership team and believes the Little Rock School District has organization, all with of the elements accomplish that goal. the exception of present in its a few individuals, current to However, to accomplish the desegregation goals there are needs within the organization that cannot be met by individuals who are currently employed by the system. Therefore, at this point, after having been Superintendent for approximately two months, he has found it necessary to add a person to the administrative team with skills not identified in members of the current leadership team. In this business case, the Superintendent is establishing the need for a Special Assistant to the Superintendent that would be engaged to carry out specific responsibilities related to planning, grant writing, district advocacy and governmental relations. iL.i_ position would allow the District to reach into other areas that This have not been explored or developed to the fullest extent. One such area is that of governmental relations. Federal grant writing to a more extensive degree needs to be explored and we must expand our relationships with state legislators, and those who work for them. This person could also assist in meeting the District's commitments increasing parent involvement and community support. for A. BACKGROUND Little Rock School District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial and financial issues and aging buildings. The District's implementation of a very costly desegregation plan and escalating non-desegregation costs presents an accepted challenge of securing additional revenues. Prior to the 1989-90 school year, the previous administration and Board of Directors negotiated settlement with the parties. This settlement included a a financial settlement with the state of Arkansas. Several essential issues are apparent, i financial settlement and present local/state fundings sufficient to implement the Concerns regarding the perception of inequities of resources in our area schools and the first the plan. are not use of non-recurring revenue to balance our budget must also be addressed.B. PROBLEM DEFINITION To give a piece of background on why this position is important, I would have to reflect on the current organization chart which addresses basic areas of the District's operations, but does not address the need of the District to be more actively involved in securing additional federal and state funds. The organizational chart does not address the need for the District to become more heavily involved with governmental agencies or other funding sources. It should be pointed out that while some of these functions were performed, they were not performed to the extent they will need to be in the future as we grow and restructure the District to meet the needs of the 21st Century. As we look at the potential budget crisis in the District, the need for new dollars at the state level and the community is extremely essential to school district funding. It becomes incumbent on the school district to look at ways of securing funding for additional programs and services that are currently required by District students, parents and the community served by the school system. While the District has been engaged in securing some of these federal fundings, the background seems to suggest to me we have not been as proactively involved in this area, and we need to be more attentive to these areas if we are to get beyond the criticisms that are heaped on school systems across the country. Some criticism seems to suggest that educators are insensitive to the fact that there is a limit to which individuals in our community are to be taxed for education services. Therefore, we need to have in place a process that will allow us to find other revenue streams to meet our operational costs. In response to these concerns and perceptions, the Superintendent is proposing that we employ an individual to work with the District to explore the possibilities of expanding this vital area. C. ANALYSIS OF ALTERNATIVES After a careful evaluation of the current staff by the Superintendent, those individuals who are in the District who have some responsibility associated with this area cannot take on any more duties without losing effectiveness in their present areas of responsibility. This analysis seems to suggest that while we have capable people on staff, the scope of their responsibility in meeting the day to day operational needs of their departments and schools does not suggest sufficient flexibility to add to their positions. However, it does suggest that another position should be added to the District to take on these responsibilities. D. RECOMMENDATION It is the Superintendent's recommendation that we employ an individual to work with the District: 1. To have primary responsibility for formulatinggrant proposals in such areas as narrative applications, budget formulation and programmatic implementation. 2. To have the responsibility for the implementation of the school district's commitment desegregation, parental involvement, community support, etc. regarding 3. To assist in the development of schools as the center for enriching the social, recreational, and educational life of the community. E. OBJECTIVE The objectives for this person will be to work in an advocacy position for the District to secure federal funding and increase the revenue from federal sources and also identify other areas at the state and federal level where resources may be obtained to aide in the fiscal abilities and strengths of the District to deliver a quality educational plan to the citizens of Little Rock. Evaluation The effectiveness of the position will be determined by the amount of additional revenue generated as well as successful implementation of LRSD's strategy regarding parental involvement and community support. Expected Benefits Additional funding secured by the District will allow the District to meet obligations identified in our Desegregation Plan and other court approved documents. The District will also work to enhance parent and community involvement in decision making and communication. F. IMPACT ANALYSIS It is anticipated that the addition of this position will assist the District in remaining solvent and is to be considered a strategy for addressing our shortfall of funding. Desegrecation Additional funding will assist the District in meeting its commitment to our children and patrons. '/ involvement components are supported by the efforts of this staff The parent/community member. Court Order The District would be afforded greater opportunity to meet its obligations.G. RESOURCES ANALYSIS The necessary resources for this position are generated from several positions that have not been filled by the District. The grant writer position has been combined with the duties of the Special Assistant to the Superintendent. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the Board, central office staff, some principals, teachers and parents. This recommendation can assist the District to provide needed resources in our area schools. The primary detractors will be persons concerned with our ability to remain solvent as well as the addition of other top level administratorsecef:': t'f , /TA e-e/ LnTLE Rock School District OFFICE OF THE SUPERINTENDENT November 22, 1993 NOV ii 1993 Office of Desegregation Monitoring Mrs. Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: Provided per your request are copies of the requested business cases. These business cases will be presented to the Board of Directors for their approval during the special meeting that follows our December Agenda Meeting. It is extremely important that we move forward with the Romine project as the new program can be an excellent recruitment tool. Please contact me if additional information is needed. Sincerely, Henry P. . Q lliams Superintendent of Schools HPW:nr 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000 BUSINESS CASE GARLAND INCENTIVE SCHOOL MULTIMEDIA TECHNOLOGY THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-term desegregation plan. Each incentive school, was required to develop and implement a school theme. In support of the desegregation plan and a commitment to total quality learning, Garland Incentive School identified a multimedia technology theme. Realizing the cost of technology and especially technology that is on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for students and teachers. This business case is for the first phase of implementation of the total plan for Garland Incentive School. A. BACKGROUND Garland Incentive School serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills
however, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Learning (TQL) team worked after the regular school year to provide the basis for the program. B. PROBLEM DEFINITION The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combatthese problems Garland must implement a plan that is dynamic and capable of capturing , I-------- Viitu, IO the young minds and preparing them for a future which is constantly moving in technological leaps and bounds. To accomplish this task wiZZuc.! desegregation budget, phases of implementation have been developed. constraints of the These phases can be accelerated provided additional ! budge. cos.rain.s. revenue is made available. will provide students and staff with the minimum hardware, software and training n?fn .r multimedia technology. This phase will include installation of four computers in each 1st grade classroom, one teacher workstation in each classroom 5 y K and 2nd grades and A fi iTi on 511 oiv _1 >. Of additional six station lab for 3rd through 6th grades. an Phase II will install 4 . computers in each 2nd, 6th, and CBI classroom with network capability mstaUed for all computers throughout the school. This phase will also include ------------ ovuuui. lUli UlliUsC win ai5 ardware software and installation of an audio/video lab with satellite capabilities. A software library will also be established during this phase. D computers in each 3rd and Sth grade classroom and 3 computers in ead ng, Mat^h, and Resource. This phase will also include hardware, software and inct51 5Jfir\ri : - 11. installation of an electronic library. installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first year would be prohibitive
therefore this business case is written only to address Phase I of the Multimedia The current task before Implementation Plan. IS to determine the best way to implement the theme in a way most effective for our students and staff. C. analysis of ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a V"" to provide the students with multimedia nX tlior creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. 2D. RECOMMENDATIONS It is recommended that the District implement Phase I of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides: * Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant, "^ematic units are a focus of the District's revised curriculum. This software will be av^lablein all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and 2nd grade. * Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom. * A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. * Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units. * Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a six station lab setting. E. OBJECTIVE The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the students which will encourage and motivate students to learn and master the curriculum. 3Evaluation Criteria * Monitoring of student progress through technology and Portfolio Assessment. * Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks, including increased use of ABACUS. * Increased use of Cooperative Learning and thematic teaching concepts. * Increased student interest in multimedia technology and learning. * Increased parental involvement due to increased student interest. * Timely, detailed reports for conferences, administration. Board of Directors, and the Office of Desegregation and Monitoring. * Achievement results will positively impact recruitment to Garland. * Peer and parent/teacher evaluations of student portfolios. F. IMPACT ANALYSIS Multimedia technology can open new doors for the students. It has the potential for assisting Garland and the District in stimulating this minority community as well as improving the goals of desegregation. Multimedia technology not only motivates students to learn but it also supports the District curriculum in ways exciting to students and teachers. Though the initial cost of technology is always high it is not always an object when it comes to educating and motivating a disadvantaged population and creating an environment conducive to desegregation. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Court Order Implementation of this plan would allow the school and District to demonstrate compliance of court order to develop a new theme which does not duplicate any existing incentive school theme. 4Political Factors The District can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing this phase of the plan is versatile and can be transferred if necessary with the exception of minimal installation cost. The additional funds requested for this phase and future phases will be viewed as a wise investment. Should the District decide not to support this system, the results can be very damaging and regarded as inefScient use of desegregation funds. . G. RESOURCES ANALYSIS Provided is a listing of hardware and software that must be purchased to implement this phase of the multimedia theme into the Garland School. Included is the projected budget for staff development of teachers. 5PROJECTED BUDGET FOR 1993-94 FOR MULTIMEDIA TECHNOLOGY HARDWARE/SOFTWARE I. Pre-Kindergarten - 2nd Grade A. 1 st Grade Classrooms (3 computers per classroom) B. Pre-K, Kindergarten, and 2nd Grade (use of a 3 station Lab) $29,299.00 Recommended Package: Apple Early Language Connections School Bundle. Designed for use among three classrooms at same school site. Contains three Teacher Stations (Macintosh LC 520 8/160MB w/CD-ROM and standard keyboard), six Student Stations (Macintosh LC 520 5/80MB w/CD-ROM and standard keyboard), three ImageWriter 11 network printers, three Apple Color OneScanners, one Scholastic Inc. Kit, three Early Language Connections Learning Kits, and two days of training. II. 3rd to 6th grade. A. Teacher Stations ( 1 per classroom) $3,025.00 X8= $24,200.00 Recommended Package
Macintosh Quadra 660AV Teacher Solution. Quadra 660AV 8MB Hard Disk 230MB w/CD-ROM, Audio Vision 14-inch Display, Audio Vision 14 Display Adapter Kit, Apple Keyboard II, ClarisWorks 2.0, Claris Works for Teachers 2.0, and Teacher Productivity Kit (Kit includes 4 CDs
I) Apple Teacher Productivity CD w/Calendar Creator, ClassMaster, Correct Grammar, Make Test, & School Font, 2) Grolier's Multimedia Encyclopedia CD, 3) World Atlas CD, 3) US Atlas CD.) B. Lab for students and teacher training. Recommended Solution: 1. 2. 3. Temporary Lab Server (1 each) Recommend Quadra 660AV Student Stations (5 each) Recommend Mac LC 520s Printers $ 3,025.00 4. $1,765.00 X5= $ 8,825.00 Laser Printer (1 each) (Laser Pro 630) Color Dot Matrix (1 each) (Apple Color Printer) Color Scanner (1 each) (AppleOne Color Scanner) $ 1,786.00 $ 638.00 $ 936.00 TOTAL PRE-K TO 6TH TAXES (5.5%) TOTAL $68,709.00 $ 3.779.00 $72,488.00 CABLING AND INSTALLATION (EST) GRAND TOTAL $ 2,500.00 $75,000.00 NOTE: Inservice will be done by IRC Curriculum Specialist and Garland Incentive School's Multimedia Theme Specialist in addition to training included in bundle above. 6H. FORCE FIELD ANALYSIS Primary supporters will be students and patrons in the Garland community. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to technology that is on the cutting edge. Primary detractors will be limited to those who feel that the expense of the multimedia theme may not be justified. Information should be provided to them that will allow them to see the advantages of multimedia and to see the progress Garland students make after implementation. ___ I. GENERAL IMPLEMENTATION PLAN TIMELINE Date 11/93 11/93 12/93 1/94 Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Person(s) Responsible Superintendent 1/94 1/94 Additional material/supplies ordered Staff Development begins Purchasing Purchasing Vendor Theme Specialist Theme Specialist Vendor Theme Specialist 2/94-6/94 On-going monitoring/assistance provided Principal 5/94 Evaluation of current theme implementation Theme Specialist Curriculum Supervisors Principal Theme Specialist Teachers Curriculum Supervisors 7BUSINESS CASE TRUANCY REDUCTION PROGRAM EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which focuses on providing a learning environment that meets the academic, social and emotional needs of It all students. is further committed to ensuring that adj. students receive a quality education in a desegregated environment. Over the years, the District has begun to recognize a growing truancy problem which has an adverse effect oh the student's academic achievement and emotional and social development, thereby frustrating the District's ability to carry out its educational mission in the community. To address this problem, the Little Rock School District has joined in a partnership with community leaders, youth servicing agencies and the Little Rock Police Department to develop and implement a truancy pick-up program that should have a significant impact on reducing truancy in the Little Rock School District. A. BACKGROUND In the spring of the 1992-93 school year, a group of concerned citizens composed of community leaders, youth servicing agency representatives and Little Rock School District officials formed a collaborative to explore an effective response to the alarming number of school aged children and youth who are truant from school onany During school hours, school aged youngsters were being observed standing on street corners, in malls and other The number of calls on any given day. shopping centers or roaming in neighborhoods. from concerned business proprietors and parents to District offices to report truant students had become more frequent and added to the growing concern. citizens, In response to the problem, the collaborative developed a proposal that would take advantage of permissive legislation (Act 867) passed by the Arkansas Legislature in 1989, which authorizes school districts to partner with the local police department in implementing a joint truancy reduction plan, of this Act, ' ..................... Using the provisions the collaborative developed a truancy reduction proposal called Project STAY (Support Truancy Alternatives for Youth) and presented it to the LRSD Board of Directors for their review and approval on October 28, 1993. B. PROBLEM DEFINITION and In the 1992-93 school year. Little Rock School District elementary and secondary students logged 227,414 (full day) unexcused absences. School absences are excused only when a child is ill
when a family emergency exists, i.e., death in the family, seriousfamily member or other extenuating circumstances in the immediate family of the student exist, or if the student is participating in a school sponsored activity that has been approved in advance by an appropriate school district official. School absences that are not excused violate Act 292 passed by the Arkansas legislature in 1991. This act requires that "a child between the ages of five years and seventeen years, both inclusive, who has not been officially excluded from school must be in attendance. II The District also believes that it is necessary to require students to be punctual and in attendance for instructional purposes each school day. C. _ ANALYSIS OF ALTERNATIVES To address the truancy problem the Little Rock School District has attempted a number of strategies over the years. ___ __________ revised its attendance policy at the beginning of the 1989-90 school year providing for increased parental contacts, clearly defined court referral procedures and more strict consequences for unexcused school absences as a way to discourage school truancy. However, the problem continues and appears to be used included court referrals The District alternatives have worsening. Other establishment of a Truancy Review Committee. and the COURT REFERRALS The parents of students covered under the state compulsory school attendance laws (5 years through 17 inclusive) ___ referred by school administrators to the Little Rock Municipal Court. Parents/guardians who are found to be negligent in their responsibility to ensure the daily school attendance of their child/children may be fined up to $ 50.00 per day as provided for through Act 473 of 1989. This intervention's effectiveness is limited to those truancy cases in which the parent is clearly shown to be at fault for the child's non are attendance. In those cases where the minor child refuses to attend school in spite of the parents efforts arrena efforts, the Municipal Court does not deem it appropriate to fine the parent. cases have been referred to the Pulaski County Juvenile Court on a FINS (Families in Need of Services) petition. These Because of the overwhelming number of serious juvenile cases the Pulaski County Juvenile Court has to deal with, truancy cases are a low priority and are not heard in a timely manner, structure for filing a FINS petition '"/h ths tint -J also a barrier because many parents are financially unable to pay the filing fee. Unfortunately, very little support for truancy problems is available through the Juvenile Court. with the Court is Unfortunately, veryD. truancy review committee (TRO Committee in the four in the 1990-91 cases for students restructured es Famili schools es. Families were referred to the TRC Municipal Court referral. HowevS S2!?a PPohlem supported by New Futures, as an alternative to because so few schools i committee has not been IS , . 3t bGst activated for the 1993-94 school The year. Ss2%"ou?a'\^iv"ea - the abdication Of thS DisSat^s rSSon.i^^^^^ as- an- institution. Moreover the Distileducational of ---------District recoanizes __ this magnitude cannot be support and involvement - recognizes that a problem of thr^oJA? the LRSD without the or tne total community. RECOMMENDATIONS Through a collaborative a truancy reduction proposal was developed. ~ ~~'-J youth concerned community citizens Its goals are to: Reduce the truancy District. Identify non-enrolled rate in the Little Rock School school-age children/youth. support to truant ensure regular school attendance. between the school parents of truants. stuaents to district and Promote broad-based sohool/oommunity oon=eS
s?^^ involvement in addressing This proposal unites the Little Rock School District and the Little Rook Police Department in a unique SrtnersMo" . _ * During school vonfh T.7ho~W~" stop and question school- determine why they are not in area to provide documentation that their ateenr ^f students cannot legitimate reason, the wtrolSIi wi 11 center designated bv the t-i n V ^^^^^port the student to 4800 West 26th Streit. School District located age children and are not in school. in a public If the students . , their absence from school the patrolman will transport a a qfnHom-t- 'll District located at or by LRSD personnel. staff to ensure that the been resolved. . sihher by a parent/guardian All cases will be followed up by center issues that precipitated the truancj have" Our recommendation is cost-effective because human suocort of tho _____ oecause J of the fiscal and It provides a high support of parents, the business community leaders
and it will Prese^^^^onsisteni support of the partners
strategy which has the and other will present visibility communitymessage to students and parents that school truancy will not be tolerated in the District. E. OBJECTIVE The objective of the Truancy Reduction Program is to reduce the truancy rate of LRSD students K4.4. J T ---------- covered by the Arkansas Compulsory School Attendance Law (ages 5 through 17 years, inclusive). inclusive). EVALUATION CRITERIA The LRSD will evaluate the program to effectiveness by using the following criteria: determine its F. decrease in truancy rate of targeted students when compared with 1992-93 attendance data
improved communication between parents and the school district as measured through parent contacts and structured feedback
increased support and involvement of the community in addressing school/community issues and concerns. IMPACT ANALYSIS expected that the implementation of XU xs. ejipeccea mat me a collaborative truancy will have a positive impact on both the school and community. The community will be reassured of ths n T chr -1 /-<- / o - The community will be reassured of the District's commitment to the education of all children. project will open the door for other collaborative between the District and The success of this future. opportunities community groups as they arise in the Desegregation Plan The education of all students in the LRSD cornerstones desegregation plan. of the implementation of this is one of the Successful program will support this commitment. Court Orders No negative impact is noted. Political Factors Failure to act aggressively to address ^^g^^ssively to address the truancy problem would be perceived negatively by the community. Risks Inability to sustain funding for the may be an issue that will need addressing. program in future years Timing The truancy program is - X.' -- currently being implemented with excellent support from the Little Rock Police and other community partners. Department Failure to continue the programG. would cause the District to loose valuable community support in resolving response. a problem that requires RESOURCE ANALYSIS united community a The District share of the costs for implementing this program through the end of the 1993-94 school year are projected to be $58,943 to cover personnel, transportation, utilities, equipment and supplies. Our community partners have pledged $63,840 to support the program financially and are also assisting in the recruitment and training of the volunteer staff. H. FORCE FIELD ANALYSIS The primary supporters of this project are church leaders, the Little Rock Police Department, youth servicing agencies. New concerned Futures and other citizens. These supporters recognize the need for a total community response to the education of all children and youth in the city of Little Rock. Detractors to the program may be parents or other citizens who have misinformation regarding the programs goals and a lack of understanding of the role to be played by the Little Rock Police Department. I. GENERAL IMPLEMENTATION PLAN The assistant superintendent for secondary schools and the director of pupil services have primary responsibility for program implementation and monitoring and to ensure that objectives are accomplished as outlined in the proposal. Monthly status and written quarterly reports will be presented to the Little Rock School District Board of Directors.BUSINESS CASE ROMINE INTERDISTRICT ELEMENTARY SCHOOL COMMUNICATION STATION EXECUTIVE SUMMARY The Information Age of today and the future requires new approaches to education and classroom environment. The amount of factual information available to us increases at a more rapid rate than we can
possibly learn and retain by using traditional educational methods. Students today need to know where and how to obtain information, evaluate which pieces of information are relevant to the problem they are trying to solve, and be able to apply the problem-solving processes necessary to guide their group to a successful conclusion. The Communication Station proposal seeks to create opportunities for teachers and students that are aimed at bringing information and technology together. A. Background The success of Romine Interdistrict School hinges upon student opportunities and staff competence and preparation. The Communication Station proposal that engages in new ideas and approaches actually provides profitable learning experiences for students, teachers, and administrators of Romine. In a very unique way, the Communication Station allows video and audio capabilities in the classroom via satellite technology. The importance of keeping up with the latest technological advances benefits all, but also allows us to applaud the efforts of the Little Rock School District, especially Romine Interdistrict Elementary School. The effectiveness of this proposal will certainly help parents of the greater Little Rock metropolitan area to realize just how attractive Romine is. This is definitely the answer to one aspect of interdistrict schools in the Little Rock School District. It simply has to lead to more success. B. Analysis of Alternatives The present and future benefits of a program rich in staff development opportunities and authentic student achievement experiences cannot be served by traditional educational methods. We are convinced that we must sustain and improve upon the difference that is now the perception of our work with students. The chance of doing so only happens through a willingness to totally and completely ready our students for the 21st century. This is virtually impossible without this significant change.C. Objective The objective of the preceding recommendations is to adequately support and enhance the critical aspects of the Communication Station and make other curricula efforts easier for students, teachers, and administrators of Romine. D. Expected Benefits The positive effects of the Communication Station fit the goals and objectives of our school theme: "Computer Science and Basic Skills." Problem Solving processes tied to familiar skills in math, language arts, science, and social studies
Regular opportunities for childrens optimum learning (higher-order thinking skills, communication, leadership, and study skills)
Interactive instructional software/hardware technology (satellite communications)
Cooperative learning ventures/projects
Staff development and training
and Technical support for students, teachers, and administrators E. Impact Analysis The Communication Station is designed to provide the instructional staff with tools to enhance their positions as instructional leaders. Teachers will use a state-of-the-art delivery system to conference with field experts, to participate in thematic instruction, and to share materials and ideas with each other. Teachers are likely to explore many more opportunities for students because of credible leadership coming from on-site specialists, field experts, and other teachers across the nation. The proposal also allows the technology to become a tool for students, as well. Finally, it should be noted that the promise of Romine Interdistrict Elementary School can be significantly increased by this effort. 2F. Resources Analysis Existing staff members with an understanding of the schools theme, curricula expectations, computer technology, and the principles of the Communication Station are willing to take on the challenges basic to new staff positions. G. Force Field Analysis Support for the Communication Station and other recommendations will be nothing less than great. Clearly, anticipated excitement will be widespread, enabling all teachers, students, parents, district administrative staff, school board members, and members of the community to support and share in what will be accomplished by full participation in this proposal. Again, we are convinced that this is the best professional decision to be made on behalf of the students of the 21st century
fortunately, we are talking about the students of Romine. Educational researchers all over the country acknowledge that such programs are highly valued. For this reason, school districts are sufficiently applying and devoting dollars to this kind of refinement and development. We do not want to bypass this opportunity. 3BUSINESS CASE SPECIAL ASSISTANT TO THE SUPERINTENDENT EXECUTIVE SUMMARY The Superintendent of the Little Rock School District is dedicated and committed to developing for this state and for this community. the finest educational system in the nation. He is also committed to a strong leadership team and believes the Little Rock School District has organization, all with of the accomplish that goal. the exception elements present in its of a few individuals, current to However, to accomplish the desegregation goals there are needs within the organization that cannot be met by individuals who are currently employed by the system. Therefore, at this point, after having been Superintendent for approximately two months, he has found it necessary to add a person to the administrative team with skills not identified in members of the current leadership team. In this business case, the Superintendent is establishing the need for a Special Assistant to the Superintendent that would be engaged to carry out specific responsibilities related to planning, grant writing. district advocacy and governmental relations. This position would allow the District to reach into other areas that have not been explored or developed to the fullest extent. One such area is that of governmental relations. Federal grant writing to a more extensive degree needs to be explored and we must expand our relationships with state legislators, and those who work for them. commitments support. This person could also assist in meeting the District's for increasing parent involvement and community A. BACKGROUND Little Rock School District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial and financial issues and aging buildings. The District's implementation of a very costly desegregation plan and escalating non-desegregation costs presents an accepted challenge of securing additional revenues. Prior to the 1989-90 school year, the previous administration and Board of Directors negotiated settlement included a a settlement with the parties. financial settlement with the This Arkansas. Several essential issues are apparent, financial settlement and present local/state fundings state of first the to implement the are not the sufficient plan. Concerns regarding perception of inequities of resources in our area schools and the use of non-recurring revenue to balance our budget must also be addressed.B. PROBLEM DEFINITION To give a piece of background on why this position is important, I would have to reflect on the current organization chart which addresses basic areas of the District's operations, but does not address the need of the District to be more actively involved in securing additional federal and state funds. The organizational chart does not address the need for the District to become more heavily involved with governmental agencies or other funding sources. It should be pointed out that while some of these functions were performed, they were not performed to the extent they will need to be in the future as we grow and restructure the District to meet the needs of the 21st Century. As we look at the potential budget crisis in the District, the need for new dollars at the state level and the community is extremely essential to school district funding. It becomes incumbent on the school district to look at ways of securing funding for additional programs and services that are currently required by District students, parents and the community served by the school system. While the District has been engaged in securing some of these federal fundings, the background seems to suggest to me we have not been as proactively involved in this area, and we need to be more attentive to these areas if we are to get beyond the criticisms that are heaped on school systems across the country. Some criticism seems to suggest that educators are insensitive to the fact that there is a limit to which individuals in our community are to be taxed for education services. Therefore, we need to have in place a process that will allow us to find other revenue streams to meet our operational costs. In response to these concerns and perceptions, the Superintendent is proposing that we employ an individual to work with the District to explore the possibilities of expanding this vital area. C. ANALYSIS OF ALTERNATIVES After a careful evaluation of the current staff by the Superintendent, those individuals who are in the District who have some responsibility associated with this area cannot take on any more duties without losing effectiveness in their present areas of responsibility. This analysis seems to suggest that while we have capable people on staff, the scope of their responsibility in meeting the day to day operational needs of their departments and schools does not suggest sufficient flexibility to add to their positions. However, it does suggest that another position should be added to the District to take on these responsibilities. D. RECOMMENDATION It is the Superintendent's recommendation that we employ an individual to work with the District: 1. To have primary responsibility for formulatinggrant proposals in such areas as narrative applications, budget formulation and programmatic implementation. 2. To have the responsibility for the implementation of the school district's commitment desegregation, parental involvement, community support, etc. regarding 3. To assist in the development of schools as the center for enriching the social, recreational, and educational life of the community. E. OBJECTIVE The objectives for this person will be to work in an advocacy position for the District to secure federal funding and increase the revenue from federal sources and also identify other areas at the state and federal level where resources may be obtained to aide in the fiscal abilities and strengths of the District to deliver a quality educational plan to the citizens of Little Rock. Evaluation The effectiveness of the position will be determined by the amount of additional revenue generated as well as successful implementation of LRSD's strategy regarding parental involvement and community support. Expected Benefits Additional funding secured by the District will allow the District to meet obligations identified in our Desegregation Plan and other court approved documents. The District will also work to enhance parent and community involvement in decision making and communication. F. IMPACT ANALYSIS It is anticipated that the addition of this position will assist the District in remaining solvent and is to be considered a strategy for addressing our shortfall of funding. Desegregation Additional funding will assist the District in meeting its commitment to our children and patrons. / 1
^ involvement components are supported by the efforts of this staff The parent/community member. Court Order The District would be afforded greater opportunity to meet its obligations.G. RESOURCES ANALYSIS The necessary resources for this position are generated from several positions that have not been filled by the District. The grant writer position has been combined with the duties of the Special Assistant to the Superintendent. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the Board, central office staff, some principals, teachers and parents. This recommendation can assist the District to provide needed resources in our area schools. The primary detractors will be persons concerned with our ability to remain solvent as well as the addition of other top level administratorsODM @1002/002 CKCBBBS I Little Rock School District RELEASE December 2,1993 For more information: Jeanette Wagner, 324-2020 ><SB>jiUilji The Little Rock School District has nieetingtobeheldi scheduled a special board agenda meeting at 5 ^mediately foUovrfng e regularly scheduled includes the following topics: agenda 1. Discussion of e new LRSD Organizational Chart 2. Nurses Agreement Koudue to the Superintendent) ' position for the assistant 4-Format for agenda meetings. ^rTTiT 810 West Markham Street Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor December 3, 1993 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: At last Augusts hearing on the LRSD 1993-94 budget, the Court reviewed the budget and numerous related business cases. The Court closely questioned LRSD about the business case that reduced the districts Communication Assistant to a part-time position. Judge Wright advised the district that the Court would particularly watch this staff reduction because it appeared to be a retreat from the Interdistrict Plan which requires the districts to search for ways to increase the number of staff responsible for public relations programs. In its August 26, 1993 order, the Court expressed strong concerns about the Communications staffing change because it represented a reduction that created the potential for negatively affecting desegregation progress: "The Court questions the effect that losing a full-time Communications Assistant will have on the districts ability to meet its plan obligations." I understand that, although it was approved by both your Board of Directors and judge Wright several months ago, the Communications Assistant position still remains open. Even though you have been in the process of reorganizing your staff, leaving this half-time position vacant for so long a time (the fiscal year is now half gone) is particularly troubling in light of the Courts pointed concern that a part-time position may not be enough to help the district meet its desegregation obligations. I also understand that the Communications director recently has been charged with coordinating the districts recruitment efforts, a new responsibility that inevitably leaves her less time to spend on regular communication duties and creates yet another void in the Communications office. Please let me know the date by which the Court can expect the Communication Assistants position to be filled. Also, will this position still be part-time or will it be full-time in light of the directors increased responsibilities? Thank you for your immediate attention to this matter. Sincerely yours, Ann S. Brown 04-04-1994 11:ISAM FROM TO 3710100 P.05 1 I1 i i i I i i LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 1 March 31, 1994 ! II TO: Board of Directors FROM: Ke nr intendent II SUBJECT: Proposal Funding of Business Cases I ji j I1 Per your request, attached are itemized listings of costs for implementing business cases as submitted for your review on March 29, 1994. I I I I I I I 1i I II 04-04-1994 11:ISAM FROM TO 3710100 P.02 1 I I I ! 1 BUSINESS CASES CATEGORY I INCENTIVE SCHOOLS (Required - Double Funding) 1. 2. SCHOOL Franklin ITEM AMOUNT I ! 1 i Rockefeller 3. . Rightsell 4. Mitchell 5, Garland 6. Stephens Theme 1.0 Spanish teacher $40,000 25,000 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Teciinology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget. 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 O' J I I I I I I I i i04-04-1994 11:17AM FROM TO 3710100 P.03 BUSINESS CASES CATEGORY II DESEGREGATION PLAN/ADE (Required - Need Funding) t I 1. 2. 4. 5. 6. department English Math/Lang. Arts Science/Voc. Ed. Science English/For. Lang. Science ITEM English as a Second Language Math/Lang Arts Revision Applied Biology/Chemistry Science Revision For. Language Revision Hands-on Science amount S 75,880 21,100 93,000* 10,000 7,500 25,000 o. Total $139,480 * Fund source - Carl Perkins (No LRSD funds) I I04-04-1994 11:17AM FROM TO 3710100 P.04 [ < i i j i i 1 BUSINESS CASES CATEGORY III - RELATED DESEGREGATION/ADE I i i (Not Required'But Essential) DEPARTMENT/SCHOOT. ITEM AMOUNT L Science/Math (K-3) Science/Math Readin g S 18,000 2. t I 1 o. 4. 5. Foreign Language Social Studies Romine Foreign Language { I I Foreign Lang. K-12 Revision (UALR) Secretary Theme Specialist For. Lang. Immersion Total 15,000 18,000 (use existing position in District) 3,000 S 54,000 GRAND TOTAL $193,480 i I i i I I 1 f I04-04-1994 11:15AM FROM TO 3710100 P.01 Arkansas Democrat^^azette FAX NUMBER: NEWS ROOM: (501) 372-3908 DATE: TO: FAX NUMBER: NUMBER OF PAGES TO FOLLOW: H pgge-S MESSAGE: 2lka_6jvLin2j4L_:OLe lArrAhUrin Xu< rrnijgi CAPiTOLAIMD SCOTT P.O. BOX 2221 little rock, ARKANSAS 72203-2221 (501) 378-3400 SUPERINTENDENTS RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Dennis Glasaow/Carol Green BUSIINESS CASE Applied Biology and Chemistry/VocationaI Education PROGRAM STATUS
X Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: Q Yes No REQUESTED LEVEL OF FUNDING $93,000 (Carl Perkins Funds) RECOMMENDED LEVEL OF FUNDING $93,000 Submitted by Superintendent HPWnkiySTARPT.BC 105BUSINESS CASE APPLIED BIOLOGY AND CHEmSTRY EXECUTIVE SUMMARY Act 980 of 1991 passed by the Arkansas General Assembly creates state statutory requirements for the establishment of a Tech Prep By regulation the State core curriculum for high school pT-ngr-ams. Board of Education identified the minimum core of courses for technical preparation. Three units of science are required. One or two of these units can be earned by taking applied science courses that are the equivalent of college preparatory courses. Applied Biology and Chemistry I and II (a two year sequence) are the equivalent of biology. Act 969 of 1993 mandates that students who graduate from high school after May 1, 1997, shall have successfully completed either the college preparatory core curriculum or the technical core curriculum institutions for public four-year unconditional to . of higher education. Act establishes qualifications for valedictorian and salutatorian and distinction admission 1117 as an honor graduate of a high school. These qualification include successful completion of either the college preparation core curriculxan or the technical preparation core curriculum. The Little Rock School District must have in place a technical preparation core curriculum for ninth grade students in the 1993-94 Applied Math I was implemented for ninth grade students this school year (1993-94). Applied Math II and Applied Biology and Chemistry I will need to be implemented beginning in Finally, Applied Biology and school year. 1994-95 for tenth grade students. Chemistry II will need to be implemented in 1995-96 for eleventh grade students to complete the State mandated applied math and science sequence. A. BACKGROUND Tech Prep is a national movement to better prepare students for the complexities of life in the 21st century. The Tech Prep program was first conceived to better prepare students for the dememds of our increasingly complex economy and workplace by delivering stronger mathematics, skills. science, communication, and technology It has since been funded through the federal Carl Perkins Act and endorsed by employer communities around the country. Tech Prep/Applied Academics is consistent with the type of educational reform advocated by the SCANS Report (Secretary's Council on Achieving Necessary Skills): skills is 'in context'. . n "The most effective way of teaching At the same time that the federal government was advocating restructuring in vocational, mathematics and science education, the Arkansas General Assembly was also mandated restructuring. Act 980 of 1991 requires that schools establish a Tech Prep core 106curriculum. The Tech Prep program was adopted to eliminate the artificial division between "academic" and "vocational." The competencies of all students in math, communication, science and technology must be raised regardless of whether students are college-bound or work-bound according to the Tech Prep pyngr-am philosophy. Tech Prep is considered a "dual-purpose program of study," meaning that upon completion of the Tech Prep core, students are prepared to enter a vocational or technical program, a college preparatory program or a combination of the two. The regulations that accompany Arkansas Act 980 of 1991 identified the math and science courses that comprise the College Prep and Technical Prep core curriculum. - - ... - - In both Math and Science, an applied academics course sequence can substitute for traditional college prepeuratory courses in the Tech Prep core curriculum For instance Applied Math I and Applied Math II are the equivalent of Algebra I and may be taken to meet the Algebra I graduation requirement. Likewise, Applied Biology and Chemistry I and II are the equivalent of biology and can be taken to meet the biology graduation requirement. courses Applied Math and Applied Biology and Chemistry are developed by the Center for Occupational Research and Development Forty four states, including Arkansas, have participated The CORD (CORD). in the consortium to implement these two courses. curricula are the only ones accepted by the State of Arkansas ^d ?funded through the Carl Perkins Act. The Applied Math and Applied 'Biology and Chemistry curricula developed by CORD are competencybased, occupationally related, and have the materials packaged in modular form. B. PROBLEM DEFINITION An applied science course must be implemented in 1994-95 to conform Currently, Applied Math I is offered at the ninth (Applied Math II) will be There is no approved applied science to State Law. grade level and the second year implemented in 1994-95. course that is part of the LRSD Program of Studies. c. ANALYSIS OF ALTERNATIVES 4 The acceptable alternative is to begin an applied science sequence The second year of the sequence can be If applied science sequence is not implemented, the District will lose federal and state fxinds and lose State accreditation. In offering the applied science sequence, two approved courses are available
Applied Biology and Chemistry (ABC) I and II and Principles of Technology (PT) I and II. ABC I and II cire the equivalent of and substitute for biology. PT I and II are the equivalent of and sxxbstitute for physics. beginning in 1994-95. implemented in 1995-96. ABC I and II can be offered either in grades 9-10 or grades 10-11. A grades 9-10 implementation would require almost twice as much equipment and supplies since grade 9 is in junior high and grade 10 107Much of the ABC I equipment and supplies and ABC II equipment and supplies are the same. is in senior high. The duplication of equipment and supplies could be eliminated if ABC I and II are both offered at the high school level. The high schools already have much of the equipment for ABC I and II (e.g., microscopes, safety The remainder of the equipment and supplies can be equipment). purchased with Carl Perkins start-up funds during the 1993-94 school year. Carl Perkins funds cannot be used after 1993-94. Many certified biology teachers are available to teach ABC I and II after they receive special training the summer. PT I and II can be offered either in grades 10-11 or grades 11-12. Neither arrangement would be more expensive than the other. All five high schools have some PT equipment and supplies since Unified Physics, an existing District course, uses some of the PT units. The PT component of Unified Physics has not been supported by the majority of the physics teachers in the District. Physics teachers are in short supply and numerous extra sections would necessitate additional staff. Carl Perkins The equipment and supplies for PT I and II can be purchased with Carl Perkins fxinds during 1993-94. fiinds cannot be used after 1993-94 for this purpose. D. RECO ATTON The Little Rock School District administration recommends that Applied Biology and Chemistry I be offered in the tenth grade beginning with the 1994-95 school year with Applied Biology and Chemistry II to follow in the eleventh grade in 1995-96. Current year Carl Perkins (1993-94) fluids will be used to purchase start-up materials and equipment for both courses. E. OBJECTIVE Applied Biology and Chemistry I and II will be implemented in 1994- 95 and 1995-96 respectively to meet State and Federal requirements and to provide students with the academic skills to have several career and/or training options upon graduation. The objective supports District goals #1,2,3, and 4. The applied science program will help students grow academically (goal #1) while teaching skills in the context of real life situations. The Tech Prep concept is that all students must be prepared as contributors to society (goal #3) by providing them with a rigorous program of study that will give them career and training options upon graduation. Outside funding will be used to support the program (goal #4) through the Carl Perkins Act. Finally, teachers of the applied science program will receive special training during the summer of 1994 (goal #2). 108F. evaluation criteria Implementation of the Applied Biology and Chemistry program will be evaluated by: 1. 2. 3. Students will enroll in ABC I during the 1994-95 school year and ABC II during the 1995-96 school year. ABC teachers will receive summer training. ABC students will also take a unit of chemistry or physics. Post graduation surveys by Pupil Services will indicate that the number of students who go to college or technical school after graduation has increased. IMPACT ANALYSIS 1.) Progreim The Applied Science program will allow the District to comply with State and Federal requirements. It will give students a relevant, hands-on science course that will prepare . graduation. them to take advantage of options after 4. The Applied Science Program will infuse tens of thousands of dollars of science equipment auid supplied into our The high schools using federal Carl Perkins funds, program will likely negatively impact a science course currently offered called "Science Technology." "Science Technology" is an applied course but is not sanctioned by the State or Federal Government as a Tech Prep course. "Science Technology" will probably suffer from sparse enrollment and be deleted from the District's science curriculum.after ABC becomes fully operational. 2.) Desegregation Plan The Applied Science program will not negatively impact the Desegregation Plan. The Applied Science curriculum will support the vocational education goal found on page 104 of the Desegregation Plan: "Upgrade courses, equipment and instructional methodology to reflect current and projected technology for job market needs." Tech Prep, of which applied science is a component, is designed to better prepare students for the demands of our increasingly complex economy and workplace by delivering stronger mathematics, science, communications. This certainly supports the goal and technology skills. in the Desegregation Plan. 109G. 3.) 4.) 5.) 6.) Court Order No negative impact is noted. Political Factors Failure to implement the applied science curriculum would be a violation of State and Federal Requirements. Some parents and students may complain because students in the Tech Prep core curriculum must complete 4 units of science in contrast to 3 units in the College Prep core ctirriculum {2 units of applied biology and chemistry = 1 unit of biology thus accounting for the extra unit). Risk Risks of not implementing would be loss of federal funds and State accreditation. Risks of implementing include a possible negative reaction from some parents and students about 4 units of science being needed to meet Tech Prep core curriculum requirements. They may complain that 4 units of science decrease the opportunity to take elective courses. Timing Applied science must be implemented in 1994-95 to meet State and federal requirements, RESOURCES ANALYSIS Training 2 Teachers per school X 5 Schools X $100/day X 10 days = Textbooks, Equipment, Supplies, Manipulatives = Total H. FORCE FIELD ANALYSIS $10,000 $?2.QQQ $92,000 The primary supporters of this project are the business and industrial community who want to see graduates who are better prepared to assume jobs in the marketplace. Detractors may include some parents and students difficulty meeting graduation requirement for Tech Prep. who have I. SAL IXFL' NATION PLAN The Supei^risor of Science has responsibility for the curriculum aspects of the Applied Science proposal. The Director of Vocational Education has responsibility for the financial and preparing the Carl Perkins reporting aspects of the proposal: grant, ordering equipment and supplies, filing required reports, etc. The Director of Staff Development will help coordinate the training aspect of the proposal. 110Carl Perkins grant submitted 6/1/94 Dir. of Voc Ed. Principals and counselors notified 11/1/93 - 11/31/93 of Tech Prep Requirements and Textbooks Dir. of Voc Ed. Materials, Supplies, and Textbooks Ordered 1/3/94 - 2/28/94 Dir. of Voc. Ed. Supv. of Science Details of Program is Discussed with Counselors 2/17/94 Supv. of Science Teachers to be trained identified 2/1/94 - 5/1/94 Supv. of Science Principals Program is Discussed with Students 3/1/94 - 5/29/94 Counselors Students Registration 3/14/94 -5/20/94 Principals Counselors Teacher Training Occurs 6/1/94 - 8/15/94 Supv. of Science Dir. of Staff Dev. Program Implementation 8/ /94 - 6/5/95 Principals Teachers Reporting on the implementation of Applied Biology and Chemist^ will be done by the Director of Vocational Education as part or me Carl Perkins grant requirements. < ./ 111BUSINESS CASE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM EXECUTIVE SUMMARY Currently, the district is operating an ESL progreim which provides tutorial services for identified non-English speaking/limited English proficient students. The progreim was established in 1991 in an effort to achieve compliance with federal laws and state regulations. The primary goal of toe LRSD ESL Progreim is to assist non-English speaking or limited English proficient students in acquiring toe level of English language skill necesseiry for parity of participation in the standard instructional progreim. The ESL students are identified by the local schools through a referral process that links them with the ESL program. The program is managed through the office of communications, English, ESL, and foreign languages, which supervises the six part-time tutors who staff the program. assigned to the referred students for a minimian of one hour These tutors are of pull-out language instruction each week. The tutors travel to the students' schools and assist the principals, teachers, and coxinselors in devising a support plan for each student assigned to them. The district proposes to continue the ZSL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ult^ately, achieved. The 1994-95 program will serve a minimum of 100 students through the services of eight tutors. Additional program components will include the provision of adequate materials and supplies
development program
a comprehensive staff and identified/referral/assessment/evaluation process. revised A. BACKGROUND a In late April, 1993, the district conducted a Home Language Survey at the request of the Arkansas Department of Education (AUE) . All 50 of the district's (regular) schools were asked to administer the survey to all students in all classrooms at all grade levels, K-12. The district succeeded in obtaining a 50% to 60% average response rate from the 50 involved schools. The Home Language Survey results revealed 400+ students who were potentially eligible for English as a Second Language (ESL) services because a language other than English was identified as the primary language used in their homes. 1 90These 400 students represented 66 distinct language groups, other than English. The results of the 1993 Home Language Survey confirm sizeable ESL eligible population in the district. a Federal laws, which have been enacted to support and protect civil rights, require the district to provide whatever services are necessary to ensure that ESL identified students can succeed in mainstreamed classrooms. Because the laws do not recognize a language barrier as a handicapping condition or as the district cannot provide such a skills deficit, services for these students through existing Chapter One or Compensatory Education programs. B, PROBLEM DEFINITION The district is not in full compliance with federal laws and state regulations regarding the provision of services to nonEnglish speaking and English limited proficient students necessary for parity of participation in the standard instructional program. Failure to comply with state regulations as outlined in the revised Arkansas Public Schools Standards for Accreditation may result in loss of state aid and district accreditation. Failure to realize the full intent of federal legislation may result in a lawsuit Failure to against the district on behalf of ESL students. respond to the needs of ESL students will results in education deprivation which will become a life-long handicap for these students. C. ANALYSIS OF ALTERNATIVES There is no other alternative available to the district. Provision of special ESL services is a local responsibility and it cannot be supplemented through special education or compensatory education programs. D. KECOy ATIONS The district administration recommends to fully fund the ESL progrcim-, for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ultimately, achieved. The 1994-95 progrcim should serve a minimum of 100 students through the services of eight tutors. Additional program components should include the provision of adequate materials and supplies
a comprehensive staff development program
and a identification/referral/assessment/evaluation revised process. 2 91. E. OBJECTIVE The objective of the continuation of the ESL program is to achieve parity for participation in the standard instructional program for all ESL identified students. EVALUATION CRITERIA F. The evaluation criteria for the 1994-95 LRSD ESL Program will include family/parent, patron, principal, guidance counselor, tutor, and student satisfaction with the ESL program
tutor, teacher, principal, guidance counselor, and family satisfaction with ESL staff parent/fanily development
excunples of student work demonstrating achievement of program ooal/obiectives
results of goal/objectives
teacher-made tests
observations in classrooms that identify teaching/leaming
____________ reflecting appropriate materials and supplies
and total number students exiting the program into the mainstreamed learning setting. quality inventories of IMPACT ANALYSIS The continuation of the LRSD ESL Program will have a positive impact on the schools, the district's learning achievement, district persoimel, parents/families, patrons and students. The result will be increased community and state support. DESEGREGATION PLAN The LRSD ESL Program personifies the desegregation plan It clearly demonstrates multiculturalism intent. infusion. COURT ORDER No negative impact is noted. POLITICAL FACTORS/RISKS Failure to continue the ESL progreun at the proposed level of funding will result in great risk to the district, the prospect of loss of accreditation, loss of state aid, and probable lawsuits. including TIMING Continued implementation of the ESL progreim during the 1994-95 school year is critical to the district and its clients. 3 q9G. RESOUHCE ANALYSIS The following allocations will be necessary to adequately fund the LRSD ESL Program for the 1994-95 school year: 1. Salaries 8 tutors X $1,500 per week X 36 weeks = $54,000 ($15 per hour X 100 hours per week) 8 tutors X $45 per month X 9 months ($15 per hour X 3 hours per month for prep) Total salary cost 3,240 - $57,240 2. Materials and supplies $10 per student X 100 students $50 per school X 50 schools Total materials and supplies cost = $ 1,000 = 2,500 = $ 3,500 3. Staff development * $45 per day X 2 days X 100 teachers (Substitute teacher pay) $90 per day X 5 days X 8 tutors (Tutor stipends) $5 X 108 participants (Training packets) Total staff development cost - $ 9,000 3,600 540 = $13,140 4. Assessment/Evaluation , $20 X 100 students " 3 Total Assessment/Evaluation cost $ 2.000 $ 2,000 ' Total program cost - $75,880 '8 H. FORCE FIELD ANALYSIS The primary supporters of the LRSD ESL Program are the tutors, classroom teachers, guidance counselors, administrators, parents, students, patrons, and government. There are no known detractors. I. GENERAL IMPLEMENTATION PLAN The supervisor of commtmications, English, ESL, and foreign languages will have the primary responsibility for organizing and implementing the ESL program. The supervisor will hire the tutors and coordinate the referral process with building principals. The supervisor will also oversee the procurement of materials and supplies and will plan staff development. 4 93LEGAL ggQWRgMgnS Summery Of ^edercl mondates tor th* Pfoygiop p/ Cqugi Ediirrrrionrri O^nort' jnitv tn Mctionel Onoin Mmorffv Students 1. No discrimination or exclusion from benefits on the ground of roce. color or national ongtn. Title VI. CrvO Rights Act of 1964 (1964) 20 U.S.C. sec. 20CDd. 2. No denial of access to porticioction in sctiool programs because of language. No segregation by tracking, ability grouping end assignment to special education. No exclusion of parents from school infonmarion. Pottinger. J.^(Director. OCR/DHEW) (1570) Memorandum to School Districts With More Than nve Percent National Origin-Minority Group Children regarding Identificotion of Discrimination and Denial of Services on the of Notional Origin. 35 Federal Register 11595. 3. No discrimination of exclusion from benefits solely on the basis of o handicapping condition. Rehabilitation Act of 1973 (1973) sec. 504.29 U3.C. sec.794 4. Take affirmotive steps to provide LP students special instruction designed to overcome their sngfish language deficiency. There is no ecuaSty of treatment merely by providing students with the same facilities, text books, teachers, end Curriculum' for students who do not understand English are effectively foreclosed from any meoningfui education. Leu V. Nicnois (1574) 414 U.S. 563. 5. No uniowtui denial of equol educational opportunity to NOM individuois. A Districts must take appropriate action to eaual porticipotion. overcome languoge barriers that impede Eduol Educational Opportunities Act of 1974 (1974) 20 U3.C. sec.l7C3(n. 6. Use the home language os needed for home school communication and parent mvolvement. IE? may provide thot instruction be corned out bSinguolty. Education for AH Handicapped Children Act (1975120 U.S.C. sec. 1401. 'pP exceptional students hove a rightto receive bilingual services Jose P. V. Amboph (1979) EHLR 3 551: 245 (P n N y.) Y.S.. et oL. V. School Distrief of Philadelphia (1986) CA. 85-6924 (LD. PA) 8. An appropriate program is based on a sound theory, allocates sufficient resources to the program to implement the theory, and can demonstrate effectiveness in teaching English end other subject areas, leading to parity of participation in the sroncord instructionol program Ccstoneac v. Pckcrd (1961) 648 F.2d 989 (Sth Ci.). 9. States must estabfish stondords and guidefines for service to NOM students end monitor school disnicts for compfiance with those standards. Idaho MigrOTt CouncS v. Board of Education G981) 647 F2nd 69 (9th Ci). Gomez v. Illinois State Board of Education (1967) 811 F. 2nd 1C30 (7th Ci). 10. Foreign-bom NOM students hove constitutional Flyer v. Doe (1952) 457 U3. TfT? protection. 11. staff members serving LS? students must be trained and Bngusticclly ouaCfied. Both oral end wntten skills of LE. students ms be assessed for exit pu.'pcses. program entry end Districts must monitorttie progress of students offer exit. An eppropnete program enables L=? students to uttimetety compete cccdemiccliy witn inglis-n speaking peers. Keyes v. School Distnet No. 1 (1983) 576 F. Supp 1533 (D. Colorado) vv 94SmrmgY Sf Mcigf HgagnlhWIea d. pmet^ to Ng^one^ origin Minority Students. 1. Identity NOM Jtudents. 2. Assen NOM rucents to identify L? riudents. J. Estcaisn enteric for entry into, ejot from, end recicssifiddtion into trie oftemetive progrom for L students. Oid^ncse instrudtiondi needs ond Dfcvide on driemotiye progran whidfi meets L Students specioi needs for Engiisft Icnguoge instruction, for undetsrondoOle ^CTon ,n otner content orecs. one for positive seif concept end idenrificdtion Witt) meir cuiturci tientoges.
. Previce oopropridte end compdroOle insrtuctionol 6. oocoftunrties. Provide dudiified tedoners. mdteridls dftd srctf troining a. 9. IC. 11. Provide ecud cccess to other district progrems end senrices. Provide for pcrentcl involvement. Mentfor the progress of students offer progrem eat end reciessify students os needed. cvciudte tne e/temetrve progrem ond revise os needed. Moinroin student records. a
? n
gTUC7 mmv Amoen. A. N. cne Maianeai. S. E (1987) SSngue Eeucatiorr A Souceoooa. Naw Yonc Taecnen Caaaga Prao. ^ur**. f S. (1981) SiSngucawTi/BicuSureSun in Amencan Eaucstion: An Aevantira in Woneencne. Ihe Annes or me Amencan Acaaemy e Pgiitica one Soc:e Soer8 154.164-177 CCSSO Bjotirc cnff en ecucswnol ScaKV (IW05 Scnool Sueses lor Umtfta ^nqpn PreAocnr Stueann: tha Cncllanga ona Stora Besoorua. WeainQTon: CdSSO CiaTT!.ClW)fnBO>anna.'HnonryStuoano. Sccxmanro: CA8E. ^monaei. A. T. ena Pet S.WJ. (1989) Iha Rignt lo Sacawe BBnguel Saaciol catcanon. WaiTi Eaucanon Lew Beoonar. Augisr. 1989.1067-1091. Pemeneat a_ Menrr-Saine. t. ana Peirovien. J. (1989) Rwa Ctiei Hign Senool Orooour Stuey: Cherearetsne: at lsoar<c Hign Senool Stueann. Wemrigron: A5B1BA Asoociion. me. msButa lor Poiey Beiaraen. ffar. J. M.. ena Cairefe. J. W. (1938) Naw veieat: Ifwiiijmy Sluaans h tSl. Pusie Senoos. Bonon: Nenone CocMon e Aevoesrai tor Sluaaras. Aonee ScA/META (5/22/90) Proooiaa ESCt. Agreement tcaonosae: Deuui ii i lai e et Eoucanon. Soractai. P. (1988) taenraeet Aiarenca Moaula: Netlonot Origin OasagrageOon: Paeare Sreiurai ena Oiraenyai Bagoreing Nerione Oiigrt Stueans. Son Antonio: DSAJOaC-SCC. Lew. J. (tB85) BBneuoSan. BaeafCt Poiey on Banguet Eaucerton end Intaiciitieel Baicnoni. mramenenesJoune al inrarcunm Beienani 9.2.11G-iSQ. MBar. S_ Niccleu. S_ Oit. AA. Veieiviaio. S_ onaV/oSeer. S. (1990) too Lera to Batea: Becansieanng Saeano-Chenea Caaortuntiei tar HSacnc ana Omar Otoooun. wemeigton: Hoocnic PoPcv 0aeBment Ptotact in oaocicnon wdn ma Acaeamy tor Eaueanoncl Oeveiocmanr. nalEO Eaucation Puna (1990) EnglSn Plus LagSletive Bessat lor School Boera Memoen. waningron: NALEO Bcoi. P.O.. Baras. C. one Eiesoaeo. 0. (c.1988) tha Biam at Limitaa EnaBtft Broficienr Stueann: A Heneaooa tor Poretm ena ComrrBjruty AevoearaiAoi Saraenei ea lei Eirueienras con Conwao Limteea oat leome ir^qlas Merue oeie Poarei ca rcmae y Oalemorai ea le Camuniaaa. Sen rrencoea: META, wrm tna ceorcnca or CXAP. ScnBcga. B.. cne Canto Paeioerg. B. (1981) tha Stena or Eauaation lor Maseniei. Eaucaocnei Laceerme Jan.. 1981. Wonj. S. CT387) Tha Langucae Lacmna Stuctfcn at Alien ln"i i i!cn Stueann in tna Unfee Stcrec A 'x^ra cne Pivcnoa^ausie PanoaerNc. na3 joune) 11.22-!34. 95SUPERINTENDENTS RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rightsell Incentive - Sharon Davis BUSINESS CASE Technology Theme Implementation PROGRAM STATUS: Q Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS
Q Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT
Q Yes No REQUESTED LEVEL OF FUNDING $125,732 RECOMMENDED LEVEL OF FUNDING $ 75,000 (maximum) Submitted by Superintendent HPW/Ua/STARiT.BC 45BUSINESS CASE RIGHTSELL INCENTIVE SCHOOL CAREER AWARENESS AND MASS MEDIA THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the local learning environment for all students, incentive schools are an integral part of that plan, and success is directly related to the success of the District's longterm desegregation plan. Each incentive school was required to develop and implement a school theme. Rightsell Incentive School Identified a theme of Career Awareness and Hass Hedia Technology. The Career Awareness component has been in place since the beginning of the 1993-1994 school year. This business case addresses the first phase of implementation of the Mass Media component. in place The and their This business case A. BACKGROUND Parents, teachers, administrators and community volunteers selected the "Career Awareness and Hass Media Technology Awareness" theme to provide learning opportunities that would foster positive social growth and produce responsible and productive citizens. building level theme development team reviewed the four core areas the Little Rock School District Curriculum and decided that Language Arts and Social Studies were areas that would support both the Career Awareness and Hass Hedia Technology. TL_1_11_1..^ activities have been developed to implement the Career Awareness Component of the theme as follows: The The following L^S-^uer Outcomes for the Career Awareness Theme component were developed. Career Clusters were identified at each grade level. The cluster areas selected will create readiness for the Academics Program or Occupational/Technical Specialty Area. Our program, like the Arkansas Tech Prep Plan Establishes Higher Expectations of All Students by Integrating Academic and Vocational (Career) Education. Secondary-Level Applied The Rightsell Career Awareness curriculum offers a sequential program of study for all students. for low-level Our thrust is to eliminate the need unconnected academic coxirses. and vocational Social Skills Training, a skill development program, was designed to target behaviors that students need to be successful in solving, areas such as responsibility, problem goal setting, decision making. The and 465 counselor, classroom teachers, specialist, speakers teach the skills on a daily basis and reinforce them continually throughout the and resource year. Industry site Visits, trips x.u.o.x, aice visits, field trips. Industry Adoption Pro^ams, and Youth leadership organizations/clubs xmpiementea. were related programs to support the Mass Media T chnology component were implemented - Closed Circuit Television, Rightsell Channel 36, Cable in the Classroom rogram-Storer Cable, Extended Day Newspaper-Using Aldus Pagem^er and Children's Writing and Publishing Center, and the Newspaper-In-Education Program. Closed Circuit Career Planning/Educational Opportunity Research Activities were encouraged through campus site visits and mentorinterviews to empower students to become active participants in their academic planning and career preparation process. and Advanced Mass Media Technology is the future. .. ., , , ---------------sj luuuxc, and usually not readily available to urban children in the home setting. A Laptop Computer Parent Loan Program is in place at Rightsell. We presently nave 3 laptop computers. They library/media loan program to classes, program and a 3-day Parent Loan Progr-am. school children the They are in constant use through the the Extended Day Class loan We must offer inner city . opportunity to learn about and become comfortable with this equipment and technology. The technological system we choose must be both state-of-the-art and capable of Rowing as new advancement become available. The Mass Media Technology Awareness component of the theme will be implemented throughout the Language Arts Curriculum. Teachers will integrate specific media communication activities at each grade level with key basic skills in the Language Arts Curriculum, components of the theme will
The Mass Media Teachers will integrate Specific Show the relationship between basic skills taught in the classrooms and used in every day mass media communication in the "real world." Teach how technology enhances the communication process between people, businesses, and countries
and teach how "messages" influence our lives. * Establish a student production studio (Rightsell Channel 36) and teach students how to communicate their ideas using communication technology, teacher transmissions student and controlled by the can play automatically or be teacher via a remote unit. Rightsell Channel 36 programs can be presented to selected classrooms or displayed throughout the school. 47* Challenge students to explore communication possibilities that e^end beyond their immediate family, friends, and community. Some of the existing communication systems include The Information Highway, FrEdMail, Internet and Distance Learning. Introduce students to career opportxinities related to Mass Media Communication. Learner Outcome for the Hass Media Technology Program Learner Outcomes for Mass Media Technology are linked directly to the LRSD Language Arts Program Outcomes. They are: Ability to communicate effectively using appropriate standards of grammar. Using writing thoughts/ideas/information. the process to convey Using tools of technology at an effective, efficient, flexible and adaptable level. Model effective listening and speaking skills to communicate and to succeed academically, socially, and economically. around Exhxbiting a better understanding of self, others, the world them through positive listening, speaking, reading and writing. and Ability to read with fluency attend to meaning of what is read. A theme specialist has been employed to assist in all phases of theme implementation, working with all staff, student and parents at the school. B. PROBLEM DEFIKITION In order to fully implement Rightsell's theme a plan has been developed to facilitate learning through the use of technology. Our theme requires that students advance to a higher level of through technology by becoming proficient in communication skills and interpersonal skills. Technology is an integral part of our theme that will be used to improve literacy skills, to motivate students to achieve and to adequately prepare them for the twenty-first century. 48district's To fully implement the Mass Media Technology Theme within the budgetary constraints, a fivephase process is recommended. Phase 1 Applied Communication Technology Basic Skills Program Enhancement Language Arts Skills that support the Mass Media Technology Theme will be identified. The Extended Day Program will be restructured and Enrichment Activities developed. enhance the Mass Media Technology Theme will be An interactive learning environment that promotes reading, writing learning across the curriculum will be established. Using the distributive method, five computer stations will be installed in each primary classroom. An Integrated Language Arts Program at the P^iary Level will be installed in each unit. This software will help students develop their emerging literacy and acquire the interconnected skills of reading and writing. Grades 4 6 will use the existing computer lab to assist in developing student proficiency in language, communication and self- directed research skills. A laser-printer and appropriate software will be added to allow student work to be printed. Intermediate Writing Process Model that guides students through pre-writing, drafting, revising, editing and publishing will be implemented. The components of that model are as follows: Literature-Based Writing Program is designed to help students master the interconnected activities of reading, writing and thinking. The Writing Program integrates reading and writing instruction in.realistic literacy tasks that encourage students to use language in meaningful contexts. Keys to Adventure (Keyboarding)teaches proper finger placement, and demonstrates correct reaches to the keys, shift keys and punctuation marks within the context of "around the world" activities. The Writing Processor combines the student-oriented word-processor with instruction in the five steps of the writing process. Phase 2 Computer Stations in the Fourth Grade Classrooms Five computer stations will be added to each fourth grade classroom, allowing for more integration of technology into the 49curricultm. Building on the foundation skills established at the grades, software at this level will be an updated version tne ath and reading software presently in use. The new software will also allow for increased connections the curriculum, presently in use. ------------- between areas of supporting the district's emphasis on thematic units and the holistic approach to teaching, assessment capabilities that will allow individualized lesson plans based on student deficiencies. The updated software for Phase 3 Computer Stations in Kindergarten Classrooms and Fifth Grade Classrooms Five Computers Stations will be placed in each fifth grade and At the fifth grade level students will use updated reading/math software with the capability of making , -------- Kindergarten students will use integrated language arts software in the classroom. kindergarten classroom. curriculum connections. j t in the classroom. Emerging literacy skills win literature-based, thematic approach that Will no Ir^ ________________ will help build a strong foundation in critical language skills. Phase 4 Computer Stations in Sixth Grade and Pre-K Classrooms computer stations will be placed in each sixth grade classroom and three stations will be placed in the four-year-old (Pre-K) this phase of implementation all students will utilize technology within the classroom setting. classroom. sixth grade is an extension of the reading/math software in place for fourth and fifth grade. continue to be emphasized. Thematic units will Software for fouryearold will provide developmentally appropriate experiences for the young child. It will be built around a variety of multi-ethnic literature, science, and mathematics units. This early childhood and emerging literacy language program stresses that children grow into reading and writing with no real beginning ending point, that reading and writing develop concurrently and interrelatedly and according to no one right sequence or order. This Many of our students come to us deficient in language readiness skills. Students in early childhood programs must be immersed in skills. literacy experiences. in order to meet the first national educational goal set by the President and 50 governors in 1990: the year 2000 all children shall start school ready to learn." In "By 50given the is inevitable. Technology provides ,. - vehicle that will motivate engage the pre-school child. motivate, captivate and Phase S Career Demonstration Lab Teacher Resource Lab/Interactive Development Center. Media Oesigu and Telecommunications Product Parent Training/conference Training/Production Center Canter Due to the budgetary constraints LI _ 7.. S iinan'Sr for implem'entin^'phale inance this Career Demonstration LaL i, sponsorships and public donations. student work stations that of the LRSD, Rightsell School will 5. We will work I^b through grant writing, computer scanner retail The lab will include allow hands-on career experiences. center will be established to control A inventoT-v eauaoxisnea to conuroi Sto?r 7siltiatsd in the Rightsell Roadrunner Student SSonkitVon^ installed with monthly ArkaSS
Cos.etoloqy, and Hair Care Pr'4ct ,etc ... The Career Demonstration Ta. a. ------------ Lab will also house Interactive Training Lab for provide a state-of-the art Multimedia, video. a Computer Based parents and teachers. The Lab will computer lab featuring integrated and presentation hardware as well as classroom ___J ' ------------------------------iiaiuwait: Classroom Sihigh-tech instructional labs. Computer Based Interactive Training Lab will allow parents ^eS!SSs^tnUV"V a classroom that bring remo?
networks university libraries, as well as math and their desktoos. This allows to desktops Communications/Telecommunications, This science -.-^wAxx^auioiis/iexecommunications, Distance Learning. Teleconferencing and a Computer Command Center that puts COmnutpr. mniieo an/A ----------- puuo MultiMedia computer, mouse and monitor in the instructors control . Video- every recommend that the Computer Lab Attendant position be eliminated. With the inservice rreininrr rhat- 11 With the inservice training that will be teaching staff and the instructional aides . ---------------------over , . a.a. J a. years, toere will not be a need for a computer lab in addition to the regular training, instructional aides will receive all of the the district computer lab attendants the course of four attendant. addition to two Specialist, who also has a technology technical assistance. ' ' as training provided for a back up. Our Theme background will provide The elimination of this part-time position will save approximately $7,346.60 yearly including salary fringe benefits. and 51C. ANALYSIS OF ALTERNATIVES Several alternatives were implementation at Rightsell. considered in planning for theme One alternative is to provide a television production studio by adding eguipment to a closed- circuit television system already in place. K_______ production skills must be built on the foundation of sound reading, writing, and oral communication skills. However, television thoroughly developed first, production phase. These skills should be before students move into the I ! i Another alternative considered was use of the existing computer lab for teaching and reinforcing literacy skills, five years old and slow by current standards. state-of-the-art The existing lab is - ___________ It will not support the software needed for Rightsell students. However, continued use of this software for grades four through six will provide sufficient literacy reinforcement for another year or two. The Language Arts software in the existing progrim is designed to remediate and reinforce specific reading skills rather than iMerse beginning readers in the interrelated elements of listening, speaking, reading and writing. i third alternative is to provide computers in the classroom for the primary grades as the first phase of the Mass Media Technology Theme. Every primary student will then have access to technology every day of the week as an integral part of instruction and learning. D. RECOMMENDATION It is our recommendation that the district implement Phase I of the Rightsell Incentive School Mass Media Technology Theme during the 1993-1994 school year. The rationale for this recommendation is that this phase of the theme provides
Five computers in each classroom and software for grades 1~3 that supports the LRSD revised curriculum and the school's theme. The software provides for a thematic approach to learning, while emphasizing the skills of reading, writing, and speaking. E. OBJECTIVE The objective of this recommendation is to support the LRSD's Desegregation Plan by implementing Phase I of Rightsell Incentive School's Mass Media Technology Theme. Students at Rightsell need this technology to improve their literacy skills. , including communication skills providing appropriate software and hardware in the classrooms will ensure that students have the tools they need to develop a sound foundation. 52Evaluation Criteria Student progress will be monitored through the following methods: ABACUS - Mastery of the Language Arts Curriculum will be measured through the ABACUS using 1994 individual student mastery as a baseline. Stanford 8 , ~ Student performance and grade performance will be measured using 1994 test scores as a baseline. Student Education Plans (SEP'S) will be developed based on Language Arts needs of individual students. Each _ will demonstrate 85% mastery of Language Arts identified skills listed in his/her SEP. Teacher observable checklist will be used to evaluate oral communication skills. Student work portfolios will be utilized to demonstrate progress of written communication skills. Increased use of thematic teaching units and concepts measured. Using the number of thematic units taught in grades 1-3 in 1993-94 school as a baseline. Increased teacher use of instructional effectiveness curriculum will be measured. technology to in integrating the enhance core Current use of the computer lab, teacher inservice related to technology will sex^e as a baseline. Also an instrument will be in place in fall to measure teacher attitude toward the use of Technology in the Classroom, will serve as a baseline. The fall of 1994 results Increased student interest and attitude in learning related to technology and Language Arts will be measured. An instrument will be in place this fall. Parental attitude and interest toward the use of technology will be surveyed. Using Spring 1995 as a baseline. r. IMPACT Using a literature-based curriculum that is supported by technology will motivate and stimulate students as they progress through the in understanding developmental stages language. A strong foundation in literacy skills at the primary level is essential. 53Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation, academic programs (Reading Across the Curriculum, Oral Expressions Across the Curriculum and Instructional Technology) and the purpose of incentive schools. Court Order Implementation of this plan would allow the school and District to demonstrate compliance with the court order to develop a theme. "On The 1992-93 Incentive Schools Monitoring Report states that: May 1, 1992, the Court ordered the LRSD to restore and fully implement themes at all incentive schools, but the district took nearly a full year to select themes and hire program Specialist for the six of the seven incentive schools. Thus, denying students the level of theme enhancement that the desegregation plan promised and the Court required." At Rightsell, we have developed a theme that will enhance the core curriculum. The program will provide students with foundational skills that acre required to be a successful student as well as skills that will allow them to compete with their peers in the future. The implementation of the theme will also help Rightsell in its recruitment efforts. Political Factors The district can receive favorable responses from the coxirt and schools if resoxirces are provided to implement this theme. Risk The equipment and software provided by implementing Phase I of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the district decide not to support this system, ah alternative plan will need to be developed for the Mass Media Technology component of Rightsell's theme. Timing In order for the Mass Media Communication component of Rightsell's theme to be in place by the beginning of the 1994-95 school year. the purchasing process must begin as soon as possible. Installation of equipment, wiring, and staff training in the use of the software will take several months. If primary students are to be positively impacted from the beginning of the school year, it is critical that the procurement of hardware and software be begun at once. 546. RESOnRCSS ANALYSIS i of hardware and software that must be implement Phase I of Rightsell's Mass Media Technology Theme. All costs are estimates and are subject to change. 55Phase 1 Phase 2 Phase 3 Phase 4 Cabling $3,000.00 $1,000.00 $2,000.00 $1,000.00 wiring $3,000.00 $1,000.00 $2,000.00 $1,000.00 56Glossary of Terms Distance Learning Distance Learning increases instructional effectiveness through the use of interactive two way television 1 Students can receive standard curriculum and special courses the individual attention that distance with active response. with learning can provide. Teachers and staff members can actively product training sessions delivered by the most qualified presenters and instructors. Distance Learning can significantly reduce travel cost, extend the traditional classroom or training center to students at remote locations. FrEdMail - The FrEDMail Network is a growing, distributed and low- cost telecommunications network that helps teachers and students pa^'ticipate' in a wide variety of learning experiences and exchange information freely and simply, become better learners, readers, FrEDMail motivates student to and writers. It also lets teachers share experiences with student assignments, distribute teaching materials, and curriculum ideas. Implementation of this program at Rightsell would allow our students to communicate with student at Franklin Incentive School, Garland Incentive, Crystal Hill Interdistrict Magnet School, and over 150 member school districts nation-wide. IMTBRNBT - The INTERNET is a global communications network that connects computers all over the world. Education, government, business, and academic organizations participate in the network. Electronic mail between all users can be accessed, providing communications capabilities with a wide variety of people, to libraries around the world and forums for discussions about a Access variety of subjects are available. Thematic Approach - A thematic approach is a framework based on a particular topic, idea, author, or genre. Each unit has outcomes or goals that specify what you want students to accomplish as a result of the unit experiences and lessons. These themes involve a number of curricular areas, such as science, art, music, or math, even though-the focus of the unit is developing the ability to read and write. 57RIGETSEIJ, INCENTIVE SCEOOL Business Case ADDENDUM TO PEASE I We have closely reviewed the implemetation of hardware and software at each Phase of our Business Case. We believe that Phasing in the Theme over a period of six years is not the best process for implementation. However, we do understand the financial crisis of the School District and recommend further reducing our cost as illustrated below. We recommend deferring the following items in Phase I to a later phase. PEASE I Estimated Pre-Tax Total $151,578.00 OPTION #1 Phase I Pricing Only with note that placed in later phases. many of the cuts are being Reduce Printers to two $1,600.00 Reduce Teacher First Stations to one $6,000.00 Reduce Softweire to $53,732.00 Phase I Pre-tax total $125,732.00 Saving Approximately $25,846.00 OPTION #2 Same as above except eliminate final Teacher First Station Phase I Pre-tax total $115,943.00 Saving Approximately $35,635.00 58 r /-t7- I SEQ # 14 03 04 24/230 223 231 13 02 213 215 01 15 21 08/204 25/225 BUSINESS CASES Program Name TENTATIVE RECESWD JAN 1 7 1995 Office Of Desegregafion h/i^nnyiiitg Academic Progress Incentive Grant/Margaret Gremillion, Sadie Mitchell Academic Support Program/Dennis Glasgow, Gene Parker, Leon Adams Data Processing/David Beason Districtwide Facilities Study (School Closings)/Dr. Mayo Pupil Transportation Services/Mary Jane Cheatham Family Life Education/Linda Young, Rene Carson New Futures/Linda Young Four-Year-Old-Program/Pat Price Guidance Services/Jo Evelyn Elston Health Services/Gwen Efird HIPPY/Marion Shead McClellan Community School/Jodie Carter Staff Development/Marion Woods Substitute Teachers/Brady Gadberry, Dick Hurley Vocational Education/Carol Green Safety and Security/Bobby Jones Discipline Management/Sadie Mitchell, Larry Robertson, Walter Marshaleck Alternative Education/Jo Evelyn Elston, Vic Anderson, Randy Glenn/ * ^Wce 0/ oes^.- LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation BUSINESS CASES FOR PROPOSED BUDGET FY 1996-97 FEBRUARY 1996EXECUTIVE SUMMARY BUSINESS CASE VOCATIONAL EDUCATION 1996 If our youth are to be afforded the best possible chance for success in the workplace, systematic and collaborative change in our educational system is imperative. Employers continue to express the fact that they want more than just the traditional academic and technical preparation. They want workers who possess general workplace competencies, can communicate effectively, solve complex problems, work in a team, understand the underlying scientific principles of technology and understand the valve of lifelong learning. Recent federal legislation, particularly the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, and the School-To-Work Opportunities Act of 1994 have provided the impetus for the systematic and collaborative efforts needed to meet the challenge of this change. Under the Carl D. program is funded. Perkins legislation, the Tech Prep Education Tech Prep in the State of Arkansas is mandated The Tech Prep curriculum was initially put by Act 980 by 1991. into place in the Little Rock School District during the 1993-94 The purpose of Tech Prep is to better prepare school year. students for the changing demands of the workplace through a combination of strong academic and technical skills training program for entry-mid level employment. To do so means having a strong curriculum as well as high tech equipment to
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.