Business Cases for Proposed Budget, FY 1995-96

Exhibit 314 for July 6, 1995
0 g I LITTLE ROCK SCHOOL DISTRICT h 1 a BUSINESS CASES FOR PROPOSED BUDGET FY 1995-96 March 14, 1995Case: Information Services Ref: March 14, 1995 Business Cases, fourth business case. Expenditures 4 < S' Q SB Rec: This business case proposes a comprehensive change in the LRSD data processing architecture and supporting organization structure. Cost: The five-year expenditure plan indicates higher costs the first three years and lower costs the last two years. The first year increase in cost would be $317,500
the second year increase would be $350,000
the third year increase would be $350,000
the five year net savings would be $103,000. Mod: This proposal does not require a plan modification. Summary: This business case is a major overhaul of the data processing function within the district. It calls for the transition of LRSD Information Services from the current closed AS400 environment to a networked, client-server PC architecture. The organization structure of the Information Services Division would be greatly changed to support the new functions. Additionally, it calls for developing a comprehensive Information Services Plan. Plan/Orders: None. Background: The district is retarded in the use of technology for both administration and academics. The Director of Information Services position was vacant for nine months before. David Beason was hired in November 1994. Beason has assessed the state of technology
this business case is his plan for the future. Issues: 1. Both data processing programs were subjected to regular program evaluations and Extended Evaluations. The evaluations laid the framework for this business case and provided much of the justification material to support the business case. Both evaluations openly state that the data processing function has failed to achieve its objective. 2. This is a major change of direction for the district and a significant financial commitment for at least three years in the future. It should not be taken lightly
the district cannot afford to fail. 3. Timing is a critical issue. It is clear the district must take a giant step to improve its use of technology, and the end goal of the business case is probably a good one. On the other hand, the district is planning to make dramatic budget cuts, many of them close to the kids, while being asked to make a three-year commitment to greater expenditures to get a five-year savings payback. This is all taking place during a time of financial instability. I. 4. The idea would require a major commitment on the part of the district and its employees. AU employees, from the top down, would have to embrace a high degree of technological change and stick with it for five years. Nothing in their past performance indicates they have the right stuff' to succeed. 1 6 ABottom line: Ask: 5. Ideally, the district would have completed more front-end research and planning before committing to a course of action. The first part of the comprehensive Information Services Plan (needs assessment, goals and objectives, inventory) should be in place before choosing the approach. The business case does not look at the range of options available, For example, it does not even mention outsourcing the whole function as a solution, nor does it consider a pilot project to ensure incremental success. The district needs a major leap forward, and this is it. However, there are a number of major issues still left unanswered. Is now the right time to move aggressively without a well-laid plan? 1. When will a comprehensive plan for implement the new Information Services be completed? 2. Have you asked Board approval of this plan? 3. Why are you seeking Board approval and funding before developing the comprehensive plan? 4. Why didnt you consider other options like outsourcing or pilot projects? 5. The business case does not discuss the people issues at any length. There is no discussion of the reorganization costs, little comment on the big task of training, and almost nothing on preparing all district employees for the dramatic change in skills which will be required. What are you going to do about these issues? 0 II h ! i Ii I 7 1 i I i 0 |l LITTLE ROCK SCHOOL DISTRICT I I i ! BUSINESS CASES FOR PROPOSED BUDGET FY 1995-96 March 14, 1995 I BUSINESS CASES REQUIRING ADDITIONAL EXPENDITURES Business Case Name Description Delete, Add, or Modify Plan Modification Additional Costs Alternative Education Pilot Program - Alternative classroom at SUJH and CJHS Modify No 34,965.00 Arkansas Crusades Equipment and teacher training to support the Math, K-4, and Science Crusades Modify No 30,000.00 Beacons School Implement Beacon School Concept at CJHS Add No 37,000.00 Information Services Upgrade Data Processing CapabiIi ty Add No 317,500.00 Neucomer Centers Designate selected schools to serve increasing needs of LEP students Modi fy No 12,117.00 Reading Recovery/Early Literacy Pilot Program Provide early intervention strategies to reduce later remediation Add No 10,614.00 Security Officers to Work on Safety and Security Issues Two additional security officers to deal with security related problems/issues Modify No 36,500.00 Business Cases: Total Savings S 2,359,329.00 Business Cases: Total Expenditures $ 478,696.00 Business Cases: Net Amount Savings S 1,880,633.00 March 13, 1995 ] B <! I I s Q I t ) I IV ea {"S B' GB I co S!. iQ,r Business Cases Resulting in Savings Focused Activities/Academic Progress Incentive Grants Incentive School Plan Staffing McClellan Community Education Program 0 > c c s Home Instruction Program for Preschool Youngsters (HIPPY) Family Life Education (New Futures) Improving Student Transportation New Futures Substitute Teachers Vocational Education* BUSINESS CASE FOCUSED ACTIVITIES/ACADEMIC PROGRESS INCENTIVE GRANTS March 9, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons and equity issues regarding adequate resources, the Little Rock School District proposed in the TriDistrict Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. Prior to the May 1, 1992 Court order, the District proposed to modify the Settlement Plan by requesting to substitute APIG for Focused Activities. The Court approved the continuation of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to area schools for application the last five years. Schools submitted grants for Focused Activities during the 1994-95 school year. At the conclusion of each school year, the principals submitted a narrative which included a summary of the project activities, a list of students who were targeted, and if improvements were made. Most of the reporting schools used their funds to provide activities interrelated to the core curriculum. However, data did not reflect that the grants led to a disparity reduction or achievement improvements as had been expected. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have covered the District to seek more efficient ways of educating our students. Other alternatives are defined and when implemented should allow schools to discontinue the duplication of many services implemented through Focused Activities and APIG. The District will continue its efforts to adequately provide needed resources for area schools. By effectively utilizing funds available through federal, state, local operating and desegregation funds the District will be able to operate within the existing revenue. n 1 c c s 1ip have caused the District to seek more efficient ways of educating our students. Thus far, the District has not been able to identify any sustained academic improvement relative to APIG. The District must now redefine the required levels of focus, clarity, and coimectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an annual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, informal and formal observations, that it is appropriate to seek Court permission to discontinue the implementation of Focus Activities and APIG. LRSD elementary area schools have not implemented focused activities. Prior to the 1993-94 school year, the District administration made no attempt to define focused activities or plan for its implementation in the schools. Not until the spring of 1993- 94 did the District began to study the various approaches to implementing Focused Activities. 0 > c E On April 21,1994, the LRSD convened a steering committee and charged it with the responsibility of defining Focused Activities. Committee members were also to develop both a grant proposal form and promotional plan. The sixteen-member steering committee was composed of six building administrators, two central office administrators, two magnet school curriculum specialists, three classroom teachers appointed by the Little Rock Classroom Teachers Association (LRCTA), and three parents appointed by the PTA Council. Grants were made available in June of 1994, however, no proposals were submitted for funding until the fall of 1994. Workshops were provided in the spring. Grant proposals were not submitted for various reasons. Portions of the grants were approved in order to allow schools to start their programs. The steering committee adopted the following goals for focused activities which are based on the goals in the focused activities section of the LRSD Desegregation Plan: 1. 2. 3. Each elementary area school will provide focused activities for the total school population. Each elementary area school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. Each elementary area school will integrate focused activities into the core curriculum and will reflect the focused activities in the schools enrichment and day-to-day activities. 34, Secure Outside Funding Request assistance from the Parent Teacher Association, Partners In Education, City of Little Rock and private resources. Each school can seek assistance from the Little Rock School District grant writer for technical support. 5. K-4 Special Summer School Act 348 of 1995 provides for a supplemental summer school program established for students who are performing below grade level and at-risk of failing. Instruction is delivered by teachers who receive state-approved training. Students who are usually served by Focused Activities and APIG are also eligible for the K-4 Summer School. Participation in both programs appears to be a duplication of services. At the time the Desegregation Plan was written, this comprehensive state-mandated program was not available. The K-4 Special Summer School Program is funded by the State of Arkansas. E. RECOMMENDATION n 1 c E It is recommended that the LRSD concentrate on the implementation of its current curriculum that is aligned with the Arkansas Department of Education frameworks and standards. In addition, all efforts to increase achievement and to reduce disparities will be supported by the Academic Support Program, K-4 Summer School, Reading Recovery, Job Training Partnership Act, the College Preparatory Enrichment Program, Incentive School Extended Year Summer School, and the Regular Summer School program for grades 1-12. Responses from parents indicate that they are more desirous of strong academic programs rather than a concentration on a theme. The current curriculum provides the framework for delivering a variety of options for creating a community of learning to promote eru-ichment opportunities and to provide equitable opportunities for participation. F. Objective Provide and implement programs that meet the goals and objectives of the Focused Activities and APIG as described in the recommendations. 5G. IMPACT ANALYSIS The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socio-economic, and gender groups. The area schools will be viewed as "communities of learning," through the District implementation of enriched programs that are comprehensive, effective and efficient. The results of the implementation of District programs must be clearly communicated to the area schools staff and patrons so that they may understand that the District has not abandoned efforts to improve achievement. The results must be comparable to the expected benefits derived from magnet and incentive school programs. These recommendations will require a plan modification. However, successful implementation will assure that the District will meet its obligation. With over 80% of our students attending area schools, it is likely that the patrons could be perceive that the District abandoned support for the area schools. >4 1 Q E The District must utilize available opportunities to inform and remind area school patrons of the trade off that was agreed upon in the settlement plan that allowed the various schools to be treated differently. This decision paved the way for a voluntary desegregation plan that was court approved. H. RESOURCE ANALYSIS Personnel Human and financial resources can be used in a more meaningful way. Staff, students, and the community can benefit greatly from a more focused and connected program. The District should continue its efforts to adequately provide needed resources for our area schools. Schools should be encouraged to implement innovative practices that build upon effective schooling principles by underwriting demonstration projects through business cases. Quality staff development must be provided so that instructional leadership, teacher effectiveness and parent involvement are enhanced and expanded in order to attain our goals. 7 I3. 4. Identify grants and disseminate to principals opportunities for the 95-96 school year. Conclude Summer Initiatives. June, 1995 - June, 1996 July, 1995 5. 6. 7. Conduct Business Case Inservice for principals. Submit Evaluation Reports for Summer Programs. Conduct Academic Support Inservice for principals. July, 1995 July, 1995 July, 1995 8. 9. Implement appropriate recommendations from the evaluation report for summer programs. Retrieve data from principals in order to organize Extended Day. August, 1995 LRSD Grant Writer Assistant Superintendents Teachers Principals Associate Superintendents Teachers Principals Curriculum Supervisors Director of Federal Programs Local Area Schools h 1 Q s 10. Start Extended Day 11. Summative Evaluation of recommendations. November - December, 1995 January, 1996 June, 1996 Director of Federal Programs Area School Principals Teachers Director of Federal Programs Area Schools Assistant Superintendents 9LITTLE ROCK SCHOOL DISTRICT ft 1 aB BUSINESS CASE INCENTIVE SCHOOL PLAN STAFFING March 9, 1995 When the Incentive Schools are compared to a group of schools with similar characteristics, the staffing the Incentive Schools has not resulted in the expected levels of desegregation or academic improvements. The staffing configuration should be revised to deliver services in the most effective and characteristics configuration at cost efficient manner. A modification of the Desegregation Plan would be required if the Board approved this business case. The estimated savings are as follows: A. Art, Music, Physical Education (4.5 F.T.E.'s) Instructional Aides (38.0 F.T.E.'s) Counselors, Social Workers, and Nurses (2.5 F.T.E.'s) BACKGROUND 157,500.00 380,000.00 70,750.00 608,250.00 ft 1 Q. The Little Rock School District is committed to the implementation of a comprehensive desegregation plan which focuses on the total * This commitment includes learning enrichment for all students. Incentive Schools the elimination of racially-isolated schools. were designed to promote and ensure academic excellence in schools that have been difficult to desegregate. The Incentive School Program was designed not only to compensate the victims of segregation but also to seirve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three Pulaski County districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. The District committed to double fund these schools in order to provide the enriched program. The initial process for developing the Incentive School Plan was Sub-committees were formed to develop the different flawed. sections of the Incentive School plan. Each sub-committee developed its assigned section independent of the communication necessary to resolve conflicts in plan design. and type of personnel were not tightly linked to the program. Thus, the number Prior to the approval of the 1989 Desegregation Plan by the Eighth Circuit Court of Appeals, an attempt was made to refine the Incentive School section of the 1989 Desegregation Plan. The 1989 Plan had been declared unconstitutional by the District Court. Representatives of the Little Rock School District, the Joshua Inteirvenors, and the Knight Intervenors met many times in an effort to develop a more manageable Incentive School plan. Many of the discreet programs and activities were reduced or eliminated. 2INCENTIVE SCHOOLS SCHOOL franklin garland MITCHELL L rightsell ^rockefeller average characteristic Washington. was enrollment, except for Washington was included because of its evolution from an Incentive School to an Interdistrict School. remained an Incentive School, African-American students If Washington had would many of the have been served by the staff configuration currently in place at the Incentive Schools. o ENROLLMENT 443 282 272 229 403 COMPARISON SCHOOLS SCHOOL ENROLLMENT DOOD fair park meadOUCLIFF WASHINGTON .WOODRUFF average 298 282 411 687 243 I CO 'O co I <0 w u to <U 3 U O) (0 o a O h" a tA u < o I- U < a o * - u co LU 3 (0 c o u 3 (- w 4) to "D C o c to 24 15 13 11 21 16.8 14 15 21 33 12 19 3 3 3 3 3 3.0 1 .4 1 2 .5 .98 17 11 10 8 15 12.2 3 3 2 4 7 3.8 o o D w a < oe u c JC u 3 U 4^ 9.80 9.50 10.86 10.63 6.72 9.50 15.64 13.44 17.86 15.27 13.53 14.83 ea o U & < 01 L. u. 0) C O Q. oca H 3 6 * 92 75 81 71 82 46 71 73 69 73 70 67 70.4 34.1 36.4 36.7 40.1 35.7 36.6 STANFORD ACHIEVEMENT TEST RESULTS Complete Battery GRADE 4 GRADE 6 '93 '94 '92 '93 '94 to o u m c K co n <J (Z> tr M ex e 36.9 38.9 43.8 45.4 47.4 42.48 39.8 45.0 43.1 50.5 40.7 43.82 41.8 38.6 45.1 51.4 47.1 46.6 33.1 32.1 42.0 52.0 45.9 41.02 40.9 49.7 44.3 52.4 49.8 47.42 A review of the chart reveals the following
42.3 43.5 42.2 44.6 47.5 44.02 53.4 48.5 50.7 53.4 43.7 49.94 41.3 46.6 88.7 47.1 42.7 87.2 46.8 44.6 46.6 45.28 52.4 52.6 51.0 53.0 47.6 51.58 41.8 44.7 45.8 44.32 47.3 48.8 48.9 57.7 51.3 50.8 There is a lower adult (teachers and aides) to student ratio at the Incentive School than at the comparison schools. There is a .6 percent positive difference between the Incentive Schools and the comparison group relative to the number of students participating in the Free or 95.5 98.2 65.5 64.7 72.3 67.8 64.4 60.9 42. Eliminate all the enhanced staff. To eliminate all the enhanced staff might give the impression that the District is "backing off" its commitment to the incentive schools. Students would be denied the instruction and services that there staff members provide. In addition, to eliminate all music teachers, physical education teachers, art teachers, counselors, social workers, and nurses would place the District in a position of non-compliance with the Court approved Desegregation Plan. 3. Revise the enhanced staffing configuration in the Incentive Schools. Until the Incentive School Program is altered, the District should continue to explore ways to deliver services in the most effective and cost efficient manner. Bl 1 Q. Regular classroom teachers (PreK-6) are assigned to schools based on enrollment. It is reasonable to expect that nurses, counselors, social workers, music teachers, art teachers, physical education teachers, and instructional aides would be assigned in a similar manner. The current staffing has not resulted in sustained academic improvement in the desegregation of the schools. After reviewing the comparative data, we can conclude that the Incentive School program can operate with fewer staff members without a decrease in student outcomes. D. RECOMMENDATIONS Number One It is recommended that the instructional aides be assigned to the Incentive Schools based upon specific programmatic functions rather than the number of regular classroom teachers per building. Since the classroom teacher is responsible for the learning of the students, it seems reasonable that the aides should provide the type of assistance that increases the time teachers can spend with students. follows: The instructional aides could be identified to assist as Parent Center (1 aide) The Parent Center is a vital component of the Incentive School Program and the District is committed to recruiting parents as aides. Therefore, the assignment of an aide to facilitate the Parent Center could enhance parental involvement. 6No decrease in required preparation time for regular classroom teachers Social and health services are no less than would be offered and received if students attended a nonincentive school. F. Expected Benefits The District will be able to meet its commitment of providing academic excellence at the Incentive Schools by establishing instructional focus. The "span of control" for principals will be tightened. Greater staff efficiency will be evident. Since there is no empirical evidence that the goals of the Incentive School Plan will be adversely hampered, the revised staff configuration is cost effective for the District. The Districts financial condition will improve, if these recommendations are implemented. Bl 1 a B IMPACT ANALYSIS There is no empirical evidence that the revised staff configuration will adversely impact the Desegregation Plan or specifically the Incentive School Program. Implementation of the recommendations would require a modification of the Desegregation Plan. If we continue the same configuration, we expect the same results. It is not an efficient use of money to continue to operate in the same manner. The new configuration can be cost effective. In addition, a more focused curriculum delivery system is possible. Some persons who believe improved performance is related to the number of staff members may conclude that the reduction in the number of persons at the Incentive Schools might adversely impact student outcomes. 8* ACADEMIC SOCIAL AND HEALTH SERVICES * SCHOOL FRANKLIN ___ GARLAND NITCHELL RIGHTSELL If the Incentive Schools are staffed in accordance with Recommendation Three, the estimated cost saving is as follows: COUNSELOR SOCIAL UORKER NURSE CURRENT 1.5 1.0 1.0 1.0 PROPOSED 1.0 1.0 1.0 1.0 CHANGE +/- -.5 NC NC NC CURRENT 1.0 1.0 .5 .5 PROPOSED 1.0 .5 .5 .5 CHANGE +/- NC .5 NC NC CURRENT 1.0 1.0 1.0 1.0 PROPOSED 1.0 .5 .5 .5 CHANGE */- NC -.5 -.5 -.5 ROCKEFELLER 1.0 1.0 NC 1.0 1.0 NC 1.0 1.0 NC TOTAL 5.5 5.0 -.5 4.0 3.5 -.5 1.0 3.5 -1.5 w 1 ex Reductions Counselor .5 Amount used for calculation $35,000 $ 17,500.00 IG Social Worker .5 Amount used for calculation $22,500 Nurse 1.5 Amount used for calculation $28,000 Total Combined estimated savings: Art, Music, and Physical Education (4.5) Instructional Aides (38.0) Counselors, Social Workers, & Nurses (2.5) TOTAL (45.0) 10 11,250.00 42,000.00 $ 70,750.00 $157,500.00 380,000.00 70,750.00 $608,250.00BUSINESS CASE MCCLELLAN COMMUNITY EDUCATION PROGRAM Executive Summary Currently, the district is operating a Community Education Program which pro\ddes services for the community and school. The program was established during the 1990-91 academic year. This was brought about because community forums and other meetings were held during the 1989-90 school year. Parents expressed, during those meetings, that they felt McClellan has been neglected and had not received the full attention it deserved during the annexation. Parents suggested that it would be appropriate to capitalize on McClellans long tradition of community involvement and support by planning for McClellan High School to become a community school. The strongest part of the school at that time was the business department, which led to the idea of a business emphasis being placed on the community school concept. The ultimate goal of the Community Education Program was that it would attract enough revenue to become self-supporting in a few years, a status which it has not attained. The other problems facing the program are low revenue and limited space. The entire program is housed in an area of about 27 square yards. The purchase of the annex building was to take care of that problem but, with rising building costs and asbestos removal, it became impossible. tn X 1 o. "Community school" is a term used to describe a school with programs and services which expand the use of the facility, making it the center of many activities and much communits' involvement. The facilities of a community school may be made available to the community almost around the clock so there is maximum use of the schools library, computer laboratory, gym, playing fields, cafeteria, etc. The wishes of the community, through surveys, governs the programs made available. It could be that, if the majority of the community wanted art classes, those would be provided. However, the survey indicated that classes that would assist the community in sharpening skills to enter the business world were the wishes. The philosophy of community education was started during the 1990-91 academic year. With the assistance of Eugene Reville, meetings were held prior to the 1990-91 school year to get community input. From those meetings sprang the communin education concept to be used in 1990-91. A committee was formed led by then Assistant Principal Jodie Carter, math teacher Anita Henson, vocational teacher Rose Bosan, LRSD School Board member Oma Jacovelli, and parents Mr. and Mrs. Wood. This committee worked with consultants in Flint, Michigan, to bring back a process to start community education at McClellan High School. Upon returning to Little Rock, the committee involved many community members in the McClellan attendance zone, mindful of the need to involve and keep informed all parties during the entire process to carry out the plan. After working with community groups throughout the process the final report was presented to The district will provide a budget of $40,000 to assist in the operation of salaries of the Community Education Program for one additional year, with the understanding that self-sufficiency may be attained by the 1996-97 school year. The estimated savings to the district is now projected at $130,000. The Community Education Program will remain housed at the McClellan High School. The district will provide technical assistance to the Community Education Program in the form of grant writing expertise to assist in securing funding sources. A financial review will take place mid-year so that all parties will be informed as to the progress being made toward achieving self- sufficiency status. The district will work with the McClellan Community Education Advisory Board to ensure that the integrity of the governance, structure, and operation of the Community Education Program, as originally defined, are recognized. m M 1 & B Background 1. The Community Education Program that was implemented at John L. McClellan High School during the 1990-91 academic school year, has been placed on a list for modification and/or deletion. Both business cases have been presented to the LRSD Board for review. After careful review of the Desegregation Plan and the December 30, 1992 Court Order, further review should be given to the Community Education Program. The major factor in the Court Order was that the Council should have meaningful involvement in any changes affecting McClellan. With that, the district and the schools administration wanted to make sure that part of the Order was followed. The district will remain supportive of the "Community School" concept, which links citizens and their schools together in ways that are mutually beneficial. 2. With the assistance of Dr. Eugene Reville, community meetings were held around the district seeking input from patrons. From these meetings sprang the Community School concept that Reville had seen in other parts of the nation. A committee was formed led by then Assistant Principal Jodie T. Carter, math teacher Anita Henson, vocational teacher Rose Bogan, LRSD School Board member O.G. Jacovelli, and parents Mr. and Mrs. Woods. This committee worked with consultants in Flint, Michigan, to bring back a plan to start community education at McClellan High School for the southwest area of Little Rock. After working with community groups throughout the process, the 3Council. Theoretically, the Advisory Council makes decisions through their voted representative on the Advisory Board. Identification: After reviewing the financial situation in the district, budget cuts district wide, and other factors, we are asking that one additional year of support be given to the Community Education Program. The city and other state agencies have expressed an interest in our continued success. 1. Change nothing. The Court Order to carry on the program could be compromised. The judge may feel that we are unwilling to follow the Desegregation Plan and/or her Court Order. 2. 3. The Program would be supported financially one more year to allow for self-sufficiency to occur. Clear up the role and responsibilities of the Advisory Council and the Advisory Board as stated in the Court Order. The Council is made up of community members with no voting power, but the Board members are elected officers of the Council and are given the power to represent the Council in making decisions and recommendations to the judge, the superintendent, and the administration. tn M I I 4. The Executive Committee met to set the agenda for the Board so that decisions and recommendations could be made. During those sessions, input was provided to include in this business case. 5. Personnel would remain the same, with assistance from the district in providing help with the technical writing. A federal grant already provides some help. Recommendation It is recommended that the district give financial support one more year to allow for self-sufficiency status to occur. This would allow the community, staff, and patrons to exhibit the type of leadership needed during the financial crisis to save this program for the community and McClellan High School. The rationale for this recommendation is that this action will confirm our commitment to the Desegregation Plan and our willingness to adhere to the Court Order. 5Council. Theoretically, the Advisory Council makes decisions through their voted representative on the Advisory Board. Identification: After reviewing the financial situation in the district, budget cuts district wide, and other factors, we are asking that one additional year of support be given to the Community Education Program. The city and other state agencies have expressed an interest in our continued success. 1. Change nothing. The Court Order to carry on the program could be compromised. The judge may feel that we are unwilling to follow the Desegregation Plan and/or her Court Order. 2. The Program would be supported financially one more year to allow for self-sufficiency to occur. 3. Clear up the role and responsibilities of the Advisory Council and the Advisory Board as stated in the Court Order. TTie Council is made up of community members with no voting power, but the Board members are elected officers-of the Council and are given the power to represent the Council in making decisions and recommendations to the judge, the superintendent, and the administration. w >4 1 Q. e 4. The Executive Committee met to set the agenda for the Board so that decisions and recommendations could be made. During those sessions, input was provided to include in this business case. 5. Personnel would remain the same, with assistance from the district in providing help with the technical writing. A federal grant already provides some help. Recommendation It is recommended that the district give financial support one more year to allow for self-sufficiency sUtus to occur. This would allow the community, staff, and patrons to exhibit the type of leadership needed during the financial crisis to save this program for the community and McClellan High School. The rationale for this recommendation is that this action will confirm our commitment to the Desegregation Plan and our willingness to adhere to the Court Order. 5Pro^am-. 'Pile continued support of the "Community School" that links citizens and their schools together in ways that are mutually beneficial. This will ensure district goal #6, to ensure that equity occurs in all phases of school activities and operations. The overall sound legal responsibility makes sense, with the promise of allowing the Community Education Staff the time to work toward self-sufficiency and with the promise of $40,000 to assist in operation of the Community Education Program for one additional year. Desegregation Plan-. No negative impact is noted. Court Order. w 1 Q. B No negative impact is noted. Political Factor. Failure to comply could result in State and Federal involvement. Risk'. There is a possible risk of losing the program entirely if self-sufficiency is not reached within one year. Timing'. Continued district support must be implemented in FY 95-96. Resources Analysis Initial district estimates to discontinue the program projected a savings of $170,000. After meeting with the Executive Committee, a projected total operational budget for FY 95-96 was placed at $90,000. Revenues from the program are expected to meet or exceed $50,000. The district will provide a budget of $40,000 for FY 95-96. This will result in an estimated savings of $130,000 to the district. 7BUSINESS CASE Home Instruction Program for Preschool Youngsters EXECUTIVE SUMMARY The Little Rock School District is committed to quality education for all students, reducing the disparity between sub-groups, balancing the budget, and implementation of the current Desegregation Plan. The HIPPY Program is an intervention program that focuses upon the parent as the first teacher of four and five year olds. However, there has been a decline in recent years of the enrollment of five year olds in the HIPPY program due to the mandatory Kindergarten program in public schools. The HIPPY USA guidelines advocate teaching a specific curriculum to young participants. The earlier that we begin with an educational program, the sooner students will experience learning that is valued and needed in early schooling. Further, research has proved that early learning impacts a childs motivation and ability to achieve as he/she progresses through school. Restructuring of the HIPPY Program, its staff, and responsibilities will allow the district to continue to provide quality services to designated students and Incentive Schools as well as reduce and/or realign our spending. The objective of these recommendations is to continue to serve families in our incentive schools as well as reduce spending to maintain a high quality HIPPY program. restructure M 1 o. B The recommendation is to maintain enrollment, staff, and realign staff development activities by narrowing our focus to be more effective. As a result, the numbers of students entering kindergarten ready to learn will be maintained and/or increased. Human Resources will be better utilized as a result of restructuring the staffs responsibilities which will decrease spending as a result in the reduction of positions. Additional time will be available for home visits as a result of decreasing the weekly inservice time.A. BACKGROUND Those The Little Rock School District was one of the first of four (4) sites to begin implementation in Arkansas in 1986. Those programs included the Little Rock School District, Pulaski County School District, Pine Bluff, and the Early Childhood Development Center in Harrison. The following chart reflects the participation of families in the HIPPY Program since 1986. 3CC -'i I! 250 ^i-233....... 220 230---------230-" W Q. e ECO -H 175..... 150 !i i i . ..140_____ 2^ 100 ico I-' 50 -j 132~ 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 ENROLLMENT BY AGE GROUP 150 125 219 4-YEAR OLD FAMILIES ^*5-YEAR OLD FAMILIES i! I i 0 ' I i 0 - 3 2. 3. the required enrollment number. Additional assignments would be made based upon enrollment. Consequently, the family assignments could be dispersed across the city. Fundraisers were suggested with the emphasis on securing private donations. Initially, not enough donors were identified. This option will be pursued in order to expand services. Salary increases for Home Visitors were discussed. This alternative is in direct conflict with reducing This alternative was rejected because of the budget. the districts current financial condition. m 1 o. e 3 4. Provide service to HIPPY families in the incentive schools and designated families. We are currently serving families in shadow areas of incentive schools. D. RECOMMENDATION Given the districts current financial condition and the need to continue to provide services to designated four year olds, the following recommendations are proposed: Eliminate the HIPPY program except for parents within the incentive schools area as well as designated families. We will continue to seek funding from Arkansas Better Chance (ABC) funds, the citys Job Training Partnership Act (JTPA)
and any other appropriate agencies. E. OBJECTIVE The objective of these recommendations is to continue to serve families in our incentive schools as well as reduce spending to maintain a high quality HIPPY program. 5Impact on Court Orders This recommended plan will assist in balancing the budget. Further, the plan will improve productivity by maintaining the number of families that can be served and adequate utilization of resources. Further, it will assist in meeting the goals of the Desegregation Plan. Political Factors The success of the recommendations will depend upon how well central office and the Board of Directors communicate the program visions to the community. There are no major risks for implementing the recommendations. The risk against implementing these recommendations could result in the HIPPY Program not improving the quality of services to families as well as assist the district in reducing its spending. G. RESOURCE ANALYSIS tn 1 Ct Provided is a listing of personnel before and after the recommendations are implemented. The recruiting pool from which to hire the needed personnel can be selected from parents and Home Visitors currently participating in the program. There will not be additional expense for training because the Regional Technical Office provides training at the beginning of each year as part of the program. Additional training will be done weekly by trained central office staff. Total operating cost for the 1994-95 school year is #344,401.00. Total projected cost for the 1995-96 school year is $120,632.00. Projected savings are $223,769.00. 7I. GENERAL IMPLEMENTATION PLAN ACTIVITY COMPLETION DATE PERSON(S) RESPONSIBLE 1. Restructure program 03/95 Supervisor 2. Restructure of staff, responsibilities & schedules 03/95 Supervisor/ Deputy Superintendent 3. Parents will enroll four year olds 07/95 Supervisor/ Home Visitors w 1 Q. e 4. Reduce Inservice time to accommodate additional families 08/95 Supervisor 5. Maintain or increase the number of families that Home Visitors serve each week 07/95 Supervisor/ Deputy Superintendent 6. Monitor on a regular basis the effectiveness of the program 06/96 Supervisor/ Deputy Superintendent 9BUSINESS CASE FAMILY LIFE EDUCATION EXECUTIVE SUMMARY The Family Life Education Program was established eight years ago as a part of the New Futures Initiative to address the number of teen pregnancies in our District. The 1993-94 LRSD Annual Health indicated the lowest number of teen pregnancies in eight Report ___ Due to the delicate nature of the material being covered, specialists were hired and trained to teach the curriculum in ___ 7. The program used by the teachers in the LRSD was designed by the specialists to fit the needs of the students in the years. grades K-7. District. Due to deficits in the budget, the number of specialists has been reduced and the number of schools in the program has been limited m X 1 a to fourteen. Nurses and counselors have participated in staff A recommendation development in the area of reproductive health. is being made to institutionalize the family life program. than use specialists to teach the classes, nurses, counselors, and classroom teachers will be trained to teach the course. institutionalizing the program all schools will be involved in the The content of the program will be consistent All students will have the opportunity to Rather By Family Life Program, across the District. The recommendation is being made to participate in the program. move the program from New Futures to the Science Department and retain the coordinator and one specialist. The objective of reducing the staff and placing the remaining staff under the Science department is to insure continued delivery of a guality program that will reduce teen pregnancy while reducing the expense of a full time staff of specialists. The program can be revamped and delivered with existing staff in the buildings
however, supervision of the program and staff development are still Several staff development sessions will be held to help needed. the nurses and counselors understand the full scope of the program. Teachers who express an interest in teaching the program in their schools will be trained. The coordinator and specialist will provide staff development, monitor the program, and provide support The proposed recommendations will save for the District's schools. the District approximately $77,000. A. BACKGROUND The Family Life Education Program started due to the high number of pregnancies in the Little Rock School District's student population. A reguest was made by the Superintendent to develop a program which would help students develop their self-esteem, decision-making skills, communication skills, and an understanding . The program began in the seventh grade Due to the delicate nature of the material being of reproductive health. science program. covered, specialists were hired and trained to teach the *3 maintain the status quo by Three alternatives were considered: continuing the delivery of the family life education program through specialists, shift delivery responsibilities to classroom teachers, nurses, and counselors, with only a small staff to provide staff development and monitor the program, or eliminate the continuing the and counselors, family life education program. would exacerbate a Eliminating the Family Life Education program ., societal problem of teen pregnancy. The positive stridesthat the Family Life program has made would quickly be lost. Students, ramxxy uxic j- uiu -----j_ j especially in an urban environment, must be taught about decision making, self-esteem and reproductive health. Maintaining the status quo would be great, it were affordable. Reproductive health content has the potential to be controversial if it is not taught properly, without vulgar slang Trained specialists can best affordable. terminology and sexual overtones. teach this content. However, in only if tn 1 Ct e program can be maintained in a more the face of budget cuts, the economically feasible way. The best alternative is to institutionalize the program by moving the teaching responsibilities to professionals already in the schools nurses, counselors, and science teachers. Even these I frequently not initially able to teach Training and supervision by a small staff of must to maintain quality control and nurses, counselors professionals, however, are the curriculum. Family Life specialists is a reduce the potential for controversy, five to two, these objectives can be met. By reducing the staff from D. RECOMMENDATIONS The District should institutionalize the Family Life Education Program by assigning the teaching responsibilities to nurses, A skeleton staff of a coordinator counselors and science teachers. __-- . *. and one specialist would provide staff development, coordinate and monitor the program. This recommendation would be accomplished through the following steps: 1. Remove the program from the District funded portion of New Futures and placing it under the Science/Health Retaining the services of the coordinator and 1) the scope of the program. specialist would insure that: one program was supervised, 2) staff development was conducted for the teachers, nurses and counselors 3) the nurses 4) the and counselors were working together, 5) the approved schools had the correct paper work, videos were being used, and 6) the students continued to receive the best instruction possible. and coordinator would oversee the instruction of the and assist the counselors, nurses, and teachers The coordinator would work with the The specialist program whenever possible. Supervisor of Science to maintain quality instruction ofT 1 0 5 Finally, participants in staff development will complete evaluations of the training sessions. i i I I I I F. EXPECTED BENEFITS The benefits of the objective are to continue a trend of low teenage pregnancy in the District. The teen pregnancy rate of the District's student population was lowest in eight years in Thus, students have been and will continue to be the 1993-94. beneficiaries of the program. IMPACT ANALYSIS The effect of reducing the Family Life Program staff and programs can be minimal if the program is adequately supervised and maintained by a coordinator and one specialist. These people will Visiting classes. tn 1 Cl need to have a major role in the schools. providing staff development, and assisting teachers and staff at all times will be the primary role of these two people. Ccuncclcrc and nurses will need to understand the importance of continuing the Counselors Teachers willing to be trained can program in their schools. assist with the program and help teach the program if needed. Desegregation Plan The Family Life Education Program is listed as a component of the health and physical education program of the Incentive Each of the Incentive Schools Schools (p.l56, April, 1992) have a full time nurse and counselor. These two people will play a major role in continuing the program in their schools. The Adolescent Health Committee of New Futures is also IS studying the possibility of adding a special after school program for girls in the Incentive Schools. Court Orders No The recommendation will support the Desegregation Plan, additional Court Orders concerning Family Life Education have been issued. Political Factors Failure to assure the public that the Family Life Education program is being continued in schools where it has been popular would be viewed very negatively. Risks The risks of reducing the program to in-school staff is that the program may be watered down to the extent that the . The risk of not having a program effectiveness is diminished. at all is that the pregnancy rate could show a steady increase instead of the downward trend shown over the last few years. IT 7 H. FORCE FIELD ANALYSIS nurses, The primary supporters of this program will be teachers, counselors, as well as parents. The supporters of the program will appreciate assurances that the program is not being totally but that the instruction is being refocused using eliminated, Knowing that support will continue existing building personnel. from the Instructional Resource Center will help. Detractors should be few. Some parents may object to the program by in-school personnel if they think the Some nurses who feel being instructed instructors have not been adeguately trained. uncomfortable as teachers may also be a little skeptical of the change Counselors and nurses will have to be convinced that they can become guality instructors of this program. tn M 1 c. I. GENERAL IMPLEMENTATION PLAN The coordinator of Family Life Education under the supervision of the Supervisor of Science will have the responsibility for overseeing the continued development and instruction of the will be scheduled. of program. Classroom observations win oe scneauiea. Counselors and nurses will turn a schedule of instruction into the coordinator and ,111 ^_1_____1. The junior high program will be scheduled through the Science Department and will be taught as a three week The dates will be scheduled and the coordinator visits will be planned. module in Science. Inservice will and specialist will visit and assist the teachers. be planned and held for all seventh grade science teachers, nurses and counselors. Attendance will be required at and counselors. the the inservice sessions. ILittle Rock School District Improving Student Transportation January, 1995 w M 1 o. e s Addition A Business Case " ISTOP 3 Modification $1,000,000 savings over 3 years DeletionImproving Student Transportation Business Case 3 The risks of implementation of this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capability given the delays in implementation of outsourcing when considering increased activities associated with the start up of the school year. It is critical that the decision be made before June 1, so it may be implemented by the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know when the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facility already available. Even with these costs, outsourcing will reduce overall costs (See Attachment 1). The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. M o. Milestone 1. Reestablish a transportation steering committee______ 2. Write request for proposals (RFP)__________________ 3. Steering committee review RFP____________________ 4. RFP mailed to potential contractors_____________ 5. RFP information session for potential contractors_____ 6. Proposals submitted_____________________________ 7. Proposals screened by steering committee__________ 8. Recommended proposal presented to the LRSD Board of Directors for approval__________________________ 9. Notice to employees_____________________________ 10. Include this as a budget reduction strategy__________ 11. Recruitment of current employees__________________ 12, Recruitment of new employees____________________ 13. Inventory property_______________________________ 14, Finalize contract_________________________________ 15. Relocate Safety and Security Department___________ 16. Property transfer and occupancy___________________ 17. Complete bus routes_____________________________ 18. Retrain current employees '*'* W tn Dt. Hmry P WtUti Date 2/15/95 2125195 31^9195 3IMI95 3I3V95 4/14/95 4/28/95 5/25/95 Person Mayo Neal, Cheatham Committee Neal Neal, Cheatham Contractors Committee Williams 5/26/95 5/26/95 6/^/95 6/1/95 6/26/95 QI23I95 QI39I95 QI39I95 1129195 51^195 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Cheatham Contractor (o/iozs tu!ioirm.oocT Improving Student Transportation Business Case 5 source. Unfortunately, this cost is only a beginning. The additional personnel purchased with that money will be an annual cost to the school budget. This has not fixed the problem for the long term. For example, the new buses ordered will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem is provided in this business case. Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance that has occurred because of an aging fleet and driver performance. In this proposal, the notion of an aging fleet is supported by statistics of the number of buses with excessive miles, the increasing costs of repairs, the increasing need for mechanics, and the increasing calls for wrecker service. Concern about poor driver performance is supported by statistics on driver absenteeism, the preventable accident rate, and high worker's compensation claims. All comparisons are made between standards acceptable to contractors in the industry and standards of LRSD. m 1 a e Aging Fleet To bring the aging fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on engine type and miles of use. Those parameters require that buses be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Based on equipment inventoried November, 1994, the replacement schedule should look like Figure 1. The shaded area gives a historical perspective on buses purchased prior to this school year. The replacement schedule begins at the line marked 1995-96. However, new buses for 1994-95 will not be received until the spring of School Year 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 Figure j Buses 0 0 112 40 40 40 40 40 40 40 40 S-hMWd by Dr Hatnt P. Wib (0/10/95 Busot/mjxx
IImproving Student Transportation Business Case 7 Driver Performance Several factors are used to reflect driver performance. One of the leading indicators of poor performance is driver absenteeism. Because absenteeism inconveniences students, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and an accurate indicator of the unsatisfactory performance of the current system. By May of 1994, the daily driver absentee rate was 23%. The fall of 1994 shows some improvement, but that was so of 1993 also. The result of this high level of absenteeism performance. was poor increased route student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. More often than not, the transportation system is besieged by problems stemming from driver absenteeism and the seemingly liberal use of employee 30% 25% 20% 15% 10% 5% 0% Driver Performance Absenteeism 23% fl Absent Figure 3 12% LRSD Contractor w 1cu s sick leave provisions. Vehicle accident rate is another indicator of driver performance (Figure 4). Accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment. Preventable accidents are an even more interesting statistic since they are a result of driver error. In 1992-93, the District had 68 such accidents while logging over 3.9 million miles
in 1993-94, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 Figure 4 accidents per million miles respectively. Though the two year trend is downward, it exceeds the standards of contractors in the industry considerably. By contrast, private contractors average a record of K Dr. Hwy f /10/95 8U5OtnV5.DOC a 8 Improving Student Transportation Business Case 9 ate Analysis of Alternatives 1 ers ree ost the 94, all the SD its. ing Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD last summer. Upon careful consideration, several aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. Though the committee favored outsourcing as the alternative of choice, that idea failed when placed before the Board of Directors for lack of a vote. The alternative solutions considered are listed below: 1. Change nothing. This will not address the problem and will cause costs to grow annually as the fleet ages and driver training is not maintained because of turnover
2. Follow industry standards far equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This is the most expensive alternative. The district w a e Staffing Comparison LRSD V. Contractor would continue to operate the system. Buses would be replaced on schedule. This will have a dramatic impact on the current and future budgets. The first of the ion 3. rmooc 14 12 10 8 6 4 2 LRSD Contractor Additional SUff to meet standard (+$303,370 each year) 13 5 5 3 3 3 3 4.3 7 3.5 1 1 1 1 1 0 Manager* Suparv*. Dispatch*. Clerk* Maint Sup. Position Figure 5 year increase to the budget is approximately $1.3 million. This alternative was used this year. Figure 5 illustrates the comparison between existing positions in the district and the number needed. The intent is to match the training mechanics, preventive industry in positions, and maintenance positions. The need for buses was illustrated earlier. One million of this money was used to purchase new buses and $.3 million was used to increase personnel. Costs continue to grow dramatically with this alternative, however. Turn over tlie M-M portion of the system to the Arkansas Department of Education. This would reduce costs for LRSD but increase coordination problems. **>** by O. Hany P. W|Ut 03/10/95 SUBOUmOOC0 Improving Student Transportation Business Case 11 is y le le n 6. The cost of student transportation for the next three years will be less that that projected by LRSD
and, 7. A schedule for replacement of equipment will be strictly followed. Impact Analysis is h y The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 70 drivers. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. it e d n IS Negatives J 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences
2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs
Positives 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints
J It O n 2. Currently employed drivers will maintain their jobs and benefits
3. Buses will be on-time more often than they are now
4. Accidents will decrease
5. The number of buses out-of- .f service decrease
for repairs will 6. The cost of student transportation for the next three years will be less that that projected by LRSD
and, 7. A schedule for replacement of equipment will be strictly Quality of Performance Bus Availability, Driver Absenteeism, Not-un-Time Buses y tn 1 o. 30% 25% 20% 15% 10% 5% 0% LRSD Contractoi 30% 23% 14% 12% 5% 1% Out-of-Service Absenteeism Not-on-Time Figure 6 IOC (D/I0/9S BusoumnocT Improving Student Transportation Business Case 13 Revenue Source The money normally allocated will be used to pay for outsourcing. Implementation of this proposal creates a year-to-year cost-reducing strategy for the 1995-96 budget. I Force Field Analysis 1 Primary supporters of this proposal will be those directly affected by the solution -- patrons and administrators within the District. The Board of Directors and administration of the school district are aware of the improvement this solution will bring for student service. Those most opposed to the solution will be bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of outsourcing is that service will improve while reducing costs. w O. ' General Implementation Plan 1 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Reestablish a transportation steering committee______ 2. Write request for proposals (RFP)__________________ 3. Steering committee review RFP____________________ 4. RFP mailed to potential contractors_________________ 5. RFP information session for potential contractors_____ 6. Proposals submitted_____________________________ 7. Proposals screened by steering committee__________ 8. Recommended proposal presented to the LRSD Board of Directors for approval__________________________ 9. Notice to employees ___________________________ 10. Include this as a budget reduction strategy__________ 11. Recruitment of current employees__________________ 12. Recruitment of new employees____________________ 13. Inventory property_______________________________ 14. Finalize contract fcy Or Huy p WOIim. Date 2/15/95 2I28I9S 31^9198 31^1193 3/31/95 4/14/95 4/28/95 5/25/95 Person Mayo Neal, Cheatham Committee Neal Neal, Cheatham Contractors Committee Williams 5/26/95 5/26/95 Q/'i/QS 6/1/95 6/26/95 QI28/95 Hurley Milhollen Contractor Contractor Neal Williams m/lO/W BU9OUTVJDOCImproving Student Transportation Business Case 15 Attachment! Comparison of LRSD costs to Mayflower Contract Services, Inc. Costs (From 1994 Proposal) EXPENSE CATEGORY Salaries Fringe Benefits________ Purchased Services Materials / Supplies Capital Outlay________ Other Objects SUBTOTAL Budget Yr 1994-95 3,679,789 800,604 676,500 964,664 11,000 1,000 6,133,557 Budget Yr 1995-96 3,790,183 809,049 686,648 984,041 11,000 1,000 6,281,921 Budget Yr 1996-97 3,985,519 852,142 700,381 1,003,722 11,000 1,000 6,553,764 TOTAL 11,455,491 2,461,795 2,063,529 2,952,427 33,000 3,000 18,969,242 w 1 CL I B. I Fleet Insurance Workers Compensation Fleet Disposal 512,680 236,473 537,000 522,933 243,565 533,392 251,357 Bus Payment SUBTOTAL 1,286,153 1,155,391 1,921,889 1,317,297 2,102,046 1,569,005 731,395 537,000 2,472,688 5,310,088 TOTAL FUNDS AVAILABLE 7,419,710 8,203,810 8,655,810 24,279,330 Mayflower Proposal Special Education TOTAL SAVINGS Regular/M-to-M Special Ed TOTAL toy O Hmry P WiUun*. 6,463,981 857,261 7,321,242 6,997,680 876,035 7,873,715 7,170,387 895,372 8,065,759 20,632,048 2,628,668 23,260,716 98,468 330,095 590,051 1,018,614 6,562,449 857,261 7,419,710 7,327,775 876,035 8,203,810 7,760,438 895,372 8,655,810 21,650,662 2,628,668 24,279,330 OlZie/H BU5OUTVS.0OCBUSINESS CASE NEW FUTURES EXECUTIVE SUMMARY The New Futures program was established in 1988 as a part of New Futures for Little Rock Youth, a nonprofit foundation, begun with a grant from the Annie E. Casey Foundation in Baltimore, Maryland, and local matching funds. New Futures is a city-wide effort to address the needs of at-risk adolescent youth in the Little Rock School District. The goal of New Futures is to bring about systems change, institutional reform, and programs and policies that value youth and their families through addressing youth issues in delivery systems that have great impact on youth and families. w 1 Q. I The focus of the New Futures education component was concentrated at the junior high school years. Four junior high schools, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Teachers participated in a middle level restructuring program. and administrators were provided staff development, technical assistance and planning opportunities to build local capacity in order to create conditions for change within a traditional educational program, structure, curriculum design and delivery system. After two years of preparation, all four schools implemented the following middle level practices: students were organized into smaller heterogenous, learning communities called teams
teachers were organized into interdisciplinary teaching teams sharing a common group of students throughout the school day
specific programming for at-risk youth was developed and implemented
a new core course for the 7th and 8th grades (9th grade:dropped after one year). Learning Foundations, was developed and implemented
teaching teams were provided with a common planning period during the academic day by reorganizing the school day into seven blocks of time
a master schedule was developed to allow teachers to utilize flexible scheduling as determined by instructional needs. The New Futures program should be expanded to include supporting and assisting in the development of the district wide middle school planning process. Modifications in the current design of the program need to be implemented in light of the budget restraints and the needs for additional instructional opportunities for students continuing to experience academic difficulties. These modifications will require redesigning the master schedule in order to maintain and continue to develop effective middle level programming and specifically the interdisciplinary teaming component. This will require flexibility in approach and design.T page 3 Data from the living in poverty, less than 5.8% were receiving AFDC, and only 20% of poverty-level youth received foodstamps. Data from the district at that time indicated that 43% of all LRSD students were economically disadvantaged. Poverty combines with other problems to predict a limited future for students caught in these circumstances. district data, the 1986-87 annual drop-out rate was 13.9% for 74% of the drop-outs were black, and 45% of all According to that year. dropouts left school during the tenth grade. students entering the 7th grade in 1986 were one or more grade More than 40% of levels behind in reading or math. During 1986-87 school year, the suspension rate was 11.9% with six times as many blacks 71% of these suspensions occurred at the suspended as whites. junior high level. Of the 13.9% students who dropped out of school, 45% had been suspended more than once. I S I II ri Multiple factors contribute to the problems faced by at-risk youth. Many of these students begin school academically behind their more affluent peers and remain there, becoming increasingly discouraged about their ability to compete and succeed in school * A number of these students find school discouraging or in life. and begin cutting classes, skipping school, or acting disruptive. The focus on joint planning and coordination of the services by the youth serving agencies became a major goal for New Futures to assist at-risk youth who had historically been served by a fragmented pattern of services. Though not traditionally thought of as a youth service provider, the Little Rock School District certainly has the most far- reaching impact on Little Rock youth. The district joined with New Futures to develop programs aimed at reducing the Jr. High and Sr. High drop-out rates, to reduce the percentage of students who are one or more grade levels behind on the standardized achievement tests, to improve the attendance rates for Jr. High students, to improve the graduation rates, to reduce the teen pregnancy rate and teen birth rate among students, and to increase the level of community awareness of and commitment to staff at-risk youth. Strategies to achieve improved student incicators include: interdisciplinary teaming, student incentives, afterschool programming, in-school suspension programming, development opportunities, and professional networking opportunities. Prior to this initiative, such a collaborative effort focused on adolescent at-risk, youth did not exist in Little Rock or the school district. A multi-pronged, wrap around approach was Multiple strategies and developed between the parties involved. practices were implemented across the community.T page 5 The academic day consists of seven periods. Students in the 7th and Sth grades take four core courses, two electives, and one additional required course. Learning Foundations. This course was developed and implemented in 1990 to provide additional Language Arts instruction. 9th grade students take four core courses and three electives. B. PROBLEM DEFINITION The New Futures Program should be expanded to include supporting and assisting in the development of the district wide middle school planning process. Two modifications in the current design of the program need to be implemented in light of budget reductions and the need for additional instructional opportunities for students continuing to experience academic difficulties. S? I & I C. ANALYSIS OF ALTERNATIVES Two alternatives were considered: (1) maintain the current program by continuing at the four pilot schools, (2) utilize the existing capacity that has been developed in the pilot schools as a base to expand the program district wide making two adjustments in the current programmatic design: implementing the Language Arts Plus component of the district's Academic Support Program in lieu of the Learning Foundations course and redesigning the day to include six periods with one common team planning period. Maintaining the current program at the four pilot schools would fail to capitalize on the capacity that has been developed nor would it recognize the lessons learned regarding best practice for early adolescents through this initiative and review of research. The best alternative is to institutionalize the program that has been piloted through the support of the middle school concept while taking advantage of the internal capacity that has been developed with outside resources and making two modifications to better meet student needs and conserve resources. D. RECOMMENDATION Utilizing the existing capacity that has been developed would serve as a base to expand innovative programming for early adolescents and at-risk youth through the support and development of the middle school concept. This would also capitalize on internal capacity developed through outside resources.T page 7 for students in the middle of their educational careers and need special educational programming that is specifically designed to best meet the needs of early adolescents. GOAL SUPPORT The New Futures Program as implemented under the recommendation will support district goals 1 and 2. The implementation of the Language Arts Plus Program will address goal 1 as it will specifically focus on the basic skills for students who are academically deficient. EVALUATION CRITERIA The objective will be evaluated through an annual report on student progress in the Language Arts Plus Program and continued evaluation of the student indicators of attendance, course failures, suspensions, and achievement on the t w f M ! 1 CL standardized tests. Qualitative instruments will be i s I developed to obtain teacher feedback on programmatic implementation. EXPECTED BENEFITS The benefits of the objective are to continue to improve the quality of educational programming that is developed and implemented for middle level students and students at-risk. F. IMPACT ANALYSIS The effect of retaining support for the New Futures Program will be positive for the continued improvement and development of appropriate middle level programming. The implementation of Language Arts Plus will increase the opportunity for students deficient in language arts skills to increase their achievement. Flexibility and creativity will be used as a new master schedule is developed in order to retain the integrity of the middle level program strategies that have been established. However, teachers will need to use the planning time carefully and in a worst case scenario volunteer a portion of their personal planning time to conduct team business. Students in the 7th and Sth grades will continue to have the same elective opportunities as currently available. There will no change in this situation. Additional time during the academic day will be focused on the acquisition of basic skills for those students demonstrating the need for academic assistance in these areas. Ninth grade students' schedule will include four core courses and two electives. This would reflect a return tc the scheduling program that was in place before the 9th grade Learning Foundations course was eliminated in 1991.f page 9 Adopting the Language Arts Plus component of the Academic Support Program will result in a moderate increase in the number of certified staff needed at each of the four schools in the English departments. It is estimated that an additional 7 to 9 staff members will be needed to implement the Language Arts Plus component. However, an increase in the total number of certified English positions for the purpose of staffing the Language Arts Plus component of the district's Academic Support Program will reduce the total number of reading teachers nneeeeddeedd.. This will result in an additional reduction of approximately by 4 positions resulting in a total certified staff reduction of 20 positions. Financial Analysis The impact of the recommendation on personnel costs will be dramatic. The staffing components referred to in this recommendation are interdependent of each other. In order to realize the financial savings reflected in this analysis, the components must work together, not in isolation. The recommendation calls for a total certified staff reduction in the four junior high schools totaling approximately 20 positions resulting in a net cost savings as indicated below: S' I 1| s Is H. Elimination of 13 Learning Foundations staff Elimination of 12 additional certified staff through a return to the six period day Elimination of 4 reading teachers Addition of 9 English teachers $381,848 $420,000 $140,000 $315,000 The final cost saving in staff reductions will be: $626,848. FORCE FIELD ANALYSIS The primary supporters will include the New Futures Collaborative who advocate the continued development of middle level programming, systemic reform, and support for at-risk youth. Additional supporters will include teachers, principals. and central office administrators. Primary detractors will be teachers who will be displaced by the staff reductions and representatives of the Little Rock Classroom Teachers Association. SUBSTITUTE TEACHERS BUSINESS CASE m I a. ' o. (Revised March 9, 1995) e ! 2! rLittle Rock School District Human Resources Department college degree, the substitute is paid $40 per day. Substitutes who have substituted in the same position for 20 days are paid $85.50 per day after the twentieth day. All substitutes are assigned by the Substitute Office Service (SOS). SOS is a division of the Human Resources Department. Substitutes are assigned for a variety of reasons. When a teacher is absent, the reason for the absence is reported by the absent teacher's school. each of the following categories: The absences are recorded in m 1 CL e a 1) sick, 2) personal, 3) vacation, 4) professional, 5) inservice, 6) jury, 7) court, 8) military, 9) medical with or without pay, 10) suspension with or without pay, 11) workman's compensation. The District substitutes. budgets Included approximately $1.6 million for in the $1.6 million is $400,000 budgeted for substitutes for non-certified employees. certified substitute fund pays for substitute teachers which The are not charged against another budget category. substitutes reguired to cover classes for teachers involved in For example. special inservice training would normally be charged to the area or department for whom the training was being conducted. From the information presented above, it is easy to draw the conclusion that the District should reduce the amount paid for However, there are many instances where substitutes. employing a substitute on a long term basis costs less than the District would have spent on the teacher of record for a position. For example, many teachers who go on long term leaves for illness or other reasons are not paid during the term of the leave. experience) earns $104.55 per day. The lowest paid teacher (BA degree and no a long term sub would be paid. This is $19.05 more than Compared to a teacher at the top of the scale, the District pays the long term substitute $126.32 less per day. These savings are never reflected
the only thing which is shown is that the substitute fund is charged with more expense. Problem Definition
No one would disagree with the premise that it is better to have the regular teacher in the classroom instructing the students. However, experience tells us that teachers are absent for a variety of reasons, many of which they cannot control. It is also better to remove a teacher from a classLittle Rock School District Human Resources Department usage and to attempt to quell the substitute expenditures by the recommendations which are presented below. Recommendation 1
There is not enough information from the evaluation results to form any specific recommendations which have validity in reductions of substitute usage. C__ ____1__1___ ___
__ reached which Some conclusions can be recommendation. are the logical basis for a general There should be a joint ad hoc committee formed consisting of administrators and union representatives. This committee should be charged with studying data as it becomes available this year, and from that study, make recommendations on joint measures to reduce absenteeism and substitute usage. Or, these issues could be discussed and made m B. ' 2! a matter of business for the negotiations teams District and the teachers' union. of the Using either method, the ideas should not be limited. Recommendations which include performance incentives tied to measurable student academic growth and employee attendance should be considered. Objective
The purpose of the recommendation is to ultimately reduce substitute usage and thereby reduce the requirement to budget as much of the District's revenue on substitutes. The District's ability to address absenteeism is in large measure contingent upon the willingness of the employees and their union to help in the effort. Their willingness to help will be heightened by their awareness of the magnitude of the problem and the dollars that absenteeism and substitutes divert benefits. from other budget areas including salaries and Impact Analysis
Recommendations which are successfully implemented will reduce absenteeism and its associated costs. A positive by product would be increased student achievement resulting from fewer lost days of instruction with the regular classroom teacher. Desegregation Plan
There is no apparent negative impact on the desegregationLittle Rock School District Human Resources Department usage and to attempt to quell the substitute expenditures by the recommendations which are presented below. Reeommandation 1
There is not enough information from the evaluation results to form any specific recommendations which have validity in I m i reductions of substitute usage. Some conclusions can be reached which are the recommendation. logical basis for a general Q. There should be a joint ad hoc committee formed consisting of administrators and union representatives. This committee should be charged with studying data as it e 5 becomes available this year, and from that study, make recommendations on joint measures to reduce absenteeism and substitute usage. Or, these issues could be discussed and made a matter of business for the negotiations District and the teachers' union. teams of the Using either method. the ideas should not be limited. Recommendations which include performance incentives tied to measurable student academic growth and employee attendance should be considered. Objective
The purpose of the recommendation is to ultimately reduce substitute usage and thereby reduce the requirement to budget as much of the District's revenue on substitutes. The District's ability to address absenteeism is in large measure contingent upon the willingness of the employees and their union to help in the effort. Their willingness to help will be heightened by their awareness of the magnitude of the problem and the dollars that absenteeism and substitutes divert benefits. from other budget areas including salaries and Impact Analysis
Recommendations which are successfully implemented will reduce absenteeism and its associated costs. A positive by product would be increased student achievement resulting from fewer lost days of instruction with the regular classroom teacher. Desegregation Plan
There is no apparent negative impact on the desegregationLittle Rock School District Human Resources Department Recommendation 2
The portion of the substitute usage which is actually under the complete control of the District is professional leave and inservice training. Through December 13th the District had approved 953 days of professional leave. This amounts to only a small portion of the overall substitute budget
does translate to $46,000 as of December 13, 1994. however, it If the usage continues at this rate for the remainder of this year, approximately $110,000 will be expended for substitutes for professional leave in the 1994-95 school year. pa I 1! Q. ' B 1 As a result, the District should consider separating this portion of the substitute budget with a dedicated line appropriating a specific sum of money for professional leave and inservice training. When that amount of money has been spent in a fiscal year, no additional leave could be granted without a reimbursement from whichever department requested the leave or training. It is recommended that the cap for professional leave be set at $60,000 for the 1995-96 school year, a savings of approximately $50,000. This would represent Obiactive
The objective is to establish budgetary control over the amount that the District spends for professional leave and inservice training which requires the use of substitutes. Impact Analysis
The impact would be a more careful distribution and usage of professional leave and inservice training which requires the use of a substitute, limits for usage. The level of funding would determine the Desegregation Plan
There is no apparent negative impact on the desegregation plan. Court Orders
There is no known impact.Little Rock School District Human Resources Department paid, the substitute fund should not be charged since this is a savings for the District. The cost should be offset in the Departmental budget against the salary costs budgeted for that site. The same thing should be considered when personal leave is taken with the employee paying for the cost of the substitute, this is not a true expense because the employee has reimbursed the District for the cost of the substitute. I w o. It must once again be emphasized that these accounting recommendations do not save the District any money
they only more accurately reflect the proper account for the for the savings or expenditures. 2----- -1 Neither does the recommendation indicate that it is preferable to have substitutes than regular classroom teachers. e Objective
The objective is to clarify what substitutes actually cost the District by breaking down costs versus savings and charging them to the more appropriate account. Impact Analysis
There is no net savings by adopting this recommendation
the impact would simply be a more realistic picture of the actual financial burden substitutes place on the budget. Also, there is no reduction in substitute days from the recommendation
therefore, there are no benefits for the instructional program resulting from having fewer substitutes in the classroom. Desegregation Plan
There is no apparent negative impact on the desegregation plan. Court Orders
There is no known impact. Political Factors
There are no known political factors which would negatively impact the recommendation.BUSINESS CASE VOCATIONAL EDUCATION EXECUTIVE SUMMARY Currently, the Little Rock School District offers an Exploring Industrial Technology Education (E.I.T.E.) program at all eight (8) junior high schools to 7th, 8th, and 9th graders. The curriculum content in Exploring Industrial Technology is directed toward four major clusters: communication, construction, manufacturing, and E.P.T. (energy, power and transportation). Students are exposed to using computers, robots, lasers, pnuematics, telecommunication, and other modern equipment and concepts. The program was implemented over a period of four years. Start-up funding was obtained through a proposal for New or Expanded Programs offered by the Arkansas Department of Education, Vocational Division. 7th, Sth, and 9th graders. four years. and E.P.T. S I li o. I B j i The The trainer modules/equipment used in an E.I.T.E. lab are very expensive with an initial cost, including supplies and materials, in excess of $40,000.00. equipment in two junior highs is in dire need of replacement or the program should be eliminated. Due to funding circumstances, budget cuts, and other unforeseen occurrences, the effort to maintain and/or meet state standards relative to equipping these labs has been frustrating as well as futile. Certified personnel in the field of Industrial Arts/Industrial Technology has become an additional problem the Little Rock School District has had to contend with the last three years, due in large part to teacher retirement and/or teachers not meeting required statecertification standards. Currently, there are three schools with either a long term substitute or a non-certified industrial arts/industrial technology teacher teaching this course. While Low enrollment in some vocational courses and/or programs continues to bring questions as to a need to offer the particular course or eliminate it. making this decision, the District must use caution. Several vocational courses are needed to provide complete programs of study for those students desiring to become Tech Prep completers. Under Act 969 of 1993, students who graduate after May 1, 1997, shall have successfully completed either the college preparatory core curriculum or the technical core curriculum (Tech Prep). requirements become more rigid, vocational courses, as well as other elective courses, begin to experience low enrollment problems. As graduation Nationwide, education and training are undergoing major restructuring, the main reason being that our present educational system no longer meets the needs of society. The Tech Prep movement was initiated in response to this need. During the 1993-94 school year. Little Rock School District began putting the Tech Prep program of studies in place to meet state mandates. The purpose of Tech Prep is to better prepare students for the changing demands of the workplace through a combination of strong academic and technical skills training for entry and/or midlevel careers. To do so means having a strong curriculum as well as high tech equipment to train our students. Several courses in vocational education are experiencing low enrollment due to scheduling conflicts relative to graduation requirements or lack of time in their daily schedules for electives. courses need to be eliminated because of low enrollment, the District must be careful to not eliminate courses that are "capstone" or completer courses for Tech While some Prep programs of study which are mandated by Act 980 of 1991. 1A. BACKGROUND Beginning with the 1988-1989 school year, the Little Rock School District replaced the traditional, but outdated, Industrial Arts program with a new concept designed to provide students with learning experiences in modern industrial technology. This new educational program is Exploring Industrial Technology Education (E.I.T.E.) and is taught as a semester course for seventh and eighth graders, and a full year course for 9th graders. implementation was completed during the 1992-93 school year when the last lab was installed at Southwest junior high. All of the instructors were certified Industrial Arts teachers, who had to receive additional training and college Full credit to become certified to teach the course. The curriculum content in Exploring Industrial Technology Education is directed toward four major clusters for 7th, Sth, and 9th graders: communication, construction, manufacturing, and E.P.T. (energy, power and transportation). Students are exposed to using computers, robots, lasers, pneumatics, telecommunication, and other modern equipment and concepts.....................- - be taken by any student declaring a Tech Prep course of study in Trade and communi cati on, construction This course should S * I CL Industry skilled training programs. Tech Prep is a national movement to better prepare students for the complexities of life in the 21st century. Tech Prep is considered a "dualpurpose program of study", which means that upon completion of the Tech Prep core, students are prepared to enter a vocational col lege preparatory program or a combination, schools establish a Tech Prep core curriculum. .... . has made great progress in implementing the Tech Prep initiative, but still has a lot of work to complete. During the 1993-94, and 1994-95 school years, changes have been made and capstone or "completer" courses have been put in place to provide the linkage needed to have complete programs of study in the home schools. The Tech Prep programs of study are available in Consumer Home Economics, Business Education and Marketing, and Trade and Industry in all of the home schools. These programs of study will give students what they need to be employable or to continue their postsecondary education or training after high school graduation. The new standards require each school to make available programs of study in three occupational programs. Metropolitan Area Vocational Center is a part of the Little Rock School District, the skills training programs offeredthere are an extensionof the Trade and Industry program of study. In the Little Rock School District home schools. Trade and Industry programs are limited, almost non-existent. or technical program, a Act 980 of 1991 requires that The Little Rock School District II the home schools. Because I 5 s Drafting The following Trade and Industry programs are currently offered in some of the home schools: Basic Mechanical Drawing, Exploratory Carpentry, Architectural Drafting, Engineering Drafting and Work Study programs in Coordinated Career Education (disadvantaged and handicapped students). Industrial Cooperative Training and General Cooperative Training. Trade and Industry course offerings at Metropolitan Area Vocational Center are as follows: Auto Body and Paint Technology, Automotive Technology, Commercial Foods, Computer Aided Drafting, Computer Graphics/Commercial Art, Cosmetology, Electronics, Health Occupations Education, Metal Fabrication/Welding, Printing Technology, Radio Broadcasting, Residential Construction, Television Production and Word Processing (extended Technology day only). B. PROBLEM DEFINITION Current funding and the high cost of equipment, supplies and materials 3E. OBJECTIVES 1. Exploring Industrial Technology Education (E.I.T.E.) labs not meeting state standards either through equipment needs or lack of certified staff, will be eliminated to allow funds/equipment needed to operate other E.I.T.E. wi 11 2. labs to be transferred, thereby ensuring their success. Vocational courses with consistent low enrollments will be eliminated to provide adequate funding for other, more viable vocational courses in that school or in the District. These objectives support District goal #4, which will allow for the securing of financial and other resources that are necessary to fully support district schools and programs. Evaluative Criteria
The following is a list of the criteria to be used in determining whether or not the problem is solved: Q. t I 1) 2) 3) 4) The amount of additional funds and equipment made available for the remaining labs
students having access to the E.I.T.E. lab will also have access to all of the required equipment and materials needed to meet state standards
5 students will be able to transfer learning experiences to skilled training programs in Trade and Industry
and immediate cost savings is realized. Expected Benefits: The District will be able to meet the state required equipment standards for the E.I.T.E. programs remaining in existence and provide adequate funding for other vocational programs relative to equipment, supplies, materials and staff. F. IMPACT ANALYSIS 1. II Program - There will be students at two junior high schools who will not have access to the learning experiences gained in an E.I.T.E. lab. Also, this program is used as a "back-up" course at these schools which may present a scheduling problem for school administrators. The changing of two FTE Consumer Home Economics positions at J. A. Fair to 1.5 FTE would not adversely affect the program. Currently, with the present enrollment, this would have been a more resourceful change this school year. The .5 FTE could travel between J. A. Fair and another school with a need for a .5 FTE. RPG Programming course at McClellan has The Computer Technology: -- - never been in full force since being implemented in the.1993-94 school year. The equipment needed to teach the programming course {AS400) is housed at Metropolitan Area Vocational Center and was tied into by McClellan in 1993. Many mechanical difficulties were experienced and, low enrollment and/or lack of student interest has resulted in this recommendation to eliminate the course..........- not have a negative impact on the magnet program, nor the Tech Prep This would programs of study. 5FOREST HEIGHTS E.I.T.E. LAB EQUIPMENT PRICE 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Mechanism Trainer , Amatrol IR02-EMU-Intro to Robotics Pnuematic Trainer Hydraulic Trainer Electronics Trainer Telecom Trainer SIP-250 Printers, IBM (2) Small gas engine. Module Structure Module Lenco Welder Trainer/Simulator 11. IBM Computers (486 SX) 12. 13. 14. 15. 16. 17. EET-IL #200-2002 Modular Electronics W/Lego Auto Sketch Software C.A.D.E.T. II Exploring Fiber Optics Software Packages (Pagemaker Desktop Publishing, Word Processing and Flight Simulator) EMP Course-SRIOO (3 HP gas engines) Technology Computer Trainer $ 1,199.00 3,135.00 1,099.00 1,399.00 690.00 2,073.00 580.00 1,850.00 1,995.00 3,010.00 4,168.00 1,199.95 94.00 875.00 650.00 t w S H S ** 1 CL B. e 18. Bench System II 19. 20. 21. 22. Solar Energy Test Centers Trainer Electronic Publishing Module CAD Drafting Station A/Auto CAD and Mouse Audio/Video Module Modular Electronics W/Lego Tools, materials/supplies 3,010.00 950.00 99.95 1,800.00 599.00 1,845.00 2,460.00 2,500.00 TOTAL ESTIMATED PROGRAM COST (Forest Heights): $37,280.90 PULASKI HEIGHTS E.I.T.E. LAB 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 12 13. 14. 15. 16. 17. 18. Mechanism Trainer IR02-EMU Intro to Robotics Pnuematic Trainer Hydraulic Trainer Electronics Trainer EET-IL Modular Electronics W/Lego Telcom Trainer SIP-250 Structure Module Lenco Welder Trainer/Simulator CADET II Exploring Fiber Optics Technology Computer Trainer Printers (2) Auto Sketch Software Software Packages (Pagemaker, Desktop Publishing, Word Processing and Flight Simulator Solar Energy Test Center Electronic Publishing Module CAD Drafting Station W/Auto CAD Drafting Station and Mouse Small Gas Engine Module $ 1,199.00 3,135.00 1,099.00 1,399.00 690.00 1,199.95 2,073.00 1,995.00 3,010.00 875.00 950.00 580.00 94.00 650.00 1,800.00 599.00 1,845.00 1,850.00 73/01/95 brochures reflect changes Spring Recruitment begins Vocational Administration and Staff 9 o W E ir c. If I IBusiness Cases Requiring Additional Expenditures Alternative Education Arkansas Crusades Beacons School Information Services Newcomer Centers Reading Recovery/Early Literacy Pilot Program Security Officers to Work on Safety and Security Issues bEXECUTIVE SUMMARY fe BUSINESS CASE ALTERNATIVE EDUCATION At the end of the 1990-91 school year, the three Pulaski County School Districts elected to disband the Tri-District Alternative Education Program for junior high students that they had collaboratively operated for two years in a facility owned by the Little Rock School District located at 800 Apperson Street. In August of 1991, the Pulaski County School District opened its program in a District owned property in Scott, Arkansas
The North Little Rock School District located its program in the North Little Rock Boys Club and the Little Rock School District choose to maintain its alternative education program in the old Carver Elementary School at the Apperson site. The District renamed the program, Center nine. the Little Rock School District Alternative Learning and continued to serve students in grades seven, eight and Typically, students accepted into the program have evidenced a pattern of low achievement, lack of motivation, poor attendance, low self-concept, are overage for their grade level and have experienced moderate to extensive behavioral problems in traditional school environment. the In recent years, the number of LRSD students in need of alternative programming has far exceeded the number that could be served at the Alternative Learning Center with its present staffing limitations. A waiting list of thirty to forty students who cannot be placed is common. Expansion of the program to serve a larger pool of at-risk students has been identified as principals, teachers, and parents. program enrollment. a critical need by building In addition to increasing the there is also a need to make qualitative improvements to the program in general. Several options for expanding and refining the current Alternative Learning Center program were considered: 1. 2. 3. 4. Double the enrollment to serve additional students. Establish additional ALC sites at other District owned facilities. Do nothing. Maintain the status quo. Explore the feasibility of implementing pilot alternative classrooms in several junior high schools. Alternative one would require a significant expansion in certified and support staff that would be financially prohibitive due to the precarious financial condition of the District at this time. Alternative two, expanding into other District facilities, could greatly increase the operational costs that would be incurred bystaff must be flexible and open to change. Each situation is unique and requires instructional programs. specialized staffing, support and Unfortunately, many alternative schools operate in the same manner as regular schools. They become just another traditional school instead of a "true" educational alternative. The Little Rock School District Alternative Learning Center has functioned as a blending of forms a and b. Students are administratively assigned to the Alternative Learning Center upon the recommendation of a placement team composed of Alternative Learning Center staff and representatives from the junior high schools. Students may also be assigned by the Little Rock School District Board of Directors through the Sudent Hearing Officer as an alternative to suspension or expulsion. There is an expectation that students will progress through the Alternative Learning Center program and eventually return to their home school. Presently, the Alternative Learning Center is staffed to accommodate sixty students from the eight junior high schools. Several conditions must be met for an alternative school to be effective: - a caring staff well trained in alternative strategies - positive school climate with clearly defined limits - high expectations - parent involvement - respect at all levels - freedom for the staff to experiment During the 1994-95 school year, a committee was formed to examine the structure and operating procedures of the Alternative Learning Center as currently organized, identified: Several areas of concern were 1) 2) High absentee rate of students. According to the program director, the average daily attendance hovers around 60% of enrollment. High suspension rate of students assigned to the program. A disproportionate number of ALC students have serious behavioral problems and are disruptive to the learning process at the Center and end up receiving either a long term suspension or expulsion. 3) Limited number of students served. The staff of six certified teachers have ratio of one to twelve students. students. This ratio dictates a capacity of sixty a 4) The absence of an on-going staff development program to enhance skills and understanding of staff in working with high risk students. - 3 - fesuperintendents, the director of Pupil Services and a representative from the Division of Exceptional Children, engaged in a process that included a review of current research on effective practices and programs in alternative education, and a survey of junior high principals as to their needs in regard to an alternative education program. As a result of this process, several strategies were examined. These included: 1. 2. Double the enrollment at the ALC to increase the number of students served
Expand the maximum number of students served by providing services at more than one site in the Little Rock School District
D. 3 . 4. Maintain the status Quo. Do nothing. The feasibility of implementing a pilot alternative classroom in targeted junior high schools. Alternative one would require that the current instructional staff at the ALC be doubled. This expansion would be financially prohibited at this time due to the precarious financial condition of the district. The District has several surplused buildings which could be used to expand services. However, this option would greatly increase the operational costs that would be incurred by opening an additional building with attendant administrative costs, feasible at this time. Financially, this option is not The third alternative is unacceptable as we would lose the faith and confidence of parents and staff for failing to respond to the needs of our at-risk students. programs, by their nature, are designed to provide the academic and social support for students whose developmental needs are not being met through the traditional educational Alternative Our continuing goal is to ensure that all delivery system. . . students receive a quality educational experience that is appropriate to the needs of each youngster. 7 for students in need of alternative educational services The waiting list continues to grow and feed the ranks of dropouts, pushouts and other disillusioned students whose learning styles and personal/social needs are not met within the traditional educational setting. RECOMMENDATIONS Due to the need for increased capacity for alternative educational services in the District and the limitations in funding an expanded program, the following recommendations are proposed to increase capacity by reducing the number of schools who refer through establishing pilot, school-based alternative classrooms. - 5 - IB. Dress Code Institute a dress code that would require some uniformity in dress. C. Parental involvement 1. Mandate a parent/student contract that specifies required parental involvement in th school's program and attendance at required 2. teacher/parent conferences. Parents would be expected to volunteer at least one day each nine weeks at the school. D. Transitioning Component Develop specific procedures that Prepare the student for the students re-entry. and the "home school" Monitoring and follow-up of the student's Pfog^^ess for a minimum of six months after exiting the ALC would be conducted by the ALC social worker and E. the home-school counselor. Pre-service and Inservice Training component Plan a five day pre-service training workshop schedule for the first week of school before students are assigned to the ALC, for all school staff. Content would include, but not be limited to, classroom management, contingency contracting. Service Learning, adolescent development and cooperative learning. In-seryice would be conducted throughout the school needs identified by building staff. In-service F. E. workshops year based on curriculum Enhancements 1. 2. Implement curriculum based Service Learning into the curriculum. Provide a daily class in behavior management social skills content to be delivered by and the school social worker. OBJECTIVES 1. To increase the number of junior high school students served through alternative educational options. 2. To provide an appropriate school-based alternative classroom environment for those provide - 1 *F. IMPACT ANALYSIS Positive Impact 1. Better needs. support for more students with specialized 2. 3. Less transition difficulty for students returning to the regular classroom. A reduction in daily absenteeism. Negative Impact 1. 2. Possible increases in program costs. Administrators and teachers who feel that disobedient students should be removed from the classroom setting, as well as from the school district. The proposed school-based alternative classrooms will complement both the Little Rock School District desegregation plan and court orders by providing additional specialized alternative learning opportunities for high risk students that are cost effective and educationally sound. Political Factors Because the implementation of this recommendation will result in increased spending over the 1994-95 budget for the ALC, some may object to additional expenditures while other programmatic and staff cuts are being made. Timing Because of the general concerns regarding school and classroom discipline, and the achievement disparity between at- risk and other students, the refinement of the ALC program will be viewed as a welcomed relief by building administrators and teachers. The parties in the desegregation case should also see this move as a positive effort toward recognizing and responding to the needs of this population of students in spite of our diminishing financial resources. RISKS The risk of implementing this program is that it has the possibility of increasing the cost of alternative educational ' J-A- risk of not programs for students in this district. implementing change is that fewer students would be served and the schools will continue to have students on long waiting lists. - 9 - ITraining for the teachers and coordinator would be held prior to the assignment of students to the program in the time period after 9 1/4 contract personnel report to work in the fall of 1995. July, 1995. Training for the administrators should occur in Course development would begin in the Spring 95 by curriculum supervisors and core teachers at the school pilot sites. 2. Financial analysis The following costs would be incurred in 1995-96 for each of the two pilot programs. Program Coordinator 1.0 FTE .2 FTE core area teacher = 6,000 X 4 = Curriculum development $33,495 X 2 = 24,000 X 2 = Training Materials, Supplies, Textbooks Equipment School Resource Officer 8,075 X 2 7,300 X 2 $66,990 48,000 4,265 1,000 16,000 14,600 16,500 The above itemized costs for personnel are based on an average teacher salary of $30,000 plus $1,200 benefits and $2,295 FICA for a total cost per coordinator of $33,495. These costs would already be borne by the personnel budget of the two individual schools if individuals can be surplused from current assigned duties to serve as program coordinators. Similarly, the 48,000 for .2 FTE for eight core instructors would not be new or additional costs either, if these persons can be identified from existing staffs and assigned one hour of their day to teach in the program. An added cost for personnel would be for the proposed school resource officer for the Alternative Learning Center, cost would be $16,500. That The materials and supplies costs for desk supplies, paper for copying, VCR tapes, and textbooks would not be new costs. These monies would already be in the operations budget in the two pilot schools, but would be diverted to this program. costs for supplementary instructional materials The and supplementary textbooks, and software would be new costs ($3,500 total) X 2 = $7,000. Equipment costs for an overhead projector, TV and VCR would normally be expected to be included in the operations budgets of the two schools. These are usual items, probably already available at no new cost, that could be dedicated to this program. The expenses for an FM radio, computers, repairs. and a copier allocation would be new costs, ($3,100 total) X 2 = $6,200. Training costs ($1,000) and curriculum development costs ($4,265) would also be new costs, not included in the current operations budgets of the involved schools. 11 - IH. FORCE FIELD ANALYSIS Classroom Teachers should support the concept of the school within a school. The process would allow those students who are on a waiting list to be removed from the classroom. Parents of those students would appreciate the opportunity for their children to attend school instead of staying home where sometimes they tend to get into more trouble. Troubled students would probably feel more comfortable in a regular school setting where they may still have the opportunity to be mainstreamed back into the classroom. The Little Rock Community. Little Rock School District Board of Directors, law enforcement and truancy authorities would feel more comfortable with ALL students in school on a daily basis. Concern over disruptive students is presently very high among school district personnel, parents, and the Little Rock community at large. Efforts to improve the Little Rock School District's programs for such students would be expected to receive support from all of these factions. However, detractors may emerge among individuals or groups who feel these efforts are of insufficient magnitude, or who oppose any efforts which do not result in immediate removal of disruptive students from their home school campus. Primary detractors may be some administrators and teachers who feel that disobedient students should be removed from the classroom setting as well as from the school environment. The success of the pilot programs would convince detractors that the possibilities of a school within a school may resolve many of our problems which include attendance, the lack of an experienced staff, a waiting list and disruptive students in the classrooms. I. GENERAL IMPLEMENTATION PLAN The milestones for plan implementation include the following: (a) approval of the business developed at the building level. case, (b) program guidelines approval, (d) curriculum development completed. (c) budget development and approval (local and ADE) , (e) curriculum training scheduled. (f) training design developed and program determined. (g) program staff selected. (i) furniture. administrator training completed. supplies provided. (k) equipment textbooks, (h) site for provided,(j) materials. teachers. (m) initial (ij training of coordinator and core area selection and placement of program participants, (n) delivery of program curriculum, (o) monitoring and evaluation of program operations, (p) periodic reporting of program monitoring and evaluation (q) modification of program operations as necessary. developed and submitted. (r) end of year evaluation design Timelines, tasking, and reporting forms are included in the The project program leader will be the director attached tables, of Pupil Services. 13 - IT 0 ) MILESTONTS a. aproval of the business case b. program guidelines developed at the building level c. budget development and approval d. curriculum development completed (behavior modification program, combining 7/8 course objectives to one course with suggested instructional procedures) e. curriculum approval (local administration and Board) f. training design developed and training scheduled g. program staff selected h. site for program determined i. furniture, equipment provided j. administrator training completed k. Textbook, materials, and supplies provided 1. training conqsleted for coordiantor and core area teachers m. initial selection and placement of program participants n. delivery of program curriculum o. monitoring and evaluation of program operation p. periodic reporting of program monitoring and evaluation q. modification of program operation as necessary r. end of year evaluation developed and submitted a. TIMELINTS January-Fcbniary, 1995 b. March 1-31, 1995 c. March - April, 1995 d. March - May, 1995 e. June 1-30, 1995 f. March - June, 1995 g. June-July, 1995 h. June-July, 1995 i. July-August, 1995 j. July 1-31, 1995 k. August 1-31, 1995 I. August-September 10, 1995 m. August-September 10, 1995 n. August-June, 1996 0. August-June. 1996 p. October, January, April. June q. October, January, April, June r. June 1-June 30, 1996 TASKING a. Cabinet b. Principals, Cloverdale, Southwest c. Principals and Mark Milhollen d. Principals, curriculum supervisors, core teachers, staff development c. curriculum supervisors f. principals, curriculum supervisors, staff development g. principals h. principals i. principals, purchasing dept. j. staff development k. principals, purchasing dept. 1. principals, curriculum supervisor, staff development m. principals, assistant principals, pupil services Team, Larry Robertson n. coordinators, core teachers 0. principals, coordinators p. principals, coordinators q. principals, coordinators r. principal, coordinators 15 - REPORTING a. approval memo b. Program description completed c. budget approval memo d. curriculum developed e. approval memos f. training design completed and scheduled g. master schedule developed h. memo to Deputy Superintendent i. memo to Deputy Supt. (status report) j. memo (status report to Deputy Superintendent) k. status report to Deputy Superintendent 1. status report to Deputy Superintendent m. quarterly reports n. quarterly reports o. quarterly status reports p. quarterly status reports q. quarterly status reports r. Annual Report bBUSINESS CASE The Arkansas Crusades EXECUTIVE SUMMARY The State of Arkansas received a $10 million grant from the National Science Foundation (NSF) to initiate systemic change in mathematics and science. The Statewide Systemic Initiative started in 1991 with the Math Crusade, followed by the K-4 Crusade in 1994 and the Science Crusade in the Spring of 1995. Crusades are now known as the Arkansas Crusades. These three Crusade training has been highly touted by Little Rock School district teachers. Participants in the Arkansas Crusades rank the training course as one of the very best in which they have ever Pa^^ticipated. (See Appendix A) They feel that the training has helped improve the math and science instruction they provide to their students. For teachers to participate in Crusade training training, their district must purchase classroom sets of math and science equipment that is reimbursed on a 50-50 basis with NSF funds. The Little Rock School District used desegregation funds for these purchases during the 1994-95 school year. Separate business cases were accepted that provided $18,000 for K-4 Crusade equipment and $25,000 for Science Crusade hands-on equipment. The Math Department used $9,000 in a desegregation control account to purchase Math Crusade equipment. Assistance for the three Crusades is requested in the amount of $30,000 to use for purchase of math and science equipment on a 50- 50 matching basis with NSF grant funds. Approximately 30 teachers will be able to participate in one of the Crusade training courses during 1995-96. With the NSF match the $30,000 will purchase $60,000 of math and science equipment for our schools. A State bid further increases the amount of equipment that can be purchased with the requested funds by about 40-50%. The bottom line is that $30,000 will purchase about $90,000 of vital hands-on science and math equipment that trained teachers will use to instruction in math and science for all students, K-12. improve A. BACKGROUND The Statewide Systemic Initiative (SSI) Program began in 1991 with the Math Crusade, a three hour graduate course taught by teams consisting of a university professor and a public school teacher. More than 1200 math teachers statewide and over eighty (80) teachers in the Little Rock School District have been retrained through the Math Crusade. These teachers' classrooms have been equipped with the latest mathematics tools and calculators. Much of the training focuses on the use of manipulatives to teach mathematics concepts. The new phase of the Statewide Systemic Initiative that includes Ifunding and district funding. funding from grants, solicited. PTA, Within both categories, and partners in education outside can be Non-participation in the Crusades is another option. These alternatives, which are described below, were generated by a brainstorming session with Little Rock School District trainers for the Arkansas Crusades. 1. Non-participation in the Crusades - Because of our budget crisis, the Little Rock School District could elect to not support teachers in taking Crusade courses. The problem with this approach is that LRSD Goals require that we try to increase achievement and decrease 2. 3. disparity among students. component in reaching our goals. Staff development is a vital Successful staff development programs should be supported. Our teachers. patrons, community and students would frown upon a nonparticipation attitude by the District. Site based funding - Local schools could support their own teachers to participate in one of the Crusades. Schools could allocate a portion of their supply budget for this purpose. In addition schools could ask their PTA or partner in education to help fund a teacher to take a Crusade course. Schools could also work with the grant writer to identify possible grant sources to help teachers participate in the Crusades. Local school support of teachers in the Crusade courses has the drawback that support will be low and uneven among the schools due to local school budgetary constraints. Many teachers will be unable to participate in the Crusades. schools, and In the past, magnet schools, incentive schools with strong PTA support have provided limited support for the Math Crusade and Crusade. Other schools have provided no support. K-4 Grant opportunities are likely to be successful at only one or a few sites, so grants aren't an answer to the problem. District funding - The District could dedicate funds to support Crusade training. District funds could ensure that participation occurs and that it is equitable among schools. In other words, teacher A at school Y would have as good a chance of participating as teacher B at school Z. The District could pursue outside monies supplement local funding. For example. to help the District received $5,000 of Act 453 funds in 1994 to help 5 teachers attend Science Crusade training. Outside funding, however, is uncertain and unlikely to meet the District's needs to support the Arkansas Crusades. Since the Arkansas Crusades are statewide, they don't meet the criteria of uniqueness funding agencies require. and replicability that most *T The recommendation also supports the hands-on approach to science and math that is described in the Desegregation Plan (page 77, strategies 1.2 and 1.3). Evaluation criteria for the objective are both qualitative and quantitative: 1. Teachers who receive Crusade training will be asked to complete a survey about the quality of the training and the impact it has had on their teaching. 2. A comparison of students' SAT8 scores in science and/or math will be made for elementary teachers who complete Crusade training. Determining students' SAT-8 results by teacher are not feasible at the secondary level. _____r__t-J benefits are better equipped math and science classrooms and teachers who are trained to use the equipment to The expected teach a hands-on approach to science and math, the benefits are the students of the teachers The recipients of F. IMPACT ANALYSIS 1) Program The Arkansas Crusades will provide teachers in the Little Rock School District an opportunity to become 2) more in more knowledgeable about the standards mathematics, science, and reading and also become comfortable in teaching math with manipulatiyes, using more hands-on science activities, and integrating science national This knowledge and experience and math with reading. --- . will transfer to the science and mathematics program in our District. Our students will become the benefactors of this new methodology and content information. Desegregation The Arkansas Crusades will enhance the goals for science, and reading that are in the Desegregation Plan. 1.2, 1.3 and 1.4 on page 77 of math, <__ ___ Strategies the Desegregation Plan states that the District will purchase science supplies to facilitate the hands-on science approach, math manipulatives to facilitate hands-on math instruction, and sets of trade books to facilitate the emphasis on literature. The Arkansas Crusades support the purchase of equipment for math, science, and reading and the hands-on approach to teaching. 77 3) Court Order The Arkansas Crusades support the recommendations made by ODM in the Incentive School Monitoring Report (12/09/93, Incentive page 49) concerning science labs in the Incentive Schools and in-service regarding the use of the labs. Ir.ccr.ti.c *H. I. A similar amount will be requested over the next three years. FORCE FIELD ANALYSIS Supporters of this program will include teachers who either have participated in Crusade training or desire to do so in principals of teachers who have or intend to the future, complete the training, and students and parents of students who are the beneficiaries of the training. Supporters will also include business and community leaders who want to see graduates who are better prepared to assume jobs in the 21st century. A step toward this goal will be to make state-of- the-art math and science equipment available to every student beginning in kindergarten. Detractors, if any, would be those who view this proposal only in terms of the small splash of red ink it budget. makes on the GENERAL IMPLEMENTATION PLAN Activity Completion Date Responsible/ Participating Person(s) i. Teacher J make applicaion far Arkansas Crusades. 08<IJ-95 Fall 12-01-95 Spring Teachers. Prindpals 2. SdencelMah Ofice processes the applications and seeura the Supermtmdera's signanre 3. Approved afpiieaions are sera ra requested Uriverstry 4. Teachers parddpate in Crusade classes. 5. Teachers select equipmeru and supplies from approved Srae Bid list. 6. Equipmentlsupplies ordered by Sdencelkicth ofice. 7. A^er receipr of eipiiptnetalsupplies. copies of invoices seta to Arkansas Crusades ofice far 50% reimbursement. 8. Teachers surveyed about value of tmining upon completion of course. 9. Pre-post
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.