B4062202 1000/08/11 LRSD CHART OF BUSINESS CASES BUDGET FY 94-95 1. Franklin Incentive School Communications Technology Theme. * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $40,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. 2. Franklin Incentive School Spanish Program Implementation. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $25,000 * 8/9. Not included in the final 8/8 budget. * Dead 3. Rockefeller Incentive school Alternative Room Specialist. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,000 * 8/9. Not included in the final 8/8 budget. * Dead 4. Rockefeller Incentive School Spanish Instruction. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $25,000 * 8/9. Not included in the final 8/8 budget. * Dead 5. Rockefeller Incentive School Computer Science Theme. * * 4/15 Court Submission Category I, Incentive Schools* * * Addition, 4- $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. 6. Rightsell Incentive School Spanish Instruction. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead 7. Rightsell Incentive School Career Awareness and Mass Media Theme. * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. * 8. Mitchell Incentive School Foreign Language Program (Spanish Teacher). * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,5(X) * 8/9. Not included in the final 8/8 budget. * Dead 9. Garland Incentive School Multimedia Technology and Educational Research, * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $12,500 For half-time Spanish Teacher 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. * 10. Garland Incentive School Multimedia Technology Theme - Phase II. *4/15 Court Submission * Category I, Incentive Schools * Addition, 4- $75,000 * 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. * Withdrawn. 11. Stephens Incentive School Spanish Teacher. *4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead 12. English As a Second Language (ESL) Program. *4/15 Court Submission * Category II, Desegregation Plan/ADE * Addition and Modification, + $75,880 * 8/9. Included in the 8/8 budget. Located at Dept 95, function 1595. * Budgeted. 13. Language Arts and Mathematics. * * * * 4/15 Court Submission Category II, Desegregation Plan/ ADE Modification, + $21,100 8/9. Included in the 8/8 budget. Located at Dept 67, function 1570. Also Deseg program #12. Budgeted. 14. Applied Biology and Chemistry. * * * 4/15 Court Submission Category II, Desegregation Plan/ADE Addition, + $93,000, Carl Perkins Funds 8/9. Federal grant
in the Federal budget but not in the operational budget. Located at Fund 06, source 81. Budgeted. * * 15. Science Curriculum Revision. * 4/15 Court Submission * * * * Category II, Desegregation Plan/ADE Modification, + $10,000 8/ 9. Included in the 8/ 8 budget. Located at Dept 92, function 2212. Also Deseg program #12. Budgeted. 16. Foreign Language Program.* 4/15 Court Submission * Category II, Desegregation Plan/ADE * Modification, -I- $7,500 *8/9. Included in the 8/8 budget. Located at Dept 95, function 2212. Also Deseg * program #12. Budgeted. 17. Science Program. * * * * 4/15 Court Submission Category 11, Desegregation Plan/ ADE Addition, + $25,000 8/9. Included in the 8/8 budget. Located at Dept 92, function 2212. Also Deseg program #12. Budgeted. * 18. Science, Mathematics, and Reading: Statewide Systemic Initiative. *4/15 Court Submission * Category III, Related Desegregation/ADE * Addition, -I- $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 92, function 1120. * Budgeted. 19. Foreign Language K-12 Curriculum Articulation. * * * * 4/15 Court Submission, page 142. Category III, Related Desegregation/ADE Addition, -I- $15,000 8/9. Included in the 8/8 budget. Located at Dept 95, function 2212. Includes an FTE. Budgeted. 20. Foreign Language K-12 Curriculum Articulation - Staff Development. * * * * 4/15 Court Submission, page 143. Category III, Related Desegregation/ADE Addition, -(- $7,500 8/9. An ADE grant which has yet to be received. Is not included in the 8/8 as either a revenue or expense. Pending ADE funding. * * 21. Social Studies Department Secretarial Position. * 4/15 Court Submission, page 149. * Category III, Related Desegregation/ADE * Addition, + $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 128, function 2212. Includes an FTE.* Budgeted. 22. Romine Interdistrict School Theme Specialist. * 4/15 Court Submission, page 155. * Category III, Related Desegregation/ADE * Addition, -I- $40,670 * Use existing position within the District. No position identified. * 8/9. Included in the 8/8 budget. No cost transfer of position from King. * Budgeted. 23. Incentive School Immersion Spanish Program - First Grade Pilot Project. * 4/15 Court Submission, page 159. * Category III, Related Desegregation/ADE * Addition, -I- $3,000 * 8/9. Included in the 8/8 budget. Located at Dept 95, function 1120. * Budgeted. 24. Executive Assistant for the Associate Superintendent for Desegregation. * * * * 4/15 Court Submission, page 164. Category III, Related Desegregation/ ADE Addition, + $16,000 from 93-94 and -I- $48,750 from 94-95 8/9. Included in the 8/8 budget. Located at Dept 64, function 2324. Also in Deseg Program # 06. Only $16,000 included for 94-95. Other items were purchased out of 93-94 funds. Budgeted. 25. Student Assignment Office Reorganization. * * * * 4/15 Court Submission, page 173. Category III, Related Desegregation/ADE Addition, 4- $26,000 from 93-94 and approximately $23,000 from 94-95 8/9. No dollar expenditures are included in the 94-95 budget. This business case linked to # 24. All of the furniture items were purchased from 93-94 funds. Budgeted at no cost for this year. * * 26. Safety and Security Department. * 6/28/93 Court Submission. Original Business Case submitted. * 5/18 Court Submission, page 23. Revises the original for 94-95. * No category. * * Addition, + $128,500 8/9. Included in the 8/8 budget. Located at Dept 87, function 2586, object 310. There is a total of $257,000 which includes carrying forward last year's* program and an increase for this year. Budgeted. n. Teaching Assistants/Substitutes. * * * * * * * 5/18 Court Submission, page 32. No category. This proposal was not in the Business case format, and had no cost/savings information included. Nonetheless, it was listed as a Business Case. Addition, + unknown. 6/14 Board meeting. Proposal put into loose Business Case format
still no financial analysis provided. Does not address the problem. 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. 28. Stephens School Relocation. * * * * 5/18 Court Submission, page 33. No category. Deletion, - $1,300,000 8/9. Included in the 8/8 budget. Stephens school removed for the year to the total of the $1300,000. Budgeted. * 29. Baseline School Relocation. * 6/14 Board meeting. * No category. * Deletion, - $1,000,000 * Draft Business Case only, handed out at Board meeting. * 8/9. Issue dead for this budget cycle. * Dead. 30. Staff Attorney. * * 4c * * * 6/14 board meeting. No category. Addition, + $94^55 6/20 Court Submission, page 28. New business case submitted to the Court. 6/23 Board meeting. Approved by the Board. 6/28-29 Court Hearing, page 11. Discussed but no action taken. Walker wanted to put on hold until he had time to talk to the district. 8/9. Included in the 8/8 budget. Located at Dept 75, function 2315, various object codes. Budgeted. * *31. Director of Student Assignment and Desegregation. * 6/14 Board meeting. Handed out. * No category. * * * * * Modification, no cost. 6/20 Court Submission, page 28. New business case submitted to the Court. 6/28-29 Court Hearing, page 14. Discussed. Will require plan modification. More information in the July hearing. Walker wanted to put on hold until he had time to talk to the district. 7/18 Court Submission, Business Case Section. Letter from Mayo to Williams stating the business case must be modified, however, no modified business case is submitted. Modification still needs to be done. 8/9. Included in the 8/8 budget. Updated and revised business case included. This involves no new position, but rather a restructuring of Arma Hart's old position. No additional cost involved over last year. Budgeted. 32. Great Expectations Program. 6/28-29 Court Hearing, page 11. Williams says the district is working on a business case for the Board. ODM has not seen one at this point. Should result in $2,000,000 savings. 8/4 meeting. During a meeting with Matthis and Ingram, they provided a copy of a business case dated June 30, 1994, and entitled "Great Expectations Pilot Program for Selected Incentive Schools". They indicated the business case would be filed with the Court on Monday, August 8. This program wiU have no additional cost. 8/9. Business case included in the 8/ 8 budget document. No additional cost to the budget. Active. * * * * 33. Incentive School Plan Double Funding. * * * 6/20 Court Submission, page 118. They are working on modifications to the Incentive School programs. Do not have them ready at this point. 6/28-29 Court Hearing, page 11 and A-1. Judge is expecting a business case on these changes. No business case has been prepared at this time. 7/21 Notice of Filing. District submitted the business case for Incentive School Plan Doub le F unding. This was a much improved version * * * of the older business case just referencing plan modification. 7/26 Special Board meeting. Matthis made a short presentation to the Board on this business case. 8/9. Included in the 8/8 budget. Located at various line items. The total reduction stands at $812309.17, and these have been pulled from the 8/8 budget. Revised business case included in the budget document. Budgeted.34. Academic Progress Incentive Grants. * * 7/18 Court Submission, Business Case Section. Recommends modifying the desegregation plan. Would modify program structure with no additional cost ($320,000 already budgeted). 8/9. Included in the 8/8 budget. $320,000 located at function 1580, object 310. Also in Deseg Program #13. Budgeted. 35. Incentive School Plan Modifications - Spanish Program. * 7/18 Court Submission, Business Case Section. Additional cost of $149,000 for 4 FTE's, plus other costs. Not sure how this business case relates to Case #2, 4, 6, 11,33. * 8/9. Draft budget document contained a reduction of $149,000 resulting from pulling this business case. The $149,000 was never added into the budget document. Budget document 8/8 does not include in money. This business case pulled by the business case on double funding. * Inactive. 36. Outsourcing Transportation. * * * * 6/30 Board meeting. 'Tosition Paper" prepared in modified business case format. Not a business case at this point. Milhollen reads the paper to the Board. No action taken. 7/18 Court Submission, Business Case Section. Case included in the budget document. Would save $1 million over 3 years. 7/18 Board meeting. Issue dropped due to lack of quorum and the drop-dead date of 7/18. Standby. 37. Transportation. * 8/5 meeting. Morgan/Mooney meet with Milhollen on the budget. $13M is being added to fix the transportation problem. $1M for purchasing buses, and $300K for support personnel. A business case should be prepared for the $13 M and what it will be used for
possibly a budget cover letter. Mayo informed on 8/5. * 8/9. Included in the 8/8 budget document. $1.3 M
$1M for buses, $300K for personnel.B4062202 1000/08/11 LRSD CHART OF BUSINESS CASES BUDGET FY 94-95 X Franklin Incentive School Communications Technology Theme. * * * * * 4/15 Court Submission Category I, Incentive Schools Addition. + $40,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. X Franklin Incentive School Spanish Program Implementation. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $25,000 * 8/9. Not included in the final 8/8 budget. * Dead X Rockefeller Incentive school Alternative Room Specialist. * 4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,000 * 8/9. Not included in the final 8/8 budget. * Dead Rockefeller Incentive School Spanish Instruction. * 4/15 Court Submission * Category I, Incentive Schools * Addition, -I- $25,000 * 8/9. Not included in the final 8/8 budget. * Dead X Rockefeller Incentive School Computer Science Theme. * * 4/15 Court Submission Category I, Incentive Schools* * * Addition, + $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. % Rightsell Incentive School Spanish Instruction. *4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead Rightsell Incentive School Career Awareness and Mass Media Theme. * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $75,000 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. X- Mitchell Incentive School Foreign Language Program (Spanish Teacher). * * * * 4/ 15 Court Submission Category I, Incentive Schools Addition, + $12,500 8/9. Not included in the final 8/8 budget. Dead X- Garland Incentive School Multimedia Technology and Educational Research. * * * * * * 4/15 Court Submission Category I, Incentive Schools Addition, + $12,500 For half-time Spanish Teacher 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. Withdrawn. Garland Incentive School Multimedia Technology Theme - Phase II. * 4/15 Court Submission * Category I, Incentive Schools * Addition, 4- $75,000 * 6/20 Court Submission, page 28. Business case withdrawn from consideration* at this time. Withdrawn. Stephens Incentive School Spanish Teacher. *4/15 Court Submission * Category I, Incentive Schools * Addition, + $12,500 * 8/9. Not included in the final 8/8 budget. * Dead X- English As a Second Language (ESL) Program. * * * * * 4/15 Court Submission Category 11, Desegregation Plan/ ADE Addition and Modification, + $75,880 8/9. Included in the 8/8 budget. Located at Dept 95, function 1595. Budgeted. o * Language Arts and Mathematics. * * * * * 4/15 Court Submission Category II, Desegregation Plan/ ADE Modification, + $21,100 8/9. Included in the 8/8 budget. Located at Dept 67, function 1570. Also Deseg program #12. Budgeted. iX- Applied Biology and Chemistry. * * * * * 4/15 Court Submission Category II, Desegregation Plan/ADE Addition, + $93,000, Carl Perkins Funds 8/9. Federal grant
in the Federal budget but not in the operational budget. Located at Fund 06, source 81. Budgeted. Science Curriculum Revision. * 4/15 Court Submission * Category II, Desegregation Plan/ADE * Modification, + $10,000 *8/9. Included in the 8/8 budget. Located at Dept 92, function 2212. Also Deseg program #12. * Budgeted. Foreign Language Program.* 4/15 Court Submission * Category II, Desegregation Plan/ADE * Modification, 4- $7,500 *8/9. Included in the 8/8 budget. Located at Dept 95, function 2212, Also Deseg program #12. * Budgeted. Science Program. * * * * * 15 Court Submission Category II, Desegregation Plan/ADE Addition, 4- $25,000 8/9. Included in the 8/8 budget. Located at Dept 92, function 2212. Also Deseg program #12. Budgeted. iX Science, Mathematics, and Reading: Statewide Systemic Initiative. *4/15 Court Submission * Category III, Related Desegregation/ADE * Addition, 4- $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 92, function 1120. * Budgeted. * Foreign Language K-12 Curriculum Articulation. * * * * * * * * * 4/15 Court Submission, page 142. Category III, Related Desegregation/ADE Addition, 4- $15,000 8/9. Included in the 8/8 budget. Located at Dept 95, function 2212. Includes an FTE. Budgeted. Foreign Language K-12 Curriculum Articulation - Staff Development. * 4/15 Court Submission, page 143. Category III, Related Desegregation/ADE Addition, 4- $7,500 8/9. An ADE grant which has yet to be received. Is not included in the 8/8 as either a revenue or expense. Pending ADE funding. Social Studies Department Secretarial Position. * 4/15 Court Submission, page 149. * Category III, Related Desegregation/ADE * Addition, 4- $18,000 * 8/9. Included in the 8/8 budget. Located at Dept 128, function 2212. Includes an FTE.* Budgeted. X- Romine Interdistrict School Theme Specialist. * 4/15 Court Submission, page 155. * Category III, Related Desegregation/ADE * Addition, 4- $40,670 * Use existing position within the District. No position identified. * 8/9. Included in the 8/8 budget. No cost transfer of position from King. * Budgeted. X Incentive School Immersion Spanish Program - First Grade Pilot Project. * 4/15 Court Submission, page 159. * Category III, Related Desegregation/ADE * Addition, 4- $3,000 * 8/9. Included in the 8/8 budget. Located at Dept 95, function 1120. * Budgeted. Executive Assistant for the Associate Superintendent for Desegregation. * * * * * * * * * * * * * * 4/15 Court Submission, page 164. Category III, Related Desegregation/ADE Addition, + $16,000 from 93-94 and -I- $48,750 from 94-95 8/9. Included in the 8/8 budget. Located at Dept 64, function 2324. Also in Deseg Program # 06. Only $16,000 included for 94-95. Other items were purchased out of 93-94 funds. Budgeted. Student Assignment Office Reorganization. * 4/15 Court Submission, page 173. Category III, Related Desegregation/ADE Addition, -h $26,000 from 93-94 and approximately 4- $23,000 from 94-95 8/9. No dollar expenditures are included in the 94-95 budget. This business case linked to # 24. AU of the furniture items were purchased from 93-94 funds. Budgeted at no cost for this year. Safety and Security Department. 6/28/93 Court Submission. Original Business Case submitted. 5/18 Court Submission, page 23. Revises the original for 94-95. No category. Addition, 4- $128,500 8/9. Included in the 8/8 budget. Located at Dept 87, function 2586, object 310. There is a total of $257,000 which includes carrying forward last year's* program and an increase for this year. Budgeted. Teaching Assistants/Substitutes. *5/18 Court Submission, page 32. * * * * * No category. This proposal was not in the Business case format, and had no cost/savings information included. Nonetheless, it was listed as a Business Case. Addition, + unknown. 6/14 Board meeting. Proposal put into loose Business Case format
still no financial analysis provided. Does not address the problem. 6/20 Court Submission, page 28. Business case withdrawn from consideration at this time. * Withdrawn. Stephens ' ' * * ' * * * 1 School Relocation. 5/18 Court Submission, page 33. No category. Deletion, - $1,300,000 8/9. Included in the 8/8 budget. Stephens school removed for the year to the total of the $1300,000. Budgeted. 29 Baseline School Relocation. * 6/14 Board meeting. * No category. * Deletion,-$1,000,000 * Draft Business Case only, handed out at Board meeting. * 8/9. Issue dead for this budget cycle. * Dead. Staff Attorney. - 6/14 board meeting. * * * * * * * No category. Addition, + $94^55 6/20 Court Submission, page 28. New business case submitted to the Court. 6/ 23 Board meeting. Approved by the Board. 6/28-29 Court Hearing, page 11. Discussed but no action taken. Walker wanted to put on hold until he had time to talk to the district. 8/9. Included in the 8/8 budget. Located at Dept 75, function 2315, various object codes. Budgeted.Director of Student Assignment and Desegregation. * * * * * * * 6/14 Board meeting. Handed out. No category. Modification, no cost. 6/20 Court Submission, page 28. New business case submitted to the Court. 6/28-29 Court Hearing, page 14. Discussed. Will require plan modification. More information in the July hearing. Walker wanted to put on hold until he had time to talk to the district. 7/18 Court Submission, Business Case Section. Letter from Mayo to Williams stating the business case must be modified, however, no modified business case is submitted. Modification still needs to be done. 8/9. Included in the 8/8 budget. Updated and revised business case included. This involves no new position, but rather a restructuring of Arma Hart's old position. No additional cost involved over last year. Budgeted. / Great Expectations Program. * 6/28-29 Court Hearing, page 11. Williams says the district is working on a * business case for the Board. ODM has not seen one at this point. Should result in $2,000,000 savings. 8/ 4 meeting. During a meeting with Matthis and Ingram, they provided a copy of a business case dated June 30, 1994, and entitled "Great * * Expectations Pilot Program for Selected Incentive Schools". They indicated the business case would be filed with the Court on Monday, August 8. This program will have no additional cost. 8/9. Business case included in the 8/8 budget document. No additional cost to the budget. Active. 33 Incentive School Plan Double Funding. * * * 6/20 Court Submission, page 118. They are working on modifications to the Incentive School programs. Do not have them ready at this point. 6/28-29 Court Hearing, page 11 and A-1. Judge is expecting a business case on these changes. No business case has been prepared at this time. 7/21 Notice of Filing. District submitted the business case for Incentive School Plan Double Funding. This was a much improved version * * * of the older business case just referencing plan modification. 7/26 Special Board meeting. Matthis made a short presentation to the Board on this business case. 8/9. Included in the 8/8 budget. Located at various line items. The total reduction stands at $812,309.17, and these have been pulled from the 8/8 budget. Revised business case included in the budget document. Budgeted. - X Academic Progress Incentive Grants. * * * 7/18 Court Submission, Business Case Section. Recommends modifying the desegregation plan. Would modify program structure with no additional cost ($320,000 already budgeted). 8/9. Included in the 8/ 8 budget. $320,000 located at function 1580, object 310. Also in Deseg Program # 13. Budgeted. Incentive School Plan Modifications - Spanish Program. * * 7/18 Court Submission, Business Case Section. Additional cost of $149,000 for 4 PTE's, plus other costs. Not sure how this business case relates to Case #2,4, 6, 11,33. 8/9. Draft budget document contained a reduction of $149,000 resulting from pulling this business case. The $149,000 was never added * into the budget document. Budget document 8/8 does not include in money. This business case pulled by the business case on double funding. Inactive. 36. Outsourcing Transportation. * * * * 6/30 Board meeting. Tosition Paper" prepared in modified business case format. Not a business case at this point. Milhollen reads the paper to the Board. No action taken. 7/18 Court Submission, Business Case Section. Case included in the budget document. Would save $1 million over 3 years. 7/18 Board meeting. Issue dropped due to lack of quorum and the drop-dead date of 7/18. Standby. Transportation. * 8/5 meeting. Morgan/Mooney meet with Milhollen on the budget. SUM is being added to fix the transportation problem. $1M for purchasing buses. and $300K for support personnel. A business case should be prepared for the $13 M and what it will be used for
possibly a budget cover letter. Mayo informed on 8/5. * 8/9. Included in the 8/8 budget document. $13 M
$1M for buses, $300K for personnel.DRAFT Little Rock School District Baseline School Relocation Business Case I Executive Summary Baseline has become inadequate as a public school because of its declining enrollment, increasing costs, and location. It is one of several schools annexed from Pulaski County in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during the last five years at Baseline. In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. Parallel to dechning enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amotmt is budgeted for 1994-95, the per pupil cost will be $3,455. By closing this school, a savings of almost $1 milhon can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. Recruitment of white students to this school has not achieved the desired results. Baseline's location causes it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary line. M-M transfers across that line to Baseline are not possible because PCSSD needs the whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance zones that are predominately black. These two circumstances cause Baseline to be "zone locked". Additionally, Baseline's attendance zone is 72% black. Though the current enrollment of the school does not come only from the attendance zone, the school is at 77% black. The recommended solution is to: Z Relocate students from Baseline immediately to solve the -problem. addresses all three areas of the problem. This alternative a) b) c) d) A plan to redraw attendance zone lines in this area will be devised
An immediate savings of approximately 1 million dollars 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 Baseline will be offered at other schools under the program for that particular school. To implement this solution, the desegregation plan must be modified. The district is aware of the concern that will rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as potice and fire will not be as efficient are of paramoimt concern to many in the commuiuty. Some will want to know if a plan 5/4/94Baseline School Relocation Business Case 2 DRAFT 5/4/94 exists for use of the building when the students are relocated. While these understandable, we believe we can offer economical way. concerns are our students equal opportunities in a more Negatives 1. Students and staff will experience some their friends
disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the 3. community as mentioned above
The building may stand vacant for a period of time if not used by an agency oc the community
4- Criticism of closing a relatively new facility (1975) may arise
and. 5. The general southwest community may react to the redrawing of attendance in that general area of the city. zones Positives 1. 2. Students will receive assignment to schools equal to current programs
Special activities will be planned and implemented by each newly assigned school 3. to make new students and patrons feel welcomed
4. Patrons will be included tn appropriate school correspondence and activities currently eruolled patrons in that school
as are 5. Baseline is not located in a residential area emotional reaction
and therefore its closing may receive less Children who walk will no longer have to cross school
a major thorough fare to get to 6. 7. Elementary schools in contiguous areas are capable of absorbing the student population of Baseline
Immediate and million
and. year-to-year cost savings will be realized of approximately $1 8. The ^asAine. School facility may be available to the community for use pending court approval. It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a number of other tasks as noted in the timeline included must be addressed. This will impact projected enrollment at other schools. transportation, food services, and the relocation of students, staff, and equipment No additional personnel are necessary to implement this proposal. Instead, positions will be eliminated. No one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating __3________L T* .1 ..... students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the total budgeted cost of Baseline School for 1994-95 is expected to be saved. This savings is a year-to-year savings. SutauR^ 67 Dr. Hmry P. W.Uunu, Supwutiwtexi n/0/4 BC_B5LNKBaseline School Relocation Business Case 3 DRAFT 5/4/94 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. ________________________Milestone______________________ Business Case presented to the LRSD Board of Directors for approval__________________ Contact the principals of surrounding schools who may be affected by the relocation____ Develop a list of key people in the community who should be contacted immediately___________ Notify finance person to include this as a budget reduction strategy_________________________ File motion with the U. S. Federal Court to relocate students at Baseline School______________ 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.______________________ Conduct informational meeting with the principal, faculty, and staff about the process__________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone
and, c) those who do not attend Baseline School but live in the attendance zone._________________ Develop notice of relocation and date of community information meeting to send to: Date 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. a) b) c) d) parents & students
community groups and churches
media (press release) door-tOHdoor delivery in the neighborhood Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to: a) b) c) d) parents & students
community groups and churches
media (press release) door-to<loor delivery in the neighijorhood 5/20/94 5/20/94 SrZAIQA, Person Williams Ingram Modeste Williams Williams Modeste Williams Mayo Mayo Mayo Mayo 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting Conduct community information meeting by____________________________________ Inventory building ______________________________ Design plan for new attendance zones in southwest.________________________ Mail letter to parents and students with announcement and assignment________________ Remove materials and equipment from school_________________________ Reroute transportation of students______________________________ Secure building_________________________________________ Reassign staff ______________________________ Send final assignment notices iubmittad by Dr. Henry P. Willuinfc SuperMit>s>4a\t 5/24/94 5/27/94 5/30/94 6/1/94 6/15/94 7/31/94 7/31/94 7/31/94 7/31/94 8/1/94 Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo (H/tA/n BC_BSLNIBaseline School Relocation Business Case 4 DRAFT 5/4/94 I Background Baseline Elementary School was one of several schools included in the annexation of Pulaski County land by the City of Little Rock in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during the last five years at Baseline. I Problem Definition Baseline has become inadequate as a public school because of its declining enrollment, increasing costs, and location. In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. This decUne is illustrated in Figure 1. Figure 1 Baseline Elementary Enrollment (October of each year) Schoa^ Baseline 1989 389 1990 370 1991 1992 337- 1993 344 Proj, 282 Parallel to declining enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amount is budgeted for 1994-95, the per pupil cost will be $3,455. By closing this school, a savings of almost $1,000,000 can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. T ...... Recruitment of white students to this school has not achieved the desired results. Baseline's location causes it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary Une. M-M transfers across that line to Baseline are not possible because PCSSD needs to keep whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance that are predominately black. These two circumstances cause Baseline to be zones "zone locked". Additionally, Baseline's attendance zone is 72% black. Though the current Subciuntd by Dr. Houy P. Willumi. Swpvuilwolatl BC.^SU<EBaseline School Relocation Business Case 5 DRAFT 5/4/94 enrollment of the school does not come only from the attendance zone, the school 77% black. is at I Amihjsis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, percentage of black students in the school as well as in the attendance zone has been reviewed. Upon careful consideration, three aspects had to be considered in resolving the problem. They were declining enrollment, increasing costs, and location. Addressing 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. The alternative solutions considered are listed below: 1. 2. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually
Redraiv the attendance zone to increase the number of students attending Baseline School. This reduces the per-pupil costs at Baseline but will increase costs elsewhere since another attendance zone must be reduced to enlarge Baseline'i s. This does not address the imbalanced attendance zones surrounding Baseline created bv its location. schools. Further, it would impact in negative ways the enrollment of other 3. Relocate students from Baseline immediately to solve the problem. addresses all three areas of the problem. This alternative a) b) c) d) A plan to redraw attendance zone lines in this area will be devised
An immediate savings of approximately 1 million dollars 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 Baseline will be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts. Recruitment has been tried. The results have not been significant If the enrollment of Baseline were increased by this effort, the location is still a problem. [Recommendation Alternative 4 is recommended. 3. Relocate students from Baseline immediately to solve the problem. This alternative addresses all of the problem areas. Submined by Or. Henry P. Willumi.Supui(ndait 06/O4/X ac.asU'JEBaseline School Relocation Business Case 6 DRAFT 5/4/94 jOb/ertipe____________________________________ By the opening of school for 1994-95, Baseline students loill 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. Using this proposal will require a modification in the LRSD Desegregation Plan. This proposal supports the school district goals relating to securing financial resources necessary to fully support schools and the desegregation program. The problem will be considered solved if the following list of criteria are met 1. New attendance zones will reflect a reasonable racial balance for the area
2. 3. 4. 5. 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 school to make the new students and patrons feel welcomed
Patrons are included in appropriate school correspondence and activities currently enrolled patrons in that school
as are 6. Key members of the community are made aware of the relocation plan and have the opportunity for input
7. Immediate cost savings is realized
and. 8. The relocation of students and staff at Baseline will be complete before the openin
of school for 1994-95. o Most of these benefits will occur when the process begins. Desegregation Plan goals will not be altered and parent concerns about the process and their newly assigned school will be minimal. I Impact Analysis The desegregation plan must be modified to accommodate this proposal. The district is aware of the concern that will rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as police and fire will not be as efficient are of paramount concern to many in the community. Some will want to know if a plan exists for use of the building when the students are relocated. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. 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
S<ibaund bf Or. Hoff P. WtUiim* SupwuUMdait 05/OV 8CJBSUJIBaseline School Relocation Business Case / DRAFT 5/4/94 3. The building may stand vacant for a period of time if not used by an agency or the community
4. Criticism of closing a relatively new facility (1975) may arise
and, 5. The general southwest 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 plarmed and implemented by each newly assigned school to make new students and patrons feel welcomed
3. Patrons will be included in appropriate school correspondence and activities as are currently enrolled patrons in that school
4. Baseline is not located in a residential area and therefore its closing may receive less emotional reaction
5. Children who walk will no longer have to school
6. Elementary schools in contiguous population of Baseline
cross a major thorough fare to get to areas are capable of absorbing the student 7. Immediate and year-to-year cost savings will be realized of approximately $1 million
and, 8. The Baseline School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs and not realizing the expected goals of desegregation. The risks of implementation of this solution are criticism for abandoning another school building tn 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 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a number of other tasks as noted in the timehne included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment Suboiittad bf Dr. Hmrf P. WilUami, Suptnntendenl 05/04/M BC_8SLJilBaseline School Relocation Business Case 8 DRAFT 5/4/94 I Resources Analysis Personnel No additional positions are necessary to impletnent this proposal. positions will be eliminated. No one will lose his or her job, however. Financial Instead, some A savings of approximately 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the budgeted cost of Baseline School is expected to be saved. See attachment. This savings is a year-to-year savings. Revenue Source A source of revenue is uimecessary. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget I Force Field Analysis Primary supporters of this proposal will be those not directly affected by the solution. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunity and 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 will argue that too many buildings have been closed, abandoned, and now are eye-sores in communities. That schools which are closed are those located in the black community, and that a school is the life of a wholesome community. Some say that removing a school from a community that is already experiencing economic difficulty removes the last hope for the survival of that community. The Joshua Interveners may oppose the relocation of these students. The position of the City of Little Rock is unclear at this time. 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. Subauttad by Dr. H*iy P. WiUtanu. Supanntmdani 05/W/M BC.B5LNBBaseline School RelocaKon Business Case 9 DRAFT 5/4/94 I General Inipletnentation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. Milestone_________________________ Business Case presented to the LRSD Board of Directors for approval_________________ Contact the principals of surrounding schools who may be affected by the relocation__________ Develop a list of key people in the community who should be contacted immediately___________ Notify finance person to include this as a budget reduction strategy_________________________ File motion with the U. S. Federal Court to relocate students at Baseline School______________ 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._______________________ Conduct informational meeting with the principal, faculty, and staff about the process__________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone
and, c) those who do not attend Baseline School but live in the attendance zone._________________ Develop notice of relocation and date of community information meeting to send to
Date 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. 12. 13. 3} b) c) parents & students
community groups and churches
media (press release) d) door-to-door delivery in the neighborhood____________________________ Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to: b) c) d) parents & students
community groups and churches
media (press release) door-to-door delivery in the neighborhood Deliver fliers, door-to-door, announcing the relocation and date of the infomnation meeting Conduct community information meeting by 14. Inventory building 15. 16. 17. 18. 19. 20. 21. Design plan for new attendance zones in southwest.________________ Mail letter to parents and students with announcement and assignment Remove materials and equipment from school_____________________ Reroute transportation of students________________________________ Secure building _______________________________, Reassign staff _______________________________ Send final assignment notices juenuned brDr. HmryP. WilIi*mj.Supin(andl 5/20/94 5/20/94 5/24/94 5A27/94 5/30/94 6/1/94 6/15/94 7/31/94 7/31/94 7/31/94 7/31/94 8/1/94 Person Williams Ingram Modeste Williams Williams Modeste Williams Mayo Mayo Mayo Mayo Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo 05/04/94 BC JSLNSBaseline School Relocation Business Case 10 DRAFT 5/4/94 Attachment 1 Copy of pages from 1994-95 Tentative Budget relating to the cost of Baseline School SubouUtd Dr. P. WiUUbm, SupwuMtdail IB/04/94 BC.B5LMZDate: 03/23/9*. Time: 13:44 Little Kock XII District KOC
WJDCM? Department Budget - OOH Finction Department Code - Deicriptlon Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FTE 1994/95 BASELIME ELEMENTARY 0022 Page 59 1105 1120 1124 1195 FOUR YEAR OLD PROGRAM 0110 I 0120 I 0210 ! 0240 0380 1 0410 ! 0416 0540 I 0548 I REGULAR CERTIFICATED REGULAR NON-CERTIFICATEO SOCIAL SECURITY TAX INSURANCE FOOD SERVICES SUPPLIES SUPPLIES SUPPLY CENTER EQUIPMENT-PERSONAL PROPER EQUIPMENT - SUPPLY CENTER TTISS FOUR YEAR OLD PROGRAM KINDERGARTEN OTTo TOcy 0410 605" 1110 . KINDERGARTEN ELEMENTARY 1120 TOTALS *0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 16?6o $0.00 $41,754.00 $20,822.00 $3J89.0a $3,149.37 $0.00 $3,955.87 $0.00 $7,200.00 *0.00 *80,076.31 ioToo $8,570.80 $655.60 $835.24 $1,548.90 $5,039.19 $370.63 $490.26 $1,836.11 $19,346.73 $62,510.00 $20,822.00 $6,374.90 $5,200.00 $0.00 $689.00 $0.00 $0.00 $0.00 $95,595.90 2.00 2.00 4.00 REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE SUPPLIES 04(5 LOCAL SUPPLIES SP TRACKIN SUPPLIES - SUPPLY CENTER TOTALS $106,176.00 $8,122.76 ~K7T3or $4504 $0.00 iOJ $120,085.55 $112,575.00 $8,027.78 ---*5738^37 ----iunsT $206.00 -----59Or $126,225.27 $46,906.29 $3,531.36 $1,855.50 $0.00 i110.00 $119.51 152,522.66 $62,570.00 $4,786.61 $2,600.00 $480.00 $0.00 srar $70,436.61 2.00 2.00 --------------ony oi5o' 0210 0240 0326 6331 0347 0360 04j0^ 0416 0418 0473 Oslo' 0548 ELEMENTARY REGULAR CERTIFJCATED REGULAR HON-CERTIFICATED SOCIAL SECURITY TAX INSURANCE REPAIRS-EQUIPMENT PUPIL TRANSPORTATION POSTAGE _________________ PRINTING S BINDING-INTERN SUPPLIES SUPPLIES - SUPPLY CENTER PRIOR ENCUMBRANCES TEXTBOOKS - LOCAL SOURCES EQUIPMENT-PERSONAL PROPER EQUIPMENT SUPPLY CENTER TOTALS ELEMENTARY MUSIC OHO REGULAR CERTIFICATED erfy 0240 SOCIAL SECURITY TAX INSURANCE 1124 ELEMENTARY MUSIC ACCELERATED LEARNING 0120 TOTALS REGULAR NON-CERTIFICATED $358,855.38 $30,2U.90 $29,766.31 $27,052.57 $295.40 $429.40 $260.18 $76.00 ~5i
49in^ $2,662.55 $0.00 $0.00 "TOzJTTT $258.98 $452,916.17' *3il,W5.93 "$5S
S57r7 $28,558.61 $24,097.44 $515760 Jaros' $257.So $257.So -^1795175? j2o.oo $1,892.19 ' $257.50 $772.50 $0.00 $433,424.71 *110,532.33 $10,889.46 $9,250.37 $5,970.37 $5Too $65.97 $111.28 ioToo $131.22 $1,933.50 $0.00 $0.00 $1,864.19 $0.00 $140,748.69' $347,000.00 $36,416.70 $29,331.38 $23,400.00 $500.00 $0.00 $200.00 $0.00 $1,689.00 $2,900.00 $0.00 $0.00 $0.00 $0.00 $441,437.08 13.00 T?00 18.00 $00 IRTW $0.00 $0.00 $10,206.00 $30,512.00 $1,185.00 $34,031.00 $10,411.00 $0.00 '55766 $0.00 $0.00 $0.00 ISTW $0.00 $0.00 $4,Jjr.9O $0.00 0.60Date: 05/25/94 Time: 13:44 Little Rock School District Depertnent Budget - OOM PROG: JD002 Function Department Code - Description BASELINE ELEMENTARY ( Object I Code - Description 0022 Actual 1992/93 Budget 1995/94 Actual 01/51/94 Budget 1994/95 FIE 1994/95 Page 60 1210 1580 1910 2120 2154 2222 1195 0240 INSURANCE ACCELERATED LEARNING ITINERANT INSTRUCTION 0110 I 0210 ! _______ 0240 1 1210 ITINERANT INSTRUCT I OH RESOURCE ROOM 1220 QUO ~ 6210 5215 RESOURCE ROOM TOTALS *1,404.00 Tl2,390,96 *1,292.94 *12,500.58 1551.M *417.94 *5,087,64 ~M,B5 *780.00 *780.00 0.60 REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE TOTALS *28,006.00 ~*2,l42.4y *1,526.28 lynTor *29,649.00 *2,114.28 *1,502.75 155 066.05 *12,555.75 *746.28 *467.16 *15,547.19 *15,224.00 *1,144.79 *650.00 *17,040.79 Bo REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE ACADEMIC PROGRESS GRANTS 1580 B17 0250 WT TOTALS *17,121,12 *1,509.92 *781.99 *19,215.05 sTs
750 *1,286.20 ~*445.41 119,988.11 T7
X41.46 *1,528.58 UM.sr 119,298.55 *59,108.00 *4,521.76 *65,579.76 I3o 1750 STIPENDS SOCIAL SECURITY TAX PUPIL TRANSPORTATION ACADEMIC PROGRESS GRANTS TOTALS GIFTED ANO TALENTED *8,167,59 *624,80 *1,720,62 110 512.81 *0.00 *0.00 *0.00 *0.00 729.15 S51.89 : lOo S781.04 *0.00 *0.00 *0.00 *0.00 15^5" ^210 0240 GIFTED AMO TALENTED GUIDANCE SERVICES 0110 ________________0210 0240 2120 REGULAR CERTIFipiTED SOCIAL security TAX INSURANCE TOTALS Jii,4o?.gr *887.6^ *476.05 1127044.42 Hi,248.M *1,160.08 ssiny Tf77W6.42 J. 'K.ZW.ST ~ *517,86 *180,77 177444,4r 12'0,555.66 tl,555.65 *659 00 i?J7510.iS J. GUIDANCE SERVICES NURSING SERVICES 0120 0240 2154 67 5S REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE TOTALS *267429.50 1,5.85 *915.80 122,908. ly *29.500.80 *27165.72 *1,502.09 *52,906,60 *15,692.1'0 *944.76' *474.28 ~*15,111.08 155,664.00 *2,575.50 *1,500.00 *57,559.50 1.00 1.00 nursing services REGULAR NOH-CERTIFICATED SOCIAL SECURITY TAX INSURANCE SCHOOL LIBRARY SERVICES 0110 0120 0210 0240 0410 0416 TOTALS *11,514.02 *880.87 *605.85 *15,000.69 111,175.65 {840:i4 *517.01 112,550.84 15,075.55 1548.5(5 *184.77 *5,648.40 *12,502.00 ~'154.46 *520.00 *15,978.40 0.40 0.40 2222 SCHOOL LIBRARY SERVICES REGULAR CERTIFICATED REGULAR NOH-CERTIFICATED SOCIAL SECURITY TAX INSURANCE SUPPLIES SUPPLIES - SUPPLY CENTEY TOTALS *51,154.21 115,606.00 *5,422.66 *2,940.46 12,965.07 *97.44' *54,165,84 *52,892.84 *9,598.42 *2,420.19 ~ *2,724.45 17^6.85 *257750 *48,070.23 *16,446.42 *0.00 *1,197.54 *605 86 *222.55 *70.55 118,540.28 *55,716.76 *4,855.20 *2,949.22 *1,820.00 *5,000.00 *300.00 1467^1.18 1.00 0.40 1740 9W1 JL.l-TWfiDate: 03/23/94 Time: 13:44 Little Rock School Dlitrlct Department Budget - OOM K. -j: BUD002 Furtctlon Department Code - Description BASELINE ELEMENTARY I Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FTE 1994/95 2410 0022 OFFICE OF THE PRINCIPAL 0110 0120 0210 0240 0410 REGULAR CERTIFICATED REGULAR NON-CERTIFICATED SOCIAL SECURITY TAX INSURANCE SUPPLIES 0416 SUPPLIES - SUPPLY CENTER *57,566.86 *14,929.83 S,S45
W *3,071.64 ioZoo iOo 2410 OFFICE OF THE PRINCIPAL UPKEEP OF BUILDINGS 6125 0210 6235 0240 5321 B4? TOTAL* ial,114:2? *60,344.09 *14,561.65 *5,370.54 *2,559.52 *176.85 *257.50 *83,270.15 *29,325.12 *8,026.62 *2,796.52 *1,135.09 *0.00 *0.00 *41,263,35 *59,816.94 *16,239.25 *5,818.30 *2,600.00 *300.00 *200.00 *84,974.49 1.00 1.00 2.00 REGULAR HON-CERTIFICATED SOCIAL SECURITY TAX PUBLIC EMPLOYEES RET IRENE INSURANCE UTILITY SERVICES-NATURAL 15352 UTILITY SERVICES-ELtCTRlC ^353 UTILITY SER-UATER/SEUAGE/ UPKEEP OF BUILDINGS OTHER SUPPORT SERVICES-BU on? TOTAL* *31,620.?? *2
373.14 *i
624:36' *2:667:25 *7,530.85 *36
176743 *1,496.63 *82:27772T 3t
t?? 1T7l5lT?y 2'
433::5r *9,300.00 i46
AM:M *1,800.00 *94,837.81 *19,572.44 *1,497.25 *782:85 *945.30 Y31755J3? *991.76 *57,341.75 *36,276.70 *2,775.17 to.60 *3,900.00 *9,300.00 *46,000.60 *1,800.00 *100,051.87 Too 3.00 SUPPLIE* - SUPPLY CENTER "2596' BASEL Ine kEMENTARY ~ OTHER SUPPORT SERVICES-BU TOTAL* tOTALS : *1,661:3? *i:6?T3? Wli 68739 ------*2,565750 *2:i6o:65 I1
631,461:B? *1,635.56 -1175353^ *397 ME 19 *2,500.00 *2,500.00 1999^57?755' Page 61Date: April 10, 1994 To: Staff v From: ('/Y^Ann Subject: Upcoming Hearing on LRSD 1994-95 Budget As you Icnow, the April 22 hearing on LRSDs proposed 1994-95 budget is less than two weeks away. Weve received some of the districts business cases for proposed changes that will have an impact on the budget. You may have seen some of them before. Polly is running off the copies youll need. Read and review each of the cases which is in your area of responsibility. Some of you will share certain cases, like Melissa and Horace on curriculum areas, for example. You are, of course, free to ask each other for help, advice, input, etc., on any case. By no later than noon of next Tuesday, April 19, I need your brief write-up on the cases according to the guidelines below. Use the general hearing format that is very familiar to all of us by now, writing the following for each case: (1) the title of the business case
(2) a very brief summary of what it proposes for which school, department, or program
(3) proposed implementation date or timeframe (some cases are for "as soon as possible," some for the next fiscal year, etc.)
(5) and the financial bottom line. Then if the case raises significant issues or is relevant to the budget to the extent that the ludge should bring the case up during the hearing. (5) list the main issues and (6) add any questions you believe are important for the Judge to pose. Keep in mind that the hearing is scheduled for one day only and will deal primarily with the big budget picture and how the district plans to balance its budget. That means there wont be time to go into business cases to any great extent, so any questions on them will have to be brief and to the point. Look for ways to keep things as condensed as possible. For example, several of the cases can probably be combined (e.g. Spanish teachers at the incentive schools). Also, deal only with issues that are the most important at this phase of budget development and review. The district has also finally sent us their Fast Track Evaluations book, which covers certain desegregation areas. Skim through the evaluations to see if they contain anything presently relevant to the business cases or the hearing. Polly has a copy at her desk. Reminder: Get your final interdistrict report changes to me as each school is finished. This report is way behind schedule and so is developing the incentive school guide and school monitoring. 1 must have everything on the interdistrict report no later than the beginning of the workday on Tuesday, April 12, 1994. Be sure to also review and (revise if necessary) your recommendations because the Judge thinks she wants us to put them in the report. Thanks.ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing Proposed Funding of Business Cases................................................. Student Assignment Office Reorganization....................................... Theme Specialist, Romine.................................................................... Multimedia Technology, Phase II, Garland....................................... Computer Science Theme Infusion, Rockefeller................................. Executive Assistant for Associate Superintendent for Desegregation Dialogues (District and Community)................................................. English as a Second Language (ESL) Program................................. Language Arts and Mathematics....................................................... Applied Biology and Chemistry.......................................................... Science Program................................................................................. Science Curriculum Revision.............................................................. Bob Melissa and Bob .Horace and Bob Horace and Bob Horace and Bob Connie Connie Horace and Melissa Melissa and Horace Horace and Margie Horace and Melissa Horace and Melissa Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation Horace and Melissa Melissa and Horace Incentive School Immersion Spanish Program, 1st Grade Pilot Project . . . . Melissa and Horace Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace Melissa and Horace Communications Technology Theme, Franklin . . . Career Awareness and Mass Media Theme, Rightsell Alternative Room Specialist, Rockefeller................ Alternative Room Specialist, Rightsell................... Alternative Room Specialist, Stephens................... Alternative Room Specialist, Franklin...................... Alternative Specialist, Garland................................ Horace Horace Margie Margie Margie Margie Margiet 12. Date: April 10, 1994 To: From: Staff 6^'Ann Subject: Upcoming Hearing on LRSD 1994-95 Budget As you Icnow, the April 22 hearing on LRSDs proposed 1994-95 budget is less than two weeks away. Weve received some of the districts business cases for proposed changes that will have an impact on the budget. You may have seen some of them before. Polly is running off the copies youll need. Read and review each of the cases which is in your area of responsibility. Some of you will share certain cases, like Melissa and Horace on curriculum areas, for example. You are, of course, free to ask each other for help, advice, input, etc., on any case. By no later than noon of next Tuesday, April 19, 1 need your brief write-up on the cases according to the guidelines below. Use the general hearing format that is very familiar to all of us by now, writing the following for each case: (1) the title of the business case
(2) a very brief summary of what it proposes for which school, department, or program
(3) proposed implementation date or timeframe (some cases are for "as soon as possible," some for the next fiscal year, etc.)
(5) and the financial bottom line. Then if the case raises significant issues or is relevant to the budget to the extent that the ludge should bring the case up during the hearing, (5) list the main issues and (6) add any questions you believe are important for the Judge to pose. Keep in mind that the hearing is scheduled for one day only and will deal primarily with the big budget picture and how the district plans to balance its budget. That means there wont be time to go into business cases to any great extent, so any questions on them will have to be brief and to the point. Look for ways to keep things as condensed as possible. For example, several of the cases can probably be combined (e.g. Spanish teachers at the incentive schools). Also, deal only with issues that are the most important at this phase of budget development and review. The district has also finally sent us their Fast Track Evaluations book, which covers certain desegregation areas. Skim through the evaluations to see if they contain anything presently relevant to the business cases or the hearing. Polly has a copy at her desk. Reminder: Get your final interdistrict report changes to me as each school is finished. This report is way behind schedule and so is developing the incentive school guide and school monitoring. 1 must have everything on the interdistrict report no later than the beginning of the workday on Tuesday, April 12, 1994. Be sure to also review and (revise if necessary) your recommendations because the Judge thinks she wants us to put them in the report. Thanks.ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing Proposed Funding of Business Cases................................................. Student Assignment Office Reorganization....................................... Theme Specialist, Romine.................................................................... Multimedia Technology, Phase II, Garland....................................... Computer Science Theme Infusion, Rockefeller................................. Executive Assistant for Associate Superintendent for Desegregation Dialogues (District and Community) ................................................. English as a Second Language (ESL) Program................................. Language Ans and Mathematics....................................................... Applied Biology and Chemistry.......................................................... Science Program................................................................................. Science Curriculum Revision.............................................................. Bob Melissa and Bob Horace and Bob Horace and Bob Horace and Bob Connie Connie Horace and Melissa Melissa and Horace Horace and Margie Horace and Melissa Horace and Melissa Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation Horace and Melissa Melissa and Horace Incentive School Immersion Spanish Program, 1st Grade Pilot Project .... Melissa and Horace Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace . Melissa and Horace Communications Technology Theme, Franklin . . . Career Awareness and Mass Media Theme, Rightsell Alternative Room Specialist, Rockefeller................ Alternative Room Specialist, Rightsell................... Alternative Room Specialist, Stephens................... Alternative Room Specialist, Franklin...................... Alternative Specialist, Garland................................ Horace Horace Margie Margie Margie Margie MargieLittle Rock School District Director of Student Assignment and Desegregation A Business Case Addition Modification Deletion June, 1994 (Revised August 8, 1994)Little Rock School District Director of Student Assignment and Desegregation Business Case Executive Summary The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees. The kinds of problems produced daily in this department could fill the large part of a day. Even if transportation is out-sourced, some of the routes and personnel will be retained by the district and require supervision. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the progress of the district toward the desegregation plan. The Student Assignment Office is not receiving the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents. The recommended solution is to modify the position of Desegregation Facilitator by changing the title to Director of Student Assignment and Desegregation and increasing the responsibilities to include student assignments. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. This position will continue to report to the Associate Superintendent for Desegregation. Implementing this alternative will permit: 1. 2. 3. 4. 5. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation
Greater focus and attention given to daily decisions relating to student assignment
Thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information
Quicker response to parent inquires
and. Identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Currently, the position of Desegregation Facilitator is vacant through a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. Though registration and assignments are strongly encouraged during the month of February, the process continues through August when it becomes overwhelming. Time forDirector of Student Assignment and Desegregation Business Case 2 announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. This is a position modification requiring no increase or decrease in positions or costs. Only the title will change and the responsibilities will increase. Funding for this position will come from the currently used line item of the budget. The following are milestones for implementing this position modification. 1. 2. 3. 4. 5. Milestone Present Business Case to the Superintendent for approval Present Business Case to the Board of Directors for approval Discuss this modification with all parties Present Business Case to attorneys to submit plan modification Submit plan modification to the Court for approval 6. Court approval 7. 8. Advertise the position Interview 9. Report for work Date 6/14/94 6/14/94 6/16/94 6/17/94 8/5/94 8/12/94 8/17/94 9/1/94 9/15/94 Person Mayo Willicims Williams Mayo Attorneys Williams Hurley Mayo Appointee Timely consideration of this modification is respectfully requested. Russ Mayo Associate Superintendent for Desegregation August, 1994 8/5'94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 3 Background The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of numerous statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. Recently, the responsibilities of Communications cind Transportation were added to this position. Transportation has over 340 employees. The kinds of problems produced daily in this department could fill the large part of a day. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the progress of the district toward the desegregation plan. Problem Definition The Student Assignment Office is not receiving the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of pcirents while not increasing personnel costs. The responsibilities of student assignment require moment by moment attention. Decisions of when to release certain waiting lists affect racial balance and recruitment of parents to the district. Careful monitoring of racial balance and the student assignment process improves public confidence and maintains racial balance. Projecting demographic data and enrollments aids in planning for future marketing, recruitment, and school closings or construction. Executing plans for closing schools requires attention to patrons who are affected and the assurance of acceptable options. The supervision of SAO personnel requires meetings, planning, and periodic training. Meeting with unhappy parents who do not understand the student assignment process requires diplomacy, patience, and time. Meeting with the appeals committee requires time and diplomacy. This sample of student assignment related responsibilities requires day-to-day, on-site attention. Currently the Associate Superintendent for Desegregation fulfills the responsibility of the student assignment supervisor and other responsibilities including supervision of Transportation, Communications, VIPS, desegregation. Though housed at the SAO, more often than not he is in meetings elsewhere. Approximately 60% of his time is spent in meetings relating to matters other than student assignment. The day-to-day attention to student assignment is not possible. 8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 4 Analysis of Alternatives The following alternatives have been considered: 1. Add a new position to cover the responsibilities of student assignment and to assist the Associate Superintendent for Desegregation. This creates an additional 2. 3. position and personnel costs. Allow things to remain as they are. SAO and parents will continue to receive less than adequate attention. Change the position of Desegregation Facilitator to Director of Student Assignment and Desegregation. Realign responsibilities to maintain most of the current duties and include student assignment responsibilities. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment. This position will continue to report to the Associate Superintendent for Desegregation. See Figure I below. Many of the responsibilities of the Desegregation Facilitator are covered already by current personnel and procedures. The Deputy Superintendent, Associate to the Deputy Superintendent, Associate Superintendent for Desegregation, Director of Planning, Research, and Evaluation, and staff development personnel do most Associate Superintendent Organizational Chart Associate Superintendent i3irector of Transportation Director of Student Assignment and Desegregation Director of Communications SUff I (2) Recruiters Community Deveiopment Coordinator (VIPS) sun Student Assignment Coordinator SAO Information Coordinator Programmer (5) Student Assignment Assistants Figure 1 D1RSAO.DOCDirector of Student Assignment and Desegregation Business Case 5 of the functions of the Desegregation Facilitator. Additioneil safeguards such as the Program Budget Document and the PERT chart (Tool) were implemented to prevent omissions. Examples of responsibilities of the position are as follows: a) b) c) d) e) 0 S) h) i) j) k) 1) m) Supervises and coordinates the day-to-day operation of the Student Assignment Office
Keeps the Associate Superintendent informed and updated on progress made in performing responsibilities relating to student assignment and on any relevant information discovered in the performance of these duties
Assists with developmental planning in the areas of long-range student assignment policies, magnet school development, program placement, and equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information
Assists with monitoring and evaluating the districts desegregation plan
Assists in ensuring that desegregation assessments, studies, surveys, and evaluation results are used to improve the operations of the schools
Assists in identifying problems or practices that impede the implementation of quality desegregation in the student assignment process
Provides immediate feedback on the day-to-day operations relating to student assignment
Observes the progress of desegregation implementation by reading and writing performance reports relating to implementation
Stays informed of current issues before the Board of Directors by attending Board Meetings
Provides for the development, implementation, and evaluation of staff training for Student Assignment Office personnel
Coordinates the appeals committee and monitoring groups such as the Parent Council, Bi-Racial Committee, and others as assigned
Assists in monitoring all aspects of desegregation implementation including, but not lirnited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement
and. Performs other duties as assigned. In the LRSD Plan, at the conclusion of the Educational Equity Monitoring section, the Desegregation Facilitator is explained as follows: 8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 6 Office of Desegregation A desegregation facilitator will be hired to work directly with building principals. The desegregation facilitator will be solely responsible for identifying problems or practices that impede the implementation of quality desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their staffs, for desegregation related concerns. The use of a desegregation facilitator will allow the central office administration to have immediate feedback on the day to day activities in the schools. The desegregation facilitator will report directly to the Associate Superintendent for Desegregation. However, the desegregation facilitator will work very closely with the remaining associate superintendents as needed. The desegregation facilitator will focus on all aspects of desegregation implementation. This includes, but is not limited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement runeline Develop Job Description Aimounce Position Hire Desegregation Facilitator March 1-15 April 1-15 May 30 The tasks as described above will be the primary responsibility of the Associate Superintendent as follows: 1. Work directly with building principals
2. 3. 4. 5. Identification of problems or practices that impede the implementation of quality desegregated education in each building
Providing technical assistance to building principals
Working very closely with the remaining associate superintendents as needed
and, Focusing on all aspects of desegregation implementation. Recommendation 1 Alternative 3 is recommended. 3. Change the position of Desegregation Facilitator to Director of Student Assignment and Desegregation. Realign responsibilities to maintain most of the * All p>aragraphs appearing in bold print in this section represent a revision of this business case as of August 8. They address the question from the Court of who will be responsible for the specific items in the plan. 8/5/94 niRSAODOCDirector of Student Assignment and Desegregation Business Case 7 current duties and include student assignment responsibilities. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment. This position will continue to report to the Associate Superintendent for Desegregation. Objective 1 Upon implementation of alternative 3, the Student Assignment Office will receive the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents while not increasing personnel costs. Achieving this objective will permit: 1. 2. 3. 4. 5. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation
Greater focus and attention given to daily decisions relating to student assignment
Thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information
Quicker response to parent inquires
and. Identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Impact Analysis Negatives 1. Student Assignment Personnel will have to adjust to a third supervisor within three years. 2. Parties in the case may be concerned that monitoring of the districts desegregation obligations will be compromised. Positives 1. eliminate delays in decision-making and responses to parents in the area of student assignments. 2. permit efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation
8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 8 3. 4. 5. 6. bring more focus and attention to daily decisions relating to student assignment
provide more thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information
allow quicker response to parent inquires
and, permit the identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Risks The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, continuous non-compliance with our obligations, and continuation of a generally poor image in the area of student assignments. Timing The sooner we can do this the better. Currently, the position of Desegregation Facilitator is vacant through a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. Though registration and assignment are strongly encouraged during the month of February, the process continues through August when it becomes overwhelming. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Resources Analysis Personnei This is a position modification requiring no increase or decrease in the number of positions existing. Financial No change will occur in the current level of funding for this position. Only the title will change and the responsibilities will increase. Revenue Source Funding for this position will come from budget. ently used line item of the 8/5/94 DIRSAO.DOCDirector of Student Assignment and Desegregation Business Case 9 Force Field Analysis Primary supporters of this modification are council members, SAO staff, Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this modification will help them meet their obligations under our plan. General Information Plan The following cire milestones for implementing this position modification. 1. 2. 3. 4. 5. Milestone Present Business Case to the Superintendent for approveil Present Business Case to the Board of Directors for approved Discuss this modification with all parties Present Business Case to attorneys to submit plan modification Submit plan modification to the Court for approved 6. Court approval 7. 8. Advertise the position Interview 9. Report for work Date 6/14/94 6/14/94 6/16/94 6/17/94 8/5/94 8/12/94 8/17/94 9/1/94 9/15/94 Person Mayo Williams Williams Mayo Attorneys Williams Hurley Mayo Appointee 3'5/94 DIRSAO.DOCreceive JUL 1 4 1994 Little Rock School District Office of Desesrcgatiwi S^so&h^q Outsourcing Student Transportation June, 1994 A Business Case ^^ass, i?_ stop' iSSS! ->^.v.-rz.>^-if.. a rr-r -Tn -ri-iaSSSSSjJ^JMfcgLittle Rock School District Outsourcing of Student Transportation Business Case Executive Stamnary One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a Lability. Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The crurent fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. As major repairs become increasingly more frequent, both labor and parts/materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Another common performance indicator associated with vehicle maintenance is "wrecker experience". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year.Outsourcing Student Transportation Business Case 2 The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are imavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually
Follow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Alternative 3 is recommended. By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints
07/xv BCjwrOutsourcing Student Transportation Business Case 3 2. Currently employed drivers will maintain their jobs and benefits
3. 4. 5. Buses will be on-time more often than they are now
Accidents decrease
The number of buses out-of-service for repairs will decrease
6. The cost of student transportation for the next three years will be less that that projected by LRSD
and, 7. A schedule for replacement of equipment will be strictly followed. It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. A savings of 1 million doUars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facihty already available. Even with these costs, outsourcing will reduce overall costs. The money currently allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. ______________________Milestone______________________ 1. Proposal presented to the LRSD Board of Directors for approval_________________________________________ 2. Notice to employees Date 7/14/94 Person Williams 3. Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9, Property transfer and occupancy_______ 10. Complete bus routes_________________ 11 Retrain current employees____________ 12. Train new employees_________________ 13. Notify patrons_______________________ 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs 7/15/94 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/21/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor 07/14/94 00,057
Outsourcing Student Transportation Business Case 4 Background One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a hability. The District expends an inordinate amount of time and energy focusing on Support Services such as transportation. Educational issues often take a back seat to transportation operations because of the time required to respond to these concerns. Often these issues are the focus of media attention which results in poor public relations. The District's transportation operations have frequently been in the media this year. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor operational performance. The accuracy and voracity of the stories is not as important as the resulting poor public perception of the operations, and the fact that these "crises" are draining management's attention away from the primary goal of educating children. Service in the Little Rock School District has been the subject of much debate. According to a recent study only 69% of the buses are "on-time." At present the district is not employing the best "state-of-the-market techruques" for managing and providing student transportation services. The Little Rock School District is facing a $7.2 million budget deficit for the 94-95 academic year. Management in the Transportation Department is concerned that the fleet is aging and a large proportion of it must be replaced. For the last several years, the District has been unable to meet its targeted goal of replacing 10% of its buses per year. As a result replacing the aged fleet now represents a prodigious capital expense which the District virtually cannot incur in a single budget year. To return to an acceptable fleet replacement cycle, the District would have to expend approximately $1 million per year over the next six years. >17/14/^ KjmOutsourcing Student Transportation Business Case 5 Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The current fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. To bring the fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on type of engine and miles of use. Those parameters require that buses used to service the District be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Using these parameters, along with the fleet's current mileage as of the close of school in June, 1994, a replacement schedule for the District's current vehicles School Year 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 Buses 128 29 22 18 10 1 25 was established. Listed here is the number of buses that will need to be replaced prior to the start of each Replacement Schedule of Buses Based on 1994 Fleet & RFP Standard corresponding school year. Fundamental to the success of District 140 120 100 80 60 40 20 0 128 +$900,000 in 1994-95 to meet standard 94-95 29 22 18 10 95-96 96-97 97-96 96-99 transportation operation is improving the level of service in the area of vehicle 0 25 1 a 99- 2000 0 2000- 2001 0 2001- 2002 2002- 2003 2003- 2004 School Year a fleet of 281 buses with only eight mechanics. maintenance. Because of the age and condition for the existing fleet it has become necessary to add additional maintenance staff and to service the older high mileage buses much more frequently. The District currently services The workload has increased dramatically over previous years because heavy maintenance previously covered under 07/14/M 0C_OUT Outsourcing Student Transportation Business Case 6 warranty must now be performed in-house. In fact, a recent study of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to 44 vehicles is unsatisfactory. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crucial. This is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Mr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs. mechanic ratio is not consistent with national standards. As major repairs become increasingly more frequent, both labor and parts/ materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Parts/Materials/Supplies $1.200,000 $1,000,000 $800,000 $600,000 $400,000 $200,000 $0 1992-93 1993-94 1994-95 Another common performance indicator associated with vehicle maintenance is "wrecker experience". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year. 07AV** 8C_OUT Outsourcing Student Transportation Business Case 7 Wrecker Experienc $40,000 $30,000 $20,000 $10,000 $0 400 299 fI r 160 60 I i 60 1992-93 1993-94 1994-95 LRSD Wrecker Calls Normal Wrecker Calls Several factors are used in determining performance levels for transportation services. One of the leading indicators of poor performance is driver absenteeism. Because unwarranted absenteeism harms the program for children, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and a fairly accurate indicator of the unsatisfactory performance level of the current operation. The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are unavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) Vehicle accident rate is commonly used as the indicator when assessing the level of safe operation of the driver, the conditions in which operations are performed, and r 16 14 12 10 8 6 4 2 0 Quality of Performance Accidents per Million Miles J the condition of the vehicles operated. Preventable accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment In 1993, the District had 68 such accidents while logging over 3.9 million miles
in 1994, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents per million miles respectively. By contrast, the prospective contractor has an record established, documented safety of only 8.8 preventable 07/14/94 BC.OUr Outsourcing Student Transportation Business Case 8 accidents per million miles. Typically/ a high vehicle accident rate manifests in increases for both Workers Compensation and Property and Casualty insurance costs. Analysis of three previous years claims for Workers Compensation indicates an extreme upward trend in the frequency of claims and the cost per claim to the District In 1992 there were 31 Workers Compensation claims processed for the Transportation Department at a cost of $66,439. In 1993 there were 42 claims processed at a cost of $169,587, and by March of 1994, there had been some 45 claims totaling $57,662. Bus driver claims account for 65% of all claims by district employees. The composite data indicates an urgent need for improved driver training and the initiation of a vigorous and sustained safety awareness program. That has not been possible in LRSD because of the eUmination of supervisory/training position by budget cuts. Regarding these same issues, the Gallagher study referred to previously provided the following recommendations: 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, Swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. AU drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers & Lybrand staff in their findings at the transportation terminal: Coopers & Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost all of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, all indicated a concern that something needed to be done to ensure that things didn't get worse. All interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, like cracks in a dam, and many were fearful of the department's future. It is C&L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Analysis of Alternatives J Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD. Upon careful consideration, several 07/14/M BC.OUTOutsourcing Student Transportation Business Case 9 aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually
Follow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recommendation Alternative 3 is recommended. 3. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Proposals have been requested from private sector transportation companies on this alternative. Of the responses received, only Mayflower Contract Services, Inc. proposed to contract the LRSD student transportation system as appear tn the proposal submitted by the contractor. specified. Details 07/14/94 0C_OUTOutsourcing Student Transportation Business Case 10 Objective By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints
2. Currently employed drivers will maintain their jobs and benefits
3. Buses will be on-time more often than they are now
4. Accidents decrease
5. The number of buses out-of-service for repairs will decrease
6. The cost of student transportation for the next three years will be less that that projected by LRSD
and, 7. A schedule for replacement of equipment will be strictly followed. Impact Analysis The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 80 drivers. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. Negatives 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences
2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs
Positives 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints
2. Currently employed drivers will maintain their jobs and benefits
07/14/94 BC_0UTOutsourcing Student Transportation Business Case 3. Buses will be on-time more often than they are now
4. Accidents will decrease
5. The number of buses out-of- 11 Quality of Performance Bus Availability, Driver Absenteosm, Not-oo-'nine Buses service decrease
for repairs will 6. The cost of student transportation for the next three years will be less that that projected by LRSD
and, 7. A schedule for replacement of equipment will be strictly followed providing students with badly needed new buses. 30% 25% 20% 15% 10% 5% 0% LRS Contracto 14% 5% Out-of-Service 23% 12% Absenteeism 30% 1% Not-on-TIme Risks The risks of not implementing this solution is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The risks of implementation of this solution are the unfounded presiunptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capabiUty given the delays in implementation of outsourcing when considering increased activities associated with the start up of the school year. Timing It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timehne included must be addressed. Resources Analysis Personnel No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. 07/14/94 BC_OUrOutsourcing Student Transportation Business Case 12 Financial A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District wiU maintain the special education routes and a smaller v. Three Year Bottom Line Cost Comparison LRSD V. Contractor a LRSD Contractor -$1,018,614 savings over 3 years $10,000,000 $9,000,000 $8,000,000 $7,000,000 $6,000,000 $5,000,000 $4,000,000 $3,000,000 $2,000,000 $7,327,775 $7,760,438 $6,562,449 $6,463,981 $6,997,680 !7,170,387 x $1,000,000 $0 94-95 95-96 96-97 School Year maintenance facility already available. Even with these costs, outsourcing will reduce overall costs (See Attachment 1). Revenue Source The money currently allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget Force Field Analysis Primary supporters of this proposal will be those directly affected by the solution patrons and administrators within the District The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student service and cost savings. BCJWTOutsourcing Student Transportation Business Case 13 Those most opposed to the solution will be bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of outsourcing is that costs will be reduced while improving service. General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. Milestone Date Person 1. Proposal presented to the LRSD Board of Directors for approval 7/14/94 Williams 2. Notice to employees 7/15/94 3, Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9. Property transfer and occupancy 10. Complete bus routes 11. Retrain current employees 12. Train new employees 13. Notify patrons 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/21/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor 14/94 BC.OOTOutsourcing Student Transportation Business Case 14 Attachment 1 Comparison of LRSD costs to Mayflower Contract Services, Inc. Costs EXPENSE CATEGORY Salaries Fringe Benefits Purchased Services Materials / Supplies Capital Outlay Other Objects SUBTOTAL Budget Yr 1994-95 3,679,789 800,604 676,500 964,664 11,000 1,000 6,133,557 Budget Yr 1995-96 3,790,183 809,049 686,648 984,041 11,000 1,000 6,281,921 Budget Yr 1996-97 3,985,519 852,142 700,381 1,003,722 11,000 1,000 6,553,764 TOTAL 11,455,491 2,461,795 2,063,529 2,952,427 33,000 3,000 18,969,242 Fleet Insurance Workers Compensation Fleet Disposal Bus Payment SUBTOTAL 512,680 236,473 537,000 522,933 243,565 533,392 251,357 1,286,153 1,155,391 1,921,889 1,317,297 2,102,046 1,569,005 731,395 537,000 2,472,688 5,310,088 TOTAL FUNDS AVAILABLE 7,419,710 8,203,810 8,655,810 24,279,330 Mayflower Proposal Special Education TOTAL 6,463,981 857,261 7,321,242 6,997,680 876,035 7,873,715 7,170,387 895,372 8,065,759 20,632,048 2,628,668 23,260,716 SAVINGS Regular/ M-to-M Special Ed TOTAL 98,468 6,562,449 857,261 7,419,710 330,095 7,327,775 876,035 8,203,810 590,051 7,760,438 895,372 8,655,810 1,018,614 21,650,662 2,628,668 24,279,330 .T/IVW BC.OOTRECEIVED ZntA^ JUL 2 5 1994 Office of Desegregation Mannoiing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of its business case for Incentive School Plan Double Funding. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 * iyj J By:l Christopher Heller Bar No. 81083 F CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21st day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN DOUBLE FUNDING July 18, 1994 BUSINESS CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all students. This commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comparable to the best in the District and the state. time, At that as well as today, Cairver and Williams Magnet Schools and Forest Park, Jefferson, and Teriry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents, academic Incentive schools were designed to promote and ensure excellence in schools that have difficult been to desegregate. Incentive School Program is not only to compensate the victims of segregation but also to serve as a tool The IS for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. classes. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, "double-funding" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost a factor which was to be considered at a later point. time, the district has developed a formula and funds the schools Since that according to this established criteria. "Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations" (ODM 1992-93 Incentive School Monitoring Report). A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. The purpose of each change was to improve the quality of education. However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools.Incentive School Plan - Double Funding July 19, 1994 Page 2 The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. B. C. Greater emphasis must be placed implementing and evaluating quality integrated education for our community. on The District must operate an efficient school district within the boundaries of its' annual recurring revenues. Short-term remedies have only delayed the financial crises that we now face. Problem Definition programming has Current not resulted in either improved achievement or desegregated schools. A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. limited. Instructional time is Each facet of this district must assist in resolving its' financial problems. Over the years, the cost of funding incentive schools has more than tripled and current programming has not resulted in improved achievement or desegregated The District must now decide if it will continue to schools. triple fund Incentive School programs, while reducing the funding for Area Schools. Such reduced funding of Area Schools will have a negative impact and we run the risk of continued urban flight and aging buildings that need attention. are fifty schools in There the district and the children that populate all of these schools must be provided equitable opportunities and resources. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase District is now asking the following questions: in enrollment. The Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the in Incentive Schools' original goals are achieved? Are there obligations that are educational or some other standpoint? questionable from an Should funding the Incentive School Program be brought in line with dollars generated through double-funding?Incentive School Plan - Double Funding July 19, 1994 Page 3 Can we demonstrate logically that the current program is not making the best use of time, effort, and money? Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools? The alternatives at this time are: Keep doing what we are doing. Analyze current funding of Incentive Schools and double fund as previously committed. Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District. ~ . . . . Care must be taken to surgically reduce triple funding of the Incentive Schools, these schools remain an important and relevant component of Court approved desegregation plan. as our Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate our students are progressing academically. Achievement disparity still exists
however, African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. that data show that The student enrollments at these schools have been stable over a period of time. There are waitina lists for oarents who wish -t-n 1 their There are waiting parents wish to enroll Financial excellence. students where resources alone educational will not excellence ensure prevails, educational There must be ongoing monitoring of programs to ensure double funding is providing for the needs of the children attending these schools. ISIncentive School Plan - Double Funding July 19, 1994 Page 4 E. The District recommends that extended day/week activities would be staffed in accordance with programmatic further need. A review of current enrollment figures indicates that we may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at cost savings of approximately $280,000.00 (eight teachers average salary of $35,000 = $280,000). Objectives a X The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the established double funding formula. Evaluation Criteria The incentive evidenced by: school will be successfully operating as Increased student achievement. Teaching and learning will improve as measured by projects, portfolio assessments, and teacher-made tests. Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next Quartile and increased numbers of students moving above the 50th percentile. Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools. Grade distribution reports (by semester) reflecting increase in letter grades of C" or better in the core areas an for each student. Increased activities. student participation in extended day/week Expected Benefits The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction students. of disparity between black and white students. Quality programs will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive school program.Incentive School Plan - Double Funding July 19, 1994 Page 5 F. Impact Analysis Quality desegregated education will be provided in environment that is attractive and conducive to learning, desegregation plan will not be negatively impacted, recommendation will have a positive impact on the plan as teaching learning will be enhanced. Successful an The This and implementation of this program will allow the District to replicate those factors that enhance and promote student learning and parent involvement. The District plans to provide early release time, one day each month for nine months, to provide quality staff development for all of its teachers including Incentive School teachers. Quality staff development will enhance the instructional skills of the teachers and support staff. Using early release time is an effective and extremely cost saving means of providing support for staff. Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the district's students attend Area Schools. Double funding of Incentive Schools will shift the emphasis to "doing more with less." Testimonies have suggested that the "double funding" intent has created a financial illusion of a "cure all" panacea for these schools. The district's program planning and budgeting document will allow us to monitor the impact of "double funding" on Incentive School programs on a regular basis, monitoring can ensure that the Incentive Schools do not Such suffer irreparable harm as we
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