Business Cases for Proposed Budget, FY 1996-97

U.S, DISTWCT SOLiRT EASTERN DISTRICT ARKANSAS U.S, DIS' MAR 1 8 1996 JAMES W McCORMACK, CLERK By
LITTLE ROCK SCHOOL DISTRICT dep. clerk Planning, Research and Evaluation 3 J 'y BUSINESS CASES FOR KO c> PROPOSED BUDGET h' FY 1996-97 to IrI FEBRUARY 1996 LRSD Budget Hearing - March 26, 1996 Business Cases Cost Savings 1 Alternative Learning Center Margie 2 Central International Studies Skip 3 Cloverdale Junior High School Gene 4 Dunbar International Studies Gene 5 Southwest Junior High Gene 6 Substitute Office Automation Skip 7 Vocational Education Margie Additional Cost 8 Athletic Office Skip 9 Implementation of Middle Schools Margie 10 McClellan Community Horace 11 Spirit Organizations Horace Original Magnets 12 Booker Arts Magnet Melissa 13 Carver Educational Technology Magnet Melissa 14 Gibbs Magnet Melissa 15 Mann Arts and Science Magnet (case #1) Gene 16 Mann Arts and Science Magnet (case #2) Gene 17 Parkview Magnet Horace 18 Williams Basic Skills Magnet Melissa[1 I I FILER. U.S. OlS' eastern DIST CT Ai-KANSAE I MAR 1 3 1996 JAMES W McCOnMACK, CLxHK o < 5 TQ I By: J Cl LITTLE ROCK SCHOOL DISTRICT I h in I Planning, Research and Evaluation '' I 1^ '=1 BUSINESS CASES I I I FOR VO PROPOSED BUDGET FY 1996-97 3 I FEBRU.A.RY 1996 o I i / I I BUSINESS CASES FOR FY 1996-97 ( I BUSINESS CASES RESULTING IN COST SAVINGS/ NO ADDITIONAL COST AND ADDITIONAL COST Business Case Name Description Cost Savings I II IIII I I Alternative Learning Center Athletic Office Central International Studies Cloverdale JH Dunbar International Studies Implementation of Middle Schools* McClellan Community Original Magnet Schools** I Southwest JH Spirit Organizations Substitute Office Automation Vocational Education r--------- *$40,000.00 - 1997-98 |j*$ 3,000.00 - 1998-99 Aaaa o < s* Add Behavior ModiHcation to Curriculum Expand current job description/Operations Manager Adopting International Baccalaureate Diploma Program Change Name to Cloverdale JH Academy Criteria for Application be expanded Implement middle school programming district-wide/three-year plan Increase budget to cover administrative and monies to operate specific programs Five-year plan to enhance original magnet program New course offerings (Writing and Reporting TV News) Spirit Organization Sponsor Job Description_______ ___________ Computer-based system (Substitute Teacher Management System)______________________ Reduction in staff/savings from staff reduction be used to purchase equipment No Additional Cost X Additional Cost $26,634.00 in X X X X X X $20,000.00 $180,921.91 $113,478.00 $59,807.00 I I' r I-I o JI OS I *This is a multi-year/multi-district expenditure. Please see the following cost analysis. I fl I 1 fl * * ORIGINAL MAGNET SCHOOLS fl fl fl fl fl fl fl fl fl Iaa fl fl fl fl Parkview LRSD Mann NLRSD PCSSD STATE TOTAL LRSD NLRSD PCSSD STATE TOTAL Booker LRSD NLRSD PCSSD STATE TOTAL Carver LRSD Gibbs NLRSD PCSSD STATE TOTAL ! LRSD NLRSD PCSSD STATE TOTAL Williams LRSD NLRSD PCSSD STATE TOTAL Grand Total Expense Allocations Little Rock 29.68% North Little Rock 6.65% Pulaski County 13.67% State of Arkansas 50.00% TOTAL 1996-97 $16,918 $3,791 $7,792 $28,500 $57,000 $28,944 $6,485 $13,331 $48,760 $97,520 $28,984 $6,494 $13,349 $48,827 $97,654 $12,801 $2,868 $5,896 $21,565 $43,130 $14,257 $3,194 $6,566 $24,017 $48,035 $11,575 $2,594 $5,331 $19,500 $39,000 1997-98 $16,621 $3,724 $7,655 $28,000 $56,000 $10,388 $2,328 $4,785 $17,500 $35,000 $29,689 $6,652 $13,674 $50,016 $100,032 $8,349 $1,871 $3,845 $14,065 $28,130 $14,543 $3,259 $6,698 $24,500 $49,000 $7,094 $1,589 $3,267 $11,950 $23,900 1998-99 $7,420 $1,663 $3,417 $12,500 $25,000 $10,388 $2,328 $4,785 $17,500 $35,000 $33,044 $7,404 $15,219 $55,667 $111,333 $8,349 $1,871 $3,845 $14,065 $28,130 $65,674 $14,715 $30,248 $110,638 $221,275 $7,094 $1,589 $3,267 $11,950 $23,900 1999-00 $7,138 $1,599 $3,288 $12,025 $24,050 $10,388 $2,328 $4,785 $17,500 $35,000 $26,561 $5,951 $12,233 $44,745 $89,490 $8,349 $1,871 $3,845 $14,065 $28,130 $13,951 $3,126 $6,426 $23,503 $47,005 $7,450 $1,669 $3,431 $12,550 $25,100 2000-01 $829 $186 $382 $1,396 $2,792 $10,388 $2,328 $4,785 $17,500 $35,000 $23,299 $5,220 $10,731 $39,250 $78,500 $8,349 $1,871 $3,845 $14,065 $28,130 $12,170 $2,727 $5,605 $20,503 $41,005 $16,621 $3,724 $7,655 $28,000 $56,000 Total $48,925 $10,962 $22,534 $82,421 $164,842 $70,496 $15,795 $32,469 $118,760 $237,520 $141,576 $31,721 $65,207 $238,504 $477,009 $46,197 $10,351 $21,277 $77,825 $155,650 $120,596 $27,020 $55,544 $203,160 $406,320 $49,633 $11,165 $22,952 $83,950 $167,900 Ml $382,339 $292,062 $444,638 $248,775 $241,427 $1,609,241 oO < esra* i I in II 111 1 o J- 1996-97 $113,478 $25,426 $52,266 $191,169 $382,339 1997-98 $86,684 $19,422 $39,925 $146,031 $292,062 1998-99 $131,969 $29,568 $60,782 $222,319 $444,638 1999-00 $73,836 $16,544 $34,008 $124,388 $248,775 2000-01 $71,656 $16,055 $33,003 $120,714 $241,427 Total $477,623 $107,015 $219,983 $804,620 $1,609,241 I Ki N I 1 V) < S* (TQ VI N N bl tJrJ N I N I I I I a ri ri .1 -S ri ri I ri 4 ri ri O' ri I 1 ri s'L fl I I I n I BUSINESS CASES RESULTING IN COST SAVINGS OR NO ADDITIONAL COST N IIE N ALTERNATIVE LEARNING CENTER I CENTRAL INTERNATIONAL STUDIES M CLOVERDALE JUNIOR HIGH SCHOOL I DUNBAR INTERNATIONAL STUDIES ri SOUTHWEST JUNIOR HIGH \) M SUBSTITUTE OFFICE AUTOMATION 1 H N VOCATIONALEDUCATION o Ji I ri ri ri ri ri ri ri I ( 0 BUSINESS CASE I MODIFICATION OF ALTERNATIVE LEARNING CENTER PROGRAM w I I I 43' EXECUTIVE SUMMARY I fl fl The Alternative Learning Center (ALC) currently offers a junior high school program of study for students in the LRSD who are not being successful academically or behaviorally or a combination thereof. The program is designed for a maximum of fifty (50) Stu dents-twenty (20) each at grades seven and eight and ten (10) at grade nine. Students spend a minimum enrollment of nine weeks or a maximum enrollment of the full academic year. ill 1 If fl fl Of concern is the lack of a planned programmatic behavior modification component to the curriculum that addresses the behavioral issues that lead to the exclusion of the current students from the regular school. Currently, the only behavior modification component in place is punitive, resulting in isolation from peers in an in-school suspension or suspension from school. i N fl Because there is no programmatic behavior modification component in place at the ALC, there is no consistent address to modify the negative behaviors exhibited by the students enrolled there. Principals report that few students returning to the regular school from the ALC have demonstrated changed behavioral patterns. Most who are also academically behind their peers upon re-enrolling in the regular school. return o fl fl fl fl fl fl fl The focus of the program must be changed to provide procedures to remediate core curriculum skills and behavioral skills of the students at the ALC. Four alternatives were considered. The first three were rejected. One was to hire an aide to supervise the in-school suspension program as a form of behavior modification. The second alternative was to add woodworking as a form of motivation. The third alternative was to do nothing. The fourth alternative was recommended. It involves the modification of the ALC curriculum to include remediation of academic and behavioral skill deficits in a programmatic way. Students would take a new course in behavior modification. The course would include skills in communication, advocacy, conflict resolution, decision making, impulse control, analysis of choices, healthy relationships, planning, and other skills for healthy living. An advisory program is also proposed wherein a closer relationship is developed between students and an adult on the staff. The third component of this alternative is to change the academic focus at the ALC from one of matriculation through the required curriculum to one of remediating core curriculum skill deficits sufficient to return to the regular program and be successful. This I to |q ii I I o> fl.-I I component would be achieved through the ALC. use of individual student growth plans at the w This alternative can lead to successful students at the ALC without increasing the H personnel level at the school. Costs associated with the recommendation will not exceed $12,000 during fiscal year 1995-96 and will not exceed $10,000 during fiscal year 1996-97. Costs are for staff development and supplies. All increases will be supported by the budget of the Assistant Supenntendent for Secondary Schools. Implementation will take place during spring and summer of 1996, with staff development in the fall of 1996. u II R A. BACKGROUND ^e ALC currently offers a junior high school program of study for students in the Little Rock School District who are not being successful academically or f combination thereof. The program is designed for a maximum of fifty (50) studentstwenty (20) each at grades seven and eight and ten (10) at grade nine. Students spend a minimum enrollment of nine weeks, or a maximum enrollment of the full academic year. Most students remain enrolled for one semester. There is a staff of seven (7) teachers, one (1) administrator, one (1) counselor, three (3) instructional aides, and three (3) security personnel. Support personnel include one (1) secretary, one (1) food service work, and two (2) custodians. Students are in class six sessions daily. Courses include English, math. science, social studies, computers, and health/PE. Teachers teach five classes daily navp on/* t-t____ and have one planning period daily. There education. IS one class of self-contained special H n n H R H Of concern is the lack of a planned programmatic behavior modification component to the curriculum that addresses the behavioral issues that lead to the exclusion of the current students from the regular school. Currently, the only behavior modification component in place is punitive, resulting in isolation from H peers in an in-school suspension or suspension from school. 11 B. PROBLEM DEFINITION Because there is no programmatic behavior modification program in place at the ALC, there is no consistent address to modify the negative behaviors exhibited by the students enrolled there. This condition leads to the hardening of negative beha\qor patterns through repetition of those behaviors and the modeling of new negative behaviors learned by ones peers after being assigned to the ALC. This combination manifests itself in the furtherance of aggressive and anti-social -2- 11 11 11 n nI n I I I behaviors by students throughout their enrollment at the ALC. Punishment is rarely a deterrent to misbehavior, resulting in little positive behavioral changes. Several incidents such as fighting, group assaults, use of profanity, and gang association are reported by students at the ALC. Principals report that few students returning from the ALC have demonstrated changed behavioral patterns after returning to the regular school from the ALC. Most who return are also academically behind their peers upon re-enrolling in the regular school. If students are neither behaviorally or academically remediated while at the ALC, the worth of the time spent in the program is questioned. >t3 |i I'l VI w I I ^1 I The focus of the program must be changed to provide procedures to remediate core curriculum skills and behavioral skills of the students at the ALC. I C. ANALYSIS OF ALTERNATIVES I I The alternatives discussed herein came from the extended evaluation written for the ALC program under the In-school Suspension Program. Other alternatives came from a committee composed of administrators, curriculum specialists, and core area teachers who studied the problems associated with the current ALC program. 1 I. J I I The first two alternatives were recommended in the extended program evaluation on the ALC. These alternatives recommended the addition of one instruction aide to supervise the in-school detention program as a form of behavior modification and the addition of either a teacher or another instructional aide to offer a woodworking or arts and crafts classes as a means of improving attendance and motivation of students. J J o JI- I H V I I Both of these recommendations were rejected. The addition of an aide to supervise an in-school detention program was rejected because there was no evidence offered that such an addition would modify behavior. During the first reporting period (August 28 - November 6) 175 disciplinary conferences were held by the principal. The maximum enrollment during that period was 50 students. The potential ratio of disciplinary conferences per student during the quarter reported is quite high, During the same period 49 sanctions were written for students. The potential ratio of students to sanctions is also quite high for a program with a maximum of 50 students on the roll during the reporting period. Clearly, the behavior modification program that was in effect during this period was not effective. Punishing more students did not present the likelihood of improving behavior. bJ I The other recommendation from the extended program evaluation was also rejected. The proposal of adding a woodworking or arts and crafts class was recommended as a tool that may increase motivation and attendance of the M -3- n OD1 I students at the ALC. The when lessons recommendation cited studies that showed improvement accor^ng to learning styles of the students in 'a I feVr^ng'styk recommendation assumed offered to justify that statement. preferred that position sufficient to be was tactile or hands on. No assessment wac 5 COnvinr*ifiCT _.1.*_ * t was personnel. . . __ ----- vuut. convincing. This alternative would also increase academically and behaviorally in that arA ____ . , . o was that are sufficiently different to make a are not successful set of learning experiences a I I I ...... ouch IS not I an acceptable alternative. concerns is to be merely punitive. The fourth aitemative is to modify the curriculum at the Al r r remedtation of aotdemic and behavioral skill deficits in a programZLway. This I studXZ heiS " '''hV that course in Lrscht^f SsT ?' Students could take course, each studen?
d haul ^b u tcquiremenL In place of that experiences decianArt t behavior modification class that wonlH mncct expenences designed to remediate behavioral skill population. The -------class that would consist of deficits identified in the student course would include skills in communication, advocacy, conflic? element to be added to the program promotes a sense of belonging students and an adult on the staff. Such a interpersonal growth. promotes healthy communication and A third component of this alternative i: core curriculum skill deficits sufficient to successful. This alternative would curriculum to one of remediating . to return to the regular program and be require the proper assessment of student skills development and implementation of a growth plan during the students enrollment period at the ALC Tnk m sZ'eglcpZ'' P-- in the LRSD of an individual student This component is -4- I I B B II H n n R n nI I D. RECOMMENDATIONS V I The fourth alternative stated above is recommended. This recommendation is to modify the curriculum at the ALC to focus on the remediation of academic and behavioral skill deficits in a programmatic way. The recommendation requires three things: (1) development and implementation of a behavior modification component to the curriculum, (2) focusing on the remediation of academic skills w through the use of individual student growth plans, and (3) creation of an advisory program that connects students with individual staff members in meaningful ways. V This alternative can lead to successful students at the ALC without increasing the npPerrcsAonnnnfelll level. The _p_ro_p_o_se_di ch_a_n ge. i n b ehi avior modification wi_ll reduce the UI current level of disciplinary sanctions and will lead to successful re-entry into the local school population after successful completion of the program. For a review of research detailing successful programs containing the elements I recommended above, see the following: I 1\ V Cicchelli, Terry and Sheldon Marcus. "Three High School Alternative Schooling Models: A Response to At-risk Learners, NASSP Curriculum Report, May, 1995. tl I Ferrara, Margaret M. "Strategies and Solutions: Alternative Campuses for Disruptive Students," Schools in the Middle, Soring 1993. ri M i M H Hamngton-Lucker, Donna. "Hanging on to Hope: Alternative Education Might be Societys Last Chance to Save Our Troubled Children," The American School Board Journal. December, 1994. Raywid, Mary Anne. "Alternative Schools: The State of the Art," Educational Leadership. September, 1994. Reunzel, David. "Different Drummers," Education Week, April 19 1995. --------------------- Ii( I E. "Second Chance Schools," The Executive Educator. March, 1995. OBJECTIVE M n The objective of the recommendation is to modify the curriculum and the behavior modification program of the ALC to make the program more effective. The recommendation will directly support LRSD objective #3 from the Strategic Plan. n -5- n I II The criteria by which the recommendations will be evaluated are listed below. H A behavior modification curriculum for use in the LRSD at the ALC will be developed and approved during the spring and summer of 1996, with implementation in the fall of 1996. Successful completion of the behavior modification curriculum will result in the return to regular schooling by the student with a marked decrease in future sanctions after his/her return. H H An advisor-advisee program for use in the LRSD at the ALC will be developed and approved during the spring and summer of 1996, with implementation in the fall of 1996. Successful implementation of the advisor-advisee program at the ALC will result in the development of a meaningful relationship between students and faculty as evidenced by self reports of trusting, caring interactions and significant investments of quality time by the participants. The H B The expected benefits of the recommendation will be the successful completion of ALC programming and return to regular schooling by ALC students, realization of the benefits will occur when successful students exit the ALC F. H program and return to regular schooling with positive results. IMPACT ANALYSIS B B The impact of the recommendations will be the positive completion of the ALC program and the return of students to regular schooling without exhibiting the negative academic and behavioral skills that resulted in the assignment to the AT .G B The recommendation will not directly affect either the Desegregation Plan court orders. or any B The recommendation will be positive politically because it will strengthen the ALC program and result in positive changes in the lives of students. B The risks are associated with not going forward with the recommendation. B Currently, the program does not have a behavioral modification component, leaving it open to criticism as ineffective. u The timing of the recommendation requires appropriate program development 1996^ summer of 1996 and staff development during the fall of 11 G. RESOURCES ANALYSIS II 1. Personnel analysis
The number of personnel at the ALC will not increase with the implementation of this recommendation. One health/PE teacher will II -6- II RV I I 1. I V I be suiplused from the ALC. A teacher will be employed to teach the behavior modification component in the curriculum. After the course content is developed, the job description for the position will be developed. Individuals within the LRSD who have had extensive student assistance training or counselor training would be candidates for the position. Financial analysis: Costs associated with the development of the behavior modification curriculum will not exceed $10,000 during fiscal year 1995-96. Supply and equipment costs will not exceed $2,000 during fiscal year 1995-96. Staff development during the fall of 1996 for the curriculum and for the advisor-advisee program will not exceed $10,000 for the 1996-97 fiscal year. The source of funding for fiscal year 1995-96 and fiscal year 1996-97 will be 02-00-00-1130-0129-0300. I-I fir UP I I ih 3 I H. FORCE FIELD ANALYSIS I I The primary supporters of this recommendation will be administrators, faculty, and students in the LRSD junior high schools, as well as parents of those students. Other supporters will be the ALC faculty and students. No detractors of the recommendation have been identified. 1 ,1 M I. GENERAL IMPLEMENTATION PLAN 1. I 2. The business case will be approved by Cabinet/Board in February, 1996 The development of the behavior modification curriculum will conclude by June 30, 1996 3. M The job description for the teacher of behavior modifications will be concluded by June 30, 1996 4. M 5. The teacher will be selected by the ALC administrator by August 1, 1996 The development of the advisor-advisee program for the ALC will be concluded by June 30, 1996 o fl 6. The staff development for the ALC staff relating to the advisor-advisee program will conclude by October 1, 1996 fl fl -7- fl 00 7. p Evaluation of the behavior modification curriculum and the advisor-advisee program will be concluded by June 15, 1996 H p Timelines and Tasking: p No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 No. 1 TASK PERSON(S) RESPONSIBLE LRSD Cabinet/Board ALC Committee/Asst. Supt. for Secondary Schools ALC Curriculum Committee, Asst. Supt. for Secondary Schools, Director of Human Resources ALC Administrator ALC Curriculum Committee, ?^sst. Supt. for Secondary Schools, Director of Pupil Services Director of Staff Development, Asst. Supt. for Secondary Schools, ALC Administrator ALC Curriculum Committee, ALC Administrator COMPLETION DATE February 29, 1996 June 30, 1996 June 30, 1996 August 1, 1996 June 30, 1996 September 1, 1996 June 15, 1996 The overall project coordination will be by the Assistant Superintendent for Secondary Schools. Status reports will be made by the Assistant Superintendent for Secondary Schools at the completion dates of the milestone indicated . -8- p II R H R R R R H R n n n n nI I I CENTRAL HIGH SCHOOL INTERNATIONAL STUDIES MAGNET PROGRAM: BUSINESS CASE fl I Executive Summary : I I II Demographic, economic and sociological problems characterizing the plight of urban school settings throughout the United States have not neglected Little Rock, Arkansas. Dwindling support for public education, "white flight", juvenile crime and poverty have prompted the abandonment of the notion that quality integrated education can occur in the Little Rock School District schools. Contrary to this notion, the LRSD continues to exert itself in the pursuit of new ideas and programs that will counteract this systemic condition of blight and desertion which threatens the future of our youth and the welfare of our country. B I V Under the guise of providing equitable global opportunities for students enrolled in the program with the intent of facilitating racial balance in the school. educational the International I I Magnet Program at Central High School fails to meet expectations held for it by the District and the community-at-large. Specifically, the program does not have a distinct identity, curriculum is nebulous. And, the program is not effective in curtailing "white flight" or attracting other races to the school in numbers commensurate with achieving racial balance. The I I In eradicating the above problems, the administration at Central High School solicits the support of the District in adopting the International Baccalaureate Diploma Program as the International Studies Magnet Program at Central High School. By so doing, the LRSD/Central High School will be the only school in the State of By so doing Arkansas to offer this highly renowned and successful program. I I IIII BCiP- ' 4-* l-i B !l The program excellence found in these schools is alleged to be so attractive that patrons of all races are willing to be placed on waiting lists just to be able to access those schools. By so doing, the LRSD/Central High School will become a member and will alleged By so receive the support of the international community of IBDP schools located in more than eighty (80) countries. Scope and Content The IBDP curriculum consists of six subject groups: Language Al Language A2 (First Language) including World Literature Second Modern Language Individuals and Societies History, Geography, Economics, Philosophy, Psychology, Social Anthropology, Business & Organization, Information Technology in a Global Society ! I' 'll f ll KS bJ H O> 00 r I Central High School International Studies Magnet Program Page 2 I Experimental Sciences Mathematics Electives Biology, Chemistry, Physics, Environmental Systems, Design Technology Mathematics (High Level), Math Methods, Advanced Mathematics (Subsidiary Level) Art Design, Music, Theater Arts, Latin, Greek, Computer Science I I I subject is graded on a point scale of 1-7 The award a a ^^^ticipants/Beneficiaries n Students who are enrolled in the International LSts9??r~ Pulaski County and adj the private school sector and the State are enrolled Baccalaureate Studies program. program from R Program Goal acent school districts includinq Indirectly, the LRSD, - - - will be beneficiaries of the program. Pulaski County II II The goals of the International opportunities for all students students from surrounding sohoS dijtrfots'' race educational Studies program are to provide opportunities for all students all 11 General Program Objectives academic experience. a shared will demonstrate a C I- z-r ____txiu K-lCUiailUO t_______________________learning, both in terms of discipline necessary for success in a competitive world. and H n II n RII I I I Central High School International Studies Magnet Program Page 3 w Evaluation Criteria , I The evaluation criteria is set forth by the district. To wit: 1. I 2. I The magnet component of the program will result in the further desegregation of the school by attracting M to M and out-of-zone students to the program. The identification of the magnet program costs for personnel, supplies, equipment, materials, staff development, etc. will be determined. The cost per student R based on magnet participation levels will also be used. An analysis of the costs incurred in the delivery of the magnet program as opposed to benefits of participation rates in the magnet program and the achievement of the participants will be completed. UI J R Objective 1 mH R The magnet component will result in the further desegregation of Central by attracting M to M and out-of-zone students to the program. R R For the 1995-96 school year. Central has attracted 378 out-of-zone and to M students. enrollment, which is 1588 students. This number comprises 24% of the school's black, 118 are white and 23 are "other." Of the 378 students, 237 are I Objective 2 Determining the cost of the magnet program: H The cost incurred in the delivery of the magnet program is outweighed by the benefits of participation, e.g.. students are provided access to Central High School
however, program quality is R in need of improvement. The total budget of the existing IS program has been $7,435.00 for the past 3 years. modest increase in personnel cost. 1 .e. , moving Except for a the program I I. ITU) R coordinator from part-time to full-time status, the cost of the new IBDP will be the same after initial start-up costs are absorbed. I Specifically, the approximate cost of I Baccalaureate Diploma Program will be: Application Fee Affiliation Fee 2500 1900 the International I Annual Subscription Per Capita and Examination fees 7000 1000 1 time payment 1 time payment (if accepted) Yearly fee approx. payable at the time of exam. I I or Central High School International Studies Magnet Program Page 4 Recommendations It is recommended that the International Studies Magnet Program be augmented to include: A. B. Hiring a full-time program coordinator Adopting the curriculum of the International Baccalaureate Diploma Program Impact Analysis The International Studies program will be supported by technology that will motivate and stimulate students. The LRSD/Central High School will be afforded another tool to support its reputation of providing quality educational programs to its students and patrons. The State of Arkansas will be benefited as a result of bringing this internationally acclaimed program to its citizens. Desegregation This plan totally supports tb_ desegregation plan, referencing magnet schools. Central's desegregation plan states: the requirements set forth in the A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County and other neighboring districts. The program will provide students with skills that are required to be a successful student as well as skills that will allow them to compete in the global community." 11 Political Factors The District can receive favorable responses from the court result of meeting the goals of the desegregation plan. as a Risk There are no risks involved
since, this recommendation only to strengthen the curriculum of the Magnet Program. servesI II I Central High School International Studies Magnet Program Page 5 II Implementation Timeline 4a, See Attachment: I Information for Prospective IB Schools: The Timeline for Application UI I Resource Analysis See Program Cost 4l I Force Field Analysis u, ! I The primary supports will be the Central High staff, patrons, Little Rock School District and the Pulaski County community at large. Since the International Baccalaureate program will bring I positive publicity to the District and Central High, it is expected that the city of Little Rock will also have a positive response to the program. I I i'll' ' J c. /A] I I I I IIII p fI I O "P to O o o c o rt ex o ex t) O c3 c3 o c ? o 03 J cc o W H W pe fj c> 3 3 O 3 O GJ
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1 o r_._ I 6300 Hinkson Little Rock, AR 72209 rIl )->J I Phone Number: 570-4085 I I I II1 (Sj BACKGROUND The administration, faculty, and staff of Cloverdale Junior High School are deeply concerned about several negative elements that permeate our school. These factors affect the school climate, educational outcomes, and the community's perception of our school. Cloverdale's current student make-up is 85% black and 15% white. Efforts to attract non-black students to come into compliance of desegregation mandates has proven unsuccessful over the last 4 years. Communitybased support is minimal at best. We believe this is in response to our lack of targeted curriculum to attract students to our school. Eight years ago. Cloverdale adjoined with the restructuring movement that is presently encompassing the state of Arkansas. Restructuring allowed us the opportunity to change our way of thinking in the education of our students. The experiences we have encountered have been exhilarating and yet thought-provoking. Restructuring has created a climate that is conducive to student achievement and self-esteem. Decrease in student enrollment has jeopardized our efforts to create a positive and nurturing environment. As a result of these factors, we have begun the agonizing process of assessment. He believe that Cloverdale can be a signifleant contributor to our community and school district. The inability to attract new students and develop a community partnership serve as a deterrent to our growth in Southwest Little Rock and the Little Rock School District. BACKGROUND INFORMATION During the 1987-88 school year, Cloverdale Junior High was annexed by the Little Rock School District. Two years prior to the consolidation of Southwest Little Rock, conditions at Cloverdale began to deteriorate. A stressful working environment existed at Cloverdale because of the uncertainty of the situation. Community members who had been ardent supporters of our school began to break their association with us. With the inclusion of Cloverdale Junior High to the Little Rock School District, the community began to feel like an adopted child. During this first year, Cloverdale became a "dumping ground" for the students who had extreme behavior problems. Within this 4 year period, Cloverdale had 5 1 I I II I I I principals assigned to our school. With the administrator turnover and the "adopted child" syndrome, the community's disapproval of the Little Rock School District increased. Students across the district began to call our school "Cloverjail", within 2 years of inclusion into the Little Rock School District, III Cloverdale was facing a public relations problem. The main impetus behind this proposal is the district mandates of improving educational outcomes and capping black enrollment at 78.5*. We believe that the implementation of this proposal f' (JI with allow us to achieve these goals. Restructuring, administrator stability. and improvements in the school climate pushed Cloverdale into a positive direction. The Little Rock School District had made a keen observation. If I Cloverdale was to succeed, it would need consistency. This move suppressed much If of the coomunitys anger against the District, although not enough to fully I support the school and its efforts to achieve. V I V PROBLEM DEFINITION The educators of Cloverdale Junior High School believe that the decrease in student enrollment has placed our school in non-compliance of desegregation mandates. without an increase in student enrollment of non-black students. Cloverdale will continue to face this problem. Student enrollment data should verify this concern. The reduction of the student population continues to I jeopardise efforts already in place to promote the school climate and increase ! student achievement. The community's support for the school will begin to M deteriorate once again. It has been an extremely slow process to revitalize our school. Further problems will only decrease the public's trust. Cloverdale's I greatest problem in attracting students has centered around the public image of the school. Negative, and often incorrect, stories in the newspaper and on I television have left an unpleasant scar on Cloverdale Junior High. without the inclusion of a targeted curriculum and technology, Cloverdale will have a hard I time attracting new students. The underlying problem that exists at Cloverdale Junior High is that the I school is out of compliance with desegregation mandate. Factors that have I 2 I to r contributed to the problem are a lack of community support, negative public image, a decrease in student enrollment, increase in private school enrollment in this area, and a lack of a targeted curriculum to attract more students. This problem does not solely exist at Cloverdale, but seems to impact the district as a whole. Student achievement, teacher morale, and community spirit are the primary recipients of this underlying problem. Negative publicity in the news overshadows the positives in academics and school environment. The primary actors consist of students, community, and teachers at our school. ANALYSIS OP ALTERNATIVES Cloverdale's restructuring effort has created an environment that enables our school to see many alternatives for change. Before restructuring was mandated by the state, Cloverdale had already been involved in this change process for 3 years. Restructuring allowed our school to phase in new programs over a period of time that have fostered student success. Our school is now looking at other phases of development that will further enhance student achievement and ccxnmunity support. Cloverdale's restructuring has centered around the organizational structure s of the school. Each grade level has consisted of 2 core teams made up teachers in the areas of English, Math, Learning Foundations, Science, and Social Studies. Ninth grade does not include the Learning Foundations component. Related Arts teams are made up of student electives. Teams center on the behavioral needs of the student. It is important that students have a sense of belonging and selfworth. Every student belongs to a team or family. Whereas students who do not generally participate in extra curricular activities still encompass a sense of ownership in the school. Once these needs are satisfied, the teams can then foster the development of the cognitive domain. Teaming is no
the only alternative that has exhibited a great deal of success, we have also seen an increase participation in extra curricular activities has increased over this period of time. Increased enrollment in student clubs has generated the student's desire to participate in the positive development of the school 3/ . I I environment. These alternatives have not been unsuccessful. If anything, they have I 1 I 1 t I created a desire to keep going in this direction. Our accomplishments have I I I inspired us to seek higher expectations for ourselves. By phasing in the "academy" concept, we hope to bring up further developments in the areas of student achievement, community support, and improve the student's self concept. By attracting more students we will legally comply with desegregation mandates. The coat of such change is relatively inexpensive and is more likely to save 4*- ai money. Teachers are more likely to report to work when the environment is positive and friendly. Students tend to be lees destructive of school property I if they feel ownership of the school. The community is more likely to support the school monetarily through fund raisers, which would make some clubs become self- 1347 V sufficient. embraced them. It is not that we have rejected these alternatives, but rather We feel there is more we can do for ourselves and the community. I Through the implementation of this proposal we build upon our success and ultimately create a school environment that is conducive to meeting students' ! <>) I needs. RECtMOIEMDATIOM o I Cloverdale Junior High seeks the opportunity to provide its members with opportunities for success. We believe that in order for students to be y 1 I contributing members in our society they incorporate an attitude in excellence. It is our intention to create a school environment that nurtures and fosters such I attributes of the human character. One word can characterize such an endeavor. Academy. A school that provides specialized programs that cultivate achievement I and self-worth. Cloverdale believes that changing our name to Cloverdale Junior High I Academy will enhance the reputation of our school. This name change will help I affect our public image, attitude, and mental image of ourselves in very positive and constructive ways. It will cultivate higher expectations for our school. By providing a more challenging environment, we will be able to attract more I students. Increased student enrollment will help us comply with desegregation I 4 a 00 r -I mandates. Thia newfound Image will reinforce better student behavior. A targeted curriculum centered around enriched academic courses gives our students a stronger academic push. It Is our Intention to place Into the curriculum a collection of pre-AP courses. These courses would be Implemented through vertical teaming. These courses would not necessarily be limited to the "gifted" students, but would be available for all students. By using the technique of curriculum mapping we be able monitor and adjust our content areas so they provide a higher degree of complexity and critical thinking for our students. The program Itself allows us to examines other options such as school uniforms. This would further enhance the academy concept In our school. OBJECTIVES The faculty and staff of Cloverdale believes that there are four (4) basic objectives which can be met by the application of the name change requested within this document. The first, and perhaps the most Important, objective which must be stated and met Is the fact that Cloverdale Is seriously out of compliance with the federal court mandated guide lines concerning the racial balance of each I school within the Little Rock School District. At 85% black enrollment. Cloverdale exceeds the guidelines by a minimum of 7% and this non-compllance must be addressed Immediately. The resolution of this objective Is paramount to the success of Cloverdale and Is the underlying reason for all other objectives. Because of the serious negative reputation which has been endured by Cloverdale over the past several years, our second objective suggests that a positive Image needs to be placed within the public's perception. This objective must be ongoing and Is of vital Importance In attracting new students to the school and. thus, helping In attainment of the first objective. Academic achievement has always been and will always be an objective for Cloverdale and Is the third objective chosen by the faculty. There are many excellent students at Cloverdale who achieve very successfully on standardized tests and there are also students at Cloverdale who show academic growth on the tests. The name change requested supports and reinforces the emphasis place on the academic achievement already in place at Cloverdale. As a result of the negative publicity and negative 5I I perception of Cloverdale in the community, the students are adversely affected and to a degree feel that they are undervalued and have a negative perception of I themselves when assigned to attend Cloverdale. The fourth objective deals with I I this negative concept of the students and attempts to create methods in which the negative concept can be changed to a positive self-concept on the part of the students attending Cloverdale. To state succinctly the four (4) objectives which the faculty and staff of Cloverdale have chosen and feel must be implemented: 1. Cloverdale must increase the number of non-black students at the school 4a f I I in order to comply with the court ordered racial guidelines. 2. Cloverdale must implement a planned program targeting the positive programs and activities which exist at the school. 3. Academic achievement will be stressed I' 1 4. Cloverdale must endeavor to implant a positive self-concept within the I I student body. The recommendation which has been submitted will help to support the I objectives of the district as well as the objectives which have been chosen at Cloverdale as vital for the survival of the school as a fully functioning and outstanding school within the district. Recently the school was chosen as a fl i JI ? pilot school for the Beacon Project. This selection will not only enhance the school but also appreciably impact the perception of the school by the community as well as the student body. One of the major goals of the LRSD is to deter "whito flight" and to recruit white, students to the district
it is the stated goal of the district to which Cloverdale has committed itself. For the district to survive, a more positive image is required and the parents of the district must be assured and believe that their children can and will receive a quality education. A private school's perception, whether fact based or not, is of high academic standards and low class disruption events. Cloverdale, by attaining the academy designation, will gain a positive perception in the public' eye just by adding the word to the name. Hopefully, this designation, along with the greater erophasis on academics, will gain greater nonblack enrollment and help fl the school gain compliance stature. fl fl Jf 4 to If Ch i 00 I I II I I I h I I r The first objective of the school is the most easily measured as the black/non-black ratio: can be measured on even a daily basis if needed. Furthermore, academic progress is a statistically measurable objective on a yearly basis. Data are available on these two (2) objectives and are compiled not only by Cloverdale but also by the district. These quantitative measurements are tied to the qualitative measurements which may take several years to attain although progress may be documented. Perception is a nebulous asset and , although not specifically measurable, may be charted as to the activities which are taking place to attain the measurement. Programs which assist in fostering positive perception by the community include the use of public media to present the school in a favorable light and its programs as outstanding. It will be vital for a log and time-chart to be kept at the school which demonstrates the use of the media to promote the school and the use of the media to counter balance any unfavorable publicity which may occur. The promotion of the school and its activities to the media may be recorded although the effect of the promotion may not be readily apparent for several months or even for several years. The perception of the school did not occur overnight and the solution will not be an overnight event. The effectiveness of the second and fourth objectives must be on-going and activities must be in place and functioning immediately for the impact to be felt. Academic societies (Beta Club and National Junior Honor Society), Advisor/Advisee programs. Athletic (inter and intra-mural) activities. Honor Roll activities, teacher recognition/involvement. and other clubs and activities are so tightly bound together that it is difficult to separate them and assign measurement to each. Each by itself contributes to itself and to the whole. The greatest benefit of the attainment of the objectives will be achieved when the school regains compliance with the racial guidelines of the federal court. Increased attendance along with both student and parental involvement will gain the positive publicity and perception of the school. When parents and community view Cloverdale as a "private school in a puolic school setting". Cloverdale will have achieved its goals and the district's goals. I 7I I I I I I I I I RESOURCE ANALYSIS Personnel analysis In the attainment of the goal of compliance impacts heavily. The recruitment of non-black students to the school must not mean the transfer of black students to other schools to achieve the federally mandated racial balance. Cloverdale does not wish to transfer any of the present students but only attract new students
therefore, for the higher enrollment envisioned, new faculty members must be hired or reassigned. One of the off shoots of the compliance objective is the return to the team concept at the school. Teaming has been beneficial in previous years not only to the students but also to the teachers. Although the attainment of the first goal will mean the faculty/staff must be increased and thus the budgetary monies increased for the school, such budget increases will ba repaid by the offset in community and parental involvements and support for the district. If full attainment of the objective is met (a school enrollment of 750), a minimum of seven (7) new or reassigned faculty would be required. Based on a salary of $20,000 per faculty member, this cost would be $140,000. Additionally, further support staff may be needed at a coat of $15,000 each. Moreover, workshops to implement the teaming concept should be held. These do not have to be expensive as they can be held at school on the staff development days which are already scheduled by the district and led by faculty members who are already familiar with the teaming concept. I vo JI r^i .4M 1 o I Furthermore, the projected cost of personnel would not be during year one(l) but iW would be spread over several years as the increased enrollment warranted the - I hiring of additional personnel. The personnel cost has been estimated at a full school capacity. Various sources of monies are available for expenses which are I not directly tied to personnel increases. To present the school as a private school in a public setting would involve the creation of services which the I community perceives as being available in only a private school such as, but not limited to, technological advances. Some of these expenses could be funded I through grants and fund raisers. Private companies can and will assist in the acquisition of computers, laser nlayers, computer assisted education, etc. The I district's expenses would be spending monies in a concept that works and promotes I 8 I Is) I I the district and the expenditure would be based on a need basis. This need basis expenditure is a plus for the district. More students at Cloverdale equates to more parental and community support of the school and the district. The enhancement of Cloverdale is a "win, win" situation for the district. FORCE FIELD ANALYSIS The primary supporters of the recommendation presented in this proposal are the administration, faculty, and staff of Cloverdale Junior High. This group will be primarily responsible for the implementation of the proposal. The faculty/staff have already shown a high degree of commitment to change through the restructuring process. The main detractors of the proposal center in the community. This is primarily based on the media reports and the inability of the school to present the positive factors taking place at the school It would seem that parents and the community are presented with half of the infoirmation and are unable to appreciate the positive gains being made at Cloverdale. Therefore, it is our intention to conduct surveys within the community to measure the degree to which infoinnation is being processed outside our school. We plan to highlight our positive attributes through various channels of communication. Results from surveys and test results are processed by a third party and maintain a large degree of confidentiality. This effort would be considered a matter of public trust and would only be used for evaluation of goals set by the school itself. GENERAL IMPLEMENTATION PLAN As mentioned earlier in this proposal, Cloverdale plans to establish a log or time chart for communication with groups outside the school. This log will be used to monitor the progress of the school. Biannual evaluation of goals is a standard already being implemented her at Cloverdale. The time line for the implementation of this plan will be over a five (5) year span. Faculty members have already been assigned to several committees based on the four objectives stated earlier. A recruitment committee has been assigned to develop a brochure to be handed out this Spring. This committee will also be responsible for 9 I I presenting positive highlights of our school to the media, elementary schools, and the coamunity for the remainder of thia school year. The steering committee I is developing an action plan for the remainder of this school year. The steering comnittee will also conduct parent and community surveys on such issues as school I uniforms to gain insight to community's perception and degree of knowledge of the 4V" school. Result from the surveys should be completed no later than March, 1996. Upon completion of these tasks, the steering committee will draw up a five (5) year action plan emphasizing goals for all committees, deadlines, and evaluation UI tl no later than May 1996. Of the several goals already expressed, the committee will focus on the infusion of a creed, pledge, and a school dress code. A daily recitation of a creed and pledge helps promote student self-concept and motivate students to be successful. This concept has already been implemented for the i1*'' I 1995-96 school year and has been highly successful. School uniforms are an I I essential component of private institutions. It is the desire of thia committee I to implement such as practice by the 1996-97 school year. Ir "W IMPACT ANALYSIS The positive aspects of the Academy program will certainly outweigh the '1o I negative ones. Improvements in participant morale, ownership, and academics have already been discussed as probable results that will serve to provide a positive JI and success-oriented atmosphere. In addition, compliance with the desegregation laws will be achieved, as the positive public image and higher enrollment entices I more students to attend Cloverdale. A positive image is especially important in a depressed area as Southwest Little Rock. However there is a possibility that I Cloverdale's anticipated high student enrollment will detract from the attendance in other schools. Once capacity at our school is reached, no other students may NJ I attend, even though they might benefit greatly from the experience. The impact of the program in thia respect could be seen as a negative. I Specifically, a targeted curriculum which entices higher achieving students coupled with a positive image will promote enrollment toward capacity. The I school will then be able to satisfy the 78.5% minority enrollment cap which is I 10 'I r mandated by both the State and the District. Cloverdale will once again be in compliance with that plan, and have in place a concept which will further academic excellence and ensure high enrollment in the future. In a city-wide perspective, Southwest Little Rock lacks a specialized junior high school. Cloverdale would be a model of success in an otherwise barren area. With easy access to main thoroughfares (such as Baseline, University, I- 30, 1-630), the school's location is ideal for the possibility of growth. The implementation of a specialized curriculum and unique school concept would give Cloverdale a much needed public image boost, and the city community would no longer label the zone as "barren". In simple terms, the Academy concept is a low-risk, high-yield endeavor. Cloverdale has continued to forge new paths since its inclusion into the district, beginning with restructuring and the team concept. Now the school must move forward with the introduction of an Academy concept and a targeted curriculum. Currently, enrollment is down. State and District desegregation percentages are out of compliance, and the school suffers from a poor image. There is a very real risk of failure, in terms of student performance and safety. if measures to counteract these negative factors are not implemented. That risk must be weighed against the factors which involve our proposal. There is virtually no monetary cost demanded to establish this Academy, and only minor risks involved in re-assigning students to fulfill capacity. Ideally, the Academy concept will be in place by September 1996. To achieve thia goal, approval of this proposal should be granted by February, 1996. Immediately after approval is given, Cloverdale will conduct in-service meetings in regard to curriculum innovations, motivation, and logistics. The staff must also increase slightly in order to meet the anticipated increase in enrollment. I 11 EXECUTIVE SUMMARY Negative forces exist at Cloverdale Junior High School. These forces I affect the school climate, educational outcomes and community perception. The enrollment at Cloverdale is 85% black and 15% white. Efforts have been made in I vain for the last 4 years to attract non-black students. The community at large if-- has a negative perception of Cloverdale. He believe that a targeted curriculum will help attract non-black students to Cloverdale and bring us into compliance with State and District mandates. I un / *1 Cloverdale began sliding in the 1985-86 school year. There was uncertainty about the desegregation lawsuit pending. Longtime supporters in the community * 1 began breaking ties with us. Cloverdale was annexed by the Little Rock School District in the 1987-88 school year, and became a "dumping ground" for students 11 -li with extrone behavior problems. Cloverdale had five (5) principals in four (4) years, causing a great deal of uncertainty and stress among the faculty. All of these factors have created a severe public relations problem. He became known L as "Cloverjail". He have moved in a positive direction with restructuring. so I administrator stability, and improvements in the school climate. He wish to continue this trend. o I Cloverdale Junior High is out of compliance with the desegregation KJ * mandates. Unless we attract non-black students, this problem will worsen. He I have lost non-black students steadily for the last three years. The causes of this problem can be traced to the following factors: lack of community support. I negative public image, a decrease in enrollment, an increase in private school enrollment, and a lack of a targeted curriculum. These problems are district- I wide. The local media focuses on the negative aspects and ignores positive attributes of Cloverdale Junior High. The primary actors consist of students. I community, and educators at our school. Cloverdale began the process of restructuring three years before mandated I by the state. success. This has allowed us to phase in new programs to foster student Our school is starting Phase II of Restructuring, to further enhance I student achievement and community support. When we restructured, we divided the M 12 M (O r R . grade level classes into two teams. Each team had its own teachers and identity. This allowed students to participate and have a sense of ownership in the school. with the decrease in student enrollment, thia concept has been modified, thus losing its effectiveness. We have encouraged participation in extra-curricular activities during the school day and after school programs. We have not rejected the alternatives we've tried. We feel that the "academy" concept will further develop student participation, student achievement and community support. Cloverdale Junior High School seeks to rename itself Cloverdale Junior High academy. We believe that this change will enhance the reputation of our school and foster higher expectations among our students. With a more challenging environment created by the Academy concept, we will reinforce positive behavior. ind attract students. Another aspect of the academy concept would be a targeted curriculum centered around enriched academic course that give our students a stronger academic push. It is our intention to place into the curriculum a collection of pre-AP courses that would be implemented through vertical teaming and be available to all students. By using the technique of curriculum mapping. we will be able to monitor and adjust our content areas so they provide a higher degree of complexity and critical thinking. The objectives of this action are as follows: 1. Cloverdale must increase the number of non-black students at the school in order to comply with the court ordered racial guidelines. 2. Cloverdale must implement a planned program targeting the positive programs and activities which exist at the school. 3. Academic achievement will be stressed. 4. Cloverdale must endeavor to implant a positive self-concept within the student body. The Academy concept will help support the District goals. The Little Rock School District is concerned about "white flight". This concept will help increase nonblack enrollment. The District is concerned about negative public image. The R R R R R R R R R R R R R R R Academy will be a positive statement, and will help ease the public perception R 13 fe R'1 I! ! that Little Rock schools ace In trouble. Measures will be taken to ensure that ' 111 quantitative and qualitative criteria will be gathered. I Scrapbooks, logs, enrollment lists, test scores, and surveys will all be analyzed. This data will be analyzed and reported by In-house staff. This will avoid any extra cost of ii analysis. We expect to comply with the desegregation mandates. Increase student *- involvement, and Improve the community's perception of our school. This proposal could have the following negative Impacts: Un 1. When the school reaches full capacity, students would then be assigned to a waiting list. 2. If our school Is successful, other schools many face a decrease In student enrollment However, the following positive Impacts are possible: 1. Southwest Little Rock Is relatively underdeveloped. The area's accessibility to major thoroughfares makes It a prime location for a specialized school for the District. 2. The Academy Concept with emphasis on a targeted curriculum will attract more students to come to this area. 3. Community-based support will ultimately Increase In Southwest J Little Rock. 4. Students will achieve, parents will be exhilarated, and the Southwest '.I zone of the Little Rock School District will prosper. This concept will help the District achieve their desegregation goals by decreasing "white flight. The impact of the court orders will be positive. since the enhanced curriculum will result in higher test scores. Southwest Little Rock does not have a magnet or incentive school. This will make the area feel less like a "stepchild" of the district. This is a low cost, low risk way of doing something positive for the students of this school district. We need approval for this project by Spring of 1996 to implement it by August 1996. Personnel needs for implementation include five (5) more teachers to cover the increased enrollment. This will provide two full teams per grade level, and 1 more related arts teachers. We will have to provide staff development workshops 14 I. I lii 11 I !r- ii r to train new faculty and refresh existing teachers. Ideally we would like to add 2 one secretarial position. We project an enrollment of 750 students, an increase of approximately 150 students. We feel that our projected increase in enrollment is feasible, since Southwest Little Rock has had many small private schools open up in the last five years. We feel that the financial impact will be no more than $150,000 for the next five fiscal years. We will use the money to add w staff, equipment, and incentives. We will be actively seeking grants and having fund raisers to achieve the goal of self-sufficiency. We will cut costa by purchasing in bulk, and planning ahead so cost is incurred at one discount. The monies spent will be utilized wisely. We will be spending on something that works, and potentially reducing the costs to society. The educators of Cloverdale are the primary supporters of this recoomendat ion. Our biggest detractor is the community. We will use all R necessary measures to maintain confidentiality in any survey or test given. Evaluation and assessment will be conducted bi-yearly. We will set up a log to track our progress. We are preparing recruitment brochures and increasing R R positive comnunications with the District and media. There is a trend becoming increasingly noticeable in the Little Rock School District, one of "Johnny Jump-Up" schools. These are small private institutions H which have slowly and furtively enticed students away from the public school n system into their own. We wish to counteract this progression by introducing a "private academy" concept within the public school district. The recruiting pool B is unguestionably filled to the brim. It is our desire to gain back students that have left the district or recruit them from local private schools . With parents becoming increasingly competitive consumers of education. it is R imperative that we find alternatives to give our school a competitive advantage. R R E 15 E IM Dunbar Magnet Junior High School International Studies/Gifted and Talented Education .r-' / UI 4 3 9 II Business Case Presented By: Linda Brown. Principal January 8, 1996 I .
u, j I'. p. I iLi ,1 I II e ( fl 1 00r p p p EXECUTIVE SUMMARY I Dunbar Junior High School, an Interdistrict Magnet School for International Studies and Gifted and Talented education opened in the Fall of 1990. The Magnet portion consists of two instructional components, each designed to offer a different educational option to junior high students with the hope of successfully desegregating an inner city school with a rapidly declining white population. p p The school receives monies to implement the magnet portion, and is able to offer gifted and talented instruction as a separate strand, coordinated by a full time GT Specialist within the building, and taught by teachers who have GT certification or are working toward it. In addition, an International Studies component allows students to work on special projects, take related courses, and the gain the benefits of having a full time Specialist who is continually working to expose the entire student body to education designed for a global perspective. I p p H When the Dunbar Magnet program was originally implemented, attendance was granted to those students who chose a specialty school with Dunbar's offerings. The GT component was offered to all students who met the criteria established by our district for gifted and talented identification. The recruitment process extended to students outside the attendance zone and included the NLRSD and the PCSSD. H I Within the last three years, assignment to the Magnet component has come almost entirely from outside the attendance zone, which has resulted in an imbalance, not only within the magnet program, but also an imbalance in the recruitment process. At the present time, black students are not recruited for the Magnet component, and in essence, the program is not available to them unless they reside within the attendance zone of Dunbar. White students are allowed access to the program regardless of attendance zone. B R R Alternatives have been limited by the student assignment plan. All incoming attendance zone, black students are screened for GT placement. This process has been productive, but does not address the issue of equitable access for other black students. Therefore, it is recommended that the criteria for application to the Dunbar Magnet program be expanded to include GT identified black students from all LRSD attendance zone areas, NLRSD, and PCSSD. R R Rationale for implementation of this recommendation can certainly be found in the desire to augment the availability of the program to black students and their parents and correct the disservice which now exists for black students and their families. Moreover, such an expansion of access that this recommendation carries, will ensure that more peer role models will exist for the black student who is reluctant to utilize his or her innate abilities
and indirectly, will impact the number of black students having access to Advanced Placement courses in high school which ultimately will increase their likelihood of obtaining scholarship and recognition for higher education. R R B III H 11 An overall objective of the recommendation is to raise the level of minority participation in GT classes and to enhance the potential for establishing racial balance within the GT magnet component. In so doing, the District will better meet its commitment of desegregating all classes and increasing the number of minority students in GT classes. H The impact of the recommendation will be most directly felt by the black students and their families. A more positive school climate will be an indirect impact felt from implementation of the recommendation since the image of a white "elitist" magnet component can be dispelled to a greater degree. Academic levels for black students in general should increase, reducing the disparity between white and black student acheivement test scores. The risks of not addressing the H recommendation may mean a further segregation of classes, leaving the school district open to criticism from various political arenas. 1 An analysis of change in personnel or financial matters is a possibility, although the change would most likely result in seeking more GT trained instructors, and specifically, black teachers to represent appropriate modeling for minority students
more than an increase in the number of positions. The total enrollment of Dunbar should remain at or near the same with this H recommendation in place. It is projected that this proposal will receive, wide-base approval. Both black and white patrons stand to gain from the implementation of the proposal
giving one group a new avenue to pursue academic enhancements, and the other group leverage to promote racial harmony. M H In summary, the recommendation enclosed within this business case will be of greatest benefit to the black students to whom the assignment option to Dunbar will be extended. These students have been denied the offerings that abound for white GT students from within and outside the district. Not only will a change in the assignment pattern result in intensified study and options for identified black students, but will be a vehicle for the school district and Dunbar to promote an image of equality and equity to all applicants for the magnet component.. II d nH I 171 1 ! -earl kO I O I Jll 4 I 1 Il JM r II A. Background 1. Current situation. Dunbar Junior High School opened in the fall of 1990 as an Interdistrict Magnet School for International Studies and Gifted and Talented education. A joint planning Committee of area businesses, school administrators from the three districts, staff, and parents was used to supplement plans that had been developed by the District. V w Students are assigned to Dunbar Magnet by the Student Assignment Office. The NLRSD and PCSSD actively recruit students who are eligible for M-to-M transfers. The target racial balance of Dunbar is consistent with the Interdistrict Plan, seeking to obtain a ratio of 60 percent and 40 percent black/white. II As the name indicates, Dunbar Junior High, International Studies/Gifted and Talented Magnet was initiated as a traditional junior high, housing components that will address specific curriculum needs of gifted education and international studies. The result is a magnet school within a school. H Briefly stated, the two components of the magnet program co-exist within the current curriculum structure as follows
H Gifted and Talented Instruction/Services M Students who are identified in elementary school or who are screened as seventh graders for gifted placement, are enrolled in GT core courses (English, Math, Science, Social Studies.) Students may be identified for one, two, three, or four GT classes. The options for classes outside the GT class include regular or enriched placement. 11 H In addition, a GT Specialist is on staff, full time, to provide special seminar classes, coordinate activities in the building which enhance the GT students' scope of instruction, and to screen new students for the program on a continuous basis. The GT Specialist is also responsible for inservice to the faculty, conducting parental meetings to address needs of the GT student, maintaining a Placement and Exit committee, and holding regular meetings with the GT teachers in the building. I R H International Studies Instruction/Promotion B The International Studies component consists of infusion within the core curriculum, and the offering of electives relating to global interdependence. All Dunbar students are required to participate in foreign language instruction to provide a base-level awareness of our interconnection with other cultures. In addition, students are offered courses such as African Studies, Planet Earth, and Leadership in the Twentieth Century. B I This component also has a full time Specialist who coordinates the program and has I Iincorporated into it a service learning project, a Culture Fair in which students participate similar to the Science Fair, an International Dress Up Day, and participation in regional contests which increase awareness of global issues,(e.g. Geography Bee). Additionally, the Specialist coordinates the visits of foreign dignitaries to Dunbar, the activities of exchange students and teachers (a Russian teacher/administrator is visiting for the current school year), and the Garden Project (City of Little Rock) which is part of our campus. Dunbar is designated as one of the two junior high Newcomer Centers for ESL students entering the district, thereby offering our students unique chances to interact with peers from other cultures. 2. Background information. The Dunbar Magnet Plan was written for implementation in the 89-90 School year, but due to unforeseen difficulties, it was not activated until the 1990-91 school year. In the initial and second year of implementation, all attendance zone students were required to indicate on a registration form, their desire to attend a specialty, magnet school. If Dunbar was not selected, the attendance zone students were assigned to other area junior high schools. Currently, the attendance zone students are automatically assigned to Dunbar, with the racial balance being maintained at 60/40 for the entire school population. According to a report from Student Assignment, dated 12/12/95, 55% of the students assigned to Dunbar for 95-96, from within the attendance zone, are black
and 9% of the students from within the attendance zone are white. The result of such demographics clearly signals that our ratio of 60% black will be majority attendance zone, thereby leaving the 40% white population to be taken from out of zone and M-to-M transfers. B. Problem Definition 1. Problem statement. The current assignment plan does not allow a black minority student residing outside of the attendance zone to apply for entrance to the magnet component. Essentially, the GT Magnet and the International Studies Magnet components are unavailable to any eligible black minority student who lives outside the attendance zone, in NLRSD, or in PCSSD. This is a direct result of the attendance zone being majority black and constituting practically the entirety of the 60% black ratio. White students are the only students who can actively seek the programs offered through the GT component, making the GT program accessible only to them or to eligible black students who happen to live within the attendance zone. 2. Considerations. The real problem emerges as one of non accessibility or disparate distribution of a magnet school's services and curriculum to black students residing outside of Dunbar's attendance zone, or living in NLRSD or PCSSD. The complication has emanated from several factors: Student Assignment's struggle to maintain 60% black and to also allow students who live within a school's range (attendance zone) to have first priority to attend
demographics which affect an inner city school in an aging neighborhood
and "white flight" to the western boundaries of the school district. e IB 3 r I w I The entire school population is affected by the current status of the student assignment plan. White students from outside the attendance zone, who are identified for GT education, are almost certain to gain admittance until the 40% cap is reached. The result is that a majority of the white population of Dunbar is in the GT component and a majority of the black student population is in Regular or Enriched instruction. A situation has been created that establishes a division between the races and gives the Magnet component the face of "elitism". II H W The magnitude of the predicament is reflected in the number of black students identified for GT classes, and in the number of black students receiving awards and achieving distinction in academic competitions. C. Analysis of Alternatives H 1. Process. The Dunbar Principal, District GT Coordinator, school-based coordinator, AGATE parents, and Dunbar's Recruitment Committee are continuously working toward racial balance for all classes. The GT Specialist screens all minority students from the attendance zone who demonstrate potential for placement in the GT program. M M 2. Identification. Alternatives identified have included: screening all minority students who score at the 50th percentile on a standardized test for GT placement
and meeting with Dr. Russ Mayo to discuss the assignment plan, and to clarify the problem in the hope of finding some "loopholes". M H 3. Analysis. Although the identification process afforded to all incoming minority students will remain in place, and in fact does occur on a continuing basis, it fails to meet the objective of offering the Magnet component to black students on the same basis that it is offered to white and "other" students. Additionally, this alternative requires an inordinate amount of time for the GT Specialist, prohibiting her from giving adequate time to other parts of her job, and thus keeping her from fully meeting the needs of the GT program participants. Furthermore, this alternative should not be necessary for students entering from LRSD elementary schools, as GT identification should be completed before students are ready to leave elementary school. n H n R The meeting with Dr. Mayo confirmed that the magnet component was not open to black students from outside the attendance zone, and that we were restricted in actively recruiting black students for the magnet portion. n D. Recommendation R 1. Action recommended. It is recommended that the criteria for application to the Dunbar Magnet program be expanded to include black students from out-of-zone attendance areas, NLRSD, and PCSSD, who have previously been identified as eligible for GT placement. It is further recommended that in extending the program to GT identified black students, it will be done in a way that allows first R R R[1 I I 3 _ priority to those students within the attendance zone, and second priority to the identified GT students from outside the attendance zone. 2. Rationale Clearly, the Magnet component of the Dunbar program, as it stands now, is not open to all GT identified students, specifically, black students within and outside the district. Both the International Studies and the GT components offer unique opportunities and funding that are not available at other junior high schools. To limit the availability of the program to black students and their parents is not only without equity, but is also a disservice to those students and families. At a time in the history of our school district when a noted disparity exists between the number of black students and the number of white students participating in advanced placement classes and consequently receiving the benefits that accompany that instruction, (e.g., direct accessibility to college level preparation through use of an approved syllabus and instruction from trained teachers
possibility of attaining college credit
scholarship offerings
meeting selective college admission credentials), black students should be receiving the highest level of preparedness available to them in the junior high years. One of the factors that blocks access to and is a contributing factor in a lack of retention in AP courses in high school for black students, is a failure to be identified earlier for specialized instruction, thereby placing them at a disadvantage when they are placed in AP classes. It must also be argued that a lack of peer role models for the black GT student exists, and contributes greatly in perpetuating the image of the non-achieving black student so often delineated in educational literature and through the media in general. Specifically, at Dunbar, we have found it extremely to engage or recruit eligible black males to the GT program due to peer pressure and a lack of other black males as role models. Lastly, the justification for expanding the criteria for entry into the Dunbar Magnet program, can be found in a discussion of the racial disharmony that exists between the non magnet students and the magnet students. The magnet students are viewed as white, elitist, and superior. A natural division has been created, inadvertently, that projects an unsurmountable image, and an overwhelming obstacle for students. The Dunbar administration and support personnel are constantly seeking programs and activities to change the dynamics of the situation, but at the same time, feel that the "undoing" of the current method of assignment to the Magnet program could send a more direct message to students and the surrounding community. E. Objective 1. Objective. The objective of this recommendation is to raise the level of minority participation in GT classes and to enhance the potential for establishing racial balance within the GT magnet component. 2. Goal Support. The Little Rock School District Goals and Mission Statement is supported by this objective. I I I I i/i ] d O i G.. U) | ,1 II I I Ml L II w A stated desire to "ensure sure that equity occurs in all phases of school activities and operations", stands out as the most apparent statement with relationship to the objective. Likewise, the Mission Statement commits to providing "a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development", to be achieved through a commitment to "fairness, racial equity, and adequate support for education". w H 3. Evaluation Criteria Previously identified Gifted/Talented black students who live outside the attendance zone or in the NLRSD or PCSSD will be accepted into the Dunbar Magnet Component. Progress will be measured through data provided by the Student Assignment Office and the Office for Gifted Education in the LRSD. H M 4. Expected benefits. The District will better meet its commitment of desegregating all classes and increasing the number of minority students in GT classes. In addition, black, identified GT students from all three school districts will be afforded the same options and benefits that white GT identified students are given. The educational options for black students will be greatly bolstered. H M F. Impact Analysis II 1. Program. This recommendation will allow the principal of Dunbar, and the district to better address the criticism leveled at the program regarding the number of racially imbalanced classes. It will also have an impact on the number of black students achieving at the same rate as white students, and the number entering GT/AP courses at the high school level. The direct impact of this recommendation will be felt by GT black students who currently have no access to the program
however, the impact on the school climate and on achievement levels for black students leaving junior high will be evident. H B B 2. Desegregation Plan. This plan can only have a positive impact on the Desegregation Plan, and in fact will not deter at all the original intention of the Magnet component: to further desegregate the school by attracting M-to-M and out of zone students to the program. That aspect, as it relates to the Desegregation Plan of 1992, will still be in place. B B 3. Court Orders. Implementation of the plan will require a modification in how the Student Assignment Office carries out the court order for desegregation in its assignment of students to the Dunbar Magnet program. B I 4. Risks. The risks of not addressing this recommendation seem to be the key issue. Further segregation of classes and groups of students will occur, leaving the school and the district open to criticism from various political arenas. The academic potential that the Magnet components offer to students may be lost entirely if a continued disparity exists between what is offered to white GT I I students and not offered to black GT students. 5. Timing. Timing issues relate to recruitment deadlines for Magnet programs, and on-going recruitment efforts in the community. The Recruitment Team at Dunbar is currently activating plans to participate in the Magnet Fair, visit elementary schools, talk to elementary counselors, and continue to conduct tours arranged both through direct contact as well as by the Student Assignment office. Under the current assignment plan, the staff at Dunbar is aware that when prospective black parents and students visit, a certain amount of deception is in place, and an uncomfortableness about portrayal of the program to black parents exists. Our guidance staff has adopted the position of not telling interested black parents who visit that their children are ineligible for the Magnet program
but instead, hope that through their insistence with Student Assignment, some change can be initiated. G. Resources Analysis 1. Personnel analysis. An increase in the number of GT students having an option to attend Dunbar may certainly require more GT trained staff to be in place. There is also a current need in the building to identify black staff members as GT instructors and help them obtain the necessary credentials for certification in teaching gifted students. > *0. 2. Financial analysis. Financial shifting should not be an issue, since student/teacher ratio will not change. The Desegregation Budget provides partial funding for the Magnet component, and the argument could be made that the effectiveness of the court ordered funding will be enhanced as the recommendation is implemented and addresses the needs of all eligible students within the three district boundary. H. Force Field Analysis. This recommendation should receive broad based support from both black and white patrons of the district. It will allow more black students to access the magnet school program and provide a vehicle to help promote racial balance among classes. The Joshua Intervenors, as an active visible factor in the court room to monitor our adherence to the Desegregation Plan should be a supporter of this recommendation. Parents of black students who have actively sought the school's programs and been denied, as well as potential students and parents that will be recruited, will certainly be among the strongest supporters. o I I It The primary detractors may be other school principals who feel that the Magnet school program will attract gifted black students from the area schools and lessen their pool of gifted students. In response to this reaction, it should be noted that Dunbar's Magnet program should not have any more impact on their cunent programs than Mann Magnet Junior High has on all of the other junior highs. e i9S i a r v 1 I Student Assignment should develop a plan that allows application from the target group, but in no way will prevent them from attending their current attendance zone school. The recommendation is only asking for a "window of opportunity" to be extended to black GT students from all district areas, Little Rock, North Little Rock, and Pulaski County. H v 1. Implementation Implementation of the recommendation will require a Desegregation Plan modification. If implementation is to be done, the recommendation must be addressed as soon as possible to make it a reality for the 1996-97 school year. B B B B B B H M M H n 1 I n I IBUSINESS CASE WRITING AND REPORTING TV NEWS Southwest Junior High New Course Offering EXECUTIVE SUMMARY I The recommendation of this business case is to expand the video club (TV crew) currently offered through the afterschool program at Southwest Junior High School to an elective full year course for Sth and 9th graders. One section of the course will be offered and will accommodate 30 students. I 3 The TV crew began in the fall of 1991 and has continued to grow and develop for the past five years. Sufficient interest has been exhibited to warrant the development and offering of this specialized elective. A fully equipped video production studio exists at Southwest Junior High to support this course. The addition of this course to the Southwest Junior High curriculum would be viewed as a special opportunity by the students and their parents. It will also serve as a recruiting tool for Southwest. The purpose of this course is to provide Southwest Junior High students the opportunity to learn valuable skills for the future. It would also enhance the overall curriculum of the school by providing students with an opportunity to experience in a practical way a variety of the essentia! learning components of the districts core curriculum. Such a course would serve well at the junior high level to many academic learning experiences with real life skills preparation. Students who have participated in an abbreviated version offered in the afterschool program have obtained employment while in high school as a result of skills learned through program participation. There are numerous skills to be learned in this course to give the students experience in the TV and Video field. Students will learn broadcast news writing, operation of the video cameras, post-production editing, production methods and techniques, computer generated titles, scripts, and other character generator techniques. There are no additional expenditures expected prior to implementation. A. BACKGROUND Currently, Southwest Junior High School students have the opportunity to panicipate in the TV crew or video club that meets two days per week. This is the fifth year this club activity has been offered. a I I "00 ill. N) [= i
"I 1 ir I Bl A fully equipped studio exists and includes the following
n 3 color televisions for editing. 3 VCRs for initial edit logging. 2 Amiga monitors used as TelePrompTers. 1 Amiga 150 and software used for TelePrompTers. 1 Panasonic 710 camcorder that is used as a field camera and a second studio camera. 1 Panasonic camcorder that is used exclusively as a studio camera. 1 Panasonic Edit Comptroller for editing. live Audio/Video mixer used as a special effects generator. 1 Amiga 2000 and software used as a character generator. 1 Amiga Gen-Lock used for special visual effects such as superimposing titles over video. 1 cassette tape recorder for assistance in mixing or laying audio on final video tape. 2 camera tripods and dollies. II M The reference room of the library was converted to a TV studio. A school-wide contest was held to name the TV station that completed its first year as Southwest News. The name chosen was MMTV (Mustang Media TV) News. A wall was painted and a large logo constructed to add professionalism to the set. A large antique table serves as the anchor desk. New office style chairs were purchased for the two anchors. Ii n The TV crew at Southwest has been involved in many school-related projects as well as some that extended to the community. The following is a partial listing of the projects produced by the students at Southwest. Ii H 1) Students presented a live news broadcast one day per week. 2) Students were invited to film Special Olympics, interviewed sponsors and produced a broadcast. 3) Filmed home coming, dances, speakers, and special activities. 4) Southwest was asked to produce a video for the S.T.A.Y. program. The TV crew worked with a professional editor to complete the final video. 5) Produced a promotional video for southwest FBLA. This video was shown at a roundtable session at the District V. FBLA conference. 6) Produced year-end videos shown to Southwest students at the end of school. H n B. PROBLEM DEFINITION The time constraints prevent a full exploration of video. TV crew meets two days per week. Students sometimes find it most difficult to get the editing done, the scripts written, and the broadcast prepared in the short time available. Even though students have been very successful to n n B 2 Bdate, it is believed that a more thorough education of the many facets of video could be accomplished if students had more time. The students at Southwest have the equipment and personnel available to benefit from training in the operation of video equipment. However, the time now available is insufficient to allow the students to take full advantage of this opportunity. In order to prepare students for todays job market, they need to experience a more in-depth and hands-on study of the techniques than is possible in the current time allotted in the afterschool setting. C. ANALYSIS OF ALTERNATIVES Expand the afterschool program to provide additional time for students to develop skill and work with the equipment. This would take additional funds and possibly additional staff to implement. > The alternatives were generated and analyzed through discussion with teachers, the principal, liaison of New Futures, assistant superintendent and the Director of Reading. The decision of continuing business as usual was found to be unacceptable in view of the needs of the students and their interest in this activity. D. RECOMMENDATION The recommendation is to implement one section of (30 students) the course. Writing and Reporting TV News, at Southwest Junior High beginning with the 1996-97 school year for the purpose of training in an area of proven interest of the students there. This course will be offered to Sth and 9th grade students. The afterschool club activity will be continued. sc o Ji I I The recommendation is cost efficient since no additional expenditures are expected prior to implementation. E. OBJECTIVE The recommendation of implementing the Video Writing course at Southwest Junior High is to provide a unique experience for at-risk students. The course offers hands-on activities that are directly connected to real world experiences. The skills and techniques the students will learn are appropriate for middle-level educational programming. The knowledge of writing and communication skills gained through this course will enable students to approach future employment with an extra measure of confidence. This course as implemented according to the recommendation will support all district goals. It also supports the new Arkansas Department of Education Standards for Accreditation. The I IO ut n 9 E 3 Ir I w course is designed to provide for developmentally appropriate learning experiences. This course provides mastery in specific core concepts and abilities in the following areas: H TOOLS FOR LEARNING - Data gathering and technical skills. LANGUAGE ARTS - Writing and listening and speaking. FINE ARTS - Visual arts using technology (picture composition, framing movements). P P This course addresses components of the core curriculum. It will enhance learning for students at Southwest in developing life skills. As the course itself becomes an information conduit for schools at large, all students at the school will benefit from the enhanced communication activities. It will serve as a new median for students to learn and share their learning. It will generally expand the learning opportunities provided to the students at Southwest Junior High. I I P R F. IMPACT ANALYSIS R Implementation of the course would provide students with knowledge, skill and hands-on experience. Since the course is expected to be one of high interest, all students may not be able to participate. R G. RESOURCES ANALYSIS R Personnel Analysis: No additional staff will be required. Current personnel involved in the afterschool video program will assume the staff position. R Financial Analysis: The supplies for the course, which will include video tapes and camera batteries, will come from the schools operating budget. Equipment needed for the course is currently in place. H R H. FORCE FIELD ANALYSIS R The existing staff, administration and students will be the primary supporters of the recommendation for implementing this course. Because of the extraordinary opportunities this course provides for Southwest students, no opposition is anticipated. B I. GENERAL IMPLEMENTATION PLAN 1. Spring 1996 - B Provide staff, students and parents with an overview of the new course, complete with descriptions and explanations of the many opportunities and skills available to those who elect to participate. I B 4 I Distribute, in written form, class expectations and other pertinent information to students for consideration before completing selection forms for the following year. 2. Summer 1996- Publicize the course and solicit support from the Southwest Partners in Education (KTHV Channel 11). 1 Arrange for community participation in the form of speakers who are already involved in the careers closely aligned with the course. 3. Fall 1996 - Implement the course. TIMELINE TASK rI! No. 1 No. 2 No. 3 PERSON(S) RESPONSIBLE Course Instructor____________ Course Instructor____________ Course Instructor COMPLETION DATE Spring 1996______________ Summer 1996_____________ Fall 1996 JK II o I'Hi hl 5 I 1 1 i li LITTLE ROCK SCHOOL DISTRICT SUBSTITUTE OFFICE AUTOMATION 00 A BUSINESS CASE JANUARY, 1996 i 1 o J NJ 1 tu I I I I 3 I I J 1 3 I ir B Substitute Office Automation Business Case I 1 B Executive Summary 1 I B For the purpose of procuring substitutes for the replacement of teachers and other employees who are absent, the Little Rock School District utilizes what is commonly referred to as the S.O.S. office, an acronym for Substitute Office Service. The purpose of this Business Case is to examine the need and justification to provide automation of the process currently performed by department employees. The process of procuring substitutes is a labor- intensive, repetitious job which is appropriately suited to automation given today's computers and their capabilities. M B n An automated, computer-based system, known as Substitute Teacher Management System (STMS) is commercially available and can be purchased on a lease-purchase agreement which, with no initial outlay of cash, would result in a five-year savings of approximately $78,000 and annual savings of $28,000 thereafter. The savings to the District will result from eliminating one full-time position. Ultimately, a half-time reduction in the second position. Automation will also enhance the District's ability to secure substitutes in a timely, effective manner and to provide reports as to usage of substitutes, absenteeism by school, group, etc. 11 M H R Background H The S.O.S. is staffed by two employees, a Coordinator and an Assistant Coordinator. These two employees are long-term employees of the District and rely heavily on their experience and thorough knowledge to effectively perform the duties of the positions. Essentially, their job is to receive recorded messages from teachers, aides, and other employees who call to report an absence of one or more days. Once the calls are received, the S.O.S. employees attempt to obtain substitutes by calling individuals who have applied for a substitute position. Using their personal knowledge and file cards, they determine which substitute is qualified, available, and willing to work in the particular vacancy. Complicating this process are teacher preferences for certain substitutes, substitutes' preferences for particular schools, days of the week, and class assignments. B B B B B B B Bp n I Substitute Office Automation Business Case 2 Phone calls are placed by the two employees until adequate substitutes are obtained or the list of available substitutes is exhausted. All of this work is done in a compact time period in order that the substitutes are in place in time for the beginning of school each day. On average, there is a daily requirement for approximately two hundred (200) substitutes. Although some substitutes are carried over from one day to the next, it may be necessary to call as many as 500 persons in any one day to obtain the number of substitutes required to affect a full complement of staff. Currently, the success of obtaining substitutes rests with the skills and knowledge which has built up over the years by these two employees. A protracted absence, transfer, resignation, or retirement of either or both of these employees would create a vacuum that would be extremely difficult to fill. However, an automatic system would work continuously, without fail, until all vacancies are filled. >& E os* do Problem Definition I I-I
There needs to be some assurance that substitutes will be procured in a timely, efficient, and cost-effective manner that does not rely soley on the expertise of two individuals. Given the importance and uniqueness of procuring substitutes in a short window of opportunity, it becomes increasingly important to utilize readily available automated resources which can perform the same functions in a tireless, efficient manner with minimal input. H Analysis of Alternatives (H ii The District must now decide if it is to continue the current methodology for procuring substitutes or if a new automated process is the methodology of the future. I CJ The alternatives available to the District are
1. Continue the current methodology. This approach has worked relatively well for several years. The downside to continuing this approach is that it is heavily dependent on the knowledge and expertise of the two current employees who handle the work. The cost to the District is approximately $51,000, which includes wages, benefits, phones, equipment and supplies. f I I I IJI 1 r B Substitute Office Automation Business Case 3 B 2. Automate the system. The automation can be accomplished with the purchase of a system consisting of computers and software capable of doing the manual phoning of substitutes, recording the absences, and preparing the required documentation. The cost to the District is a one-time purchase cost of approximately $32,000 with annual costs of approximately $6,000 for items such as additional phone lines and technical support. B B B j Recommendation It is recommended that the District, through the usual bidding process, enter into a contract to purchase, on a lease-purchase agreement, an automated system for the purpose of procuring substitutes for the District. There are vendors, such as Telecommunications Support Systems, Inc., who have installed this system in over 200 school districts ranging in size from 300 teachers to 13,000 teachers. The systems are customized to meet the specific needs of the District and, in addition to providing the call-in provisions, also provide payroll link-ups for payroll submissions. B B B Under a lease/purchase plan, there is no initial outlay of District funds and the cost savings generated will exceed the amounts paid for the system. Anticipated annual savings is approximately $18,000 after the system is purchased. B B Objective B The objective of this recommendation is to help the District to cut costs while assuring that substitutes are procured in an effective, efficient, and timely manner. By automating the system, there will be greater assurances of continuity and consistency of service without depending on human traits. R This proposal supports the District's goals in that it will assure that substitutes will be provided for the classroom, thus assuring continuity of instruction for the students. B The following criteria may be used in determining the success of the recommendation: 1 I I 1. Immediate cost savings to the District. 2. Effective procurement of substitutes will be evident. 3. Employee satisfaction in that Principals will be assured of consistency in providing substitutes, and substitutes will be assured of fairness in job assignments. n B BR Substitute Office Automation Business Case 4 4. The District will be assured of providing substitutes without being concerned with absenteeism of the current S.O.S. employees. Impact Analysis 1. Program. The District is aware that anytime new technology is introduced, especially to the detriment of human headcount, there is a negative reaction. Change is always viewed with caution and wariness. Negatives: a. Employees will have to learn a new system for reporting > e. e. o s Positives: their absences. b. Long-term employees of the S.O.S. office will eventually be displaced or reduced in contract hours. c. The automated system is impersonal and will be different than a human voice contact for substitutes. d. As with any automated system, idiosyncrasies of individuals will not be accounted for when assigning substitutes. a. The system will work tirelessly until all substitutes are procured or the list of substitutes is exhausted. b. The system is not subject to absenteeism and is available 24-hours per day, 365 days per year. c. Reports will be automatic for reporting absences by school, by individual, etc. d. An excellent cost-savings will result. r 2. Desegregation Plan. This program will not have a negative impact on the Desegregation Plan. In fact, it will ensure that all schools are staffed in an equal, unbiased manner with qualified substitutes. 3. Court Order. There are no Court orders that address this issue. 4. Political Factors. Some teachers or substitutes may complain, initially, due to the changes that will occur with a new and impersonal system being implemented. The vendor will provide a considerable amount of training on the new system. There will be an immediate cost savings to the District, and the District's fiscal responsibility will be immediately evident. I Ki w I Jr B Substitute Office Automation Business Case 5 B 5. Risk. By implementing the recommendation, the immediate risk will involve employees and substitutes who do not properly utilyze the service will result in uncovered classes. B B By not implementing the recommendation, the District remains at the mercy of the skills of the two current employees. 6. Timing. B The program shall be implemented immediately upon acceptance of this Business Case. Estimated installation and training time is approximately sixty (60) days from commitment to the program. H Resource Analysis B Personnel. employee. Financial. The projected impact will be an immediate reduction of one B A five year savings of approximately $78,000 will result with implementation. This savings is calculated on the lease purchase of the complete system along with the reduction of one employee. B Force Field Analysis B Primary supporters of this recommendation will be those directly affected by its implementation. Building principals will be assured of timely replacements for absences. Teachers may utilize the automated services round-the-clock. Substitutes will be assured of consistent, fair assignments. The Business Office employees will receive accurate, timely payroll information. B B Possible detractors might be those who naturally fear change. Also, the system assumes utilization of push button telephones, so the few employees without push button phones will have to make an adjustment in how they report. Any negative reaction can be minimized by up-front communications and complete training on the new system. The strongest statement in favor of the recommendation is that service will improve while providing a savings to the District. B B B B K nSubstitute Office Automation Business Case 6 General Implementation Plan The implementation plan would begin immediately upon acceptance of the recommendation. Installation of hardware and software would take approximately thirty days with an additional thirty days for training of all users of the system. Installation of the software includes setting the parameters for the system which are unique to our school district. Training will include sending letters to all involved employees, training site representatives, and training an operator. To assure continuity of the current level of service, the current process will be maintained in parallel with the new system being installed and implemented. > c. & o s J[ o ^1 I o JJ ,1 1r 0 Substitute Office Automation Business Case 7 n II PROJECTED 5-YEAR COSTS System Extra Phone lines 32,000 12,000 p Technical support/Service 18,000 L J Total SAVINGS Salary (incl. benefits) 62,000 140,000 NET SAVINGS (5 years) 78,000 R II II H M M H H n n REXECUTIVE SUMMARY H II II II II N II H H II ri ri ri ri ri BUSINESS CASE VOCATIONAL EDUCATION 1996 If our youth are to be afforded the best possible chance for success in the workplace, systematic and collaborative change in our educational system is imperative. Employers continue to express the fact that they want more than just the traditional academic and technical preparation. They want workers who possess general workplace competencies, can communicate effectively, solve complex problems, work in a team. understand the underlying scientific principles of technology and understand the valve of lifelong learning. Recent federal legislation. particularly the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, and the School-To-Work Opportunities Act of 1994 have provided the impetus for the systematic and collaborative efforts needed to meet the challenge of this change. Under the Carl D. program is funded, by Act 980 by 1991. Perkins legislation. the Tech Prep Education Tech Prep in the State of Arkansas is mandated The Tech Prep curriculum was initially put into place in the Little Rock School District during the 1993-94 school year. 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 program for entry-mid level employment. To do so means having a strong curriculum as well as high tech equipment to train our students. Several courses in vocational education continue to experience low enrollment due, in part, to scheduling conflicts relative to graduation requirements and/or lack of time in their daily schedule for elective courses. While some courses may need to be eliminated or placed on an every other year "rotation" basis. the District must use caution to not eliminate courses that are "capstone" or completer courses for mandated Tech Prep programs of study. Under Act 969 of 1993, students who graduate after May, 1997, shall have successfully completed either the college preparatory curriculum or the technical core curriculum (Tech Prep). core Tech Prep is an especially promising vehicle for connecting education with work-based learning over a period covering four years of high school and two years of post secondary work or actual The Little Rock School District has articulation apprenticeship. agreements with Pulaski Technical college and ASU-Beebe which gives students who have successfully completed programs of study in Business Education - Computer Technology, Computer-Aided Drafting, Electronics and Automotive Technology up to 20 hours of college credit. Consequently, through Tech Prep, a student has earned a -1- B. B. S' B 11 so o ! .i I I H osr B ^4 I nr high school diploma, a post secondary certificate or an associate degree upon completion of the 4 plus 2 program, and i
for more advanced employment and greater opportunities. and is qualified The Tech Prep program was adopted to eliminate the artificial division between "academic" and "vocational". The competencies of all students in math, communications, science and technology must be raised regardless of whether students are college-bound or workbound according to Tech Prep philosophy. The elimination of a course or courses not affecting a Tech Prep program of study would provide funds to purchase equipment supplies and materials for other courses in order to meet the standards required by the Arkansas Department of Education. Currently, the only business education courses being offered with low student demand are Salesmanship and Entrepreneurship at McClellan Business/Communications Magnet High School. This program has over 30 business education courses which gives students a wide variety from which to select any required options to complete their program of study. Several of these courses could be rotated on a every other year basis and still provide the options needed for Tech at Prep. The course would be based on student demand and magnet program requirements, with this occurrence one FTE position could be eliminated. The business education program at Central High School has experienced low enrollment for the last two years. low student demand does not justify the total number of certified This staff in that department and should be reduced by one FTE. The consumer/Home Economics department at Parkview Arts/Science Magnet and McClellan Business Communications Magnet continues to experience low enrollment. Currently, at Parkview Magnet, there is one FTE home economics teacher which should be reduced to .5 FTE. McClellan has two FTE's which should be reduced to 1.5 FTE indicated by student demand this school year. as Vocational Education is a significant part of a quality high school Tech Prep will prepare our students for the education. technological jobs of the future. Eighty to ninety percent of jobs in the 21st century will require training after high school, but not necessarily a baccalaureate degree. If the Little Rock School District is to continue to provide quality programs that will prepare students to meet the needs of a global society, we must also have in place the equipment and technology required to offer skilled training and experiences for our students. -2- B B p p R H H M II II H n n n n np n n A.BACKGROUND II n Vocational Education is designed to provide a program of learning experiences to develop skilled and adaptable workers who are prepared to immediately enter the workforce or pursue additional learning opportunities that will result in more productivity. Students are provided with the opportunity to formulate an understanding of work, work systems, and work ethics
to explore work choices
to develop employability skills and attitudes, and to develop specific competencies for a chosen occupation. a a a a Courses offerings are available in all secondary schools in the Little Rock School District and include the following program areas: 1) Business and Marketing Education, 2) Home Economics and 3) Trade and Industrial Technology education. Specialized vocational courses are offered at Metropolitan Area Vocational Center. Vocational Education is an integral part of a quality high school education. Students seeking employment in skilled S. fi. 5 s n and technical occupations must first develop a strong foundation in general. Furthermore, many students receive real world experiences through the cooperative education work programs and youth apprenticeship program. 11 a Continuous research and evaluation are integral parts of vocational education, including surveys of the need for occupational preparation, surveys of manpower needs, vocational advisory committee recommendations, occupational analyses, and state required student follow-up. a n t n Arkansas, through ACT 980 of 1991, established a Tech Prep curriculum as a parallel pathway to college prep. Its' goal is to produce skilled, work ready entrants to the workforce and post secondary education. The Little Rock School District began its' initial implementation of the Tech Prep initiative beginning the 1993-94 school year. Many 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. Tech Prep programs of study are available in Consumer Home Economics, Business Education and Marketing and Trade/Industrial Ui. Technology Education. These programs of study allow a student to be employable upon graduation or to continue their post secondary education or training. The new state standards require each school to make available programs of study in three occupational programs. Trade and Industry programs in the home schools are very limited, but because of Metropolitan Area Vocational Center, the trade and industiry training programs offered there are an extension of this program of study. J.' (O I n fl All occupational programs of study consist of the Tech Prep Foundation courses {Career Orientation, Keyboarding, Computer Technology, Personal and Family Life Skills, and Workplace Readiness) as well as four units in the technical specialty. If -3- fl IflOr I ,1! |li [1 exploratory courses are offered, occupational training must be provided in the appropriate area either in the senior high school or in a state approved vocational center. Presently, beginning in the Sth grade, a student must declare a pathway and outline a program of study (Career Action Plan) to continue through the baccalaureate degree level with exit points at the high school, post secondary certificate, and associate degree levels for students not pursuing university-level study. locked into one pathway or another. Students are not Flexibility is offered that would allow students to change their minds or explore alternative options. B. PROBLEM DEFINITION Continued low enrollment has fostered overstaffing in the home economics and business education program areas in some schools. While trying to remedy this problem the District must use caution. Particular courses are needed on both the junior and senior high level to meet tech prep program requirements. Instructional leaders must be more creative in the planning of their master schedules. In several instances, a .4 or .5 FTE could be assigned to teach 2-3 overflow courses where numbers warrant it rather than one FTE. The following schools have been identified with this problem: 1) Central High School Business Education Department -low enrollment in particular courses. 2) McClellan Business/Communication Magnet Home Economics and Business Education Department -low enrollment in particular courses 3) Parkview Arts/Science Magnet Home Economics Department -consistent low enrollment 4) Work program coordinators are often assigned duty periods to complete their work day. (Study hall, lunch room duty, alternative classroom, attendance office, etc.) C. ANALYSIS OF ALTERNATIVES The acceptable alternative is to reduce the recommended FTE's in identified program areas and schools. Many of the certified vocational staff persons have multiple areas of certification and should be assigned to teach additional courses within their areas of competence. The PN agreement will need to be considered with regard to Article XV, Section A which covers teaching assignments. -4- n II H li II n 11 11 II II H H B B B B B B IM H fl fl fl fl fl fl The vocational courses/programs experiencing low enrollments must continue, if eliminating them would significantly decimate a Tech Prep program of study. By the same token, if the reduction of staff would adversely affect the tech prep programs of study then the existing staff should not be reduced. D. RECOMMENDATION E. The Little Rock School District recommends that vocational courses in the home schools not experiencing high student demand be eliminated or offered on rotating basis if it would not negatively impact a Tech Prep program of study. The following Vocational courses have been identified by the vocational director and instructional leader of the identified school. 1) Central High School - Enrollment in business education classes does not warrant 5 FTE's this could be reduced to 4 FTE's through the master scheduling process. 2) McClellan Business/Communications Magnet -Home Economics reduced certified staff from 2 FTE to 1.5 FTE. Business Education - place identified courses on a rotation basis
student selection and magnet requirements will be strongly considered before eliminating or rotating courses . The following courses have been identified for elimination
Entrepreneurship
Salesmanship. The Business Education department currently has 8 FTE's - this could be reduced to 7 FTE's through scheduling and yearly rotation of identified courses. 3) Parkview Arts/Science Magnet -Home Economics position reduced to .5 FTE 4) Work program coordinators should be assigned to teach additional courses in which they are currently certified. Guidelines set forth by the State Department of Education, Vocational division will need to be adhered to relative to coop supervision periods. OBJECTIVES 1. Vocational courses with low student enrollment or demand will be eliminated or placed on a yearly rotation basis to facilitate maximum use of required personnel for -5- e>. St Cl s5 1 i r I B identified programs. 2. 11 Vocational personnel will be more appropriately assigned to receive maximum usage of their areas of competence. I H I I : These objectives support district goals #1-4, which ensure student growth academically, socially, and emotionally, with the guidance and teachings of a well-trained and motivated staff. The end results being students who are valuable resources upon which our community and nation can draw as we prepare for the 21st century. Evaluative Criteria-. The following is a list of the criteria to be fl used in determining whether or not the problem is solved: 1. Immediate cost sa
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