1 u p h 11 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION tr 1 Q BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS o i 1994-95LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS 1994-95 1 a rf n J. I T I c IBUSINESS CASES FOR FY 1995-96 BUSINESS CASES RESULTING IN SAVINGS Business Case Name Description Delete, Add, or Modify Plan Modification Cost Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters (HIPPY) Incentive School Plan Staffing McClellan Conmunity Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) Guidance Services Health Services (Nursing Services) Improving Student Transportation Neu Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational Education APIG and Focused Activities deletions School Closing School Closing Eliminate program except at the Incentive _________Schools Eliminate HIPPY program except for parents within Incentive _________SchooIs Revise staff configuration
improve staff efficiency Deletion of program, with Business Department delivering _____the program_____ Revision of current elementary music teacher assignments Assign FLE teaching responsibilities to nurses, counselors & science teachers Reduce positions but maintain Arkansas Public School Accreditation Standards Reduction in nursing positions while maintaining services Outsourcing Implement Language Arts Plus in lieu of Learning Foundations
return to 6-period day Implement Connercial Arts I course to expand magnet arts program and satisfy state standards Place a cap on professional leave Eliminate Exploring Industrial Technology Education programs at two Junior High Schools
eliminate low demand courses Delete Delete Delete Modi fy Modify Modify Delete Modify Modi fy Modify Modify Modi fy Modify Add Add Modify Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No S 445,000.00 523,000.00 637,000.00 1,321,520.00 185,828.18 607,250.00 170,000.00 161,000.00 77,000.00 125,268.00 560,000.00 100,000.00 669,900.00 0.00 50,000.00 182,783.90 1BUSINESS CASES REQUIRING ADDITIONAL EXPENDITURES Business Case Name Description Delete, Add, or Modify Plan Modification Additional Costs Alternative Education Pilot Program - Alternative classroom at SUJH and CJHS Modify No 34,965.00 Arkansas Crusades Equipment and teacher training to support the Math, K-4, and Science Crusades Modify No 30,000.00 Beacon School Implement Beacon School Concept at CJKS Add No 12,000.00 Mann Magnet Additional Clerical Position Provide assistance to bookkeeper and assistant principal Add No 3,000.00 New Comers Center Designate selected schools to serve increasing needs of LEP students Modify No 52,117.00 Reading Recovery/Early Literacy Pilot Program Provide early intervention strategies to reduce later remediation Add No 30,000.00 Security Officers to Work on Safety and Security Issues Two additional security officers to deal with security related problems/issues Modi fy No 36,500.00 Social Studies Curriculum Revision Form committee to revise Social Studies curriculun to correlate with new state frameworks
revise curriculum guides Modify No 13,200.00 Total Savings S 5,815,550.08 Total Expenditures S 211,782.00 Net Savings $ 5,603,768.08 Business Cases Received but not Recommended as "DO PASS" to Superintendent: Cloverdale Junior High School Incentive School Principals Rockefeller Incentive School -- Alternative Room Specialist Seventh Grade Expansion of the Alternative School 1 0 IQ DB I tr X 1 Q H 5 2 o in a (I h 1 c S 2 0 I Business Cases Resulting in Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters m i Cl I Incentive School Plan Staffing McClellan Community Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) 2 0 i Guidance Services Health Services (Nursing Services) Improving Student Transportation New Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational EducationLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas 72201 January 13, 1995 m X 1 a e memorandum TO: FROM: Mrs. Estelle Matthis, Deputy Superintendent Sadie Mitchell, Actii^Assistant Superintendent Margaret GremilponfD^sistant Superintendent SUBJECT: Business Case - Academic Progress Incentive Grant 2 0 iBUSINESS CASE ACADEMIC PROGRESS INCENTIVE GRANTS January 13, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons, equity issues regarding adequate resources and an overwhelming percentage of our students attend area schools, the Little Rock School District proposed in the Tri-District Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. The District, in its May 11, 1992, request to modify the settlement plan, proposed to substitute APIG for Focused Activities. The proposal did not clearly explain the Districts intent. The Court approved the continuing of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to schools for application the last five years. It is now time to evaluate and assess the program for continuation. B. BACKGROUND tn CL e 5 2 o i 1990 - 1991 The Academic Progress Incentive Grant (APIG) was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. The process to be followed was for each school principal to write a proposal attached to a budget sheet identifying times and cost as related to the proposal being submitted. The District established two goals that were to be the outcomes of this initiative: (1) to improve the education of all students and (2) to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. The grant proposals were then to be forwarded to the Academic Progress Grant Committee for review and approval. Upon approval, the budget sheet was forwarded to the Financial Services Department, and budget codes were set up for the individual schools to use in purchasing the items requested. The respective assistant superintendent over the area schools who monitored the schools annual plan would review incoming requisitions to see if the purchases requested related to the districts Desegregation Plan.Several schools were successful in receiving early approval in the first semester for the full amount. The majority of schools, however, did not receive grant approval until late January and early February of 1991 and not for the full amount. Even though the money was received on a late timeline, it did enable the schools to purchase needed equipment, materials, supplementary reading materials, enrichment trips, etc. for all students as well as providing funds for some tutoring assistance to their at-nsk groups before the MPT (Minimum Performance Test) and MAT-6 (Metropolitan Achievement Test Edition 6) test dates. Considering the timeline with a week out for Spring Break and two to three weeks scheduled for MPT and MAT-6 testing, the principals were asked only to write a narrative for the grant evaluations that would be no longer than three typed pages describing the status of their grant. The report was to include: 1. 2. 3. Identification of local school grant goals. A description of the results. Identification of any proposed change for the 1991-92 school year, if possible. These narratives were attached to the schools annual report and forwarded to their assistant superintendents. 1991.1992 In the second year of the Academic Progress Incentive Grant, the funds were frozen the first semester of the school year. Once the funds were released, the procedures set forward for application were the same as outlined in the 1990-91 school year. Principals, teachers, and parents worked together to develop tutoring schedules for their at-risk students. During this year a new standardized test, Stanford 8, was given in the place of the MAT-6 test. Principals were asked to use the same reporting format in describing the status of their grant. The narrative was to be attached to their annual school report and forwarded to their assistant superintendent. 1992.1993 In the third year of the APIG, the funds were reduced to $10,000 for which the area schools could apply. Again, many of these grants were not funded until November due to changes in the districts central office staff and a new superintendent. The principals were to use the same format for applying and reporting as was used in the 1991-92 school year. -2- 1c. PROBLEM DEFINITION Current implementation has not resulted in either expected improved achievement or a reduction in the disparity in achievement among students of different racial. socioeconomic, or gender groups. The District continues to cope with many of the problems that are unique to urban school district, including safety and security, urban flight, racial issues, aging buildings, and financial issues. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have caused the District to seek more efficient ways of educating our students. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can and will learn, and broad-based community support. When these ideals are coupled with availability of financial resources and adequate quality instructional time, educational excellence prevails. The District must now redefine the required levels of focus, clarity, and connectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an annual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, informal and formal m o. e 1 D. observations, that it is appropriate to seek Court permission to discontinue the implementation of APIG. APIG is a complementary addition to the Plan. ANALYSIS OF ALTERNATIVES Educational excellence, as measured by state testing programs, does prevail in a number of district schools. Achievement disparity still exists. However, data show that some schools utilize the current curriculum (revised July, 1994) with emphasis on the acquisition of basic skills. Thematic and interdisciplinary approaches have been used by the teachers to successfully integrate and ensure designated themes to support the curriculum. Students in these schools tend to perform at or above grade level. I [ 1. 2. 3. 4. Change nothing. Continuing to offer the APIG and Focused Activity Grants to the Area Schools will not aide in the reduction of the budget. The Chapter I Extended Day Program has been considered in order for all schools to continue the quality after school programs. This program is federally funded and is consequently no expense to the district. Grant solicitations from focused activities, private resources and support from some local PTAs where possible could be considered. K-4 Special Summer School programs are funded by the state. -3-E. RECOMMENDATION Evidence from the principals narrative reports and surveys indicate that funds received from the APIG proposal over the three-year period were used to support the school plan as "it related to the goals of the district." The programs and projects were numerous and were targeted to assist groups of students as well as the total school population. The selection of targeted groups are as follows: Students eligible for participation in the Academic Support Program were identified from the District-wide printout of the Stanford 8 results. Identified students were those with total reading and/or mathematics scores falling within the lowest quartile on the Stanford 8 (total NCE of 35.8 or below). Multiple criteria, including student grades, teacher recommendations, and student records, were used to select targeted students form the identified population to participate in the Academic Support Program. At the conclusion of each school year, the principals would then submit in the narrative the names of the projects that were implemented, the list of students who were targeted, and if improvements were made. All of the reporting schools used their funds to provide activities interrelated to the core curriculum. It is also noted that school climate surveys were used to target areas needing improvement. As a result of this data, principals, staff, and parents tried hard to provide a disciplined, structured learning environment for all students. implemented to encourage good behavior. An incentive program was There were reports made by principals, staff, and parents, and program participants of the overall positive results that they could identify as happening for the benefit of the students. However, with all of the favorable behavior changes that were confirmed, achievement data did not reflect that the grants led to the disparity reduction that had been desired. Extended Day was a widely - used activity that was funded by APIG. This activity was in some instances a duplication of efforts already funded through Academic Support Program. It is recommended that the Little Rock School District concentrate on the implementation of its new curriculum that is aligned with the Arkansas Department of Education frameworks and standards. It is also recommended that any extra remediation be supported by the Academic Support Program and the Special Summer School for K-4. -4- IObjective To discontinue the Academic Progress Incentive Grant and the Focused Activities Grant. Evaluation Criteria Summer School Extended Year Program and Academic Support evaluation will be utilized for documentation. A pre and post test will be used in the K-4 program to determine the progress of students. There will be a shift from sole emphasis on the products or outcomes of student learning to a concern for the learning process. Evaluation will include assisting products such as: 1. projects with rating criteria 2. student portfolios with rating criteria 3. student demonstrations/investigations 4. objective tests, where appropriate, perhaps with a section for explaining the answer chosen. Evaluation should reflect the following process-oriented factors: 1. collaboration among students 2. student self-evaluation f > I c c 8 2 c 1 I 3. 4. higher level thinking and problem solving "learning to learn" skills Expected Benefits I The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socioeconomic, and gender groups. These benefits will be derived from the establishment of a community of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support program. The focus of Extended Day can be more structured. The K-4 Summer School Program and Regular Summer School will be offered. -5-1 The deletion of the APIG will provide the district in assisting with budget cuts and will enable schools to concentrate and implement a more uniform curriculum across the district. F. IMPACT ANALYSIS The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socioeconomic, and gender groups. The area schools will be viewed communities of learning," will continue to provide enrichment opportunities, and will ensure equitable opportunities for participation in area schools. The District will implement programs that are comprehensive, effective, and efficient. Quality equitable desegregated education will be provided in an environment that is attractive and conducive to learning. The District will channel its resources into area schools in a manner that eliminates duplication of efforts. Activities appear to provide a broader range of opportunities in a more comprehensive and focused manner. G. This is the fifth year for the Academic Progress Incentive Grants to be offered to area schools. (90-91 - 94-95) The timeline for implementation of three years will support the Desegregation Plan and address court orders favorably. Funds were available for building administrators to submit applications. Some applications were turned in late which caused a delay in program implementation. RESOURCE ANALYSIS Personnel Human and financial resources can be used in a more meaningful way. Staff, students, and the community can benefit greatly from a more focused and connected program. The District should continue its efforts to adequately provide needed resources for our area schools. Schools should be encouraged to implement innovative practices that build upon effective schooling principles by underwriting demonstration projects through business cases. Students could be introduced to curriculum materials, in exciting and innovative ways, that they might otherwise find difficult. Extensive tutoring could be provided through academic support programs to targeted students. -6-Financial Analysis The District will save a total of $445,000 by discontinuing both grants. (See graph below) APIG $10,000 Focused 5,000 TOTAL Elementary Area Schools (25) $250,000 125,000 Junior High Area Schools (4) $40,000 Senior High Schools (3) $30,000 Total Schools $320,000 125,000 $375,000 $40,000 $30,000 $445,000 B II h Force Field Analysis The primary supporters of this recommendation will be the administrators who are indirectly involved in the decision making process for the 1995-96 budget cuts. The primary detractors will be principals and patrons of the area schools who feel that there are already many inequities between them and the magnet schools. General Implementation Plan I i The grant proposals will not be submitted in the 1995-96 school year budget. The Board will have to agree on this recommendation and the ultimate decision may be made by the federal courts. If this recommendation is approved, the following timeline will be implemented and monitored. January - April, 1995 June, 1995 Continue to read and approve grants as they are submitted from schools Evaluations submitted from principals regarding programs implemented through APIG proposals End of Academic Progress Incentive Grant and Focused Activity submissions Conclusion of programs implementation with APIG and Focused Activity funds K-4 Summer School will start -7-r July, 1995 November - December, 1995 Business Case process reviewed with principals in Principals Institute K-4 Summer School Ends K-4 Summer School Evaluations submitted Information shared with principals regarding Extended Day for the 95-96 school year Compile information from schools in order to organize and implement Extended Day for the 95-96 school year January, 1996 Extended Day will start -8- I 1Little Rock School District B w E X 2. 11 h CL Badgett School Relocation A Business Case January, 1995 z o I I Addition Modification Deletion $523,000 savings 1/9/95Badgett School Relocation Business Case 2 \ I Executive Summary I For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one timp cuts. A vacant seats. comparison of the district s total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. 1 Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity
I I I 2. The capacity of the school itself (257) is below the district average of 495 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools
3. Enrollment since 1989 has declined steadily from 237 to 177 and is expected to continue
4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year
5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools
7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools
8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually
and, 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. 5Mt wJby O HT r Wdla m/9i/n K ntiocrooc IBadgett School Relocation Business Case 3 By the opening of school for 1995-96, Badgett students Tvill be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. 5. 6. 7. 8, The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance
The community is given the opportunity to be heard on the decision
Transportation is re-routed to accommodate these students
Special activities are planned and implemented by each new school to make the new students and patrons feel welcomed
New patrons are included in appropriate school correspondence and activities with those who have been enrolled
Leaders within the community are made aware of the relocation plan and have the opportunity for input
Immediate cost savings is realized
and, The relocation of students and staff at will be complete before the opening of school for 1995-96. CD II h 2
a [ Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will Want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. 2. 3. Students and staff will experience some disappointment in being separated from their friends
Community reaction will be strong against the decision for fear of the impact on the community as mentioned above
The building may stand vacant for a period of time if not used by an agency or the community
'"iilUdb,! 01/W/9S IC.RADCT.DOCBadgett School Relocation Business Case 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students will receive assignment to schools equal to current programs
2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed
to 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled
4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett
5. Immediate and year-to-year cost savings will be realized of approximately $523,000
6. The Badgett School facility may be available to the community for use pending court approval. 4 The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.______________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone
and, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo *iMfe>nnd by t> P W. <n/9/*5l( ADCTtX< 1Badgett School Relocation Business Case 5 ___________ Milestone______________ 6. Develop notice of relocation and date of community information meeting to send to: a) parents & students
b) community groups and churches
c) media (press release) d) for door-to-door delivery in the neighborhood 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents & students
b) community groups and churches
c) media (press release)_____________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting_____________________ 10. Conduct community information meetings by 11. Notify finance person to include this as a budget reduction strategy 12. File motion with the U. S. Federal Court to relocate students at Badgett School______ 13. Develop letter to parents and students with announcement and reassignment. 14, Inventory building ' ----------------------- 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school 18. Reroute transportation of students 19, Secure building 20, Reassign staff 21. Send final assignment notices " Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo S! 18 I Background azV I a h For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A vacant seats. comparison of the district's total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. [Pmb/cw Definition Badgett has become expendable as a public school because of its isolation, its declining ^^rollment, and its increasing costs in per pupil expenditure and in building operation. 01/W/9S ir BADCTOCV r T 1 Badgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School closing: is considered for 1. As of October 1,1994, the school was fUled to only 68.87% of its capacity
2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools
3. Enrollment since 1989 has declined steadUy from 237 to 177 and is expected to continue
4. pie school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year
5. Because the attendance zone (160) is smaller than the capacity of the school (257) students must come from elsewhere to fUl the school. Successful recruiting has not been achieved for this school. experience in 6. The per pupU cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools
7. The school is geographically isolated from other populations, population to fill the school must come from other attendance negatively impact other schools
The additional zones which will 8. Operational costs for the building have increased enough to make this school the most expensive to operate annually
and, one on 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 1 illustrates some of these trends. Sobnuiwd by Dt P WtU. 01/W/ Bc 8ADCTOOC IBadgett School Relocation . Business Case 7 Figure 1 Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity Attnd. Zone TtU AZ % Black 1989-90 1990-92 1991-92 1992-93 1993-94 1994-95 237 76.00 16.00 92.22 220 202 189 177 74.77 14.77 86.38 73.18 13.18 85.60 76.24 16.24 78.60 69.84 75.14 9.84 73.54 135 65.931 15.14 68.87 160 61.25 One intent of desegregation is to bring children of different cultures together for common opportunities. Badgett's location causes it to be difficult to desegregate. To the is the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help l^ause that area of PCSSD is predominately black. On the north, the south of the attendance zone zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexe
See Attachment A. !S. ir CL 777 a h 5 [ ^Analysts of Alternatives Solutions were discussed with a conunittee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were declining enrollment, increasing costs, and location. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually
1 2 Enrollments are for October of each year. Attendance zone data is available for two years only. 0I/W/X5 dr RApcTixrr Badgett School Relocation Business Case 8 2. Redraw the attendance zone to increase the number of students attending Badgett School. This reduces the per-pupil costs at Badgett but will increase costs elsewhere since another attendance zone must be reduced to enlarge Badgett's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Badgett to solve the problem. This alternative addresses all three areas of the problem. a) b) c) d) A plan to relocate students will be devised. One possible scenario appears in Attachment C
An immediate savings of approximately $523,000 will be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few
Staff will be relocated according to the provisions of the negotiated contract. The curriculum offered at Badgett will be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts in LRSD and PCSSD. Badgett's location causes it to be difficult to desegregate. Recruitment has been tried in LRSD. The results have not been significant. If the enrollment of Badgett were increased by this effort, it would have a negative impact . - - on neighboring attendance zones. To the south of the attendance zone is the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes. See Attachment A. Recommendation ] Alternative 3 is recommended. 3. Relocate students from Badgett to solve the problem. This alternative addresses all of the problem areas. I Objective ] By the opening of school for 1995-96, Badgett students null be relocated, faculty null be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. SufeMtH D H*nn f Wdlt 01/0/ RC RADCTOOr IBadgett School Relocation Business Case 9 Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. 5. 6. 2. 8. The problem will be considered solved if the following list of criteria is met
New attendance zones affected by this relocation will reflect a better racial balance
The community is given the opportunity to be heard on the decision
Transportation is re-routed to accommodate these students
Special activities are planned and unplemented by each new school to make the new students and patrons feel welcomed
New patrons are included in appropriate school correspondence and activities with those who have been enrolled
Leaders within the community are made aware of the relocation plan and have the opportunity for input
Immediate cost savings is realized
and, The relocation of students and staff at will be complete before the opening of school for 1995-96. Il' Q. D W E M . h i Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. [iwpact Analysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will Want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students equal program in a more economical way. Negatives Students and staff will experience some disappointment in being separated from their friends
2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above
Htnrt r WJluuM.SupnwMfMtevM DI/(n/9S M BArXTTrXVr Badgett School Relocation Business Case 10 \ 3. The building may stand vacant for a period of time if not used by an agency or the community
4. The general community may react to the redrawing of attendance general area of the city. Positives zones in that 1. Students will receive assignment to schools equal to current programs
2, Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed
to 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled
4. 5. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett
Immediate and year-to-year cost savings will be realized of approximately $523,000
and. 6. The Badgett School facUity may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of unplementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. SvbMMd Or. Hmrv P SupmMxicM 0l/(RZ5 RT BADcrncc 1Badgett School Relocation Business Case 11 I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Attrition will be used to eliminate positions. Financial A savings of approximately $523,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. S?i, II 0 Revenue Source A source of revenue is urmecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. [force Field Analysis [ Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities
That a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key conununity people will allow for their questions and an attempt to resolve their concerns. 01/0*/S K* BAOCrOOCr Badgett School Relocation Business Case 12 I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. ________ Milestone________________ 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contact^ immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. Date 1/13/95 1/25/95 1/31/95 2/10/95 Person Modeste Modeste Williams Modeste I 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance 2/10/95 Mayo zone b) those who attend Badgett School but live in the attendance zone
and, c) those who do not attend Badgett School but live in the attendance zone._________ 6. Develop notice of relocation and date of community information meeting to send to' a) parents & students
b) community groups and churches
c) media (press release) d) for door-to-door delivery in the neighborhood_________________ 7 Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents & students
b) community groups and churches
c) media (press release)_________________________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting____________________________ 10. Conduct community information meetings by__________________________ 11. Notify finance person to include this as a budget reduction strategy____________ 12. File motion with the U. S. Federal Court to relocate students at Badgett School______ 13. Develop letter to parents and students with announcement and reassignment._______ 14. Inventory building______________________________________ 15. Design plan for new attendance zones in southwest.___________________ 16. Mail letter to parents and students with announcement and assignment_____________ 17. Remove materials and equipment from school______________________________ 18. Reroute transportation of students 19. Secure building______________________________________________________ 20. Reassign staff_________________________________________________________ 21. Send final assignment notices 2/10/95 2/10/95 2I2QIQ5 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Dr. HawT WiM> Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo BC BADCTIX*' IBadgett School Relocation Business Case 13 Attachment A
Copy of map of Little Rock, eastern most area, with Badgett Elementary and other schools l**D H.n P WJ], RC BAncTDor Cd s?s. c. II Q. 5 Ihool ichool' uff SchooI l -J. ^Student Assignment Office' - - 11 T z:br. kingInteroislnctS^ool fchool iv r High School / 111Tf I [ITL L X L I X I T itSsMagnetS^ool, iRocke ^^IfNorth Little Rock / 7^ I - / i
^^Ca'rveH^agnet School -fIt /i- jfAMlte'rnaiive Learning Cntr. \ I eller Incentive School ^htsell In^ntive School t Booker ftJiagnet School Mitch^Incentive School. lh--rnH 1-^ [X Mann1 MMaaggnneett JH Sc ^^ooW T Wasfcngtoh School. School / / / I ! \ \ A / \ 7 I T 21 \ / h I I I I I BADGm SCHOOL CoH^e^St^^i ScEwl (PCS^D) \ I Little Rock School District- I I I I J I I \ Badgett School Relocation Business Case 14 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Badgett Elementary School * t> Hwa r W4i> 0l/0*/5 nC BADCTtXr CO ?i. II 11 z o IMl AMI L Unit Func Ob] - Description Little Rock School District Department Budget 0019 BADGETT ELEMENTARY _________1105 FOUR YEAR OLD PROGRAM________ ________________0110 REGULAR CERTIFICATED_______ ________________0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0380 FOOD SERVICES 0410 SUPPLIES ________________0416 SUPPLIES - SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0410 SUPPLIES 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES - SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY______________________ 0110 REGULAR CERTIFICATED 0117 STIPENDS 0120 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0326 REPAIRS-EQUIPMENT _______0342 POSTAGE_____________________ 0360 PRINTING BINDING-INTERN _______0410 SUPPLIES____________I_________ _______0416 SUPPLIES - SUPPLY CENTER 0418 PRIOR ENCUMBRANCES 0421 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER 1120 ELEMENTARY 1124 ELEMENTARY MUSIC 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Date: 8/ 5/94 Vape-. 6t Prog. BUD002 .a. Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 29,078.00 9,960.00 2,966.54 2,935.05 2,510.10 325.76 0.00 0.00 47,795.45 66,968.40 5,123.11 3,118.29 135.41 0.00 0.00 75,345.21 238,811.46 0.00 31,323.81 20,665.95 15,867.18 25.00 86.31 0.00 43.42 987.23 0.00 0.00 500.01 308,330.37 0.00 0.00 0.00 1.00 1.00 2.00 1.00 1.00 8.00 3.00 11.00 30,753.00 9,643.93 2,935.42 2,512.86 103.00 176.85 139.50 0.00 46,264.56 70,319.00 5,014.49 2,633.57 282.95 461.44 0.00 78,711.45 241,781.40 0.00 29,868.37 20,919.72 14,759.75 515.00 257.50 257.50 979.74 1,030.00 3,581.96 257.50 257.50 314,465.94 15,256.00 1,167.00 592.00 34,367.00 10,411.00 3,176.87 2,137.62 2,431.35 35.00 237.47 0.00 52,798.31 40,670.00 3,049.48 1,127.13 145.86 0.00 71.05 45,063.52 215,094.04 0.00 22,217.80 18,030.14 10,238.22 0.00 102.47 21.00 3,221.22 1,365.67 0.00 0.00 0.00 270,290.56 17,233.50 1,318.32 565.96 1.00 1.00 2.00 2.00 2.00 7.50 4.00 11.50 0.50 59,359.00 20,318.00 5,757.61 4,420.00 5,400.00 3,078.00 178.00 3,600.00 102,110.61 40,670.00 2,938.90 1,105.00 240.00 0.00 0.00 44,953.90 206,775.00 300.00 22,893.30 18,018.24 11,602.50 500.00 100.00 0.00 200.00 1,892.00 0.00 0.00 0.00 262,281.04 17,635.00 1,274.34 552.50 2.00 2.00 4.00 1.00 1.00 7.50 3.00 10.50 0.50Unit Func Obj - Description 1124 ELEMENTARY MUSIC 1195 ACADEMIC SUPPORT PROGRAM 0120 REGULAR NON-CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE_________________ 1195 ACADEMIC SUPPORT PROGRAM 1210 ITINERANT INSTRUCTION 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1210 ITINERANT INSTRUCTION 1220 RESOURCE ROOM___________ 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1220 RESOURCE ROOM 1580 ACADEMIC PROGRESS GRANTS 0124 CLERICAL OVERTIME_ _______0210 SOCIAL SECURITY TAX _______0331 PUPIL TRANSPORTATION _______0380 FOOD SERVICES___________ _______0410 SUPPLIES__________________ _______0416 SUPPUES - SUPPLY CENTER _______0418 PRIOR ENCUMBRANCES 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE______ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale: 8/ 5/94 Prog: BUD002 p I....- Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 17,015.00 Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.50 0.00 0.00 0.00 0.00 1.00 1.00 10,411.00 796.44 1,292.94 12,500.38 4,390.97 336.00 425.11 5,152.08 1.00 1.00 4,164.40 300.93 442.00 4,907.33 0.40 0.40 14,782.56 1,130.89 768.03 16,681.48 34,784.58 2,661.27 2,809.43 40,255.28 3,199.49 244.79 575.76 440.15 165.00 0.00 0.00 4,625.19 11,888.24 909.40 636.56 13,434.20 29,058.00 2,223.10 1,532.64 1.00 1.00 1.00 1.00 0.25 0.25 0.50 posswj JON 15,627.50 1,11442 654.92 17,396.84 15,627.60 1,195.44 561.04 17,384.08 1.00 1.00 16,029.00 1,158.29 552.50 17,739.79 0.50 0.50 24,892.00 1,775.06 1,776.20 28,443.26 33,886.02 2,385.81 2,662.61 38,934.44 1.00 1.00 13,218.50 955.20 552.50 14,726.20 0.50 0.50 0.00 0.00 0.00 0.00 0.00 0.00 172.10 172.10 0.00 0.00 0.00 0.00 9,162.72 11.49 0.00 9,174.21 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 15,095.50 1,076.46 652.55 16,824.51 15,366.50 1,095.79 653.77 31,413.98 2,381.85 1,218.64 35,014.47 15,366.52 1,154.68 563.86 sainjipmdxg swwisna 2.00 2.00 0.50 32,322.80 2,335.70 1,105.00 35,763.50 15,768.00 1,139.42 552.50 1.00 1.00 0.50Little Rock School District Department Budget Unit Func ObJ - Description______ 2120 GUIDANCE SERVICES Actual 92/93 32,813.74 FTE 92/93 0.50 Budget 93/94 17,116.06 Actual 93/84 17,085.06 _____2134 NURSING SERVICES -------------------0130 REGULAR NON-CERTIFICATED 0310 SOCIAL SECURITY TAX ____________P24O INSURANCE 3134 NURSING SERVICES ------ 2222 SCHOOL LIBRARY SERVICES ~ 0110 REGULAR CERTIFICATED ------------ 0130 regular NON-CERTIFICATED _______ 0310 SOCIAL SECURITY TAX_______ _______ 0240 INSURANCE 0410 SUPPLIES 0416 SUPPLIES SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES--------- _________ 3410 OFFICE OF THE PRINCIPAL __ 0110 regular CERTIFICATED _______ P^30 REGULAR NON-CERTIFICATED _______ 0310 SOCIAL SECURITY TAX 0240 INSURANCE 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL------------ 2542 UPKEEP OF BUILDINGS -------------0130 REGULAR NON-CERTIFICATED -------------0310 SOCIAL SECURITY TAX -------------0330 PUBLIC EMPLOYEES RETIREME _______ 0240 INSURANCE ________0321 UTILITY SERVICES-NATURAL _______ 0322 UTILITY SERVICES-ELECTRIC 0323 UTILITY SER-WATER/SEWAGF/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU ------------0^16 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU D.-rte
8/ 5/94 Pave- A'K Prog. BUD002 FTE 93/94 0.50 Budget 94/95 17,459.92 FTE 94/95 0.50 90.62 6.94 0.00 97.56 32,692.33 1,152.12 2,569.07 1,701.25 1,456.63 0.00 39,593.60 54,411.43 24,502.13 6,036.72 4,230.79 0.00 0.00 89,181.07 22,766.15 1,743.24 552.51 2,481.37 6,901.65 18,764.99 2,493.27 55,723.18 893.05 893.05 0.30 0.30 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5,139.00 371.35 221.00 5,731.35 0.20 0.20 34,540.67 0.00 1,770.37 1,420.74 176.65 257.50 38,166.13 34,455.67 0.00 2,614.46 1,166.64 1,553.84 0.00 39,790.61 1.00 1.00 35,364.56 0.00 2,555.51 1,105.00 1,607.00 0.00 40,632.09 1.00 1.00 56,104.28 25,304.67 6,099.61 3,769.99 176.85 257.50 93,712.90 57,067.14 15,229.39 5,478.64 2,220.15 0.00 0.00 79,995.52 1.00 2.00 58,150.38 21,275.48 5,739.47 2,652.00 200.00 1.00 1.40 _____________ 200^00 3.00 88.217.33 2.40 21,511.93 1,656.04 573.66 2,421.06 6,400.00 17,500.00 2,700.00 54,762.71 23,571.00 1,803.16 573.60 1,884.73 7,358.75 19,225.15 1,382.67 55,799.26 2.00 2.00 23,106.65 1,669.74 0.00 2,210.00 8,000.00 18,200.00 2,700.00 55,886.59 2.00 2.00 2,000.00 2,000.00 1,253.66 1,253.66 2,000.00 2,000.00 Unit Func Obi * Description 0019 BADGETT ELEMENTARY Dale: 8/ 5/94 Pace- 64 Prog: BUD002 Little Rock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 724,769.38 24.05 737,551.84 686,853.56 27.50 711,871.49 24.50 pesswj JON 99Jnjipo9dx3 :saso BsaatsngBadgett School Relocation Business Case 15 Attachment C A possible scenario for relocating students 3 I <iii<iii| bv O Hmy P WUi I m/W/W C JAOCT.OOC Badgett School Relocation Business Case 16 Possible Scenario for Badgett Relocation 1 1. 2. 3. 4. 5. Two four-year-old classes must be relocated intact or a plan modification must be submitted to eliminate these classes. Work with Dr. Kohler, Special Education Dept., to relocate self-contained class of six resource students (5 black and 5 non-black) to another building. Send the twenty-eight black students currently attending Badgett who are not living in Badgett's attendance zone back to their area school. Encourage the thirty-seven non-black students to apply to either Booker Magnet School or to Booker T. Washington Magnet School. For each white student assigned to Washington Magnet School, a black student who is currently attending Badgett because he/ she could not get into their attendance zone school, Washington, can be assigned to Washington if they are on Washington's waiting list. Badgett will lose twenty-seven sixth graders to jr. high school thereby leaving a total of 104 students to reassign (85 black and 37 non-black) if we are unsuccessful in convincing parents to select Booker or Washington. If successful, we are looking at reassigning only about thirty black students. a) PLAN FOR 85 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Enlarge Chicot and reconstruct the attendance zone to include the former Badgett attendance zone. n S? 6. X 2. 18' 0 I 5 b) PLAN FOR 30 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Reassign to Pulaski Heights Elementary School Pulaski Heights currently has 26 vacant seats. iii) Offer Brady as the overflow school 6. Effect of Racial Balance on receiving schools:^ a) b) c) Booker - Will remain the same 53.8% (if 37 non-black students and 37 black students opt to go to Booker). Washington - Will remain the same 57.3% (if 37 non-black students and 37 black students opt to go to Washington). Pulaski Heights' current percentage black is 47.6%, this will increase to 54.8% by including Badgett's thirty black students. 5 Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. oi/o'5 K KAncrni*Little Rock School District n STS 18 o. II Fair Park School Relocation A Business Case January, 1995 I Addition Modification I I / Deletion $637,000 savings 1/9/95Fair Park School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total budding capacity and total enrollment shows many vacant seats. While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buddings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 10 STS 11 II > 2. 1. 2. 3. 4. 5. As of October 1,1994, the school was filled to only 80.34% of its capacity
The capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average
Enrollment since 1989 has declined from 332 to 282 and is expected to continue
The school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this
The per pupil cost has increased
I 5 6. Operational costs for the budding have increased to make this school as one on the most expensive to operate annually
7. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buddings
By the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Fulfilling this proposal will require a modification to the LRSD Desegregation Plan. This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met: 1. New attendance zones affected by this relocation will reflect a better racial balance
oi/w/w K- MrwcnrcFair Park School Relocation Business Case 3 2. 3. 4. The community is given the opportunity to be heard on the decision
Transportation is re-routed to accommodate these students
Special activities are planned and implemented by each new school to make the new students and patrons feel welcomed
I 5. New pafro^ are included in appropriate school correspondence and activities with those who have been enrolled
6. Leaders within the community are made aware of the relocation plan and have the opportunity for input
7. 8. Immediate cost savings is realized
and, at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. Ihese are of paramount concern to many community members. Some wiU want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will u 1 un-'i 1 receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will their friends
experience some disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above
3. The building may stand vacant for a period of time if not used by an agency or the community
4. The general community may react to the redrawing of attendance zones in that general area of the city. Positives 1. Students will receive assignment to schools equal to current programs
2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed
to UMUed bt Dr Hnwr P WBi (n// BC.PIPWtDOC 1Pair Park School Relocation Business Case 4 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled
4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park
5. Immediate and year-to-year cost savings will be realized of approximately $637,000
and, 6. The Fair Park School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. a II o. h I I Milestone 1 Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval______________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.________________________________________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone
and, c) those who do not attend Fair Park School but live in the attendance zone._____ 6. Develop notice of relocation and date of community information meeting to send to
a) parents & students
b) community groups and churches
c) media (press release) d) for door-to-door delivery in the neighborhood_________________________________ 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents & students
b) community groups and churches
c) media (press release)__________________________________________________ 3 Deliver fliers, door-to-door, announcing the relocation and date of the information meeting__________________________________________________________________ 10. Conduct community information meetings by_____________________________________ .11. Notify finance person to include this as a budget reduction strategy_________________ _12. File motion with the U. S. Federal Court to relocate students at Fair Park School Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 2/10/95 2/10/95 21201^5 2I22IQ5 2J2ilQ5 3/3/95 3/15/95 Person Modeste Modeste Williams Modeste Mayo Mayo Modeste Mayo Mayo Williams Williams Williams Di Hmn P Wallim. K* ntPXK.ocx'Fair Park School Relocation Business Case 5 1 Nhlestone 13. Develop letter to parents and students with 14, Inventory building announcement and reassignment 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school *---------- 18. Reroute transportation of students 19. Secure building 20, Reassign staff________________ 21. Send final assignment notices Date 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo Background For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strate^es were developed to cut costs, most have been one time cuts. A comparison of the district's total budding capacity and total enrollment shows vacant seats. While a larger than normal number of desegregation, the number of vacant many seats are necessary for seats is significant. Said another way, LRSD has too many school buUdmgs. The financing of any school is a major expense Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy. The savmgs are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing, ecause it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used. Fair Park Elementary School is a school that must be con^dered for closing. It is located north of 1-630 and just west of University Avenue in the City of Little Rock. See Attachment A. Reasons for this conclusion this business case. are explained in Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. 2. 3. As of October 1,1994, the school was filled to only 80.34% of its capacity
The capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average
Enrollment since 1989 has declined from 332 to 282 and is expected to continue
oi/o*/95 ^^Probl^ Definiti^ SMbBMtM*bv t> Hwm r Wdlt 3Fair Park School Relocation Business Case 6 4. 5. 6. 7. The school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this
The per pupil cost has increased
Operational costs for the building have increased to make this school as one on the most expensive to operate annually
The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings
Figure 1 illustrates some of these trends. S?1 11 Q. n h Figure 1 Fair Park Elementary Enrollment History Criteria 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 Enrollment % Black_______ % Out of Balance Capacity_______ A.ttnd. Zone Ttl7 AZ % Black 332 72.00 12.00 94.59 345 80.87 20.87 98.29 320 80.31 20.31 91.17 243 79.01 19.01 69.23 263 76.05 16.05 74.93 343 49.27 282 72.34 12.34 80.34 348 53.44 I I ^Analysi^^lternatix^ Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were age of building, increasing costs, and low capacity. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency 1 2 Enrollments are for October of each year. Attendance zone data is available for two years only. WiUiaoa. buprfWMHtdaM I 01//* ir TOTUCCXVFair Park School Relocation Business Case 7 for tax-payers. To be a good alternative, it must address adequately all concern. The alternative solutions considered are listed below: areas of I 1. Change nothing. This will not address any aspect of the problem and will allow to grow annually
2. Redraw the attendance costs zone to increase the number of students attending Fair Park School. This reduces the per-pupil costs at Fair Park but wiU increase costs elsewhere since another attendance zone must be reduced to enlarge Fair Park's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students will be devised. Attachment C
b) An immediate One possible scenario appears in savings of approximately $637,000 wUl be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few
c) Staff WiU be relocated according to the provisions of the negotiated contract. d) The curriculum offered at Fair Park will be offered at other schools under the program for that particular school. 4. fnfeusi^ recruitment efforts. Recruitment has been tried. The results have not been significant. If the enrollment of Fair Park were increased by this effort, it would have a negative impact on neighboring attendance Recommenda tion zones. 3 Alternative 3 is recommended. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all of i the problem areas. Objective 3 By the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed zoith a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met
SalwillMil b* O. Hmy P Wgli oi/OM/95 nc rnnuDf^ 1Fair Park School Relocation Business Case 8 1. 2. 3. 4. 5. 6. New attendance zones affected by this relocation will reflect a better racial balance
The community is given the opportunity to be heard on the decision
Transportation is re-routed to accommodate these students
Special activities are planned and implemented by each new school to make the new students and patrons feel welcomed
New patrons are included in appropriate school correspondence and activities with those who have been enrolled
Leaders within the community are made aware of the relocation plan and have the opportunity for input
n w E M 2. II Cl 7. Immediate cost savings is realized
and, 8. The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. II Impact Analysis ] z a I The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. 2. 3. 4. Students and staff will experience some disappointment in being separated from their friends
Community reaction will be strong against the decision for fear of the impact on the community as mentioned above
The building may stand vacant for a period of time if not used by an agency or the community
The general community may react to the redrawing of attendance zones in that general area of the city. Wd oi/(n/*s K* ntnuLDcrFflzr Park School Relocation Business Case 9 Positives 1. Students will receive assignment to schools equal to current programs
2. Special activities will be planned and implemented by each newly assigned mmAaKkPe nnoeiAwZ sctfuiiddaennkts and ^p,a,1t_ror*n _si _f eeli welcom, ed
JO school to 3 included in appropriate school correspondence and activities 1wX71i4t-1h^ those who Th___a__v___e_ 1 been enrolled
* 4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park
5. Immediate and year-to-year cost savings will be realized of and, approximately $637,000
avaUable to the community for use pending court Risks 1 The risks of not implementing this solution is inhibiting the expected goals of desegregation and responsible fiscal increasing district costs thus The risks of implementation of this solution management. , --------------- are several. .S-nojmiiiec cauree curriitnicciissmm lfoorr abandoning another school buUding in the community, inconveniencing the students who walk to school, and the possibility that this solution will benefits exactly as anticipated. not realize all oi the Timing It is critical that the process be complete before the opening of school for 1995-96 If this solution is to be implemented, patrons wiU need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools. transportation, food services, and the relocation of students, staff, and equipment. I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Attrition wiU be used to eliminate positions. nt/o/95 K nrwon 1 1 Fair Park School Relocation Business Case 10 Financial A savings of approximately $637,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis to S B' 5 P 5 I Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities
That a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. I i I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval______________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. y Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by. I) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone
and, c) those who do not attend Fair Park School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo a 'okoMIted In O r Wt oi/oo/MS (r ntPiutorcFair Park. School Relocation Business Case 11 ______ Milestone 6. Develop notice of relocation and date of a) parents & students
b) community groups and churches
c) media (press release) d) for door-to-door delivery in the neighborhnnH /. Conduct informational meetinr ----------- community information meeting to send to: _Date 2/10/95 Person Mayo I ...Jstaff about th?^
?
^ aa)) ppaarreennttss && ssttuuddeennttss
- community information meeting to: b) community groups and churches
_ c) media (press release) 9. Deliver fliers, door-to-door, meeting 10. Conduct community informatinn 11. Notify finance announcing the relocation and date of the information meetings by ^rson to include this as a budget reduction strate. 12. File motion with the U. S. Federal Court '13. Develop letter to parents and students 14. Inventory buildinn 15. Design plan for ly to relocate students at FairPari< School with announcement and reassignment new attendance zones in southwest 16. Mail letter to parents and students with an^ .Remove materials and equipment from schooT 18. Reroute transportation of students 19. Secure buildinn -------------------- announcement and assignment 2/10/95 2/20/95 2/22/95 20, Reassign staff 21. Send final assii inment notices 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 0 Hmr. r. W. Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo n/w/w Rc ntPRx.Dnr Fair Park School Relocation Business Case 12 Attachment A Copy of map of Little Rock with Fair Park Elementary and other schools oi/0tzs ar nmiKDoc a 5*1. X s. ii I II I , erson School Little School District \ \ Ji -L w ZForreesstt PPaark School ^qWil jams Magnet School5ff^ hall'nigh'dchooP I 'AIR PARR SCHOOL H-W-, i.-VU I / .1 ^..LPJ-tu aski Heights J "School B t I f r High School^^ T7 i I- 630 T Fran iklin Incentive \et H \ T I I I I I I \ '' \ \ ' \ ' ' \ \ \ \ chooL - ^ulasIcfWeights School \ Li Ovoodruff Sch
. oIol rr School F le JjStejne^ School ^LRSD Adm r. King Interdistrict School^ ool itibs Magnet^ 1------- 111 , 'ni77rr
rrrF Dunbar Junior High School t l-H \ I ki 1 rr rr-~rr--ti -ti -ir+i- Fair Park School Relocation Business Case 13 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Fair Park Elementary School **^**01 Hwr wii oi// Bc nnKDOc 0 gl. . M. 1! h I iUnit JIM Little Rock School District Department Budget Func ObJ - Description 0023 FAIR PARK ELEMENTARY 1105 FOUR YEAR OLD PROGRAM _______________ 0110 REGULAR CERTIFICATED _______________ 0 i20 REGULAR NON-CERTIFICATED _________ _____ 02i0~ SOCIAL SECURITY TAX _______________0240 INSURANCE _______________ 0380 FOOD SERVICES _______________ 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER _______________ 0540 EQUIPMENT-PERSONAL PROPER _______________ O548_EQUIPMENT - SUPPLY CENTER 1105 FOUR YEAR OLD PROGRAM __________1110 KINDERGARTEN ________________0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX______ ________________ 0240 INSURANCE 0410 SUPPLIES ___ ____________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES - SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY 0110 REGULAR CERTIFICATED ~ 0120 REGULAR NON-CERTIFICATED _______ 0210 SOCIAL SECURITY TAX _______ 0240 INSURANCE___________________ 0326 REPAIRS-EQUIPMENT _______ 0342 POSTAGE_________________ ____ _______ 0360 PRINTING A BINDING-INTERN 0410 SUPPLIES _______ 0416 SUPPLIES - SUPPLY CENTER _______0421 TEXTBOOKS - LOCAL SOURCES _______0540 EQUIPMENT-PERSONAL PROPER 0548 EQUIPMENT SUPPLY CENTER 1120 ELEMENTARY __________1124 ELEMENTARY MUSIC________ --------------------------- 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Date: 8/ 5/94 Vape- 7t Prog: BUD0()2 Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 61,488.31 4,703.86 3,081.67 256.47 0.00 0.00 69,530.31 406,546.70 35,187.90 33,793.04 25,237.13 2.84 282.92 109.00 605.15 3,560.75 239.27 1,347.06 469.90 507,401.66 0.00 0.00 0.00 3.00 3.00 12.00 5.00 17.00 0.00 10,411.00 667.75 1,000.68 0.00 1,977.93 0.00 3,600.00 0.00 17,677.36 68,212.00 4,664.25 2,624.26 212.22 412.00 45.32 76,370.05 421,628.06 33,567.28 35,039.40 23,663.51 515.00 257.50 257.50 1,414.77 1,701.68 257.50 772.50 0.00 519,074.70 15,256.00 1,167.00 592.00 0.00 9,907.00 745.82 997.20 2,572.65 2,849.60 209.03 245.13 918.07 18,444.70 68,212.00 5,188.08 2,229.66 436.68 0.00 0.00 76,066.42 398,563.85 23,948.98 31,403.34 17,078.75 4.05 163.68 302.80 906.46 3,246.82 0.00 472.75 0.00 476,111.48 17,233.50 1,318.32 565.96 1.00 1.00 2.00 2.00 13.50 4.00 17.50 0.50 24,089.00 20,066.00 3,190.73 3,315.00 5,400.00 3,233.00 0.00 3,60000 0.00 62,893.73 69,014.00 4,987.08 2,210.00 200.00 200.00 44.00 76,655.08 352,097.00 28,721.70 31,300.44 17,127.50 300.00 100.00 96.50 1,200.00 1,700.00 257.50 500.00 200.00 1.00 2.00 3.00 2.00 2.00 10.50 3.00 433,600.64 13.50 17,635.00 1,274.34 552.50 0.50 Unit Func ObJ - Description 1124 ELEMENTARY MUSIC 1195 ACADEMIC SUPPORT PROGRAM _______0120 REGULAR NON-CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE_________________ 1195 ACADEMIC SUPPORT PROGRAM 1220 RESOURCE ROOM___________ 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1220 RESOURCE ROOM Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 17,015.00 Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.50 0.00 0.00 0.00 0.00 1.00 1.00 10,411.00 796.44 1,292.94 12,500.38 6,246.71 456.12 600.11 7,302.94 1.00 1.00 6,246.60 451.39 663.00 7,360.99 0.60 0.60 14,392.56 1,101.13 765.59 16,259.28 1.50 1.50 15,226.00 1,065.78 653.15 16,964.93 30,452.00 2,046.64 1,117.88 33,616.52 0.50 0.50 25,004.00 1,806.84 1,105.00 27,915.84 1.00 1.00 1580 ACADEMIC PROGRESS GRANTS 0117 STIPENDS _______0210 SOCIAL SECURITY TAX_________ 0331 PUPIL TRANSPORTATION 0380 FOOD SERVICES _______0410 SUPPLIES_____________________ 0540 EQUIPMENT-PERSONAL PROPER 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES_______ _______0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 2120 GUIDANCE SERVICES 2134 NURSING SERVICES______________ 0 i 20 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 2134 NURSING SERVICES Date: 8/ 5/94 Pape- 72 Prog: BUD002 4,703.31 751.69 940.37 29.00 2,585.83 1,079.24 10,089.44 18,044.54 1,380.55 845.79 20,270.88 26,719.00 2,043.86 1,518.67 30,281.53 15,144.45 1,158.26 1,273.28 17,575.99 0.50 0.50 0.60 0.60 0.40 0.40 POSSBJ )ON 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3,222.67 4,428.44 7,651.11 0.00 0.00 0.00 0.00 0.00 0.00 0.00 18,438.00 1,314.83 665.41 20,418.24 14,162.00 1,009.90 648.44 15,820.34 14,803.67 1,139.61 1,089.98 17,033.26 11,043.59 644.81 358.48 12,246.88 25,557.47 1,604.61 933.42 28,095.50 10,950.49 837.66 700.94 12,489.09 S9jn)ipii9dx3 sswuisnff 0.50 0.50 0.60 0.60 0.40 0.40 18,438.00 1,332.37 552.50 20,322.87 32,058.00 2,316.57 1,105.00 35,479.57 15,432.65 1,115.19 331.50 16,879.34 0.50 0.50 1.00 1.00 0.30 0.30Little Rock School District Department Budget Unit Func Obj - Description_______________ 2222 SCHOOL LIBRARY SERVICES 0110 REGULAR CERTIFICATED_____ __________ 0120 REGULAR NON-CERTIFICATED __________ 0210 SOCIAL SECURITY TAX __________0240 INSURANCE ~ __________0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 40,513.26 12,269.00 4,037.91 2,990.07 2,090.60 180.95 62,081.99 1.00 1.00 2.00 41,729.11 6,696.61 2,804.26 2,732.79 176.65 257.50 56,399.12 41,729.11 12,983.00 4,022.20 2,175.10 2,048.39 184.18 63,141.98 1.00 1.00 2.00 41,729.11 5,372.40 3,403.65 1,547.00 1,141.00 1,141.00 54,334.16 1.00 0.40 1.40 2410 OFFICE OF THE PRINCIPAL _______ 0110 REGULAR CERTIFICATED _______ 0120 REGULAR NON-CERTIFICAT^ _______ 0124 CLERICAL OVERTIME_________ 0210 SOCIAL SECURITY TAX _______ 0240 INSURANCE 0410 SUPPLIES ~ _ 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS ------- _______ 0120 REGULAR NON-CERTIFICATED _______0124 CLERICAL OVERTIME _______0210 SOCIAL SECURITY TAX 0230 PUBLIC EMPLOYEES RETIREME _______ 0240 INSURANCE 0321 UTILITY SERVICES-NATURAL _______ 0322 UTILITY SERVICES-ELECTRIC _______ 0323 UTILITY SER-WATER/SEWAGE/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU _______ 0416 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU 0023 FAIR PARK ELEMENTARY Dale: 8/ 5/94 Page: 7.1 Prog
BUD002 44,209.33 16,996.66 0.00 4,682.36 3,01054 24.95 0.00 68,925.86 25,945.41 0.00 1,984.69 696.30 1,686.80 7,304.82 28,873.70 2,327.05 69,022.77 1,917.66 1,917.66 873,357.37 1.00 1.00 2.00 3.00 3.00 31.00 47,375.24 16,059.30 0.00 4,621.13 2,566.65 176.85 257.50 71,056.67 21,574.11 0.00 1,660.80 394.30 1,202.79 5,500.00 43,500.00 2,000.00 75,832.00 2,000.00 2,000.00 918,162.05 46,125.49 31,731.99 135.52 5,966.42 3,136.92 0.00 0.00 87,096.34 15,432.56 780.21 1,240.28 187.45 1,064.62 8,606.37 37,247.41 1,662.45 66,241.35 2,395.52 2,395.52 910,017.61 1.00 1.00 2.00 2.00 2.00 30.00 47,631.90 17,194.65 0.00 4,684.49 2,210.00 180.00 260.00 72,161.04 22,982.97 0.00 1,660.80 0.00 2,210.00 9,000.00 37,000.00 2,500.00 75,353.77 2,000.00 2,000.00 904,418.87 1.00 1.00 2.00 2.00 2.00 27.80 Fair Park School Relocation Business Case 14 Attachment C A possible scenario for relocating students m/o/s ir FwtK-Ooc SMkanOMd D t Wii tB II Ii IJ L 11 ':i I T Fflir Park School Relocation Business Case I Possible Scenario for Fair Park Relocation 15 1. One four-year-old class must be relocated intact or a plan modification must be submitted to eliminate this class. 2. 3. 4. 5. 6. 7. 8. Reassign the one hundred and thirty-two students (85 black and 47 non-black) who are not living in Fair Park's attendance zone back to their area school. Fair Park will lose thirty sixth graders to jr. high school (25 blacks and 5 non-blacks) thereby leaving a total of one hundred and twenty-one students (99 blacks and 22 non-blacks) to reassign. Encourage twenty-two non-black students to apply to magnet schools, interdistrict schools. Reassign 22 non-black students to Brady. Offer 99 black students seats in Incentive Schools. or Encourage M-to-M transfers. Reassign zone blocks 511, 512, 513, and 554 to McDermott. McDermott current capacity is 494 however, in past years it has been higher in to warrant an assistant principal. 9. Effect of Racial Balance on receiving schools: 3 a) b) c) Magnet and Interdistrict school's racial balance will remain the same. Brady's racial makeup will improve. Brady is currently 64% black and 32.2% non-black. The new balance will be 62.2% black and 37.8% non-black. McDermott racial balance will shift to 69.3 black if all former Fair Park black students transfer to McDermott. 3 Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. SobMMrd Ot. Hton' I W> 01ZW/W BT FRPUK-CXf r BUSINESS CASE FOUR-YEAR-OLD PROGRAM EXECUTIVE SUMMARY 0 M 2. The four-year-old program addresses the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. The program was established in 1988 as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Volume I of the long-term desegregation plan was drafted and submitted to the federal district court during the first semester of the 1988-89 school year. At that time, the Little Rock School District proposed to have a four-year-old program in all elementary schools by the 1993-94 school year. This goal included the provision that the "scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan." The District proposed modifications to the 1989 settlement plan regarding the four-year-old program in 1992. In May, 1992 the court issued an order addressing the proposed changes. The result of this court order is that the District must now "accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the District had a four-year-old program"(720). r 11 z 0 1 5 1 As of this school year, 1994-95, the District is in compliance with this court order. We are currently providing 720 four-year-old seats located in 20 of the 36 elementary schools for a total of 40 four-year-old classes within the District. The District is currently funding the four-year-old program through desegregation money and ABC grant money. The District is facing serious financial problems along with a decrease and discontinuation of desegregation funding sources. To ensure continued implementation of the program, the Little Rock School District must dedicate funds in order for the program to continue. In an effort to assist the District with its financial difficulty, alternative 6 would save the District the most money. Elimmate the program completely in all schools except the five Incentive Schools. This alternative addresses the following areas: a.) A plan to continue the program in the Incentive Schools in an effortFour-Year-Old Program Page 2 to address the needs of at-risk students and as a recruitment tool to improve racial balances at these schools. b.) A plan which would produce an immediate savings of $1,321,520.48 will be realized by eliminating the four year old programs in all schools except in the five Incentive Schools. Prior to implementing any alternative, the District must consider current filings before and court orders from the U.S. Federal Court and the Eighth Circuit Court. Negatives of this alternative: 1. The District would be out of compliance with the May 1, 1992 Court Order which states: The District must "accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned" (720). 2. Potential loss of some or all of the $183,600.00 supplied through the Arkansas Better Chance grant monies. The grant was written for the following schools: Bale Baseline Brady Chicot Cloverdale Fair Park Geyer Springs King Rightsell Romine Watson Wilson Woodruff Positives of this alternative: 1. The program will students. still be available and provide services for 180 2. The District will realize an immediate cost savings. A. BACKGROUND The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old J 1 IFour-Year-Old Program Page 3 students prior to this time, the emphasis on using this program desegregate schools started in the 1988-89 school year. as a tool to Three schools participated in the four-year-old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year, 1989-90, four-year-old classes were added to Franklin and Washington. In the ly^U-Vl school year Badgett and Garland were added. 1 tt, 1988 through 1991 the class size was twenty (20) students per class, i ne During the time period of n lyoo LUIUUtU VUV V1U.JU -------------------------J , following year 1991-92, in order for the District to be in compliance wi h O J . .4 ____________urOTlTV I /III TO X S. North Central Accreditation, the class size was reduced from twenty (20) to eighteen (18) students per cUss. Mitchell, Rightsell, Romine, and Woodruff were added during the 1991-92 school year. Bale, Cloverdale, Geyer Spring^ II h added during the 1992-93 school year. In 1993-94 Watson, and Wilson were added dunng the scnooi year ru the District closed Ish and classes were expanded at Romine and Cloverdale. Classes were added at Baseline, Brady, Chicot, Fair Park and IGng dunng the During the 1994-95 school year the District closed 1993-94 school year. During the 1994-95 school year me i^i.uiLf Stephens school and classes were expanded at Franklin, Washington, Badgett, Woodruff, Bale, Geyer Springs, and Watson. Mablevale added a four-year- old class during the 1994-95 school year. was drafted and submitted to Volume I of the long-term desegregation plan the federal district court during the first semester of the 1988-89 school year At that time, the Little Rock School District proposed to have a fou^ear-old I XI j 1! program in 'all elementary schools by the 1993-94 school year. Thisi g.^ included the provision that the "scope of this program may be altered, ... t ____2___________nftncfmpfinn affected and/or enhanced by the proposed assignment and construction proposals made in this plan." The Court held hearings on the parties proposed modifications (May submissions) to the 1989 settlement plans on December 18-19,1991
January 21-23, 27-28 1992
and February 6-7, 1992. The Court issued an order May 1 1992 addressing the proposed changes. According to the May 1 court 'the Court agrees with the parties that four-year-old programs are both . . __J___ tkori itnnarf ni<inaritv Ol order. II. they impact disparity of compensatory and desegregatory in nature since academic achievement by better preparing children for kindergarten and also acaaciniv auuicvcui^ut MJ ----o act to attract white children to the public schools. The parties convinced the desegregation tool, it is wise to place four-year-old programs ,n scnoors u. areas which have proved difficult to desegregate. Therefore, the Little Rock School District will not be requited to place four-year-old programs in every elementaiy school. However, the parties have made Llemn promises regarding early childhood education, Coud^viewshe Court that, as a in schools or areas four-year-old program "as a which holds great promise to substantive component of the settlement plan reduce achievement disparity between black andFour-Year-Old Program Page 4 white children and to promote racial balance in the schools." Now the District must "accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned"(720), (page 16). As of this school year 1994-95 the District is in compliance with this order. We are currently providing 720 four-year-old seats located in 20 of the 36 elementary schools for a total of 40 four-year-old classes within the District. The expected outcomes of the program are: * To provide Early Childhood Education experiences that will increase the opportunity for success of disadvantaged students. * To improve the racial balance at schools that are difficult to desegregate. * To meet our desegregation obligations and to be in compliance with Court orders. During the 1994-95 school year approximately $2,177,675.64 has been allocated to operate the program. The district is receiving $233,992.00 from the State through the Arkansas Better Chance monies, $183,600.00 of the grant is allocated to the four-year-old program and the remaining $50,392.00 is allocated to the HIPPY program. The balance of $1,943,683.64 is funded through desegregation money. 1 B. PROBLEM DEFINITION The District is facing serious financial problems along with a decrease and discontinuation of desegregation funding. The District does not receive any state reimbursement for the students in the four-year-old program
therefor, the district must prepare a plan of action for alternate funding sources to continue the program. Individual schools in the Little Rock School District have limited operating funds
consequently, they have a difficult time supporting the current programs in operation. To ensure continued implementation of the program, the Little Rock School District must dedicate funds for the program IFour-Year-Old Program Page 5 continuation and should seek outside funding sources vigorously. The District needs to cut its budget in order to eliminate the deficit it is currently experiencing. C. ANALYSIS OF ALTERNATIVES Possible alternatives for continuation of the four-year-old programs are. CD S?!. 1. Continue funding the program through desegregation funds until the 11 2. 3. Develop a plan of action to seek desegregation money runs out ot scex outside funding sources, such as Goal 2000 money that the state will be receiving. The program should be eligible under the first national education goal set by the President and the 50 governors in 1990. From a cost point of view, this will not assist the District in resolving its current financial problems. in 1990. Explore the feasibility of contractual services with Head Start The draw back of this alternative is that in the May 1 Court Order the Court ordered the District: "to limit reliance on four-year-old programs that are provided through agencies, such as Head Start, which the District does not contract and the goals of which do not parallel the settlement agreement goals of program scope, racial balance, location. and so forth. While the District is encouraged to continue its Head Start and the City cooperative relationship with agencies such as of Little Rock Day Care Center, the parties may programs the obligation the parties themselves assumed when they wrote the 1989 plan". Charge a weekly fee for the program based on not shift to such the amount the state allocates for vouchers. Currently this amount is $60.00 per week. This would allow the program to generate the following revenues if the program were filled to capacity: $60.00 a week times 720 = $43,200.00 weekly $43,200.00 times 36 weeks = $1,555,200.00 yearly This alternative would conflict with the cunent grant we are receiving in Arkansas Better Chance monies. We would have to discontinue the not charge a fee in the 13 schools for the children grant monies or not charge a tee in tne u scnoois lui me Arkansas Better Chance eligibility criteria. Approximately who meet Arkansas Better cnance eiigioimy ------ 306 of this years children in the 13 schools meet Arkansas Better Chance eligibility criteria. The District could still take in h o. z a IFour-Year-Old Program Page 6 approximately $894,240.00 in revenues and. continue to receive $183,600.00 in Arkansas Better Chance grant money for a total amount in revenues of $1,128,232.00 and not charge for the children who meet Arkansas Better Chance eligibility criteria. From a cost point of view this is attractive because it gives the District additional revenues which would provide immediate assistance in resolving a part of its financial problems. However, since there is currently a two year waiting list for the voucher system, this would not be meeting the needs of disadvantaged students and this alternative would cater to the more affluent clientele. I I I 4. Reduce the number of certified staff to 1 certified teacher for every site where the programs exist, and add an additional certified teacher for sites that have 3 or more programs. This would reduce the number of certified positions from 40 to 25 certified positions. This number does not take into account the new Stephens school. The District would have to add 15 instructional aides to the programs in order to meet the adult to child ratio required by the Department of Human Services for Licensing. The certified teachers would be the lead teacher. They would be responsible for seeing to it that the curriculum is being properly implemented in every classroom that they are responsible for and the instructional aides would work directly with the certified teacher who would rotate among the rooms daily. One of the Early Childhood Teachers at Rockefeller needs to be placed on a 12 month contract in order to meet the needs of the infant, toddler, and three-year-old classes which operate year-round. This individual would be responsible for administering, planning, managing, and controlling the centers daily activities, and for ensuring that the licensing requirements are met. This would be an additional expenditure of approximately $8792.85 to extend a certified teachers contract at Rockefeller to a 12 month contract. The District is continually being criticized by the Office of Desegregation Monitoring for not employing a certified teacher during the summer months of operation for the program. This was mentioned again this year in the December 21,1994,1993-94 Incentive Schools Monitoring Report page 100. This alternative would be in compliance with licensing standards, and would produce a net savings of $294,188.10 in the operation of the I I program. It would have a negative impact on the quality of the program, however, this would be minor compared to the major impact of totally dissolving all certified teaching positions and operating the program with non-certified personal. This would be a very short term solution if the state approves the new 11 1Four-Year-Old Program Page 7 levels for licensure. In February, three levels of licensure will be presented to the State for approval: Early Childhood, Middle Childhood, and Adolescence/Young Adulthood. Upon approval, the timeline for implementation would be a minimum of one year, therefore we would be out of compliance with State standards within one year. A reduction of 15 certified teachers would provide the District with a immediate short term savings of $294,188.10. a w E M 2, Cost of Certified teachers salary (15) $460,419.75 Cost of 15 additional instructional aides - $157,438.80 Q. Cost of extending 1 teacher to a 12 month contract TOTAL SAVINGS $302,980.95 -$ 8,792.85 $294,188.10 W s. II B 5. Eliminate all 40 certified teaching positions and fill the certified positions with 40 non-certified instructional aides. Hire 4 Early Childhood Specialist to help provide staff development activities and assist in the supervision of curriculum implementation by spending one day a week at each site. I i One of the Early Childhood Specialist needs to be placed on a 12 month contract. The specialist on a 12 month contract would be assigned to Rockefeller during the summer and would be responsible for administering, planning, managing, and controlling the centers daily activities, and for ensuring that the licensing requirements are met. This is necessary because Rockefeller early childhood classes for infants, toddlers, and three-year-olds operate year-round. This will address the concern of the Office of Desegregation Monitoring as previously stated in their 1993-94 Incentive Schools Monitoring Report page 100. This alternative would be in compliance with licensing standards, and would produce a net savings of $676,377.36. The certified instructional aides hired for the schools that are receiving ABC money would need to have a Child Development Associate Degree. Though this may be attractive from a cost point of view, it would definitely take time to provide the necessary training to ensure that quality developmentally appropriate activities are taking place in all forty classes. Cost of Certified teachers salary (40) $1,227,786.75Four-Year-Old Program Page 8 Cost of Non-Cert. instr, aides (40) - $419,836.80 6. $807,949.20 Cost of 3 - 9 1/4 month certified specialist and 1 - 12 month specialist TOTAL SAVINGS - $131,571.84 $676,377.36 Eliminate the program completely except at the five Incentive Schools. This would provide the District with $1,321,520.48 in immediate savings which would assist in reducing the deficit the District is currently experiencing. Item Cost Regular Certified Salaries (40 FTE) Regular Non-Certified Salaries (49.5) Stipends Social Security Tax Insurance $1,227,786.00 519,548.22 2,926.00 127,229.30 98,345.00 Total Salaries + Benefits $1,975,834.52 Food Services Supplies Equipment Control Budget 79,000.00 76,011.12 34,200.00 12,630.00 Total Operating Expenses $ 201,841.12 Total Program Budget Less ABC Grant 4YR Less ABC Grant HIPPY $2,177,675.64 (183,600.00) (50,392.00) Total Desegregation Money $1,943,683.64 Less Operating Costs at 5 Inc. Schools (622,163.16) Total Potential Savings $1,321,520.48 Though this may be attractive from a cost point of view, this alternative would 11Four-Year-Old Program Page 9 receive a negative reaction from the community, principals, teachers, instructional aides, the Court and the Office of Desegregation Monitoring. D. RECOMMENDATION In an effort to assist the District with its financial difficulty, ALTERATIVE 6 is recommended as the alternative which would produce a potential savings of $1,321,520.48. Eliminate the program completely except for the five Incentive
Schools. Programs at the following schools would be eliminated (30 classes). STS II II X S. Badgett - 2 Bale -1. Baseline - 2 Brady - 1 Chicot - 1 Cloverdale - 3 Fair Park - 2 Geyer Springs - 2 King - 4 Mablevale - 1 Romine - 2 Washington - 3 Watson - 2 Wilson - 1 Woodruff - 2 E. OBJECTIVE z a B I n The objective of this recommendation is to allow the District to reduce the budget deficit while continuing the implementation of the four-year-old programs as an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the Incentive Schools. GOAL SUPPORT The objective supports District goals #1,2, 3,4, 5 and 6. The four-yey-old prograin will ensure that all students grow academically, socially and emotionally while closing disparities in achievement (goal #1). Administrators, teaches, and instructional aides will receive on going training during the year (goal #2). The curriculunrcover strategies that will lead students to demonstrate in their daily behavior at in the community, that they accept each individual as a valued contributor to society and that they view cultural diversity in people as a valued resource (goa Outside funding will be used to help support the program (goal #4) through the ABC (Arkansas Better Chance) Grant. Within the Early Childhood curriculum, skills are Uught which focus on student behavior. The goal is for students to help provide a safS and orderly climate that is conducive to learning for all students (goa #5) Finally the Early Childhood coordinator monitors the programs to ensure thatT Four-Year-Old Program Page 10 equity occurs in all phases of school activities and operations (goal #6) which includes program and technical support. EVALUATION CRITERIA * Familiarize parents with four-year-old program through orientations and parent conferences. * Evaluate effectiveness of four-year-old program by analyzing data to determine if measurable growth in student achievement has occurred and to analyze the impact of the program regarding racial balance. EXPECTED BENEFITS The District will be able to continue to utilize the program as a means to meet its commitment of increasing achievement for students in the five Incentive Schools which will result in a reduction of the disparity between white and black students. The five Incentive Schools will be able to continue to use the four-year-old program as a recruitment tool which will result in an increase in white enrollment The District will expend its funds in a more cost-saving manner which can result in the elimination of deficit spending. F. IMPACT ANALYSIS Program Students in the five Incentive School Programs will still have the opportunity to participate in meaningful learning experiences and the program will continue to be utilized as a recruitment tool to help improve the racial balance at the Incentive Schools. ! The community will have limited access to the four-year-old programs because of the decreasing number of programs which will create limited services and cause a reduction in the number of students who can participate in the programs. < I Four-Year-Old Program Page 11 Desegregation Plan The District will be out of compliance with the Desegregation Plan. T^e four-year-old program - the Districts preschool curriculum model, will be implemented in all Incentive Schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white n S?!. students to the schools." Court Order By eliminating the four-year-old program at all but the five Incentive Schools the District would be out of compliance with the May 1, 1992 Court Order which states the District must "accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned"(720). Political Factors I I The Early Childhood community in Central Arkansas has been very supportive of this program. Included in the Early Childhood Community are representatives from the Governors office, the Early Childhood Commission, the State Department of Education, U. A.L.R., Headstart, D.H.S., Professional Associations as well as the hundreds of parents whose children have benefited from the program. Risks The risks of implementing this alternative are: 1. Reducing the number of programs from 40 to 10 would lunit the availability of services for students, participants would be reduced from 720 to 180. The number of 2. The differences that exist in the readiness exposure that students are entering school with will continue to exist in a This has a direct affect on the academic larger degree. achievement of the students.Four-Year-Old Program Page 12 Tuning All certified and non-certified personnel must be notified that their contract is being altered 30 days prior to the current contract expiration elate. G. RESOURCE AIWCATION Personnel Analysis Site^Programs Teachers Students Sites Before Modification After Modification Amount of Change (Difference) 20 15 Programs 40 10 30 Certified Non-CerL 40 10 30 49.5 13 36.5 720 180 540 5 Financial Analysis Total Program Budget 1 Before Modification After Modification Amount of Change (Difference) $1,943,683.64 $ 622,163.16 $1,321,520.48 The resulting savings would be $1,321,520.48. H. FORCE FIELD ANALYSIS Primary Supporters Primary supporters of the recommendation will be the financial managers because we are going to save $1,321,522.48. J Four-Year-Old Program Page 13 Forces Against Forces against this alternative would be the community, the parents, the principals, the teachers, the instructional aides, the Court, and the Office of Desegregation Monitoring. I. GENERAL IMPLEMENTATION PLAN n S?1 Activity Completion Date Responsible/Participating Person(s) M. II II Identify the 30 Certified Teachers affected by the program modification Notify the 30 Certified Teachers of the displacement Identify the 36.5 noncertified instructional aides affected by the program modification Notify the 36.5 noncertified instructional aides of the displacement April 1, 1995 May 1, 1995 P. Price, ECE Coordinator Dr. Hurley, HR Director Dr. Hurley, HR Director May 1, 1995 P. Price, ECE Coordinator Dr. Hurley, HR Director I I May 1, 1995 Dr. Hurley, HR Director P. Price, ECE Coordinator Develop Staff Development Plan for monthly in-service Conduct pre-school inservice July 15, 1995 August 15, 1995 P. Price, ECE Coordinator Staff Dev, P. Price, ECE CoordinatorBUSINESS CASE Home Instruction Program for Preschool Youngsters executive summary The Little Rock School District is committed to quality education for all students, reducing the disparity between sub-groups, balancing the budget, and implementation of the current Desegregation Plan. The HIPPY Program is an intervention program that focuses upon the parent as the first teacher of four and five year olds. However, there has been a decline in recent years of the enrollment of five year olds in the HIPPY program due to the mandatory kindergarten program in public schools. The HIPPY USA guidelines advocate teaching a specific curriculum to young participants. The earlier that we begin with an educational program, the sooner students will experience learning that is valued and needed in early schooling. Further, research has proved that early learning impacts a childs motivation and ability to achieve as he/she progresses through school. Restructuring of the HIPPY Program, its staff, and responsibilities will allow the District to continue to provide quality services to designated students, incentive schools, and portions of Southwest Little Rock, as well as reduce and/or realign our spending. to STS II h I 5 [A. BACKGROUND The Little Rock School District was one of the first of four (4) sites to begin implementation in Arkansas in 1986. Those programs included the Little Rock School District, Pulaski County School District, Pine Bluff, and the Early Childhood Development Center in Harrison. The following chart reflects the participation of families in the HIPPY Program since 1986. I 300 -1 250 !I-23 3....... 220 230 ------- 230..... 175 ti II zco -i! ICO - 1' 50 -i. 125 _-140_____ ^112 132~ ^100 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 ENROLLMENT BY AGE GROUP [150 i 125 219 I 4-YEAR OLD FAMILIES .'5-YEAR OLD FAMILIES i! ISO - : 11 I 0 ' 2 1 h B. PROBLEM DEFINITION There exists a need to improve the delivery and quality of the HIPPY Program, as well as reduce the budget. After a study of the decline in five-year-old student participation, high turnover of Home Visitors, delivery ot services, and utilization of resources, it was determined that some problems existed and the District needed to improve the effectiveness of the program at a reduced cost. There has been a decline in the participation of five year olds as a result of mandatory kindergarten. Many parents of five year olds are not participating as they did in earlier years. The quality of Home Visitors services are difficult to maintain as a result of high turnover of staff. There is a need to review the current pay schedule in order for us to attract and maintain highly skilled Home Visitors. This will Further, there is a need to restructure the program, allow the resources, human and financial, to be used in a more efficient and effective manner. Annual reviews for several years of the program indicate a need to reorganize. The HIPPY Program productivity is affected by a high turnover in Stability is lacking when time and effort are being used staff. to train beginners. C. ANALYSIS OF ALTERNATIVES Ideas were generated that were designed to improve the quality of the HIPPY Program. Issues were used as inservice topics, others were assessed for the purpose of developing alternatives i^^^t would be cost effective, saving the district money, and would maintain a high quality program. Weekly staff meetings were held: alternatives were discussed and developed. Parent requests and suggestions were considered. Group meetings and Home Visitor reports during weekly inservices have been helpful in gathering Some suggested alternatives included: parental input. Q) STS tl h & I I 1. Assignments of Home Visitors to one specific geographical area to save mileage. Each Home Visitor would be allowed several days to recruit the required number of families and would be limited to a specific 32. T location. Most Of the Home Visitors recruit in areas across the city and may not reach the required enrollment number. assignments would be made based upon Additional enrollment. Consequently, the family assignments could be dispersed across the city. Fundraisers were suggested with the emphasis on securing private donations. Initially, not enough donors were identified. This option will be pursued in order to expand services. 3. Salary increases for Home Visitors were discussed. This alternative is in direct conflict with reducing the budget. This alternative was rejected because of the Districts current financial condition. 4. Provide services to HIPPY families in the incentive schools and designated families in southwest Little Rock. D. RECOMMENDATION Given the Districts current financial condition and the need to continue to provide services to designated four year olds, the following recommendations are proposed: Eliminate the HIPPY program except for parents within the incentive schools. Continue to provide service to designated families in southwest Little Rock using Arkansas Better Chance (ABC) funds
seek funding from the citys Job Training Partnership Act (JTPA)
and refer families to appropriate city and state agencies for services (Headstart, Children & Family Services private daycare providers etc.) I E. OBJECTIVE The objective of these recommendations is to continue to serve families in our incentive schools and southwest Little Rock, as well as reduce spending to maintain a high quality HIPPY program. 4 1 I Evaluation Criteria 1. Maintenance of enrollment of four year olds in the incentive schools will be evidenced by enrollment numbers for the 1995-96 school year. 2. Restructuring of staff responsibilities will be evidenced by a more efficiently managed office. 3. Align staff development activities as in Pulaski County Special School District and North Little Rock and narrow the focus to be more effective. S! II n 4. The numbers of students entering kindergarten ready to learn will be maintained and/or increased. h The District will be able to meet its commitment of increasing achievement for all students which will result in reducing the disparity between black and white students in our district. F. IMPACT ANALYSIS I [ The recommendations will promote savings for the District and enhance the quality of services provided by the HIPPY Program. Human Resources will be better utilized as a result of restructuring the staffs responsibilities. Spending will be decreased as a result of the reduction of positions. More time will be available for home visits as a result of decreasing the weekly inservice time. Negative Impact Fewer families will be served in the HIPPY Program. Impact on the Desegregation Plan All recommendations will impact the Desegregation Plan in a positive manner. Each recommendation is in harmony with the components of the Desegregation Plan that outlines the expectations of the HIPPY Program. Early intervention can assist in reducing the disparity and provide quality achievement for all students. 5Impact on Court Orders This modified plan will assist in balancing the budget. Further, the plan will improve productivity by maintaining number of families that can be served and adequate utilization of resources. Further, it will assist in meeting the goals of the Desegregation Plan. Political Factors The success of the recommendations will depend upon how well central office and the Board of Directors communicate the programs vision to the community. There are no major risks for implementing the recommendations. against implementing these recommendations could result in the HIPPY Program not improving the quality of services to families as well as assist the district in reducing its spending. G. RESOURCE ANALYSIS Provided is a listing of personnel before and J needed peirmspolennmeenlt ecda.n be?
.s. elected from^paren.trso m awnnd nn? currently participating in the program. expense for training because the Regional ppovides training at the beginning of each year as part of the program. Additional training will be done weekly by trained central office staff. weeKiy after the The recruiting pool from which There will Program Year 1994-95 Supervisor Home Visitors In-Office Aides Secretary Coordinators 1 20 212 Salary $27,801.00 143,004.00 19,671.35 17,915.00 42,516.00 Fringes Total Salary and Fringes 26 $250,907.35 Materials/Supplies: 5,665.85 28,702.73 4,009.02 3,651.08 8,664.76 33,466.85 171,706.73 23,680.37 21,566.08 51,180.76 I $50,693.44 $301,600.79 296 families x $100 29.600.00 TOTAL Home Visitors working 40 hours per week $331,200.79 NUMBER OF FAMILIES SERVED 1994-95 296 6 I i Program Year 1995-96 (Desegregation Fund) Salary Fringes Total Salary and Fringes Superyisor Home Visitors Secretary Coordinators 1 3 1 0 $29,191.05 23,133.60 18,810.75 44,641.80 5,949.14 4,714.64 3,833.63 9,098.00 35,140.19 27,848.24 22,644.38 53,739.80 5 $115,777.20 $23,595.41 $139,372.61 Materials/Supplies: 70 families x $100 7.000.00 TOTAL $146,372-61 ms II (B o. Home Visitors working 40 hours per week h TOTAL PROJECTED SAVINGS $ 185,828.18 Salary Program Year 1995-96_______________ (Arkansas Better Chance Grant (ABC) Fringes Total Salary and Fringes Supervisor Home Visitors Secretary Coordinators 0 3 0 0 $23,133.60 4,714.64 27,848.24 z o I Materials/Supplies: 60 families x $100 6,000.00 TOTAL $33,848.24 Home Visitors working 40 hours per week PROJECTED NUMBER OF FAMILIES TO SERVE 1995-96 130 7H. FORCE FIELD ANALYSIS The supporters of the recommendations are those who are inclined to promote and advocate early intervention programs. The recommendations are philosophically sound and designed to improve services when reducing the budget for the 1995-96 school year. Among the supporters are: Parents of HIPPY participants Home Visitors Regional HIPPY office HIPPY USA Community Early Childhood Education Task Force Early Prevention Advocates HIPPY Advisory Board The possible detractors may be families of the city. not served in other areas 8 I. GENERAL IMPLEMENTATION PLAN ACTIVITY COMPLETION DATE PERSON(S) RESPONSIBLE 1. Restructure program 03/95 Supervisor 2. Restructure of staff, responsibilities & schedules 03/95 Supervisor/ Deputy Superintendent n II 3. Parents will enroll four year olds 07/95 Supervisor/ Home Visitors h & 4. Reduce Inservice time to accommodate additional families 08/95 Supervisor 5. Maintain or increase the number of families that Home Visitors serve each week 07/95 Supervisor/ Deputy Superintendent I i 6. Monitor on a regular basis the effectiveness of the program 06/96 Supervisor/ Deputy Superintendent 9LITTLE ROCK SCHOOL DISTRICT a STS II ho. TII3 INCENTIVE SCHOOL PLAN STAFFING January 31, 1995 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN - STAFFING BUSINESS CASE EXECUTIVE SUMMARY Incentive Schools were designated to promote and ensure academic excellence in schools that have been difficult to desegregate. Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. remodeled facilities, The D 5*1. 11 h Cl The current staffing configuration at the Incentive Scho
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