LITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I r 1 PRELIMINARY BUSINESS CASES APRIL 22,1994 COURT HEARINGLITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I i PRELIMINARY BUSINESS CASES APRIL 22, 1994 COURT HEARING Io- S<Jz3/Ti.-7i^z3 ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing I S-P, - 3 1 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 I Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation . Horace and Melissa . . Melissa and Horace Incentive School Immersion Spanish Program, 1 st Grade Pilot Project .... Melissa and Horace 1 i4 Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace Melissa and Horace 1 i! 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 iii i! Margie Margie Margie Margie Margie J I RECEIVED APR 51994 Office of Desegregation h^onuoring t LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS I March 31, 1994 TO: Board of Directors FROM: Henr 1 intendent SUBJECT: Proposal Funding of Business Cases i, ( 21 Per your request, attached are itemized listings of costs for implementing business cases as submitted for your review on March 29, 1994, 4 I 1 I I BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS < (Required - Double Funding) a SCHOOL ITEM AMOUNT a 1. Franklin Theme 1.0 Spanish teacher $40,000 25,000 a 2. Rockefeller 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation 12,000 25,000 75,000 (maximum) 3. Rightsell .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 1 3 4. Mitchell .5 Spanish teacher 12,500 5. Garland .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 6. Stephens .5 Spanish teacher 12,500 I. No impact on Incentive School Budget. I ll I. ji, 1I BUSINESS CASES CATEGORY II - DESEGREGATION PLAN/ADE I (Required - Need Funding) fl DEPARTMENT ITEM AMOUNT a 1 1. 2. 3. 4. 5. 6. * English Math/Lang. Arts Science/Voc. Ed. Science English/For. Lang. Science English as a Second Language Math/Lang Arts Revision Applied Biology/Chemistry Science Revision For. Language Revision Hands-on Science Total $ 75,880 21,100 93,000* 10,000 7,500 25,000 $139,480 Fund source - Carl Perkins (No LRSD funds) J I3 i i I r 3 I 9 fl fl fl BUSINESS CASES CATEGORY III - RELATED DESEGREGATION/ADE (Not Required-But Essential) DEPARTMENT/SCHOOL ITEM AMOUNT 1. 2. 3. 4. 5. Science/Math (K-3) Foreign Language Social Studies Romine Foreign Language Science/Math Reading $ 18,000 Foreign Lang. K-12 Revision (UALR) Secretary Theme Specialist For. Lang. Immersion Total 15,000 18,000 (use existing position in District) 3,000 $ 54,000 GRAND TOTAL $193,480 I I I JDate: April 18, 1994 MEMORANDUM From: Connie To: Ann "a Subject: April 15, 1994 LRSD Court Submission Attached you will find the updated business case for the Executive Assistant to the Associate Superintendent for Desegregation. The only change is the addition of a cover page (164) that identifies the level of funding at $16,000, and conflicts with the business case total of $48,750 on pages 166 and 171. J I < 1 Additionally, the district proposed a $100,000 reduction to New Futures, but it did not submit a business case for this budget cut. (pg. 208) The district states that the reduction is justified because the program expenditures have been less than the amount budgeted, (pg. 214) I J 1 fl I * I
J i I .1 fl fl I J s I RECEIVEO 1 APR 51994 'i 1 Office of Desegregation Monitoring Little Rock School District Student Assignment Office Reorganization 4 Business Case Ri 3 ill H 1 Assignment i OJfice of Vtfansportation V Desegregation Involvement Qualityf Equity Service, & Understanding I Communications H I January, 1994 i C. Russell Mayo Associate Superintendentv Executive Summary Background Problem Definition Table of Contents 1 3 4 I Analysis of Alternatives 4 Recommendation 7 1 Objective 7 I Impact Analysis 8 fl Resources Analysis 10 ,4 t Force Field Analysis 11 General Information Plan, 11 Attachment 1 1 13 Attachment 2 14 fl Attachment 3 15 fl M JI Little Rock School District Student Assignment Office Reorganization Business Case Executive Summary The purpose of the Student Assignment Office (SAO) is to assist students and parents in understanding and making their school choices while ensuring racial balance in each school. For many good and bad reasons, poor public relations and inadequate service have plagued the SAO. This research was done with the help of business people, parents, and SAO staff. The problem is that the Student Assignment Office does not provide courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. This makes the public less cooperative in the desegregation process. Personnel, the Telephone System, Furniture, and Data Management are interdependent areas basic to the solution. Data Management requirements are beyond the scope of this proposal. The solution is as follows: J 1 Personnel (Attachment 1) Five positions will be dedicated to serving the public by receiving calls and walk-in traffic. This will increase by 150% the number of positions dedicated to serving public inquiries without adding any positions to the budget. Two positions must be upgraded and one redefined at an annual cost of $3,000. Telephone System (Attachment 2) The telephone system proposed will allow these five people to manage the load of approximately 10 people, save personnel costs, and improve service. It provides a limited menu, holds in "queue" up to eight calls, permits supervision through daily supervisory reports, records conversations for supervision and training, empowers student assignors to be receptionists as well as assignors, and reduces to one the number of people the public must speak to when calling. This is a one time cost of approximately $24,000 to $30,000. Bidding will be necessary. I I Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. Furniture (Attachment 3) Each of five work stations will be equipped with a terminal, a headset and special phone, lighting, a desk, dividers, shelving, a chair for serving walk-in "customers", and wiring for the terminal, lighting, and telephone. These stations will be clustered to reduce wiring costs and in increase convenience for the team of student assignors. It includes stand-up viewing of the office area and other student assignors as well as sit-down privacy with the "customers" whether or not he/she is a walk-in or a caller. This will improve the appearance of the outer office seen by the public when they first enter SAO. This is a one time cost of approximately $13,000. Bidding will be necessary. This solution will address obligations relating to student assignment, marketing, and recruitment under our desegregation plan. It will permit assignment of students within twenty-four working hours, reduce patrons' travel to and from SAO, permit ongoing monitoring and training of student assignors. I JStudent Assignment Office Reorganization Business Case 2 improve racial balance by consistent application of procedures, permit prompt answering of calls, improve accuracy on I Most of these benefits will occur SAO forms, and reduce complaints, within three months of complete I implementation. The change in racial balance may take up to one year. Time is important SAO's work intensifies with February pre-registration, the process continues until August when it becomes overwhelming. By August, students become more curious about which school they are to attend with school opening soon. Our staff estimates that 40% of our students wait imtil then to register. Therefore, the solution must be in place by August 1. Time for bidding the telephone system, the furniture, and training personnel should take no more than four months to complete once this proposal is approved. Approval will be necessary no later than April 1. By this business case, I am requesting that this project be included in the 1994-95 budget The following are milestones for implementing this proposal: I I I 1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff___________ Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested________________________ Resubmit 7. Decision for inciusion in the budget 8. Let blds on furniture and telephone system 9. Open bids for furniture and telephone system 10. Order terminal for stations___________________ 11. Schedule installation of wiring & equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors ___________ 14. Install wiring & equipment____________________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 81/34/94 02/08/94 02/22/94 02/28/94 02/28/94 03/05/94 03/15/94 03/20/94 03/20/94 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I t Timely consideration of this proposal is respectfully requested. 1 I C. Russell Mayo Associate Superintendent for Desegregation January, 1994 S<Munad by Rum Mayo. tef D(lyUuii 01/03/94 II I Student Assignment Office Reorganization Business Case 3 IbocI^ivu^ I The Student Assignment Office (SAO) was established to supervise racial balance under our desegregation plan. SAO is to provide service to patrons. SAO assists students and parents in imderstanding and making their school choices while monitoring racial balance in each school. Exciting programs and opportunities coupled with early, vigorous, and sustained recruitment are expected to inform and intrigue students. In turn, voluntary desegregation ccc". This theory is not perfect in the best of circumstances. occurs. Student assignment offices have inherent problems with timely processing of students because of numerous, complex stipulations in their plans. Insuring compliance creates a student assignment bottleneck (Figure 1). Guarding against those who would circumvent the criteria demands strict supervision. requires diplomatic skills and refined coordination to Strict supervision frustration. Our SAO has been ease potential public unsuccess! I I I I 3 I Student Assignment Assignment Bottleneck ' WuwMr Those to Register Lr Mng PlifMWNa 1 ________ IWtttig j ' Itefwfwrttfton ( u studant Assignmant Office EnrolM A Assigned *w - chooli - RacM SDfW I Figure 1 jfrustratinn. Unfortunately, afti already complex process has been aggravated by poor coordination and weak diplomacy. The customary conflict between theory and reality has been worsened by insensitivity and attitude. This has compromised both image and credibility for SAO and our district In defense of student assigrunent personnel, they have been plagued by circumstances beyond their control. The lack of continuity in leadership over the past few years, limited personnel, and inappropriate equipment has dampened their enthusiasm. This problem is common knowledge. Statistical evidence does not exist because records are not kept of the number of busy phone Unes, unretumed calls, rings before answering the phone, minutes waiting in the lobby for assistance, incorrectly completed SAO forms, and irate patrons. I am aware of the problem through district personnel, area Realtors, business people, and personal observation. Taking time to do formal surveys of the community and district personnel would tell us what we already know and delay the solution. The solution will not come quickly or inexpensively. It must come, however, or we will continue to lose a significant portion of our population. This business case offers a solution. SuMtitd Rum Uijn, ^MCUKSupvinlwtMrl terPMUii^nion Ol/m/H 8C2.SAOI Student Assignment Office Reorganization Business Case 4 I I Problem Definition I The Student Assignment Office (SAO) does not provide quick, courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. SAO affects every student and principal in the district More often than not, new patrons to our district are referred to SAO for assistance with registration, school assignment, and choices available. This contact is a critical moment in the publics' already sensitive relationship with the district For many, it is the beginning of an adjustment to our assignment process. If this is poorly done, a negative image is perpetuated. The contact with SAO must be as courteous, helpful, and knowledgeable as possible. The public must feel that we want to help and that getting help is not time consuming, confusing, or hopeless. Analysis of Alternatives 3 II I1 I1 I i Solutions have been discussed with business people, parents, and SAO Approximate costs of staff, these solutions were studied by SAO staff members with the assistance of the business community. Upon careful study, four dependent parts (Figure 2) emerged as fundamental to the solution. Addressing one or two and not all four seriously compromises an Data Management ' Service Components effective solution. They are Telephone System Personnel Figure 2 Furniture Personnel, Telephone System, Furniture, and Data Management All are inadequate at this time. Our poor data management process has had dramatic impact on efficiency and good public relations. For example, the number of students assigned to a school is not updated on SAO's terminals as it happens. Therefore, SAO may direct a patron to a school to complete the process of assignment and have the patron learn from the school that there is no room for another student and be sent back to SAO. With immediate update of computer information, time is saved and embarrassment is avoid. Recommendations for improving this problem are beyond the scope of this proposal. Inherent in all of the following alternatives is the assumption that continuous monitoring and training of office staff is essential. The alternative solutions considered are listed below: 4 Subnultad by Run Maro. AaacutcSupenniandant >erDM(ri|ttofi Ba_sx) I I Student Assignment Office Reorganization Business Case 5 I 1. Change nothing. This will perpetuate the problem by creating more phone calls, walk-in traffic, upset patrons, and overworked personnel at a time when people are exp>ecting improvement in the district
2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of "customers" and general supervision of the office. 'Z Personnel (Figure 3 & Attachment 1) Five positions will be dedicated to serving the public by phone or as walk-in traffic. TTiis will increase by 150%'O 1 the number of positions dedicated Office of Desegregation Organizatumal Chart Aocial Superintendent I toc.At<K I OMtfor al ' TrupaMIwi abcinf Mi I AHt9OTM< ProcMMm Caatralr Cwenevr t>M9gMtonFaeaMBr . (8Rwi* CaHuaunn DaaOafUMrt CtiaiOnaai (*I , wr { FlOtfMWHWr I ffi Mdwtf AwtgwwwAwHtortt I Student Assignment Figure 3 I I to serving public inquiries without adding any positions. This alternative will require upgrading two positions and redefining one existing position. Telephone System (Figure 4 & Attachment 2) - Purchase a telephone system that wiU allow these five people to manage the load of II approximately 10 people and save personnel costs while improving service to the public. Such a phone system provides a limited menu of commonly asked answers which can be chosen by the caller from a touch tone phone. It holds in "queue" up to eight calls while giving the waiting caller I information about the student assignment process. When a student I I I Student Assignment Telephone Ser^'ice Manu options WMcoioa to Little Roch Waiting List Inquiry Ci^ncbr M syrsnts, tiocumsnis nscssssry IO rsfpatsr, athsro to rsgisior, stc, Quouoing Suporvision * ca//nocfM numbor of rings to snssfor csitroconhng District omployoo by~pass Figure 4 assignor hangs up his/her line the next person in the H',queue" rings in at that station. The system permits supervision of service by producing daily reports to a supervisor on the number of calls received, the number of rings before the call was answered, the number of minutes each caller waited in the "queue", which student assignor handled the most calls, etc. Further, it records the conversations between the public and the student assignor so better service may be provided through supervision and training. If a question arises about who mistreated whom, the call can be replayed for better ways to handle the difficult caller. This system empowers all student assignors SubmittedRumMif. AMeeulSupVMMtl(orD^Tir>tMr Student Assignment Office Reorganization Business Case 6 p to be receptionists as well as assignors and minimizes the number of people the public must speak to for services. The first person to answer will be trained to assign, give information about waiting lists, and answer questions about programs. District personnel will be able to reach SAO a separate line and miss the heavy flow of traffic. on Z Furniture (Figure and Attachment 3) Equip each of five work stations with terminal, & headset and special phone, lighting, a desk, dividers, and shelving, a chair for waiting on walk-in "customers", and wiring for the terminal, lighting. and telephone. These statioiis will be grouped to reduce wiring costs and in increase cooperation for the team of assignors. It includes stand-up viewing of the office area and Student Assignment Layout 6 Algnment Stetlons Student AMionnwnt Aniatant Tenninal Spacial Phona Appropriate Furniture Sm. StMk>n Crc. Counter PsUttK Entranc* Figure 5 other student assignors. While seated, privacy will be maintained with the "customer" whether or not he/ she is a walk-in or a caller. 5 a r I I I L 3. Realign responsibilities of current personnel without additional positions, change the current telephone system so calls enter through a switchboard, and work with our warehouse to get adequate furniture to prooide services for walk-in and telephone "customers while allowing general supervision of the office. Personnel Considering that the SAO is understaffed, no increase in 3 I personnel will place stress on existing personnel as _ . more is required to eliminate the stated problem. The variety of functions, i.e. assigning students, data entry, assisting the public in completing forms, answering questions for the public, typing, filing, and general secretarial work creates a problem of division of labor. Telephone System Though the cost is considerably less, using a telephone system with a switchboard encumbers one person and prevents flexibility in responsibilities and movement Further, the "customer" has to be passed-off with each call. This system gives none of the services in #2 above. Furniture Our warehouse does not have furniture in storage to accommodate our needs. I 4. Change no personnel, telephone system, or furniture and provide training in people skills. Though this may be attractive from a cost point of view, training alone will not solve a problem of this magnitude. Sutautiad ^Rum Mayo. AMOoatcSupvwivtd** tf Oi/(0/4 Bcz.s*:'Student Assignment Office Reorganization Business Case 7 5. Move current personnel in these student assignment positions to other areas of the district to bring in new people, use the current telephone system, use the current furniture, and provide training in people skills. Certainly, new personnel could have a positive impact on the solution. It is unlikely that it would be enough. This is a very short term solution. Eventually, these folks would be overwhelmed. From a cost point of view, this is attractive but appropriate tools are lacking to solve a problem of this magnitude and greater personnel costs are in the offing. Recommendation 1 Alternative 2 is recommended. 2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of "customers" and general supervision of the office. This will permit reasonable coverage of all office functions (excepting secretarial help for the Associate Superintendent for Desegregation) and service to the public, i.e., clerical, receptionist, data entry, and student assignment services to the public, our office staff, and district personnel. This will reduce busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some I problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a I staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. I 9 Objective 1 I I r Upon implementation of Recommendation 2, the Student Assignment Office (SAO) will be able to provide quick, courteous, helpful, and knowledgeable service to the public in an efficient and " user friendly" way and thereby create a positive image for the Little Rock School District. Solving this problem will address obhgations under the LRSD and s Interdistrict Plans relating to student assignment, marketing, and obligations. recruitment The following is a list of the criteria to be used in determining whether or not the problem is being solved when this solution is implemented: bwbauRd&y KuvUtyo. AaaeutcSupanntvMnt lor UM^raptiorI Student Assignment Office Reorganization Business Case 8 I 1. 2. 3. 4. 5. 6. 7. 8. 9. Students are properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)
Patrons are referred to the appropriate school or to SAO by a school no more than once
I Training in people skills will be plaimed, scheduled, and provided based on statistical feedback from telephone use
Directions and help to "customers" will be given in polite and courteous tones, i.e., may I help you, how may I help you, please, thank you, help me understand your concern, help me understand your question, etc.
Assignments will be consistent with our plan and SAO regulations resulting in racial balance wherever possible
The telephone will be answered in no more than three rings
I Forms completed at SAO will be completed properly
I E The number of complaints about individuals in the SAO will decrease
and. Letters of appreciation will be received from the public for the courtesy shown and the help given. 1 p Most of these benefits will occur within three months of complete implementation of Alternative 2. The change in racial balance may take up to one year. Desegregation Plan goals should be met, the public response should be positive as reflected in an increase in the student population, and SAO personnel overtime and concerns will decrease. s i Impact Analysis I p Negatives 1. The budget will be impacted primarily for one-time costs
and. I I 2. Personnel currently in these five positions may not respond positively to retraining and realignment of position responsibilities, because they wiU be asked to do more than they are doing now. Positives 1. This solution will permit reasonable coverage of all office functions (except secretarial help for the Associate Superintendent for Desegregation) and SMbnitld Aaoe>altSupini4*il lor ui/uj/x Kx:>oStudent Assignment Office Reorganization Business Case 9 service functions to the public and district personnel. This will eliminate the public perception of busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. 2. Implementation will address obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, and recruitment obligations. 3. Students will be properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)
4. Patrons will be referred to the appropriate school or to SAO by a school no more than once
3 I 5. Tools will be available to evaluate training for student assignors
I a 6. 1 Directions and offers of help to a "customer" will be given in polite and courteous tones
I 7. Assignments wiU be consistent with in racial balance wherever possible
our plan and SAO regulations resulting 4 J F I F I 8. 9. The telephone will be answered in no more than three rings
Forms completed at SAO will be completed properly
10. Complaints about individuals in the SAO will decrease
and. 11. Letters of appreciation will be received from the public for the courtesy shown and the help given. Risks The risks of not implementing this solution are continued loss of district population, increasing complaints, continuous non-compliance with marketing plan obligations, and continuation of a generally poor image. our The risks of implementation of this solution are criticism for sp>ending money from the budget, the perception of favoritism toward SAO, and the SuMninal br Rum Wafa AMoaatcSupvinttMnt torDoa^npiior 01/03/94 Ba_SAOStudent Assignment Office Reorganization Business Case 10 possibility that this solution will not realize all of the benefits exactly anticipated. as Tuning The February to September registration period is the time to address the problem. Though registration and assignment are strongly encouraged during the month of February, the process continues until August when it becomes overwhelming. By August, students begin to think about where they will go to school. Our staff estimates that 40% of our students wait until August to register. Time for bidding the telephone system, the furniture, and training personnel will be necessary. This should take strongly encouraged during no more than four months to complete once approval is given. To prepare for the August rush, approval will be necessary later than April 1. no I Resources Analysis a Personnel 1 No additional positions are I .s 4 requested by this proposal. However, one of the people who is a student assignor is being used as secretary to the Associate Superintendent for Desegregation. The request for filling or adding an administrative assistant position wiU appear in another business case. 1 i I I A total of five Student Assignment Assistant positions will be dedicated to responding to the public under this proposal. Two of these positions already exist One existing positions will be realigned to serve as student assignor. Two data entry clerk positions must be upgraded in salary. They will rotate with others to cover the data entry needs in addition to doing student assignments. Retraining will be provided by the staff at SAO and others in the district Thus, no additional positions are requested by this proposal. Financial The only recurring annual costs >will be $3,000 per year upgrade for twd, data entry clerks and minimal maintenance of the computer terminals Tor the five student assignment stations. With future pay raises, the upgrade amount could increase proportionallv to the raise. SubmitMd frr Rum Mtfo. Aanoait SupmnlwxMnt tor Eimhi'hiiwh oj/ca/M IStudent Assigiunent Office Reorganization Business Case 11 Calculation for Upgrade to Student Assignment Assistant From To Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25.439 $17,999-$26.639 $1,200 $300 $1,500 One time costs will be incurred for equipment (two printers and furniture), installation of the wiring and terminals (by our personnel), and fo the telephone system. The furniture and telephonesystem must, lie'^idTCurrent estimates set the furniture at^pproximately $13,000 and the telephone system at $30,000 which includes warranties and installation Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. Revenue Source I By this business case, I am requesting that this project be included in the 1994-95 budget Force Field Analysis I I I Primary supporters of this proposal wilt be patrons of the district, SAO staff (except those directly affected perhaps). Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obUgations under our plan and reduce costs. For example, a more efficient process for student assignment will decrease the number of special trips made by buses and thus reduce costs for transportation. I General Information Plan c I The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget Until that point, it will be monitored daily. xMxmn*! Kuw AMOcialeSupannttfkMnt tor C1/03/M BC2,SM)I Student Assignment Office Reorganization Business Case 12 a Ij J Il l 1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff Present Business Case to the Superintendent Present Business Case to the Council Revise as suggested____________ Resubmit 8. Let bids on furniture and teleohone sv.stem 9. telephone system Open bids for furniture and telephone system 10. Order terminal for stations__________________ 11 Schedule installation of wiring & equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors_____________ 14. Install wiring & equipment __________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 iHHi 02/68/94 02/22/94 02/28/94 Q2]2'&I9A 03/05/94 03/15/94 03/20/94 QZI2QI^ 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I SieoutladfrrPuMUivc. A)oct&upu)tn4it ler Cn/ID/4 K2J51O Student Assignment Office Reorganization Business Case 13 Attachment 1a Personnel Costs Estimates & Job Description^ From To ______________ Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25,439 $17,999-$26,639 __________ $1,200 __________ $300 ______________ $1J00 Upgrading two (2) Data Entry Operator positions to Student Assignment Assistants will cost $3,000 per year. ~ future years if raises are given. Proportional increases will occur in * Job Description is attached 1 Personnel I i Subfflinad br Rum Utvc. AMaei*tSuonntnaani Be:. I Student Assignment Assistant Qualifications and Job Responsibilities Qualifications areas High School Diploma, some college preferred Experience in data entry or other computer-related____ Willingness to be trained in LRSD Desegregation Plan / Evidence of successful experience with the public and people in general Evidence of a strong commitment to quality desegregated education Evidence of a disposition that is both pleasing and comfortable with people Responsibilities 4 3 Report to Coordinator for Student Assignment & Coordinator for Student Assignment Information Services Provide information to the public via telephone in person Enter student information in computer Determine a student's appropriate school based on numerous factors as demonstrated in training sessions Assist public in completing student assignment forms Process Student Assignment forms * Make alternate assignments for transfer students and those not placed in area schools Process Minority-to-Majority Transfers (M-M) Work with transportation to determine how newly assigned students will get to school Maintain waiting lists Keep school vacant seats filled Maintain student data files Word process documents as the need arises^ / File Do other duties as assigned / I I IStudent Assignment Office Reorganization Business Case 14 Attachment 2 Telephone System Specifications & Cost Estimates System Option 1 Option 2 Estimate $26,250.54* $30,992.68* We recommend Option 2. 1 Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. 3 4 * Plus Tax i Telephone System pI fl SubautM byRuMUapa. Aaaaa(>$up*inidtt tarDwnii(tbn I Little Rock School District Student Assignment Norstar 8x24 System Equipment List 1 Northern Telecom 8x24 Norstar KSU 1 Centrex+ Software Package 1 2-port Expansion Module 2 Trunk Modules 4 DS Trunk Cartridges 3 M7208 Digital Sets 5 M7310 Digital ACD Sets 5 Busy Lamp Fields 1 Power Bar 1 Remote Access Device !' I I I 1 Leviton Power Conditioner I h 2 Training Video Tapes Two Year Warranty 4 3 Purchase Price (equipment and installation) $10,550.00+tax* fl Finance (60 months) True Lease (60 months) $ $ 212.48+tax/month 212.48+taxymonth * This price is based on reusing existing wiring. If any new wiring needs to be pulled, this price will be subject to change. PROPRIETARY
Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent.M I Supervisor Features Each Group can have one Supervisor assigned and a Supervisor can be assigned to multiple groups Silently monitor an Agent's phone conversation - Press key to JOIN the conversation if needed Playback an Agent's recorded phone conversation Create and change recorded announcements directly from a Supervisor's station set Receive three types of messages on the LCD display windows on the station set: - Informational - can be suppressed - Warning - can be suppressed - Critical - an Agent has requested Help General Features J I System configuration is simple 1 All configuration is automatically backed up to diskette 1 Voice announcement capabilities are standard (user can choose quality and volume) I Password securtiy J i Central Answering Position (CAP) backup fl On-line HELP Fully and seamlessly integrated with the Norstar Plug-in ready Remote maintenance available PROPRIETARY: without written consent. Not for disclosure outside Southwestern Bell Telecom, Inc.,Reporting Features Ten reports generated from Cinphony's database Generate reports on-demand or schedule Archive data for future reporting Ranges and options can be designated for each report Report generation is simple using menus and pop-up windows Status Screen Features System Status Display for system overview Group Status Display for detailed look at a Group and its Agents I True* real-time displays of all fields Color-coded for quick recognition and understanding of information J I % of disk full always displayed Day or night routing table currently being used is displayed I V 1 fl PROPRIETARY
without written consent. Not for disclosure outside Southwestern Bell Telecom, Inc., I IOPTION 1 I I 3 I s I Investment Summary LRSD - Student Assignment Norstar 8X24 System $ 10,550.00 -I- tax StarTalk-Mini Voice Mail System Cinphony ACD > Level I Total Purchase Price Finance > 60 Months True Lease - 60 Months OPTION 2 Norstar 8X24 System StarTalk-Mini Voice Mail System Cinphony ACD - Level 11 Total Purchase Price Finance - 60 Months True Lease - 60 Months PROPRIETARY: without written consent. $ 2,881.26 + tax $ 12,819.28 + tax $ 26,250.54 + tax $ $ 528.69 + tax 528.69 + tax $ 10,550.00 + tax $ 2,881.26 tax $ 17,561.42 + tax $ 30,992.68 + tax $ $ 624.19 + tax 624.19 + tax Not for disclosure outside Southwestern Bell Telecom, Inc.,& 1 StarTalk-Mini Voice Mail System Student Assignment Norstar StarTalk-Mini is a fully integrated voice mail and auto attendant system. It provides comprehensive call answering, call routing, and message taking capabilities for unanswered phones. It is unique because of the display-based capabilities and its extensive intelligent integration with the Norstar Key System. StarTalk-Mini is designed exclusively as an extension of the Norstar Key System and models the Norstar's features and capabilities. The sophisticated integration of the Norstar Key System and StarTalk-Mini is possible through a digital control link. This link allows the Norstar Key System and StarTalk-Mini to communicate easily and reliably via the Norstar telephone's liquid crystal display (LCD). This extensive use of the LCD to command the system is unique within the industry. The Norstar telephone's display prompts the user for the next option and, by simply pressing the corresponding soft key, the user flows effortlessly through the voice messaging system. Verbal prompts are also provided for additional assistance. The intelligent integration of the Norstar StarTalk-Mini makes system administration especially simple. All administration functions are menu driven and are accessed by any M7310 or M7324 digital set by using a special password. Unlike other systems, no additional hardware investment is required to perform this function. This is also a unique advantage for the Norstar StarTalk-Mini system. The many unique features of the Norstar StarTalk-Mini establish a new industry benchmark for user friendliness and integrated functionality. The sophisticated level of integration provides functionality, simplicity, and reliability that is unsurpassed and is only available due to the use of the Norstar's digital architecture. 3 Purchase Price (Equipment and Installation) $ 2,881.26 + tax a M PROPRIETARY: Not tor disclosure outside Southwestern Bell Telecom, Inc., without written consent.Student Assignment Office Reorganization Business Case 15 ! Attachment 3 I II 1! Office Furniture Specifications & Cost Estimates r i i Total Estimate: $13,295.00* I This includes installation & delivery. Bidding will be necessary and may bring a lower price. No tax is charged. 4 4 Furniture I 4 'a.t I 4 I 1 Ol/CO/W K2.S*3I I Ibday^ Office ARKANSAS OWNED AND OPERATED Furniture Supplies Design . Spece Plenning 717 West 7m St Little Rock. AR 72201 SOI /37S-S060 OCTOBER 28,1993 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE AVENIR- REFURBISHED: OPTION B: TY 2EA 4EA 8EA 2EA 2EA lEA 9EA 14EA *4EA 5EA lEA lEA 2BXS 4EA lEA 4EA lEA lEA DESCRIPTION SELL EXTENDED 48 X 52H PANELS WITH POWER 36 X 52H PANELS WITH POWER 24 X 52H PANELS 25 X 52H PANELS WITH POWER 48 X 41H PANELS WITH POWER 24 X 41 CURVED PANEL 24" BOX ! FILE PEDESTAL 24" END PANELS PWSCL-24 CLAMP PACKAGE SIDE SUPPORTS MSS (PAIR) POWER POLE 24 X 48 SPECIAL CORNER WORKSURFACE 98683-1D RECEPTACLES (6 PER BX) 36 X 72 CORNER WORKSURFACE SPECIAL 24 X 48 WORKSURFACE 24 X 36 WORKSURFACES 24" CANTILEVERS STORAGE CABINET 52"H 3 SHELVES 200.00 400.00 185.00 155.00 172.00 195.00 300.00 125.00 60.00 15.00 8.00 300.00 290.00 75.00 270.00 125.00 105.00 15.00 480.00 740.00 1240.00 344.00 390.00 300.00 1125.00 840.00 60.00 40.00 300.00 290.00 150.00 1080.00 125.00 420.00 30.00 480.00 I - PAGE 2 - OPTION B CON'T: TY DESCRIPTION SELL EXTENDED 4EA BRACKETS 14.00 56.00 4EA BOOKSHELVES 36" 41.00 164.00 *4EA OF 1207 SIDE CHAIRS 98.00 392.00 *5EA OF1200P SWIVEL CHAIR WITH ARMS 165.00 825.00 S 9,791.00 QUOTES "NEW" ITEMS I SECTION II. SECRETARYS AREA
p OPTION B: (TY 2EA lEA 3EA *1EA *2EA 2EA 2EA 4EA 2EA lEA DESCRIPTION SELL EXTENDED 36 X 65H PANELS WITH POWER 48 X 65H PANELS WITH POWER 42 X 65H PANELS WITH POWER BASE POWER END SHARED CANTILEVER 24" SPECIAL CORNER WORKSURFACE 42 X 78 24 X 48 WORKSURFACE BOX! BOX! FILE PEDESTAL 48" SHELVES 42" SHELF 210.00 220.00 200.00 70.00 45.00 225.00 125.00 200.00 43.00 43.00 420.00 220.00 600.00 70.00 90.00 550.00 250.00 800.00 86.00 43.00- PAGE 3 - OPTION B CON'T
ty DESCRIPTION SELL EXTENDED 3EA 36" SHELVES 40.00 120.00 lEA 72 X 24 WORKSURFACE 150.00 150.00 2EA 24" CANTILEVERS 15.00 30.00 IBX RECEPTACLES 75.00 75.00 S 3,504.00 TOTAL FOR ENTIRE AREA: (NO TAX) $13,295.00 J ** PRICES INCLUDE INSTALLATION & DELIVERY 3 A 3 3 S V < T - s^ cj < r T >3 1 1 I II l! 4 OiD SPIORUIUIB IB THX "ours omn nc t m OR npKoinD RTTBorr phor 3 c Hm 2S/9 < 24/52 kI>/>2 fS t> 24/52 Ir/8t r L ! ' AVENIR (REEURB) i I I' I-i. i (i k 'f CINPHONY ACD FOR NORSTAR LRSD - Student Assignment Cinphony is an ACD (Automatic Call Distribution) system developed for Northern Telecom's Norstar telephone system. It is designed specifically for the unique requirements of the small call center (30 or fewer logged in Agents). Cinphony was designed using Norstar's Open Application Interface resulting in a completely integrated system. Cinphony is a combination of software and DOS-based hardware. It is a comprehensive ACD package - all ACD activities - advanced call routing, "true* real-time status screens, and MIS reporting - take place on the processor. Whether a department within a larger organization or a small business, the small call center requires a great deal of flexibility. In particular, they need flexibility in regard to: 5 3 3 j I I Setting up their groups Overflow* capabilities Supervisor capabilities Using and learning the system Reporting Cinphony provides both power and flexibility to the small call center. While other ACD systems are generally downsized versions of systems that were designed for large, specialized applications, Cinphony was designed very specifically for the small call center. As a result, Cinphony can adapt to the business requirements of any small business, department, or branch location within a larger organization. Cinphony is a unique combination of hardware and software designed for use with Northern Telecom's Norstar telephone system. Cinphony takes advantage of Northern Telecom's unique Open Application Interface to provide true interaction between Cinphony and the Norstar. Cinphony communicates to every level. It "communicates* to the Agent by displaying messages on the LCD window on the station sets. It 'communicates* to the Supervisor using the LCD window and the real-time status screens. And Cinphony *communicates* to all levels of management with concise, useful reports. Cinphony gives staff and management the tools they need to do their job better. I Cinphony is like no other ACD system. It is more than a call management tool. It's a whole new way to approach business. PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent. I 3 9 4 I 3 2 S, I I i. Clnphonv ACD lor Norstar SYSTEM CAPACITIES Maximum Logged in Agents Maximum Groups Maximum Agent IDs Supervisory Positions Steps in Call Routing Table Call Routing Tables Maximum Lines Voice Cards Announcements Record A Call STATUS DISPLAY Real Time System Status Real Time Agent Status BEPQRTS Agent Profile Agent Profile By Group Group Profile Group Overftow Monthly Summary Routing Table ACD Call Profile Call Categorization Line Profile System Configuration Purchase Price (Equipment & Installation) PROPRIETARY: without written consent. LEYEkJ 12 2 48 1 16 2 per group Norstar Maximum 1 2 NO NO YES YES NO YES NO YES YES YES YES NO YES $ 12,819.28 Not for disclosure outside Southwestern LEVEL II 56 24 224 1 16 2 per group Norstar Maximum 2 or 4 4 or 8 YES YES YES YES YES YES YES YES YES YES YES YES YES $17,561.42 Bell Telecom, Inc., cinphony ACD for Norstar Agent Features Norstar station set functions do not change Agents can login/logout from any station set Agents can login to multiple groups simultaneously An Agent can request HELP from their Supervisor directly from the station set Using the Answer Forcing option (for use with headsets). Agents can receive calls without interacting with the station set Press a key to record a phone conversation Auto logout is a saftey feature that automatically logs an Agent out when a call is not answered within a user-defined period of time and then distributes the call to another Agent 7 Login Indicator flashes when calls are in queue 4 When a call is sent to an Agent, the LCD window on their station set identifies the Group the call is for and how long the caller has been waiting 1 Go UNAVAILABLE at a push of a button 1 Transfer calls to another Group's queue Group Features 1 Each Group is assigned a 'wrap-up' or 'post-work" duration. (This is the amount of time that the system waits after an Agent complete a call, before sending that Agent another call. The Agent can also indicate he/she is ready for another call before the wrap time expires.) J i Two Routing Tables per Group Call Categorization can be forced or optional entry for each Group i Agent Selection method defined by Group I. Overflow defined by Group Assign C.O. lines to each Group during configuration PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent.LITTLE ROCK SCHOOL .............. . DISTRICT i Romine Interdistrict School Theme: Computer Science and Basic Skills 3400 Romine Road Phone 228-3086 Little Rock, Arkansas 72204 BUSINESS CASE: THEME SPECIALIST LIONEL WARD, PRINCIPAL MARCH 8, 1994 EXECUTIVE SUMMARY Thousands of dollars Communication Station lab School. and months of work are behind the unique to Romine Interdistrict Elementary behind matter curricula is comprehensive, both in terms of subject matter and in-depth coverage of many skills and concepts, quality without (-------............... To get It 4- compromise, additional conditions should be met. techJnlo!^ specialist with strengths and skills,in computer echnology, management and oorrggaanniizzaattiioonnaall sskkiillllss porronmmoot+eosc igTrV'eo aa+t- edir* . . of the curriculum and neip, tor this new position is useful and therefore, strongly encouraged. coordination ensures that teachers and appropriate on-site help. FFoorr tthhiiss reason, this A. BACKGROUND Juonn'^X implementation and accountability pports the ultimate goals of Romine's Communication Station .f other instructional technology programs. The lack of an " theme specialist increases stresses for the instructional orkforce by requiring a kind of linkage in instruction. linkage includes collecting information faxed regularly, using and acceptable activities and improving a
Each I I i noted deficiencies, finally. specialist . . impacting the quality of instruction and influencing students' academic progress. The theme can eveirything together. academic progress. Th.. easily become likened to the glue that holds . This cannot be the frequent activity of the of the full range of responsibi-l-i-t-i-e-s spawned by simply would like to be able to implement instructional strategies fully. other daily duties. B. PROBLEM DEFINITION Instructional in programs une With the addition of Romine's Communication Station ., , . stretch across each grade level, - - roug si.{th grade. The increasing demands assistance are building. experiences exists throughout the pre-kindergarten grade. The increasing demands for technical ... , painful realization that the existing staff handle with all other ' cannot realities of their job. Clearly, they need to e-Afi Po/Kt^ to I N BUSINESSCASE: March 8, 1994 Page 2 THEME SPECIALIST be able to capitalize on the talents of a specialist who possesses superior skills of technological organization and management. In some cases, teachers are much less comfortable with the technology tJian traditional teaching procedures. This position captures the support instructional leaders can take advantage of: coordinating instruction, implementing creative teaching strategies, training to coordinating provide follow-through support, sharing experiences with "existing and prospective parents and patrons. - *------. Such situations can be created and properly nurtured by a theme specialist. c. ANALYSIS OF ALTERNATIVES The conclusions that form the basis for this request occurred J simple review of the level of work within which teachers, students and building administrators work best, teachers encouraged such a position because, adds many positive effects. In general, a theme specialist will structure greater organization and ensure that students experiences and exposures found in the use of the technological advances. In general Discussions with unsurprisingly, it enjoy the latest D. STAFF RECOMMENDATION It is recommended that a theme specialist who is responsible for the implemtation and the overall coordination of the technology . . . . ----- The on-site specialist will provide the continuity related to instructional program be added to the staff. - ------------ management functions: coordinating the curriculum, ensuring that students receive appropriate instruction in areas identified by the school district > ^(iministrative staff, offering technical training to staff, monitoring and interpreting students' progress, assisting teachers in the implementation of the curriculum, scheduling lab participation and articulating and promoting school technology programs. curriculum. scheduling lab E, OBJECTIVE The objective of the preceding recommendation is to build in better work realities tied to a technological curriculum and strategies for using the realities to accomplish program ODjectives. The special i miidinn i i . specialist's guiding efforts will help the entire nsrructional staff to use everything available to them deliver instruction to students. as they To help evaluate the objective, the specialist's performance will be analyzed in the following context: liBUSINESSCASE: March 8, 1994 Page 3 THEME SPECIALIST F. 4 3 I * * * * Curricula decisions and other instructional activities Reviewing staff feedback following training Docxynented support for teachers , individuals sessions parent groups and other Examining strengths and weaknesses in relation to the District's Teachers's Evaluation Cycle. IMPACT ANALYSIS thesuccess of our technology programs, specialist is extremely important to the use of this position 1 : +=4-^- 4-u J.- - uoc jx tnis position iSoirtof instructional program, reducing the negative impact of not having a theme specialist. Equally important a theme specialist communicates to the courts what is truly expected from interdistrict schools, Y Positions like theme specialists and cv<xii<^ul similar schools across the district, helps us to equalize curriculiun specialists are costs. The real risk, of course, suits our needs. , The position then efforts from school to school though there , is not adding a position that are G. RESOURCE ANALYSIS A theme specialist can come from within the existing staff but applicants is possible.' Training deSidr^^JLVVi by the job's role expectations and demands. Hopefully, bnaht. motivatfid t-paphoi-c i i ___ j__ Training bright, motivated teachers will consider the position a fresh opportunity to share their strengths and The specialist will work closely with the administrative oaiaries will be commensurate with salaries. (Salary Range: $21,118 - $40,670) and skills. staff. appropriate teacher/staff H. FORCE FIELD ANALYSIS Because this students, it position is indeed a support system for teachers and IS likely that parents, teachers and students will see ..1 . ., -.-'- j.jf ana suuaenus will see enabling them to understand and implement the <-vAi X xC-UXuiTl The cost of this position should be commensurate with teacher/staff salaries provided by the Department Revenue Source: Resources. salaries Regular Budget. appropriate of HumanBUSINESS CASE RECEIVED APR 51994 GARLAND INCENTIVE SCHOOL MULTIMEDIA TECHNOLOGY THEME PHASE II Office of Desegregation Monitoring It EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-term desegregation plan. Each incentive school, was required to develop and implement a school theme: In support of the desegregation plan and a commitment to total quality learning. Garland Incentive School identified a Multimedia Technology and Educational Research theme. Realizing the cost of technology and especially technology that's on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for students and teachers. This business case is for phase II of implementation of the total plan for Garland Incentive School. An estimated 5150,000 savings in future cost can be realized by accessing the Distance Learning capabilities at another District School. Portions of the equipment for phase I is currently being installed with the final part to be shipped at the end of March 94 and installed in April 94. I 11 I t 1 3 A. BACKGROUND r I Garland Incentive school serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills
however, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. L Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Learning (TQL) team worked after the regular school year to provide the basis for the program.4 4 4 The Multimedia Technology and Educational ch Program is designed to enhance y curriculum. Technology will be infused the current Little RockSchool District (LP ,------- t'C i u zx/foriia into each classroom to enhance the teachers' instructional methods. The Libraiy/Media Center will become a hub of information for the school providing technolo^cally ceptional research capabilities to include Your advanced resources providing ---------- , , , , Educational Services" (YT ,y satellite link network. Each grade level will fcus technology theme to assist the teacher in technology infusion. This wi 1 include themes fo Community Based instruction (CBI) students as well as Gifted and Talented (GT). on a Pre-Kind' garten through Second Grade will focus on Emergent and Early Literacy through Technology. This program will be designed to provide a balanced reading, writing, listening and speaking curriculum. It I1 allow teachers flextb.hty music, math, art and science activities. 1.......- - portfolio assessment tools. The technology will use excitement, encourage discovery, and meet the unique needs of every student. It will also allow teachers to assess students using a multimedia platform to generate Third Grade students will focus on Researching America through Technology. This program will be the launching pad for future adventures in technolo^ and to^ It will serve as an introduction to research techniques, resources and critical writing skills. Computer keyboarding will be an integral part of the program. Fourth Grade students will focus on telecomputtng technology wh ch will a low them to communicate around the world, through educational computer bu etin boards. Using programs offered through universities such as UALR, students will use programs such as FREDMail, to establish pen pals at other schools from Alaska to Mame anc^even fore g countries. They will explore other cultures and access information available only through the aid of technology. Fifth Grade students will use knowledge gained in third and foufth grades_.o produce news reports suitable for both a school paper and live broadcast to other students. Their theme focus will be Media Productions - The Living Textbook fl Sixth Grade students will focus on Exploring the World through program will encompass the world using technology and prewous y Included in this program will be the use of video cameras, video players and mixers, discs, CD-ROMs, and extended field trips. i CBI students will experience technology through the _________use of computers and photography, the studentsifor them to take pictures of their activities. develop both regular and computer scrapbooks for the X. Cameras will be made available to 1 These pictures will then be used to students and the school. 1 infuse technology into the LRSD curriculum. Each teacher will use their theme to infuse tecnnoiogy miu me . _ f . , , . ripuz concent in the way teachers teach, it should Realizing technology represents a totally new concept j 2 I be understood that the first year will be a developmental and familiarization stage and that expectations as far as hours of use will be such that teachers have adequate time to become familiar and confident with the new technological environment. B. PROBLEM DEFINITION q s The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combat these problems, Garland must implement a plan that is dynamic and capable of capturing the young minds and preparing them for a future which is constantly moving in technological leaps and bounds. To accomplish this task within financial constraints of the desegregation budget, phases of implementation have been developed. The four phases of implementing this plan support the district's present budget constraints. These phases can be accelerated provided additional revenue is made available. Phase I provides students and staff with the minimum hardware, software and traininr necessary to provide access to multimedia technology. This phase will include in?^ .nation of three computers in each 1 st grade classroom, one teacher workstation in each classroom 2nd through 6th grades, one computer in Pre-K, and K, and an aditional five station lab for 2nd through 6th grades with AppleTalk Phase II will install three additional computers in each 2nd, and 6th grade classrooms with ethemet network capability installed with linkage to ABACUS throughout the school. This phase will also include hardware, software, and installation of an audio/video lab with satellite capabilities microwave from Romine Interdistrict School. Photographic and Video equipment will be purchased to support the visual portion of the theme. And a software library will also be established during this phase. Phase III will install three additional computers in each 3rd, and Sth grade classroom and 3 computers in Reading, Math, and Resource. This phase will also include hardware, software, and installation of an electronic library. Phase IV will complete installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first or second year is cost prohibitive, therefore, this business case is written to address Phase II of the Multimedia Implementation Plan. The current task before us is to determine the best way to implement the theme in a way most effective for our students and staff. I I I J 3 I * C. ANALYSIS OF ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a part of multimedia, none can be purchased alone to provide the students with multimedia capabilities which would stimulate their creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. With the approval of Phase I and the purchase of Macintosh computer systems for our teachers and the Multimedia Lab we have established a standard in hardware for the school, however, evaluation of it's effectiveness cannot be presented at this time due to the time equipment has been available in the school. D. RECOMMENDATIONS It is recommended that the District implement Phase II of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides: * Microwave satellite link hardware will provide an essential educational asset to the school and community, while saving over $150,000.00 in longterm cost. * Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant. Thematic units are a focus of the District's revised curriculum. This software will be available in all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and Second grades. I 1 * Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom. ( * A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. 4 IX R i * Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units. R * Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a 6 station lab setting. E. OBJECTIVE R The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the students which will encourage and motivate students to learn and master the curriculum. i Evaluation Criteria * r Monitoring of student progress through technology and Portfolio Assessment. * 3 3 Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks including increased use of ABACUS. * Increased use of Cooperative learning and Thematic teaching concepts. * Increased student interest in multimedia technology and learning. I * I * F * Increased parental involvement due to increased student interest. Timely, detailed reports for conferences, administration. Board of Directors, and the Office of Desegregation and Monitoring. Achievement results will positively impact recruitment to Garland. * Peer and Parent/Teacher evaluations of student portfolios. t F. IMPACT ANALYSIS 5 Multimedia technology can open new doors for the students. It has the potential for assisting Garland and the District in stimulating this minority community as well as improving the goals of desegregation. Multimedia technology not only motivates students to learn but it also supports the District curriculum in ways exciting to students and teachers. Though the initial cost of technology is always high it is not always an object when it comes to educating and motivating a disadvantaged population and creating an environment conducive to desegregation. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Risk 4 The equipment and software provided by implementing this phase of the plan is versatile and can be transferred if necessary with the exception of minimal installation cost. The additional funds requested for this phase and future phases will be viewed as a wise investment. Should the District decide not to support this system, the results cpn be very damaging and regarded as inefficien* e of desegregation funds. Timing Implementation Oi ?hase I was initially approved under the previous administration and funding which was to be carried over into this school year fell through with the change in administration. This caused a lengthy delay in the requisition and continuing receipt of equipment. To impact students and teachers with Phase II of the implementation plan, actions need to taken prior to close of this school year to ensure purchase during the 1994-95 school year. Decisions regarding this phase should be made as soon as possible. RESOURCES ANALYSIS A listing of hardware and software that must be purchased to implement this phase of the multimedia theme into the Garland School will be provided at a later date. I 6H. FORCE FIELD ANALYSIS Primary supporters will be students and patrons in the Garland community. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to technology that is on the cutting edge. Primary detractors will be limited to those who feel that the expense of the multimedia theme may not be justified. Information should be provided to them that will allow them to see the advantages of multimedia and to see the progress Garland students make after implementation. I. GENERAL IMPLEMENTATION PLAN TIMELINE Date 3/94 5/94 7/94 8/94 8/94 8/94 8/94-4/95 5/95 Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional material/supplies ordered Staff Development begins Person(s) Responsible Superintendent Purchasing Purchasing Vendor Theme Specialist Theme Specialist Vendor Theme Specialist 1 1 I On-going monitoring/assistance provided Principal Evaluation of current theme implementation Theme Specialist Curriculum Supervisors Principal Theme Specialist Teachers Curriculum Supervisors I 7s r J 5 ' 1 PHASEII.XLS Grade Level Pre-Kindergarten Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade Sth Grade 6lh Grade CBI Media Center Spanish Multimedia Lab #of Class QTY/C lass Description Price Total Status 1 1 Earty Childhood Connections Bundle $2,099.00 $2,099.00 Phase II 1 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/3 L 1/3 1 1 1 1 3 3 3 1 2 1 1 1 1 1 i 1 1 1 1 1 1 1 1 Eariy Language Connection Bundle Software Early Language Connection Bundle Software Software Video Camera Software LC 575________ Apple Ext KeyBrd Mem Upgrade Software Camera & Equip Zap Camera Early Learning Bundle Early Learning Bundle Microwave Link Software Ti-IN Network Software Mac Server Apple Media Authoring Solution 14" AV Monitor Apple Ext KeyBrd Software Fumituro Film Dev Eq $29,299.00 $2,000.00 $29,299.00 $2,000.00 $2,000.00 $2,000.00 $1,630.00 $160.30 $220.00 $2,000.00 $150.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Page 1 $9,756.57 j.otfO.00 $19,530.71 ^,000.00 yst6<0.00 $4,000.00 $4,000.00 $9,780.00 $961.80 $1,320.00 $4,000.00 $300.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Phase IIMusic 11 1 1 PHASEII.XLS Synthesizer KeyBrd Mac LC 575 $2,500.00 $1,630.00 $2,500.00 $1,630.00 Ip i 4 Chapter l/Resource, Math, Reading 11 111 11111 Apple MIDI Interface Apple Ext KeyBfd Apple Speakers___ Memory Upgrade Software/fumiture $69.30 $160.30 $138.00 $220.00 $2,00000 $69.30 $160.30 $138.00 $220.00 $2,000.00 $0.00 111 1 11 M^J-C57J______ Apple Ext KeyBrd Software _$1,630.00 $160.30 $1,000.00 $1,630.00 $160'30 $1,000.00 TOTAL $150,210.20 Page 2 I i I a LITTLE ROCK SCHOOL DISTRICT RECEIV^O APR 51994 Office of Desegregation Monitoring Rockefeller Incentive School 4 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 4 BUSINESS CASE FOR THEME INFUSION ROCKEFELLER INCENTIVE SCHOOL COMPUTER SCIENCE THEME EXECUTIVE SUMMARY i The uiLLie kock bcnool District is < comprehensive desegregation plan which development and implementation of themes for Little Rock School District committed includes to a the schools. all incentive The incentive schools are vital parts of the total plan whose goals are to achieve academic success for all children, to decrease the disparity of achievement among the sub-groups, to create an environment conducive for learning, and to achieve a good racial balance within the school population. Rockefeller Incentive School has the theme of computer science and uses this theme achieving the goals. as a tool for A. BACKGROUND Computer Science Rockefeller during the was selected as 1986-87 school the theme for was one of four schools to pilot year. Rockefeller a a 25 computers. In addition, one installed in each classroom. A computer hired to oversee the total computer program. classroom. a full computer lab with Commodore computer specialist was was --- . --- The first year this a part time position and the next year it changed to full time. In 1 990, the district made ,a decision to was 1990, remove themes from the the 1992-93 incentive school school year, programs. to re-determine what the theme. a theme committee was During established survey went sixth grade. interest, The results out to The expertise, of all parents. staff was for Rockefeller would be. from also early A childhood to the and feasibility of surveyed to determine all surveys returning to the computer theme. overwhelmingly alternatives. supported The Writing to Read Lab was added to the school inventory and was used with Kindergarten and first grade Compton's Multimedia Encyclopedia was added in the media center. classes. was After the choice for the theme had been submitted to the district and approved, the committee met to establish short and long range plans. Goals and objectives were outlined in detail that would support the district's revised curriculum. The committee made decisions about necessary equipment needed for the second phase of implementation for theme enhancement. The Commodore originally been provided in computers that had the classrooms were no longer up-to-date but were to be used as long as they continued to function with the available software. They would replaced once they could no longer function properly. be At the end of the 1992-93 school year, a cross section of the staff was selected to work for an extended time for theme development and refinement. previewed school During this week, staff software presently in the building and matched up software with the revised curriculum objectives. The committee previewed new software and expressed desires for software needed to enhance learning on all subject areas. staff with Guidelines were developed to present to the total objectives that would be a part of the school improvement plan for the coming year. of the theme development was established. The plan for phases At the beginning of the 1993-94 school year, a three day (August 11, 12, 13, 1993) intensive inservice was held for the entire staff. Seventeen new IBM compatible computers. seven purchased computer stations for the nine printers, and classrooms had from the school budget and installation been was completed during the first quarter of the school year. The following activities have been developed to implement the Computer Science Theme: * A certified teacher has been hired as the school I theme specialist. * 5 The computer theme specialist provides training sessions twice a month for all staff members. * The theme specialist conducts classroom sessions and provides software for classroom computers that support the curriculum. * The specialist library of available materials. * Repair and s catalogs software and maintains duties of the specialist. trouble shooting is a included within Keeping up-to-date materials and supplies (ribbons, paper, etc.) in all classrooms and office is an added duty. * Education Reports are I Plans, generated on the computer for Student Communication Forms. Student Performance Profiles, and Home 2 a Students keyboarding , computer are taught programming, graphic programs such as terminology. Instruction is word processing, Instruction Print Shop, q presentations are age appropriate. " Computer Club is offered during the A grade book program for teachers * * Teachers offer adapted so and that ! extended day. was developed. , . .---- an extension of the lessons taught and include projects, writing, development of bulletin cards, and use of software that supports the curriculum. Specialists use computers to help them with reports and communication. communication, averages. Teachers use the recording computers to develop tests' home grades for up-to-date grade * Instructional training and assist the teacher the computer. Assistants have received computer in monitoring students using received r B. PROBLEM DEFINITION 4- fully implement the Computer Science Theme at Rockefeller Incentive School and in order to further develop the theme. School and comprehensive plan must be in place, is to use technology to enhance the revised curriculum, establish a ' The major goal a . --- - new and exciting method of learning tne^ basics, as providing opportunities for subject Children must be Challenged and provided positive experiences that will prepare them for the wonderful world of technology in which they now live and in which they will be entrenched in the work place of the future. basics, in as all well providing areas. opportunities must AAtt tthhee pprreesseenntt ttiimmee, students on all grade levels are scheduled to attend the computer lab twice weekly with an additional time planned for students identified in the Chapter I program. The sessions in the lab are 30 minutes long and are divided in half with reading and math instruction. In other words, students get no more than 30- o minutes per week of readinc instrnrtinn an/i + i-iS3nie in for in words. identified reading and reading instruction and the math in the computer lab. I which test Test results clearly reveal weaknesses in reading I impact not only reading scores but damage or lower scores on clearly reveal in mastery skills. believed that other subject areas that require reading To achieve maximum mastery results., it is a concentrated effort must be placed on this Use of technology supports our theme and would serve as the tool to provide this high level of concentration. Positive results would be expected in all subject areas. weakness. as Positive this 3 To fully implement the Computer Theme, proposing: the school IS Phase I: (1) ,, . At the beginning of the 1 994-95 school distributive .. , - . - ------ year, the method of providing computer instruction will . expanding the present reading and math program for 1st-3rd grades in the classroom setting. This will allow 30 minutes i-- '' include setting. ___ per day on the computer (150 minutes per week) in reading and extended time on math. There will be six in each of the nine classrooms, have printer. Every primary student will technology every day as an integral part of computers a This There will be Each room will experience . , as an integral part of instruction. An extension of the current software will be added with an integrated language arts program. (2) Writing to Read and Josten Computer labs will be continued for Kindergarten students during the 1994-95 school year. students during r (3) An Early Childhood Software Program for 3 and 4 year old children will be implemented. T ol and a printer will be provided for each of the four childhood classes. Two student stations early (4) continue continuous Fourth, computer fifth and software instruction sixth grade classroom computers. related in to the the students computer curriculum will lab with used on (5) Four teacher presentation computer systems should be purchased. This technology approach is an exciting technique that lets the teacher use interactive, full-motion video, animation, sound, text and graphics to support and enhance instruction in the classroom. computer (6) A full time lab attendant should be reinstated. There will be an additional host/file server to man and since the primary classes will be working on the computers daily rather than twice a week, be generated. - server to man working on . more reports will Whole class instruction such as keyboarding, processing programming word processing and programming, by the teachers and the theme specialist will be conducted lab setting. This has not always been possible a time was so tightly scheduled. Also, the classroom teacher < ' ' This has more frequently in the since the was so tightly scheduled. Also, Ll- _1_______ could send a group of children to the lab to work on assignments, especially those using Compton's Multimedia Encyclopedia. The lab attendant would be available to assist small I (7) groups. be available . , . Staff Development for teachers and instructional aides will be provided. 42 1 M fl Phase II: (1) The Josten computer lab will be current hardware is old and slow. supported by the current system. (2) -The distributive up-graded. The No more upgrades may be rr. Z,-------- mothod for providing computer instruction to Kindergarten will be added along with an integrated language arts program. This will consist of nine student stations and software. program. added along with (3) , . J, . Ii^termediate grades will continue in the computer lab for instruction. (4) The computer lab will also be sessions for students and staff. used for large^ group (5) , . Two will upgrade/replace Multimedia Encyclopedia in the media center. computers Compton's (6) Three additional teacher stations - hardware and systems would be purchased increasing the number to cover one system per grade level. software (7) Phase III: r Six printers will be purchased. (1) Early Childhood Software will be nariy cnildhood Software will be purchased to meet the needs of three and four year old students. (2) Equipment and related programs to programs to support the computer theme and assist in instruction will be purchased. This will include software extensions for thematic units as well as third party software. (3) me library will be automated so that it will provide access for library materials for students and teachers. This will extend the computer theme and better prepare the students to be better library users. (4) Fourteen teacher stations will be added to provide each teacher one for their class. The for access library materials for students u bett (5) Nine additional printers will be purchased which will complete the purchases for one for each classroom. C. ANALYSIS OF ALTERNATIVES Consideration was given to instructional possibilities that would theme and satisfy the essential achievement. to a wide range of satisfy the support the computer component to increase Although most considerations were financially expensive, the gains of student mastery would make the investments worth the cost. ~ mastery would make (1) The alternatives are: We will make no changes in the way computer instruction is being delivered. Pro- Computer instruction will continue to be offered. Training of students/staff can continue. Con- Time spent on the basic learning system reading is limited to 30 minutes week. on per Children have to continue computer classes a pull-out learning activity. as 5Making no change is not in the best interest of the children in that it does not allow longer periods of time on identified weak areas. (2) Adopt the recommendation made in phases by beginning the process immediately. Pro- By phasing in the program, the proposal is financially more feasible. 4 T (3) s (4) 3 The expenses be spread out over several years but still allow us to begin implementation immediately - by the beginning of the 1994-95 school year. The sooner it can begin, the greater the impact that can be expected to bring positive results. can Proof that we are making an honest effort improve upon the theme and that the incentive school program is successful in making a difference. to r Con- Very expensive. Implementation of Phase I only. Pro - Demonstrate that the district is working toward improvement of computer science theme. Students in first through third grades will receive more intensive focus on reading and math. The students will have at least 150 minutes per week on reading with the computer as opposed to the 30 per week they now receive, on math would be increased. Time spent Con The expected outcome for the change in computer use is increased academic achievement in the area of reading and all related subjects. - Limited up-grading of the overall computer science theme does not result in total infusion of the selected theme. Implement Phase I and the part of Phase II that at least up-grades the school lab. Pro- Primary students would receive increased time on the computer on reading and math. The full computer lab would be available for additional computer instruction of other subject areas/training of students in computer skills the since it will free up computer lab schedule. Training of staff in full lab setting will be possible. Equipment is up-graded in the lab. Equipment is seven years old and cannot be Less expected to last indefinitely. expensive than full implementation. Con- Expense I & inq I 4 s (5) Up grade the computer lab only Pro- r ' - q Replacement of equipment that is getting old and is slow. Allow us to run third party software. ~ lab for staff development. Con- Limited new technology introduced Students still have limited and math. It does not allow us time to time on reading -- schedule in adequate computer instruction for whole 1 I 1 D. (6) groups or third party software. Provide distributive method to all grade level Pro - Discontinue pull-out for computer lab. Con Difficult to schedule with intermediate classes who departmentalize. More expensive to purchase six computers for each classroom as opposed to up-grading the lab with 25 stations. s r RECOMMENDATION Rockefeller Incentive School Rock School District make requests that the Little . 1 . X , provisions to up-grade the adopted A solid foundation has been established A full computer lab, Writing to Read Lab, theme. established. computer lab stations rT-
4-U 4. --------- ^.VlupULCl J.CtO ____________ beeJnnina . ^nd a printer in every classroom, beginning library of software, and the emergence of literate students and staff arp Alroadv 4 n . ouxLware, ana me emergence of computer students and staff are already in the first of development. Computers at Rockefeller are regarded as a friend and valuable tool. at Rockefeller stages already The recommendation of this business case includes: will implement the theme in three phases the purchasing process to begin immediately. r-'^r-rzl will - (1) with . , . .. . - The overall provide capabilities to move computer the primary level from the lab to the V result of this change, the larger computer lao will be made available for whole group proposal instruction classroom. on move the lab q "j-ii De made available tor whole group sessions for the ^"^ediate level classes using the Josten Basic Learning as well as teacher training/staff development and for use with other software. The software will support the Rock District adopted Little The School addressing primarily reading those subject areas. (2) We will provide revised curriculum and math but not limited to q provide age appropriate software for three and four year old students. (3) We will expand and rpfld-i up-grade existing \ software in the primary classrooms to include the integrated language arts component, include helping children build a arts The benefits will 1 - --.---- - a strong foundation in the ^^US'^age skills that they will use for the cir The experiences with interconnected language their lives. rest of T I Im 3 s ! fl activities and natural. (4) emerging literacy will make learning fun and We will provide a new teacher that will allow teachers meet learning challenges. (5) - presentation system to use technology to help children Security of the facility should be increased for maximum safety of the valuable oreasea lor equipment. At the present time, continuing the distributive method to intermediate grades reasons: (1) A classroom is IS not recommended for a number of structured rotational use of centers in the mu frequently used on intermediate levels, (zj The desegregation plan in and ^4- X 7 - ----------requires departmentalizatipn diffipiHt r computers every day would be hnmfp Each teacher teaches their own omeroom class reading in a 45 minute block and then the rotation by subject matter begins, complete. strict r This takes all day to (3) Use of the distributive method would require tirne than is recommended intermediate students. If used, it would cut in required hours required by the state for each subject (4)Just as important, as a computer school, essential to maintain an up-to-date computer lab Ihis IS necessarv tn achieve reading time method would If used, a for a computer to the area. it IS an up-to-date computer lab setting. IS necessary to achieve computer proficiencv students and staff. One of the major school theme is to develop an interest, a love for using technology, effective if the students - necessary for components of the I i an understanding and Instruction is far more -------- no matter which sub group - can nave hands-on capabilities in a lab. far and understandable when It is more meaningful the computer demonstration. E. OBJECTIVE one can personally experience rather than just listening and watching using a The objective of this recommendation is to support the D 1 r, J , ^7 .......................... xo LU tne School Districts commitment to the desegregation developing more fully the computer theme in innovative and creative ways. Evaluation Criteria: * of student progress through technology district's curriculum management system and tne Josten Basic Learning System will be continued. * Up-to-date detailed computer printouts of progress will be as needed. - student used to evaluate mastery and develop plans I ! I' 8 lb* biuoent achievement and mastery of reading skills will increase measured by the Stanford 8 test The year 1993-94 will Student as serve as the baseline data. results. * There be increased knowledge technology for students and staff. will of computer increase Teachers will teacher administrative tasks. increase use of technology which will proficiency in instructional and instructional * Achievement results will attract parents in positive recruitment efforts. and result * The fact that Rockefeller is teaching and. using technology regularly for instructional purposes will be impressive and assist in recruitment. I F. IMPACT ANALYSIS Desegregation This plan supports the requirements set forth in the desegregation plan requiring theme development and implementation Court Order The Little Rock School District would demonstrate good faith in complying with the court order to develop theme and keeping it up-graded with current trends that will support the curriculum. Political Factors fl The Little Rock School District will benefit by establishing a valuable tool for recruitment and favor from the court by implementing the theme selected for the school. Risk If students are not exposed to technology ct _ __ age, they will not be as prepared for the future that lies ahead for them in the work field at an early career/profession. or their chosen Timing In order for the Computer Theme x:omponent to higher level and make the move to a necessary improvements by the 1 a 1 I 8 A4 1994 95 school year, approval must be given by the Superintendent and cabinet and presented to the board. After approval, the purchasing process must begin as quickly as possible so necessary, and as to complete any bidding order selected equipment/materials, complete any necessary wiring, installation of equipment, and staff inservice training to be completed before the beginning of the 1994-95 school year. It would be essential to begin the program at the very beginning of the school year to obtain maximum results. The equipment in the computer lab is 7 years old and although it has been no problem to us up to this* date, it is understandable that the equipment cannot last indefinitely. Thus the request to up-grade the lab:u.s made. r 4 L J REVISED PROPOSAL FOR THEME INFUSION FOR ROCKEFELLER INCENTIVE SCHOOL/COMPUTER SCIENCE THEME MARCH 21, 1994 PHASE I 1994-95 SCHOOL YEAR: Hardware 1 Unix File Server............... Extra Enet Cards.................. Lannet Repeaters.................. Over 40/80/120 hardware.......... 10 Printers....................... 54 Student Stations for grades 1-3 R $20,816.00 130.00 1,715.00 1 ,617.00 7,500.00 76,410.00 Sub-total for hardware $108,188.00 R Sof tware......................... Integrated Language Arts Software Staff Development $70,997.00 R Required Plant Services Electrical Wiring Cables Personnel $12,000.00 loV m \c 3nlv Reinstate Full Time Computer Attendant - one person\only ESTIMATE PRE TAX GRAND TOTAL-PHASE I....$191,185.00 R PHASE II 1995-96 SCHOOL YEAR: R R Up grade the computer lab which will include: Hardware and Software 28 Student Stations: 25 Computers to up-grade computer lab 2 Computers for Compton's 1 Computer for Resource 4 Teacher Stations ESTIMATE PRE TAX GRAND TOTAL-PHASE II $84,596.00PROPOSAL FOR PHASE III 1996-97 SCHOOL YEAR 9 Student Stations for Kindergarten.. 3 Printers .......................... 8 Student Stations-Early Childhood... Software Add-on Integrated Language Arts Software-kindergarten..... Software for Early Childhood........ Staff Development.................... 3 Teacher Stations................... $13,500.00 2,250.00 12,000.00- $10,800.00 13,000.00 5,000.00 17,820.00 Required Plant Services Any additional electrical wiring/cables needed ESTIMATE PRE TAX GRAND TOTAL-PHASE III..,.$74,370.00 PROPOSAL FOR PHASE IV - 1997-98 SCHOOL YEAR < Automated Library PC for Inventory and Emulation Card....$2500.00 4 Terminals @ 2 Scanners Inventory. Printer... <a 800.00 745.00 Plus Tax Total... 3200.00 1490.00 1100.00 400,00 $8690.00 521.40 $9211.40 *Conversion of Records Plus Tax.............. Total................. $6000.00 360.00 $6360.00 * 12,000 volumes multiplied times $ .50 per record $9211.40 + $6360.00 = $15,571.40 4 Teacher Stations $51,808.00 I ESTIMATE PRE TAX GRAND TOTAL-PHASE IV...$67,379.00I RECEIVED APR 51994 Little Rock School District Office of Desegregation Monitoring 4 Executive Assistant for the Associate Superintendent for Desegregation Business Case Assignment Office of transportation Desegregation i. . Involvement Quality, Equity, Service, & Understanding Commu n ications a January, 1994 C.. Russell Mayo Associate Superintendent F di Little Rock School District Executive Assistant to the Associate Superintendent Business Case 3 I Executive Summary 5 2 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 obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of were Communications and Transportation added to this position. Transportation has over 340 employees working on a day-to-day basis. a t No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. Adding a neui position called Executive Assistant to support the Associate Superintendent for Desegregation is recommended. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation
B. Screening and assisting with telephone callers
C. Keeping notebooks on office procedures
D. Keeping track of court documents and correspondence
E. Staying abreast of court obligations
F. Coordinating and assembling statistical reports some as follows: Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed
H. Preparing presentations by computer
1. Monitoring calls concerning the transportation department
and, J. Taking minutes of meetings. H Solving this problem will permit, thorough monitoring of the desegregation obligations, complete analysis of reports not being generated now, efficient production of documents, efficient monitoring of progress in desegregation, quicker response on requests for reports, documents, etc., and, efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. The budget will be affected annually by the addition of this position. The recurring costs for salary and benefits will be approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. This might be covered by shifting a position from another department. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. 1 JI Executive Assistant to Associate Superintendent Business Case 2 Ji i 4 This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. 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. The risks of implementation of this solution are criticism for spending money from the budget, and the perception of favoritism toward Associate Superintendent for Desegregation. The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. ~ 1 Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget. The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget. Until that point, it will be monitored daily. I 1. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested _________________ Resubmit 8. 9. ...Pecisttmfortnctusion inthfttsaosfaodgat Advertise the position Interview 10. Begin Trainning Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Gadberry Mayo Mayo I Timely consideration of this proposal is respectfully requested. C. Russell Mayo Associate Superintendent for Desegregation January, 1994 SubnutM fry Ru Uifo. Aaeaa(*SupnfltM>eni lorD|nftion 01/03/94 I I J4 Executive Assistant to Associate Superintendent Business Case 3 I Background The position of Associate Superintendent for Desegregation established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), was generation of numerous statistical reports, and staying abreast of the latest obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees involved on a day-to-day basis. The kinds of problems produced daily in this department would fill the large part of a day. I Problem Definition No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. The responsibilities of Associate Superintendent for Desegregation justify assistance with typing, scheduling, receiving telephone calls, reporting, and researching documents, and compiling statistics. ^Analysi^^lternativ^ I The following alternatives have been considered to solve the problem: I I f 1. Use one of the clerical people employed currently in the Office of Desegregation Organizational Chart Student Assignment Office (SAO). That is being done now. This does not solve the efficiency problem, this person will have to reassigned strengthen reorganization be to for helping the public. 2. Split Student Assignment Assistant betueen his/her normal Support Exc. Assistant Director of Transportation Student Assignment Coordinator Data Processing Coordinator 111 I Desegregation Facilitator Directorof Communications ((2) Recruiters [ I Programmer | student Assignment Assistants Figure 1 Community Development Coordinator fVtPS) 1 Staff I a J^soeiatBSuperinte^^tJ^ ] Miro. AnociatSgpnntMtt lor Do^r^ition tn/QS/M BC.SKExecutive Assistant to Associate Superintendent Business Case 4 responsibilities and the Associate Superintendent's need for support. Either of these jobs are full-time responsibilities. II 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. This is the most logical solution. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation
B. Screening and assisting with telephone callers
C. Keeping notebooks on office procedures
D. Keeping track of court documents and correspondence
E. Staying abreast of court obligations
F. Coordinating and assembling Office of Desegregation Support - Executh'e .Assistant a statistical follows: reports some as IL1 Z Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed
Cooniinata and organaa raguaata for data Prapara Docuaant* for for cotrt Bnnaiaant fifo/Kaotu * A(fondanczoneM Maa nnas * MHCvfofleouK MonAor ( KacttI raong aehoett rtcryiaaaftt Cwaanaaty hvohftaant AMcar ttf Agaoeiaf SuparintarMiant for t>aaagragation in parforming hia tiuaaa a H. Preparing presentations by Figure 2 computer
1. Monitoring calls concerning the transportation department
and, J. Taking minutes of meetings. I |RecOTHwe<to tion Alternative 3 is recommended. 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. I Objective 11 Upon implementation of Recommendation 3, the Associate Superintendent for Desegregation will be supported so he may spend his time with coordination, supervising, budgeting, planning, and attending meetings. See Figure 2. SuBfiMtiadfryRuM Mayo. AnocKteSupanntvidanl ferDMfiption oi/m/M bc_sk
1 IcIi t 1 iIJ a 3 Executive Assistant to Associate Superintendent Business Case 5 Solving this problem will permit 1. More thorough monitoring of the desegregation obligations
4 2. More complete analysis of reports not being generated now because of the lack of help
r 3. More efficient production of documents
4. More efficient monitoring of progress in desegregation
5. Quicker response on requests for reports, documents, etc.
and. 1 6. More efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. Impact Analysis I Negatives 1 1. The budget will be impacted annually by the addition of this position unless a position shift takes place from some other department or line item. Positives 1. This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. 2. This will support the Associate Superintendent for Desegregation as he addresses obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, recruitment, and transportation. Risks a 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. The risks of implementation of this solution are criticism for spending money from the budget and the perception of favoritism toward Associate Superintendent for Desegregation. SubmiitadlrrRuMMaro. AMocitKSwpmniwidwt lorDm(nptio>< 01/05/94 bc_sk: J1 Executive Assistant to Associate Superintendent Business Case 6 Timing The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. Though registration and assignment are strongly encouraged during the month of February, the process continues until 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 Personnel This is an additional position in the budget unless a position is shifted from another department. Financial The annual recurring cost for salary and benefits is approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. r Revenue Source N Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget Force Field Analysis I Primary supporters of this proposal will be council members, SAO staff. Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obligations under our plan. Sobfniltal Or Rub AoccutaSupenniandant lor DM|rption Ol/tO/M BC^Executive Assistant to Associate Superintendent Business Case 7 Getteral Infortnation Plan The following are milestones for implementing this proposal. 1. 3. 4. 5. 6. 7x 8. 9. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council.................... Revise as suggested................................................. Resubmit................................................................... Decision for tnctosion in the 1 ggQS
budget..
Advertise the position................................................ Interview 10. Begin Training Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Supt Gadberry Mayo Mayo 1 I 5 .uMiittedbrFutsMiTC. A<Mm(iSupnntnan< lorDa^r^lion 01/03/94 BC_S8C RECEJVFI^ I I ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM LITTLE ROCK SCHOOL DISTRICT APR 51994 Office of Desegregation Monitoring OVERVIEW/PROGRAM DESCRIPTION I Over the past several years, the number of students attending the district's schools who do not speak English or who are English limited proficient has grown steadily. ?_ _____ conducted by the district during the spring of 1993 revealed a population of more than four hundred students grades K-12 for whom English is not the native language. succeeded in obtaining a 50% to 60% average response rate from the fifty schools surveyed.) These four hundred A survey (The district students represented sixty-six different language groups. A series of lawsuits and subsequent federal legislation occurring during a time period spanning from 1964 through 1986 have clarified the responsibilities of public schools in guaranteeing equitable educational opportunities for non or near-non English speaking students. The district has an I I obligation, therefore, to provide for the special learning needs of these 400+ students. Furthermore, federal and state legislation do not consider lack of English skills because of nationality/native language to be a handicapping condition. Instead, such lack of English language skills is viewed as a barrier to access of equitable educational opportunity. Thus, it becomes the district's responsibility to provide out of its local funds whatever services are needed to help the students overcome language barriers. 1 i i f I Currently, the district is operating an ESL program which provides services for identified non-English tutorial speaking/limited English proficient students. As these students are identified by their individual schools, they are referred to the LRSD Office of Communications, English, ESL, and Foreign Languages for tutorial services. This office supervises six part-time tutors who are assigned to the referred students for a minimum of language instruction each week. one hour of pull-out The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. A broad array of instructional materials has been purchased by the office of communications, English, ESL, and foreign languages, which the tutors check out to in providing appropriate English language instruction. LRSD program is serving, at the present time, from thirty-one schools. use The 102 students PROGRAM GOALS/OBJECTIVES The primary goal of the LRSD ESL Program is to assist nonEnglish speaking or limited English proficient students in acquiring the level of English language skill necessary for f 5 1 parity of participation in the standard instructional program. The district aims to achieve this goal through the following objectives: 1. 4 Design and implement an ESL identification and referral process. 2. Establish appropriate criteria for the entry into and exit from the tutorial students. program for ESL 3. Diagnose the instructional needs and provide appropriate learning assistance which meets ESL students' instruction, special needs for English language for understandable instruction in other content areas, and for positive self-concept and identification with their cultural heritages. 4. Provide appropriate and compatible instructional materials and staff training opportunities. 5. Provide gualified teachers/tutors. 6. Provide egual access to other district programs and services. 7. Provide for parental/family involvement. 8. Monitor the progress of ESL students during program participation and after program exit and reclassify students as needed. 9. Evaluate the ESL program and revise as needed. 10. Maintain student records. IDENTIFIED NEEDS The LRSD ESL Program is growing at a rapid pace. This continuing growth has resulted in a host of pressing needs that have been identified by teachers, principals, the ESL tutors, district patrons. and the supervisor communications, English, ESL, and foreign languages, needs include: of These 4 1. 2. Additional tutors are needed to adeguately service the growing ESL population in the district's fifty schools. a Additional tutor contact time is needed with the ESL students to ensure that service is provided vhich ccrtplies fully with federal laws and state regulations. 2 1 4 4 4 4 J 3. Additional resources are needed for the ESL tutors and classroom teachers. The ESL students need hands-on materials for Total Physical Response (TPR) and oral language enrichment activities. Staff development is needed for ESL tutors to improve their skills and to help them learn new strategies. Classroom teachers need assistance in understanding their responsibilities and help with managing the learning process for non-English speaking and limited English proficient students. 5. Parents/families need training and resources to assist their children in English acquiring language skill while preserving the integrity of their native language and the culture it represents. 6. more comprehensive identification/placement 7. process needs to be developed that includes appropriate testing so that ESL students can be screened for other services currently denied to them. needs comprehens ive assessment/evaluation to be developed to determine process student progress and program success. 4. A A TARGET POPULATION The target population for the LRSD ESL Program are the K-12 students who speak no English, who speak limited English, or who have an identified cognitive gap, meaning that they speak English, but it is not their first language and they do not yet think well in English. ORGANIZATIONAL MANAGEMENT/PERSONNEL The LRSD Deputy Superintendent maintains supervisory including the ESL authority over all curriculum programs. The supervisor of communications, English, ESL, and program. foreign languages is directly responsible for the day-to-day operations of the ESL program and is responsible for long- range planning and evaluation of the program. The supervisor of communications, English, ESL, and foreign languages works I under the direction of the deputy superintendent and supervises six ESL tutors who are assigned to the fifty schools on an as-needed basis. A secretary from the IRC fl secretarial pool also has a primary responsibility for the communications, English, ESL, and foreign languages office. 3STAFF DEVELOPMENT Various staff development opportunities have been made available to the tutors, classroom teachers, guidance counselors, principals, and central office personnel since the inception of the ESL program in 1991. Initial staff development was provided by the Arkansas Department of Education (ADE) and the IDRA/DAC-SCC in San Antonio, Texas. The ADE has also assisted the district in providing follow-up training. The ESL tutors are required to attend monthly staff meetings at which time they identify problems and discuss solutions. These meetings are also used to plan strategies and to work on assessment/evaluation of program components. As well. most of the tutors take advantage of training opportunities provided locally, but outside the district, including ADE and UALR workshops. Additionally, several of the tutors have provided staff development for classroom teachers. The tutors. classroom teachers, guidance counselors. and principals need extensive staff development in order for the district to achieve full compliance with federal laws and state regulations. The ESL population is highly diverse. which requires all involved district personnel to be able to select from an array of approaches in order to meet the needs of all the ESL identified students. PARENTAL INVOLVEMENT Title VI, Civil Rights Act of 1964 and the Education for All Handicapped Children Act of 1975 require that parents/families of ESL identified students be provided with opportunities to participate education of their children. in the guaranteed public Currently, the district is relying on the ESL tutors almost exclusively to include parents/families in the education process. The ESL tutors recommend ways that the parents/families may assist with their children's studies. In some instances the tutors and/or district personnel make home visits to help link the school with the family. PHYSICAL FACILITIES All schools identifying ESL students should provide a private permanent room for the tutoring sessions. The room should be large enough to activities. accommodate TPR and oral enrichment 44 IDENTIFICATION OF POSSIBLE FUNDING SOURCES The district has applied for Title VII funds which could provide approximately $175,000 per year for up to three years to develop a more comprehensive program of services. If obtained, however, the Title VII grant award could not be used to supplant the financial obligation of the district to provide basic services. It is the responsibility of the district to provide out of local funds whatever services are needed to help students overcome language barriers. PROPOSED BUDGET The following allocations will be necessary to adequately fund the LRSD ESL Program for the 1994-95 school year: 1. Salaries 8 tutors X $1,500 per week X 36 weeks ($15 per hour X 100 hours per week) 8 tutors X $45 per month X 9 months ($15 per hour X 3 hours per month for prep) Total salary cost = $54,000 3,240 = $57,240 2 . Materials and supplies $10 per student X 100 students $50 per school X 50 schools Total materials and supplies cost = $ 1,000 = 2,500 = $ 3,500 3. Staff development $45 per day X 2 days X 100 teachers (Substitute teacher pay) $90 per day X 5 days X 8 tutors (Tutor stipends) $5 X 108 participants (Training packets) Total staff development cost = $ 9,000 3,600 540 = $13,140 4 . Assessment/Evaluation $20 X 100 students Total Assessment/Evaluation cost = $ 2,000 = $ 2,000 fl Total program cost = $75,880 IMPACT ON DESEGREGATION PLAN I ESL eligible students enrolled in the district's schools are a part of the rich diversity which is the LRSD. The pure intent of the district's desegregation plan is to recognize and act upon the worth and potential of all children. While the plan specifically targets the failure of Arkansas public education to equitably serve the black child, the implied 5intent throughout is that no child should be denied the full array of educational opportunities and experiences available ths The desegregation plan was crafted at the direction of a federal court - a court bound to uphold federal law, which clearly protects the ESL identified within the district. student. The impact of certainly positive. the LRSD ESL Program IS most EVALUATION CRITERIA The general evaluation criteria for the LRSD ESL Program include family/parent, patron, principal, guidance counselor, teacher, and student satisfaction with the ESL tutor, tutor, teacher, principal, guidance counselor, and parent/family satisfaction with ESL staff development
examples of student work demonstrating achievement of program goal
observations in program
ESL staff development
results of teacher-made tests
classrooms identify quality teaching/learning
inventories reflecting appropriate materials and supplies
and total number of students exiting the program into the mainstreamed learning setting. that 6 I I s i i fl BUSINESS CASE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM EXECUTIVE SUMMARY Currently, the district is operating an ESL program which provides tutorial services for identified speaking/limited English proficient students. non-English The program was established in 1991 in an effort to achieve compliance with federal laws and state regulations. The primary goal of the LRSD ESL Program is to assist non-English speaking or limited English proficient students in acquiring the level of English language skill necessary for parity of participation in the standard instructional program. The ESL students are identified by the local schools through a referral process that links them with the ESL program. The program is managed through the office of communications, English, ESL, and foreign languages, which supervises the six part-time tutors who staff the program. These tutors are assigned to the referred students for a minimum of one hour of pull-out language instruction each week. The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. The district proposes to continue the ESL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is. ultimately, achieved. The 1994-95 program will seirve a minimum of 100 students through the services of eight tutors. Additional program components will include the provision of adequate materials and supplies
development program
a and comprehensive staff a identified/referral/assessment/evaluation process. revised A. BACKGROUND In late April, 1993, the district conducted a Home Language Survey at the request of the Arkansas Department of Education (ADE). All 50 of the district's (regular) schools were asked to administer the survey to all students in all classrooms at all grade levels, K-12. The district succeeded in obtaining a 50% to 60% average response rate from the 50 involved schools. The Home Language Survey results revealed 400+ students who were potentially eligible for English as a Second Language (ESL) services because a language other than English was identified as the primary language used in their homes. 1These 400 students represented 66 distinct language groups, other than English. The results of the 1993 Home Language Survey confirm a sizeable ESL eligible population in the district. Federal laws, which have been enacted to support and protect civil rights, require the district to provide whatever services are necessary to ensure that ESL identified students can succeed in mainstreamed classrooms. Because the laws do not q recognize a language barrier as a handicapping condition or skills deficit, as a the district cannot provide such services for these students through existing Chapter One or q Compensatory Education programs. B. PROBLEM DEFINITION The district is not in full compliance with federal laws and state regulations regarding the provision of services to nonEnglish speaking and English limited proficient students necessary for parity of participation instructional in the program. regulations as outlined Failure to comply with standard state in the revised Arkansas Public Schools Standards for Accreditation may result in loss of state aid and district accreditation. Failure to realize the full intent of federal legislation may result in a lawsuit against the district on behalf of ESL students, respond to the needs of ESL students will Failure to results in education deprivation which will become a life-long handicap for these students. C. ANALYSIS OF ALTERNATIVES There is no other alternative available to the district. Provision of special ESL services is a local responsibility and it cannot be supplemented through special education or compensatory education programs. D. RECOMMENDATIONS The district administration recommends to fully fund the ESL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ultimately, achieved. The 1994-95 program should serve a minimum of 100 students through the services of eight Additional program components tutors. q should include the provision of adequate materials and supplies
a comprehensive staff development program
and a revised process. identification/referral/assessment/evaluation 2 4I I E. OBJECTIVE The objective of the continuation of the ESL program is to achieve parity for participation in the standard instructional program for all ESL identified students. EVALUATION CRITERIA F. The evaluation criteria for the 1994-95 LRSD ESL Program will include family/parent, patron, principal, guidance counselor, tutor, and student satisfaction with the ESL program
tutor, teacher, principal, guidance counselor. and parent/family satisfaction with ESL staff development
examples of student work demonstrating achievement of program goal/objectives
results of teacher-made tests
identify quality observations in classrooms that teaching/learning
inventories reflecting appropriate materials and supplies
and total number of students exiting th
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