filed COURT . 4STFRN OlSTpirx Arkansas i JAN 21-1992 tfc' IN THE UNITED STATES DISTRICT COURT'"''f EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ay. S55NTS. CLERK . OEP CLi IK I fl Si 4 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On November 14, 1991, the United States Court of Appeals for the Eighth Circuit remanded the cause to the Court to review the parties' proposed modifications [May submissions] to the 1989 plans. 1 Little Rock. School District, et al., Nos. 91-2640EA, 91- 2648EA, 91-2655EA, 91-2683EA, slip op. (8 th Cir. November 14, 1991). In response to the order of the Eighth Circuit, the Court scheduled a hearing to begin on December 18, 1991. It informed the parties involved that, prior to reviewing their proposed modifications, it would ask the Pulaski County Special School District [PCSSD] to report on its financial situation and hear a ^The three school districts involved, Little Rock School District [LRSD], Pulaski County Special School District [PCSSD], and North Little Rock School District [NLRSD], and the Joshua Intervenors submitted proposed modifications to the settlement plan approved by the Eighth Circuit in Little Rock School District v. Pulaski County Special School District Ro. 1, 921 F.2d 1371 (8th Cir. 1990).report from the Office of Desegregation Monitoring on the budgetary- processes for desegregation expenditures which are employed by the three school districts involved in the matter. The Court determined that before it could consider proposed modifications to the settlement plans, it needed to learn whether there are district budgetary processes in place which will enable the Court to monitor the implementation of the plans. At the conclusion of the second day of the hearing, the Court expressed concern about its ability to effectively monitor the settlement plan without budgets that reflect the three school districts' intentions, goals. and priorities regarding their desegregation efforts. The Court specifically mentioned the state of the Little Rock School District's [LRSD] budgetary process. In its opinion approving the settlement plans of the three districts, the Eighth Circuit noted the parties have committed to "solemn undertakings" and stated: We accept these undertakings, again with the reminder that compliance with them will be closely monitored. If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations contained in the settlement plans are being flouted, it will be fully authorized to take appropriate remedial action. Little Rock School District V. Pulaski County Special School District Ro. 1, 921 F.2d 1371, 1390 (Sth Cir. 1990). The Eighth Circuit further directed the Court to "monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the plans and agreement, -2-and otherwise to proceed as the law and the facts require." Id. at 1394. The Court monitors the use of settlement monies through the Office of Desegregation Monitoring [ODM] . In October 1991, the ODM informed the LRSD that it must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds
(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements
(3) describes desegregation budgeting process that can be demonstrated, justified, and verified
and (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. a [Document # 1517] Pursuant to the directives from and the considerable latitude and discretion given the Court by the Eighth Circuit, the Court finds that the LRSD's current budgetary process does not meet the above requisites and that it is necessary for the LRSD to submit 2 revised cost figures to the Court. Therefore, (1) The LRSD must submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan and which are reflected on updated implementation timelines contained in the plan. 2 In a note to its May submissions, the LRSD indicated that the cost figures originally submitted with its desegregation plan were outdated and it would provide revised cost figures in a separate desegregation budget. To date, the Court is unaware of any such revised figures having been submitted or filed. -3-a (2) The LRSD must submit a long-range budget projection on per annum basis which covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. (3) The LRSD must submit.a long-range revenue projection covering the same period of time, which includes revenues anticipated not only from the settlement monies and settlement loan, but also from state and millage revenues and any other money sources. This long-term projection will provide a clear picture of the district's financial future and, thereby, enable the LRSD to predict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. (4) The LRSD has maintained that a significant portion of desegregation expenditures are "start up." The district must specifically identify which desegregation costs are "start up" and when these start up costs will terminate. (5) The revised budget shall be prepared in consultation with the Office of Desegregation Monitoring and shall be submitted to the Court within thirty (30) days after the Court rules either from the bench or in a written order on the proposed modifications. " By this Order, the Court confirms its oral approval of the construction of the interdistrict school at the Crystal Hill site. Further, the Court confirms oral instructions made to the parties to explore alternative sites for the construction of King -4-Interdistrict School along the 1-630 corridor. c^/^^ay DATED this of January, 1992. 'id., "ONITED stated DIsTRZCT J 'R2CT JUDGE iPLi.
heet in I FRCP ON -5- r/y/t. IT* Garland. 3615 W. 25th Uttle Rock. AR 72204 Incentive ' Mr. Robert L. Brown. Jr.. Principal ' , Phone: (501) 671-6275 'Simpli/ Transformational" ,
! jii Ltjj Jii lip fC i hi Ann Brown, Director Office of Desegregation 201 E. Markham Little Rock, Arkansas 72201 I 1994 O'fics of Desegrogai iV: u-inofing iipril pitfsj
t Dear Mrs. Brown: The enclosed documents are being sent to inform the Court of discrepancies in the LRSD FY 93-94 PROGRAM BUDGET DOCUMENT. Seventeen pages of entries documenting the efforts or performance towards the strategies were not included on the printed document. Although my response may not be accurate, I view the exclusion as retaliatory. I suspect other incidents which have occurred since my testimony to be retaliatory as well. Consider the following: Carla Miranda, an instructional aide, received a new classroom assignment when she returned to work from a medical leave on January 31, 1994. On February 2, 1994, at approximately 1:00 p.m., Larry Robertson and Brady Gadberry came to my building to investigate alleged charges of discrimination against a handicapped person. They were sent by Estelle Matthis. When I asked Estelle why she was circumventing the Policy and Procedures guidelines, she said she was trying to avoid serious problems with the 504 Law. When I emphasized the "Due Process" procedures, clause in the contract agreements, she told me you have to use common sense for some things. I told her that I was obligated to follow LRSD PoUcy and insist upon my staff doing the same. On February for a MACDUO Powerbook. , 1994, I received a copy of a P.O. Requisition Attached to the requisition was two 1987 directives written by Vance Jones, focused on the USE OF SCHOOL EQUIPMENT. The directives The second directive listed the consequences for personal use: suspensionwith a possible recommendation for termination. I consulted Mr. Neal and was informed that he customarily sends those directives to principals who purchase laptops. A list of principals was requested but not returned in his response. The principals with laptops were located and stated that they never received the "Vance Jones" directives from Mr. Neal. The Parent Council monitored my building on the 22nd of February. Ms. Dazzle Mattison, a former teacher who was terminated last school year, served as the chairman of a two man team. According to some staff members, she badgered them during the interview process. She found many areas of non compliance in three of the five classrooms visited. have never received such a negative report. When I called the LRSD Desegregation Office to see who made the decision to send her to Garland, I received an evasive response. Now we have a Program Budget Document, which really doesn't address the issue of a needed budget process, being doctored to reveal only favorable efforts by selected schools. If you would like to have a copy of the documents referred to in the letter, please let me know and I will send them to you. You will find enclosed a copy of those entries not credited to Garland or not entered into the document shared with the Court of Friday, February 25, 1994. Dr. Williams is scheduled to meet with the local practitioners of Garland Incentive School on Tuesday, March 1, 1994. A staff member made the suggestion that a member of your team attend the meeting. If that can be arranged, we would appreciate the involvement of your office, meeting will be held at 7:00 p.m. in Garland's cafeteria. The I Thank you for your interest and support for the incentive schools. Respectfully, Robert L. Brown, Jr.Pngm S^q ft 52 Pzogra Saaa: Inceotiva School Operations: Prograa Coda: Pragraa Goel: Plan Rafeceaca Page Bnabar 180 L 180 LRSD PTf 93-94 PROGRAM BUDGET DOCUMEfTT Peer Tutoring/Retlred Teacher Mentor , Prlaazy Teeder
C. Russell Mayo, Jr. nefiiiwlery Leaiter
Bvi*iaa Data
Arae Bart 2 February 25, 1994 To develop sn^^iort pEugraae aad pcocadiiraa which will allow 4w. to prorida eBihanrad edocatiaaal for lU 2.0 3.0 Objectiwea Strataglee Beginning Date Ci^letloa Data aapoBBlhllity Svalnatloe To netsMlsh training for paar tstore aad an pear tutoring prograa for snslepts. -ro 2.1 Tea iMia and stodaata will raeelve training in peer tutoring. & Bdal will ba pot in place, coonselor will eupatvina the proceas. A peer-tutoring aodel Is developed In the counselors prograas. The 07/01/93 06/30/94 Staff. Deval., Aaet. Snpts., Cooc. of Inosatlva sctoolB To naa the of retired teerher aeators to tntor and SpCOSCir 3.1 Mentors will volunteer or may be paid a stipend. They will provide extra support to students and suppleoent teacher worK. (Office of Dasag., Ed. Prograas, VIPS, Counselors, Teachers) 2.0 (All students will inprove acadeaically on teacher made tests and Abacus assessnant by assisting peers in various subject areas.) 2.1 (Copy of training nodal, schedule of training, naaes of teachers) 2.1 (Observing the pear tutoring training nodal and process to datemine aCfactlvanass) 3.0 (Through the support of retired teacher oentors, students In sponsored clubs will gain acadealc support and show iBproveaent in classroan related subject areas, on quarterly report cards to parents and Abacus assessnant.)Progran Seq 45 Page: Progran Haise: Foreign Language Prograa Revision Date: Pabruary 25, 1994 Prograa Code: Prioary Leader: C. Rusaell Prograa Mayo, Jr. Secondary Leader: Ama Bart Goal: The Intent education of for the aU acadenic students prograoB, la instructional the Incentive Schools.] netbodologies or extended and day. instructional Appropriate teebnology staff to will bo proaote bired. excellence la Plan Page Beference Rumber Objectives Strategies Beginning Dato Coopletlo n Date Responsibil Evaluation Criteria B. Evaluate software DUltlaedla package usage. bilingual for I. software Evaluate for foreign use language Lab classrooa In Mnltioedia Hultiaedia PCPage: Pregran Sq : 41 Revision Date: Fabnucy 25, 1994 Program Raoa: Office of laeenclve Schools Program Coda: 51 Primary loader: Sacoodary Laadar: PTograa Goal: Esrabllsb aa Incaariva School Plaa Page Reference Nofflber loplaaaatatloa oe Zacaatlvi Offici School that Program. will sarvi to assist baildlag priaclpals aad staff la uadarstaadlag aad Objactivas Strategies Boglanlag Data Coaipletio a Date Rosponslbll Svaluatioa Criteria B. Thi School meetings la 1.1 1.2 (To principal not of aware Garland of the Jan 1994 A. or agenda facilitate caaBBUnicatioa eoBn&ittaas Schools.) la mantlonad efforts with July 1993 1, June 1994 30, tba Incentive (Assoc. Supt. of 1.2 (Dates and A. Sent meeting members. letters with and Parent scheduled Council Oct. 1993 28, Oeseg., Pareats, Conlttae Neabara, Daseg Facilitator ) Monthly meetings will ba held. agendas coBBtittae hold) of aeetlngs 57^LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Paga: 2 Pngxaa 8^ fi 42 Ravlsica Data: Febnary 25, 1994 Pzogna Baaa: writing to Raad Laba Prograa Code: 52 Priaary Leader: C. Rassell Mayo, Jr. Secondary Loader: Ama Hart Prugrae Goal: The intent of the acadeaic pzogrsaa, laatructloaal aatbodolagisa and use of instractlCBal tochnology ia the XacoBtlve Schools la to prwta stndsDts la tba inceDtive for all L Plan Refamoe Pago uabox 152 ObjoetiToa Stratagiaa Bei^lBiilng Data Cc^lotioa Data neapnia1h<llty B SvaloatixB Criteria 1.2 (To augaent the acadeaic prograa) with spacial stodents aetivltleo sad social stems bonding progrsB to noot tbo cognitive eccisl, eootional, and istoraot noods of stadOBts. (An instructional technology prograa, such as Writing to Read, will be iopleaented at each Incentive School for K-2 students. (K-l) A.- Labs were installed in every school. Coapleted, 1991-92 school year loot B. Oa-golag salateoaBce provided for upkeep of labs. c. Materials aod supplies to nalntaio and enhance the Writing to Read lab needed. Joly 1, 1993 Jono 30, 1994 1991-92 SSI (Assoc. Supt. for Curt., Asst. Supt., Deseg Facilitator, Instructional Technology Dept., Instructional Aides, Principal, Teachers) (Prograa exists in all Incentive Schools)Pag*: 3 Pzogm Sq *: 48 Bvrisloa Data: February 25, 1994 Prograa Baaa: Field Tripe Prograa Coda: 59 Priaary Loader: C. Russell Haye, Jr. SaoDodary '^nartiir: Ama Bare Prograa Coal: daralop sup|HuX progrssa and pcooedarea Mdcta will allow iaoeatlTa schools to prorida adncaticaial opportonltii tta all stadasts. L Plan Bafereoca Page Boabar 180>181 ttrjactlvaa Strategies Beginning Data Coapletloa Data naspTWiBl.Mlity KralaatloB Critarla (Ceasnnity aceass/flald trips are to ba arranged for (relnforcament or earlchaeat) for stndsBts. (Visits to historical, scientific and cultural events and exhibits within the city aad around the state and region with appropriate chaperons to provide educational input.) A. Cosanwlty access field trips are taken each month or as needed. Ccsitpletioa: 5% B. CK^Hunity access for field trips that ocenr on Sundays for parfoEBing groups at Carland are being proridad by the transpartatloB iliniii, t sent of the Pulaski County Spacial School District. Joly 1, 1993 JnzM 30, 1994 (Principals and staff, VIPS, parents) (Review relationship of field trips to subject area taught and students* educational, social and enotlonal needs and detemlne the effectiveness through iBproveaent in ciassrooB perfonaance, Abacus assessBant and teacher-Bads tests.) Dee 12, 1993 Dec. 19, 1993 Jan. 1, 1994Fxuyxw Soq *: 54 Progm Kaaias Exteadad Year Pragra Coda: 65 Prograe Goal: Plan Rafarance Page Himber L 172 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prlaacj Leader: C. Ruaaall Mayo, Jr. To develop anpport pngrana aad procadnraa which will allow iacanaiva achoola to prowida ttijactivaa Strategiea Page: 2 Bvl*laa Date: Pabrnary 25, 1994 Secondary ^nartnr: Begiimiag Date Atm Hart opportnnitiaa tar atedanta. CiiiieLluu Date Daapnnalbllltj Svalaation Critazla (To develop a program for year round school including enrichment and remediation options.) (Sunmar segments in remediation/enrichment prescriptiona Cor courses to be taken. (The Students Education Plan (SEP) and parent and staff input determines the course offerings.) Transportation may ba provided.) Suflner School BBrichaant and raaadial courses ware offered and completed at Rockefeller and Franklin School. Completion: 1004 A. Propaad plan Cor Year-Round Education at Garland will be presented for study/approval during the 1993-94 school year. Joly 1, 1993 Joly 1, 1993 Jima 30, 1994 Aug., 1993 Ed. Prograam Coardinator of laoaatlva Schools (VIPS Volunteer Cor Incentive Schools, Oesag. Facilitator, Transportation/ Cafeteria Director, Asst. Supt., Principals, Teachers, Parents) (Annual Saner School Report will indicate ImproveBant in student participation and behavior on sumar school reports to parents.) 61^Page: 3 Prograa Seq : 55 Revision Date: February 25, 1994 Program Raina: RecogolcioB Prograns Program Code: 66 Primary Leader: C. Russell Secondary Leader: Ama Bart Mayo, Jr. Program Goal: To develop Cor all ) support students. programs and procedures which will allow incentlvi schools to providi enhanced educational opportunities Plan Page ReCerence Number Objectives Strategies Beginning Date Completio n Date Rasponslbil ity Evaluation Criteria A. Cor Monthly students awards assemblies school to accomplishments. are recognize held at each students' Completion: 45% B. Teachers student' Bobcat each Rids will month Club. nominate Cor the one C. whan Parents their recognized identiCied will child (based ba has notlCied been on criteria). 6Prograa Seq #: 56 Prograa Raaa: Incantlva School Oparations Caap Pfeifer Program Coda: * Primary Leader: C. Russell Mayo, Jr. Secondary Laadar: Prograa Goal: To develop for all > support studants. programs and procedures which will allow incentlvi schools to provldt Plan Reference Page Ruaber Objectives Strategies Beginning Date Completlo n Data 12.2 Work with Director to target incentive students. July 1993 1, June 1994 The aeslstant superintendents are beginning and principals student 30, identification. B. include Attempts have bean made to candidates C.. students Garland designated receive present 12.3 at for has as services cycle. Work with Paga: Revision Dana: Arma Bart enhanced 3 February educational Responsibil tty 25, 1994 opportunitins Evaluation 12.2 students Incentivi (The who for th: Criteria number in schools saleeted program) of Caap not Garland Pfeifer, been school during other as Dec. 1993 13. to the groups projects. to undertake coBBiunlty similar July 1993 June 1994 30. 12.3 (Bvldonc involvwBant in of other projects.) (.nPrograa Seq : 60 Program Naoe: Extended Week Prograa Code: Program Goal: To reassess Individual school LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Revision Date: Aroa Bart 2 Pobruary 25, 1994 policies and procedures they relati to meeting the needs of all students. Plan Page Reference Number Objectives Strategies Beginning Date Coopletio n Date Responslbll ity Evaluation Criteria 188 2.0 for Areas possible to be investigated plan inclusion. (Saturday programs. developed level needs based and students These but field enrichaent Programs the on the will building interests to programs enhance will be educational of learning. Include shall not ba limited to: July 1993 1, June 1994 30, Assoc. Supts., Asst. Snpts. (Principals , teachers, parents) 1.0 (School coomunity (input meabers of the from school snabers cooeninity) the (An increase number of in students participating Saturday 1.1 in Prograa.) (Students activities, make-take, trips, enrichaent tutoring, book . fairs. parent PE educational will be growth evidenced by improveaeot Abacus and on assessment teacher-made tests.) A. Saturday scheduled ' suggested weekly programs activities. and are include 1.2 provided attending Transportation will be for B. for children extended day. Transportation students provided activities as is needed. provided Transportation if the result is Extended not Week opportunities performances. for in SundayPzograa Saq *: 63 Program Baae: Teacher TTtlpani1r/Tnai-rlce Progm Code: 74 Progm Goal: Plan Reference Page 9aBber Page 194 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prieary Leader: C. Ruaaall Mayo, Jr. Secondary : ID pznrUa qoallt, staff dmlnpMiir aipuliaKie. n that staff ii il is ata prsfiaiad to aeUan Isesatlsa Setsaol ji-___ Objactiane Stratagiae Begimiiag Data C^^letloe Data Page: 2 BarlaXoa Data: Arma Bart February 25, 1994 to aoccenafully lapleeant piiaji ana and cnrriculne. naacaiaHilliry RealnaTlm Criteria 1.0 (Additional inservice training for staff will be provided prior to the start of school, or when appropriate, based on staff needs.) Joly 1, 1993 June 30, 1994 (Director of staff Development, Principals, Teachers, staff Development Comlttee, IRC Specialist, Asst. Supt., Controller) 1.0 (TMchar knowledge of programs and curriculum will increase as evidenced by positive feedback on Inservice evaluations and clasarocm monitoring reports.) 1.1 InosBtlve school teacbers will report back to work five days earlier for inaarrice (training]. (Appropriate inservice training will be provided needed.) Teacbers reported to work early to develop themes following the 1992-93 school year. 1.2 (Teachers will receive separate stipends (for returning to work ahaml of schedule.) A. Teacbers who reported to work received stipends. 1.3 Monday has been set aside for teacher inservices throughout the school year. B. Inservice stipends for teachers reduced from $30,000.00 during the 1993-93 school year to $11,189.38 for the 1993-94 school year. c. COE plans for identified staff inservice needs are being met under a revision in staff development plans without paying teachers a stipend due to the unexplained budget decrease. Joly 1, 1993 July 1, 1993 Sep. 10, 1993 Jone 30, 1994 Jan 30, 1994 (Director of Staff Development, Principals, Teachers, Staff Development Committee, IRC Specialist, Aset. Supt., Controller) (Director of Staff Development, Principals, Teachers, Staff Development Committee, IRC Specialist, Asst. Supt., Controller) 1.1 (Agenda and dates of staff inservice
teacher sign-ins) 1.2 (DoeuDentatlon of stipends received) (a5'~>Progm Soq *x 63 Pag.
3 Pregm Waeas Taar^iaf S^ponds/ZosazTlca SairlBica Dates Pabruary 2S, 1994 Pxuyxaa Codas 74 Priaary laadar
C. Puasall Maye, Jr. Prograa Goal: laaMtar: TO proTlda qoaUtr :ff dmlofmo nzporioocoo Oat .taff _mi m i>ni|ar.d to kU... Incmln Arna Bart aclMiol goal, ual to nccaaamUT <Wlnt ptogm and corricolna. Plan Bafaraaea Paga BiiBter Objactivaa Stratagii aagiwwing Data Coaplatloa Data BaapfaialTh^^ttj Braloatloa Czltaria D. Tha raductloB Ib tba allocatioo of fUBds for iBBarvlca tralBlBg w<n result 1b tba scbools Inability to fully ioplaaant the staff devalopaant e<Mponnr of tba school inprovenent plan. PxijyiOB Saq *s 64 Pnigcaa Baaa: IneantiTa Sehool Tbaaaa Prograa Coda: 75 Prograa Goal: Plan Rafereaca Page nabar L 153 LRSD FY 93-94 PROCRAM BUDGET POCVMEWT Priaarr Tander: C. Ruasall Mayo, Jr. Memndary Taadar
Pa9>: 2 RarlaioB Data: Atm Hart Fabruary 25, 1994 ? " -i' ltmeloil -thodologl- and lB,trncUo1 t-amology, I. to proot. 1B0.U.00. in tao.tK for U ratat. io (ttr}actlvaa Stratagiaa Beginning Data Cc^letloo Data neatiraialhtllty tba Incaotlva Kaalnatloa Crltarla 1.0 School thMoe will bo davmlopad (as a recruitment and educational vehicle to attract parents into the schools) at tba local bonding level by parents and staff sod are zeco^aendad to be Integrated Into tba total corricoliiB. Jaly 1, 1993 Jnaa 30, 1994 (Principal, staff, Desegregation Facilitator, Associate Sept, of Curr., Asst. Supts.) 1.0 (laproved racial aaki up of atudaats. Thaaos are fully developed at every school.) 11 (Principals and staff will survey parents and determine interest for theme selection.} 1.1 (Feedback froa eurvay) A. ' Parents were surveyed in 1992-93 school year. Conpletion: 100%. 1.2 (Themes will be selected from the highest response received by principals.) Jan. 17, 1993 1.2 (Tally of rasponses Indicated theme selection) A. Thenes were selected during the 1992- 93 school year. Completion: 100%. B. Theme specialists have been employed for all incentive schools. February 1993 C. No materials/supplies have been purchased to support the infusion of themes. Jan. 4, 1994 D. District level personnel ware not involved at the ground level of planning. E. A major component of the plan, determined as essential in recruitment efforts, has not received District level support
planning for extended year programming with flexible scheduling. GC>LRSD FY 93-94 PROCHAM BUDGET DOCUMENT 2 Picograa 70 BerlalaA Datat February 2S, 199* Ptotfcee Beae: Incentive ai-Hrwwi opantioae - Sapport Serricoe Prograa Code: Prieary Leader: Estelle Nettbis Seeondary Leader: C. Russell Maye, Jr./Anna Hart Prograa Coal: TO <1wlop fopport prograae aad proeednree wblcb *m allow iaesatlve scboola to provide eabancad adaeatiiaial opportnaltiee foe all atndanta. L Z. Plan Refereaee Page IubImu ISO-181 160-181 180-181 180-181 Objectives Strategli Beginning Data Coi^letioa Data Bee[ws>Bll>ll1,> J Svalnatlon Criteria 7.0 Cceenaity access/field tripe are to be arranged for (relnforceaeat or enrichaent) for stndeets. 8.0 To bn-i Id a prograa of cc^Bunity Involveaent provided for stadents with access to i arganinatlana and volunteer eocperlences. Joly 1, 1993 Joae 30, 1994 (Principals and staff, VIPS, parents) 7.0 (Review relationship of field trips to subject areas taught and students' educational, social and eaotlonal needs and detemlne the effectiveness through improvoBent in classroom performance and student achievenent on standardized tests) 7.1 Vlsita to bloterical, scientific and cultural eveots and oKbiblta within tbe city and around tbs state aad region with appropriate chaperons to provide educational input. A. Preaently, the LBSD provldee support If casBoniCy access uppnitnulties occur any day other than Sunday. B. I^Iaentaticm baa been poealble through the support of tbe Pulaahl County Special School District Transportation Department. 8.1 Sstabllsb Girl/Bay Scout Prograas at each school. 6?^ Joly 1, 1993 Joly 1, 1993 Joly 1, 1993 JOM 30, 1994 June 30, 1994 Jone 30, 1994 vipa, Bdncatloaal PtiMjLsas, Curriealua Deaegregatian (Parents, Teachers, Principal) Asst. Snpt., Coord, of Incentive Schools (VIPS) Quapaw Council, Asst. Snpt., Coordinator of Incentive Schools (Parent Coordinator of Incentive Schools) 7.1 (Copy of building level culalnatlng activities and corresponding field trips) 7.1 (Students will demonstrate mastery of stated objectives of subject areas as related to field trips on teacher-made tests and Abacus assessment) 8.0 (An increase in the number of students who participate in consBunlty organizations will be evident) 8.1 (Copy of program and participants and community activities) 8.1 (An increase in the number of students who will participate in scouts in each school)Prograa Seq 72 Prograa Naoa: School Policies and Procedures Prograa Cede: Prograa Goal: To reassess individual school LRSD FY 93-94 PROGRAM BUDGET Primary Leader: Estelle Matthis policies and procedures as they DOCUMENT Secondary Leader: relate to oeeting the needs Page: Revision Date: C. Russell of all 2 February Mayo, students. 25, Jr./Ama 1994 Bart Plan Page Reference Number Objectives Strategies Beginning Date L 188 L 188 L 188 188 1.0 To prograsBlng incentive complies establish a flexible approach school at Coarpletlo n Date Respqnslbll Ity Evaluation Criteria also needs. with which each July 1993 June 1994 30, Principal Staff 1.0 neets standards individual and student student (Increased on teacher tests, achievement made Abacus 1.1 (or. Allow other for team assessments, classroom observation standardized strategy} scheduling. effective by means teaching teaching of July 1993 June 1994 30, (Principal Staff) team the or 1.2 for classes periods Provide students for to opportunities for as romain extended needed. in time July 1993 June 1994 30, (Principal Staff) 1.3 Develop individualized a plan for within the instructions specific building. July 1991 June 1994 30, (Principal Staff) 1.4 for flexible addressed Local extended Practioners' year adainistration. scheduling by LRSD school must plan with be Jan. 1993 17, and tests) (Evidence teaching building other teaching 1.2 nuober of at level affective strategy) (Increase of participating extended Saturday Extended Programs) teachers plans in students in day, or Year (ClassrooB and Education include strategies lesson student's Individualized instruction Plan specific and will the needs 70^ children) of to E all meetPaga: Program Saq #s 72 Ravision Data: Fabrxiary 25, 1994 Prograa Naoa: School Pollclas aad Procedures Prograa Coda: Primary Leader: Estella Matthia Secondary Leader: C. Bussell Hayo, Jr./Arma Bart Prograa Goal: To reassess Individual school policies and procedures they relate to oaetlng the needs of all students. Plan Page Reference Number Objactives Strategies Beginning Data Ccopletlo n Date Rasponslbil Ity Evaluation Criteria L 188 L 188 188 L 188 L 188 L 188 2.0 for Areas to be possible plan investigated Inclusion. July 1993 June 1994 30, Assoc. Supts., Asst. Supts. 2.0 (Final recoBBseadations from the school 2.1 Permanent substitute school needed. 2.2 At to in be least assistant the 2.3 A. assignad each Incentive available one-half principal. RecoBendation LRSD Board Uniforms Uniforms required climate efforts. 2.4 as time to and Standard teachers. 2.S Encouraged denied (at least of for need Directors. students to be by July 1993 July 1993 July 1993 June 1994 30, (Assoc. Supts., Asst. Supts.) 1, June 1994 June 1994 30, 30, enhance recruitment school two dress PTA for attendance (Principal Asst. Supt.) Assoc. Supts., Asst., Supts. caaoBittae available) 2.1 (Job description and filled) 2.2 ari written position (Staffing reflective Businass of Casa recoBBandations) 2.3 (Students parents idea < of evidenced results) 2.3 racial (An occur) and support uniforms the as by survey acceptable balance will year for for (2) staff) parents/all meetings meetings per July 1993 July 1993 June 1994 June 1994 30, 30, (Parents, Principal, Staff) (Principal, Staff) 2.4 (Teachers participate establishing dress code building) 2.5 of will in In each (Documentation parent participation PTA reflect Beatings In will the number 7/ S of parents attending)Program Seq *: 72 Page: Program Name: School Policies Revision Date: Fabruary 25, 199 aad Procedures Program Code: Primary Leader: Estelle Matthls Secondary Leader: C. Russell Mayo, Jr./Arma Bart Program Goal: To reassess Individual sehool policies and procedures as they relate to meeting th needs of all students. Plan Page Reference Number Objectives Strategies Beginning Date Completlo n Data L 188 Responsibil ity Evaluation Criteria 2.6 Student available individual handbooks in every that will school school. be aad July 1993 June 1994 30, (Principal, Staff) 2.6 Bandbooks {Student used to parents about will inform Informed sehool programs, and bo {3.0 to I > To provide staff.) compensation regarding children) procedures policies their (3.1 will Additional be given teachers/prlncipals to compensation who extra incentive periods of time at work the A. at on school.} Teachers are an hourly rate educational experience ranging $12,000.00 with from B. compensated of hours pay and based salaries $6,000.00 per year. to Principals compensated receiving a have equitably, standard yet to be of $2,200.00 stipend per year. July 1993 1, June 1994 30, (3.1 records) Payroll<>F-. d RECEIVSn MAR 8 1994 Office of Desegregaiion Mcniicring TO: Mr. Larry Robertson, Assistant Superintendent FROmT^V^Robert L. Brown, Jr., Principal DATE: March 4, 1994 SUBJ.: Results of Personal Investigation in Program Budget Document Censorship Please be advised Mr. Sterling Ingram is responsible for censoring the input from Garland's Program Budget Document. At this time, I am asking you to secure for me the "legitimate" reason(s) for his authorization of this school's document. If at all possible, I would appreciate a response before my meeting with Dr. Mayo. If you are able to attend that meeting, March 9, 1994 at 3:30 p.m., I would like for you to be present. Thank you for your help. cc: Sterling Ingram Estelle Matthis Dr. Henry Williams Ann Brown John WalkerI. n. m. IV. V. VI. vn. PROGRAM BUDGET DOCUMENT WORKSHOP Welcome 5, 1994 and September 6, 1994 AGENDA Introduction/Purpose Background and History WordPerfect and PBD Examples Questions and Answers Adjournment tf [-s'?'4^ 7^ 7 '*4' 1 -tii* OCT 0uiC3 oi Robert Glowers Bill Mooney Robert Glowers Robert Glowers 51994 litorii tPROGBUD.DOC DISKETTE 9 THERE IS A METHOD TO THE PROGRAM BUDGET DOCUMENT PROCESS LITTLE ROCK SCHOOL DISTRICT Planning, Research and EvaluationLittle Rock School District Planning and Budgeting Process Program Planing and Budgeting Process Manual (Gray Book) Project Management Tool Monthly Court Submission The Tool Program Budget Document Quarterly Report (Rainbow Book) Task analysis of the Program Planning and Budgeting Document (Gray Book) Program achievements Identifies when activities are scheduled and completed I . Quarterly Expenditures Forces communication among departments because the tasks are interrelated1 Planning & Budgeting Time Line MAY JUN JLY AUG SEP Prog. Inventory I T I OCT NOV DEC JAN FEB MAR APR MAY JUN 2 3 4 5 6 7 8 I I I Prog. Evaluation Needs Assessment Goals Prog. Devel. I I I I I I I I Budgeting I I I I Monitoring & Reporting I I I I I I I I I Reassessment of Planning Process & Organization I I I I I Lidie Rock School District AUG I I JLY R. Mayo Fiscal Year 1994-95 QUARTERLY REPORTING ACHIEVEMENTS First Quarter 07-01-94/09-30-94 Accomplishments, efforts performance toward strategies Diskettes Due: 10-14-94 Placed under Strategies column Returned: 11-21-94 PROGRAM Alphabet precedes each achievement COMPLETION DATE Documents when an achievement is completed, in the format MM/DD/YY Give approximate, educated guess for percent of completion for achievements started but not finished. Give actual date upon 100% completion. BUDGET DOCUMENT PROCESS BEGINNING DATE Every achievement should have a corresponding Beginning Date Documented in format MM/DD/YY Documents when an achievement beginsPBD MAINTENANCE ACTIVITY DIRECTIONS: Fill in the blanks with the correct word(s). 1. The Program Budget Document provides planning information about_____________ information about the programs. and 2. The Program Budget Document diskettes are reported at intervals or periods. 3. _______________________ are efforts, tasks, evidence, performance, or actions undertaken which contribute to the accomplishment of the strategy. 4. If an achievement or activity toward the accomplishment of a strategy has been started but not completed during a reporting period, then a of completion should be entered in the "Completion Date column. ir 5. Each achievement should have corresponding ______________ date information and________ date information or a percent indication for the date.DISKETTE FLOW INFORMATION Completed Diskettes Returned to: Incentive Schools Principals Sterling Ingram Elementary Schools Principals Margaret Gremillion Sadie Mitchell Secondary Schools Principals Robert Glowers Primary Leaders, Secondary Leaders, Program Managers Robert Glowers IInstructions For Entering Data Into The Progbudl.Doc Step 1 - Press rhe F5 key. Step 2 - Type a
and press ENTER Step 3 - Press the DOWN ARROW key to move the cursor and the red highlight bar down. Progbud. 1 must be highlighted in red. Step 4 - Type 1 for Retrieve. The table will load onto the screen. Step 5 - Use the ARROW keys to move the cursor under the 'P" in Program Name. Step 6 - Press the TAB key once. This will move the cursor under the "S" in School Operations. With your cursor under the "S' type your school name, comma, and the press space bar once. The spacing will automatically adjust. Step 7 - Press the TAB key six (6) times and type your principal's name. Step 8 - Press the PAGE DOWN key once to move to the second page. This is the beginning of the table. Step 9 - Use the DOWN ARROW key to move into the table. Press the TAB key two (2) times to move to the Strategies column (column 3). Step 10 - Press the ALT key and the DOWN ARROW key together - 3 times. The cursor will move under the in 1.2 in the Strategies column (column 3). You are now ready to insert rows for the achievements corresponding to strategy 1.1. Step 11 - Press the ALT key and the F7 key together. You are now in the Table Edit screen.Page 2 Step 12 - Press the INSERT key. Type 1 for rows. Type in the number of rows you need to insert and press ENTER. To figure out the number of rows look to see how many achievements there are for the first strategy and insert one row for each achievement. For example, if you have two (2) achievements for the first strategy you will insert two (2) rows. . Step 13 - Press F7 to exit the Table Edit screen. Step 14 - Type the achievements for that strategy using the following format with A. being the achievement for 1.1. Strategies eginnino Date Cospletion Date 1. To review organizational structure in schools and central office to anaure sufficient sifiport for students and staff success and for the iapleaantation of the desegregation plan. 1.1 Appoint school-based biracial coaaiittees to aonitor iapleaamtation and data. (Report to faculty) A. School Biracitl Conmittee established (July 1, 1993) July 1, 1993 09/13/93 (June 30, 1994) 30, 1994 09/16/93 1.2 A district-wide biracial coaittee will laonitor district-wide desegregation efforts and data and (report to Board) July 1, 1993 30, 1994Page 3 Step 15 - You are ready to type the Beginning Date and the Completion Date. Step Step Step 16 - Press the TAB key once and type the Beginning Date. 17 - Press the TAB key once and type the Completion Date. 18- Press the TAB key five (5) times. This will move the cursor to column 3 in the Strategies column. You are ready to type in the next achievement. Step 19 - Before starting on the next achievement you will need to save your work. Press FIO to save. Type in a
and your document name - then press ENTER. This name can be Budget 1 or your school name, although, you will only be allowed to use eight characters. Step 20 - Repeat steps 10 through 18. Please note that in Step 10 you will move the cursor to the next Plan Reference and Page Number in column 1 that matches the strategy for your next achievement. Step 21 - Continue in this manner until you have entered all achievements. Step 22 - To Exit WordPerfect press F7. Then you will answer Y (yes) or N (no) to save: document name will appear - press ENTER: Y (yes) or N (no) to replace: Y (yes) or N (no) to exit WP51. ADDITIONAL INFORMATION Text will wrap around when typing within a column. When retrieving your document you can look at the date the document was saved to decide which document you worked on last. It is a safe practice to save about every 15 minutes. To do this press FIO then press ENTER, press Y. If something goes wrong with the document simply exit without saving. Do this by pressing F7 and type N for No.ADDING ROWS AT THE END OF A TABLE This should only be used when you have reached the double lines at the end or the bottom of a table and there is no space available to type text. BE SURE TO READ THE DIRECTIONS AND MESSAGES ON THE SCREEN WHILE FOLLOWING THESE STEPS. Step 1 - Press the ALT key and the F7 key together. This will open the table edit screen. Step 2 - Press the HOME key twice then the DOAVN ARROW key. The cursor will move to the last cell in the table. Step 3 - Type 1 for SIZE. Step 4 - Type 1 for ROWS. Step 5 - The current number of rows in the table will appear on the screen. Type the new size of your table. For example, the number of rows is currently 23 and you need three (3) more rows - type 26 (23 3 26) and press ENTER Step 6 - Press F7 to exit the table edit screen. Step 7 - Move the cursor to the column you need to type in and type your text.How To Move The Cursor In A Table In Document Screen Use the Following Key Strokes In Edit Screen Use the Following Key Strokes To get to the Edit Screen [Ait} 4- (F7 Q + Q One Cell Down Qor (Alt} + Q Shift) 4. [Tati) or (Ait} + Q One Cell Left Q or Shift + or + Q Tati) or (AjD + One Cell Right Qor (Tati) or Sl + Q + One Cell Up CD or Home), [Home). (Home). (^ First Cell In A Row Home). (Home). (^ or Home I, (Home). (Home). Q Last Cell in A Row Home End) I, (Home). [^ or Last Cell in the Table Specific Cell + (EED Cell Location (e.g., Al) To exit the Edit Screen 11} 4-CURSOR CONTROL Character left Character right Line up Line down I I Commind Card Basic WordPerfect Features DELETE TEXT/CODES Character left of cursor BACKSPACE Character at cursor Word at cursor Word Left Word Right Left end of line Right end of line CTRL <- CTRL HOME HOME < HOME HOME - or END Characten right of cursor to end of line Characters right of cursor to end of P*g Sentence, paragraph, page Block DEL CTRL BACKSPACE DELETE EOL (CTRL . END) DELETE EOP (CTRL PGDN) CTRL F4 Undelete Block text DEL. Y n, 1 Left end of tcreen Right end of screen Top of JCToen Bonom of screen HOME. - HOME,-* HOME. * or - (numeric keypad) HO.stE. i or + (numeric keypad) Top of current page Bonom of current page Top of page number Top of previous page Top of next page CTRL HOME. T CTRL HOME, i CTRL HOME. pagenu/nber PGUP PGDN Beginning of document HOME HOME, I HOME HOME i End of doctimeoi SAVE DOCUMENT And Remain in Document 1. Flo 2. Enter filename 3. Y/N (if resaving) And Clear the Screen 1. F7.Y 2. Enter filename 3. Y/N (if resaving) 4. N And Exit WordPerfect 1. F7,Y 2. Enter filename 3. YZN (if resaving) 4. Y BLOCK TEXT/CODES 1. Cursor on first character 1. ALTF4 3. Cunor on last character RETRIEVE DOCUTvfENT Directly 1. SKUTAFIO 1, Enter filename From Lbt Files 1. F5. Enter drive/directory 2. Highlight file, 1 PRINT Text from Screen 1. Position curscr 2. SK!rT-F7 3. 1 for full document. 2 for page Block from Screen 1. Block text 2. SHIFT * F7. Y Document from Disk 1. SHIFT + F7.3 1. Enter document name 3. Enter range of pages Document from Li.ct Files (Disk) 1. F5. enter directory 2. Highlight file, 4 3, Enter range of pagesC.aocei Print Job 1. SJOFr .FT, 4, 1 2. Enter print job number CENTER (OR FLUSH RIGHT) 1. Poiidon cursor 2. SHIFT P6 (or ALT * PS) UNDERLINE (OR BOLD) While Typing 1. Pl (or PS) 2. Typo text 3. FI (or PS) Existing Text 1. Block text 2. Pl (orP6) CHANGE LINE SPACING 1. Posidon cunor 2. SHIFT FR, 1, 6 3. Enter apacing, FT RESET MARGINS Left/rtgiit 1, Posidoa cunor 2, SHIFT * Pl, 1,7 3. Enter margdni, FT Top/bottom 1. Pondoncunor 1. SHnT*PI.2,5 3. Enter margin*. F7 RESET TABS 1. Poiidon cunor 2. 3. 4. SHIFT. PI, 1.8 Cle*rT*b() Set Ub(), FT. F7 SEARCH TEXT/CODES 1. Posidon cunor. Fl 2. Type learch icing. Fl REPLACE TEXT/CODES 1. Poiidon cunor 2, AJJT * Fl, Y/N for confirmation 3. Type eared itiing, F2 4. Type replace icing. Fl INSERT HEADERS (OR FOOTERS) I. Poiidon cunor it top of page 2. SHIFT PS, 2.3 (or 4) 3. Select I or 2 for type of header (or footer) 4. Select frequency 5. Type the text, FT, F7 INSERT PAGE NUMBERS 1. Poiidon cunor at top of page 2, SHIFT * Pl, 2, 7 3. Select page number poiidon, FT MOVE(ORCOPY) Sentence, Paragraph, Psge 1. Posidon cunor 2. CTRL. F4, 1 or 2 or 3 3. I(ot2) 4. Posidoa cunor, ENTER Block of Text 1. Block text 2. CTRL.F*, 1 3. I(or2) 4. Poiidon cunor, ENTER CHECK SPELLING 1. Posidoa cunor o 3. CTRL . Pl, 1 4. 1 for word, 2 for page, 3 for document 5. Respond to menu opdona USE THESAURUS 1, Poiidon cunor on word 2. loaen Tbeiaiirui (floppy diik users) 3. ALT.n 4. Respond to menu opdona WoniPwiocx w * of WordPwriwcl CotporwonPRINT SHIFT F7 print text 4 t2SBlE __ _ ________________ \ Name Port 1 HP LaserJet IID 2 LPTl: 3 Sheet Feeder None 4 - Cartridges/Fonts/Print Wheels 5 Initial Base Font Courier lOcpi 6 Path for Downloadable Fonts and Printer Command Files I 7 - Print to Hardware Port No / S Selection: 0 Selec Printer: Cartridges/Fonts/Print Wheels 'it Category Quantity Available Built-In Ca: idges Soft Fonts 2 350 K 0 350 K NOTE: Most fonts listed under the Font Category (with the exception of Built-In are optional and must be purchased separately from your dealer or manufacturer. If you have fonts not listed, they may be supported on an additional printer diskette. For more information call WP at (801) 225-5000. If soft fonts are marked you must run the Initialize Printer option in WP each time you turn on your printer. Doing so deletes all soft fonts in printer memory and downloads those marked with If soft fonts are not located in the same directory as your printer files, y must specify a Path for Downloadable Fonts in the Select Printer: Edit menu". you 1 Select
2 Change Quantity
N Name search: 1TERM MANAGEMENT TOOL PROGRAM BUDGET DOCUMENT (PBD) ALLOCATIONS FORMULAS MINIMUM FOUNDATION PERFORMANCE AID (MFPA) CARRY-OVER FISCAL-YEAR GOALS OBJECTIVE PROGRAM PROGRAM DESCRIPTION PROGRAM GOAL ACHIEVEMENTS PROGRAM NAME LITTLE ROCK SCHOOL DISTRICT Planning Budget Process Glossary MEANING A listing of annual tasks to be done related to Planning and Budgeting. Tasks appear listed by task, completion percentage, start date, finish date, and person(s) responsible. A listing of all legal obligations of LRSD divided by program areas. Obligations appear listed by reference, obligation, activities, start and finish dates, person(s) responsible, and evidence criteria for the completion of activities. At one time this was known as the "Rainbow Document" because it was printed on paper of many colors. Mathematical formulas used to determine how resources are allocated. Technical term. Refers to part of the monies the district receives toward per- pupil expenditure. The amount of money not spent by LRSD when the budget is closed for a given fiscal year. The beginning month period during which spending on the new budget begins and ends our fiscal year is July 1-June 30. If only one year appears with the word "fiscal" or "FY" in a document, it is the last year of that budget. For example, fiscal year 1995-96 may be expressed as FY 96. A broad expression of one purpose of LRSD. A specific, measurable expression of something to be achieved within a stated time period. A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. (PBD) A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. (PBD) A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. (PBD) Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. (PBD) To eliminate confusion, an established name for each program has been assigned by the district planner. (PBD)OBJECTIVES Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. (PBD) STRATEGIES Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. (PBD) PRIMARY LEADER The Primary Leader is the council\cabinet level associate responsible for the management and operation of the respective program. (PBD) SECONDARY LEADER The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). (PBD) DISTRICT GOAL SUPPORT Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. (PBD) BEGINNING DATE This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner
MM/DD/YY, (09/30/93). (PBD) COMPLETION DATE This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75 %) should be entered. (PBD) RESPONSIBILITY This is the name of the individual(s) tasked with ensuring an activity has been accomplished. (PBD)Program Seq #: 27 Program Name: Educational Equity Monitoring Program Code
22 Program Goal: Plan Reference Page Number L 224 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo Secondary Leader: {To provide information to determine the level of educational equity for all students to coordinate the planning and budgeting process.) Objectives Strategies Beginning Date Completion Date Page: 2 Revision Date: Or. Robert Glowers Responsibility October 3, 1994 Evaluation Criteria 1. To cortduct semi-annual Educational Equity Monitoring visits with the assistance of the local school biracial committees. (1.0 Completed semi-annual report of findings in the thirteen (13) monitoring categories.) (1.1 Develop appropriate surveys, designs, checldists and other reporting forms for monitoring process.) (1.2 Selection of local team members.) (1.3 Conduct training of local team members, as needed.) 107-01-94) (07-01-94) (07-01-94) (06-30-95) (06-30-95) (06-30-95) Director, Planning, Research end Evaluation Principals Director. Planning, Research and Evaluation (1.1 Copies of completed documents.) (1.2 List of local team members.) (1.3 Agenda of completed training session and list of team members who received training.)Program Seq #: 27 Program Name: Educational Equity Monitoring Page: 3 Revision Date: October 3, 1994 Program Code: 22 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Dr. Robert Glowers Program Goal: (To provide information to determine the level of educational equity for all students to coordinate the planning and budgeting process.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (1.5 Establish monitoring schedule.) (1.6 Conduct site visits.) (07-01-94) (07-01-94) (06-30-95) (06-30-95) Director, Planning, Research and Evaluation Director, Planning, Research and Evaluation (1.5 Completed monitoring schedule for all schools.) (1.6 Completed composite report for each visit.)LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Evaluation of the Seminar on PROGRAM BUDGET DOCUMENT Please help us evaluate this seminar by responding to the items below. Circle the number which best express your reaction to each of the items. Space for additional comments has been provided. 1. The objectives of the seminar were: Clearly evident 5 4 3 2 1 Vague 2. The organization of the seminar was: Excellent 5 4 3 2 1 Poor 3, How effective was the presenter(s): Excellent 5 4 3 2 1 Poor 4. Did the presenter(s) communicate effectively: Excellent 5 4 3 2 1 Poor 5. Was the presentation effective: Adequate 5 4 3 2 1 Inadequate 6. The information gained should prove: Beneficial 5 4 3 2 1 Not Beneficial 7. Overall, I thought this seminar was: Excellent 5 4 3 2 1 Poor What additional information would have been advantageous to you: Comments:CORR25 Date: September 2, 1993 To: Estelle Matthis Sterling Ingram Dennis Glasgow Larry Robertson Margaret Gremillion Brady Gadberry Arma Hart Jeanette Wagner Mark Milhollen Jerry Malone From: Bill Mooney Subj: Completion of the Program Budget Documents Sterling and I have been working on some documentation to support the Program Budget Document, and we think this will help you in your task of loading your initial program data. If you will look at these two documents prior to loading your data, you should have far fewer problems. Attached is a document entitled "LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS." This document provides some basic definitions you will need as you work with both the desegregation programs and the non-desegregation programs in the next phase of the project. It also provides a description of every data element field on both pages of the Program Budget Document (PBD), including what should go into those fields. The diskette is built using WordPerfect. You will find three files on the diskette
INSTRUCT, PROGBUD.DOC, and TABLE JRM. File INSTRUCT contains a complete set of typing and formatting instructions for your clerical staff. This file should be read before opening the other two. If you run into problems, please ask for help. It is very important that you pass on this information to all program people who will be working with the PBD. If you have questions, let us know. The PBD you are creating today will be used for quarterly reporting for the rest of the year. Therefore, maximum happiness will result from maximum communication and understanding. CONCPT04 REVISED 02 SEP 93 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS TERM DEFINITIONS. The following definitions are provided for general guidance, and will be used throughout the Program Planning and Budgeting Process. Program. A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. A program is a major undertaking by the district to fulfill statutory, executive, and/or legal reguirements. methods of implementing goals and objectives. Programs are the district's Programs will be a basis for work progress and fiscal reporting and monitoring. Program Description. Generally, program descriptions do not currently exist on most programs, and will have to be written, program description should include at least three parts: A - Purpose. A one or two sentence statement of what the program is designed to accomplish. Scope and Content. A general description of the activities that are to be undertaken to achieve the purpose. description program. This of section might also include the administrative - Participants/Beneficiaries. a brief structure of the A specific statement of how many and what kind of persons will be affected by the program during one fiscal year. Program Goal. A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. It is a general and enduring statement of purpose that expresses the district's fundamental intentions and provides guidelines for planning the future development of the program. What is the program trying to accomplish? must have at least one goal, but may have several. Each program Objectives. Program objectives present explicitly the desired impact the program should have on a problem. detail to the goals. They should provide They tell in specific, measurable terms what is to be accomplished to implement adopted goals. The objective statement should: (A) tell what is to be achieved
(B) tell when the achievement is to be realized
(C) tell how the achievement of the objective will be measured. least one objective, but may have several. Each program goal must have at Strategies. Strategies are the jobs. tasks. efforts. oractions undertaken in a program which accomplishment of the objective. contributes to the A strategy is a combination of intermediate steps, and produces a distinct end product intermediate processes which only support other strategies. - not These end products should be measurable or quantifiable where possible, showing how the objective is to be achieved. have at least one strategy, but may have several. Each objective must Evaluation Criteria. Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable levels of performance for the product. These end products should be measurable or quantifiable where possible. showing how the objective or strategy is to be achieved. The criteria should measure, if possible, the relative impact of the results on the problem which the objective or strategy is designed to solve. If a strategy or objective cannot be measured in terms of impact, the measurement can be stated in terms of the level (or volume) of strategy provided and/or the number of persons served. Each strategy must have at least one evaluation criteria, but may have several.PROGRAM PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. Each program will have one of these cover pages. Extensive program narrative will carry-over onto a second page. The form is set up on diskette to allow for this carry-over, so you do not have to get everything on one page. Program Seq #. Each program will be sequence number by the district planner. assigned a unique The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. When the document is assembled, programs are arranged in this sequence. The program sequence number will help facilitate look-up since there is no front-to-back page numbering. This element should be a static field
it should not change during the year. Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at As a minimum, performance reporting. least quarterly with the regular Program Name. The district planner established name of the program in this field. will place the Name consistency will eliminate confusion, so try to use the designated name on all documents. change during the year. This element should be a static field
it should not Program Code. This is a unique accounting code which will link budget and expenditures to the associated program. The code will be assigned by Financial Services prior to the beginning of each fiscal year, and all expenditures during the year should use this program code. should not change during the year. This element should be a static field
it Primary Leader. The Primary Leader is the cabinet-level associate responsible for the management and operation of this program. This person should have the authority to ensure all necessary actions are taken to make the program successful. This person is responsible for the correctness and timeliness of the planning document and all subsequent reporting. Secondary Leader. The Secondary Leader is the associate who is back-up to the Primary, and will function in that capacity in the absence of the Primary. Program Description. above, must be placed in this field. The program description, as defined This element should be a static field
it should not change during the year. District Goal Support. Each program must directly support oneor more district goals. If more than one district goal, the appropriate district goals should be listed in descending priority- order. District goals will be established by the Board. This element should be a static field
it should not change during the year. Program Goal. placed in this field. but may have several. The program goal, as defined above, must be sequentially. Each program must have at least one goal. Each goal should be numbered and listed not change during the year. This element should be a static field
it should Plan Reference. Specific plan and page references will be listed in this section for those programs directly cited in one of the desegregation plans. L= InterDistrict Plan. LRSD Desegregation Plan. The format should be L23 or 113-20. 1= This element will be left blank if the program is not directly cited in one of the desegregation plans. This element should be a static field
it should not change during the year, unless by Court Order. FY Program Budget. The total budgeted dollars for the appropriate fiscal year will be shown in this element. The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This FTE. This element reflects the Full Time Equivalents (FTE) budgeted for this program (at the program code level). The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This lst/2nd/3rd/4th Qtr Expend. The actual expenditures for each quarter will be entered into the appropriate field during the quarterly reporting process. Financial Services will provide the information, but the Primary Leader is responsible for entering the information onto the form. remain static unless an error is detected. Once entered, these fields should YTD Expenditures. actual expenditures at the program level. This field is the year-to-date total of This will include all departments with expenditures against this program. Financial Services will provide the information once each quarter is closed, but the Primary Leader is responsible for entering the information onto the form. unless an error is detected. Once entered, these fields should remain static Related Function Codes. This field identifies all function- level accounting codes which combine to make the complete program budget. Each program will have at least one function code, but may have several. with one space between them. Each four digit code should be listed sequentiallyOBJECTIVE PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. This is the relating to the the field. ft program". sequential page number for all pages This number is automatically placed in Program Seq #. program page. This This should be the same number as on the number will link all objectives back to the major program. separate program Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at As a minimum, least quarterly with the regular performance reporting. The date on this page may be different from that on the program page since this objective page should change more frequently. Program Name. page. This name This should be the same name as on the program is a further link back to the major program. Including the name on this page prevents the need to refer back for the program name. Program Code. This should be the same code(s) as on the program page. This code(s) is a link back to the major program. Including the code(s) on this page prevents the need to refer back for the program code. Primary Leader. This should be the same person as on the program page. Including this name on this page prevents the need to refer back for the leader 's name. Secondary Leader. that name on the program page. This name will generally be the same as objectives, However, if a program has several supporting objectives. the Secondary Leader may be different for those Program Goal. program page in this field. Include only one of the program goals from the For each program goal listed on the program page, there will be at least one objective page. Plan Reference Page Number. listed for each objective and strategy. Source references should be If the objective or strategy is desegregation plan related, list the specific plan and page upon which this objective or strategy is found. If the objective or strategy is not related to a desegregation plan or Court Order, list whatever source was used. be numbered to correspond to the appropriate strategy. Each reference should Objectives. the program goal. List all of the objectives required to satisfy Objectives should be listed in bold face.Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each program goal must have at least one objective, but may have several. Spacing between objectives should allow for all supporting strategies. Objectives should be numbered sequentially under each goal. Strategies. the related objective. List all of the strategies required to satisfy Strategies should be listed in bold face. Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each objective must have at least one strategy, but may have several, numbered sequentially under each objective. Strategies should be Beginning Date. activity began. This is the actual date this particular For consistency, all dates should be entered in the following format
MM/DD/YY, 07/22/93. stated yet, leave this field blank. If an activity has not Completion Date, activity was completed. entered in the following format
This is the actual date this particular For consistency, all dates should be MM/DD/YY, 07/22/93. If an activity has been started but not completed, give your best guess on the percent of completion (75%). started, leave this field blank. If the activity has not Responsibility. This is the name of the individual tasked with ensuring this activity is accomplished. Evaluation Criteria. List at least one evaluation criteria for each strategy. Include the specific measure of success. Evaluation criteria should be listed in bold face. Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each evaluation criteria should be numbered to correspond to the appropriate strategy, and should be numbered sequentially under each strategy.(7c: Program Description: Purpose: Scope and Content. In-depth Program Evaluation Format This comes from the program description in the Program Budget Document (PBD). The description may be expanded if necessary to better describe the program. A statement or succinct description of the purpose of the program A narrative of what the program encompasses Participants/Beneficiaries'. A description of who the participants and beneficiaries are of the program. A specific group of workers, a specific group of students
general description of participants or beneficiarieswhichever is more applicable. Program Goals: The program goal(s) taken from the PBD Evaluation Criteria: Evaluation criteria are listed on the far right side of the PBD. The evaluation criteria should be listed separately and numbered as part of the format of your evaluation. / Evaluation Results: The corresponding results of the evaluation criteria should be listed here. The evaluation results should be numbered to match the evaluation criteria listed above for easy reference. If no evaluation results are available for a corresponding evaluation criteria item as listed above, then no evaluation results should be so stated. Objective 1: This is the first objective from the PBD for the program being evaluated and should be restated. Following restatement of the first objective, relevant data results of findings from the evaluation results listed above should be presented here. Tables are also appropriately presented at this point to indicate the success of attainment of objective 1 with respect to the attainment of the appropriate program goal or goals. This section of the evaluation provides you with the opportunity to pull together the different evaluation results that indicate the success of objective 1. Discussion I: A discussion of objective 1. A statement of whether or not you met objective 1 based on conesponding criteria. That is, what can you say about your success in meeting objective 1 in terms of your evaluation criteria. Was/were the appropriate goal or goals met. It is at this point that you would pull together the various pieces of your evaluation results in order to holistically discuss the success of achievement of objective 1.2 Objective 2: Restatement of the second objective followed by relevant data results as described in the process above. Discussion 2: Restate the second objective. Discuss whether or not you met objective 2 based upon the evaluation criteria/results in terms of the program goal(s). Objective X: This process should continue until all objectives for your program have been listed and criteria appropriately dealt with. Discussion X: This process should continue until all objectives for your program have been dealt with in terms of meeting the objective in terms of the related program goal or goals. Obstacles to Goal Attainment:Below, please list the obstacles encountered. Use the conesponding objective number as listed in the PBD. Objective 1: Provide a succinct statement as to whether or not the objective was met in terms of its goals. If the objective was achieved, then state objective achieved. If the objective was not achieved, then state objective not achieved and indicate why the objective was not achieved in terms of your goal(s)
examples could include the lack of resources, inadequate personnel, lack of community interest, etc. Objective 2: As above Objective X: This process should continue until ail objectives have been dealt with in terms to relative to obstacles to goal attainment Recommendations: After evaluation of your program, recommendations are likely to be forth coming. These recommendations are recommended changes to the existing program. The new recommendations will entail several components. The new objectives listed for a particular recommendation are not to be confused with the objectives listed in the PBD which you have already evaluated. Essentially, you are now writing a new objective and component elements. Recommendation 1: A statement of what you recommend as a program change to the current program. Objective D. State the objective of the recommendation described above. Evaluation Criteria: State the new evaluation criteria that will be used to evaluate the objective. Expected Benefits'. State the benefits to be experienced/expected by the District as a result of this recommendation were it to be implemented. eval_94.doc 11/11/943 Impact Analysis'. Describe the expected impact of the program. Refer to the Business Case format for additional detailed instructions. Resources Analysis'. Personnel analysis, financial analysis, expected costs, savings, etc. Refer to the Business Case format for additional detailed instructions. Force Field Analysis'. Who will be the primary supports of the recommendation
who will be the primary detractors of the recommendation. Refer to the Business Case format for additional detailed instructions. General Implementation Plan'. This includes the timelines, corresponding activities, and responsible persons for implementation of the recommendation. Refer to the Business Case format for additional detailed instructions. Recommendation 2: Follow above process Recommendation X: Follow above process for each additional recommendation. Please include the following wording at the end of your extended evaluation and indicate your recommendation and check-off one of the budgetary impact statements. Business Case is recommended___yes___no Plan modification is recommended___yes___no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact___ Increased costs___ Decreased costs eval_94.doc 11/11/94
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.