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:- 5?' BUSINESS 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, incentive schools, and portions of Southwest Little Rock, as well as reduce and/or realign our spending.A. BACKGROUND Those The Little Rock School District was one of the first of four sites to begin implementation in Arkansas in 1986 Those ' programs included the Little Rock School District, Pulaski Countv Center i^Harrison^" Childhood Development^ reflects the participation of families HIPPY Program since 1986. in the 3CC - I I
250 -}-233 i! 220 230 --------230..... 150 Ji li 175 ..140___ .125 ------- I 100 -' 50
ii2 32 100 s 101't 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 ENROLLMENT BY AGE GROUP (150 219 1 4-YEAR OLD FAMILIES .W'5-YEAR OLD FAMILIES 200 H H I i 0 ' i I 0 ' I I i*' II I I I 2 B. PROBLEM DEFINITION There exists a need to improve the delivery and quality of the HIPPY Program, as well as reduce the budget. After a study of the decline in five-year-old student participation, high turnover of Home Visitors, delivery of services, and utilization of resources, it was determined that some problems existed and the District needed to improve the effectiveness of the program at a reduced cost. a result of mandatory kindergarten There has been a decline in the participation of five year olds as kindergarten. Many parents of five year olds are not participating as they did in earlier years. The quality of Home Visitors services are difficult to maintain as a result of high turnover of staff. There is a need to review the current pay schedule in order for us to attract and maintain highly skilled Home Visitors. Further, there is a need to restructure the program. This will allow the resources, human and financial, to be used in a more efficient and effective manner. Annual reviews for several years of the program indicate a need to reorganize. The HIPPY Program productivity is affected by a high turnover in staff. Stability is lacking when time and effort are being used to train beginners. C. ANALYSIS OF ALTERNATIVES Weekly staff meetings were Ideas were generated that were designed to improve the quality of the HIPPY Program. Issues were used as inservice topics, others were assessed for the purpose of developing alternatives that would be cost effective, saving the district money, and would maintain a high quality program. ... held
alternatives were discussed and developed. and suggestions were considered. Group meetings and Home visitor reports during weekly inservices have been helpful in gathering parental input. Some suggested alternatives included: Parent requests 1. Assignments of Home Visitors to one specific geographical area to save mileage. Each Home Visitor would be allowed several days to recruit the required number of families and would be limited to a specific 32. 3. 4. location. Most of the Home Visitors recruit in areas across the city and may not reach 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 the budget. This alternative was rejected because of the Districts current financial condition. Provide services to HIPPY families in the incentive schools and designated families in southwest Little Rock. D. RECOMMENDATION Given the Districts current financial condition and the need 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. Continue to provide service to designated families in southwest Little Rock using Arkansas Better Chance (ABC) funds
seek funding from the citys Job Training Partnership Act (JTPA)
and refer families to appropriate city and state agencies for services (Headstart, Children & Family Services, private daycare providers etc.) to E. OBJECTIVE The objective of these recommendations is to continue to serve families in our incentive schools and southwest Little Rock, as well as reduce spending to maintain a high quality HIPPY program. 4Evaluation Criteria Maintenance of enrollment of four year olds in the incentive schools will be evidenced by enrollment numbers for the 1995-96 school year. 2. Restructuring of staff responsibilities will be evidenced by a more efficiently managed office. 3. Align staff development activities as in Pulaski County Special School District and North Little Rock and narrow the focus to be more effective. 4. The numbers of students entering kindergarten ready to learn will be maintained and/or increased. The District will be able to meet its commitment of increasing achievement for all students which will result in reducing the disparity between black and white students in our district. F. IMPACT ANALYSIS 1. The recommendations will promote savings for the District and enhance the quality of services provided by the HIPPY Program. Human Resources will be better utilized as a result of restructuring the staffs responsibilities. Spending will be decreased as a result of the reduction of positions. ! More time will be available for home visits as a result of decreasing the weekly inservice time. Negative Impact Fewer families will be served in the HIPPY Program. Impact on the Desegregation Plan All recommendations will impact the Desegregation Plan in a positive manner. Each recommendation is in harmony with the components of the Desegregation Plan that outlines the expectations of the HIPPY Program. F \ ' assist in reducing the disparity and provide quality achievement for all students. Early intervention can 5Impact on Court Orders This modified plan will assist in balancing the budqet Fl irtho n ^nn oT om um n ___ __________- Further the plan will improve productivity by maintainina TnP numnop pt __________I____I__I. 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 wen central office and the Board of Directors communicate the programs vision 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 qualitv of services to families as well as assist the district in reducing its spending. G. RESOURCE ANALYSIS Provided is a listing of personnel before and after implemented. uxuxuy puui , ,-un. wn V ^5 personnel can be selected from parents and participating in the program. Tiiei _ additional expense for training because the Regional Technical Office provides training at the beginning of as part of the program. Additic"* by trained central office staff. the The recruiting pool from which There will -----=, each year Additional training will be done weekly e* 4* Program Year 1994-95 Salary Fringes Total Salary and Fringes Supervisor Home Visitors In-Office Aides Secretary Coordinators 1 20 2 1 2 $27,801.00 143,004.00 19,671.35 17,915.00 42,516.00 5,665.85 28,702.73 4,009.02 3,651.08 8,664.76 33,466,85 171,706.73 23,680.37 21,566.08 51,180.76 26 $250,907.35 $50,693.44 $301,600.79 Materials/Supplies: 296 families x $100 29,600.00 TOTAL Home Visitors working 40 hours per week $331,200.79 NUMBER OF FAMILIES SERVED 1994-95 296 6Program Year 1995-96 (Desegregation Fund) Salary Fringes Total Salary and Fringes Supervisor Home Visitors Secretary Coordinators 1 3 1 0 $29,191.05 23,133.60 18,810.75 44,641.80 5,949.14 4,714.64 3,833.63 9,098.00 35,140.19 27,848.24 22,644.38 53,739.80 $115,777.20 $23,595.41 $139,372.61 Materials/Supplies: 70 families x $100 7,000.00 TOTAL $146,372.61 5 *Home Visitors working 40 hours per week TOTAL PROJECTED SAVINGS $ 185,828.18 Program Year 1995-96 Salary (Arkansas Better Chance Grant (ABC) Fringes Total Salary and Fringes Supervisor Home Visitors Secretary Coordinators 0 3 0 0 $23,133.60 4,714.64 27,848.24 Materials/Supplies: 60 families x $100 6,000,00 TOTAL $33,848.24 *Home Visitors working 40 hours per week PROJECTED NUMBER OF FAMILIES TO SERVE 1995-96 130 7H. FORCE FIELD ANALYSIS The supporters of the recommendations are those who are inclined to promote and advocate early Intervention programs. The recommendations are philosophically sound and designed to imorove services when reducing the budget for the 1995-96 school year. Among the supporters are: Parents of hippy participants Home Visitors Regional HIPPY office HIPPY USA Community Early Childhood Education Task Force Early Prevention Advocates HIPPY Advisory Board detractors may be families not served in other wI L11C wX lV areas 8I. 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 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 9I EXECUTIVE SUMMARY ^995 BUSINESS CASE VOCATIONAL EDUCATION ij' on iViOotiot 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: ( ' ' manufacturing, E.P.T. (energy, power and transportation), exposed to using computers, robots, other modern equipment and concepts, four years. and communication, construction, Students are lasers, pnuematics, telecommunication, and The program was implemented over a period of Start-up funding was obtained through a proposal for New or Expanded Programs offered by the Arkansas Department of Education, Vocational Division. The equipment used in these labs are very costly, with the initial cost, including materials and supplies, rising well above $40,000.00. personnel changes, a lack of student discipline and/or student carelessness, of these labs have been almost demolished. Within the last three years. many Equipment in two of the junior highs have been severely damaged, lost or stolen. Due to funding circumstances and budget cuts, it has been futile to try to maintain or re-equip some labs. Thus, the Little Rock School District cannot continue to meet state department required equipment standards. Certified personnel in the field of Industrial Arts/ Technology continues to be another problem surfacing as the years pass, either through teacher retirement or those teachers not meeting required certification standards. Thus, As graduation requirements become more rigid, vocational courses, as well as other elective courses, begin to experience low enrollment problems, education and training are undergoing major restructuring. system no longer meets the needs of society. Thus, the Tech Prep movement was initiated. 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 mid-level 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 either due to a lack of interest or scheduling conflicts relative to graduation requirements.............. courses need to be eliminated because of low enrollment, the Little Rock School District must be careful to not eliminate courses that are "capstone" or completer courses for Tech Prep programs of study which are mandated by Act 980 of 1991. the other hand, the elimination of a course or courses not affecting a Tech Prep program of study would provide additional funding to purchase equipment, supplies and materials direly needed by other vocational courses in order to meet the Nationwide, Our present educational While some II On standards required by the Arkansas Department of Education, Vocational Division,A. BACKGROUND Beginning with the 1988-1989 school year, the Little Rock School District Full 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, f" LL, T._,._____ Industrial Arts teachers, who had to receive additional training and college credit to become certified to teach the course. All of the instructors were certified communication, The curriculum content in Exploring Industrial Technology Education is directed toward four major clusters for 7th, 8th, 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. This course should be taken by any student declaring a Tech Prep course of study in Trade and Industry skilled training programs. This course should B. Tech Prep is a national movement to better prepare students for the complexities of life in the 21st century. Tech Prep is considered a "dual- purpose program of study", which means that upon completion of the Tech Prep core, students are prepared to enter a vocational college preparatory program or a combination. or technical program, a Act 980 of 1991 requires that 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. Because Metropolitan Area Vocational Center is a part of the Little Rock School District, the skills training programs offered there are an extension of the Trade and Industry program of study. In the Little Rock School District home schools. Trade and Industry programs are limited, almost non-existent. The Little Rock School District II PROBLEM DEFINITION I I I lab. Current funding and the high cost of equipment, supplies and materials prohibits the opportunity to fully comply with state required standards for an E.I.T.E. Further, the lack of trained, certified personnel to teach the course provide additional problems for this program. There are currently three schools with long-term substitutes or non-certified personnel teaching the course. Since these teachers are not trained to teach this course, it is not cost effective to continue to offer it unless certified personnel are hired and adequate funding is available to maintain the labs or bring them up to required standards. Another problem vocational programs are facing is that of low enrollment in some skills programs or lack of equipment needed to adequately support the program, caution. While trying to eliminate these courses, the District must use Several vocational courses are needed to make complete programs ofstudy available to those students declaring Tech Prep rather than College Pr courses of study. 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. &D 1 1 I I C. ANALYSIS OF ALTERNATIVES The acceptable alternative is to eliminate the E.I.T.E. course at these schools and distribute the equipment to the other schools. Two of the schools have had such severe equipment loss/damage within the last 2-3 years, it would be impossible to purchase the equipment needed to bring the labs up to standards. The initial cost of setting up these labs amounted to well over $45,000.00. Those two schools are Forest Heights and Pulaski Heights. high, a certified teacher is needed. The equipment and lab at Southwest was the last to be installed in the District, and is currently being well- --- The minority teacher recruiter has been contacting several col lege/universities in search of certified E.I.T.E. personnel. maintained. At Southwest junior Those vocational courses with low enrollment at the home schools should continue if their elimination would in effect, eliminate the completion of a program of study. If programs of study are not implemented, the District could lose federal and state funds. D. RECOMMENDATION The Little Rock School District recommends that the E.I.T.E. labs at Forest Heights and Pulaski Heights be eliminated and also, that vocational courses in the home schools not in high student demand, be eliminated if it would not negatively impact a vocational course of study. The following vocational courses have been identified by the vocational director and principal of the identified home schools. 1) 2) Computer Tech: RPG Programming -McClellan Business Magnet Due to low enrollment in some of the Home Economics programs at J. A. Fair, one of the FTE Home Economics positions should be cut to .5 FTE ! E. 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. labs to be transferred, thereby ensuring their success. 2. 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: 1) The amount of additional funds and equipment made available2) 3) 4) 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
students will be able to transfer learning experiences to skilled training programs in Trade and Industry
and immediate cost savings is realized. Expected 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 Tunaing for other vocational programs relative to eouioment ciiinnlioc: matorijic Benefits: and staff. programs relative to equipment, supplies, materials F. IMPACT ANALYSIS 1. Pro^r^ - There will be students at two junior high schools who will not have access to the learning experiences gained in an Also, this program is used as a "back-up" course at these schools which may present a scheduling problem for school administrators. E.I.T.E. lab. 2. 3. 4. The changing of two FTE Home Economics positions at J. to 1.5 FTE would not adversely affect the program, with the present enrollment, this would have been change this school year. The .5 FTE could travel between J. A. Fair and another school with a need for a .5 FTE. A. Fair Currently, a more resourceful The Computer Technology: RPG Programming course at McClellan has never been in full force since being implemented in the 1993-94 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. TLI^ vul not have a negative impact on the magnet program, nor the Tech Prep programs of study. school year. This would Desegregation Plan No negative impact is noted. Court Order No negative impact is noted. Political Factors Each year, the vocational programs are monitored through the State Equipment standards required by the State Department is a part of that monitoring system. The District can be cited for lack of required equipment as well as certified staff. S^,^ parents and students may complain because they will not have access"to these classes. Administrators will be displeased if the elimination of courses cause master scheduling problems. Department of Education. The District can be Some* * .5 FTE 1 FTE $ 13,850.00 or 27,700.00 *Based on average teacher salary. H. FORCE FIELD ANALYSIS Primary supporters of this proposal will be central office staff, including the vocational director. . These are the supporters who will not be directly affected by the recommendation. Those opposed to the recommendation will include school administration, teacher some parents, and students attending that school. The opposition by teacher and administration will stem from the loss of a program and possible scheduling problems. Students and parents will object to the loss of an opportunity to experience the learning activities or exposure to modern technology in the E.I.T.E. lab. I. GENERAL IMPLEMENTATION PLAN DATE ACTIVITY PERSON RESPONSIBLE 1/13/95 Business Case submitted to PRE and Deputy Superintendent Vocational Director 1/26/95 Recommendation presented to LRSD Board of Directors Superintendent 2/01/95 Building Administrator and Counselors notified of Program changes Superintendent and Deputy Superintendent 2/10/95 Course Selection forms and brochures reflect changes Deputy Superintendent 3/01/95 Spring Recruitment begins Vocational Administration and Staff5. Ri sks If these courses are not eliminated, the District runs the risk of being cited for not meeting state standards. Complaints may also arise from parents and students due to the lack of equipment, supplies and materials needed to properly operate the lab. Further, there may be complaints from parents, students, administrators, staff and other student interest groups due to a lack of understanding why these budget cuts are necessary. I 6. Timing The major timing issues are those of spring registration and recruitment for the 1995-96 school year. j G. RESOURCES ANALYSIS 1. Personnel - The elimination of two (2) E.I.T.E. labs would also eliminate two (2) FTE positions. The reduction of two (2) FTE positions at J. A. Fair in Home Economics to 1.5 FTE positions would have no impact since that .5 FTE position would in effect, travel to another building as a .5 FTE. The elimination of the Comouter Technoloav
RPG Programming course Computer Technology: would not affect personnel. 2. Financial Analysis - Provided is a listing of equipment that must be purchased to meet state standards for E.I.T.E. labs. Additionally, tools, supplies, and materials will need to be purchased. EQUIPMENT PRICE 1. CAD Drafting Station W/Auto CAD and Mouse $ 1,845.00 2. IBM Printer (2) 500.00 3. Software Packages Aldus PageMaker, Word Processing, and Flight Simulator 710.00 4. Lego Technic Control - #968 670.00 5. IR02-EMU-Into to Robotics 2,995.00 6. SIP 250 Communications Trainer 1,980.00 7. ECI Into to Electronic Systems 689.00 8. EET-IL #200-2002 Modular Electronics W/Lego 1,199.95 9. C.A.D.E.T. II #325-1450 Exploring Technology Trainer W/Lego 1,075.00 10. C.A.D.E.T. II #325-1450 W/#200-1403 Exploring Fiker Optics 875.00 11. Exploring Technology Trainer W/Power Base Plate 575.0012. 13. Exploring Fiker Optics Trainer W/Power Base Plate Amatrol H-l-Hydraulics W/90-VHI-VHS Tape 275.00 1,399.00 14. Amatrol P-1 Pnuematics 1,099.00 15. Compressor for P-1 and #-l 445.00 16. Amatrol M-l-Mechanisms 1,199.00 17. Lenco Welding Simulator 3,010.00 18. CNC Mill W/Tool Kit and Engraver 4,945.00 19. CMC Lathe 0 #104 W/Tool Kit 4,580.00 20. Intro to Power Mechanics 3,210.00 21. Solar Energy Test Center 1,800.00 22. Solar Sterling Engine 695.00 23. Holography - SLC-ALT HO 1 759.00 24. Laser W/Voice Transmission 659.00 25. Structural Systems Kit 150.00 26. Surveying Package To include: Transit Level, Transit Tripod, Plumbob and Survey Rod 599.00 27. Small Gas Engine Module 1,850.00 28. Structure Module 1,995.00 29. Electronic Publishing Module 599.00 30. Audio/Video Module 2,460.00 Total Equipment Cost: $ 44,841.95 Materials/Supplies, Etc. 5,000.00 Total Estimated Program Cost: (Per Lab) $ 49,841.95 Through the elimination of two E.I.T.E. labs, the following cost savings will be realized: 1. Equipment, Supplies and Materials - 2 @ $ 49,841.95 each $ 99,683.90 2. Two teachers positions - 2 @ $ 27,700.00 each $ 55,400.00 $ Total savings: $155,083.90 The recommendation to eliminate one Home Economics teacher at J. A. Fair or reduce the staff from 2 FTE's to 1.5 FTE would yield the following cost savings:Business Cases Requiring Additional Expenditures Alternative Education Arkansas Crusades Beacon School Mann Magnet Additional Clerical Position New Comers Center Reading Recovery/Early Literacy Pilot Program Security Officers to Work on Safety and Security Issues Social Studies Curriculum RevisionBUSINESS CASE ALTERNATIVE EDUCATION ! 5 19 r EXECUTIVE SUMMARY Oike of C ui* V'ClJIi? At the end of the 1990-91 school year, the three Pulaski County School Districts elected to disband the Tri-District Alternative Education Program 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. for 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. program. Center nine. The District renamed the 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 over age 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 Expansion of the program to serve a larger pool of at-risk students has been identified as a critical need by building common. principals, teachers, and parents. program enrollment, there is also In addition to increasing the a improvements to the program in general. need to make qualitative Several options for expanding and refining the current Alternative Learning Center program were considered: 1. 2 . Double the enrollment to serve additional students. Establish additional ALC sites at other District owned 3 . 4 . 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 by opening additional buildings and would also result in increasedadministrative costs, unfeasible at this time. Financially, this option also appears The third alternative, ... _______ confidence of parents. "do nothing If is unacceptable as we would raicn ana parents, staff and the community for failing to appropriately respond to the ' youth. needs of our high-risk The expansion proposed would result from implementing within-a-school" concept at two pilot "ilininr* H n e-r-iK. Xv- wouia result trom implementing a "school- junior high schools, strategy would open up additional seats at the Alternative referrals. Qualitative changes are Kude^t improve discipline, academic achievement, student motivation, and ensure that the staff commitment, training and skills This Learning discipline. assigned has the vuiiiii.iuii.enc, necessary to provide a quality educational experience to this most at-risk population. These programmatic enhancements would only cost $34,965 in new S:? 1SS5-56 school year. This option would also allow sonoept with an eye toward cost $34,965 in replication if it proves successful. A. BACKGROUND The Little Rock School District Alternative venue commenced operation in the fall of the 1991-92 school vear AS r'aeo T___________1____ . _ Learning Center As IS the case in many other large urban school districts, the need for alternative educational programs arose in response to the steadily increasing numbers of students in urban districts whose educational . as their personal and social needs were not being met in the traditional educational Generally, alternative school .programs take one following forms: .programs take setting. of the a) Nontraditional instructional, organizational, and . , . , programs designed to engage and challenge students who have become disenfranchised within traditional administrative organizational, school settings. These are typically schools of choice* serving as an alternative within a district's overall school program options. Last b) uasU cnance programs to which students administratively assigned, usually in lieu of suspension expulsion. chance which are or on academic and social-emotional remediation, with the intent of eventual successful transition of the student back school program. Schools with remedial programs which focus to their regular Alternative are nontraditional Intervention strategies are in constant flux, and modes must be reevaluated often. schools by nature. Learning styles ----- The alternative school staff must be flexible and open to change. Each situation is - 2 -unique and instructional schools become requires programs. specialized operate in the staffing, just another educational alternativ""^l Unfortunately same manner ' support and as school alternative regular schools. instead of a They "true" The Little Rock has functioned y-9 Me _ J e admi School District as a ' ' upon the recotnmonria*.
__ blending-oZ/o^rnative recommendation Alternative Learning CeSer' Dunior high schools. Little Rock - to the Alternative placement staff and a Students a and , i'^^^ning Center a and b. Students are u Learning Center team Students composed of from the may also be Rock School District Board of n?r^nt by the xPttLion. alternative S-S-? through the Alte%Vt?vran" wlU Sudent eventually return l Learning Cente7 i students from the ' to thei-r "in beaming Center i------- _ heir home school . Presently," the school. program and Several ei'rrht -i ' Staffed to eight junior high , accommodate sixtv schools. ia-Lxcy conditions be effective: must be met for an alternative school to a - PosiffS! trained i - school climate - high expectations parent involvement - respect at all levels - freedom for the with in alternative clearly de^ined""" limits staff to During the 1994-95 school year - - the structure and ooeratin/ ' Center as current!v Procedures identified: organized. and year 1) 2) 3) 4) experiment a committee was formed to examine of the Alternative Several areas nf conc'e^m concern were areas of Learning High absentee director, the averaqe daiiv co of enrollment. daily attendance hovers rate of students. According to the program around 60% High suspension A disproportionate cehavioral the process at ffe" CeXt"' term suscension or expulsion. d' students have are disruptive to suspension and end the program. serious up receiving either learning a long Limited number certifiod *. students ^^^'^bers have a students. students. have served. Th in- ratio This ratio dictates a The staff Of to twelve capacity of one sixty The absence of an on-^ enhance skills and sxiiis and understand^^^^ development high risk students in program to working with - 3 -5) The absence of a strong transition component that effectively paves the and way follow-up for the student's eventual reintegration into the regular school setting. After an examination of issues relating to the educational and support needs of the target students and the fiscal limitations of the Little Rock School District, it was concluded that a plan to pilot an expansion of the program and to implement specific strategies to improve and refine the existing program would be the most effective and fiscally responsible path to take for the 1995- 96 school year. - 4 -I B. PROBLEM DEFINITION Many concerns are apparent with the junior high alternative program now in place. Building administrators and teachers are identifying more students with special needs that cannot be addressed in the regular classroom setting. The current program cannot honor all of the recommendations made by the schools. In most cases, students have to be placed on a waiting list while problems tend to escalate. The alternative program also needs to be refined to become more responsive to the needs of its students. or school. ---------------- Students are not motivated, nor do some show an interest in attending class On average, forty percent of the students are absent daily. Students appear to have a difficult time in their transition back into the regular school setting. The students who want to receive a quality education are affected by those students who are constantly being disruptive. At times teachers are not provided the courtesy and respect to present uninterrupted lessons. This problem is widespread in many District junior high schools. Numerous incidents which occur in our schools gives some sense of the magnitude of problems faced daily in both the school and community. C. ANALYSIS OF ALTERNATIVES 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. 3 . 4 . Do nothing. Maintain the status Quo. Explore the implementing a pilot alternative classroom in targeted junior high schools. feasibility of 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. Alternative programs, by their nature, are designed to provide the academic and social support for students - 5 -D. whose developmental needs are not being met through the traditional educational delivery system. Our continuing goal is to ensure that all students receive a guality educational experience that is appropriate to the needs of each youngster. The waiting list for students in need of alternative educational services continues to grow and feed the disillusioned ranks of students dropouts, whose pushouts learning and styles other 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. This proposal would increase the number of students served through alternative educational options while providing opportunity to test the efficacy of a school-based alternative an I classroom model. 1. Pilot a school-based alternative class in two junior high schools where the building administrator has agreed to be a pilot site. "Base" or coordinating teacher would remain with a maximum of twelve to One fifteen seventh and eighth grade students during the school day. The Base teacher will provide programmatic instruction in social skills, school survival s............................. provide maintain skills, behavior management and would also assistance with homework student records and serve assignments, between the home and school. as a liaison Instruction in the English, math. core curricula science and social content areas of studies would be provided by regular teachers from the core disciplines who would be assigned or would volunteer to teach one This period during the day in the alternative classroom. approach allows the students to remain in the regular school setting and maintain academic progress without losing touch with the regular curriculum or the regular teachers. By removing these thirty students from the pool of referrals to the Alternative Learning Center, more space would be freed up at the ALC for the more difficult students. Nominations to the Alternative Classroom would be made by classroom teachers and/or parents to the school's Pupil Services Team where all decisions on placement would be made. Students would be assigned to the program for a minimum of nine weeks and a maximum of one semester in a - 6 -2. eligible for re-entry into the regular school structure. However, re-entry would be contingent upon the recommendations of the Base Teacher to the Pupil Services Team. The existing ALC program design be revised and refined to strengthen the academic offerings and to make the environment more responsive to the special needs of the students. These modifications would include: A. Staffing Modifications 1. 2. 3. Vacate current staff and recruit new staff who demonstrate commitment to the ALC concept and possess skills required to support the needs of the student population. Add a full time resource officer Replace the school counselor position with a psychiatric social worker position. B. Dress Code Institute a dress code that would require uniformity in dress. some C. Parental Involvement 1. Mandate parent/student contract that specifies required parental involvement in the school's program and attendance at required teacher/parent conferences. a 2. 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 and the "home school" for the students re-entry. Monitoring and follow-up o'f the student's progress for a minimum of six months after exiting the ALC would be conducted by the ALC social worker and the home:-school counselor. E. Pre-service and Inservice Training Component Plan a schedule students five day pre-service training workshop for are the first week school staff. assigned to of the school before ALC, for all Content would include, but not be limited to, classroom management, contingency contracting. Service Learning, development and cooperative learning. adolescent In-service workshops would be conducted throughout the school 7 -F. year based on needs identified by building staff. Curriculum Enhancements 1. Implement curriculum based Service Learning into the curriculum. E. 2. Providea daily class in behavior management and social skills content to be delivered by 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 classroom environment for those school-based alternative success . -------- students not having in the regular classroom setting. The school-based alternative classroom recommendation Little Rock School District goals, follows: 1 and 5 which supports are as Goal One: Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skill and academic enrichment while closing disparities in achievement. Goal Five: Provide a safe and orderly climate that is conducive to learning for all students. Evaluation Criteria Criteria for evaluation of the alternative classroom will include: proposed school-based 1. An increase in the number of junior high school students being served. 2. A reduction in the number of student absences measured by attendance reports. as 3. Increased student motivation as measured by improved attendance, academic achievement, improved behavior, and a reduction in long term suspension and expulsion disciplinary sanctions. suspension Expected Benefits expected The benefits of the school-based classrooms for the seventh and eighth grade students include: services to more students than are currently being served' less difficulty in their transition back into the ' alternative regular - 8 -classroom
and a reduction in daily absenteeism and recidivism rates. These benefits should be realized during the first two years of operation. F. IMPACT ANALYSIS Positive Impact 1. 2. 3. Better support for more students with specialized needs. 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 disobedient students should be removed from classroom setting, district. as well that the as from the school 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 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. in while Timing Because of the general concerns regarding school and classroom * - 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 teachers. discipline, and 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 programs for students in this district. ------- The risk of not implementing change is that fewer students would be served and the schools will continue to have students on lonq waitino lists. - 9 -G. RESOURCE ANALYSIS 1. Personnel analysis School based alternative classrooms would be piloted at Southwest and Cloverdale Junior High Schools. Each classroom would be staffed by a full time coordinator who would have the responsibility for delivering academic instruction, developing and delivering behavior modification instruction, maintaining student records, contacting parents with status reports, and advising the administration on program progress. In addition to a coordinator at each site, four core curriculum instructors would be required for one hour daily at each site to deliver instruction in English, science, and social studies. mathematics, It is proposed that Alternative Classroom personnel be identified from the current teaching faculty in the pilot schools and released from their current responsibilities to participate in this program for the 1995-96 school year. This would require the elimination of 1 FTE at each site from the current programming to serve as program coordinator. would also require the identification of four core This area teachers (English, science, social studies, mathematics) who could be assigned to the alternative classroom for one hour daily to deliver instruction as part of their teaching load. The total personnel requirement for program operation for 1995-96 would be 1.8 FTE (1+.2X4=1.8) existing personnel from the current sites in each site. released from current responsibilities to could assume not If be these positions, then an additional new personnel requirement of 3.6 FTE would be required to operate the two pilot projects. If new personnel are required, candidates may emerge from current staffing that are surplused in other area junior high schools due to enrollment changes in some schools. Otherwise, candidates would be selected from the current applications of new employees. Training of all program personnel would be necessary. Administrators in the pilot schools would need training in program operations, behavior modification, record keeping, linkages with service providers district. and curriculum outside and inside the for the program. Program coordinators would need training in all of the above areas and also parental contact administration. requirements. and program The core teachers would need training in curriculum development (combining curricular objectives and delivery techniques for grades 7 and 8 into one course in each core area). training and requirements. They would also need behavior modification would need to know the parental contact 10 -Training 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 Training $33,495 X 2 = 24,000 X 2 = 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. available at no new cost. These are usual items, probably already 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. 11The total new costs for the two pilot programs which would not be absorbed by having to provide services to the students in the two pilot schools, is $18,465. An additional new cost for the Alternative Learning Center Program on Apperson is $16,500 for the school resource officer. The total new costs for this proposal are $34,965.00. Costs for personnel would be expected to increase annually over district. 5 years at the same cost of other personnel in the That expected rate is 3%. Books, supplies, and materials costs should remain fairly consistent over the period of five years except for anticipated inflation rate of 3-5% per year. an Training would be ongoing and periodic as changes in the program dictate. It is expected that training cost would increase by 5% per year. Equipment costs should be constant year to year except for an inflation rate of 3-5%. Funding sources for the operation of this program would be the local school operations budget. Because these students are to be housed at the regular school program, the costs for serving them would be covered in the building budget. However, due to the relatively small class size of this program (12-15), the per pupil cost ratio would be higher for these students than for others. Additional supplementary funding for the program might be available from grants or the local business community from matching grants such as the Entergy Stay In School program. Cost savings by using the pilot approach will result from a decreased need to duplicate these services at another site or to expand the size, of the current Alternative Learning Center on Apperson. Although these pilot programs will increase costs, the overhead will be less due to the requirement to educate these students in the home school that is already built into the operational budget of the school. This model eliminates transportation costs to the alternative learning center and will use existing faculty and classroom space. It will not require additional utility costs or furniture costs. 12 -BUDGET MATERIALS/SUPPLIES desk supplies (stapler, paper clips, tape, markers, etc.) Paper for copying Software VCR tapes Supplementary instructional materials Textbooks 4-6 per student @ approximately $45.00 each Supplementary textbooks $ 250.00 250.00 2,000.00 25.00 500.00 Total $ 4,050.00 1,000.00 8,075.00 X 2 $16,150.00 EQUIPMENT Overhead projector Television VCR Radio(FM for communications) Computers Repairs Copier or copier allocation Total $ $ 140.00 350.00 250.00 350.00 2,000.00 500.00 250.00 3,840.00 X 2 $ 7,680.00 TRAINING COSTS Consultants Materials $ 750.00 250.00 Total $ 1,000.00 CURRICULUM DEVELOPMENT COSTS Stipends Materials $ 4,015.00 250.00 Total $ 4,265.00 PERSONNEL School Resource Officer $114,990.00 16,500.00 $131,490.00 PROJECT TOTAL $160,585.00 TOTAL NEW COSTS $ 34,965.00 13 -H. FORCE FIELD ANALYSIS Classroom Teachers should support the concept of the school within a school. The process would allow those students who waiting list to be removed from the classroom. are on a 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. Little Rock Community. Little Rock The 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, list and disruptive students in the classrooms. a waiting I. GENERAL IMPLEMENTATION PLAN The milestones for plan implementation include the following: approval of the (a) business case, developed at the building level. (b) program guidelines (c) budget development and (d) curriculum development completed, approval (local and ADE), approval, (e) curriculum training scheduled, (f) training design developed and (g) program staff selected, (h) site for determined, (i) furniture, equipment administrator training completed, (k) textbooks, (1) training of coordinator and program furniture. supplies provided. provided, (j) materials. (m) teachers, initial selection and placement participants, (n) delivery of program curriculum. core area of program aelivery curriculum, (o) monitoring and evaluation of program operations, (^
_i_ii_ program monitoring and evaluation (q) modification of operations as necessary, (r) end of year evaluation design developed and submitted. (p) periodic reporting of program Timelines, tasking, and reporting forms are included in the attached tables. 14 -MILESTONES 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. adn'inistraior training completed K. Textbook, materials, and supplies provided I. training completed for coordiantor and core area teachers m. initial selection and placement of program participants n. delivery of program curriculum o. monitonng 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 TIMELINES a. Januar\-Februar>. W95 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 July 1-31, 1995 k. August 1-31, 1995 1, August-September 10, 1995 m. August-September 10, 1995 n. August-June, 1996 o. August-June, 1996 p. October, January, April, June q. October, January. April, June r. June 1-Junc 30, 1996 a. TASKING Cabinet b. Pnncipals. Cloverdale. Southwest c. Principals and Mark Milhollen d. Principals, curriculum supervisors, core teachers, staff development e. 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 - a. reporting approval nwnw 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 [>epuiy 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 repons q. quarterly status repons r. Annual ReportBUSINESS CASE The Arkansas Crusades 01 I' iun iviCitK.i-V 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 participated. (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, 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. will be able to participate in one of the Crusade training courses Approximately 30 teachers 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 includesthe K-4. and Science Crusades is supported by a National Science Foundation grant of $10 million and covers five years. Crusade began in the Spring of 1994 and is delivered through a six hour graduate course that integrates reading, mathematics, The K-4 and science. science specialists that include university professors ___ elementary teachers. The Science Crusade is a three hour graduate course that began in January, 1995. Like the other Crusade K-4 Crusade courses are team taught by reading, math, and and courses, the Science Crusade is team taught by university professors and public school teachers. The K-4 and Science Crusades place the latest science and math equipment in participating teachers' classrooms. Thirty-eight (38) LRSD teachers have participated in the K-4 Crusade to date and fifteen (15) LRSD teachers made application for the Science Crusade, which is just underway. During the 1994-95 school year, $42,000 was used to support the P^^ticipstion of Little Rock School District teachers in one of the Arkansas Crusades. Continued support of the Arkansas Crusades for 1995-96 is warranted. Although Stanford-8 achievement results by teacher are not kept at the secondary level, students at the elementary level scored highest in mathematics in five of the six elementary grade levels. studies in grade 3.) (Math was slightly lower that social K-4 and Science Crusade training has not been place long enough to determine its effect on student achievement. We are awaiting the 1995 Stanford-8 results to track in individual teacher-participants in the Arkansas determine Crusade training leads to increased achievement in reading, science, and mathematics. if Crusades to student B- PROBLEM DEFINITION To register for one of the Arkansas Crusades, teachers must have the financial support of the sending district. The superintendent of each district must sign an agreement to purchase classroom equipment and supplies for each participating teacher. Fifty percent (50%) of the equipment cost is reimbursed the district through NSF matching funds. The per teacher cost for the district's part of the classroom equipment and supplies is $250 for grades K-2 in the K-4 Crusade, $400 for grades 3-4 in the K-4 Crusade, $400 for grades 5-7 Math Crusade, $1200 for grades 8-12 Math Crusade, $900 for grades 5-8 Science Crusade, and $1,500 for grades 8-12 Science Crusade. Individual schools in the Little Rock School District have limited funds for materials and supplies
they consequently, have a difficult time supporting participation of teachers in the Arkansas Crusades. the To ensure continued participation of teachers in the Arkansas Crusades, the Little Rock School District must dedicate funds for that purpose over the four remaining years of the SSI project. C. ANALYSIS OF ALTERNATIVES Possible alternatives for funding teachers to participate in one of the Arkansas Crusades fall into two major categories: site basedfunding and district funding. funding from grants, PTA, and partners solicited. within both categories, outside in education 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 disparity among students. achievement and decrease 2. 3. component in reaching our goals. Staff development is a vital development programs should be supported. Successful staff 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 constraints. in the Crusades. schools, and school budgetary Many teachers will be unable to participate 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 mostD. By providing District funds for teachers to participate in the Arkansas Crusades, the objective of increasing math and science achievement through an emphasis on the "hands-on" would be supported. The Desegregation Plan (April 29, 1992), in strategy 1.2 on page 77, requires that the District "purchase science supplies for teachers to facilitate the hands-on approach approach." The Arkansas Crusades' training would help meet this requirement in the Desegregation Plan. ___ total cost to the District for this alternative would be $30,000. The cost is small compared to the benefits: quality training for about 30 teachers in the latest The teaching strategies in math, science, and reading and the infusion of approximately $90,000 worth of math and science equipment and supplies into our schools. RECOMMENDATION $30,000 in Desegregation money should be dedicated to purchase the math, and/or reading equipment and supplies that are required for teachers to participate in one of the three Arkansas Crusades: K-4 Crusade, Science Crusade. This was selected because it promotes equity among the schools and helps to fulfill our District goals and requirements of the The recommendation is affordable in the sense that a relatively small amount of money is leveraged by a SOSO NSF match and a state bid to allow the purchase of approximately $90,000 worth of equipment and supplies, not to mention the quality training that about 30 teachers will receive. science, Math Crusade, was Desegregation Plan. E. OBJECTIVE The objective of the recommendation is to train and equip 30 teachers of mathematics and science. The training in the use of the hands-on approach to teaching math and science, plus the equipment and supplies, will improve instruction for students, resulting in improved student learning. The recommendation supports the goals of the Little Rock School District. Crusade training will help teachers in our District implement educational programs that will ensure that all students grow academically (goal #1) The hands-on approach has proven successful across the nation in helping students learn math and science concepts. The hands-on approach works especially well with low academic achievers since it provides the experiential base that many of these students are missing. The Crusades will also provide teachers with an opportunity to become better trained (goal #2) in the areas of mathematics, science and reading. The National Science Foundation is providing funds for the eauinment and supplies. equipment The NSF funds help leverage local funds to secure financial resources to help to support our schools (goals #4). E_, providing District funds, inequities in opportunities for teachers to participate in Crusade training as a result of where they teach will be reduced (goal #6). ByThe recommendation also supports the hands-on approach to science and math that is described strategies 1.2 and 1.3). in the Desegregation Plan (page 77, 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' SAT-8 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. The expected benefits are better equipped math and science classrooms and teachers who are trained to use the equipment to 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 more knowledgeable about the national standards in I mathematics, science, and reading and also become more comfortable in teaching math with manipulatives, using more hands-on science activities, and integrating science and math with reading. This knowledge and experience will transfer to the science and mathematics program in our District. Our students will become the benefactors of this new methodology and content information. 2) Desegregation The Arkansas Crusades will enhance the goals for science. math, Strategies and reading that are in the Desegregation Plan. 1-2, 1.3 and 1.4 on page 77 of 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. 3) Court Order The Arkansas Crusades support the recommendations made by ODM in the Incentive School Monitoring Report (12/09/93, page 49) concerning science labs in the Incentive Schools and in-service regarding the use of the labs. Incentive4) 5) 6) G. school teachers who participate in Crusade training would receive equipment and supplies and training about how to use them This equipment and training will enhance the science labs in the Incentive Schools. Political Factors The Arkansas Crusades an effort to bring about systemic change in the area of mathematics and science. are The Crusades are a joint effort of the General Education Division of the Arkansas Department of Education and the Arkansas Department of Higher Education. Cooperating with these agencies would be a positive action for our District. Principals, teachers, and patrons feel that the District should support teachers in participating in Crusade training. Risks The risk of doing this program consists of a $30,000 hit on an already undernourished budget. doing this program are considerable. Inequity in teacher pai^ticipation in the Arkansas Crusades among schools. The risks of not missing a tremendous opportunity to improve math and science education, and the political fall-out from not providing teachers the tools they need to improve math and science instruction are the primary risks. Little Rock School District does not participate and loses ground in student test scores to districts that do If the participate, the satisfaction level with the LRSD will diminish among patrons, business groups. teachers, and community and Timing 1995-96 will be the second of five years that Statewide Systemic Initiative will be funded. the The Little Rock School District needs to be active in the Crusades for each of the five years. A modest amount of funding is requested in this proposal with the assumption that the support by the District will continue throughout the five years of the Arkansas Crusades. RESOURCE ANALYSIS The Arkansas Crusades proposal provides funds for the required purchase of classroom equipment and supplies for teachers who complete one of the Crusade training programs, does not ask for nor does it impact personnel. The proposal Cost of materials and supplies for about 30 participants in the Arkansas Crusades - $30,000 (50-50 matching funds from NSF and a State bid increases the purchasing power of the $30,000 to about $90,000 for 1995-96. )A similar amount will be requested over the next three years. H. FORCE FIELD ANALYSIS Supporters of this program will include teachers who either have participated in Crusade training or desire to do so in the future. principals of teachers who have or intend to see 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 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. makes on the Detractors, if any, would be those who view this proposal only in terms of the small splash of red ink it budget. I. GENERAL IMPLEMENTATION PLAN Activity Completion Date Responsible/ Participating Person(s) I. Tachers make applicaion far Arkamas Cnuadei. M4JJ-9S Ftdl 12-01.95 Sprmg Teachers. Phnapals 2. Sdence!Mah Oflee processes the applictaions and secures the Superotsoidenr's signanoe 00-15-95 Ftdl 12-15-95 Sprotg Trish FSIeigstvordi Fate Carson 3. Approved afpiieaioni are sera ro requested 08-15-95 Fdl 12-1595 Sproig Demis Giasga>rf 4. Teaekerj partapate in Cntjaie 090195 ihreugh 12-15-95 F(dt OI-OS-96 rfrough 05-15-96 Sprotg Teachers 5. Teachers select equipnenr a/td supplies from appraifai State Bid list. 10-15-95 Fan 02-15-96 Sprotg Teachers. Phnapals 6. Equifmtemlsuppiia ordered by Sdeneeiideeh ogiee. 11-01-95 F^ 03-01-96 Sproig Trish FBI'otgseterdi Fene' Caan 7. Afareceftofequipmeraisupplia. copies of tnooiees sem to Arhansas Crusades o fox fa 507i rdmbursetmnt. 12-15-95 Ftdl 0S4)J-96 Sprott Demis Clastoof 5. Teachers surveyed about value of tntruni upon complaion of course. 12-15-95 Fidl 05-01-96 Sprmg Dennis Glasgotv 9. Pre-post SAT-B scores of paradparetf teachers are compared. (-l5-9d Dennis Glatgow, Dr. Fobert CbversAPPENDIX A Summary of K-4 Crusade Survey Eleven(ll) participants in the K-4 Crusade returned survey forms. The collective responses of these participants are included below each letter. As a participant in the K-4 Crusade IRC. AS Crusade, please respond to the following items and return the survey to Dennis Glasgow, Results of the survey will be used as a measure of success of the ^4 Crusade and to build a case for additional District support for teachers to participate in the K-4 Crusade. Please circle the letter that reflects your opinion of the K-4 Crusade for each item. EFFECT ON KNOWLEDGE The K-4 Crusade: Strongly Agree Strongly Disagree 1. increased my knowledge of science and mathematics content. a (9) b (1) c (1) d (0) e (0) 2. increased my knowledge of strategies for integrating reading, science, and math. a (8) b (3) c (0) d (0) e (Oj 3. increased my knowledge of hands- on activities in science. a (9) b (1) c (1) d (0) e (0) 4. increased my knowledge of math activities that use manipulatives. (g) c (0) d (0) e (0) 5. increased my knowledge aJaout how to use science materials and equipment. a (9) b (1) c (1) d (0) e (0) a b {2} EFFECT ON TEACHING As a result of taking the K-4 Crusade: Strongly Agree Strongly Disagree 6. I have increased the time I spend teaching science in my classroom. a (6) b (4) c (0) d (1) e (0) 7. I have improved the quality of science instruction provided to my students. a (7) b (3) c (0) d (1) e (0) 8. I have improved the quality of math instruction provided to my students. a (9) b (2) c (0) d (0) e (0) 9. I teach more lessons that integrate reading, science, and math. a (9) b (1) c (1) d (0) e (0)As a result of taking the K-4 Crusade: Strongly Agree Strongly Disagree 10. I have more materials and supplies to teach science, mathematics, and reading. (10) (1) c (0) d (0) e (0) a b OVERALL RATING 11. How would you rate the K-4 Crusade compared to other training courses you have taken? 12. Among the very best a bed (10) (0) (0) (1) .... Please make comments about your participation in the K-4 Among the very worst e Crusade. (0) b c I enjoyed the course more than can be described. It truely helped my science instructic I feel the crusade has given me the training, strategies and materials to give my children a more than ample science and math background for their grade level. Good class. Excellent instructors. I truely appreciate having such wonderful and dedicated instructors. They have been a true catalyst for the crusade. It is a great course. I think it should be required for every teacher. The materials and ideas of whole language was very good. I think with new attitudes and time frame, I would eagerly recommend this class to other teachers. This was an extremely worthwhile class. All teachers should have it!BUSINESS CASE BEACONS SCHOOL Ft kJ .1,: J 5 1905 J')?.
Executive Summary The Beacons School, based on a model initiated in New York City, is a comprehensive, year-round school based program located in public school buildings and operated by community-based organizations. During the academic year. Beacons programs operate after school, evenings, and weekends. During summer vacation and other holidays. Beacons programming includes daytime, evening, and weekend hours. The Beacons School is between an example of a program that develops a connection existing resources and community-based organizations to develop viable neighborhood-oriented programming. Community residents will be actively involved in the planning and implementation of range of services that accentuate youth development and strengthen school, family, and community linkage. a After an examination of New York's Beacons Program, the city of Little Rock, the Little Rock School District, New futures for Little Rock Youth, the Department of Health, and Lhc Division Children and Family Services have taken the lead and formed the of Steering Committee to explore the feasibility of operating similar program in Little Rock. a a Junior High School. The City Board of Directors and the School Board both approved resolutions supporting a Beacons School Program at Cloverdale T respective board approvals were Dec. 20, 1994 and Dec. 15, 1994. A. BACKGROUND New York City established the Beacons Program in 1991 to create safe havens for children. youth, and families within the communities considered the poorest and most affected by substance abuse, AIDS and crime. The New York Beacons Programs have been very successful.page 2 The need for a Beacons Program in Little Rock was expressed by the city, school district, state agencies, and New Futures. ' ~ A Beacons Steering Committee was established to study the feasibility of initiating and implementing such program. The committee developed a comprehensive list of criteria to be used by the school , . .. criteria included the district is recommending a school site. following: adequate recreation facilities, sufficient health facilities, ample educational facilities, adequate office space, principal/staff support, and a history of collaborative efforts with youth programs. _ Cloverdale Junior High School successfully fulfilled the necessary criteria. a This collaborative effort now includes the following parties: the city of Little Rock, New Futures for Little Rock Youth, United Way, Department of Human Services, Department of Health, Junior League of Little Rock, county-based organizations and area businesses. B. PROBLEM DEFINITION Over the last decade, a depressed economy and a focus by the Federal government on other national priorities has left little money for the funding of youth programs. Families must work harder simply to make ends meet, and therefore the role of adults in guiding youth is reduced and community and neighborhood life strained. Therefore, many young people today are left with "nowhere to go and nothing to do" for nearly 30% of their time. C. ANALYSIS OF ALTERNATIVES Three alternatives were considered: (1) do nothing and continue with current after school programming, (2) discontinue after school programming and refer youth to agencies outside the neighborhood, (3) develop a Beacons Program which would meet the needs articulated by the community. as The best alternative is to establish a Beacons Program. D. RECOMMENDATION In response to the intent demonstrated by both the city of Little Rock and the Little Rock School District, we would recommend the development of a Beacons Program as suggested by the community.E. OBJECTIVES page 3 The objective of establishing a Beacons Program is to address critical issues around youth development, family involvement, neighborhood and community life, and multi-level partnerships in order to achieve improved outcomes for at-risk youth. F. BUDGET The budget is currently being developed by the participating agencies. Each agency is contributing services, relocating services, seeking grant funding for program initiation, and making in-kind contributions. space, and utilities. The LRSD is contributing office and program The school district has estimated annual custodial costs of $12,000 and strategies regarding this issue are currently being discussed. G. GENERAL IMPLEMENTATION PLAN Below is a projected timeline that will be modified as community input and the implementation process is further defined. DATE ACTIVITY Feb. 95 March 95 Initiating informational meetings in the target community Developing a comprehensive budget Developing the RFP process Securing program agreement April 95 May 95 Disseminating RFP's Conducting a proposers conference Conducting CBO assessments Developing Cloverdale/Beacons agreement Securing programming facilities and office space June 95 Developing job descriptions (director and staff) Hiring of director and staff Program implementationI. I99S ADDITIONAL CLERICAL POSITION Ollinc C! I executive summary The district is committed to safe, secure school environments, accurate attendance -Arinw J 2- vilvuVlUUCUlb financial accounting and to the educational, social Ar Of nr . ' of all itc etL . Vai^ounnng ana to the educational, social and emotional growth of all ,.s sludents. Wc a. Mam, arc involved daily will, our expected rcaponsibil^ and dicerJ rr community. Our goal continues to focus on and to carr^' out district mandates effectively and efficiently. obligation to our school We eagerly accept our charge, remaining one of the district's successful schools. Due to the complex nature of being a magnet, this business case proposes Clenca nncit nn mni,
__,*_____ clerical position, making it possible for an additional us to continue our goals at an optimal level. A. Background Mann Magnet serves a ,. , consistent enrollment of 850 students from all three school districts: Little Rock, North Little Rock and Pulaski need to establish and maintain a County. There is an urgent sense of community for our diverse population. /-s ---------------- uul uivcrbc poDUiaiion ^'6^ expectations because, for the most pa.., wc 0 attractive curriculum in a public most part, we B. school setting. Our students are transported to us on different buses, and since fk.... . -----' uiiititiii uubcs, ana since ^ey must perform, attend mandated field trips, participate in activities relating to science and the artsour two soecialtv arras w mnet ^0 specialty areas, we must provide nurturing, after school duty and support for them. Through the years, there has also been increased demands to take care of extra clerical needs, related on administrative staff to attendance, possible litigating concerns and other reporting. These demands lessen the effectiveness . Assistant Principals, taking away from their expected job responsibilities. of the three secretaries in our office-principal's secretary, registrar and bookkeeper/attendance secretary, a slot of which either bookkeepingconstitutes a full-time job. areaattendance or Problem Given the recent increase of paperwork and all requirements connected with it r __?___ - . * * ---------- a V Will assistant principals are devoting an inordinate amount of time i Normally, these certified personnel staff members should to clerical minutiae. 1 be assisting withBusiness Case No. 3 Page 2 plenenting d.scipHnan- interventions for our There are a number of factors contributing to this problem: population from the three schools districts, making at" -y -de ve^uf that which is typically found in an area nei^borhood school. There are increased demands accounting accuracy. on administrators due to attendance Existing clerical personnel are overextended with a myriad of daily responsibilities connected with the effective, efficient high school. running of a junior C. Analysis of Alternatives The administrative team and clerical staff generated and analyzed alternatives: 1. Train and assistance. maintain a strong volunteer pool of parents to give clerical a. Breaching of confidentiality is possible. b. Consistent pattern of service and times needed is lacking. 2. Seek clerical assistance from the district's pool of secretaries, a. Not available at this point. 3. Seek additional who has a night/evening job. monetary resources for existing clerical staff, that is for one regular job hours
this is more economical for the district. away A disadvantage is possible bum out plus the possibility misunderstnnd ac ___ misunderstood as preferential treatment for staff member involved. of being 4. "Do Nothing."Business Case No. 3 Page 3 The bookkecpcr/attendance slot is unattractive to employees, causine ____If 1___ r> dissatisfaction with oneself because of daily overload. Assistant principals will not receive relief from menial tasks at hand. 5. Hire an additional clerical person, who would serve as attendance secretary and as an aide for the assistant principals. This will best accomplish Mann's needs. 6. Half-time Person. While this may look attractive and cost effective, the job is not such that it can be accomplished effectively in one half day. The job's responsibility continues throughout the school day hours. D. Recommendation It IS recommended that a clerical position be added to Mann's clerical staff, giving relief to the bookkeepcr/attendance slot and to the assistant principal's paperwork burden. This addition would give the assistant principals more time to share their expertise in professional ways, such as disciplinary intervening and instructional improvement. E. Objectives The objective of this recommendation is to preserve and maintain an effective school which keeps a positive image for our district. F. Impact Analysis The addition of a clerical position will allow assistant principals to give attention to their expected job responsibility, rather than to clerical duties. Furthermore, the position of bookkecpcr/attendance secretary will be divided into a more workable and manageable job responsibility, making for sound financial accounting and accurate attendance reporting. This addition of a clerical staff member will have a positive impact on the Desegregation Plan because of the added effectiveness and efficiency that arc certain to occur. Assistant nrincioals will he able tn Jjccict mnrn principals be to assist more with the academic, and social environment of Mann, helping to maintain a sense of community for the parents, students and staff.Business Case No. 3 Page 4 G. H. Resource Analysis It is estimated that $3,000 minimal training would be
Force Field Analysis ' would be required. more than enough for this position and I. General Implementation Plan The pnmipal, working with the Human P i,v 0, is-'thraiired beginning time. Resources Director, will have theEXECUTIVE SUMMARY BUSINESS CASE NEWCOMER CENTERS rc3 i 5 1995 Office of Di Over the past several years, the number of students attending the Little Rock Public Schools who are limited English proficient (LEP) has grown steadily. This trend has been confirmed by two recent surveys conducted by the district at the request of the Arkansas Department of Education (ADE). The most recent survey reveals that there are currently five hundred one (501) students representing forty-nine (49) different language groups in the district for whom English is not the native language. It is the responsibility of the district to provide the educational services necessary to enable LEP students to function successfully in a mainstreamed English language educational setting. Federal and state laws do not consider lack of English language skills because of nationality to be a handicapping condition. Instead, such lack of English language skills is viewed as a barrier to access of equitable educational opportunity. It becomes the responsibility of the local school district to provide out of its local funds whatever services are needed to help students overcome the language barrier. Currently, the district is operating an English as language (ESL) tutorial program for LEP students. students are identified by their individual schools. a second As these they are referred to the district's curriculum and instruction division for tutorial services. Tutors are assigned to the students for minimum of one hour of pull-out language instruction each week. a To date, one hundred seventeen (117) students, representing twenty-two (22) language groups, have been referred for tutorial assistance this school year. Because the tutorial program is not equipped to meet the needs of the growing population of LEP students, the district must design and implement a more comprehensive program to meet all state and federal requirements regarding the education of language minority students. After extensive research, it appears that the Newcomer Center concept would serve as the most logical approach for the district to take in order to ensure full legal compliance. Implementation of the Newcomer Center approach will require the district to identify four to six (4-6) elementary schools, two (2) junior high schools, and one (1) senior high school to serve as Newcomer Centers for LEP students and their families. These schools will be equipped to provide the services necessary to assess language and academic skills, to provide intensive English language instruction, to provide appropriate grade level placement and educational orientation services, and to provide parents/family members with the necessary support that they need to be appropriately equipped to assist their children in gaining full access to the educational process.The overall goal of the proposed Newcomer Center program is to provide identified LEP students with opportunities to acquire the English language skills necessary to function successfully within a mainstreamed educational setting. In order to accomplish this, the district must achieve the following program objectives: In order to accomplish this, To develop and implement a - staff development program for principals, counselors, classroom teachers, and English language tutors at each Newcomer Center To develop and implement an ESL language arts curriculum designed to meet the English language learning needs students of LEP To coordinate classroom instructional activities with the ESL English language arts program to ensure that LEP students are being supported within the mainstreamed setting and to ensure a smooth transition for the LEP students and their families into and out of the Newcomer Centers To develop and implement an organized LEP Family Education which will help parents/f amilies members to work effectively with their children in Model succeed at school an effort to help them The Newcomer Center program will be implemented c.. The director of communications, English, ESj languages, and reading will serve as the program leader, of the deputy superintendent and the superintendent for desegregation. Tl__ ......ii
^ development for all school staff at" each site* planned and delivered by the program leader, along with trainers from the University of Arkansas at Little Rock (UALR), and a support trainer from Arkansas Tech University (ATU). The staff development component is the cornerstone of the proposed program and will serve to help the district realize the program goal. period. direction A. BACKGROUND over a three-year ESL, foreign and under the associate The program will emphasize staff which will be were Such Prior to 1991, the LRSD relied on its Volunteers in Public Schools (VIPS) Office to offer tutorial assistance to LEP students who having difficulty learning in mainstreamed classrooms, assistance was generally sporadic due to lack of determining need, as well as a lack of volunteers. a process for For the most part, the unique learning needs of LEP students were ignored, and the district was out of compliance with federal laws and state regulations. Currently, the district is operating an ESL Program which aims to provide tutorial services for identified LEP students. The ESL Program was established in the spring of 1991 in recognition of a need for the district to achieve compliance with federal laws and 2I state regulations. primary goal of the existing program remains to assist LEP students in acguiring the level of English language skills necessary for parity of participation in the standard instructional program. The of participation in The LEP students identified by the local schools through referral process comprised of multiple records, student self-identification, teacher recommendations. district's are a criteria, including student counselor assessment, and director of The ESL program is managed by the communications, ESL, foreign The program budget for the 1994-95 school English, languages, and reading. ____________ year is $75,000, which covers financial compensation for six part- time tutors at a rate of $15 ner hour fnr ovorw hour n-F a a 1 . 3 rate of $15 per hour for every hour of actual interaction time with LEP students. The tutors are assigned to the a minimum of one hour of pull-out English language instruction each week. referred students for The tutors travel, at their own students' schools where they assist the principals, teachers, and counselors in devising and implementing a support plan for each student assigned to them. expense. ^2 April, 1993, the district conducted a Home Language Survey i request of the Arkansas Department of Education (ADE). All 50 of the district's (regular) schools were asked to administer the survey to all students in all classrooms at all grade levels, K-12. '^2 survey results revealed that 400 students were potentially eligible for ESL services because a language other than English was Identified as the primary language used in their homes, students represented 66 distinct language English. groups. These 400 other than In early November, 1994, the district again conducted a Home Language Survey at the direction of the ADE. All 4 district's (regular) schools were asked to administer the ap students in all classrooms at all grade levels, K-12. This tiroe the survey results revealed that 501 students were potentially eligible for ESL services because a language other than English was identified as the primary language used in their homes. These 501 students represent 49 distinct language groups, other than English. Of the 501 identified students, the district is currently serving a total of 117 students at 36 different school sites. All 48 of the K-12. survey to These 501 The results of the 1993 and 1994 Home Language Surveys confirm sizeable and growing ESL eligible population in the district. Federal laws, which have been enacted to support and protect civil rights, reguire the district to provide an array of special services to ensure that LEP identified students can succeed in mainstreamed classrooms. Because the laws do not recognize a language barrier a handicapping condition or as a skills succeed a deficit. as the district cannot provide such services for these students through existing Special Education, Compensatory Education programs. Chapter One, or 3B. PROBLEM DEFINITION The district s existing ESL program lacks the financial and human resources needed to implement the comprehensive array of services required by law. As well, the program design lacks the components necessary to comply with all facets of the applicable laws. Federal civil rights laws and recent state legislation through ___ all school districts identify national origin minority students and then assess them in order to accurately Identify a LEP student population. 236 require that Act luenuiry A program which diagnoses and provides for special instructional needs must be developed to serve The program must help the LEP students develop positive self-concepts and identify with their cultural heritages, while equipping them for equitable access to all other district programs and services. As well, the program must also provide for parental/family involvement. this population. while The district's existing ESL program lacks the financial and human required by law. This resources needed to implement the comprehensive array of services required by law. As well, the program design lacks the components necessary to comply with all facets of the applicable laws. This situation is complicated by the fact that the current LEP student population is comprised of 49 known language groups, which makes utilization of traditional ESL program designs impossible. LEP students. District classroom teachers have not been trained to provide for the diverse needs of the LEP students in mainstreamed classrooms. Counselors have not been trained to accurately identify and place LEP students. The district does not have any kind of testing program to identify and assess the learning needs of LEP students. The LEP students are not provided with planned opportunities to connect with their native cultures, and LEP parents are not provided the comprehensive assistance they need to support their children, who must function in learning environments where their language is not spoken or read. Because the LEP population is continuing to grow, scheduling the six tutors into the district's schools has become a logistical nightmare. It is no longer possible to confine tutors to specific geographic regions is limited and service is consistent. so that travel Instead, LEP students must be assigned a tutor on a "first first served" basis, as already existing tutor schedules will allow. As a result, the tutors must criss-cross the district at their own expense, while their part-time schedules become more and more crowded to the point that they are now working full-time hours at a part-time hourly wage with no benefits. come, Extensive travel time and crowded schedules have left the tutors with little time to interact with teachers, counselors, and principals. counselors. This lack of interaction is leading to a lack of 4continuity in effort to meet the diverse learning needs of the LEP ---------------- As well, the limited interaction time between tutors and students. students (one hour per student per week) is not sufficient to help the LEP students acquire the English language skills needed to function successfully in the mainstreamed classroom setting. is compounded by the pull-out nature of the program, disconnects the LEP student from the mainstreamed classroom, This which ---- ---------------------------------------------and, in many instances, leads the classroom teacher to conclude that the LEP student is not her responsibility. C. ANALYSIS OF ALTERNATIVES In 1990 the Desegregation district requested the Chicago, Illinois. Assistance services of the Federal Centers in San Antonio, Texas, and These agencies were recommended to district administrators by the ADE's Equity Assistance Center. Both agencies sent representatives to the district to analyze the needs and to make recommendations on how to meet the identified needs. size The and diversity of the district's LEP population was determined to be too extensive to allow for a traditional approach to meeting the needs. A number of additional factors contributed to the complexity of the problem, including a lack of Arkansas certification for ESL teachers, a lack of special financial assistance to serve the LEP population, a lack of any other Arkansas school district programs targeting similar populations, and the LRSD's commitment to a desegregation plan that had inadvertently excluded the LEP A review of these factors, along with the knowledge about population size and diversity, led to the recommendation that the district develop a tutorial program to serve only as an interim measure during the time it would take the district to secure population. resources and develop a more comprehensive program that would meet needs and satisfy laws. Since 1990, district officials have possibilities for providing appropriate considered services a 1 to number > the of LEP population. Initially, an attempt was made to supplement a minimal tutorial program with volunteer assistance, but issues regarding training, liability, and reliability made this an impractical solution. well, the district extended invitations to known liability. As well. local organizations that represent interests of foreign language groups, but found that, for the most part, agendas were too different and lacked common goals. the And, while some of these entities shared good intentions, informal infrastructures limited actual follow through. The district has attempted to utilize translators to assist with testing, placement, and family communication, but because of the number of language groups (currently 49) represented in the LEP population the district has found this to be of little assistance. The lack of translators and trained teachers, whose native 5languages match those of the LEP population, have made implementing a traditional, transitional program of study offered in the native languages of the LEP population an impossibility. Besides, the laws favor a mainstreamed approach, and current research indicates growing trend toward utilization of immersion approaches in which .students learn in a setting where the target language - English is used exclusively, but with appropriate strategies activities designed to support the non-English speaker. Besides, the D, RECOMMENDATION and Because the tutorial program is not equipped to meet the needs of the growing population of diverse LEP students and because there are no other acceptable known alternatives, it is recommended that the district designate four to six elementary schools, two junior high schools, and one senior high school to serve as Newcomer Centers for LEP students and their parents. It remains the responsibility of the district to provide the educational services necessary to enable LEP students to function successfully in mainstreamed English language educational Federal and state laws do not consider lack of English skills because of nationality to be a handicapping condition. Instead, such lack of English language skills is viewed as a barrier to access of equitable educational opportunity. __ ________ the responsibility of the local school district to provide out of its local funds (pending forthcoming changes in Chapter One/Compensatory Education guidelines) whatever services are needed to help students overcome the language barrier. setting. Instead, It becomes in Currently, the district is operating a tutorial program for LEP students. ' . - schools, As these students are identified by their individual they are referred to the director of communications, English, ESL, foreign languages, and reading for tutorial services. Tutors, from a staff of six, are assigned to the students for a minimum of one hour of pull-out language instruction each week. date, To 117 students, representing 22 language groups, have been referred for tutorial assistance this school year. a Because the tutorial program is not equipped to meet the needs of the growing population of diverse LEP students and because there are no other acceptable known alternatives, it is recommended that the district designate four to six elementary schools, two junior high schools, and one senior high school to serve as Newcomer Centers for LEP students and their parents. These schools will be equipped to provide the services necessary to assess language and learning skills, to provide intensive English language instruction, to provide appropriate grade level placement and educational orientation services, and to provide parents with the necessary support that they need to be appropriately equipped to assist their children in gaining full access to the educational process. 6The Newcomer Centers will be selected by considering the proximity of existing LEP populations to school sites and by carefully examining existing transportation routes. provide comprehensive staff development for these schools, including training for all classroom teachers on how to work with such students in mainstreamed classrooms and training for school counselors on how to place such students and on how to provide appropriate counseling services for them. Additionally, these schools will be equipped to appropriately test the students to determine educational needs, and each school will be staffed with trained language tutor, who will provide additional language acquisition assistance to LEP students who attend the school. for The district will Additionally Program components of the Newcomer Center concept will operate under the supervision of the director of communications, English, ESL, foreign languages, and reading, who will provide technical assistance and support to the school sites as appropriate, director of student assignment will facilitate placement of students at the district level, using a process involving multiple The Newcomer Centers will provide all short-term services necessary to acclimate the LEP students to the English language educational setting. The aim will be to fully mainstream these students into the area, incentive, or magnet schools to which they would otherwise be assigned. The E. The OBJECTIVES a The over all goal of implementing the Newcomer Center concept is to provide identified LEP students with opportunities to acquire the English language skills necessary to function successfully within a mainstreamed educational setting. ILL L ______^_L____ achieving the following program objectives as measured by the accompanying evaluation criteria: This will be accomplished by To develop and implement a staff development program for principals, counselors, classroom teachers, and English language tutors at each Newcomer Center as evidenced by sign- in sheets and evaluation forms. The mean value of the training will be greater than 3.0 on a scale of 1.0 to 5.0. To develop and implement an ESL language arts curriculum designed to meet the English language learning needs of LEP as students evidenced by a curriculum implementation objectives checklist in which all indicators are in place. To coordinate classroom instructional activities with the ESL English language program to ensure that LEP students are being supported within the mainstreamed setting and to ensure a smooth transition for the LEP students and their families into and out of the Newcomer Centers as documented by lesson plans, individual student learning plans, and student portfolios. 7To develop and implement an organized LEP Family Education Model which will help parents to work effectively with their children in an effort to help them succeed at school as documented by sign-in sheets, testimony, questionnaires, and evaluation forms. ' - . . . The mean value of the training will be greater than 3.0 on a scale of 1.0 to 5.0. GOAL SUPPORT These objectives directly support district goals 1, 5, and 6. objectives are included to ensure that all LEP students The are provided with equitable educational opportunities that will enable them to grow academically, socially, and emotionally while reducing disparity in achievement. The objectives also provide LEP students with the opportunity to learn in a risk-free environment and one that is safe and orderly. that equity The program will be monitored to ensure in all phases of school activities and operations, including provision of program and technical support. occurs F. IMPACT ANALYSIS The development of the Newcomer Center concept will have a positive impact on the district's learning achievement, district personnel, parents/families, patrons, and all students at each school site. Building principals, counselors, and teachers are becoming increasingly frustrated with the present difficulties in serving LEP students in ill-equipped schools void of a comprehensive action plan. Implementation of this program will alleviate this frustration. As well, the Newcomer Center Concept will strengthen each school in which it is implemented because it is designed to benefit all students who attend those schools. DESEGREGATION PLAN The Newcomer Center Concept students through an "inclusion" approach. is designed to benefit all Its implementation will underscore a recognition of the value of diversity within the public school setting in ways that directly achieve the aims of the district's desegregation plan. - - Most notably, the Newcomer Center Concept will focus on the development of classroom settings and support activities that will lead to increased student achievement, reduced academic disparity, and parody of educational opportunity for all students. COURT ORDER Implementation of the Newcomer Center Concept will not result in any negative impact. POLITICAL FACTORS/RISKS Standard One of the revised Arkansas Public School Standards 8G. For Accreditation requires the district to provide for the learning needs of all language minority students in equitable way in accordance with federal and state an laws. Currently, the district is not in full compliance of this standard or with all applicable federal and state laws that protect the rights of LEP students. Failure to implement a comprehensive plan of action for meeting the learning needs of these students will result in significant risk to the including the prospect of loss of accreditation, loss of state aid, and probable lawsuits. TIMING Immediate implementation of the Newcomer Center Concept is critical ensure that the district is in full legal compliance. ' '' to As well, the district must demonstrate effort to serve all LEP students to the fullest extent of all laws in order to be eligible for possible funding sources in the including chapter One, Compensatory Education, and Title VII, as well as private and state grant opportunities. future, RESOURCE ANALYSIS PERSONNEL The Newcomer Center concept will utilize existing personnel at the selected school sites. As well, current ESL tutors will be assigned to the sites at the ratio of one tutor to each site. The tutors will continue to work part-time at the rate stated below: 8 tutors (maximum) X $2,250 per wk X 36 wks ($18 per hr X 125 hrs per wk) $ 81,000 8 tutors X $3 6 per month X 9 months ($18 per hr X 2 hrs per month for prep) 2,592 FINANCIAL In addition assigned to TOTAL SALARY COST $ 83,592 to continuing- the salary cost for ESL tutors each site, the Newcomer Center program will require on-going staff development and additional materials and supplies in order to achieve full implementation over a three-year period of time. The cost breakdown is as follows: 9Year One f1995-96): Staff Development $6,000 for stipends for UALR trainers
$4,000 for stipends for ATU trainers $ 10,000 $51 stipend per teacher X 275 teachers for inservice pay 14,025 $2,000 per school for materials and supplies X 8 (maximum) schools 16,000 8 teachers X 3 days X $100/day (to write, edit, and word process) 2,400 2 writers X 3 days X $100/day (to write, edit, and word process) 600 Printing for ESL Language Arts Curriculum guides 500 TOTAL STIPEND/MATERIALS/SUPPLIES COST $ 43,525 GRAND TOTAL (including tutor salaries) Year Two (1996-97)
Currently budgeted $127,117 75,000 Total requested $ 52,117 Staff Development $4,000 for stipends for UALR trainers $2,000 for stipends for ATU trainers $ 6,000 $51 stipend per teacher X 275 teachers for inservice pay 14,025 $1,500 per school for materials and supplies X 8 (maximum) schools 12,000 TOTAL STIPEND/MATERIALS/SUPPLIES COST $ 32,025 GRAND TOTAL (including tutor salaries) $115,617 Year Three fl997-98): Total requested $ 40,617 Staff Development $3,000 for trainer stipends $ $51 stipend per teacher X 275 teachers for inservice pay 3,000 14,025 10$1,000 per school for materials and supplies X 8 (maximum) schools 8,000 TOTAL STIPEND/MATERIALS/SUPPLIES COST $ 25,025 GRAND TOTAL (including tutor salaries) $108,617 Total requested $ 33,617 The financial analysis outlines a budget that represents the minimum funding required to implement the Newcomer Center program over a three year period, if only district (local) funds are available. However, it is anticipated that additional funding will become available to ensure a quality implementation effort. district has just completed a proposal for a Goals 2000 State Grant The that would provide up to $50,000, which would fund the year one activities. If awarded the grant, the district will be able to reapply for funds to continue the program components addressed within the grant application. As well. Chapter One/Compensatory Education guidelines are being changed. It is anticipated that the changes will allow the district to apply for these funds in order to pay for much of the program. Finally, the district will again apply for a Title VII grant when the new program is announced by the federal government sometime this spring. H. FORCE FIELD ANALYSIS The primary supporters of the Newcomer Center concept are the ESL tutors, classroom teachers. guidance counselors. district and school administrators, parents, students, patrons, and government. Because components of program implementation are required by law, there are no known detractors. I. GENERAL IMPLEMENTATION PLAN The current Director of communications. English, ESL, foreign languages, and reading will serve as the program leader and will assume the primary responsibility for organizing and implementing the Newcomer Center concept. The program leader will serve under the immediate direction of the district's deputy superintendent and the district's associate superintendent for desegregation, program leader will follow the time line below: The 11DATE ACTIVITY Feb. 1995 Feb. 1995 Feb. 1995 Feb. 1995 Mar. 1995- May 1996 July 1995 TIME LINE YEAR ONE (1995-96) Identify school sites/transportation routes Hire Newcomer Center Trainers (UALR/ATU) Plan first year staff development Schedule first year staff development Implement first year staff development Purchase materials and supplies PERSON RESPONSIBLE English/Reading Director, Student Assignment Office English/Reading Director English/Reading Director, UALR, UTA trainers English/Reading Director, Building Principals English/Reading Director, UALR, UTA trainers English/Reading Director, Building Principals * * * A June-Aug. 1995 Write LEP language arts curriculum English/Reading Director/ Teacher Committee/UTA trainer Feb.-May 1995 Pre-register LEP students Student Assignment Office March 1995 Provide School Site Staff Orientation English/Reading Director, UALR trainers Aug. 1995 May 1996 Register LEP students * Student Assignment Office/ Building Principals Sept. 1995- May 1996 Host LEP School Site Open Houses/Family Orientation/Follow-up meetings A Building Principals/Building Staffs/English/Reading Director 12Sept. 1995- May 1996 Assess LEP students * Counselors, School team Sept. 1995- May 1996 Schedule LEP students Counselors, School team Aug. 1995 Assign ESL tutors * English/Reading Director Sept. 1995- May 1996 Schedule ESL tutors * English/Reading Director Sept. 1995 Implement Portfolio Assessment * English/Reading Director Aug. 1995- May 1996 Monitor English/Reading Director/Building Principals Jan. 1996- May 1996 Develop Time Lines for Years Two and Three English/Reading Director/Building Principals NOTE: Activities followed by an asterisk will be continued during the second and third of implementation. year 13i I f .J FEB i iOO' BUSINESS CASE READING RECOVERY/EARLY LITERACY PILOT PROGRAM EXECUTIVE SUMMARY Currently, the Little Rock School District provides additional learning support to students in the areas of reading and These support efforts are determined by the options mathematics. available to each school through the district's Academic Support Program. * -------------- the elementary level, all schools provide accelerated reading experiences for students who have been identified as having a need for additional support based on an analysis of specified multiple criteria. The reading program at the elementary level is funded through Chapter One/Federal Programs and ' ~ ------ ' ' ' ' either direct or indirect services. IS characterized by offering - ------------- These services are delivered in theform of in-class assistance or limited pull-out by reading Each school is responsible for identifying students to receive the assistance, using the multiple criteria process outlined by the district's Academic Support Program. The schools then coordinate delivery of services through the district's reading/language arts department. certified teachers. The The existing program focuses on sustained remediation efforts from elementary school through high school. The program lacks a concentrated component at the initial stages of the elementary school experience that focuses on intervention. As a result, few first grade children are served because need for remediation must be determined before service can be rendered, intervention exists, first graders move The program lacks As a result, few ---------------- Because no early into the current remediation program in reading at subsequent grade levels when it has been determined that they have fallen behind. Early intervention would prevent this continuing cycle of need for later remediation. behind. The district must begin to emphasize early intervention rather than sustained remediation. Otherwise, as more students enter school without previous experiences that serve as a foundation for reading experience, more and more students will exhibit need for remediation later on. The current remediation program is not equipped for such growth in need, nor is it designed to adequately serve the array of needs. A review of test scores and other criteria used to identify students for this service indicates that lack of early intervention is perpetuating at an alarming rate the need for continuing remediation for the same students through high school. The district must begin to follow the direction now being set by the State by focusing on early intervention. This proposal outlines a pilot approach to an early intervention focus in the district in the area of reading. The Reading Recovery Program is 1Reading Recovery offers a the choice for this pilot effort, specialized approach for intervening problems, while simultaneously accelerating young students' learning processes to enable them to catch up to the average of their classroom peers. in young students' literacy accelerating model in This proposal recommends piloting the Reading Recovery lx. three elementary schools during the 1995-96 school year. The pilot approach will rec^ire three reading specialists, trained in Reading Recovepr/Early Literacy. These specialists will target first grade students, while the traditional program is continued at the other grade levels. As the Reading Recovery model begins to succeed, the current traditional approach will be modified and eventually eliminated. ' A. BACKGROUND I t Although the district revised its support programs in reading and the elementary schools continue to provide ------------ the area of reading in much the way that they have historically provided such services. mathematics in 1992, support services to students f same uuae uney nave nisporically This effort de-emphasizes support at the primary level in favor of a remediation approach for students with critical reading needs at the intermediate levels and beyond. The current elementary school reading program is characterized by making available either direct level, 2 through 6. or indirect services at each grade Limited" assistance is provided at grade 1. services are delivered in the form of in-class assistance limited pull-out by reading certified teachers. or puii-ouL py reading certified teachers. Each school is responsible for identifying students to receive the assistance using the multiple criteria process outlined in the district's Academic Support Program, r* ' 1 _______________ services through the district's reading/language arts department. The schools then coordinate delivery of For provision of indirect services, reading specialists are paired with classroom" teachers to assist in implementing accelerated learning experiences. An instructional program and schedulp nf schedule of services are designed for each student served in order to address individualized needs. For provision of direct services, pull-out reading classes -----.S ~ ~ Vildes, puxx-ouc reaaing classes are available to students identified as having severe reading problems The focus of these classes is to provide students with help in mastery of basic reading skills, while stimulating their interest in reading. Because the focus of the district's Academic Support Program is remediation after need has been established and tracked, very little emphasis is currently placed on intervention for "cur,- At first grade, learning is primarily developmental and students learn at different speeds. ' students. young Remediation need does not 2! I J surface until second grade or later, when students are suddenly expef^ed -ho al- =. At this point, some students are behind because of the slower learning pace at which they learned during first grade. They become candidates for the current expected to learn at a single pace. reading program. They become candidates for the current Although the efforts to meet reading needs at first grade have been minimal, beyond the classroom----------------- made. These include: experience, some attempts have been - indirect se^ices through Chapter I teachers - direct services for limited number of first grade students - additional resources were provided to seventeen (17) schools (Literacy 2000 - 14 schools
DISTAR [direct instruction program] - 1 school) - learning styles model - 2 schools B. PROBLEM DEFINITION students intervention. The existing reading component of the district's Academic Support Program focuses on sustained remediation efforts rather than early This focus perpetuates a need for remediation seCTice for the same students from elementary school through high school because once they fall behind, they stay behind as learners. The current program lacks a concentrated component at the initial stages of the elementary school experience that focuses on intervention. experience Because of the remediation focus of the Academic Support Program, few first grade students receive services. Many first graders in need of support move on to second grade before support is rendered because they have fallen behind. At this point, they enter the remediation program, where they continue to functi
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