{"response":{"docs":[{"id":"bcas_bcmss0837_634","title":"Principal selection process, telephone surveys","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School principals","Parents","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Principal selection process, telephone surveys"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/634"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["112 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n-Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 July 13, 1994 Richard Kalkbrenner 1716 Beechwood Little Rock, AR 72207 Dear Mr. Kalkbrenner\nThe Office of Desegregation Monitoring is looking into the process the Little Rock School District recently used in hiring principals. As part of our study, well be discussing that process with members of the principal interview committees. One of our staff members contacted you today to arrange a date and time for you to participate in a telephone survey to discuss your involvement in the selection process. This letter confirms that a member of our staff will call you at 9:00 a.m. on Friday, July 15, at 372-6175 to ask the following questions: 1. 2. 3. 4. 5. How were you selected to be a member of the interview committee? What was your understanding of the principal selection process? What did your committee do in advance to prepare for the interview? Briefly describe the interview process your committee followed. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? 6. Whom did you understand would make the final selection of the principal? 7. What weight do you believe your input was given in the final selection? 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? 9. Is there anything else you would like to share about your experience as an interview team member? Well compile the answers to our survey and submit them to the Court as part of a composite report. Before we finalize that document, well hold a meeting with the survey participants to discuss our findings and also to make sure that we've accurately recorded our information. (We'll contact you about the meeting at a later date.) It is possible that the Court will hold a hearing on this matter. You will not be required to attend the hearing or to testify, but you may attend if you would like to and you may also have the opportunity to testify if you wish. We very much appreciate your taking time to help us with this project. Please feel free to ask the interviewer any questions that may help you participate in our survey. Sincerely yours, Ann S. BrownODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Intavduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question)ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Position: Interviewer: Date/ Time: 1) How were you selected to be a member of the interview committee? - When were you selected? - Did you receive a written or oral description of your role? 2) What was your understanding of the principal selection process? - What written or oral instructions did you receive? - When did you receive these instructions?3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) Briefly describe the interview process followed by your committee.5) In your opinion, was the number and quality of applicants provided for your consideration was adequate? If not, why? 6) What was your understanding of who would make the final selection of the principal?7) What weight do you believe your input was given in the final selection? 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? - What was your understanding about the next step in the hiring process?9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376-6200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parents willing to testify in court about this process. Would you be willing to testify, if asked? In order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all Interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.LRSD Principal Hiring Process: Initial Contact Script Hi. Im with the Office of Desegregation Monitoring. Have I reached ? Were looking into the processes the Little Rock School District used recently in hiring principals. According to information we received from the district, you were a member of the committee that interviewed principal candidates for school, is that correct? Id like to make arrangements to phone you at a convenient time to ask you a few questions about that interview process. Weve put together a short list of questions that should take about 20 minutes to talk over with you. All of your individual answers will be confidential. Ill mail you a copy of those questions beforehand so you can know what to expect and think over your answers. Will that be OK with you? Were working to gather this information in the next few days. When would be a good time for one of us to call you? (Day and time: .) Ill be mailing a letter with more information and the list of questions to you today. However, Im not asking you to write out any answers\nwe will call and ask you to tell us your answers. What mailing address would you like us to use, or would you like us to fax you the information? What phone number should I call on (day, time)? One of my colleagues or I will be calling you during that time. Remember that we will eventually be publishing our findings and submitting them to the Court, but we will not use your name in that report. Before we finalize our report, well have a meeting to give feedback to the survey participants and to make sure that weve gotten our information straight. You may attend that meeting if you wish, but you will not be required to come. Also, its possible that the Court will hold a hearing to review the principal selection process, but you would not be required to attend or to testify. However, if you would like to attend, you will be able to do so, and if you wish to be testily, you would have that opportunity. We certainly appreciate your help. If you should think of any questions either before or after you receive our letter, please call me at 376-6200. Thank you very much.9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376^200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parent\nwilling to testify in court about this process. Would you be willing to testify, if asked? In order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question)L^s*l- '.^   sW^ . \u0026gt; *  M.^\" I *4. 2^? V'* r \u0026lt; -ti r .*1: i^jti' r -^- ' c- V t:' - '1 i-'. X Vii \u0026lt;/ tW.'A TJt=^  ?,\u0026gt; \u0026lt; 'i? 1 s-^t fcWy-J^...-\"'**\"-- fc. M-  -. ^5?^ V  -4.'.  K'-i- .'*\u0026lt;\" ' ^4  ?^''' iCk 1- W -5. : Z' r . ^. ^ 'Ll  It it.  W'5\n. kA: Mtfl  '.'ir/ 5:.- -ij-'  - 4rt 0\u0026lt; fSij 5e  ( \u0026gt;. :1 t yv f. '?r r gifCS /-X A t 5. *1^ ''  Jis ' *\u0026gt;ii f :* flc . i Y' 5  e \u0026lt; 'xl ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introdiictioii , an Hello... this is with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question) DRAFTODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introdnction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question) DRAFT ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/ sex): Position: Interviewer: Date/ Time: 1) How were you selected to be a member of the interview committee? - When were you selected? - Did you receive a written or oral description of your role? 2) What was your understanding of the principal selection process? - What written or oral instructions did you receive? - When did you receive these instructions?3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) Briefly describe the interview process followed by your committee.5) In your opinion, was the number and quality of applicants provided for your consideration was adequate? If not, why? 6) What was your understanding of who would make the final selection of the principal?7) What weight do you believe your input was given in the final selection? 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? - What was your understanding about the next step in the hiring process?9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376^200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parent willing to testify in court about this process. Would you be willing to testify, if asked? Tn order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First.. (Ask the first question) i CLi '(J'tODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Interviewer:___________________ Date/Time: 1) 2) How were you selected to be a member of the interview committee?  What was your understanding of the principal selection process? - Did you receive any written or oral instructions? 4^ a.rhcc/' Cl 3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) Do you fagi^iMt the number and quality of applicants provided for your consideration was adequate? If not, why? 5) What was your understanding of who would make the final selection of the principal? 6) ^ jaii-tlMak your input was considered in making the selection? Why ? Why not? 7) Wer\u0026amp;-you satisfied with the process? What was good about the process? What needs improvement? tzOUX. 8) Is there anything else you would like to share about your experience as an interview team member?ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is draft with the , an Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Before we begin, let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. Do you have any questions regarding our general process or the survey? First... (Ask the first question)ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Interviewer: Date/ Time: 1) 2) 3) 4) 5) 6) - i\u0026gt; How were you selected to be a member of the interview committee? What was your understanding of the principal selection process? - Did you receive any written or oral instructions? What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection Were you satisfied with the process? What was good about the process? What needs improvement? What was your understanding of who would make the final selection of the principal? Do you think your input was considered in making the selection? Why ? Why not? 7Were you properly supported by the district administration? - Instructions from the administration 60 'Q^umber and quality of applicants provided - Response to requests for information 8) Is there anything else you would like to share about your experience as an interview team member? ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introdnction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be conndential. Our findings will represent a composite of survey responses. First... (Ask the first question) y School: ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE _____________ ---------------------- ---------------- -  Respondent (include race/sex): Interviewer: Date/Time: 1) How were you selected to be a member of the interview committee? 2) What was your understanding of the principal selection process? - Did you receive any written or oral instructions? 3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) De-yoa feef4hat-the number and quality of applicants provided for your consideration was adequate? If not, why? 5) What was your understanding of who would make the final selection of the principal? Do .you thinlt your input was considered in making the selection? Why ? Why not? T) Wctg^ou satisfied with the process? What was-^d-abTJUt the process? What needs improvement? 8) Is there anything else you would like to share about your experience as an interview team member?8) Is there anything else you would like to share about your experience as an interview team member?\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_576","title":"Program evaluation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2003-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","Educational statistics"],"dcterms_title":["Program evaluation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/576"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["51 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCorrespondence, evaluations. Program evaluations determined the effectiveness of programs to improve the academic achievement of African American students.\nC0RR18 Date: August 19, 1993 To: Estelle Matthis Sterling Ingram From: Bill Mooney Subj: Fast-Track Evaluations In reviewing the Program Planning and Budget Process, activities related to the fast- track evaluations are to begin this month with completion in early January. The results will be input into the budget decision-making process. Items should be identified as candidates for fast-track evaluations if they have high impact on the goals and direction of the district and involve a significant amount of money. In reviewing the Desegregation Plan and my notes from this past budget development effort, I have identified some candidates for your consideration. I am sure many of these targets are already on your list. - Incentive school operations\ntwo reports, things not working well. - Possible school closings. - Criteria for closing incentive schools. - All employment contracts. - Student assignment process. - Construction of Stephens. - Outsourcing support services. - Substitutes. - Special education. - Vocational education. - Incentive school scholarship program. - Academic progress incentive grants. - Library media services resurvey requirement. - Early retirement incentive program. Many of the above items could yield significant savings, and several could result in cost avoidance and be removed from the plan requirements. The curriculum audit would be another good source of ideas for improvement and possible savings. As we begin the fast-track evaluation process, I believe it important to set out some written guidelines and directions to helpf^h^ program people in developing their material.We should develop a standard program evaluation format, and require well-written business cases on every major decision option within each evaluation project. This would help ensure the consistency of our work, and would provide us with the business cases we will need for the coming budgeting process. If I can be of any assistance, just give me a call. Thanks.13 SO* 9J LITTLE ROCK SCHOOL DISTRICT SIO WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 7, 1993 MEMORANDUM TO: Program Managers, Directors, and Supervisors FROM\nEstelle MatthnhrrSsw,, IInnterim Superintendent SUBJECT: Procedures to be Used for Fast Track Evaluation of Desegregation Plan The districts Program Planning and Budgeting document identified a number of activities that are to be implemented during the 1993-94 school year. An activity for August 1993 is for the Superintendent and the Cabinet to begin to identify programs for \"fast track\" evaluation. A fast track evaluation will not have as many dimensions or details as a regular evaluation, since the evaluative process is conducted in a reduced time frame. Evaluation of the districts program will provide the information that is needed for us to determine if programs are effective and that such implementation will assist us in meeting our commitment to our Court-approved Desegregation Plan. The following guidelines are to be used to conduct fast track evaluations of targeted programs. 1. Prepare a comprehensive program description for each area or component that is targeted for evaluation. 2. Identify program goals for each area or component of the program that is being evaluated. 3. Identify the evaluation criteria that is to be used to fast track evaluate each goal. Include all evaluative measures and instruments that will be used in this process. 4. Identify any obstacles or problems that were encountered that hindered or impacted the obtainment of program goals. 5. Given the results of your fast track evaluation, recommendations for program additions, deletions, and/or changes are deemed appropriate. This data can be extremely helpful as you develop a strong business case for making a major decision(s) regarding continued implementation of various programs in the Desegregation Plan. The format for a business 2 case is enclosed for your review as well as copies of the standard format that is to be used to fast track evaluate targeted programs. The following programs have been targeted for fast track evaluation: Targeted Program Person(s) Responsible 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. All Employment Contracts Student Assignment Audit Construction of Stephens Special Education Vocational Education Academic Progress Incentive Grant Academic Support Program Library Media Services Resurvey Requirement Lucy Lyon Early Retirement Incentive Program Substitute Teachers Recruitment Brady Gadberry Estelle Matthis Doug Eaton/John Riggs Patty Kohler Carol Green Margaret Gremillion/Larry Robertson Leon Adams/Alice Stovall/Gene Parker Mark Milhollen/Brady Gadberry Brady Gadberry/Human Resources Director Jeanette Wagner/Becky Rather We need each program manager to submit your preliminary evaluation report to my office by November 15, 1993. The final report is due by December 15, 1993. All evaluation reports will be submitted to the Board of Directors during January, 1994. /Iks t i iFORMAT FOR PROGRAM EVALUATION PROGRAM DESCRIPTION GOALS / EVALUATION CRITERIA / EVALUATION RESULTS OBSTACLES TO GOAL ATTAINMENT RECOMMENDATION I Objective - (Evaluation Criteria, Expected Benefits) Impact Analysis Resources Analysis Force Field Analysis General Implementation Plan RECOMMENDATION II RECOMMENDATION III Recommendation(s) will be made if changes to the program are needed. Each recommendation should be supported by the information included in the business case. I IC0RR18 Date: August 19, 1993 To: Estelle Matthis Sterling Ingram From: Bill Mooney Subj: Fast-Track Evaluations In reviewing the Program Planning and Budget Process, activities related to the fast-track evaluations are to begin this month with completion in early January. The results will be input into the budget decision-making process. Items should be identified as candidates for fast-track evaluations if they have high impact on the goals and direction of the district and involve a significant amount of money. In reviewing the Desegregation Plan and my notes from this past budget development effort, I have identified some candidates for your consideration. I am sure many of these targets are already on your list. - Incentive school operations\ntwo reports, things not working well. - Possible school closings. - Criteria for closing incentive schools. Q All employment contracts. ^Student assignment process. ^Construction of Stephens. - Outsourcing support services. Q Substitutes. ^Special education. ^Vocational education. - Incentive school scholarship program. f Academic progress incentive grants. Library media services resurvey requirement. Early retirement incentive program. I Many of the above items could yield significant savings, and several could result in cost avoidance and be removed from the plan requirements. The curriculum audit would be another good source of ideas for improvement and possible savings. As we begin the fast-track evaluation process, I believe it important to set out some written guidelines and directions to help The program people in developing their material. We should develop a standard program evaluation format, and require well-written business cases on every major decision option within each evaluation project. This would help ensure the consistency of our work, and would provide us with the business cases we will need for the coming budgeting process.DESEGREGATION PROGRAMS Program Name: School Operations Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Program Evaluation Format Fall 1994 Your program evaluation should include the elements listed below. Please be succinct. The length of your program evaluation document will be dependent to some degree based on the extensiveness of the program. In general, however, each program evaluation should not exceed two pages. Program Description: Please describe your program. This description comes from the program description in the Program Budget Document (PBD). Evaluation Criteria: The program goal(s) taken from the PBD should be used as the evaluation criteria. In other words, the program goal(s) should be used to evaluate the effectiveness of your program. Summary: Provide a summary of the overall effectiveness of implementation of your section of the desegregation plan as per the goals. A similar summary of overall effectiveness should be provided as per the goals for the nondesegregation programs. Goal Attainment: Please identify and describe the factors that facilitated goal attainment. Evidence: Please provide or describe evidence (i.e., data, documentation, etc.) for which goals were or were not achieved. I \u0026lt;ggfraBHii 1 Little Rock School District December 11, 1995 RECESVEO DEC J 2 J995 MEMORANDUM Olfice of Desegregation Moruionny TO: Mrs. Ann Brown, Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director Planning, Research, and Evaluation RE: Enclosed Reports u2i.O'. Ase!.S.m(n+'^ Please find enclosed a draft of the 1995-96 Needs Assessment document and a copy of the Extended Evaluations for the Little Rock School District. Please let me know if you have questions or need additional information. drg Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-20009 /CX/  i ODM Review of LRSD Extended Program Evaluations 1995-96 Program Name - Mann Arts and Sciences Magnet Junior High School Program Summary Mann Arts and Sciences Magnet School houses grades seven, eight, and nine in the only junior high to be included as one of the original six magnet schools. Established in 1987 with the interdistrict format, the school offers the arts and sciences specialties as two separate programs. Science magnet students are required to take the traditional and required core courses along with at least one science laboratory course each year. Arts students must select an area of concentration from visual arts, drama, dance, or music m addition to the traditional and required core courses. Eight hundred fifty students attend. Fifty-three percent are black. Evaluation Criteria 1. Sufficient program personnel are in place as measured by the monitoring instrument. 2. School climate survey will be used to measure parent, student and teacher perceptions. (The author of the extended evaluation appears to have mixed a process and an outcome.) Evaluation Processes Evaluators cite the LRSD Equity Monitoring Assessment and the school climate survey as the source of data used to draw inferences supporting the recommendations. Evaluation Results 1. There is a need for renovations of and additions to the building. 2. There is a need for new equipment, updated materials and computers, and program additions. 3.There is a need for additional personnel to staff 1 and 2 above. Recommendations 1. Modernize and expand science classrooms and laboratories, add one science classroom, enlarge dance and drama rooms, and provide additional storage space. A. Would not require plan modification. B. Major budget increases required for construction, remodeling, and equipment purchase.2. Extend the 7th grade science laboratory course from one semester to a full year and add courses in ceramics, crafts, and cartooning to the arts magnet program. A. Would not require plan modification. B. Would require one additional teacher - $31,000. 3. Establish teacher computer demonstration stations in all science classrooms, including equipment to go on line with Internet and install computer system in the piano lab. A. Would not require plan modification. B. Substantial budget increases for equipment and wiring in science classrooms. Piano lab costs - $4,000 plus. 4. Limit enrollment in science classes to 25. Create ensembles in music and dance. A. Would not require plan modification. B. Budget impact - one teacher for science recommendation, $31,000. For ensemble recommendation - $15,000 for materials (costumes and music). Total costs, all recommendations - $81,000 plus major construction and renovation. Evaluation Critique The evaluation consists primarily of perceptions and wishes of the staff. Little data support the recommendations, but they are comprehensive and probably reasonable if continued improvement in the magnet program is a viable option. The district will probably have to prioritize the requests and spend whatever it can afford.Program Name - Henderson Health Sciences Magnet Program Program Summary The Henderson Health Sciences Program was developed in 1992 to serve students rising from Carver, Romine and Washington Elementary Schools, which have science specialties, and to serve as a feeder school to Parkview Science Magnet. Because of the declining white enrollment at Mann, the districts planners believed the science program was needed because of the potential for desegregative effect. Evaluation Criteria A. Comparisons of enrollment data from 1992 - 1995 to determine desegregative effects. B. Costs of supplies, equipment, materials, and staff development related to benefits. Evaluation Processes The evaluator attempted to show that white students who transferred from out of the attendance zone to the magnet program had a desegregative effect and that the districf s failure to fally fund the program had impeded the potential effects. The evaluation builds a case for fall funding of the magnet program as originally conceived. Evaluation Results The results indicate that students who transferred to Henderson for the magnet program had a desegregative effect since the percentage white was greater in the transferring population than in the resident population. The data reflect 1995 expenditures of $244 ($58,958 budgeted) per magnet student for magnet programs including the purchase of an 18-station computer lab. It also includes a list of equipment and materials valued at $14,000 which had been included in the original plan but have never been purchased. The conclusion is that if the plan were fally implemented, the program could be more successful. Recommendations Though not stated as a recommendation, the clear intent is that the equipment and materials described in the original plan should be bought immediately. A. Would not require a plan modification. B. The budget impact is $14,000.Evaluation Critique The evaluation format leaves much to be desired, but the message that more money is needed comes through. The other conclusions are not clear\nnor is the recommendation.Program Name - Central High International Studies Magnet Program Summary The Central High International Studies Magnet complements the international studies programs at Dunbar Junior and Gibbs Elementary in that it offers a logical culmination of studies started at lower grades. The program uses the highly academic atmosphere of the foreign language, social studies, and English classes to provide the core of international studies. The strong Advanced Placement programs match well with IS. Evaluation Criteria I. The magnet component will result in the further desegregation of the school by attracting M-to-M and out-of-zone students. 2, The costs of the magnet program are justified by the benefits. Evaluation Processes Evaluators identified the numbers of M-to-M and out-of-zone students by race who attend the magnet program and the school at large. The minimal costs of the magnet program were itemized. Benefits to students were subjectively described. Evaluation Results One hundred twenty-three students transferred from other attendance zones or districts to attend the International Studies Magnet in 1995-96. Seventy-eight per cent (96) are nonblack. The total school population is 37 per cent non-black. The magnet program clearly contributes to desegregating the school. One period release time for the magnet coordinator plus $1,990 for materials are the only costs identified for the program. Benefits were described as outstanding. Recommendations 1. That the IS program be established as a node on the Internet. 2. That the IS coordinator be given a ten month contract and three periods release time. A. Neither recommendation will require a plan modification. B. Costs are not described in detail but $9,000 for equipment and software plus $200 per month line costs is a fair estimate. Personnel costs will be an additional two periods per day release time, $12,000. Total - $23,400 (ODM estimate)Evaluation Critique The evaluation is not well done in format or content, and conclusions have little support. However, it does make the case for program improvement. Curiously, International Baccalaureate is not mentioned in the recommendations even though a business case has been presented recommending its implementation.Program Name - Dunbar Junior High School International Studies/Gifted and Talented Magnet Program Summary The Dunbar program offers the dual themes international studies and gifted and talented. All students are identified as magnet either in gifted or international studies because all students are required to take some foreign language. Other than languages, the only international studies course being taught in 1995-96 is African studies. Gifted students are enrolled in the gifted sections of the core courses. Evaluation Criteria The magnet program was evaluated by determining whether the out-of-zone and M-to-M students contributed to the desegregation of the school, and whether the benefits of the program outweighed the costs. Evaluation Processes Evaluators compared white and black enrollment differences before and after seven years of the magnet programs existence, and summarized magnet costs when considered in the context of student accomplishments. Evaluation Results Evaluators compared enrollment data that indicate the school has moved from 79% black in 1989-90 to 59% black in 1995-96. The change is attributed to the majority white enrollment of M-to-M and out-of-zone students which number 266 students, 28% of the total student body. Expenditures for the magnet program for 1995-96 total $76,809 or $289 per participant. The cost estimates are followed by a litany 17 different honors, contest winners, and awards bestowed on Dunbar students. Recommendations That the criteria for application to the magnet program be expanded to include black out- of-zone and M-to-M students who have been identified as gifted. A. Implementation of the recommendation would require a change in the M-to-M stipulation agreement as well as the LRSD student assignment regulations. The desegregation plans would require changes in areas that refer to the stipulation agreement. B. Budget increases would occur only as a result of an increase in student population.Evaluation Critique The evaluation is more clearly written than any of the other extended evaluations I have read, but the recommendation is probably a bad one. The magnet program was developed to attract white students. It is working as intended but has the down side of creating majority white classes in the gifted program. Opening the program to black students from outside the attendance zone would diminish success and, in the case of black students from outside LRSD, violate state law.APIG/Focused Activities Summary: Eval. Criteria: Eval. Process: This administrative summary provides a short history ot APIG/Focused Activities from their inception to the submission of the April 1995 business case that changed the basis of program funding. The history quotes program goals from the desegregation plan but doesnt provide insight as to the nature of the programs individual schools have implemented. The summary lacked evaluation criteria since no attempt was made to evaluate the program. The summary did not show evidence of an evaluation process. Results: N/A Recomm: Continue to give area schools the opportunity to enrich their programs with the twenty dollar per student allocation in their budget. The process has only been in place for one year. Opinion: Im not sure of the point here. This document is called an Administrative Summary and bears no resemblance to an evaluation. The recommendation is groundless in that it isnt based on ant type of evaluation of the program for the 1994-95 school year. Parkview Arts/Science Magnet Summary: The extended evaluation focuses on both the Parkview science and art components. Particular emphasis is placed on the facilities and equipment believed to be necessary for maintenance and expansion of the programs. Eval. Criteria: The two criteria were the school climate survey and monitoring reports competed by supervisors and assistant superintendents. The evaluation writer noted that the yearly Pulaski County Interdistrict Magnet School Evaluation was used as a reference. Eval. Process: Uncertain. The evaluation process was not described as part of the document. The narrative skipped from criteria to results without an explanation of process. Results: 1. Yearly departmental summaries revealed a need for repairs, equipment and/or renovations. 2. Information was collected through the Magnet Review Committee which was instrumental establishing a curriculum update and the enrichment of curriculum offerings.Recomm: Budget: Opinion: 1. Installation of hardware and equipment for establishment of Parkview being functional and on-line with APSCN. 2. Renovate Rm. 1-101 into a mini-theatre to greater accommodate small performances/presentations. 3. Purchase additional lab equipment to greater accommodate increased enrollment of science/art magnet students. 4. Purchase major instrument pieces to better equip the band/orchestra magnet program areas. Some equipment is in poor condition or outdated. $164,842 over a three year period The recommendations are justifiable\nhowever, as I mentioned to you, the evaluation doesnt provide the type of substantial data needed to make the case. For example, the addition of equipment is justified by increased program enrollment, but the only year for which an enrollment figure is given is 1995-96. The evaluation does not describe the disadvantage the school suffers from not being on-line with APSCN. A simple chart of the current number of musical instruments and the ages of those instruments in addition to increased music program enrollment would have been ample documentation of the need for replacements and additional new instruments. McClellan Business/Communications Magnet Program Summary: Eval. Criteria: Eval. Process: Results: The evaluation is based on two program goals. 1. The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program. 2. The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants. Criteria was whether each of the program goals could be affirmatively demonstrated. Use of enrollment data on M-to-M and out-of-zone students in addition to standardized achievement scores for McClellan students 1993-95. Related to the first goal, the data indicates that 22% of the 177 non-black students at McClellan are from other high school zones. Curiously, 98 out-of-zone black students are also attending McClellan. The evaluation claims that without the out-of-zone black students the McClellan black enrollment would be 78% instead of the current 80%. Related to the second goal, participation in the magnet program has increased from 57 in 1992 to 203 in 1995. The overall McClellan enrollment has been mixed, but has grown since the inception of the magnet program. McClellans overall SAT scores have improved since the 1992-93 school year. The evaluation attributes the improvement to the increased funding, class offerings, and equipment resulting from the magnet program. The magnet program teachers and students have been the recipients of numerous honors and awards at both the state and national levels. Obstacles: Recomm: Plan Mod: Budget: Opinion: The evaluation identifies the demographics of the McClellan attendance zone as an impediment to continued efforts to desegregate. The satellite zone is 100% black. Magnet courses such as Desktop Publishing I and II are now being offered at other LRSD high schools. These used to set the McClellan business program apart from others. The duplication lessens the magnetic appeal of the McClellan program. It is recommended that McClellans attendance zone be adjusted in such a way as to bring its black component into line with the attendance zones of the other LRSD area high schools. The LRSD should adopt a policy by which a new magnet course will be added to a schools magnet curriculum when one of their existing magnet courses is put into the general course offerings of the LRSD. The evaluation indicates that there is a need for a plan modification. Rather, I see the case being made for alteration of current attendance boundaries. No budget impact is indicated by the evaluation. I do wonder if the school will move to add new, more unique courses to the magnet program while retaining the ones now being duplicated at other area high schools. If so, the addition would seem to affect the budget - possibly through new equipment and additional staff. Overall, I believe the recommendations to be sound. Altering the attendance boundaries would further desegregative efforts and reward the community and school. It is also logical that the district adopt a policy on course offerings which will safeguard the uniqueness of the magnet programs. Once again, the evaluation itself had weaknesses. For example, no documentation was provided as to the increase in out-of-zone and M-to-M students resulting from the magnet program to address the first goal. In reference to the second goal, the achievement data didnt reveal a significant, sustained growth on the part of McClellan students. In addition, the goal regarding achievement was related to the program specifically. Yet, the evaluation did not separate out the achievement of magnet program participants.McClellan Community School Summary: Eval. Criteria: Eval. Results: The evaluation sought to measure the effectiveness of the McClellan Community School on a wide range of involvement from community involvement to affecting McClellan student academic achievement. The evaluator(s) used 1991-95 data to evaluate the program based on the following objectives: Enhancing the McClellan educational format and eradicating test score disparities. Expanding the participation on the Advisory Board Expanding use of the well-child clinic Enhance the Advisory Boards knowledge of school district policies Re-integrate older adults into community activities Inform the school population and community of school goals/objectives Expand the use of the school facilities Results regarding educational enhancements for McClellan students were sketchy. The evaluation only provided data on the number of students participating in the current Healthy Family Center After-School Tutorial and the ACT Lock-In of 1993-94. To expand the Advisory Board, new members were elected to fill vacancies on September 25, 1995. In addition, the evaluation mentions that the community school director has been involved in developing a strategy to survey the community. The evaluation notes that the well-child clinic serves an average of 20 students per day, but no comparative data is provided. The McClellan principal reports monthly to the Advisory board concerning issues pertaining specifically to the school and the district as a whole. In addition, other school district officials visit Advisory Board meetings and Advisory Board members also attend the LRSD school board meetings. Classes are offered to older citizens to help reintegrate them into the workforce. In addition, older citizens are encouraged to join the Community School Advisory Board. Community Education brochures are the most frequently distributed pieces of literature disseminated to the community. Other documentation offered as sources of information for the community: Advisory Board meetings, community school staff, McClellan faculty and staff, LRSD Communication, and the patrons of McClellan High School.McClellan is open to the community year-round. In addition to the courses oflfered the community school sponsors a summer camp, tutoring, and the ACT Lock-In. Additionally, local businesses and organizations use the facility for various activities. Recomm: Plan Mod: Budget: Opinion: It is recommended that a survey of the community be conducted to recapture community interest in the program. It is recommended that needed enhancements to the schools facility be made in order to better serve the educational needs of the school and community. The evaluation indicates a plan modification, but I dont see where any of the recommendations necessitate modification. The evaluation indicates that the recommendations will require a budget increase. The cost of enhancements is set at $25,000. The evaluation contains no information regarding the regular courses offered by the Community School (e.g. course offerings, enrollment trends, etc.). While the cost of enhancements is estimated to be $25,000, the evaluation lacks information about how this total was reached. Although a budget increase and plan modification were indicated, the writer also claimed that a business case was unnecessary - that doesnt make sense. In my opinion, the evaluation is very weak. Past program evaluations of the Community School, while at times fluffy, have made a better use of data than this attempt. The first recommendation is not founded in the findings of the evaluation. Otherwise, there would be more information regarding a lack of community enthusiasm, support, and participation in programs, documentation is provided to that effect. No Special Education Transportation Summary: Eval. Criteria: The evaluation attempts to ascertain whether the Special Education Transportation Program provides safe, efficient, and reliable transportation for students in the LRSD. A series of tasks listed in the PBD ranging from the signing of requisitions to the completion of summer check sheets. The writer of the evaluation acknowledges that the relationship of the tasks to an operational evaluation is weak since completion of the tasks is no indication of the quality of service provided. The writer indicates that in the future criteria such as percent of on-time arrivals, driver attendance, and the amount of training received by individual drivers should be developed and used. Eval. Results: Obstacles: Recomm: Budget: The number of buses is limited. For Special Education, no buses have been purchased since 1993. Manpower shortages taxed the resources of the Transportation Dept. Including the Special Education section. The fleet continues to age and no replacement plan exists. Buses continue to breakdown and require extensive maintenance not covered by warranties. Ideally, an organization should replace 5-8 buses per year for a fleet of 53 buses. The district meets state and federal regulations for Special Education transportation, but falls short of voluntary guidelines suggested by various agencies that exceed the state and federal minimums. Beginning in 1996-97, there will be no specific funding from state or federal government sources for transportation of special needs children. All costs will be paid from the districts general fund. Due to the age of the fleet and lack of a replacement plan, maintenance workers cant keep up with the repairs needed to keep a sufficient number of buses available to support the overall need. It is recommended that the district outsource the Special Education transportation to a private company. Make the Special Education Transportation Department a model system meeting all recommended (voluntary) guidelines for providing transportation to special needs children. Although no specific figures are given, the evaluation indicates that recommendation #1 would possibly save the district money over a three year period. In essence, the writer claims that outsourcing Special Education transportation would not cost the district any more than it would if a decision was made to continue the present service with the purchase of new equipment. The evaluation states that recommendation #2, the model program, is would cost in excess of $1.6 million with the purchase of all new equipment. If a replacement schedule is used, $250,000 per year should be budgeted for replacement of equipment. Additional personnel would cost at least $12,000 per person including all pay, and benefits. No preference for either recommendation is noted. The evaluator did not indicate the need for a business case.Opinion: The strongest aspect of the evaluation was that having to do with the age and condition of the fleet. The evaluation and recommendations have less to do with the eflflciency of service and patron satisfaction as they do with the cost of upgrading a fleet that the district has lacked the resources to upgrade or simply benignly neglected. Once again, as with facilities, a lack of foresight seems to have placed the district in yet another deep hole. On the other hand, it could be argued that if the current outsourcing of non-Special Education transportation works to the district s advantage, it would only make sense to outsource Special Education transportation in light of the lack of state and federal subsidies for the transportation of special needs children. 1.A Program\nBooker Arts Magnet Focus: Support for and Expansion of Bookers Theme Evaluation Criteria: School Improvement assessment School-wide planning and addressing achievement disparity Ongoing staff development Evaluation Process: As part of their assessment for general school improvement the Booker team examined student achievement data, enrollment figures over the last three years, evidence of home/ school communication, student participation in extracurricular and co-curricular activities, recruitment efforts, inventories of band instruments, as well as other documents. After looking at all the information listed above, the evaluation team composed as \"discussion\" of the schools efforts toward school wide improvement and their recommendations for further improvements. Evaluation Results: The evaluation team found that enrollment at Booker was far below the schools capacity and attributed this to the failure of the school to grow and change since its establishment. The Booker proposal seeks to create additional support for the schools arts theme and expand their fine arts emphasis to also incorporate more performing arts. An ongoing goal of school improvement has been to increase participation, especially among minorities, in extracurricular and co-curricular activities. The evaluation documents that participation has increased over 100% in both orchestra and recorder, but it also shows that the school faces a severe shortage of band instruments. The orchestra has 215 enrolled, but only 60 instruments. In order to support the theme and guarantee equal access to all students, the school wants to purchase instruments, secure regular maintenance for them, and ensure secure storage for all instruments. Reconunendations: Incorporate drama in the Booker curriculum Purchase additional orchestra instruments Establish fund for yearly repair and maintenance Add a piano lab Expand the artists-in-residence program Develop new brochures and flyers to facilitate recruitment of new students Reinstate the 3-day preschool inservice to promote the integrated curriculum and sound instructional practices Update the computer labThese recommendations do not require plan modification. They do result in a budget increase. The total cost, which is spread over five years, is $292,05356 Evaluation Quality: This is not the best evaluation Ive ever read, but it is far from the worst. I did find it a little difficult to follow and some areas lacked sufficient detail (the section seeking $130,00 for computer updates is very vague). I think the authors of this evaluation did a good job identifying some of the problems the school faces. They concentrated a great deal of their resources on issues that address the low enrollment. I think the case they made for the added orchestra instruments and the piano lab is strong. The a school with and arts program should provide instruments for all the students. The free instruments coupled with the staffs outreach efforts ensure equal opportunities for all students to participate. I also had a favorable reaction to the proposal to add drama to the school. I think that a drama component is an integral part of any arts program. The addition of such a program would compete with the theme offered at Mitchell, but Booker might be able to recruit students whose parents would not consider the incentive school option. The $35,000 estimated to fund the position of drama instructor seems a little low, if it is to include salary and benefits. Also, the evaluation records this expenditure as if it occurs once, when it will be a recurring cost. The total costs for staff development are under $10,000. Little detail is provided about the training except to say that all teachers would receive training aimed at instructional effectiveness and a core group of 10 teachers would have an additional planning session devoted to the integration of arts into the curriculum. As I mentioned above, the final section on the computer lab updates is sparse. I can not determine whether they plan to buy new hardware, software, or both.Program: Carver Math and Science Magnet Focus: Developing a \"state of the art\" technology program Evaluation Criteria: School climate based on the belief that all children can learn. And provide the resources to support that belief. Develop policies that foster a positive school climate while addressing individual student needs and learning styles. To provide opportunities for all students to participate in extracurricular and co- curricular activities. Give principals authority and accountability for school improvement, making sure all students have the opportunity to succeed. Provide staff development. Evaluation Process: The evaluation team examined a variety of documents, data, and school procedures: student achievement records, enrollment records, discipline practices, recognition programs for good behavior, evidence of home/ school communications, current levels of technology usage, and Evaluation Results: After study of the various documents and school procedures outlined above, the Carver evaluation team came to the conclusion that the school needs to upgrade its technology to improve student performance and to continue to be able to attract white students to the school. The computer labs found at Carver are those established when the school opened eight years ago. The study mentions that, as a math and science school, they should be leaders in technology. The evaluation states that this technology \"was needed yesterday.\" The current system does not have the memory necessary to allow students to use a computerized encyclopedia. The aged computers do not contribute to efficient, effective instruction. Reconuneudations: Select and install new hardware and software Conduct staff development training related to the new system These recommendation do not require a plan change but they will require and expenditure of $28,130 in each of the next five school years (the LRSD portion would be about $8400 per year). The total cost is estimated at $140,650. Evaluation Quality: This evaluation is very well done. It outlines the need for the technology upgrades and gives a detailed implementation schedule with a yearly budget. When reviewing this document, you can see what they plan to do, when tasks should be complete, and how much it will cost.Program: Gibbs International Studies Magnet Focus: Additional Support for the Magnet Theme Evaluation Criteria: The team preparing the Gibbs evaluation based their evaluation criteria around the school operation goal to provide equitable educational opportunities for all students in the LRSD. Evaluation Process: A variety of documents were examined including the School Improvement Plan, the School Climate Surveys, achievement data, enrollment data, magnet seat allotments by district, documentation of waiting lists from 1989 to the present, and the like. Evaluation Results: In analyzing the schools progress towards meeting a wide variety of educational objectives, the authors of the evaluation determined that the school had a long way to go before fulfilling the terms of those objectives. The report indicated that much of the schools operations had become static (and perhaps stagnate) since its founding. The report mentions that materials such as maps an globes have not been updated. The school does not offer modern technology, and the disparity in achievement between black and white students persists. When making same grade comparisons of test scores over time, you find a decline at every grade level. The decline ranges from 2.6 percentile points at the sixth grade level to 35.7 percentile points at the second grade level. The good news here is that childrens scores appear to improve as they remain in the school. Recouuiiendations: Recruit an International Studies Technology Specialist Update existing computer lab and include program designed for at-risk first graders Incorporate closed circuit TV Technology training for staff Replace out-of-date or worn globes, maps, and research materials Develop International Studies Staff Development Plan Purchase new materials to enhance the media center Install portable classroom to house the foreign language teachers Automate the media center and enhance materials, equipment, and resources in the media center The improvements to the Gibbs educational program would be instituted in five phases: Phases I, II Phase III Phase IV Technology International Studies (update resource, materials, and equipment) Foreign Languages (secure portable classroom for instruction of French, Spanish, and German)Phase V Enhance the Media Center Gibbs Extended Evaluation, continued No plan change is required. The total cost for each of the phases is as follows: Phase I, II Phase III Phase IV Phase V $68, 835. 10 ($38,805.10 of this would be a recurring expense, since it represents the cost of adding a technology specialist to the Gibbs staff.) While the proposal includes this recurring expense, the evaluation only mentions the first year cost. $17,341.86 No cost listed. The evaluation recommends relocation of an already-owned portable to the Gibbs campus. The authors of the evaluation must not have been aware that the relocation of a portable will cost several thousand dollars. $11,827 GRAND TOTAL $98,009.86 Evaluation Quality: The evaluation presents a great deal of good information, and it honestly examines the strengths and needs of Gibbs. As noted above, some of the figures require further examination. My biggest question regarding the evaluation is why werent some of these items purchased over the years with instructional money? I know the school has not had the funds for a technology update, but it seems that the standard instructional budget could have allowed for the update of globes and maps.Program: Williams Magnet School Focus: Educational quality and school climate Evaluation Criteria:  To provide a climate based on the belief that all students can learn and to provide the resources necessary to support that belief  To design a program that meet the needs of all children  Monitor school climate and resource allocation  To design a program which meets the specific need of the students Evaluation Process: The evaluation examined the successes of the Williams program and its current needs. The background information gives a good overview of investments made in the instructional program and physical plant over the last few years. This narrative makes reference to data gleaned from the School Climate Survey, student achievement data, the school profile, the mission statement, and the like. Evaluation Results: While the evaluation mentions the many successes and accomplishments of the Williams program, it also outlines the need for updated technology at the school. PTA contributions have begun to automate the media center, but could not be completed \"because of LRSD systems requirements.\" Evaluators found that the Williams computer lab consist entirely of Tandy computers purchased about eight years ago. Other computers have been added to classrooms over the years, as funds allowed. The computers are not part of a network. Reconunendations: Purchase the hardware and software needed to update the lab and classroom computers. Automate the library system Connect with the Internet and network the computers within the building Purchase new printers Conduct staff development related to new technology None of these proposals would require a change in the desegregation plan. The total cost for the technology upgrade is $167,900. The cost would be spread over the period from August 1998 to August 2000. Evaluation Quality: This evaluation did not have the excruciating level of detail that some of the others presented, but I felt it gave a very good picture of the school and its needs. The evaluation also pointed out the efforts the school has made to upgrade technology within the annual budgets of the last several years. It also pointed out parental contributions to technology purchases. I found the evaluation to be quite adequate.Program: Four-Year-Old Focus: The programs progress towards meeting the commitments outlined in the desegregation plan. Evaluation Criteria: The evaluation examined the extent to which each of the provisions regarding the four-year-old program has been met. Evaluation Process: The provisions regarding areas such as curriculum, establishments of sites, racial balance, and the like were examined and discussed individually. Evaluation Results: The evaluation found that all objectives had been attained. This is not to say that no work remains in this area. Many of the early childhood plan obligations are ongoing. Only two problem areas were noted\nthe districtwide shortage of substitutes sometimes makes teacher release for staff development a problem, and the lack of any support staff for the Director of Early Childhood Education. The evaluation states that the effectiveness of the department is reduced because as a one-person operation a great deal of time is spent on clerical tasks. The IRC secretaries are available to help with early childhood chores, but they can do this only after they have fulfilled all the tasks assigned by their immediate supervisor. Recomiiieiidatious: Add one new position to the early childhood education department. This position could be either a secretary or an early childhood specialist. This would not require a plan modification, but it would increase the budget. No dollar figure is attached. The amount spent would depend on whether the district hired a secretarial or professional support person. Evaluation Quality: This is a very through evaluation of the early childhood program. The program objectives are tied directly to the desegregation plan.LRSD EXTENDED EVALUATIONS ALTERNATIVE LEARNING CENTER (ALC) Focus The evaluation covers five (5) areas: In-school suspension. Alternative Learning Center, Curriculum Offering, Attendance Pattems/Rates, and Behavior Modification procedures. Supposedly, the writer evaluated the program by examining seven (7) objectives. The document is poorly written and somewhat difficult to follow. I believe the writer wants the reader to believe that the alternative school is meeting all of its objectives, but with a little help (2 additional staff members), the staff could do a better job. Criteria The A-School evaluation relies on data that was written and interpreted by the director. 1. 2. 3. 4. 5. 6. 7. Number of reports submitted from ALCs office. Review of attendance rosters. The ALC Profile Book. Review of school-based objectives, policies, and procedures. Review of statistical information on race and gender for roll, grades, awards, discipline, and other areas. , , Evaluation of the number of reports of counseling interventions, parent involvement, and due-process procedures. Evaluation of curriculum offerings. Note: Evaluation is a very misleading term in this report. Nothing is evaluated. Process The only discernable process seems to be to say something is true, which then makes it true. The writer outlines or summarizes some general descriptions of the ALC program, regurgitates some highly suspicious data, and proclaims the program a success. Results According to the evaluation, the ALC is meeting all of its objectives. The ALC now submits reports to^all the junior highs, central office, and advisory board. Added to the recipients are the SAO Communication Office, and Special Education. The report shows an average attendance rate of 88% for the first 12 weeks of school (the goal was 75%). The director developed a nng binder library which covers 19 areas. The evaluation concludes that the ALC has proven effective because they publish the Alternative Learning Center Mission Package. The staff holds an intake conference on every enteringstudent, students participate in a three day orientation, teachers are prepared to provide individualized lesson plans, however, they provide no evidence that they do. Further, they have in-school detention and suspension for those who commit violations outlined in the Mission Package. Other students may take academically related field trips to Central Flying Service and Aerospace Education Center. The evaluation also claims that students can participate in several clubs, such as electronics, weight lifting, science, or Scrabble Club, among others. Finally, the evaluation claims a reduction in black enrollment from 85% to 77% and that at least four students a day receive counseling. Disciplinary sanctions remain high, but are less than past years. Students receive a basic curriculum, but the report states that they cannot provide much needed hand-on instruction because they do not have a qualified wood working instructor. Recommendations 1. 2. Hire an additional instructional aide to supervise the in-school suspension class. Hire an additional instructional aide to supervise wood working as an activity instead of a class (because the cost of a real teacher would add to the district s financial stress). Requires budget change, approximately $20,000 for both positions @ $10,000 each. Review Crap! Crap! Crap! O.K., I feel better now. This so-called extended evaluation neither extends information, nor evaluates any program. Although it has been a year since ODM monitored the alternative school, 1 sincerely doubt that the program is any better than what we found, and what we found stunk. In essence, the evaluation tries to substantiate a need for two additional instructional aides. One to supervise the in-school suspension class and the other to supervise a wood working activity or arts and crafts class. The justification for the in-school suspension aide is that evaluation of the behavior modification procedures indicates that by having two behavior level groups in one room (level zero and level one) too many disruptions occur and it is difficult to maintain order. Apparently, the loss of support from the Delta Service Project (a service provided by Americorps) has exacerbated the problem, but the evaluation does not make clear how. The evaluation claims an attendance rate over 80%. What the report fails to mention is the number of students attending compared to the number of students referred. Its easy to have good attendance rates when you drop students on a regular basis, make no attempts to locate noshows, and fail to account for all of your students. The staff has no clue as to what behavior modification means. Their idea of behavior modificationis to ask or tell a student to do something, and if he or she does it, then the behavior is modified. The school does not have a behavior modification program, and provides no competent group or individual counseling services. Parent involvement translates into a requirement that parents attend an in-take session or a re-entry hearing. Teachers receive no training in dealing with this population, all of the referrals are disciplinary in nature, and students do not have individualized contracts or plans for improvement. Unless things changed, the principal had stopped accepting ninth graders altogether. The evaluation lists 6 sections of a non-categorical special education class, but the principal informed me last year that he did not accept special education students. The little group counseling provided for these students came from a counselor-social worker assigned to the four restructuring schools. Students assigned to non-restructuring schools did not get even that little bit of additional help. Nursing services were almost non-existent. One part-time reading specialist visits the school. No speech therapist, social worker, music, art, or foreign language teacher is on staff. The school does not have a librarian or media specialist. The directors idea of hands-on teaching involves wood working or arts and crafts. This man does not have a clue! The school lacks a science lab and a computer specialist, yet the director wants to add an instructional aide to supervise a wood working activity! His idea of educational field trips is to visit the Central Flying Service to visit his buddy over there. Never mind that the students may have other interests. This proposal is a big waste of money!LRSD EXTENDED EVALUATION TEAMING IN NEW FUTURES RESTRUCTURING SCHOOLS Focus The evaluation focuses on how school restructuring, through teaming, affects achievement, school climate, and the development of appropriate educational environments for adolescents. Criteria Assessment of possible added personnel costs Assessment of student achievement Assessment of school climate in areas such as: discipline, parent involvement, faculty absentee rates, curriculum enrichment, incentives, and recognition of success as evidenced by participation in a Carnegie Grant. ProcessZResuIts The evaluators compared staffing levels at a teamed and a non-teamed school, with similar student populations, to determine the difference in FTEs. They found a difference of .8 FTE. When comparing the staffing ratios in all of the junior highs, they found no significant differences between them. The evaluation notes that the staff ratios of magnet schools to teaming schools is 15.4 to 14.5. Most important, the evaluation found no increased costs due to teaming. A three-year assessment of student achievement on reading and math tests in the participating schools using cohort student files from 1992-3-4 reveals a slight increase in reading scores for two of the restructuring schools, no change for one, and a decline of 2 NCEs at another. All of the districts JHs saw declining math scores over the three year period assessed, however, on average, math scores in the restructuring schools declined somewhat less than the others. An examination of discipline data for the districts junior highs indicate that magnet schools, which do not practice teaming, averaged 50 fewer suspensions and expulsions in the 1994-95 school year than the teaming schools. Therefore, the writers concluded that the use of sanctions in the schools did not significantly affect school climate. According to the extended evaluation, parent involvement increased in all of the restructuring schools. In some cases PTA membership increased, in other cases monthly volunteer hours increased. For instance. Southwest reported a 76.3% increase in volunteer hours for the 94-95 school year. With the exception of Cloverdale, the teaming schools had significant increases in PTA membership from SY 90 through SY 95. Absenteeism was lower at the restructuring schools than at the magnet schools. The authors concluded that job satisfaction, as manifested in attendance, is greater at the restructuring schools. The document does not evaluate enrichment/extension experiences in the restructuring schools, rather it lists some of the components of teaming and some of the programs and services provided at the schools. Key to the teaming concept is the development and implementation of interdisciplinary units. Other major features in the restructuring schools are requiring students to participate in two major educational activities, service learning projects, and advisory programming, to name a few. An evaluation of incentives for student achievement consists of a list of strategies and activities that have shown to have a positive impact on student achievement. Team leaders reward students with special activities such as homework bash, field trips, or team recognition assemblies. Students can earn additional percentage points for classroom participation\nthey can receive tutorial assistance at lunch and after school\nor students can join special clubs such as the Young Professionals Club, Breakfast Club, and the Ladies or Gentlemens Club. The report concludes that middle level restructuring has been a success because Pulaski Heights JH has been designated as a Carnegie Foundation Systemic Change School by the ADE Carnegie Middle Grade School State Policy Initiative. The school accepted a grant from the ADECMGSSPI, and became one of only six schools in Arkansas chosen and one of only 90 in the U. S. To work on the advancement of middle level practices. Recommendations Implement middle school programming to provide a developmentally-appropriate educational environment for the academic success of adolescents. The evaluation makes no recommendation on plan modifications, asserting that district personnel are still making decisions based on the facilities study. Implementing the middle school concept will require some monetary investment for staff development needs. However, teachers and equipment are already available\nmost likely, some assignments and allocations would change. The evaluation indicates that more detailed information is included in a business case. This evaluation is more of an outline, than an evaluation. Unless one was very familiar with the middle school concept, this evaluation does not yield enough information to make an informed decision which would result in a radical change in the districts educational system. The business case is more comprehensive. I believe that approval of the recommendation would require some sort of plan modification, because grade configurations would change. Instead of junior highs, the district would have middle schools with a grade configuration of 6-7-8. All of the elementary schools would lose their sixth grade and all of the high schools would gain the ninth grade. Implementing the middle school concept will have the greatest impact on magnet schools. While the magnet schools will keep their themes, the district would have to make some accommodations for students already in their system when the change occurs. Some teachers would have to get additional certification, however, it is my understanding that ADE has already studied this matter and has a plan in place to ease certification requirements. As a member of the districts middle school task force, I endorse the recommendation.LRSD EXTENDED EVALUATIONS ACADEMIC SUPPORT PROGRAM (ASP) Focus The evaluation focuses on the ASP at the secondary level. Specifically, the following areas are addressed: degree of implementation at the secondary level administrative coordination external funding Criteria The extent to which the secondary schools are implementing the reading and language arts plus (LAP) and the math plus (MP) models. A listing of major program activities with a timeline and the person(s) who initiated or implemented the activity. A description of program components and the cost of each component for the 1995-96 SY. Process/Results Evaluators surveyed all of the LRSDs secondary schools to determine the total number of Language Arts Plus and Math Plus classes and the total number of students enrolled in each class. At the junior high level, they found that of the 352 LAP students, 27 were not being served by their own English Teacher. Of the 437 MP students, 80 were not being served by their own math teacher. Similarly, at the senior high level, 95 of 343 MAP students were not being served by their English teacher, and 2 of 72 MP students were not being served by their own math teacher. According to the tables on page 9 of the evaluation, much of the eligible population is not being served. Class enrollment in both programs is not to exceed 15 students, however, the average Lap Class has 9.5 students, and the average MP class has 9.8 students. Enrollment of eligible LAP students ranged from a high of 63.9% at Dunbar to a low of 12.5% at Cloverdale. In MP classes, enrollment of eligible students ranged from a high of 62.2% at Cloverdale to a low of 0% at Parkview. The evaluators examined the coordination of services and events that are required for full implementation of the two programs. They found 32 separate entries which they reduced to 7 function categories. They then took the categories and matched them with their corresponding departments in the district. Departments responsible for implementing the programs are: Federal Programs, Reading/Language Arts Department, Mathematics Department, AssistantSuperintendent of Secondary Schools, and building-level principals. Some events required coordination between two or more entities. Next, evaluators examined program administration. They looked at application preparation, student selection, monitoring, personnel and evaluation. Additionally, they looked at time lines for completion and persons responsible for task completion. The report indicates that in several cases the process broke down because of lack of coordination between program or resource managers. The system lacked continuity and as a result, students who should have been receiving services were often overlooked, not recommended but should have been, or their cases were mishandled because of a lack of follow through. Finally, after comparing the difference in funding levels between SY 95 and SY 96 for both programs, the evaluators found that funding levels had decreased a combined total of $572, 860. (Note: My calculations show a decrease of $507,140. I dont understand how they got their total.) The report also indicates that the senior high schools, along with Pulaski Heights JH were not eligible in SY 96. I assume they mean not eligible for Title I funds. The evaluation further states that Comp-ed funding would drop by $250,000 in 1997 and Title I funds could be decreased by 10% in that same year. With the decrease in funding came a drop in FTEs. The secondary programs lost a total of 20.8 FTEs between 1995 and 1996. LAP and reading lost 16 FTEs, and .MP lost 4.8 FTEs. Naturally, such a decrease in staff had a negative impact on services. Recommendations 1. 2. 3. All schools follow the model as it is written. Apparently, the secondary schools have pieced together LAP and readins programs as well as Math Plus Programs. In particular, one of the main features of the programs is that students would retain their regular subject area teachers. In that way, the teachers could reinforce earlier lessons, provide continuity with current curricula, and they would be familiar with the problems that initiated a students referral to a program. Instructional supervisors have a greater role in program design, implementation, staff development and related technical assistance. It seems that the right hand doesnt always know what the left hand is doing. According to the extended evaluation, even overlapping services arent coordinated very well. As a result many students who should be referred to the LAP and MP programs are not, thereby creating a service gap. Also, the people who actually deliver program services are left out of the design and decision making steps and program supervisors do not seemed to be adequately involved with building-level people. Investigate more cost efficient alternatives to the current ASP at the secondary level.Included in the recommendation is the suggestion that Math Plus at the 10th grade level be eliminated. The reasoning is that students in the MP population have the common denominator of having failed Algebra I in junior high. As a result, this homogenous group would just as easily benefit from extra attention and individualized instructional strategies from the senior high Algebra I teachers. The recommendation also suggests that similar alternatives could be explored for reading and language arts. 3-a. Explore consolidating resources at lower grade levels. This could be done by eliminating or reducing some services at the secondary level. This is by far the best e?rtended evaluation I have read of late. Although the evaluation doesnt go into great detail, it is succinct and to the point. Technically the recommendations do not require any plan changes or budget changes. The first two recommendations merely ask the district to implement the Language Arts/Reading Plus program and the Math Plus program according to their filing and in an efficient manner. The major change occurs in the third recommendation, eliminating Math Plus at the 10th grade level. The ASP submission of March 24, 1993 (which in itself was a plan change) does not identify individual grade levels, it only specifies elementary or secondary. More importantly, the document does not mention Math Plus. The submission identifies Language Arts Plus as a separate program. Other approaches to remediation mentioned include pairing language arts teachers with reading specialists (math teachers were already paired for instruction), so that teams could jointly plan appropriate whole group and small group instruction, as well as individual instruction, and utilizing math assistants to tutor math students. The evaluation clearly identifies the problems and offers reasonable solutionsSAMPLE DESEGREGATION PROGRAM EVALUATION of (Fill in name.) SCHOOL Date: Program Name: School Operations Name of School Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Principal's Name PROGRAM DESCRIPTION: School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central Office staff [and] principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. EVALUATION CRITERIA: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD\nevaluation of the stated intent serves as the evaluation the case of this particular desegregation program evaluation, the foregoing statement applies specificallv to Pill in In the foregoing statement applies specifically to Fill in name of school. SUMMARY: (Using the objectives outlined in the Program Budget Document (PBD), write a summary of the overall effectiveness of goal results, as they relate to your school.) 1. Example of a summary beginning - Equitable educational opportunities were (or were not) provided for all students at (Name the school.) during the 1993-94 academic year. An organizational structure was in place which provided equal opportunity and access for parents, students, and staff. (Following these introductory sentences, either write how these opportunities were provided or explain why they were not. In the paragraphs that follow the summary of the overall effectiveness of the first objective, do the same for each objective listed. As you continue writing your summary, combine objectives, if you wish. year. (Following BODY OF SUMMARY Example of a concluding sentence - By implementing the strategies summarized above, or (because of the factors explained above which prevented the successful implementation of planned strategies,) equitable educational opportunities were (were not) provided to all students at (Fill of school.) It is possible that you may have a combination of strategies which were successfully implemented and ones which were not. If so, this combination should be reflected in your summary. in were not. 2 .Sample PBD Eval. Report Page 2 GOAL ATTAINMENT: The following list provides examples of factors that facilitated (or prevented) goal attainment\nincluded in this list is the identification of the factor, along with its description. Factors and Descriptions PARENTAL INVOLVEMENT  A cross-section of parents were actively involved in a variety of projects and in attendance at all functions and Beetinos. all functions and meetings. STAFF DEVELOPMENT Courses and/or workshops were provided for teacher development, to improve student achievement, etc. (Continue listing the factors and descriptions which cite as examples.) you choose to EVIDENCE: Evidence substantiating the summary and explanation o attainment may be found in total in the Program Budget Document, School Profile, and/or the Extended COE. - -- of goal examples of such evidence: Following are several the Factors and Evidence PARENTAL INVOLVEMENT P.T.A., Dad's Club, Biracial Committee, tutors, VIPS Open House, mentors Science Fair (Continue listing the factors and evidence which as examples.) you choose to citeTO: Little Rock School District 810 W. Markham Little Rock, AR 72201 Board of Education FROM: THROUGH\nDr. Kathy LeaaefAssistant Superintendent, PRE Dr. Ed Williams, Research and Evaluation Specialist, PRE Gamine, Superintendent ionnie Lesley, Associate Superintendent DATE: August 24, 1999 SUBJECT: Program Evaluation Plan According to Sec. 2.7 of the Revised Desegregation and Education Plan, LRSD shall implement programs, policies and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Section 2.7.1. states: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving A\u0026amp;ican-American achievement If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. The Superintendent and the Associate Superintendents have established the evaluation agenda for the 1999-2000 school year. Planning, Research, and Evaluation will be responsible for the program evaluation design and the program evaluation for the following programs: Title I/Elementary Literacy ELLA Success for All Direct Instruction Little Rock Partnerships for Mathematics and Science Achievement (LRPMSANSF Grant) English as a Second Language (ESL programs) Middle School Transition and Program Implementation wdU work in conjunction with Campus Leadership Teams, curriculum specialists, pnncipals, parents, teachers, and other interested parties as appropriate to design and implement these evaluations. Several meetings have already been held with , --O- -  J MV'AV* miil our desegregation consultant, Dr. Steve Ross, from the University of Memphis. He is providing technical assistance to guide the development of our program evaluation components. Upon completion, results of these program evaluations will be presented to the Board,*An Individual Approach to a World of Knowledge February 21, 2000 Ms. Aim Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 rECSVBD MAR 10 OFRGEOf Dear Ann\nI am sending to you a bundle of recent LRSD publications that I know youll be interested in. Also, I hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc: Junious Babbs Brady Gadberry 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax:501-324-2032 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your February 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 7. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time to spend together catching up. Sincerely yours, Ann S. Brown Date: April 17, 2000 To: Gene, Horace, and Melissa From: Ann Re: Recent LRSD Publications Attached are some LRSD publications that Bonnie Lesley recently sent us, asking for our feedback. Please review each document individually according to the assignments below, answering the seven review questions in writing for each document. Note that these publications are the originals, so please dont mark them up. If youd like to jot notes on them (edits, etc.), work on a copy. Id like to have your reviews by this Thursday. April 20. Thanks. Gene: Horace: Melissa: High Schools:  High School Curriculum Catalog 2000-2001  Guide to Course Selection and Graduation Requirements, 2000-2001 Middle Schools:  6* Grade Standards, Benchmarks  7* Grade Standards, Benchmarks  8* Grade Standards, Benchmarks  Middle School Curriculum Catalog 2000-2001  Guide to Learning in Middle School Elementary Schools:  Kindergarten Standards, Benchmarks  1' Grade Standards, Benchmarks  2\"'' Grade Standards, Benchmarks  3* Grade Standards, Benchmarks  4*** Grade Standards, Benchmarks  5* Grade Standards, Benchmarks Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.Office of Desegregation Monitoring United Slates District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To\nBonnie Lesley From: Ann BrOy Re: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached. Their comments are unvarnished and strictly FYI, so take them or them, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, Whats a refrigerator curriculum?\" Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refiigerator curriculum enables them to learn how to fix their refrigerator, or in the alternative we say its a curriculum their refrigerator can study in order to become a smart refrigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refrigerator curriculum is either. Another point of bewilderment has come to our attention. Many parents and students (and who knows, maybe teachers too) are very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to differentiate between the two terms and to widely broadcast definitions that will enable everyone to work from the same understanding. Review Questions 1. 2. 3. 4. 5. 6. 7. For which audience is the publication intended? What is the stated purpose of the publication? List the documents strengths in relation to its purpose. List the documents weaknesses in relation to its purpose. Overall, how well do you think the publication fulfills its purpose? Why'i What suggestions do you have for improving the publication so that it can better fulfill its purpose? Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.The document is sprinkled with items enclosed in boxes but the boxes do not signify a single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose? Why? If the guide fails to meet its purpose it will be because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. 7. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort.Comments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended? Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance from staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title. Curriculum Catalog, probably makes a statement of purpose unnecessary. 3. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only obsen able omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSDs instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD d\"*, 7*, S\"*, Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are learning at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fulfdls Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English?A Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Middle school students and their parents To explain the progression of required and elective middle school courses. Strengths: The guide is less formally formatted than the curriculum catalog. The question and answer arrangement should make the guide more user-friendly. Weaknesses: The pages aren t numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. In reality, the question and answer format is not as effective as it should be. The guide should have followed the format consistently rather than varying off into specific course descriptions. The more specific descriptions might have been more appropriate as a reference to the rear of the document. Also, the questions arent answered directly. Often, the real answer comes only after a lengthy explanation. The document places the notice to non-English speaking parents at the end - and in English! In addition, the notice only offers oral translation as an option rather than a written version. The guide deals less with the middle school concept and environment than I thought it should. Fulfills Purpose: The guide does fulfill the purpose of clearly describing course offerings and requirements. Im not so sure it is user-friendly enough for many parents and students to make practical use of it. Suggestions: Although the guide does not claim to do so, I would still like to see more of an explanation of the benefits of middle school. The guide does give a description of interdisciplinary teaming, but it seems that the district should explain more and place those explanations near the beginning of the guide rather than near the end Additionally, the guide should follow a conversational format fully as if the reader were visiting a school counselor and discussing the school, course requirements, and scheduling options. A minor visual suggestion - on the front cover, separate the title A Parent and Student Guide to Learning in Middle School from LRSD with a space.Middle School (Grades 6-8) Curriculum Guide 2000-2001 Audience: LRSD staff I assume. However, I think I did receive a copy of this as a middle school parent. Purpose: A reference guide to the middle school mission, policies, structure, and curriculum. Strengths: One-stop shopping. This document includes all relevant info on middle schools for fairly quick reference. Weaknesses: Minor point, but why are the page number positions alternated? At first, I thought the booklet was only numbered on every other page. Fuirdls Purpose: This is a good resource for staff\"membersand possibly parents who know exactly what type of information they are seeking or choose to use this as a supplement to the Parent and Student Guide to Learning in the Middle School.I Language Arts k READING Practice reading individually and in groups. Recognize and determine main idea and details in reading selections. Identify different purposes of reading and writing. Identify styles of authors. Follow written directions. Recognize difference between fact and opinion. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in reading material. , zi - Use information from previously learned information to evaluate new information, Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Lite . I Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaunjs, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use predicting, putting events in order, and skimming to increase understanding of reading material. Use examples to support opinions and conclusions about reading material. Use computers and library skills to find information. Read graphs, tables, maps, and diagrams. WRITING  Write in personal journals for specific periods of time.  Write about real world, personal, and classroom ex^periences.  Write in complete sentences using varied patfem's including simple, complex, and compound,  Use prewriting and beginning activities.  Explain through writing what is learned in all subjects by use of outlines, categorizing, and writing directions.  Create a first draft with paragraphs containing a topic sentence, supporting details, and logical organization.  Use appropriate skills in mechanics, spelling, and usage in writing.  Use a dictionary, thesaurus, and other appropriate resources to correct spelling, grammar, punctuation, and usage.  Use computer and human resources to collect and organize information for writing.  Edit and correct errors with Spell Check and Grammar Check on computers. r PHYSICAL SCIENCE  Investigate the effects of magnets on each other.  Know that the Earth is a magnet.  Understand the operation of a compass.  Use a coil of wire and an electric current to produce magnetism.  Build a simple motor.  Describe how an electric current can be made from using a coil of wire and a magnet  LLiisstt tthhee mmaatteerriiaallss ffrrnomm whichn paanpoerr i ois made.  Describe properties of paper and how they relate to its use.  Make paper using the steps in papermaking.  Identify paper as a major renewable resource. Pr- p^r noA c_ re \u0026gt;  Describe the steps in designing different types of paper. .  Observe, describe, and record test results on the strength, transparency, and absorption properties of paper.  Vrcei crp P.-^pC 1 I , LIFE SCIENCE  Describe the basic needs of plants.  Identify the things that affect plant growth.  Describe how plants reproduce.  Describe how light and gravity affect the growth of a plant.  Plant and care for plants.  Control the environment and conditions when the seeds are planted and the plants are growing  Obbsseerrvvee,, mmeeaassuurree, rdieessncrriihbAe, aannrdi record changes iinn plant growth.  E EARTH SCIENCE  Understand that time can be measured using the natural cycles of the sun and moon.  Describe how shadows from the sun can be used to measure and predict the passage of time during a day.  Describe how the phases of the moon can be used to predict the passage of time during a month.  Understand that mechanical clocks can be constructed and used to measure specific intervals of time consistently. Social Studies CITIZENSHIP  Describe political patterns in ancient civilizations.  Describe the development of Greek and Roman democracies.  Explain Greek and Roman citizenship and its significance. INTERDEPENDENCE  Explain the interdependence of ancient people with their environment  Locate and describe ancient and early civilizations in Africa and Asia.  Locate and describe life in ancient and early America.  Analyze the impact of trade in ancient/early civilizations.  Locate and describe the way of life in early Europe such as Greece, Rome, and Russia.  Analyze the structure of feudalism.  Explore current event issues in lands of ancient and early civilizations.  Use various methods and processes to explore the interdependence of people of ancient and early civilizations. CONTINUITY AND CHANGE a_- . of- peopic. people  Explain hew the development of agriculture impaated ancient and eariy people.  Use various methods and processes to explore and explain changes in ancient and early civilizations.  Describe the impact of the rise and fall of ancient and early civilizations such as Egypt, Rome, and Meso America.  Evaluate the impact of change overtime.  Investigate how political events have affected the way people live, such as their literature and language.CULTURAL PERSPECTIVES  Use various sources to explore how ancient and early people transmitted their cultures.  Compare and contrast various and diverse cultures of ancient and early people with respect to location, place, region, and how they interacted with each other and their environment.  Compare and contrast the ways ancient and early people met their basic needs.  Associate ancient and early group leaders with places of origin and beliefs.  Describe contributions of ancient and early groups and individuals(t6s^Iei^ cca-rcM 5ccicU ?  Describe the role ofthe church in early Europe.  Read literature about people/events of ancient and early civilizations. SCARCITY AND CHOICE * Describe and analyze the economic patterns of early people.  Analyze how ancient and early societies dealt with scarcity.  Relate factors associated with economic development, such as technology, population growth, and resources. COOPERATION AND CONFLICT  Describe the conflicts between early people, such as the Romans and Christians, and Christians and Muslims.  Explain conditions and events that led to cooperation and conflict among ancient and early groups of people. A o t 2. Si Oz UIU X J Language Arts READING Practice reading individually and in groups. Gain information from reading. Put material read into own words. Draw conclusions and make inferences in regard to reading material. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes (literary, self-expressive, persuasive, and informative). Follow written directions. Use logic to follow directions. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use compare and contrast skills in reading. Understand metaphor, simile, personification, and other figurative language techniques. Use examples to support opinions and conclusions about reading material. Read graphs, tables, maps, and diagrams. V lV y- [\ngjj dic'tioin-ary T Social Studies CITIZENSHIP  Describe the difference between democracy and other forms of world governments.  Compare and contrast the rights, privileges, and responsibilities of citizens in diverse political systems.  Analyze the characteristics of citizenship as it relates to different countries.  Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE 9  Use various geographic and reference materials to acquire, organize, analyze, and interpret geographic information and issues.  Identify, locate, and describe physical regions, l^untries' and major cities of the U^A''Canada, Latin America, Europe, Ru^ia. Southwest and East AsiaTAfrica, and Australia. ~  Identify continents by outlines and compare and contrast physical features of continents.  Describe ways people and nations interact with each other and with the environment.  Read, and analyze current event global issues and problems. CONTINUITY AND CHANGE  Describe and analyze the impact of human changes to the environment  Demonstrate an understanding of technological changes and the impact on how people live.  Relate an event in history with social change.  Use a variety of processes and appropriate methods and tools to explore and understand continuity and change in the global society. CULTURAL PERSPECTIVES  Describe the elements and factors that distinguish cultures.  Compare and contrast cultural features of regions. Qj-cc-5 . of ccoA  Identify and describe the major cultural regions of the U.S.A., Canada, Latin America, Europe, Russia, Southwest and East Asia, Africa, and Australia.  Determine ways that culture influences peoples perceptions of places and regions.  Identify and evaluate different viewpoints regarding the use of resources.  Examine the relationship between historical events and cultural development.  Demonstrate a respect for different cultural perspectives.COOPERATION AND CONFLICT  Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious groups of the world.  Examine ways people attempt to combat world prejudice and discrimination.  Identify and explain reasons for conflict within and between regions and countries.  Give examples of global conflicts and cooperation.  Relate competition for resources to conflict and cooperation between regions and countries.  Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE  Explore how factors such as technology, population growth, and resources are related to economic development of nations.  Analyze the distribution of goods and resources among nations of the world.  Describe major industries and businesses in the United States.  Describe and compare the economic systems of the world.  Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP  Identify and explain the purposes of Arkansas government.  Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation.  Explain the historical and current impact of American public policy on Arkansas racial, religious, geographic, ethnic, economic, aTidJinguistic diversity ?  Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government.  Analyze the characteristics of effective leadership in Arkansas today and in the past.  Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas.  Describe and analyze the use, abuse, and limits of power and authority in Arkansas.  Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE  Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations.  Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state.  Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system.  Propose and evaluate alternative uses of environments and resources in Arkansas.  Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today.COOPERATION AND CONFLICT o'  Demonstrate areas of inequity and discrimination based on race, sex, age, physical condition, and socioeconomic status in Arkansas.  Examine the contribution ofthe arts, literature, media, technology, and languages in fostering cooperation and in causing conflict in Arkansas.  Analyze how disparities in power and economic status lead to conflict.  Compare and contrast the causes and consequences of conflict within the state, the nation, and the world.  Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict.  Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE  Analyze how decisions and events in Arkansas and the world affect each other.  Use various methods to illustrate interactions between the people of Arkansas and their environment.  Relate the evidence of historical and cultural languages to the development of the state.  Analyze and evaluate the history, causes, consequences, and possible solutions to present-d^issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality.  Understand spatial relationships and locate places on Arkansas, U.S., and world maps.  Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE  Investigate the processes and evaluate the impact of change over time in Arkansas.  Explore and explain the changes in developments such as technology, transportation, agriculture, and communications that affect Arkansas social and economic activity.  Investigate how political events, technological changes, and cultural diffusion have affected literature, languages, and arts over time in Arkansas.  Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and responsibilities overtime in the state.  Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES  Examine information and developments in Arkansas and explain how they may be viewed differently by people from diverse cultures.  Analyze the historical perspectives that contribute to the development and transmission of Arkansas cultures through language, literature, the arts, architecture, traditions, beliefs, and values.  Compare and contrast various cultures in Arkansas.  Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other group characteristics contribute to developing an appreciation of Arkansas heritage.  Identify and describe the various movements or periods of significant historical change within and across cultures.  Explore ways that Arkansas natural and built environments interact with culture.  Analyze and demonstrate the value of both cultural diversity and cohesion within and across groups.  Examine and explain belief systems underlying Arkansas traditions and laws.LIFE SCIENCE  Describe the major characteristics and activities of 9 of' monerans, protists, and fungi. * J monerans, protists, and fungi affect other living things  DDeessccrriibbee tthhee rchhaarraarctoteHriesltiirces. oailll animals ih__a_v__e in c_ ommon.  Classify animals using their characteristics.  Explain the differences between sexual and asexual reproductions.  Draw and eAxpp,lain,, tuh.ec saticaigyecss iInII tmhee lIilfiee ccyyccllee oorf aanniimmaallss ((ssuucchh as egg-caterpillar-butterflv and eoa tartnnio SS Jr rT examptes). Ple-frog).  List the characteristics of plants.  Describe the structure and function of roots, stems, leaves, and flowers  Describe methods of reproduction in plants.  Know how the ecology of the environment is organized, such as population\u0026gt;community\u0026gt;ecosystem\u0026gt;biosphere Describe how the amount of food, water, or other environmental factors affect  Describe how different plants change in an area over time  cZr, -**(-=\u0026gt; as mutuallsn, organisms. commensalism, parasitism).  Describe the process of color vision. PHYSICAL SCIENCE  Understand time, distance, and displacement form the basis for  Distinguish between velocity and speed.  Distinguish between velocity and acceleration.  Understand acceleration along curves.  Calculate the acceleration of a falling object.  Describe projectile motion.  Describe how a satellite is a projectile in free-fall.  Understand factors related to the motion of a pendulum.  Describe the characteristics of waves.  Identify the different types of waves (transverse and longitudinal). Explain the relationship between frequency, wavelength, and speed in a wave.  Explain constructive and destructive wave interference.  Describe how sound waves are formed, transmitted, and received. motion. * yo^uT'^^*^'^'^ Doppler Effect (such as how the sound changes as it comes towards you or goes away from  Describe the waves caused by earthquakes.  Identify how light travels.  Describe reflection and refraction of light. Compare and contrast opaque, translucent, and transparent materials.  Examine the visible light spectrum.  Explain the differences between substances, elements,  Describe the physical properties of matter. compounds, and mixtures.  Distinguish between physical and chemical changes and properties * IU nderstand solution__s_ _a_n_dI fra. ct. ors t.h.a.t .a.ffe ct sol. ubility. r r  Describe the properties of acid and base.  Explain how a reaction between an acid and a base produces a salt. Language Arts READING  Practice reading individually and in groups.  Gain information from reading.  Summarize, compare, and put into own words while analyzing reading material.  Draw conclusions and make inferences in regard to reading material.  Judge, critique, and defend opinions of reading selections.  Identify different purposes of reading and writing.  Identify styles of authors.  Identify kinds of literature and their purposes.  Follow written directions with increasing difficulty and complexity.  Use logic to follow directions.  Use word-attack skills to read accurately and to understand information.  Determine word meaning from clues in the reading material.  Use information from previously learned information to evaluate new information.  Use headings, italics, footnotes, and other printed features to sort and organize information.  Identify and compare elements of reading such as setting and characterization.  Select reading materials representing a variety of cultures.  Understand metaphor, simile, personification, and other figurative language techniques.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer.  Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing.  Use compare and contrast skills in reading.  Use predicting, sequencing, and skimming to increase understanding of reading.  Read graphs, tables, maps, and diagrams. WRITING  Write in personal journals, logs, and in other assigned ways in both formal and informal assignments.  Write in class for uninterrupted periods of time on topics from personal experiences and topics assigned in class.  Use freewriting, brainstorming, and other methods for prewriting and beginning activities.  Create a first draft with a central idea and with paragraphs containing a topic sentence, supporting details, and a closing sentence.  Produce a longer, detailed paper using organization and details concentrating on a central theme.  Use appropriate outlines and organizing methods to practice thinking and analyzing skills.  Use appropriate skills in mechanics, spelling, and usage in writing.  Vary sentence styles to include simple, complex, and compound.  Proofread writing in peer groups and with teacher for information, organization, and style.  Use a dictionary, thesaurus, and other resources to correct spelling, grammar, punctuation and usage.  Use internet, reference books, library materials, and personal interviews to collect information.  Produce polished pieces of writing to be shared or published and collected in a writing portfolio.  Express awareness of varied cultures and universal issues in writing.  Relate elements, atoms, molecules, and compounds.  Explain the behavior of gases in terms of the particle theory of matter.  Find the relationships involving pressure, volume, and temperature of a gas.  Distinguish among metals, nonmetals, and metalloids.  List elements that are classified as metals, nonmetals, and metalloids and give their uses.  Recognize when chemical reactions have taken place.  Write word equations for reactions.  Describe how energy is involved in chemical reactions.  Classify energy resources as either renewable or nonrenewable.  Compare and contrast types of fossil fuels.  Describe the benefits and drawbacks of using different energy resources.  Describe the operation of a steam generator electric power plant. EARTH SCIENCE  Name conditions that define minerals.  List and describe identifying characteristics of minerals (such as hardness, color, streak, cleavage, and fracture).  Test minerals to identify them.  Describe the value of minerals.  Distinguish between a rock and a mineral.  Understand the rock cycle.  Identify rocks based on their characteristics. United States History Exploration to 1914 CITIZENSHIP  Explain the philosophy of government expressed in the Declaration of Independence.  Analyze foundations of the U.S. Constitution andjS^gnificance. '  Explain the major debates, compromises, and resolutions during the development of the Constitution.  Describe the development of the two-party system.  Outline the principles of federalism.  Compare and contrast powers in the U.S. Constitution given Congress, the President, the Supreme Court, and the states.  Explain the responsibility of a free press and give examples.  Practice the roles, rights, and responsibilities as participating citizens in a democracy.  Participate in a project designed to serve the community.r INTERDEPENDENCE f  Use diverse map skills and tools to locate places and gain infonriation associated with the growth and development ofthe U.S.  Interpret various timelines related to American/U.S. history.  Read historical documents and narratives of American/U.S. history up to 1914.  Identify, analyze, and interpret primary sources and historical and editorial cartoons.  Summarize the Exploration and Colonization Periods.  Describe the role of early 20*^ century U.S. in world and domestic affairs.  Identify major events in American/U.S. history up to 1914 and evaluate the causes, costs, and benefits.  Read, interpret, and analyze current events. CONTINUITY AND CHANGE  Describe the impact of change on places and the movements of people and goods.  Understand the transformation and response to the Industrial Revolution.  Use various methods and tools to explore and understand changes in the nation over time. CULTURAL PERSPECTIVES  Analyze the historical perspectives of different people and groups in American history, and explain factors that influenced them.  Compare and contrast diverse cultures in American and U.S. history.  Analyze the significance of the issue of slavery to society, politics, and economy.  Outline the development and growth ofthe American education system.  Recognize contributions of diverse individuals and groups such as African Americans and women to American life. COOPERATION AND CONFLICT  Analyze the causes and consequences of wars involving the U.S. to 1914.  Describe the critical developments during the Civil War and their impact.  Outline the causes ofWorld War I. Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: K AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand an, educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the geometry subsection, specify which geometric shapes In life science, specify which body parts In the citizenship subsection, define state symbol ADDITIONAL COMMENTS: This document, and all the others designed for grades 1-5, were distributed to parents in November 1999. I cant see what our feedback accomplishes at this late date. There is no mention of these guides being available in languages other than English.Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: First AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and fiirther subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the writing section, substitute a term such as commonly used words for high frequency words ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Second AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the section on data, probability and statistics, define Venn diagram or use alternate language In earth and space science, place a list the steps of the water cycle in order, in parentheses Under citizenship, explain whetheridentify leaders means by tite -+\u0026lt;+(* such as president or proper name ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Third AUDIENCE: parents PLT\u0026lt;POSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and fiirther subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the language arts section, the phrase large core of high frequency words will not have much meaning to parents. It needs to be translated to laymens terms. In the writing section, it is not clear what express cultural diversity in writing means. Does this mean that students are to spontaneously include characters from a variety of cultures in their writing or does it mean that they can respond in writing to an assignment such as, Write five important facts about Kwanza. Under mathematics, two items are confusing. Realize that fractional parts must be equal means? I guess this is in reference to common denominators, but Im not sure. Also, the item that talks about becoming familiar with grouping fractions with numerators of one and the same denominators needs a parenthetical example in order to be understood. In the life science subsection, the five main kingdoms of living organisms should be listed. In the citizenship subsection, list the three branches of the U.S. government. oReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Fourth AUDIENCE: Parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional lookins. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under earth and space science, the rock cycle needs further explanation. The subsection on number sense states that, division notation represents a variety of situations. It is not at all clear what this means. ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Fifth AUDIENCE: Parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: The final item under the Social Studies subheading cultural perspective makes reference to demonstrating ways to interact with diverse cultures. Is it demonstrate really the best verb? Wouldnt explain better describe the behavior expected of the child? ADDITIONAL COMMENTS: none ADDITIONAL COMMENTS: nonetc received AUG 1 0 2000 OFFICE OF DESEGREGAPONMQIlTORjiijg Program Evaluation For Title I - PreK-3 Literacy Program School Year: 1999-2000 August 24,2000 Planning, Research, and Evaluation (PRE) Ish Instructional Resource Center 3001 S. Pulaski Street Little Rock, Arkansas 72206 501-324-2121 Executive Summary Learning to read and write is critical to a childs success in school and later life. One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing. Although reading and writing abilities continue to develop throughout the life span, the early childhood years - from birth through age eight - are the most important period for literacy development. A lack of pre-school literacy experiences (storybook reading, daily living routines, listening comprehension, vocabulary, language facility) places a child at risk. Section 5.2.1 ofthe Little Rock School Districts Revised Desegregation and Education Plan relates specifically to reading/language arts at the primary level. Section 2.7 state that, LRSD shall implement programs, policies and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of 5? this revised plan\nSection 2.7.1 specifies that: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. An assessment of programs outlined in Section 2.7.1 that were not successful in improving the academic achievement of African-American children was conducted by the Curriculum and Instruction staff during the 1998-1999 school year. This assessment included an examination of Title I schools. The results determined that many of the Title I schools had not met their improvement goals which were based on the following:  SAT-9 Reading/Language Arts Grades 3 and Grade 5 - 1997\n SAT-9 Grade 5 Reading/Language Arts - 1998\nand  Arkansas State Grade 4 Benchmark Examination Literacy - 1999. Assessment activities also identified the absence of or lack of consistent delivery of literacy content standards established by the District. These findings contributed to restructuring Title I to support implementation of the District literacy plan to address these problems. This restructuring effort impacted all of the elementary schools with the exception of four magnet schools (Booker, Carver, Gibbs and Williams), who do not receive Title I funding. The goal of Title I is to provide support so that all children can achieve the rigorous curriculum content standards established by the State and the District. In response to the Little Rock School Districts Revised Desegregation and Education Plan and the Districts Strategic Plan, and the finding of assessment of programs, the Board of Directors adopted the PreK-3 Literacy Program during the 1998-1999 school year. The primary goal of 08/10/00 1 4:52 PMthe PreK-3 Literacy Program is that each child learn to read by 3* grade. To measure this goal, the District administered the Observation Survey and the Developmental Reading Assessment as pre and post measures in the fall of 1999 and spring of 2000. K-2 students continue to take this assessment until promoted to 3'^'* grade in order to measure their growth in literacy. The Observation Survey is comprised of 6 literacy tasks. The tasks have the qualities of sound assessment instruments with reliabilities and validities and discrimination indices established in research studies. The Survey is based on the notion of controlled, systematic observation, when a teacher sets aside time from teaching to become a neutral observer of children and to objectively record exactly what a child does on a particular task. Training is considered important for teachers who attempt to use and interpret the observation task da\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_570","title":"Program evaluation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2003-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","Educational law and legislation"],"dcterms_title":["Program evaluation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/570"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["1073 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n(ra' LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: PREPARED BY: T. Kenneth James, Superintendent of Schools ij^onnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Program Evaluation Agenda, 2002-03 Background Section 2.7.1 of the Revised Desegregation and Education Plan included the following obligation: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. In response to Section 2.7.1 of the Revised Desegregation and Education Plan, the District implemented in 1999-2000 a new student assessment plan and proposed to the Board of Education a program evaluation agenda to include the most critical programs implemented pursuant to Section 2.7 and detailed in Section 5: elementary, middle, and/or high school English language arts and mathematics programs. Each year the agenda has also included the evaluation of one or more additional programssuch as the ESL program mandated by the Office for Civil Rights. Judge Wilsons Compliance Remedy A summary of the Compliance Teams interpretation of Judge Wilsons order of September 13, 2002, pertaining to the 2002-2003 programs to be evaluated is a follows: Continue to assess the programs implemented under 2.7 to improve the academic achievement of African-American students for 2002-03 and through the first semester of 2003-04. Since the District has now eliminated all fall testing, except for certain diagnostic tests that teachers administer without 1 Board of Education - Memo October 24, 2002 Page Two reporting to the district the results, this obligation to assess students ends at the end of the 2002-03 school year. The judge stated that he expected the District to use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated. Therefore, the program evaluations that will be completed as per the 2002-2003 program evaluation agenda will include all available data, including scores from previously administered fall tests, and they will all be completed by the end of the first semester of 2003-04. Each one will answer several research questions, including the one most critical to compliance, Was this program effective in improving and remediating the achievement of African American students? The Revised Desegregation and Education Plan obligated the District in Section 5 to assess students in the following programs, as follows: 5.2.1 5.2.2 5.2.3 5.3.2 Primary Reading/Language Arts. g. Monitor student performance using appropriate assessment devices. Intermediate Reading/Language Arts e. Monitor student performance using appropriate assessment devices. Secondary Schools Reading/Language Arts f. Monitor student progress and achievement using appropriate assessment devices. Mathematics Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum. The 2002-03 Program Evaluation Agenda outlined in this proposal includes these required components. Status of the Requirements of the 2001-02 Program Evaluation Agenda The Boards program evaluation agenda for 2001-02 was as follows: Primary Reading/Language Arts Middle and High School Literacy K-12 Mathematics and Science (CPMSA) English as a Second Language 2Board of Education - Memo October 24, 2002 Page Three None of the four program evaluations for 2001-02 has been completed as yet due to the tardiness of our receipt of the States Benchmark scores for literacy and mathematics in grades 4, 6, and 8. The scores arrived on Thursday, October 3, 2002. The Board received an update on the Early Literacy program evaluation in June 2002 based on the Observation Surveys and the Developmental Reading Assessment data. That update confirmed the findings of the 2000-01 report and also documented even higher achievement. The previous evaluation, along with the update, are on the Boards agenda for approval on October 24, 2002. I Staff have planned to produce a brief report with data and analysis as a beginning program evaluation of the grades 3-5, 6-8, and 9-12 literacy programs with a more thorough evaluation report to come at the end of 2002-03. However, without the Benchmark scores, that report has not yet been drafted. The Board has received annual reports on assessment results for each of these programs. Comprehensive program evaluations of the grades K-5 and 6-12 literacy programs will be produced at the end of the 2002-03 school year for Board approval. The CPMSA (NSF-funded project) program evaluation (the fourth annual) will be presented at the December meeting and then will be submitted to the National Science Foundation for their review and feedback. At that time, the staff will bundle each of the previous three annual reports produced thus far, along with the NSF feedback, for the Boards formal approval of these program evaluations. The ESL report was originally scheduled for an October presentation, but we have had to reschedule since we do not yet have the Benchmark data. We anticipate being able to present that study in November. The Office for Civil Rights in Dallas has been very complimentary of our 2000-01 ESL program evaluation and has asked us to assist them in providing technical assistance to other districts on how to conduct this study. When the 2001-02 report is presented, the staff will bundle the reports for 1999-2000 and 2000-01, along with the 2001-02 report for the Boards formal approval. 2002-03 Proposed Program Evaluation Agenda The District will provide for the evaluation of the following programs for 2002-03. 1. Elementary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the elementary literacy program (grades K-5) at the end of 2002-03. This study will include findings for the following four literacy programs being implemented in LRSD: Balanced Literacy (Early Literacy Learning in Arkansas or ELLA at grades K-2 and Effective Literacy at grades 3Board of Education - Memo October 24, 2002 Page Four 3-5), Balanced Literacy with Reading Recovery, Success for All, and Direct Instruction. This report will be completed and presented to the Board for approval prior to the winter break in 2003. 2. Secondary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the secondary literacy program (grades 6-12) at the end of 2002-03. This study will include findings for the Reading/Writing Workshop implemented at grades 6-8 and the English I Workshop implemented in three schools at grade 9. All available data will be used in determining the effectiveness of the overall program. 2. CPMSA (K-12 Mathematics and Science) Staff will issue a final report on and evaluation of the five-year NSF-funded project for grades K-12 mathematics and science, and it will be presented to the Board for approval prior to the winter break in 2003. When NSF (external experts) provides its feedback, that report will be added to the documents submitted to the court. Fiscal Impact The District will be able to complete all the program evaluation requirements outlined in the 2002-03 program evaluation agenda through funds already budgeted, except for the cost of the external experts who will serve on each team. The costs for external consultants to complete the 2002-03 program evaluations are not yet known since the District has not yet had the opportunity to identify who they might be and to negotiate contracts. Recommendations That the Board of Education approve the 2002-03 program evaluation agenda as outlined. BAL/adg 4LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO\nBoard of Education FROM\nPREPARED BY\nT. Kenneth James, Superintendent of Schools ^^onnie A. Lesley, Associate Superintendent for Instruction Pat Price, Director of Early Childhood and Elementary Literacy DATE\nOctober 24, 2002 SUBJECT\nEarly Literacy Program Evaluations Background The Board of Education approved in its 1999-2000 program evaluation agenda the Early Literacy program, which began implementation in fall 1999. During July and August 2000 the Assistant Superintendent of PRE presented to the Board drafts of this evaluation, which the Board tabled in August 2000 pending completion. That early draft was never completed and was not again submitted to the Board of Education for review and approval. During summer 2001 Dr. Bonnie Lesley, on behalf of the Early Literacy Program Evaluation team (Pat Price, Pat Busbea, Ann Freeman, Ed Williams, Ken Savage, Anita Gilliam, and Sharon Kiilsgaard) presented a completed 204-page program evaluation\nYear 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the Little Rock School District (1999-2000 and 2000-2001). This report was presented for information, but our Section 2.7.1 Compliance Plan now requires that all program evaluations be presented for Board acceptance and approval. Dr. Steve Ross of the University of Memphis had served as an external consultant to the team. He read both a near-complete draft and made several suggestions for its improvement, which were incorporated into the final draft. He also read the final draft and responded. All grades K-2 teachers administered the assessments, both fall and spring, in all three years, 1999-2000, 2000-2001, 2001-2002. All elementary principals supervised both the fall and spring administrations of the Developmental Reading Assessment and the Observation Surveys and the Achievement Level Tests at grade 2. Central office Elementary Literacy staff conducted the training for the assessments, collected the answer documents, and participated in the analysis of data\nPatricia Price, Pat Busbea, Judy Milam, Judy Teeter, Kris Huffman, and Ann Freeman. Both Dr. Ed Williams and Board of Education - Memo October 24, 2002 Page Two Ken Savage assisted in the production and analysis of score reports. Anita Gilliam and Sharon Kiilsgaard assisted in checking the data tables for accuracy and in preparing the final reports. Copies of this program evaluation were provided to Mr. John Walker, to Ms. Ann Marshall at ODM, and to all elementary principals and elementary literacy staff. Executive summaries, including the program evaluation recommendations, were sent to all K-2 teachers with a cover memorandum congratulating them on their successes. The program evaluation was comprehensive, including the following:  an introduction:  a chapter on the literacy program design and its relationship to the Districts Strategic Plan and the Revised Desegregation and Education Plan\n a description of all of the K-2 assessments used to measure student progress\n a chapter aligning the program with national research studies on effective early literacy programs\n numerous tables displaying the data in several different ways, disaggregated by grade level and race\n an analysis of the results (based on student performance data)\n an analysis of additional data relating to achievement gap among schools and the impact of professional development on student achievement\n a chapter on findingsanswers to the six research questions originally posed\n a bibliography\nand  tables of school-level data on each assessment for the two-year period. 1 An important chapter of the program evaluation relating to Section 2.7.1 of the Revised Desegregation and Education Plan was the one on findings. Research Question 2 was as follows\n/s the new program effective in improving and remediating the academic achievement of African American students? The discussion filled pages 81-96. The following paragraph includes the criteria that were used to determine effectiveness. i To determine the effectiveness of the new program in improving and remediating the academic achievement of African American students, the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the programs implementation would need to be equal to, but preferably greater than, the growth of non-black students, (p. 81)Board of Education - Memo October 24, 2002 Page Three The report included a detailed analysis of all available data\nThe following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years, (pp. 82-83) In this sections conclusions, the program evaluation included not only a summary of findings as they relate to the achievement gap, but also how they compare to the findings in recent national research on reading achievement among African American and white students: The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non-blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test), (p. 94) Pages 107-113 included recommendations for improvement in instruction, parent involvement, interventions, and professional development. Five schools were identified for improvement since they were the lowest performing schools in at least two of the three grades tested. Recommendations for the next program evaluation were also included. These recommendations were all considered by the program staff and by school-level staff and many were immediately implemented, as well as others identified in formative evaluations during year 3. The major recommendations made to principals for program improvement included (1) ensuring that all teachers are fully trained and are implementing the District program\nand (2) adding Reading Recovery and literacy coaches wherever possible, since both of these actions in some schools had resulted in higher achievement.Board of Education - Memo October 24, 2002 Page Four At the end of 2001-02 the staff decided that another comprehensive study was not necessary so early in the program's implementation (year 3). They, therefore, presented to the Board of Education in June 2002 an update that included all the 2001- 02 scores on the Observation Surveys and Developmental Reading Assessment, along with a summary of analysis of performance, especially comparisons of African American student achievement with other students. Those findings not only confirmed the findings of the 1999-2001 study, but the results were even stronger in year 3. At the end of year 3, African American students scores were at least 90 percent of other student scores on all five measures of the Observation Survey by the end of grade 2. In other words, the achievement gap was either closed on these measurements or almost closed, given the standard of 90 percent as an acceptable ratio. On the Developmental Reading Assessment, the most difficult of the measurements, the black to non-black ratio grew from 35 percent at the beginning of kindergarten in fall 1999 to 82 percent at the end of grade 2 in 2002. Deeper analysis also revealed that although many African American children from poverty were not learning to read in grade 1, they did successfully learn to read in grade 2, so they will most likely reach the goal of independent reading by grade 3, even though they began far behind their peers. Interestingly, the grovtrth of other students generally exceeded African American student growth on the DRA in grade 1, but African American growth exceeded other student growth in grade 2. Copies of the program evaluation and the update are attached for Board members' review. Recommendation That the Board of Education accept and approve, as submitted, the following: Year 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001 Update on the Implementation of the PreK-2 Literacy Program, Little Rock School District, 1999-2000, 2000-01, and 2001-02 BAL/adg AttachmentsLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO\nBoard of Education FROM\nT. Kenneth James, Superintendent of Schools PREPARED BY\nI Linda Watson, Assistant Superintendent ^bBonnie A. Lesley, Associate Superintendent for Instruction DATE\nOctober 24, 2002 SUBJECT\nApproval of the Charter School Program Evaluation Background Information Dr. Linda Watson and Ms. Krishna Young, former director of the LRSD Charter School, presented to the Board of Education in June 2001 the program evaluation for the Charter School. That report was presented as information, but the Section 2.7.1 Compliance Plan requires that the Board formally approve each of the program evaluations listed on page 148 of the Final Compliance Report. The Charter School Program Evaluation was prepared by Dr. Larry McNeal, Professor at the University of Arkansas at Little Rock. Serving on the team with him were Dr. Linda Watson, Ms. Krishna Young, and Dr. Ed Williams, members of the LRSD staff. All of the Charter School teachers, grades 3-5, participated in administering the assessments\nthe Achievement Level Tests at grades 3-5, the SAT9 at grade 5, and the State Literacy and Mathematics Benchmark examinations at grade 4, and the Success for All quarterly assessments in reading. The program evaluation included not only student achievement data, but also demographic data, student attendance rates, records of suspensions, student grades, and financial costs for the program. Performance data for the program evaluation were not disaggregated by race. The student body, however, was 87 percent African American. Due primarily to budget constraints, the District eliminated funding for the Charter School in summer 2002 after two years of operation, so this program has now been abandoned. Recommendation That the Board of Education accept and approve the LRSD Charter School Program Evaluation for 2000-2001. BAL/adg Attachment 1 -ZDOi. LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: T. Kenneth James,. Superintendent of Schools PREPARED BY: Ionnie A. Lesley, Associate Superintendent for Instruction DATE: November 21,2002 SUBJECT: Approval of Program Evaluation for Southwest Middle Schools Partnership with Southwest Education Development Lab (SEDL) Background Information During 1998-99 and 1999-2000 SEDL formed a two-year research partnership with five schools in their five-state region. The project was entitled Facilitating Implementation of Reform Strategies and Tactics (FIRST). Southwest Middle School was the only middle school to be selected for participation. The focus areas for the project at Southwest were literacy achievement: mathematics achievement\nstudent attendance\nand student health, wellness, and safety. The SEDL staff published two evaluations of their work with the five schools and their findings relating to the effectiveness of certain school improvement efforts. Those two reports are attached. LRSD s PRE department through Dr. Ed Williams provided data over the two-year period as requested by SEDL for their analysis. In addition, SEDL conducted informal surveys, observations, and interviews and documented each schools conditions with journal entries (see p. 2, Volume 9, Number f. Issues about Change). SEDL staff, primarily Dr. DeEtte Cowan, conducted the study and wrote the program evaluation. Southwest Middle Schools principal and grades 6-8 teachers participated in data collection and in administering student assessments. Five core issues were identified as having significant impact on the five schools past and present efforts at improvement:  organizational structures  focus of improvement work  personal and social dynamics  contextual influences  , leadership. Board of Education - Memo November 21, 2002 Page Two Although the purpose of the SEDL study was not specifically to determine the  rrQ\u0026lt;'Tn/Anr,r.n _Z___ . rr . . . reform efforts on the academic achievement of African American children, whatever findings were made would be relevant t:..,, Z__L___' Schools students are almost all African Americans. The findings for Southwest found as follows in the Volume 9, Number 2 report: since Southwest Middle are organizational structuresp. 4, first column (year 1) and second column (Year 2) focus of improvement workp. 2, second column (year 1) personal and social dynamicsp. 5, second column (year 1) and p 6 first column  contextual influencesp. 6, second column leadership p. 8, first column (year 1) and p. 8, second column (year 2) In conclusion, when improved academic achievement did not including Southwest, the researchers stated the following: occur in the five schools, While increased student achievement is the goal of any responsible school improvement effort, administrative and organizational difficulties must often be addressed before a coherent view of the student body and its needs can be formulated and connected to staff capabilities and goals. Left unaddressed issues of leadership, organization, and context, as well as personal and social dynamics can detail school improvement efforts and sap the energy of the most gifted and talented teachers. Most critically, if these /ssues are not addressed and a schoolwide improvement effort is not advanced, the quality of education individual students receive can become simply a matter of chance and class assignment (pp. 9-10, Volume 9, Number?). Recommendation That the Board of Education approve the attached research reports on the Facilitatinq Implementation of Reform Strategies and Tactics (FIRST) project / M C* . .Xi_________ X 1   I I I Al I. ... ' ' ' ..UHCU.CIUOUUII UI r\\erorm iiraiegies and lactics (FIRST) project as the proqram evaluations for Southwest Middle School's participation in the SEDL partnership. BAL/adg AttachmentVolume 9, Number 2 2000 Issues . about Change Year One and Year Two: What Do You Do In Comprehensive School Improvement Introduction During the summer of 1998, the Southwest Educational Development Laboratory (SEDL) began a partnership project entitled Facihtating Implementation of Reform Strategies and Tactics (FIRST). A two-year initiative, FIRST partnered staff from SEDLs Strategies for Increasing School Success (SISS) program with staff at five schoolsone in each of the five states defining SEDLs service region^Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. These initiatives would differ from former models of school improvement. FIRST partnerships would be long-term, broad scale, in-depth. u. joined at the hip partnerships focusing on the identified needs of the schools and including all relevant staff. Identified needs were not hmited to a particular program or organizational aspect of the school, but could encompass curriculmn, instruction, assessment, classroom management, professional development, parental and community involvement, school management, and a consideration of how these parts fxmctioned as a whole to create a particular school culture. For two years, SEDL staff provided information, guidance, and technical support for improvement efforts determined by the school personnel. FIRST schools collaborated with SEDL in conducting interviews, surveys, and observations about the course these improvement efforts took, including major accomplishments and stumbling blocks. The entire school program was examined and prioritized\nspecific academic areas and/or organizational structures were chosen as the focus of improvement work at each of the FIRST schools. The intent of the FIRST project was to develop the capacity of school personnel to plan, monitor, and continue improvement efforts. To that end, technical assistance providers were enlisted and coordinated with SEDL staffs work to assist the schools during the FIRST initiative. FIRST schools represented the regions diversity on many levels\nthree high schools (Banner, Community, and Pelican), one middle school (Tall Pines), and one K-8 school (San Fernando) were chosen. These schools, whose names are pseudonyms, served students across a range of ethnic and socioeconomic backgroimds, and struggled with issues both specific to their schools and common to many schools (e.g. low student achievement, lack of parent involvement). In the course of the research into school improvement strategies and particularly through the first year of experience in partner schools, SEDL staff identified and confirmed the primacy of five core issues for school improvement efforts. The staffs analysis of school issues and strategies for advancing school improvement was framed within these areas: focus of the improvement work, orgamzational structures that support school change, personal and social dynamics of the indi'viduals and organizations involved, the Southwest Educational Development Laboratory 211 East Seventh-Street, Austin, Texas 78701 (512) 476-6861widening circles of contexts that influence school work, and leadership that influence all of the preceding can Much of the first year of SEDL staffs work was devoted to becoming familiar -wi-th the school culture and context, and building relationships -wi-th school personnel. First year efforts tended to identify the issues that impeded school improvement. As these issues had often been hidden by routine and low expectations prior to the partnership, many participants became discouraged as improvement efforts caused these issues to emerge or re-emerge. I Major tasks facing the SEDL staff in the second year thus included maintaining momentum in ongoing changa efforts, continuing relationship-building, and celebrating accomphshments as they occurred. SEDL partners had bmlt trust -with school staff in their roles as external changa facilitatorsneutral parties in district, school, and interpersonal pohtics. In order to advance change efforts and maintain this trust, SEDL personnel focused their efforts on each schools identified needs, with particular attention to the five core school change issues. Focus of the Improvement Work Year 1. In order for partner schools to fully engage in the work of school improvement, the focus of the improvement work that was undertaken was identified and chosen with the full participation of staff at each school. The level and root of difficulty in achieving this objective varied from school to school. For example, Barmer High School was reconstituted during the first year of its partnership with SEDL. In its effort to provide students with a sense of community and to encourage personal relationships between students sind teachers, this single large high school was divided into four academies. The focus of improvement work quickly became apparent\nimplementation of the academies concepts and structures. At San Fernando School, SEDL assisted staff in re-viewing achievement data and performing action research. As a result of their learning, staff at San Fernando decided to focus improvement work on student retention of skills, and on curriculum, particularly in mathematics. The SEDL facilitator at Cnm-munity High School conducted student focus groups for faculty observation, supported professional development for faculty and administrators, and assisted in the collection and analysis of data from multiple so-urces in the community and from students. Freshman student success was chosen as the focus of improvement work, and the rest of the first year at Commimity High was spent identifying leverage points and making plans for implementation in the second year. At Pelican High School, issues of communication between the central office and the school inserted themselves into efforts to define the focus of improvement work. These issues were worked on as the facilitator introduced the study of student achievement data and its analysis, followed by tie-fining a -vision focused on student outcomes. While staff and administrators quickly agreed to focus efforts on improving instructional effectiveness, the consensus broke down when the SEDL facilitator pushed for more specifics. The staff ultimately decided to focus on planning^ as a way of addressing instructional effectiveness. Student achievement and other forms of data were collected by SEDL staff and utilized to inform staff at Tall Pines Middle School about the academic needs of students and the factors operating -within the school that impacted student learning. SEDL facilitated development of a shared -vision of exemplary SEDL 2schools through the distribution of researchbased studies on successful middle school reform. With this support and guidance, Tall Pines staff identified four areas for improvement\nhteracy achievement, mathematics achievement\nstudent attendance\nand student health, wellness, and safety. Year 2. In Year 2, SEDL staff sought to ensure that students remained a visible and vital target of school improvement efforts. At Tall Pines, an administrator from a neighboring school district, trained by staff from SEDLs Program for Teaching and Learning (PITL), developed Uid delivered professional development for teachers that focused on what students learnednot what teachers taught. As part of their year-long staff development in mathematics instruction, teachers at San Fernando were trained in conducting student interviews, in order to gain insight into the process and success of student learning To discover and disseminate student priorities and perceptions, SEDL staff conducted student focus groups at San Fernando School, Community High, and Pehcan High. At Pehcan High School, development of a school improvement plan began as SEDL engaged Pehcan staff in a return to the schools migainn and vision, and led the staff in reflecting on the skills and attributes of an ideal Pehcan High graduate. - These efforts to keep school improvement work focused on students helped to diminish political issues and increase staff enthusiasm and commitment. At Pelican High School, for example, staff who had been adept at blaming external circumstancedistrict pohcy, student socio-economic background^for students lack of success began to see and take responsibility for their impact on students. Staff became both more accountable and more enthusiastic as they planned, implemented, assessed, and revised specific strategies for improved student achievement. SEDL made available the resources of both its SISS and PITL programs, creating and dehvering professional development activities specifi.c to each schools needs\nconducting, analyzing, reporting and guiding revision in response to the assessment of school improvement strategies that were initiated\nleading, planning, and attending meetings of school and/or district staff\nand providing each school an observer and aUy both removed from divisive school issues and fuUy committed to school improvement and increased student achievement. In addition, SEDL staff brought in outside experts and assisted schools in accessing local resources, and devp1 oping relationships between school and district staff, and between the FIRST school and education professionals at neighboring schools and universities. Reflection. Lack of access to and understanding of student achievement data played a large role in the difficulties encountered as each partner school sought to define and maintain the focus of their improvement efforts. SEDL spent time at each school gathering existing data, collecting new data, and training school staff in interpreting data and identifying logical, research-tested strategies for school improvement In the absence of empirical information about their students' achievement, school staff had developed their own rationale for student achievement and lack of achievement. SEDL staff had to address these straw men,' ft including: student socioeconomic background\ngovernment-mandated program .q, standards, and measurements\ninterpersonal disputes\nand other factors outside staff control. SEDL partners pushed school staff to assume responsibility for student learning, and to believe in their ability to positively affect that learning 3 SEDLOrganizational Structures Year 1. During Year 1, SEDL staff famiharized themselves with the organizational structures that existed at partner schools, and assisted in the development of orgamzational structures where there were none. 'The reconstitution of Banner High School into academies required that new communication structures be developed and implemented. Pehcan High School, which had recently been created by the division of a K-12 school into an elementary, middle, and high school, had a similar need to develop new organizational structures, particularly addressing commumcation between central office staff and the school. At Community High and San Fernando School, organizational structures that were already in place were strengthened and supported through the FIRST partnership. At Commumty High, the principal provided meals and, in some cases, stipends, in support of afterschool planning meetings among teachers\nthis was to change in year two. Facffitation of meetings at San Fernando School helped to assure that all staff were included in plannings and all voices were heard at staff meetings. At San Fernando, SEDL also assisted in the creation and operation of action research teams, which collected and presented the data utilized in developing that schools focus of improvement work. Organizational structures at Tail Pines provided little support for change. Systems for routine procedures, such as tracking attendance and communicating hallway duties, were lacking. Communication among teachers and between the school administration and teachers was sporadic and ineffective. Structures such as grade level teams and the schools steering committee, while in place, were not utihzed effectively. Grade level teams collaborated on student discipline, parent/teacher conferences, and planning for special events. The schools steering committee existed primarily to commumcate the principals unilaterally developed agenda to the rest of the staff. Expectations and opportunities for teacher leadership or problem-solving were nearly nonexistent. Year 2. During the FIRST initiatives second year, orgamzational structures remained a focus of attention at partner schools. SEDL facihtators sought to enhance structures and practices that worked and mitigate the effects of structures that did not exist or work well. When funds to provide meals and stipends for professional development dried up at Community High School, SEDL supported the principal in utilizing other school resources to support unprovement efforts. Communication via e-mail helped fill the gap created by fewer meetings\nthe schools video equipment (and students) provided a means to create videotapes of training activities. At Pelican High School, in light of a new school structure, and with the cooperation of a new administrator, SEDL staff supported school personnel in adapting necessary procedures to the new organization and structures. At Banner High School, FIRST efforts targeted one academy of the four (that understood the value of FIRST and articulated interest) created by the division of a large high school. The lack of organizational structure at Tall Pines Middle School remained a .signifirant obstacle to school improvement efforts. The SEDL facilitator at Tail Pines advocated for fuller use of existing organizational structures, and helped the principal realize the strength and skills of the campus leadership team. In addition, the facilitator created opportunities from external mandated policies\nthe district required the completion of a campus plana difficult task given the lack of organization and staff expertise that characterized Tall Pines. The SEDL coordinator volunteered to assist in this effort, and in the process modeled I i SEDL 4inclusion, data driven decisions, planning and communicationand embedded greater capacity for ongoing school improvement into Tall Pines future. District requirements provided accoimtabhity and legitimacy to school efforts at San Fernando School. Here, the SEPT, facilitator utihzed district pressure to align curriculum within the school, and with state assessments helped to unify teachers^by quelling resistanci in taking the next steps in the schools focus on improved mathematics instruction and achievement. Reflection. As a result of two years work in partner schools, SEDL staff learned that they had been too optimistic in terms of organizational structures at partner schools. Partner schools functioned with minimal organization, allowing informal networks and unspoken expectations to guide and define their work, and reinforcing the isolation of teachers in their individual classrooms. Without clear access to information, the means to express opinions, or the assurance that their perspective would be honored, teachers and staff retreated from one another, convinced themselves that school-wide improvement was impossible, and focused their efforts narrowly. SEDL facilitators found themselves  working within organizational structures that were cumbersome and ineffective, or creating new organizational structures with personnel who were often skeptical and occasionally resistant. Facihtators found this work to be critical to maintaining improvement efforts, but also to be quite difficult, thankless, and slow to show benefits. improvement efforts at each school, advanced dynamics that supported those efforts, and most criticallyavoided being drawn into or ahgned with any one side of personal and social conflicts involving the partner schools. At Banner and Community High Schools, personal and socieil dynaTnirs were generally positive. Banner High School was marked by strong, clear, and widespread teacher conTmitrnp-nt. to and knowledge of students. For the most part, this commitment fueled supportive professional relationships between teachers, although there was little opportunity for teachers suggestions to be incorporated into administrative decisions about the new academy structure. At Commumty High School, trust in the principal translated into the ability for teachers to work well with one another, and to ignore small factions that arose in opposition to improvement efforts. In schools where the personal and social dynamics were less positive, SEDL facihtators sought to engage all staff in the improvement effortsand in the meetings eind decisionmaking that informed and shaped those efforts. Nudging teachers to learn one anothers names by asking a group who is missing provided a small but vital fotmdation for teachers to begin talking to one another about instruction at Pelican High School. At San Fernando, providing the opportunity for staff to discuss the issues that simmered between them allowed some of these issues to be resolved. At Tall Pines, attending to organizational structures helped to dispel some of the tensions that precluded the development of strong personal relationships among teachers and staff. Personal and Social Dynamics of Individuals and Organizations Year 1. SEDL facilitators observed the personal and social dynamics that impacted Year 2. For the most part, issues of personal and social dynamics were addressed only tangentially during the second year. SEDL staff maintained their focus on building relationships among teachers and between 5 SEDLteachers and adm i n i strators in the context of professional development and school improvement efforts. When facilitating meetings, SEDL staff worked to ensure that every voice was heard, and maintained professional neutrahty when tensions emerged. SEDL staff utilized emerging teacher leaders and other individuals invested in school change efforts to encourage schoolwide commitment to the project. In this project and in others, SEDL has learned that professional growth, focused efforts toward school improvement, and the academic success of students form the strongest bonds between school professionals. Banner High School and Tall Pines Middle School did provide notable exceptions, where personal and social d5mamics jeopardized improvement efforts. At Banner, three of the four academy principals began to isolate and undermine the fourth principal, and to reduce their commitment to the FIRST project. These three principals ultimately left the FIRST project, and the SEDL facflitator worked exclusively with that fourth principal, in the academy she administered. Issues related to leadership negatively impacted personal and social dynamics at Tall Pines Middle School. A school climate survey was conducted during each year of the FIRST projectall indicators fell in the second year, and the subscale of Collegial support fell most dramatically. Unfortunately, SEDL could do little to directly address these issues until issues of leadership improved. Reflection. Personal and social dynamics is perhaps the least distinctly bounded of the five critical areas the FIRST project identified and addressed. Problems that are rooted in leadership, context, and organizational structures almost always affect personal and social dynamics negatively. Similarly^ advancement in any of the four other areas tends to support positive dynamics. But, while SEDL facihtators acknowledged that personal and social dynamics tended to bleed into and out of the other critical areas, they found it remained an important area to consider independently. one When school personnel know and trust another, the work of school change gets easier. Communicating expectations of respect and participation, bringing parties in conflict together to dialogue, and teaching techniques for assuring full participation and equal representation helped to advance positive personal and social dynamics, which in turn advanced school improvement efforts. Contextual Influences Year 1. Each of the five partner schools operated within a different community and district context. At Community and Banner High Schools, contextual issues were minimal, and easily addressed through assuring clear communication between all stakeholders. This was a central tenet of the focus of improvement efforts, although some attention was required at Banner because of the schools reaction to the community and city politics that were at play. Contextual issues were most significant at Tall Pines, where new state and di strict, pohcies and mandated curricular changes created new roles, relationships, and responsibflities among administrntors, teachers, parents, and students. In addition. Tail Pines operated under a long-standing desegregation order that required careful scrutiny of any changes that might affect the racial composition of the school. A strong teachers union actively monitored the effect of these changes and FIRST improvement efforts on teachers work and responsibflities. At Tall Pines, SEDL sought to connect all these factors to develop a coherent improvement effort. SEDL 6 1Similarly, tensions between the digfrict- and school at Pelican High School were addressed in the first year by providing opportunities for representatives of each orgamzation to meet, dialogue, and problem- solve. The establishment of regular meetings had a powerful and immediate impact on communication and trust between school and district personnel. The students at San Fernando School provided this school its most challenging contextual issue. While most of the core staff at San Fernando were Euro-American, the majority of instructional assistants and students were Native American and T-Tispanic SEDL staff worked to assure that the voices of instructional assistants were included and honored at staff meetings, and brought in research-based materials on connecting school curricula to students ethnic and cultural backgrounds. Year 2. SEDL facilitators continued to assist school personnel in identifying and responding to a variety of contextual influences. Peril a pi more critically, SEDL facilitators sought to maintain school focus on improvement goals and specific activities toward those goals, in order to prevent contextual influences from becoming excuses for stasis. SEDL helped school personnel learn to define their real IS spheres of influence and to handle issues of context. They also provided technical support in the completion of campus improvement plans, offered advice on utilization of Title I funds, and guided professional development in areas of multiculturalisni and age-appropriate teaching strategies. Reflection. While schools are the location of improvement work, they are critically affected for better or worse by the context in which they exist. External change facilitators must have a wide and deep range of strategies and uiformation in oi\nder to be ready to anticipate and address issues of context during improvement efforts. Bringing all parties to the table, where possible, is the best first strategy in addressing contextual issues. In aU cases, more and better communication, and more and better understanding mitigated the negative aspects of context, and allowed stakeholders to begin to imagine context as a strength of, and not a hindrance to, their school. Leadership Year 1. Gathering an accurate impression of each partner school was the first step for SEDL facihtators across each of the five critical arpas for school improvement. Doing so quickly was particularly important in the area of leadership. While shared leadership is acknowledged as a pwerful form of school administration, at the FIRST partner schools, the principals retained most of the power, made most of the admimstrative decisions unilaterally, and thus wielded tremendous influence on the staffs perception of the FIRST initiative and their willingness to fiflly participate. At Community High School, relationships between staff and a d m i m'.gtr a tors were generally positive, and the Assistant Principal was particularly enthusiastic about the FIRST project. His enthusiasm would eventually lead him to overload the project with mitiatives, but at the beginning it served to create momentum, interest, and commitment among school staff. During the first year, tensions between the four academy principals at Banner High School came to a head. When the fm-mer superintendent had made them equals as administrators, she had not provided them with any model for operating as such. The resulting power struggle defused improvement efforts and negatively impacted interpersonal dynamics. The SEDL facihtator sought to assuage hurt feelings and discover and i 7 SEDL Ldisseminate leadership models that might work between these four administrators. She was unsuccessful at finding such a model, and ultimately decided to focus the FIRST project on only one of the academies. Leadership at Tall Pines was a very apparent area for potential improvement. The principal, though well meaning, seemed not to understand the function or practical value of shared leadership. While both a steering committee and campus leadership team were in place, there were no clearly defined areas of responsibihty for each or between the two. The principal rarely shared substantive decisionmaking with either body, and in fact appointed some members of the campus leadership team despite district guidelines calling for their election. When the principal did delegate responsibility, he neither monitored nor followed up to gauge progress or to identify how he could support staff efforts. As a result, many tasks were never completed, or if completed, were not recorded. Within this environment, the SEDL facihtator sought to develop a shared focus and a sense of self-efficacy among the staff. While this approach yielded enthusiasm in small group settings, plans were often jettisoned in responses to some crisis or other, and no coherent improvement plan could be developed and maintained. The principalship at San Fernando School and Pehcan High School changed hands after the first year of the FIRST initiative. At each of these schools, SEDL facihtators began again with new administrators, and built upon the relationships they had established with school staff. At Pehcan the facihtator was able to establish an immediate positive relationship with the new principal, while at San Fernando, teacher leaders maintained continuation of the project and specifically asked the new principal in the hiring interview if she was willing to support the SEDL project. In both instances, this turnover negatively impacted the momentum of the project, but did not completely erase the achievements nor void the plans made for implementation of school improvement efforts. Year 2. SEDL staff worked with FIRST school principals where they were, and in some cases, where they were not. When three of four principals in Banner High Schools new academy structure evidenced a lack of interest in or focus on how SEDL might support them, SEDL shifted its focus to full, supportive cooperation with the one principal who remained active and interested. At Tall Pines Middle School, the need for better management of routine procedures impeded efforts at communication, change, and improvement. The SEDL facihtator worked to develop leadership skills of the principal and of school staff. She advocated for utilizing existing structmes to share decision-making with the staff, and by the end of the project year, the campus leadership team was more involved in important decisions about school personnel and pohcies. In addition, the SEDL FIRST facihtator ultimately met with the school principal behind closed doors and confronted him about the need for stronger management and greater administrator visibihty in the school. The principal was able to accept this counsel, and made changes. At Community High School, one principals enthusiasm for the focus on freshman students led him to overbuild that program, nearly to the breaking point. The SEDL facilitator at Community High advocated for the staff and brought this principal to an awareness ofand sense of humor about^his tendency to take on too much. f i i At two FIRST schools, the projects second year began with new principals. SEDL facihtators took responsibihty for educating these fldTnini.qtrat.ors on the history, purposes. I SEDL 8and progress of the FIRST initiative. At Pelican High School, SEDL consistently supported and advanced the strengths of the new principal, even in trying times of adjustment. The SEDL facilitator pushed the new Pelican principal to define his vision of leadership, and supported the principal in implementing that vision throughout the predictable highs and lows of adjusting to a new school and a new assistant principal. At San Fernando school, the SEDL facilitator explained the staffs choice of mathematics as a school focus, and supported the principal in advancing this focus even as the district pushed for a shift to reading. The SEDL facihtator helped to assure the principals interest in professional development and assessment were incorporated into the school improvement plans, and reminded the principal that change takes time. When this principal also left the school, SEDL began again with San Fernandos third leader, explaining the FIRST initiatives focus, detailing the history and achievements of the staff, and offering continued assistance. Reflection. Through FIRST and other school improvement initiatives, SEDL has developed an abiding respect for the role of leadership in any school change effort. These efforts advance most effectively and smoothly in schools where principals are committed to high quality mstruction leading to success for every student\nare adept at handling both day-to-day operations as well as the crises that routinely break these routines\nenjoy strong working relationships with district and school staff\nand have both the professional security and commitment to advance and utihze teacher leadership. Unfortimately, principals with such broad and deep strengths are few and far between. In addition, all school leaders subject to relocation, retirement, and are reassignment. Shifts in leadership, even when anticipated, can have profound, lingering, deleterious effects on teacher morale and school improvement efforts. SEDL supported principals who had skills and strengthened the skill base of principals who struggled with leadership. Developing personal relationships with these administrators was an important first step. Once this foundation was estabhshed, SEDL facilitators shared professional literature on leadership with principals and coached the principals on leadership strategies ranging from use of active verbs and first person plural (in their communication with teachers) to implementing significant shared leadership. SEDL also sought to connect these school administrators with a wide web of ongoing support, and so assisted in building relationships between FIRST school principals, and supported their professional development and attendance at national and local conferences. Conclusions Through the FIRST initiative, SEDL has developed a body of research on school improvement efforts that includes close study of five schools in the process of change, a widening library of strategies for supporting school change, and confirmation of the critical role change agents can play in schools undertaking improvement and change. As outside agents, change facihtators can develop a clearer view of dynamics that support and impede change efforts, and provide and build resources and abihties. In addition, they can offer assistance that is free of existing power relationships and requirements, can advocate for aU school personnel, md, most importantly, can maintain the focus of improvement efforts on unproved instruction and increased student achievement. While increased student achievement is the goal of any responsible school improvement effort, administrative and organizational difficulties must often be addressed before a coherent view of the student body and its needs can be formulated and connected to staff capabihties and goals. Left unaddressed, issues 9 SEDLof leadership, organization, and context, as well as personal and social dynetmics can derail school improvement efforts and sap the energy of the most gifted and dedicated teachers. Most critically, if these issues are not addressed and a schoolwide improvement effort is not advanced, the quality of education individual students receive can become simply a matter of chance and class assignment. School change is a daunting proposal, and school change professionals must develop and utilize a deep and broad variety of strategies for assisting schools in change and improvement. Change facilitators must be able to respond to the particular issues of a school, and must be willing to devote time and attention to developing a clear understanding of the schools readiness and its cultural ethos, in order to adapt and implement change strategies that are specific to each schools circnmstance In addition, change agents must maintain an awareness of more universal issues in education^including administrative turnover, fluctuating funds, and student populations that are increasingly diverse and face increasing demands, both academic and personal. i i 1 j i Issues.-.about Change is published twice a year by Southwest Educational Development Laboratory. This issue was written by Melissa Capers, consultant\nD'Ette Cowan, SEDL Program Associate\nand Grace Fleming, Tara Leo, and Melanie Morrissey, Program Spedahsts, SEDL. SEDL I OERI This publication is based on work sponsored wholly, or in part, by the OfBce of Educational Research \u0026amp; Improvement, U.S. Department of Education, under Contract Number RP91002003. The contents of this publication do not necessarily reflect the views of OERI, the Department, or any other agency of the U. S. Government. This publication may be reproduced and copies distributed to others. Please acknowledge SEDL as the source on all copies. I i I I I J i SEDL 10Voltime 9, Number 1 2000 Issues . . about Change Comprehensive School Improvement: Addressing the Challenges The report of the 1996 National Commission on Teaching and Americas Future bore a strong message regarding the need for educational change\nSchool transformation cannot succeed unless it focuses on creating conditions in which teachers can teach and teach well. This report, coupled with current nationwide interest in encouraging schools to adopt comprehensive reform strategies or programs, urgently communicates the need for school improvement. Such reform may not be much to ask of schools that are already supported by adequate funding, continuous professional development programs, and active parent involvement. Many schools dont fit that picture however, and are crying out for help. It is with these schools, the ones that are struggling to meet the needs of their students, that SEDL has engaged in the Facilitating Implementation of Reform Strategies and Tactics (FIRST) project. The goals of this paper are to provide a deeper understanding of how schools experience comprehensive reform and to identify the issues that affect schools efforts at improvement. Taking a Different Approach This project took a systemwide look at comprehensive school improvement while simultaneously working with schools that were undertaking reform efforts. For the purposes of this work, comprehensive school improvement is an inclusive term for engaging an entire school staff in an in-depth study of the teaching and learning process. Emphasis is placed on the examination of all aspects of the school  curriculum, instruction, assessment, classroom management, professional development, parental and community involvement, school management, and so on and identification of how all of these parts can work together to improve student results. SEDL formed in-depth partnerships with five schools, one in each state of the educational laboratorys diverse service region. These partnerships were intended to differ from former models of school improvement in three specific ways. First, the focus of attention and assistance was on the entire school program and all factors that have the potential to affect student learning. This work was in no way to be a quick fix to show a fast turnaround in standardized test scores. Rather, the intent was to develop the capacity of school personnel and to promote their engagement in continuous improvement. Second, the existing and proposed structures and practices at each school site were examined in terms of their expected benefits for student learning. Each schools needs were viewed as individual and unique, which required the creation of a program tailored to that specific site and a process to address specific areas of need. Third, multiple technical assistance providers were coordinated to assist in the improvement efforts at each site during the FIRST project, and also beyond that time, to enable staff to stay informed and current in their practice. Again, because of the individual needs of each school site, the providers and the assistance that they offered varied. Developing Alliances with Schools Similarities existed among the schools in that each entered the partnership acknowledging that it was at risk of fading to meet the learning needs of its students, and each lacked experiences in school change. More important, staff at the five sites expressed their interest and commitment to the partnership as a means of producing meaningful changes in their schools and positively affecting student results. Southwest Educational Development Laboratory 211 East Seventh Street, Austin, Texas 78701 (512) 476-6861Together, the sites- displayed characteristics that are symptomatic of the challenges in pubhc education across the nationachievement scores were consistently low or falling, students were unhappy and/or unmotivated, parents were ignored, community members were disengaged, and school staff did not beheve they could affect student learning. The sues varied in terms of geography and demographics (race, ethnicity, socioeconomic status, students cultural background), as well as in their capacity for reform planning and implementation. What We Are Learning SEDL staff conducted ongoing informal surveys, observations, and interviews, and documented each schools existing conditions with journal entries. In the process of reviewing the first years work across all five sites, the researchers found five core issues, each of which had signifirant impact on the schools past and present efforts at improvement:  organizational structures  focus of improvement work  personal and social dynamics  contextual influences  leadership. While the school sites themselves were more dissimilar than similar, the five core issues were factors at each site, to varying degrees. Such commonalities motivated SEDL staff to examine more thoroughly the core issues and their impact on each of the schools. Each of the core issues is thematic, encompassing a number of related areas in which the schools have needed assistance. The issues are highly interactive and interrelated, some to a stronger degree than others. Growth and progress at each site required that the external agent be aware of the five core issues. Actions were taken to nurture, support, and encourage positive developments within each of the core issues, in attempts to build up the capacity of staff and administration and to develop a system that is supportive of change. Findings regarding these issues have evolved from the experiences, observations, and documentation of work done at the five sites by SEDL staff and by the shared observations and commentary of the school staffs. This paper will clarify and discuss each core issue, using observations from the FIRST sites. While the situation in the schools with respect to these core issues does raise concerns, SEDL staff feel it is increasingly important to assess the overall picture, to acknowledge school staffs weaknesses along with their strengths, in order to knowledgeably facihtate school change. While SEDL staff continue to work on these issues with schools, it is hoped that other external school improvement facihtators will benefit from the insights provided regarding the challenges that all schools may face as they undertake comprehensive reform. Organizational Structures With appropriate structures and processes in place, effective schools run efficiently. At the FIRST schools, many of the necessary organizational supports were lacking, and the result was disorganization, unclear directions and processes, few to no avenues for problem solving or collaboration among staff, and frustrated teachers. Three specific areas within the organizational structures of schools were identified as areas that needed attention: time, communication, and organization. Finding time. One of the schools had regularly scheduled in-services for the whole staff to meet for professional development or collaboration. At the other four sites, faculty meetings were often held after school and were kept short to stay within state or union guidelines. Such meetings functioned primarily as a time to address administrative items, rather an to provide an opportunity for staff to come together as a whole for learning, problem solving, or decisionmaking. The result was fragmented understanding of the schools vision or collective purpose and continued isolation of teachers within their own classroom, grade level, and/or subject area. f 1 Though in-service days and/or daily planning periods of 45 minutes or longer were scheduled at each school site, the staffs tended to use the time SEDL 2 Iindependently for grading, planning, etc. No times or structures were designated specifically to facilitate collaboration among teachers. The inabihty to find time and/or the inefficient use of time greatly affected staffs opportunities to discuss issues regarding their vision, their goals, the school, the students, and the curriculum. 1110 result at each of the sites was a disconnection of purpose, intent, and action. Staff and administrators at each site identified a need for making time to work together as a staff and for using allotted time efficiently. This particular issue required ongoing negotiation and creative problem solving between SEDL staff and the campus administrator(s). In some instances, the large size of the staff and limited time constraints have meant that only, part of a staff was together at any one point. Within this configuration, the staffs were just learning how to use their time most productively so that their collective work has a positive impact on student learning. Communication. Although aU the schools could identify some form(s) of communication between administrators, staff, students, and parents, several of them did not have a regular means of daily or weekly communication of events. Rather, they rehed on word-of-mouth messages and/or PA announcements, which were disruptive and frequently consumed valuable classroom instruction time. Each of the schools lacked efficient methods for regular, ongoing communication regarding events whether scheduled or unscheduled. Such inadequate communication often resulted in last minute scrambhng on due dates, changes in staff or student meetings, and in hasty decisionmaking. At three of the schools in particular, information from the central office was not communicated to staff and/or administrators effectively or in a timely manner. Since much of the communication between schools and the central office is in the form of requests, concerns, or questions, the lack of efficient systems for such communication led to misinformation and confusion. Several of the school sites did not have any consistent means of communicating calendar events to parents, and so parental involvement in school activities was limited. School stakeholdersthe students, parents, and community members were rarely informed of or invited to participate in school activities, especially those that required decisionmaking. Teachers contact with parents was generally in the context of reporting concerns or grievances regarding their students. Parents and surrounding community members were viewed as unsupportive of schools efforts, and yet the staffs did not know how to nurture more positive relationships. Organization. In the time that SEDL staff spent in the schools during the first year, it appeared that few organizational systems were in place for making requests, identifying concerns, allocating materials or resources, or handling necessary paperwork. At one school site, it was not unusual for administrators to be unaware of a students location  during the day, since no system existed for accessing students class schedules. If a parent came to pick up his or her child, or the administrator wanted to talk to a particular student, school office personnel would have to interrupt instructional time by making a call over the PA system asking the child to report to the office. Most office personnel and administrators had not designed an efficient system for filing or accessing pertinent information, whether it was a state mandate regarding curriculum, personnel information, or student records. Focus of Improvement Work Maintaining an undeviating focus on students is central to identifying and articulating purposeful intent for any schools reform work. Such a focus was lacking at the sites. Often, small groups or individuals appeared to have a grasp of the overall intent of improvement work at the sites, but staffwide common focus and effort were not apparent. Also significant were the low levels of teacher empowerment found within these schools teachers ability and willingness to access information, identify needs and potential solutions, and engage in self-study were hmited. The result was inconsistency of purpose, mixed messages, and inefficient implementation of instructional strategies across the sites. Four specific areas of need 3 SEDLwere noted this first year: data analysis, problem solving, access to inrormation/resources, and conflict resolution/celebration. Data analysis. SEDL staff involved each school staff in examining their schools strengths and areas of concern, engaging the entire staff in data collection, analyzing trends, and developing hypotheses. Four of the five sites found it diffimit to provide recent student achievement data for this process, often not having the scores from the past years assessments on hand at the school. Accessing longitudinal dau for interpretation and analysis was even more difficult. When SEDL staff did access student achievement data, the staff were not clear about the usefulness of information gained from examining these data. Teachers and administrators exhibited limited understanding of alternative student assessment techniques, and this restricted their ability to accurately identify the needs of their students. Therefore, SEDL staff began to teach the school staffs how to interpret and analyze testing data. Once data were accessed, and teachers were taught how to read the scores and use them to identify strengths and needs, dialogue about the impact of instruction in the classroom began. Collaborative problem solving. Beyond the examination of data is the opportunity for school staffs to engage in dialogue regarding the needs of their students and their school. Before estabhsh- ing a partnership with SEDL, the five school sites had devoted little to no time to such discourse. As noted in the Organizational Structures section above, there was limited time provided for collaborative work. When administrators or staff attempted to discuss needs, it was often in a context of hurried decisionmaking, without referring to data or acknowledging everyones concerns. Dialogue techniquesallowing everyones voice to be heard without judgementwere not employed at any of the school sites. No clear norms were established for the school personnel to use in group discussions. The result was that a few vocal staff members at each school site were heard, while the test of the group was quiet and less involved. Often the more vocal staff members were aware that not everyone was involved. and yet did not seem to know how to address the problem. On the other hand, the quieter, less involved staff members spoke of feehng alienated from the discussions and decisionmaking, and therefore were admittedly less committed to making things work. The schools, in general, did not spend time identifying the potential for their students, their school, or themselves. Staffs were continually inundated by demands to improve student test scores, improve discipline referrals, or improve something else that was seen by someone else as unsatisfactory. School staffs did not spend any time identifying their strengths, or their vision for their students, schools, or themselves, and therefore they could not collectively relate to their successes or to their potential for improvement. Access to information/resources/training. Only one of the schools had access to and made use of available technical assistance in the form of training or resources. The other sites have either had difficulty in the past accessing outside resources, were unaware of what assistance was available to them, or simply could not identify what kind of assistance would benefit them. Directly related to the schools need for a vision and goals for their improvement work, the schools staff did not regularly seek information by tapping into research or literature regarding best practices. Staffs were more likely to attempt implementation of programs that another school in the district was doing, or what they heard from other teachers about what was working in their schools, rather than investigating the claims first. School staffs often did not receive adequate training in the programs they were trying to implement. An example of this was the implementation of block scheduling at one high school. Though the block scheduling strategy was adopted three years ago, the staff never received training regarding their instructional practices while teaching in longer periods. Conflict resolution and celebration. In any organization involving creative and energetic individuals, a certain degree of conflict will be present. Such friction does not result in negative attitudes or perceptions when there are clear norms and strategies for resolution in effect. SEDL 4These school sites, however, all struggled with conflict and they had limited resolution strategies in place. The results ranged firom the development of factions within a school staff, to complete ignorance of conflict, to individuals resigning their positions and leaving the school or district. Celebration strategies were very limited at the school sites. Since the schools seldom acknowledged their progress, there was no apparent need to celebrate accomplishments, learning, or growth. When one high schools state assessment scores significantly increased this year, the SEDL staff member who had written congratulatory notes to the instructional teams was informed by teachers that the note was the only acknowledgment they had received upon learning of the improved scores. Without celebration of even the little things, staff motivation was low, which in turn affected the students perceptions of school and learning, resulting in disenfranchised staff and students. Personal and Social Dynamics A trustful culture, mutual respect and regard within relationships, and collective engagement of staff and administrators are key components of effective cultures within schools. The personal and social dynamics at these sites varied substantially. Trustful culture. Change of any kind is a very difficult process. SEDL staff recognize that when a group has personal or information concerns, it is unlikely that sustainable progress will be made until those concerns are resolved. At some schools, the staff were open with each other, and a certain level of trust had been established over time. At other sites, however, the culture was distrustfulor at best, unsupportive of staff-wide openness and respect. At each of the sites, there was the need for SEDL staff to establish norms with the group about working together and set some precedence regarding group involvement. Several of the schools displayed a pervasive feehng of distrust toward district office staff. The causes of the distrust are unknown, but the lack of trust and respept significantly affected the ability of the staff to learn to work together with district staff. Relationships. The development of a trustful culture requires strong professional relationships, and the key to developing those ties is to strengthen the personal relationships as well. Too often, the workplace is seen as the place for work, and there is no acknowledgment that everyone has a life outside. Each of the five school sites was limited in the development of relationships among staff members. There were very few opportunities, either within school or outside of it, for staff to do fun things together, learn together, laugh together, or just get to know each other. Relationships that were nurtured occurred primarily, in small groups in grade level or subject area, because of proximity in location or similar scheduling. The groups that did engage in these types of interactions and relationship building worked more effectively together within the school as a result. Collective engagement. Since the school staffs had had few experiences of working together in these schools, it is understandable iat they had not had many opportunities to experience differences, develop mutual regard, or engage in collective learning. Little to no work had been done with school staffs to acknowledge and value the differences in culture, experience, and expertise that they brought to the school environment. Due to the limited interactions between staff, opportunities for building trust and collegial growth were hindered. In several instances, pockets of staff members had worked together over a long period of time and had established some trusting relationships. In only a few instances, however, did staff use these relationships to engage in learning with and from each other regarding classroom practice. Contextual Influences A school does not operate separate or apart from surrounding entities. Four specific areas were found to have the most direct impact on the school staff and their improvement efforts: the school itself, the community, the district, and the state. School context. The most apparent issue at two of the five sites was the quality and maintenance of the facilities and grounds. Each day students 5 SEDLcame to a school that was not well cared for, and the result was a continuing lack of respect for the facilities, displayed by ripped wallcoverings, beat- up lockers, trash on the floors, writing on the desks, and general classroom and hallway disrepair. Such an environment had become so common to school staff that little was done to address the issue of facilities maintenance, either among themselves, with the custodial staff, or with the students. Upon entering the buildings, one encountered an environment that was dismal, unkempt, and drabnot an atmosphere that would encourage positive self-esteem, communicate value and respect, or nurture pride. and parents, which further alienated the two groups and kept them from developing positive relationships and understanding. Finally, the schools teachers and administrators had low expectations with regard to themselves as professionals and as self-learners. This was com- mtmicated in many ways, but the most obvious to the teachers at several of the sites was the reality that resources, materials, and training were not available. Although each of these schools struggled with low funding for such items, teachers perceived the lack of supplies and opportunity as indications of disrespect for their work. Deeply intertwined with the context at the school sites was. the quality of relationships between the students and the staff. At several of the schools these relationships were noticeably strained, and poor commimication, behavior, and morale were the result. In classes and while engaging in one-on-one conversation with students, teachers were frequently disciplining students rather than refocusing them on their work or encouraging then- creativity in class. Students were overheard complaining about how the teachers treated them, and they rebelled by acting out in class or skipping classes altogether. There was significant emphasis on maintaining control through discipline. It was questionable, however, whether such tactics had the intended positive effects on student/staff relationships and student learning. Directly related was a comment made by staff and students alike\nWe dont talk to each other. Since most students see their teachers more than they see their own parents, such unsupportive relationships can be detrimental to student learning, self-esteem, and personal growth. In three of the five schools, there were significant attitudes and/or beliefs among the school staff affecting perceptions of students, parents, and community. Issues of culture, race, and education surfaced in many overt ways. Staff did not appear to acknowledge or understand the cultural beliefs or environmental situations of their students, and community members. This affected the students and their families perceptions of the worthiness and value of the school and staff. Sometimes school staff communicated their own economic or educational superiority to students There were also low expectations held for the students as learners and for the district/community/state as viable support systems. Community context. Every school ftmctions within a community, which can maintain a limited undersunding of the school, how it works, and what its impact is on students. The community comprises the parents of schoolchildren and also the area businesses that support and prosper from the education of the communitys students. To varying degrees, each of the sites struggled with relationships within the community. It was not uncommon to hear that the community held the school in less-than-supportive regard. Often articles appeared in the local media that reflected negatively on the school, the staff, or the students. Active community members and board members at several sites voiced their concerns about their schools effectiveness publicly, which served to further deepen the divide between the school and the community. However, the school staffs engaged in little outreach to encourage more parental or community understanding. The general attitude of the school staffs seemed to be, Theres nothing we can do about it anyway. f f Staff at each site discussed the importance of involving parents and community members, informing them of the work that is done at the school, and enlisting their assistance, but at most of the sites, staff experienced difficulty with this component and were unable to overcome their discomfort in working with parents and community members'. i I SEDL 6District context. Insofar as schools work within a larger system of education, they must be responsive to the requests, mandates, and desires of that surrounding system. District offices, charged with communicating state requirements, often make demands on schools regarding policies, curriculum, discipline, and professional development. With regard to policies, administrative demands, record keeping, facility maintenance, access to data, and availability of resources and materials, the numerous interactions between the schools and their district offices were less than smooth. Until the partnership with SEDL, most of these school sites took ho action to improve the lines of cornmunica- tion between themselves and the district offices. State context. The states demands on these school sites either have changed significantly within the last few years (with the adoption of a new accountability system, for example), or are frequently changing. Therefore, clear communication of pohcies, adoptions, and mandates is very important. While district offices are often the voice of such communication, the inconsistency of messages and constant changes from the state departments continued to cause schools to struggle. Leadership The most critical of the themes emerging from the first year of work was the leadership capacity of the principals. Such administrative development includes the principals ability to communicate a clear vision, inspire others to maintain high expectations, create strong organizational systems for themselves and the school, understand what is possible regard- mg improvement, and develop a culture of murntil respect and regard. In other words, leadership capacity has significant impact and influence on the other four core issues. Clear vision. Strong leadership is a necessary component for successful school reform. In order to provide such leadership, administrators need to be clear in identifying the vision they have for their school, their staff, their students, and themselves. The administrators at these sites simply held a common vision to improve achievement scores. Although this goal is certainly desirable for each of these schools, it was unclear how the administrators envisioned achieving it, and why that goal would be importantboth'necessary components of a strong vision. Without identifying a shared focus for improvement, administrators could not guide their staff in developing and articulating a collective vision for their students or their school. This lack of clarity made it difficult for the administrators to model the image through his or her actions with staff, students, parents, and community. Without strong vision as a path toward improvement, the a schools often lost their way. 11 Expectations. Closely related to the vision are the expectations that a school leader communicates to his/her staff and students. At these school sites, high expectations were rare. There is some relationship between the Personal and Social Dynamics and Contextual Influences in this subcategory, as expectations are often based on historical norms and professional relationships. In the case of one high school, the historical norms took precedence over the principals desire to set higher expectations. Being a new principal, he deferred to the existing norms rather than estabhsh- ing his own strong expectations directly related to a clear vision for improvement. Several of the administrators at the sites spoke of high expectations for staff and students, but they rarely modeled or followed through on such expectations. Decisionmaking. As discussed in the Organizational Structures section, there were few clear procedures for decisionmaking at the school sites. The absence of decisionmaking structures prevented teachers from being involved in long-range planning and resulted in unilateral decisions made by the administrator(s). If issues were brought to the staff, they were often voted on without accurate or thorough information. Organization. School administrators at several of the sites had difficulty organizing the daily tasks and paperwork with a user-friendly system. It did not appear that office personnel were utilized effectively for organizational assistance, and it was difficult to locate something when it was needed for a teacher, a parent, or district office staff. This lack of organization was apparent in plaiming efforts, in meetings, and in daily work. 7 SEDLSystems for communication among staff and between school and home were also inadequate. Both of these forms of communication were mentioned in the Organizational Structures section. Knowledge. One of the most important roles of a school leader is to function as a model for learning. It is imperative that administrators have a deep understanding of student learning and of teaching for learning, best practices, and current educational research. Such a foundation allows them to recognize and model strong teaching strategies for teaching staff. It is also important that administrators be familiar with state and district curriculum expectations and be able to communicate them to teachers and parents. We found administrators to be willing to pursue their own learning in these areas, but too overwhelmed by the daily routine to devote any time to increasing their own understanding. Administrators who were involved in their own advanced studies were more likely to be current with best practice and aware of developing research. This strongly supports the idea that administrators need to pursue opportunities for their own professional growth, in order to increase the effectiveness of their leadership. Administrators who valued continuous learning were more likely to make the cormection between teacher efficacy and continuous improvement in their schools. They were also more likely to admit they didnt always have the right answers and to encourage teacher leadership among their staff. It is crucial that administrators be able to model the will to develop the skill. Culture. The role of the administrator includes nurturing a positive, learning culture of mutual respect and regard among staff setting high expectations, but it also requires commitment to the vision of such a culture. At the schools studied, administrators did not address the culture among the staff and students. In some cases, they appeared oblivious to the needs of the staff or students, or unable to figure out how to respond to those needs. Some of the teachers felt that the principal didnt really know what'was going on in classrooms, but should, and in some cases, students echoed that sentiment. These teachers wanted to see the principal around the school on a daily basis. Administrators also needed to develop skills that would allow them to use resolution or mediation strategies appropriately in times of conflict, whether it was between students, parents, or staff. Too often, conflict was left to resolve itself and became detrimental to the school and/or the staff. Some of the unproductive norms at these sites had arisen from unresolved conflicts that were buried and in turn, had festered into a bigger issue. Finally, the culture of a school includes the parents, and few administrators were comfortable or skilled in communicating clearly with parents and/ or community members. In some instances, parents had been caUing directly to the district office regarding issues or concerns, since they did not feel they received adequate responses from the school administrator. In Summary Although much of the work being done in schools today is called comprehensive, in fact many efforts continue to focus on a quick fix to improve student achievement results rather than addressing the system as a whole and building up the parts in need. Such reforms may suffice in the short term, but they can rarely be sustained over time, or through administrative turnover, staff changes, or legal mandates. i SEDLs FIRST project attempted to address the needs of low-performing schools at a system level and to increase the capacity of staff to address continuous improvement for the purposes of increasing student learning. In order to do that, however, it was necessary to evaluate how these schools were functioning regarding their student results, the staffs professional development, and their capacity for growth. i i This project has found that schools that fail to meet the achievement needs of their students often also lack the necessary structures and skills for initiating and sustaining continual, growth and improvementsupportive organizational structures, focus for the work, attention to human dynamics, ability to wor^ within multiple contexts, and highly skilled leadership. In order to support meaningful t I 1 SEDL 8growth and change over time, significant attention must be devoted to strengthening the schools capacity in each of these areas. Successful comprehensive reform work will necessarily include such a focus. Although results of the identification and discussion of core issues in these schools seem discouraging, we have found them to be an accurate representation of the challenges currently confronting schools that undertake comprehensive school reform efforts. The next Issues.. .about Change paper will report the actions taken by SEDL and school staff at these sites to address the five core issues that emerged in this work. References National Commission on Teaching and Americas Future. (1996). What matters most: Teaching for Americas future. New York: Author. SEDL is addressing the challenges that accompany efforts at school reform. The difference between the FIRST project and previous reform efforts lies in this acknowledgment and identification of the issues that affect the schools past and current efforts to make changes. Without addressing the underlying issues, reform efforts will merely scratch the surface and are unlikely to be sustainable over time to benefit student learning. Identification of the core issues provides insights about schools current conditions while engaged in comprehensive reform efforts and proves invaluable in determining capacity strengths and needs at each of the school sites. Comprehensive school reform as it is defined here- ingaging an entire school staff in an indepth, broad-scope examination of the teaching and learning process and working with them to improve student outcomesplants seeds of change that will continue to grow beyond the limits of this project. We hope that other external school improvement facilitators will be informed by the findings of this work and will use this information to promote school staffs grovrth and learning more effectively, and thus have stronger impact on building schools capacity for continuous improvement. We have much yet to learn. True comprehensive reform requires a thoughtful, reflectively adapting pace. As observers and participants in this process, we are learning that continuous reform can be encouraged by practicing tolerance for the investment of time that is necessary, and by nurturing continuous development within the core issues that surface in the process. Issues... about Change is published twice a year by Southwest Educational Development Laboratory. This issue was written by Melanie S. Morrissey, Program Specialist, Strategies for Increasing School Success at SEDL. SEDL I OERI This publication is based on work sponsored wholly, or in part, by the Office ofEducational Research \u0026amp; Improvement, U.S. Department of Education, under Contract Number RP91002003. The contents of this publication do not necessarily reflect the views of OERI, the Department, or any other agency of the U. S. Government. This publicationmay be reproduced and copies distributed to others. Please acknowledge SEDL as the source on all copies. 9 SEDLRECEIVED DEC 1 1 2002 A.n Individual Approach to a World of Knowledge OFRCEOF  DESEGREGATION MONITORING December 3, 2002 DNiaOilNOW N011VD3a03S3a 30331330 Ms. Ann Marshall Office of Desegregation Monitoring One National Plaza 124 W. Capital, Ste. 1895 Little Rock, AR 72201 2002 I I 330 a3AI333a Dear Ms. Marshall: So that you are aware, we are presenting to the Board of Education for approval at the December 19, 2002, meeting the 2001-2002 evaluation of the Alternative Language Program for limited-English proficient students. Since it is not relevant to African American student achievement, we have not included a copy for you. If you would like to have one. however, just give me a call. We are also requesting the Boards formal approval of the first three years (1998- 99. 1999-2000, 2000-01) of the program evaluations of the Comprehensive Partnerships for Mathematics and Science Achievement, along with the feedback we received on each from the National Science Foundation, and then, for each, the next years Strategic Plan for the project. We are including in that package the program evaluation for 2001-2002 and will be asking the Board to review and formally approve that document as well. Copies of all the CPMSA documents are included in this mailing for your information, although all the documents for the first three years have already been provided to you as part of the exhibits for the court. If you have questions, please let us know. As a review of the progress we have made thus far, the Board will have approved, by the end of December 2002, six of the 14 program evaluations listed on page 148 of the Final Compliance Report: 1. Pre-Kindergarten through Grade 2 Literacy. 1999-2000 and 2000- 2001. plus the Update provided to the Board in June 2002formally approved at October 2002 meeting\n810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 Mr. Ann Marshall December 3, 2002 Page Two 2. Charter School (first year)formally approved at October 2002 meeting\n3. Southwest Middle Schools Partnership with Southwestern Education Development Lab (Austin)formally approved at November 2002 meeting\n4. Collaborative Action Team (also a partnership with SEDL)formally approved at November 2002 meeting: 5. 1999-2000 and 2000-2001 Evaluations of the Alternative Language Programformally approved at November 2002 meeting: the 2001- 2002 evaluation will be approved in December\n6. 1998-99, 1999-2000, 2000-01, and 2001-02 evaluations of the Comprehensive Partnerships for Mathematics and Science Achievementwill be formally approved at December 2002 meeting. Yours truly. Bonnie A. Lesley, Ed. D. Associate Superintendent for Instruction Enclosures BAL/adg cc: Kenneth James Chris Heller Clay Pendley Junious Babbs Sadie Mitchell Don Stewart John Walker The University of Memphis Memphis, Tennessee 38152-3340 A State of Tennessee Center of Excellence Center for Research in Educational Policy 325 Browning Hall Local 901/678-2310 Toll 866/670-6147 FAX 901/678-4257 October 28,2002 Director of Procurement Little Rock School District 1800 East Sixth Street Little Rock, AR. 72202 RECEIVED y. / 2p eV? DEC - 4 2002 desegregation MONITORING Dear Mr. Paradis, Enclosed are five copies of the Center for Research in Educational Policys response to RFQ #23-010: Revised Desegregation and Education Plan Program Evaluation Consultant. If additional information is needed or if I can be of further assistance, please contact the Center toll free at 1-866-670-6147. Sincerely, Steven M. Ross Director / A Tennessee Board of Regents Institution An Equal Opportunity/Affirmative Action University Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR., P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM HI. P.A. LARRY W. BURKS. P.A. A. WYCKLIFP NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A, RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER. P.A. ROBERT B. BEACH, JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 479-695-2011 FAX 479-695-2147 CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN ELIZABETH CONIGLIO. P.A. R. CHRISTOPHER LAWSON. P A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR. ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN LINDSEY MITCHAM SLOAN KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA CAPPS ROSE BRANDON J. HARRISON RECEIVED DEC - 4 2002 fje/, 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2898 OF COUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS, P.A A.D. MCALLISTER FAX 870-762-2918 OFFICE OF DESEGREGATION MONITORING December 4, 2002 JOHN C. FENDLEY, JR. LITTLE ROCK TEL 501-370-3323 FAX 501-244-5341 fendleyQfec.n*! ( By Hand Delivery ) Mr. John W. Walker Mr. Sam Jones Mr. Steve Jones John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, Arkansas 72201 Jack, Lyon \u0026amp; Jones, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm ( By Hand Delivery) Ms. Ann Marshall Mr. Dennis Hansen Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Desegregation Monitor 1 Union National Plaza Ofc of the Attorney General 323 Center Street RE: 124 W. Capitol, Suite 1895 Little Rock, Arkansas 72201 200 Tower Building Little Rock, Arkansas 72201 Compliance Remedy Dear Counsel \u0026amp; Ms. Marshall: Enclosed please find, Guidelines for Completing Eight Program Evaluations in the Little Rock School District prepared by Dr. Steven M. Ross. The Little Rock School District intends to retain Dr. Ross, Dr. Larry McNeal and Dr. William Moore to complete the eight evaluations identified on page 148 of the Little Rock School Districts March 15, 2001 compliance report that were not completed with the assistance of an outside expert. These were identified on page 12 of the Compliance Committees proposed compliance plan previously provided to you. F \\HOME\\BBrown\\Fendky\\LRSD\\deseg\\counseI2 It.wpd/ All Counsel December 4, 2002 Page 2 Little Rock School District hopes that its decision to follow the guidelines prepared by Dr. Ross will deviate the Joshua Intervenors concerns about the preparation of these evaluations. If not, we respectfully request that ODM schedule facilitation related to the preparation of these evaluations as soon as possible so that the District may meet the courts March 15, 2003, deadline for Board approval and submission of the evaluations to the Court. Also enclosed for your reference are the responses to the RFQ submitted by the experts identified above. Sincerely, John C. Pendley, Jr. JCF/bgb enclosure(s) cc: Dr. Ken James F:\\HOME\\BBrown\\Fcndley\\LRSD\\dcscg\\counsel2 k.wpd1 Guidelines for Completing Eight Program Evaluations in Little Rock School District Prepared by Steven M. Ross, Ph.D. The present guidelines are based on my review of the Revised Compliance Plan, the LRSD standards for program evaluation, and evaluation report drafts and associated materials related to the eight programs identified as requiring final evaluation reports. My analysis of this material, combined with my experiences as an educational researcher and familiarity with the Joshua case as it affected LRSD, was influenced by the following assumptions:  Invalid or questionable evaluation results can be much more detrimental than helpful to efforts to improve educational practices, and should not be disseminated without strong cautions and qualifications. Accordingly, studies that lack proper controls against bias or contamination from extraneous factors (e.g., differential sampling, history, diffusion of treatments) have limited value for guiding policies.  Program evaluations that focus predominately on student achievement outcomes while lacking sufficient implementation data have reduced value due to inability to determine the nature of the treatment. The study will also fail to inform policymakers about the practicality of the program, how it was used and reacted to by stakeholders, or whether and/or how it needs to be improved to impact at- risk learners.  Evaluations of programs that have been discontinued in the district are of much less interest relative to ones that are presently being implemented or informing ongoing practices.  To raise the achievement of African American students in LRSD, attempting to resuscitate existing studies that have insufficient data available, limited relevance to cunent practices, or require substantial time and resources with little promise of yielding useful information for policy decisions would be less productive than employing the lessons learned from the prior evaluation work to support high quality and informative future studies. One such lesson is that the LRSD research department (formerly PRE) was understaffed to perform evaluations of the quality and quantity needed. Based on the above assumptions, I will recommend below a basic strategy for the third-party evaluators to use in preparing the eight identified evaluations for approval by the school board. Four of the evaluations concern programs that are no longer in use by LRSD and have limited or no relevance to programmatic decisions (Lyceum Scholars, Elementary Level Summer Schools, Vital Link, and Onward to Excellence). Of the remaining four evaluations, two have limited available data (Middle School Transition and Campus Leadership Teams) that, even with supplementary analyses, would not permit confident (valid) decisions to be made about program effectiveness 2 in general or about African American student achievement resulting from program participation. A seventh evaluation (Extended Year Education) could possibly yield informative evidence about an ongoing program, but to be sufficiently refined would require time and resources extending significantly beyond the current conditions for project completion. An eighth evaluation (HIPPY) also deals with an ongoing program, but unlike the others could possibly provide useful evidence through revisions completed within the available time frame. Accordingly, the HIPPY report is currently being rewritten by Dr. Ed Williams from LRSD. The suggested plan for the third-party evaluators is presented below followed by a brief review of each evaluation. A. Submit the current evaluation report as an attachment to a supplemental document as described in B-D. B. The supplement should begin with an expanded description of the program, its goals, and its history in LRSD. It should then describe the evaluation methodology and summarize and interpret the key findings. C. Most importantly, the supplement should discuss the limitations (and any strengths where indicated) of the evaluation with regard to: (a) informing current practices in LRSD\n(b) using appropriate methodology\nand (c) addressing student achievement effects, especially in reference to African American students. D. Finally, the supplement should present suggestions for conducting stronger studies of similar programs in future evaluation studies. 1. Middle School Transition (Moore) This^evaluation is in near-completed form and needs mostly editing and expansion. Because the middle school program is current and continuing, this evaluation study can be useful (mostly for guiding professional development and implementation improvement) for informing district strategies. The achievement results are fairly minimal and uninformative, but at the time of the evaluation (1999-2000), only baseline data existed. Thus, aside from providing additional description of the results (the tables and the narrative are sparse) and a more meaningful interpretation of trends (especially with regard to African American vs. Caucasian students), there is probably little more that needs to be done for this essentially baseline time period. The survey data appear to be reasonably analyzed and reported, but the interpretation and discussion should be extended to provide more meaningful conclusions and recommendations. Suggestions'. The third-party evaluator should follow the basic strategy outlined in the introductory section.3 2. Lyceum Scholars (McNeal) The Lyceum Scholars High School Program, which was evaluated in 1998-99 and 1999- 2000, is no longer being implemented in LRSD. The latter consideration, coupled with the obvious limitations of the evaluation design with regard to rigor, depth, and meaningfulness of the data, substantially reduce the value of the study and the need for devoting more than minimal resources to it, beyond perhaps a supplemental summary and explanation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 3. Elementary Level Summer School (McNeal) Similar to the Lyceum Scholars High School Program (#2 above), the Elementary Level Summer School program is no longer being implemented in LRSD. In addition, the evaluation study conducted in the summer of 2001 is limited in its design and methodology. Among the major concerns are the lack of: (a) implementation data to describe the program strategies and the degree to which they were actually used by teachers, (b) an adequate control group or norms to which the achievement scores of summer school students could be compared, and (c) qualitative data to describe the experiences of students and teachers in the program. Due to differential sampling the multiple tables provided are neither overly meaningful nor informative regarding the progress of summer school students in general and African American summer school students in particular. Seemingly, there is little useful information to be gained for informing future policies by. investing substantive resources in revamping the study. While more suitable control samples might be established using archival data, the absence of implementation assessments would still make the treatment essentially unknown. Therefore, suggestions similar to those made for the Lyceum Scholars program are also offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 4. Vital Link (Ross) The Vital Link program, designed to provide students with on-the-job experiences, was offered to 394 middle school students in the summer of 1999. Because the program was of very limited duration (only one week) and is not focused on either academic curriculum or learning strategies, it is highly unlikely to have affected students academic achievement. Although such a program would still potentially serve a useful purpose for fostering student motivation to achieve and complete school, it is no longer being implemented in LRSD. Further, the evaluation study conducted was so limited (a brief post-test only, closed-ended survey) that the policy implications of the results are minimal and even potentially misleading if derived. Therefore, suggestions similar to 4 those made for the Lyceum Scholars Program and the Elementary Level Summer School Program (#s 2 and 3 above) are again offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 5. Onward to Excellence CSRD Program (Ross) The OTE model was implemented at Watson Elementary School for several years, starting in 1999. It has since been discontinued and was never formally evaluated, except for achievement data reports sent by the principal to ADE. Thus, in essence, there is no longer any program in LRSD to evaluate and no evaluation report to revise, expand, or redraft. It would seem wasteful of resources to reexamine historical data from this program, especially since implementation data are lacking. That is, if positive or negative results were found, it would be impossible to determine whether OTE or numerous others factors were the main cause. Suggestions, therefore, are similar to those for #s 2-4 above. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 6. HIPPY (Ross) Because HIPPY is a continuing program, this evaluation can be potentially useful to LRSD by providing initial program results on student achievement and benefits to African American children. A limitation of the study, which unfortunately cannot be remedied retroactively, is the lack of implementation data to describe the fidelity with which HIPPY program components were actually used. The quantitative achievement results must therefore be viewed cautiously, but should still be at least suggestive regarding program influences. Substantive expansion and revision, however, are needed to increase the readability and meaningfulness of the report. For example, there is inadequate description of the program, context, methodology, and analysis design. Tables and findings need to be presented in a more readable (user-friendly) manner. Suggestions: A. Reorganize and expand the introduction and methodology to be in line with district evaluation standards (i.e., more context, more detailed methodology, clearer questions and organization). B. Ed Williams needs to run the revised analysis and write up results by January 31,2003. A program description needs to be provided. Results need to be disaggregated, if possible, for African American and Caucasian students. Expand the Results sections to provide more informative reporting of outcomes, clearer tabular presentations, etc.5 C. Expand the Conclusions section to: (a) directly address whether there are implications for the achievement of African American and other disadvantaged groups (there probably are not at this stage), (b) more fully discuss implications and recommendations associated with the findings, and (c) propose further evaluation research that will validly determine both implementation quality and influences of HIPPY on student achievement. D. The third-party evaluator should follow the basic strategy in expanding this report. 7. Extended Year Education (EYE) Report (Moore) The EYE program is relevant to LRSDs current interests in improving academic achievement of its students. Unfortunately, the present evaluation design does not seem sufficiently sensitive to detect effects that might be attributable to EYE. Specifically, usage of whole-school data compared descriptively to district norms gives only a very surface examination of the schools progress, with susceptibility to contamination by student mobility, differences in SES, etc. A more precise analysis would match students at the three schools to similar students at comparable schools not using EYE, and then examine progress using a multivariate-type (regression or MANOVA) analysis. It is questionable, however, that such analyses could be completed in the time remaining for the required submission of the final report. Also, the findings would be limited by having only two years of post-program data. Aside from the design limitations, the organization of the report is difficult to follow due to the many tables and brief but not very informative narrative descriptions. The survey data might be interpretable, but also need a much clearer and better organized presentation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. / 8. Campus Leadership Teams (Ross) This initiative seems highly relevant to current and future goals of LRSD. However, the evaluation data collected to date consist of only results from two district-wide surveys that assessed team members reactions to various activities. No information exists to verify the representativeness of the samples, the validity of the data collection in general, or the implementation of the CLTs at the various schools. The aggregate survey results on the 24 combined items (14 in the team member survey\n10 in the certified/non- certified staff member survey) do not appear overly interesting or meaningful with regard to informing practice. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section.JOHN W. WALKER SHAWN CHILDS John w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187  OF COUNSEL ROBERT McHenry. P A DONNA J. McHENRY' S210 Heoterson Ro.ad Little Rock. .Aekans.as 72210 Phone: (501) 372-3425  Pjs (501) 372-3428 Email: mche1u7d@swbell.net Via Facsimile January 6, 2003 Dr. Bonnie Lesley Associate Superintendent for Instruction Little Rock School District 3001 Pulaski Little Rock, AR 72201 RECEIVED JAN -8 2003  OFFICE OF DESEGREGATION MONITORING Dear Dr. Lesley: On December 10, 2002 you mailed me a package which I have just received. I enclosing a copy of the address page for your information. am Please note that you have had my correct address for years. I am sending a copy of this letter to Judge Tom Ray because I am not certain whether there are any time response requirements involved, but I do not wish to be disadvantaged by receiving your document almost a month after its mailing. Very truly yours. -''^John W. Walker JWW:js Enclosure cc\nMr. Chris Heller Ms. Ann MarshallBonnie Lesley gl 0 W. Markham IRC Little Rock, Arkansas 72201 \u0026gt;t4 www.lrsd.kl2.ar.us 501-324-2000 501-324-2032 (M C. 19 sw SBfflS K.h't- Hl  i\u0026lt;!\n'Ox .J/ X An Individual Approach (o a ]]7orUofKnonledff I : Mr. John Walker 3601 S. Broadway UUle Ror\nk, AR 72206received FEB 1 1 2003 An Individual Approach to a World of'Knowledge OFFICE OF DESEGREGATION MONITORIHG February 10, 2003 Mr. John Walker Attorney at Law 1723 S. Broadway Little Rock, AR 72206 received FEB 1  2003 DESEGREGOAFTFIIOCN** OMFO NITOWNG Dear Mr. Walker: I am attaching four items that will be on the Board of Educations agenda for approval at their February 27, 2003, meeting. The four items are as follows: 1. 2. 3. 4. Approval of the Elementary Summer School program evaluation Approval of the Lyceum Scholars program evaluation Approval of the Extended Year Education program evaluation Approval of the Middle School Transition program evaluation The cover memoranda and attached program evaluations are included for your review and information. Please give us a call if you have questions. Yours truly, A Bonnie A. Lesley, Ed. D. Associate Superintendent for Instruction cc\nKen James Chris Heller Junious Babbs, Jr. Don Stewart Sadie Mitchell /Ann Marshall BAL/adg Attachments 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 u I f 7 -fi  'Xw Individual Approach to a World ofKnowledge January 9, 2003 RECEIVED Mr. John Walker 1723 Broadway Little Rock, AR 72206 JAN 1 4 2003 OFFICE OF DESEGREGATION MONITORING Dear Mr. Walker: I received your letter admonishing me for sending my December 10, 2002, mailing to you to an incorrect address. I apologize profoundly, and I want to explain. The address of the packet to 3601 S. Broadway, rather than to 1723 Broadway, was a clerical error. In every other time that I have drafted a letter to you, I have included the address in my file in my draft and then sent it to my administrative assistant to complete and mail. In that particular letter, I just asked her to address it to you and to Ms. Marshall at ODM, and I failed to list the addresses. The address she had in her file was the old one. Neither of us knew that the mistake had occurred until we returned to work on January 6 after the winter break. When the person who delivers mail told me that it had been returned that Monday, 1 was very concerned and immediately requested that he hand-deliver the packet to you that day, which he did. That the package arrived in your office almost a month after its initial mailing, please note, was the result of our being out of the office for the winter break. The letter and accompanying document were related to the Boards approval at their December meeting of the program evaluations for the 2000-2001 ESL program and for the 1998-99, 1999-2000, 2000-01, and 2001-02 mathematics/science programs (CPMSA). You were advised earlier that these two programs would be considered at that meeting, and, of course, you received the Board agenda materials. Again, 1 apologize for the error, and 1 hope that you see that I sent the information and materials in good faith. Yours truly, L\u0026gt;- Bonnie A. Lesley'Ed. D. Associate Superintendent for Instruction BAL/adg cc: Kenneth James Chris Heller I'Ann Marshall Don Stewart Junious Babbs Sadie Mitchell 810 W Markham Little Rock, Arkansas 72201 6 www.lrsd.kl2.ar.us 501-324-2000 c fax: 501-324-20326^ 810 West Markham Little Rock, AR 72201 Direct Phone: Communications Office: (501) 447-1030 (501) 447-1025 DATE: February 13, 2003 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazette FROM: Suellen Vann, Director of Communications SUBJECT: Special School Board Meeting MESSAGE: The Little Rock School District (LRSD) Board of Directors will hold a special meeting Thursday, February 13, in conjunction with its agenda meeting. Tire special meeting agenda will include tire review of program evaluations and employee hearings. Tlie meetings will begin at 5:00 p.m. in the Board Room of the LRSD Administration Building, 810 West Markliam. Pages (including cover) 1 To Fax * An Individual Approach to a World of Knowledge *A Ze % tl 1 An Individual Approach to a World ofKnowledge February 10, 2003 RECclVED Mr. John Walker Attorney at Law 1723 S. Broadway Little Rock, AR 72206 FEB 1 1 2003 OFFICE OF DESEGREGATION MONITORING Dear Mr. Walker\nI am attaching five items that will be on the Board of Educations agenda for review/ approval at a special session on February 13, 2003, the evening of their agenda meeting. (We are asking them to approve four of the eight remaining program evaluations at their agenda meeting and the last four at the regular February meeting.) The five items are as follows: 1. Guidelines for Completing Eight Program Evaluations in the Little Rock School District: Fiscal Impact 2. Approval of the HIPPY program evaluation 3. Approval of the Campus Leadership program evaluation 4. Approval of the Vital Link program evaluation 5. Approval of the Onward to Excellence program evaluation Please note that all four of the programs evaluated were previously abandoned by the District either due to d ata analysis that suggested program ineffectiveness or due to fiscal constraints. The cover memoranda and attached program evaluations are included for your review and information. Please give us a call if you have questions. truly, Yoprs truly. Bonnie A. Lesle/ Ed. D. Associate Superintendent for Instruction cc: Ken James Chris Heller Junious Babbs, Jr. Don Stewart Sadie Mitchell i/Ann Marshall BAL/adg Attachments 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032V IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL received MRS. LORENE JOSHUA, ET AL MAR 1 4 2003 DEFENDANTS INTERVENORS KATHERINE KNIGHT, ET AL OFFICE OF DESEGREGATION MONITORING INTERVENORS PLAINTIFFS NOTICE OF FILING PROGRAM EVALUATIONS REQUIRED BY PARAGRAPH C OF THE COURTS COMPLIANCE REMEDY Plaintiff Little Rock School District (LRSD) for its Notice of Filing Program Evaluations Required by the Courts Order of September 13, 2002 states: 1. On September 13, 2002, the District Court issued its Order finding that the LRSD had substantially complied with all areas of the Revised Desegregation and Education Plan (Revised Plan), with the exception Revised Plan  2.7.1. The Courts Order set forth a detailed Compliance Remedy as to Revised Plan  2.7.1. Paragraph C. of the Compliance Remedy stated: LRSD must use Dr. Nunnerly or another expert from outside LRSD with equivalent qualifications and expertise to prepare program evaluations on each of the programs identified on page 148 of the Final Compliance Report. I will accept all program evaluations that have already been completed by Dr. Nunnerly or someone with similar qualifications and approved by the Board. All program evaluations that have not yet been completed on the remaining programs identified on page 148 of the Final Compliance Report must be prepared and approved by the Board as soon as practicable, but, in no event, later than March 15, 2003. In addition, as these program evaluations are prepared, LRSD shall use them, as part of the program assessment process, to determine the effectiveness of those programs in improving African-American achievement and whether, based on the evaluations, any changes or modifications should be made in those programs. In addition, LRSD must use those program evaluations, to the extent they may be relevant, in assessing the effectiveness of other related programs.2. On October 10, 2002, the LRSD Board of Directors adopted a Compliance Plan designed to meet the requirements of the Courts Compliance Remedy. A copy of the Compliance Plan is attached hereto as Exhibit A. 3. As to Paragraph C of the Compliance Remedy, the LRSD concluded that the following evaluations had already been completed as required by Paragraph C and only needed to be submitted to the Board for approval: Early Literacy, Mathematics and Science, Charter School, English-as-a-Second Language, Southwest Middle Schools SEDL Program and Collaborative Action Team. The Charter School and Early Literacy evaluations were approved by the Board on October 24, 2002. The Southwest Middle Schools SEDL Program, 2000\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_769","title":"Summer school","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Summer schools","Education--Evaluation"],"dcterms_title":["Summer school"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/769"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["538 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nI LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 June 6, 1994 MEMORANDUM TO: Parents of Summer Enrichment School Students - Incentive Schools FROM: Principal of SUBJECT: Summer Enrichment Program - Incentive Schools Your child has been assigned to the Enrichment Summer School Program at: ANDREW J* BROWN SITE: Penick Boys C. The program begins on Monday, June 20, 1994, and ends on July 25, 1994. July 4 is a holiday. The location, date, and time for incentive schools enrichment programs are indicated below: ACTIVITY LOCATION DATE TIME G.W. Carver YMCA 1116 West 14th June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Arkansas Art Center MacArthur Park June 20 - July 25, 1994 9:00 A.M. to 12:00 P.M. James Penick Boys Club 1201 Leisure Lane June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. William Thrasher Boys Club 3301 South State June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Transportation will be provided by Little Rock School District. Your child will be picked up at his/her currently assigned Incentive School at 7:45 A.M. They will arrive back at their assigned incentive school by 4:30 P.M. Students attending the Arkansas Art Center will arrive at their assigned incentive school by 12:30 P.M. Your cooperation is needed. Please contact Larry S. Robertson at 324-2013, if additional information is needed.4.  \u0026lt; JAMES H. PEHICX BOYS CLUB MEMBERSHIP APP1.ICATI0B 3C7YS CLUB OF UTTLS nocx MeiOership It PLEASE PBIHT AHO CHECK APPOBPglATE AHSUER TO ALL OUESTIOWS Application Date Census Tract # Race: Whi te Black Hispanic Other Previous Member: Tes Ho Prior Unit Membership Fee S Fee Fully Paid: Tes No NAME: FIRST MIDDLE LAST ADDRESS: CITY: STATE: ZIP: PHONE (H) CO) Birthday Birth City State Years at this address: Do you live with your: (Check one) Do you belong to: (Check one) Both Mother S Father Boys/Girls Scouts Mother Only Church Club Grandparents YMCA/YUCA Father Only School Club Other Other None How many Ii ve i n your house? _______ Number of Brothers: Murber of Sisters: I will attend James H. Penick Boys Club: Current Job: (check one) Summer Year-Around Year-Around Part-time Part-time Only during the School Year Full-time Full-time Only during Holidays Hone Sumnerli Home Phone: 1, 2. Have you belonged to another Boys i Girls Club? State: City: Last year attended: 19 Years as club memoer: Fathers Mame: Mothers Mame: Father Employed at  Mother Employed at Are your imiunizations up-to-date? (Check One) Measles Mumps Ooes your family have health an/or DO you have serious If yes emergency Rubella accident Insurance? health problems? please explain [ promise to take care YES of James H. Penick Boys Phone: YES Living: Living: Work Uoric MO Club and its property. card, I understand no dues will be returned to me. Member's Signature: I hereby give my permission to my child to become a member that the club is not responsible for the time 1. 2. NO Zip: Still a member: --------- Polio YES YES YES YES MO MO MO MO O.P.T. If at any time I an' asked to return my of the James H. and manner in which he may Penick Boys Club. [ understand arrive at the James H. Penick Boys Club, and that the James of property. H. Penick Boys Club and its property are not responsible for persona I injury or loss Parent's (Guardian's) Signature: Staff Signature:tiTTLE Rock School Distkict NEWS release I i November 23,1994 For more information\nDina Teague, 324-2020 More than 92 percent of the I I I i School District's first 1139 were successful In Special Summer School students who attended the Uttle Rock saining the knowledge and skUls Program mandated by.M wosness to flte next grade level -------------needed to free mandatoiy summer school umer^d-------------------------- f intervention lor kindergarten Utrougn designed to provi'd*e *ea*rlv' lliese students designed to intervene before liinl grade students. program patterns of fauure are established. If students were successfnutl imn tthhee summer program they continued appropriate grade level this school year. to their Superintendent Huetnvryy wW,illlliiaanms. Ifw continue to Identify these students before they experience failure, the remediation needed for the program has shown that we can offer help their self-esteem them to be successful. and self-worth as well,- he added. In the process we'll 810 Wwt Markham Z #:OOLOl/,lQS (more) Street  b, -isia 100H0S yi ''WdT2:ZLr't6-eZ-Li\nOOIZ Xd I3ATI0 :Aa iN3S K-3 Initiative Summer School Students not only gained knowledge, I i i .u,,, c. fun learning during the Williams is concerned howeve'- that nn-.. uvwtfve., mat not everv rhnw i... Teacher-student ratios the district cook advantage of the r, that every child idenufled by I I I I I  #:00l0lil0S identified did not attend. possible to reach the parents and program. Afore than 300 students He stares that the district did notify them of the we could not make them send their children, clear to parents that if their child basic skills in language did not attend the everything program. \".Although we wanted to make it very arts and math, that their child program and master remain in his or her current grade level for Williams, would need to further remediation. said n 'After the first year of the program, the record speaks for itself. 92 percent of m. students tucceesfuhy meetins the educntlnnel 5Ut0ehe.ehoi even, petent^tBUeauetpeenU their Child ne year,. Williams said. \"Most of these know from experience that this children Just need a little extra help and latfin'entton works, ### Williams added. I we -isia 100H0S ! WdSZ:2L: 176-Z-Ili 0QL3 XJ I3AT|0 :Aa iN3SLITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL PARENT/STUDENT HANDBOOK GRADES 1-6 1994 ROCKEFELLER ELEMENTARY 700 East 17th Street Little Rock, AR 72206 374-2385 ROCKEFELLER ELEMENTARY SUMMER SCHOOL 700 EAST 17TH STREET LITTLEROCK, AR 72206 324-2385 Dear Parents and Students: Welcome to Rockefeller Elementary Summer School. We are looking forward to working with your child. We ask for your cooperation so that we may provide your child with quality learning experiences. The goal of this summer learning program is to strengthen and improve skills for reading and mathematics. Please read and discuss this handbook with your child. I would like to extend an invitation for you to visit our school. Parents are always welcome! Sharon A. Brooks, Summer School PrincipalRockefeller Elementary Summer School Parent/Student Handbook Page 2 ROCKEFELLER ELEMENTARY SUMMER SCHOOL STAFF Principal Sharon A. Brooks Assistant Principal Reba (Faye) Reynolds Secretary Karen (Suzi) Holmes Student Monitor Erica Fells Security Officer Roderick Blacksher TEACHERS Cynthia Collins Kathy Cook Elizabeth Frawley Luther (Skip) Gardner Janet Ghant Barbara Hannahs Linda Hays Fredonia (Ann) Watson Sandra Lester Martha Lowe Melvia Mathis Franciie Moore Tajuana Russell Delwin Smith Kristin Walden INSTRUCTIONAL AIDES Connie Bledsoe Davyda Howard Carole Carroll COMPUTER LAB ATTENDANT Janet Blackwood SPECIAL RESOURCE TEACHERS (3-5) CUSTODIANS (3)Rockefeller Elementary Summer School Parent/Student Handbook Page 3 DAILY SCHEDULE 7:45 - 8:10 a.m. 8:10 a.m. 8:15 a.m. 10:00 - 10:15 a.m. 10:15 - 10:30 a.m. 11:15 - 11:30 a.m. 11:30 a.m. Early Bird Reading Club First Bell Tardy Bell/Instruction Begins Primary Break Intermediate Break D.E.A.R. (Drop Everything and Read) Student Dismissal ATTENDANCE Students will attend summer school for five weeks. Summer school begins on June 20, 1994, and ends on July 25, 1994. (July 4, 1994 IS A HOLIDAY. SUMMER SCHOOL WILL BE CLOSED!) A student in summer school grades 1-6 is required to put in 75 full clock hours (five weeks). EXCUSED ABSENCES: When a student is absent from class because of personal illness or an extreme family emergency, an excused absence will be given, BUT THE TIME MISSED MUST BE MADE UP TO THE SATISFACTION OF THE TEACHER(S) INVOLVED. A $5.00 per hour make-up fee will be charged students who must make up classes. Students who fail to make up time missed during an excused absence will not be given credit for summer school. UNEXCUSED ABSENCES: When a student is absent from school for ANY REASON other than personal illness or an extreme family emergency, the absence will be UNEXCUSED. Unexcused absences include the following: truancy, skipping classes or study hall, working in an out-of-school job during school hours, dental appointments, running personal errands, and any other absence for any reason other than personal illness or an extreme family emergency. STUDENTS WHOSE ABSENCES ARE UNEXCUSED WILL BE AUTOMATICALLY DROPPED FROM SUMMER SCHOOL WITH NO REFUND OF TUITION. CONTACT THE SCHOOL TO REPORT ANY ABSENCES.Rockefeller Elementary Summer School Parent/Student Handbook Page 4 SUMMER SCHOOL RULES 1. Enter quietly, on time, with necessary materials. 2. Walk inside the school. (Students must have a pass when in the halls.) 3. Students shall keep hands and feet to themselves. (Teasing, fighting, profanity, and abusive language are not allowed.) 4. Cooperate and follow directions of all staff members. 5. Respect the rights and property of others. CITIZENSHIP Poor behavior problems in summer school usually fall in one of the following categories: refusal to do class work\nmisbehavior in classrooms or corridors\nabuse of or bothering school propertysuch as disfiguring furniture or marking on walls\nprowling in unused parts of the school building\nviolation of smoking regulations\nleaving the campus during break period and then returning to school\nsitting in parked cars while school is in progress\ngambling in any form\npoor citizenship on city buses\nloitering\nbothering parked cars, motor scooters, or bicycles\ntaking other peoples property, etc. STUDENTS WHO FAIL TO COOPERATE WITH THE SCHOOL STAFF AND WHO PARTICIPATE IN ANY OF THE ABOVE VIOLATIONS OF ACCEPTABLE SCHOOL BEHAVIOR WILL BE DISMISSED FROM SUMMER SCHOOL WITHOUT REFUND OF TUITION.Rockefeller Elementary Summer School Parent/Student Handbook Page 5 GENERAL INFORMATION Students should not arrive at school prior to 7:45 a.m. When students arrive at school, they are to report to the cafeteria. Students may participate in the Early Bird Reading Club (from 7:45 a.m. to 8:10 a.m.) They may read silently or listen to stories read aloud to them. Students may bring reading materials (books, magazines, newspapers, etc.) from home. Students may bring a snack for the morning break. Students will not be allowed to purchase items from the Teachers Lounge. Homework will be assigned to all students the first four days (Monday, Tuesday, Wednesday, and Thursday) of each week. Interim Reports will be sent home during the third week of summer school. Siunmer School Report Cards will be sent home with students on the last day of school (July 25, 1994). A copy of this card will also be sent to the students home base school. The following grading scale will be used: A B C D F 90 - 100% 80- 70- 60- 0- 89% 79% 69% 59% Excellent Good Average Below Average Failing Visitors are always welcome at Rockefeller Elementary Summer School. To ensure the safety of students, we ask that all visitors check in at the office. Visitors will be given a visitors badge to wear while they visit at the school. Students will be issued appropriate textbooks for reading and mathematics. Students are responsible for assigned textbooks. Damaged or lost books will be replaced at parents expense. School supplies will not be sold at school. Students should come to school everyday with paper and pencil. Students wiU be scheduled for the Computer Lab by classrooms. Students will be scheduled for computer instruction for reading and mathematics at least twice a week (30 minutes per session). Students will work at their individual levels, with assistance from the classroom teacher and the computer lab attendant.LRSD ADMIN. BULDING Fax:1-501-324-2032 May 25 95 14:24 P.02/02 --auf Little Rock School District Public Service Announcement 30 Seconds The Little Rock School District will offer summer school classes beginning June 13. Summer school for grades one through six will be held at Rockefeller Incentive School, grades seven and eight at Forest Heights Junior High, and grades nine through twelve at Hall High Sch\u0026lt;x\u0026gt;l. Registration wiH be held from June 7 through June 12. For more information on summer school, tuition, courses, and registration, please contact one of the Little Rock public schools. -30- 810 West Markham Street  Little Rock. Arkansas 72201  (5011324-2000LRSD ADMIN. BULDING Fax:1-501-324-2032 Jun 14 95 8:36 P. 02/02 Little Rock School District News Release Jr. High Summer School Open House June 14,1995 For more information: Dina Teague, 324-2020 Forest Heights Junior High School, site of the Little Rock School District's junior high level summer school program, wiU hold an open house on Thursday, June 15, at 6:00 p.m. Parents, guardians, and other family members of summer school students are encouraged to attend the event and to meet principal J. J. Lacey and the classroom teachers. Information on summer school curriculum will be available as well. Forest Heights Junior High is located at 5901 Evergreen. ###A iisji '1 Hi V t ! OpCT! I I i'-.07/ 18 9.\" S 002 002 1 1 fJ -I\n- -' (nC 1)424-2000-T- - I  ..K-4 SUMNfER SCHOOL STUDENT DATA FORM s' if f I  q T, I?' I 6 I 3  4 f \u0026lt; DISTRICT LEA# DIST-PROVroiNG SERVICE W~WH1TE B-BLACK HH1SPANIC A=AS1AN N^^NATIVE AMERICAN INDIAN # Served M 7 K-W KB K-H K-A K-N 1-W 1-B LH 1-A 1-N 2-W 2.B 2-H 2-A 2-N 3-Vf 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4.N total 3. / 1 / X I S\" Z 3 I  3 # Retained Attended SS* M F X. 3 v K Retained Did not Attend SS M f F 3, A ff Special d M F  # RETAINED COLUMS SHOULD BE UNDUMJCaTED COUKTS. .1 90d 00'ON 3:FT . \u0026amp;6,0 '''ON U LimiiBcl Digliih Proficient M F M . I # Chapter I F F0S0-Ft-I0:'!3i # Pre-Sehool Expwenoe M F J 1 \u0026lt; , eiw\u0026lt;\n_n7-n\n-nn\u0026lt;i 3d IIl K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# DIST.PROVIDINO SERVICE W=WHITE B~BLACK HHISPANIC A=ASLAN N^NATIVE AMERICAN INDIAM K-W K-B K.-H K-A K-N 1-W CB H Served H Retained Attended SS* # RcUined Did not Attend SS\" It Special Ed H Limited English Proficient # Cheptsrl H Pre-Sebbo) Expwienee t -L 1-H 1-A 1-N 2-W 2-B 2'H 2-A 2-N 3-B 3-H 3-A 3-N 4-W 4.B 4-H 4-A 4-N IVTAl.   RETAINED COLUMS SHOULD BE WTOUPLICATED COUNT\u0026amp; O'd 00ON T3:Pl t7OO-r3-T.OS: 131 RI Ns-ri7_ns_fTns Jdl 3 W F M F M M F M F M F M F t I I 5 1  I RK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA#____________DIST.PROVTDING SERVICE W^WH1TE B-BLACK H-HISPANIC AASIAN N=NATIVE AMERICAN fNDlAN # Served # Rcuintd Attended SS it Reteinod Did not Attend SS' # Specttl Ed # Limited English Proficient #Cb.pterI # Pn\u0026gt;-Sboot Experience K-W K-B K-H K-A K-N LW 1-B I-H l-A 1-N 2.W J-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3.N 4-W 4-B 4-H 4-A 4-N TOTAL  M retained COLUMS SHOULD BE UNDUPLICATED COUNr\u0026amp; tzO'd 00.0N T3:rT S6 1 0 Ao[\\) f0S0-Fc2-T0S:n3i BI w\u0026lt;\n--n7_ni-nn'5 3d I I F M F M F M f M F M F M F I  IK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT__________ LEA# DIST.PROVIDING SERVICE W-WHITE \u0026amp;-BLACK H==H]SPAN1C A\"AS1AN N^NATIVE AMERICAN INDIAN Served If Rctainsd Attended SS* # Retained Did not Attend SS\" 4 Special Ed it Ijnulfid Englixh Proficient # Chapter I Pre.ih\u0026lt;X3l Experience K-W K-B K-H K-A K-N I-W I-B l-H  I-N 2-W 2-B 2*H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4.N total  H RBTAINtD COLUMS SHOULD BE UNDUPLICATED COUNTS. U'd 200-ON 0c:17l S6\u0026lt;0' '''CM 170b0-V2-I0S:l3i RI N.R-nv-ns-nn'? jdl ifi 1 I 3 1 2 Sl / L I M F M F M F M F M F M F 3 t L IK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# DLST.PROVTDING SERVICE W^WHITE B-BLACK H-HISPAMC A=ASIAN N=NAT1VE ?J4ERJCAN fNOIAN \u0026gt;' t Served c. / Z- K-W K-B !-  K-A K-N 1-W l-B 1-H 1-A 1-N 2.W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4-N TOTAl M / / 1 /3 / 1  F 3' # Retained Attended SS M F 1 # Retained Did not Attend SS* M F # Special Ed M I F J, * # RETAINED COLUMS SHOULD BE U\u0026gt;DLTUCATEO COUNTS. SOd 00'ON 03:FT S  4 0 It. I *1 # Limited English PioCeient M F # Chapter I M F I T I F0S0-F3-T0S:33i tl Pre-School Expetienee M F 1 I I RINS-07-05-005 Jdl AJOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 3744187 R.tss3 DEC / d JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. Office of Dess, Via Facsimile - 324-2146 December 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I was somewhat surprised to learn that while a northwest Little Rock school has been slated for closing it is slated to be rebuilt. Please provide to me, pursuant to the Arkansas FOIA, all documents and written communication which have exchanged hands, between you, school district officials, consultants and patrons of northwest Little Rock regarding the closing and rebuilding of Jefferson Elementary school. Monday, December 18, 1995. May I have this information by Thank you for your cooperation. Vi truly yours, f W. Walker JWW:js cc: Ms. Ms. Ms. Ann Brown Linda Pondexter Pankye Fells Mr. Jim Lynch Summer School Timeline 1998 November FEB 2 6 1999 OfFlCECf Date November November November ______________Tasks______________ Select summer School Committee______ Forward letter to neighboring Districts for Little Rock Summer School Participants Select Summer School Dates Person Responsible Sadie Mitchell Marian Lacey 'Summer School Committee Resolution Listed below Sadie Mitchell Frances Cawthon Marian Lacey Victor Anderson Kathy Lease Bonnie Lesley Pat Price Gene Parker Lillie Carter Doug Eaton Gail Hester Mike Martello Morlin McCoy Suellen Vann Leon Adams Dick Hurley Mark MilhollenSummer School Timeline 1999 January Date January 26 ______________Tasks____ Summer School Planning Meeting ______Person Responsible Summer School Committee Resolution Jan-Feb 26 Attend Legislative Sessions Timeline completed Brady Gadberry Sadie Mitchell Submit Budget Mark Millhollen Sadie Mitchell Gene ParkerSummer School Timeline 1999 February [ Date 12 19 Tasks Identify Programs School Sites Identified 19 24 26 Staffing - Identify Positions General Principals Meeting Review Summer School Programs Advertise Principal Positions City op Little Rock Summen Pnognam Secondary Programs ] K-5 IniCiatiue Programs Person Responsible Bonnie Lesley__________ Sadie Mitchell Doug Eaton Sadie Mitchell Frances Cawthon Marian Lacey Bonnie Lesley Sadie Mitchell Dick Hurley 4-G Refjcjlan Resolution IncenCiue School Extended DqySummer School Timeline 1999 March Date 12 19 19 26 26 26 26 __________________Tasks Summer School Planning Meeting Summer School Principal Interviews_________ Summer School Principal Recommendation to Superintendent Advertise Staff Positions Incentive Schools K-3 Initiative_____________________________ Send Summer School Applications to Printer Regular Summer School ______Elementary/Secondary_______________ Student Identification Process Completed for Recommended Students__________________ Projected Summer School Attendance Person Responsible Summer School Committee Members Dick Hurley Sadie Mitchell Dick Hurley Frances Cawthon Dick Hurley Charlotte Washington Linda Jones Linda Smith Teachers/Principals Gene Parker CompletedSummer School Timeline 1999 April Date 5 5 5 6 12 16 April 19 - May 7 _____________Tasks______ Food Grant Due For Funding_____ Forward Incentive School Summer Enrichment Forms to the Schools Meeting with Transportation Information Services Student Assignment 10:00 a.m. Summer School Principals Meeting Retrieve Incentive Schools Summer Enrichment Forms_______________ Notify Schools of Selected Students Teacher Training Person Responsible Morlin McCoy___________ Linda Jones Frances Cawthon Victor Anderson Ed Streeter Sadie Mitchell Frances Cawthon Lillie Carter John Ruffin Julie Wiedower Marian Lacey Frances Cawthon Lillie Carter Summer School Principals Gene Parker Linda Jones Frances Cawthon Gene Parker Gene Parker Staff ResolutionSummer School Timeline 1999 May Date 3 4 1 10-14 18 21 ________________Tasks____________ Submit finalized list of students______________ Elementary Summer School Principals' Meeting Summer School Planning Meeting___________ Parent Notification Letters Sent_____________ Elementary Summer School Principals Meeting Summer School Planninq Meeting Person Responsible Principals_______________ Summer School Principals Gene Parker Marian Lacey Frances Cawton Lillie Carter Summer School Committee Principals_______________ Summer School Principals Gene Parker Marian Lacey Frances Cawthon Lillie Carter Summer School Committee Resolution0 2i' 1 S'33 il: 43 EC132\u0026gt;i05!:i4 lPE'O PAGE 02 DISTRICT little Rock w='HrrE P\u0026gt;Bi C\u0026lt;AO SERVfcO M F KV KB 5 64 J i KH 4 1 KA KN lU/ 9 S 18 r.8 5S ih IA 1 I W '6 85 52 2 :a I 1 I 2N L:' .rv 6 .K 110 80 3H 4 3A 1 OP\u0026lt;1ORI 4* I u f 4B 'P 4 A 4N iM iN L rCTAb ^T Arkansas OcpiXment jf tdutntion Eariv ChiidtiOod.Reiding Unit K.3 SUMMER SCHOOL STCOEM' DATA FORM LEAt__.... EIST PRO'/iDiNG SER _ Litt! a Rock 4 ACK H=HI$PANIC A^ASIAN N^t|7!VE AMERICAN 1NDl*.N 3 afPtArtNC Rfc7MNk'C *RVrA.\u0026gt;F.O \u0026lt;.rtCl?J 9 aertAHNO SS  Rt7 MNeU kITP\u0026gt;0D SS CC NO ATTZNC SS* PROFiCirNT M F M M F M F I I I J. .. I  Ff I 1 1 6 0 T + 5-4 I I X I 1 1 2 X 1 1 I . I  1 2 I I T T X i i T Jb. 1 4 2 I r I t + A I 3 1 1 I I 1 r 4 i I I T 12 3 i ! t I 4 J 3 2 3 I 2 ! 2-1 4-^- I T I T 4- I 4 i t r t i T 1- 2 41 I I I t 5 T I X 1 1 i I I 1 I 1 I lel 6 I t I T 1 s i 4 1 i I I A i 3 I 2 52 i 2i TH ! 55 1 1 16 I I I T-  I X t 51 I f427 280 Ttaineo C'Ou-^ 15 4 13 i 10 i ^fNEO COtV-MNS SMOJlO 83 UJ^'PtiCAlXD COUNIS 33 2G i*' I J i T 1 1 1 I I ! 1 j ! 1 i_ .L. I I I I I i u. f +- t- T I f I I J. 1 I J T* j T\" I 11 I J I I I f I -i I J ------1 ____I X ! I T I + J I05/18/1999 14:29 501-324-2213 SCHOOL SERVICES PAGE 01 LITTLE ROCK SCHOOL DISTRICT ACC SUMMER SCHOOL ANNOUNCEMENT METROPOLITAN AREA VOCATIONAL CENTER GRADE 12 JUNE 14-JULY 23,1999 We are pleased to announce that ACC Summer School courses wiU be held for 12' graders needing one-half or one unit of credit ACC SCHEDULE Dates: June 14 through July 23,1999 (full six weeks) (July 5 - holiday) First Semester (three weeks) June 14 - July 1 Second Semester (three weeks) July 6 - July 23 Hours: 8:00 a-m. to 12:00 p.m. - Monday through Friday 12:30 p.m. to 4:30 p.m. - Monday through Friday Students will attend ACC Summer School to earn credit needed to receive their high school diploma. TUITION $ 60.00 for Vi unit of credit (three weeks) $120.00 for one (1) unit of credit (fnU six weeks) REGISTRATION Dates: Jone 8-9,1999 - 8:00 a.m. until 4:00 p.iii. Late Registration: June 10,1999 - 8:00 a.m. until 4:00 p.m. \u0026gt; (add $10 late registration fee) NO STUDENT WILL BE PERMITTED TO REGISTER AFTER JUNE 10,1999 COURSES OFFERED AU courses are one (1) credit (full six weeks) Social Studies Civics Math Algebra I U.S. Government - Algebra n Biology Science Physical Science U-S. History World History World Geography Geometry Chemistry Science Tech English English I English n English HI English IV Communications 05/18/1999 14:29 501-324-2213 SCHOOL SERVICES PAGE 02 REGULATIONS FOR ACC SUMMER SCHOOL Both parentZguardian and student are required to sign the ACC Summer School application form and contract indicating that they have read, understand and are willing to abide by the following regulations. ADMISSION Students who attend must be age 18 years or older, classified as a senior and need Vz to 1 credit to complete the requirements needed to receive their high school diploma. attendance ' A student in the ACC Summer School program is required to put in 120 full clock hours for one unit of credit or 60 hours (three weeks) for 1/2 unit of credit EXCUSED ABSENCES When a student is absent from class because of personal illness or an extreme family emergency, an excused absence will be given. But- the time missed must bejnade up to the satisfaction of the , administration and teacherfs)jnvolved, A SS.00 per hour make-up fee will be charged students who ' must make up classes. Students who fail to make up time missed during an excused absence will not be given credit for summer schooL . . UNEXCUSED ABSENCES When a student is absent from school for any other reason than personal illness or an extreme family emergency, the absence will be UNEXCUSED. Unexcused absences include the following: truancy, skipping classes, working during school hours, dental appointments, running personal errands, and other absences for any reason other than personal illness or an extreme family emergency. STUDENTS WHOSE ABSENCES ARE UNEXCUSED WILL BE AUTOMATICALLY DROPPED FROM SUMMER SCHOOL WITH NO REFUND OF TUITION. CITIZENSHIP Poor behavior problems in summer school usually Call in one of the following categories: refusal to do class work\nmisbehavior in classrooms or corridors\nabuse of or bothering school property such as disfiguring furniture oy marking on walls\nprowling in unused parts of the school building\nviolation of smoking regulations\nleaving the campus during break period and then returning to school\nsitting in parked cars while school is in progress\ngambling in any form\npoor citizenship on city buses\nloitering\nbothering parked cars, motor scooters or bicycles\ntaking otiier peoples property\netc. STUDENTS WHO FAIL TO COOPERATE WITH THE ACC STAFF AND WHO PARTICIPATE IN ANY OF THE ABOVE VIOLATIONS OF ACCEPTABLE SCHOOL BEHAVIOR WILL BE DISMISSED FROM SUMMER SCHOOL WITHOUT REFUND OF TUITION.  CLASSWORK Students will receive individualized, computer-based instruction H of the instructional day (2 hours)\nthe remaining class time win be used to complete supplementary course work.05/28/1999 14:07 501-324-2023 LRSD COMMUNICATIONS \u0026lt;\u0026gt;i  PAGE 01/02 For more information, please contact Morlin M. McCoy Director of Child Nutrition 1S01 Jonas Street Little Rock, AR 72202 (501) 324-2250 FOR IMMEDIATE RELEASE DISTRICT ANNOUNCES SUMMER FOOD PROGRAM May 28. 1999 The Little Rock School District announces sponsorship of the Summer Food Service Program. Free meals will be made available to all children and will be provided without regard to age, sex, race, color, disability or national origin. Meals will be provided at the following sites:  Southwest Middle School  Brady Elementary  Rightsell Elementary  Baseline Elementary  Geyer Springs Elementary  Washington Elementary The following sites are enrolled sites, and students must be enrolled in these sites to participate:  Hall High School  McClellan High School Any person who believes he or she has been discriminated against in any USDA related activity should write to: -MORE- t 05/28/1999 14:07 501-324-2023 LRSD COMMUNICATIONS PAGE 02/02 LRSD SUMMER FOOD Page 2 of 2 Administrator, Food and Nutrition Service. 3101 Park Center Drive, Alexandria. VA 22303. note TO THE PRESS: Please also publish the following guidelines with the above statement. FORMAT FOR INCOME ELIGIBILITY GUIDELINES FOR MEDIA RELEASE These are the income scales used by the Little Rock School District to determine eligibility for free and reduced price meals. To figure monthly income\nweekly x 4.33\nevery 2 weeks x 2.15\ntwice a month x 2. FREE MEALS Household Annual Size Monthly Weekly REDUCED PRICE MEALS Household Annual Monthly Weekly Size 1 2 3 4 5 6 7 8 10,465 14,105 17,745 21,385 25,025 28,665 32,305 35,945 ...873 1,176 1,479 1,783 2,086 2,389 2,693 2,996 202 272 342 412 482 552 622 692 1 2 3 4 5 6 7 8 14,893 20.073 25,253 30,433 35,613 40,793 45,973 51,153 1,242 1,673 2,105 2,537 2,968 3,400 3,832 4.263 287 387 486 586 685 785 885 984 For additional household member add: +3.640 +304 +70 For additional household member add: +5,180 +432 +10003/06/2002 0j0S____ 501-570-4027 FACILITIES SERVICES PAGE 01/02 SUMMER SCHOOLS 2002 No Elementary Summer Schools Pulaski Heights Middle School Parkview High School Rockefeller Elementary School - Early Childhood Baseline Elementary' School - Special Program (possibly - applied for Grant) Carver Elementary School - Special Program Southwest Middle School - Special Program Wakefield Elementary School (Lower building available for Share Amenca) McCtellan High School - Community Education Other Buildings Available: Metropolitan Vo-Tech Dunbar Middle School Forest Heights Middle School Mann Magnet Middle School Badgett Elementary School Booker Magnet Elementary Chicot Elementary School Cloverdale Elementary School Fair Park Elementary School Fulbright Elementary School Geyer Springs Elementary Gibbs Magnet Elementary Mitchell Elementary School Pulaski Heights Elementary Rightsell Elementary School Washington Elementary School Williams Magnet Elementary Alternative Learning Center ZA/ZR WTAMic \"innunc CT7'7 t7e TQC TO  TT TOOT/TT/QQArkansas Democrat (gazette FRIDAY, MARCH 11,1994 LRSD plans summer school for pupils not making grade A new summer school program for as many as 1,360 pupils in kinde^arten through third grades is in the planning stages at the Little Rock School District. The program is the result of a 1993 law that requires districts to offer a free summer i school for children who are performing below their grade level in reading and mathematics. The law requires pupils to attend the summer classes to be eligible for promotion to the next grade. The summer curriculum will stress hands-on experiences and practical application of the information taught. Sites for the Little Rock program are Carver, Cloverdale, King, Washington and Terry elementary schools. Funding for the program  $428,361  will be provided by the state Department of Education. The Little Rock School Board is expected to act on the summer school proposal and hire the staff for the program at its March 24 meeting. Staff training also will be provided by the Education Department. Also at the March 24 meeting, board members will decide whether to put up for sale about 25,000 square feet of land near J.A. Fair High School. The land was separated from the rest of the campus when David 0. Dodd Road was relocated.Arkansas Democrat gazette FRIDAY, JUNE 10,1994 LR students can sign up for summer Students may register for the Little Rock School District summer school program Monday- Thursday. Summer school will be held  at three sites, and late registration will be allowed only on June 17. The sites are:  Rockefeller Elementary School  Grades 1-6 from 8:15 to 11:30 a.m. June 20-July 25, Monday through Friday. Tuition is $115. Courses will be offered in mathematics and reading. Enrichment courses will be in writing, oral language and reading development.  Forest Heights Junior High School  Grades 7-8 from 8 a.m. to 12:15 p.m. June 20-Aug. 1, Monday through Friday. Tuition is $115. Seventh-^ade courses offered are English, math, life science and social studies. Eighthgrade courses offered are English, math, earth science, American History and reading.  Central High School  Grades 9-12 from 7:45 a.m. to noon June 20-Aug. 1. The first semester runs from June 20-July 11. The second semester will be from July 12-Aug. 1. Tuition varies: $57.50 for a half credit, three-week regular courses\n$115 for one-credit, six-week regular courses\n$60 for a half credit, three-week lab classes\n$120 for six-week lab classes\nand $165 for a half unit, three-week driver education courses. A wide range of academic courses will be offered. For more information about summer school, contact the district at 324-2000.Arkansas Democrat (gazette TUESDAY, JUNE 20,1995 Elementary schools plan open houses Five Little Rock School District schools are hosting open houses tonight to let the families of their summer school pupils meet principals and teachers and discuss the summer curricula. A sixth school has an open house scheduled for June 27. The open house at Cloverdale Elementary School will begin tonight at 5:30. Open houses will start at 6 p.m. at Carver Elementary, Washington Elementary, Fulbright Elementary and Dr. Martin Luther King Jr. Elementary. Rockefeller Elementary plans a summer open house at 5:30 p m June 27. Denn locrat AV^dnesday. JULY 22. J. 17-year-old| Shooting shot in neck after school Dispute at J.A. Fair continued on street BY JIM BROOKS .ARKANSAS DE.\\IOCRAT-GAZETTE An argument between students summer school at JA - nuivuuisou saia. Marigold Street resident re- ^e? neck Tuesday .ported hearing at least three gun- pha !with a ,\ngun ^shots from up the street about 120 chased anotherpair off campus, Ut- -p.m. T I said to myself.-That sounded 17 Jacksoi^ \"really close, so 1 went outside and upgraded tsaw the car wecked against the from critical to serious after sui^ery Tuesday night and he was in inten- Upp Hospital, po- ..auu one oi me ooys was civmg. t \"could tell the other boy was hurt so bullet had struck him in the back of  ................. ''  his neck and lodged in his throat police said. Police arrested one of the youths Tuesday ni^t when his mother turned him in to investigators, detective Lt J.R. Hall said. He said investigators had sworn out two: terroristic-act warrants Tuesday afternoon for each of the two teen-age suspects. HaU refused to identify the two. But a police report listed AJ. Washington, 17, of 1505 W. 22nd St as a suspect and Pulaski County jail records showed he was charged as an adult with two counts of committing a ten-ori^c act and was being booked into jail Tuesday night. A charge could be lodged for each person in the car when shots were See SHOOTING, Page 38  Continued from Page 1B  fired. Hall said the other teen-ager re- mained at large. Sometime during school hours, the four teens got involved in an argument police spokesman Lt. .'John Hutchinson said. \".After . school let out two students got into \u0026gt;^their car and were followed out by . 'the students they had argued with /earlier. That argument led to gunfire, ' Hutchinson said. ^-p.m. 'tree, said the woman, who did not  give her name. \"I went out there and one of the boys was cning. I I went back inside and called 911. Police found a tan 1986 Oldsmobile Cutlass Cierra crashed into a tree in front of338 Marigold St. less than two miles east of Fair High. The Oldsmobiles back window had a single bullet hole on the drivers side. Moses Crawford and James Dixon, who work for the citys Parks and Recreation Department came across the crime scene shortly after the Cierra struck the tree. The driver wasn't talking, but i he was moving around. Dixon said. ' The passenger was really freaking I out I Emergency workers quickly i treated Jackson at the scene. His neck was immobilized in a cervical collar and he was strapped onto a back board before being put tn an ambulance and taken to University Hospital. Brandon Landers, 16, of 3024 Summit St. in Little Rock, Jacksons passenger, was uninjured, police said. Detectives questioned him at police headquarters. Shortly after arriving at the scene, police broadcast a description of the vehicle driven by the suspects, as well as names of two youths wanted for questioning in the shooting. The suspects were last seen heading south on Marigold in a white 1939 Isuzu I-Mark, police said.Arkansas Democrat ^(Oazellc * JANUARY 27, 1999 Panel OKs bill to end K-3 classes I in summer I i BY DOUG THOMPSON ARKANSAS DEMOCR.AT-GAZETTE One piece of the governors education package got a slow start Tuesday in the House Education Committee. Gov. Mike Huckabee and state Education Department Director Ray Simon asked the committee to support I a bill to repeal some state requirements that the governor sees as counterproductive to schools. After the governor left the first bill of his package led to 20 minutes of debate in the committee before receiving just enough votes to get out of committee with a favorable recommendation. House Bill 1212 would repeal a i requirement that school districts of- i fer summer school for pupils in ' kindergarten through third grade. i The bill got the 11 votes needed for a \"do pass recommendation, dianks to Chairman Olin Cook. D-Russell- I ville, exercising his option to vote ' when a bill has 10 votes. Rep. Jimmy Jeffress, D-Crossett,  said during debate hed prefer to see J how Huckabee s program to improve J the academic performance of pupils ! fares \"before we completely devas- i tate summer school. Huckabee is proposing that the state eliminate a number of state requirements to give schools more freedom. In return, most of a districts students must pass their fourth grade bench mark exam on reading and math or face consolidation or direct takeover of their operations by the state. The districts will also be judged on attendance rates, dropout rates, safety and other objective criteria. Simon said.18K-5 SUMMER SCHOOL STUDENT RECOMMENDATION PROCESS TEACHER DIRECTIONS 1. Use the Teacher Recommendation Form to recommend students for participation in the 1996 K-5 Summer School Program. making appropriate recommendations, following general guidelines: In please adhere to the Follow the directions for completing Parts I, II, and III for all students, grades K-6. component is a pay program. (Although the sixth grade sixth grade summer school teachers will need the recommendation criteria to profile their students.) Be sure to complete both the Readinq/Lanquaqe Arts and Math forms for each student. Use the accompanying Skills/Knowledge Continuum as a guide for determining if students are currently emerging, developing, or mastering as learners in each of the key skills areas. If students are currently emerging, check the rig column adjacent the corresponding key skills area. If they are currently developing or mastering, check the appropriate yes column. Total the es columns and the ng columns for Parts I and II in order to complete Part III. Be sure to record each student's fall '95 Stanford Eight Reading (LA) and Math NCE's at grades 2 through 6 on the appropriate blank. Since several students may have the same total number of yes's. the NCE's will help determine rank order. A lower NCE will place these students higher on the classroom forms for Reading/Language Arts or Math. At kindergarten and first grade, if several students have the same total number of yes's. please consider each student's overall academic performance, attendance, and interaction/social skills to determine rank order. The student with poorest performance, attendance, and social interaction records should precede others with the same number of total yes's on the Reading/Language Arts or Math. classroom forms for Complete No. 2 on Part III by listing students on the Reading/Language Arts and Math forms beginning with the student who has the fewest yes's and ending with the student who has the most yes's. In cases where more than one student has the same number of total yes's, refer to the Fall Stanford Eight Reading or Math NCE to determine ranking or follow the directions above for kindergarten and first grade.received Oilice .nil 2 4 1996 oi Dessfl'QQ^''\" MonilotinaK5 SUMMER SCHOOL STUDENT RECOMMENDATION PROCESS TEACHER DIRECTIONS PAGE 2 2. Before Wednesday, April 3, turn in to the principal or his/her designee the original white form and the yellow copy of the Reading/Language Arts and Math recommendation forms for each student, along with the classroom rank order lists. The original white forms will be forwarded to the IRC, along with the rank order lists. The yellow copy is for school use and the pink copy should be retained for teacher records. 3. All forms from each school must be Reading/Language Arts Office by Friday, turned in April 5, to I the 1996. Principals will be notified by Friday, April 19, 1996, with the names of students who can be served by the summer program, along with instructions for parent notification. NOTE: Recommendation Education Status: Process for Students with Special The Summer Supplemental Instructional Progreim is governed by rules and regulations set by the Arkansas Department of Education in accordance with Act 1139 of 1993 and addressed in Regulatory Memo No: 1993. 93-274, December 9, Regulation 3.02 states: For students identified as disabled under state and federal regulation, the including local district using \"grade level\" shall be determined at attainment of a combination of criteria goals and Individualized Educational Plans (lEP)... objectives on EXPLANATION: Because of this stipulation school teams must review the progress of special education students in the context of their lEP's. Progress or lack of progress on the lEP becomes as important factor in determining whether or not to recommend. Teachers should rank order these students based on their judgment of the special education student's progress on an lEP in relation to progress of the other students in each of the identified key skills areas. For additional explanation, please contact Dr. Patty Kohler.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Bogins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading YES NO COMMUNICATIONS 7. Begins to participate as listener \u0026amp; speaker in ___ discussion \u0026amp; questioning 8. Experiments with print vocabulary in writing ___ 9. Experiments with print mechanics in writing ___ 10. Begins to use invented spelling ___ 11. Experiments with mechanics of sentence structure when ___ speaking and writing 12. Begins to tell/retell stories orally and in writing with ___ a beginning, middle, and end 13. Begins to experience written and spoken language as ___ expression of culture TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than five no's on the Student Learning Profile above Good overall performance in Reading/Language Arts as indicated by daily grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) Good classroom interaction/social skills TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.RECEIVED Jill, 2 4 1996 Office of Desegregation MonitoringSTUDENT SCHOOL LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH STUDENT ID #. TEACHER GRADE _K_ MATH NCE FALL '95 DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Begins to understand the meaning of numbers \u0026amp; sets S counts to 20 2. Demonstrates one-to-one correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, \u0026amp; rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts \u0026amp; classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. 2. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL On classroom form list students from lowest score (#1) to highest score.TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS K-5 SUMMER SCHOOL PROGRAM ACADEMIC SUPPORT PROGRAM STUDENT STUDENT ID #. GRADE SCHOOL TEACHER DATE 1 RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM AND/OR THE 1996-97 ACADEMIC SUPPORT PROGRAM (TITLE ONE READING/LANGUAGE ARTS PROGRAM) BASED ON THE FOLLOWING: 1. 2. Two or more no' s in one or more of the three Student Learning Profiles Skills (PART I below) Classroom multiple criteria (PART II below) A. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. IN EACH COLUMN FOR EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS THEN PROCEED TO PART II. YES NO READING PROCESS/COMPREHENSION 1. Identifies letters of alphabet and their sounds 2. Uses picture clues \u0026amp; letters of alphabet and their sounds to decode word 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read \u0026amp; comprehend print materials independently TOTALS I. B. COMMUNICATIONS 1. Begins to participate as listener \u0026amp; speaker in discussion \u0026amp; questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking \u0026amp; writing 6. Tells/retells stories orally \u0026amp; in writing with clear beginning, middle, \u0026amp; end 7. Begins to understand written \u0026amp; spoken language as expression of culture TOTALS II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Two (2) or more no's in a single skills area on the ___ student learning skills profile above. Overall performance in Reading/Language Arts is poor ___ as indicated by daily grades and report card grades. Attendance is poor (excessive tardies/10 or more absences). ___ Classroom interaction/social skills are poor. ___ TOTALS III. CHECK ONE OR MORE OF THE FOLLOWING AS APPROPRIATE: 1. Recommended to begin the K-5 Summer School Program 2. 3. 4. (2 or more yes /s from PART II) Recommended to continue the K-5 Summer School Program (2 or more yes /s from PART II) Recommended to exit the K-5 Summer School Program (fewer than 2 yes /s from PART II) Recommended for the Title One Program in Reading/Language ArtsLRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE _1_ STUDENT STUDENT ID #. MATH NCE FALL '95 SCHOOL TEACHER DATE. RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: Four (4) or more no's in the Student Learning Profile (PART I below) 1. 2. Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Reads numeral words to 20 \u0026amp; matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts I's . counts to 100 by I's, 2's, 5's, \u0026amp; 10's . Knows addition facts to 18 \u0026amp; subtraction facts from 9 4 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens \u0026amp; ones to 100 8. Identifies fractions of a whole for halves \u0026amp; thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms \u0026amp; cones 10. Tells \u0026amp; writes time to the hour TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no's on Student Learning Profile --- above Good overall performance in Math as indicated by daily --- grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) --- Good classroom interaction/social skills --- NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes' s TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM READING/LANGUAGE ARTS TEACHER RECOMMENDATION FORM GRADE 2 STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: ' Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) 1. 2. PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS 71REA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Identifies letter sounds in initial, medial, \u0026amp; final YES NO 2. positions Interprets meaning through yisual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads \u0026amp; comprehends print materials independently COMMUNICATIONS 7. Participates as listener \u0026amp; speaker in discussion S 8. 9. questioning Uses basic print yocabulary in independent writing Uses basic print mechanics in independent writing 10. Begins to use conventions of spelling 11. Attends to basic mechanics of sentence structure 12. 13. when speaking and writing Tells/retells stories orally \u0026amp; in writing with supporting details \u0026amp; using proper sequence of events Understands written and spoken language as expression of culture TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. Fewer than five no's on the Student Learning Profile above YES NO B. C. D. Good overall performance in Reading/Language Arts indicated by daily grades and report card grades Good attendance (few/no tardies  10 or fewer absences) ___ Good classroom interaction/social skills ___ as TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with \u0026amp; without regrouping 3. Recalls basic subtraction facts to 18 4. Tells \u0026amp; writes time to the Js hour 5. Identifies fractions of a region including fourths, fifths, \u0026amp; sixths 6. Subtracts two two-digit numbers without regrouping 7. Solves simple word problems using addition \u0026amp; subtraction facts 8. Reads a calendar to tell the day, date,  month 9. Reads  interprets a pictograph  a bar graph 10. Compares three digit numbers using the symbols or TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies  10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes * s from PART I to total number of ves's from Part II. TOTAL PART I yes's TOTAL PART II ves'S TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE _3_ STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Fiye (5) or more no * s in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK pj:ading process/comprehension YES NO 1. 2. 3. 4. 5. 6. Uses phonetic principles to decode words Interprets meaning through use of context clues Builds yocabulary through context clues Identifies main idea \u0026amp; comprehends story elements in printed text Begins to use personal background to make meaning from print materials Selects, reads \u0026amp; comprehends print materials independently COMMUNICATIONS 7. Participates appropriately as listener \u0026amp; speaker in classroom, small group, \u0026amp; one-on-one discussion  questioning 8. Begins to independently expand print yocabulary in writing 9. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 10. Uses conventions of spelling 11. Begins to vary sentence structure to make speaking \u0026amp; writing interesting 12. Attends to appropriate organization of thoughts, ideas, sequence of events, \u0026amp; supporting details when speaking \u0026amp; writing 13. Begins to independently identify expression of culture in written S spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. YES NO B. C. D. Fewer than fiye no * s on the Student Learning Profile ___ aboye Good oyerall performance in Reading/Language Arts as ___ indicated by daily grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes * s from Part II. TOTAL PART I yes * s TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE _3_ STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no * s in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Reads \u0026amp; writes numbers through ten thousands 2. Writes numbers in order from least to greatest \u0026amp; greatest to least 3. Adds \u0026amp; subtracts two or three numbers through three digits with \u0026amp; without regrouping 4. Identifies \u0026amp; counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres. cones, rectangular prisms, \u0026amp; cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, S interprets a bar graph given a set of data 10. Solves word problems using addition \u0026amp; subtraction through three digits TOTALS PART II. COMPLETE THE FOLLOWING MUI.TIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. YES B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE 4 STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Uses phonetic principles and context clues to decode \u0026amp; make meaning 2. Independently constructs meaning in recreational, textual, \u0026amp; functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea YES NO 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning COMMUNICATIONS 7. Uses appropriate communication skills in a yariety of listening \u0026amp; speaking situations 8. Expands independently print yocabulary in writing 9. Begins to use editing strategies to appropriately make meaning in independent writing 9. 10. Uses conyentions of spelling 11. Begins to independently use process strategies to 12. make personal writing \u0026amp; speaking interesting Begins to appropriately use outlining to organize speaking S writing 13. Identifies independently expressions of culture in writing and spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. Fewer than fiye no's on the Student Learning Profile aboye YES NO B. c. D. Good oyerall performance in Reading/Language Arts indicated by daily grades and report card grades as Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes ' s TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH GRADE STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. PART I. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Recalls basic multiplication facts through 9's 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10  100 5. Finds perimeter of regular  irregular polygons 6. Divides a 2-digit number by a 1-digit number with  without a remainder 7. Compares fractions with like denominators using the symbols \u0026lt; or \u0026gt; 8. Adds  subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells  writes time to the nearest minute TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies S 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes * s from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II ves's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE _5_ STUDENT STUDENT ID #. LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES READING PROCESS/COMPREHENSION 1. Uses phonetic/structural/contextual clues to determine _ meaning 2. Uses strategies in reading to summarize, draw conclu- _ sions, predict, \u0026amp; infer in recreational, textual, S functional print 3. Uses semantic and syntactic information to expand _ vocabulary 4. Uses comprehension strategies to analyze main idea/ _ supporting details S to make generalizations about meaning 5. Begins to independently apply appropriate personal _ background when interpreting print materials 6. Reads developmently appropriate material for variety _ of purposes NO COMMUNICATIONS 7. Identifies appropriate communication skills to independently participate in variety of listening \u0026amp; speaking situations 8. Varies print vocabulary to suit audience, occasion, \u0026amp; topic in personal writing 9. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 10. Uses conventions of spelling 11. Uses process strategies independently to make personal writing \u0026amp; speaking interesting 12. Uses appropriate outlining to organize personal speaking \u0026amp; writing 13. Begins to analyze expressions of culture in writing S spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. B. C. D. YES Fewer than fiye no's on the Student Learning Profile ___ aboye Good overall performance in Reading/Language Arts as ___ indicated by daily grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.STUDENT SCHOOL LRSD SUMMER SCHOOL PROGRAM  TEACHER RECOMMENDATION FORM MATH STUDENT ID #. TEACHER GRADE MATH NCE FALL '95 DATE 5 RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL S^UDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SI iLLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Multiplies a 2-digit number by a 2-digit number 2. Reads S writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds \u0026amp; subtracts decimals 8. Simplifies fractions 9. Compares \u0026amp; orders decimals through hundredths 10. Solves word problems using multiplication S division TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no' s on Student Learning Profile ___ aboye Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies \u0026amp; 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.* f LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 mvwa Mo/ mem Ci?A NEf UM TO: AU ElEMENTAE V PRiNGPALS 1 FROM: Sadie Mitchell, Assistant Supehntenaent Margaret GremiHion. Assistant Superintendent SUBJECT: Site for K~5 Summer School Students participating in tne K-S Summer Program from your school will be otter,dina ______________________School. Sb(th^^deis,y^tt^ FranUin Incentive Schoo! ONL Y. You MH need to fiH in the blanks and send the attached letter home with ail participants. You may want to foHow-up with a phone call. ThanK you for your continued support. cOd IT. L.6 'll r' .U'- dii'-a r4ii*jGj GsyiLITTLE ROCK SCHOOL DISTRICT ELEMENTARY SUMMER SCHOOL ANNOUNCEMENT GRADES K  6 JUNE 12 - JULY 19, 1996 We are pleased to announce that summer Cloverdale, Franklin, King, l eny and Washington for grades K through 6. school will be offered at Brady, Caiver, l^ERMENTARY SCHEDULE Dates: Hours: June 12 through July 19, 1996 (full five weeks) July 3, 4, \u0026amp; 5, 1996 Holidays 8:15 a.m. to 11:30 a.m  Monday through Friday Tuition: $115.00 (Grade 6 students only) Students who did not reside in the Little Rock School District during the 1995-96 school year will be charged an additional $10.00 per semester REGISTRATION Dates\nLate Registration: June 1 - 11, 1996 June 12, 1996 Add $10.00 Late Registration Fee NO STUDENT WILL BE PERMITTED TO REGISTER AFTER JUNE 12, 1996 itj d 17' TI ^6 unf iOc-K W t: - J etCtlTlS 'NlkWri Ijsa'iI I f ! i I Little Rock School District, 810 West Markham, LR, AR 72201 FAX Io: Phone: Fax phone: CC: RLMARKS: LRSD. Room 200 3J7_-Z2ZnQ n Urgent lJ For your reshew Date\n/ Number of pages rnciudjug ojver sheet: [ I I j i I 1 From: Phone: Fax phone  Reply ASAP 5 Sadie Mitchels 50I/'324-2007 501/324-2032 LJ P'e\nb comment U? d :TT ^6.  !jnf TOS-T: 'NIUW a'?\u0026lt;5 SKictonf^ Nam*_ Pofentj Nome _ AcWpots _. UTTLE ROCK SCHOOL DISTRICT Elementary/Junior High Summer School -( student I,D. ___ preliminary S.h|gaiLMtU. ___ . _________DO*_.__ J----------- ooESNOffleaxseceisaow Lixbaixfv\u0026lt;iAtx\u0026gt;f\u0026gt;iSB\u0026lt;WAtU _ Heme Ptxx*___ Business Phone___ _ last School ArJefided ZJp Code Sfudenh* Blrfhdahs_____ Lott Gracie, X  * W    MJ WW\u0026gt; ^T'****\"' CAS4WROOKd Putpoae for flartdino aummer eotwab*- Ratwision or Roinfenjerriert C3? ErwIctinM'nt O Suolact aoMt daeired\nn ReedtnglangiuACje Arts O ReedinflAjanguega Am aJA\u0026lt;altt*naWaa  errichn*a (liat oourea or oowaaa)----------- School CtoeiwJ___ \u0026lt;4AOES 7 ANO a \u0026lt;nA\u0026gt; Sublet orCoun* Oa\u0026lt;t*\u0026lt;l_____ Grade Levet zC)  Purooea lor taking thia course\niKfittti\u0026gt;iaeaCiMuaM Ennchment Courae(8) Oealrod__ Course Level. HsjSotIjOrt or flwit9eanarrt O entWwwrt O. llUgUMM Cl nwimmOoNN:: TluunWsoonn mmuusmt accornpery iie ppcatk\u0026gt;n rwAfliiPD AN after daaa orflimlzatofl hw be arxJ otawwcr* h* be$Nn, STUDENTS REGUTER^ K - - lXamaa ia/Ka xAiafs aaI fa th* I ffrlA HACK aCf lOOl LMKiIm aner Class organimnon np wwn^wvrw wm w..eTw.- *  -- __ riM^rw ADDiTtONAL^O FEE. Also, an additional $10 tultten w be ohaigod atudenta wtw were not naeOanta at the Little Roefc Scftooi maww during the pravloua school yaar. Maxe checka payable to EUsMENTARY/JUNlOR HIGH SUMMER SCHOOL. FawW Sl-jnatura____ Piinctpal Signature ' 0a MOT whits IN -mW WPAeiB SOaM- Miw ONW Chech Enefoead O Amount $____ Cash Endosed O .. Amou(it\n$_^j.\n.:\n^ nt-rvf.nftmaPee Lots SC\" CtwcKNO.__L fbqHpttta.  \u0026lt; X } X ** !\u0026gt;* K'.K-X: Booh No. 1 X J0MrtN^Oi^  -Sv' , f 'ii-Xx # X A. * PajenoneRwcH' t -'4M CXSoe: . : \u0026gt;\u0026gt; - .s ^^Ubae # . -n \n--x\u0026lt;.:- .S:xx-\n.6 X i L/n'' iOfc'.XSHXXS-Tv':.\n* S * X I, M iW' M.n ^4?^ -VC r. tSwl xXt 48\u0026amp; \u0026lt;\u0026lt;! It'S A-r A \"tit .sov Av  f- *  \u0026gt;i! xj{ :Xx$ s . sj M 'It llIWGH GSd? si LITTLE ROCK SCHOOL DISTRICT SIO WEST MARKHAM LITTLE ROCK, ARKANSAS June 20, 1996 TO: Summer School Principals FROM: Sterling IngrarfTDirector of Staff Development SUBJECT: Corrected Summer School Statistics Attached is information related to summer school enrollment and staffing. Please make corrections as needed and return to niy office by Wednesday, June 26, 1996. In addition, plea.se list the teachers who have been transterred out of your building and the site to which they are currentiy assigned. Thank you for your assistance. Sl/adg SO'd .6 UOf cSOc-t?-\nEJNIQU'iaS' J?- ^k' !i \u0026gt;v LITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL ENROLLMENT- !K-6) DATE: June 19, 1996 J996 Schoo! Carver Carver# of Teachers CloverCde C^ Sfdale 4 afreochers Brcdy ' Brady # o f i \"^'Ochers , Franklin frorkSc # of Teachers ! King' I ^ing ^of I Teachers ! Teny xr 22 14 20 29 13 J 2 3 4 5 6 T Tota! /54''  54  59 46  25-V: 25 20 17 9 9 102 38 22 10 12 29/9CB: 134 2 7 17 2.3 20 17 1 48 I 29 41 43 30 22 194 36 42 19 i 4?/7y \u0026lt;' of 1 Teachers Washington \\rrashingtor) 4 cf Teachers ! 22 51 4.3 43 0d Of:U 26, unf :0c--7\u0026lt; .31 16 ] .5 7 51 :-T03-T:*t:j 42 2 52, !a -oiwio asdiLittle Rock School District K-5 SUMMER SCHOOL 1996 STUDENT PORTFOLIO CONTENTS 1. Teacher Recommendation Fomns (yellow copies): - Reading/Language Arts Math 2. Weekly Progress Report 3. Personal Reading Record 4. Seven (7) Samples of Student Work* - 2 Writing Products - 2 Literature Response Products - 2 Math and/or Science Products 1 Student-Selected Product * Work from all five (5) weeks should be represented and all work should be dated. 5. Anecdotal Records, Notes, Conferences, Checklists, Etc. 6. Other Forms of Assessment - Teacher-Made Tests, Scoring Rubrics, Etc. 7. Post-Assessment for Reading and Math (use original Teacher Recommendation Form - See #1 above)WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K - READING/LANGUAGE ARTS STUDENT STUDENT ID# SUMMER SCHOOL SITE TEACHER MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading 1. Begins to participate as listener/speaker in discussion and questioning 2. Experiments with print vocabulary in writing 3. Experiments with print mechanics in writing 4. Begins to use invented spelling 5. Experiments with mechanics of sentence structure when speaking and writing 6. Begins to tell/retell stories orally and in writing wi.h a beginning, middle, and end 7. Begins to understand written/spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies letters of alphabet and their sounds 2. Uses picture clues/letters/sounds to decode words 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read/comprehend print materials independently 1. Begins to participate as listener/speaker in discussion/ questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally/in writing with clear beginning/ middle/end 7. Begins to understand written/spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies letter sounds in initial, medial, \u0026amp; final positions 2. Interprets meaning through visual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads and comprehends print materials independently 1. Participates as listener/speaker in discussion and questioning 2. Uses basic print vocabulary in independent writing 3. Uses basic print mechanics in independent writing 4. Begins to use conventions of spelling 5. Attends to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally and in writing with supporting details and using proper sequence of events 7. Understands written and spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19-96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic principles to decode words 2. Interprets meaning through use of context clues 3. Builds vocabulary through context clues 4. Identifies main idea and comprehends story elements in printed text 5. Begins to use personal background to make meaning from print materials 6. Selects, reads, and comprehends print materials independently 1. Participates appropriately as listener and speaker in small group, and one-on-one discussion and classroom, questioning 2. Begins to independently expand print vocabulary in writing 3. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 4. Uses conventions of spelling 5. Begins to vary sentence structure to make speaking and writing interesting 6. Attends to appropriate organization of thoughts, ideas, sequence of events, and supporting details when speaking and writing 7. Begins to independently identify expression of culture in written and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORTS LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic principles and context clues to decode and make meaning 2. Independently constructs meaning in recreational, textual, and functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning 1. Uses appropriate communication skills in a variety of listening and speaking situations 2. Expands independently print vocabulary in writing 3. Begins to use editing strategies to appropriately make meaning in independent writing 4. Uses conventions of spelling 5. Begins to independently use process strategies to make personal writing and speaking interesting 6. Begins to appropriately use outlining to organize speaking and writing 7. Identifies independently expressions of culture in writing and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic/structural/contextual clues to determine meaning 2. Uses strategies in reading to summarize, draw conclusions, predict, \u0026amp; infer in recreational, textual, S functional print 3. Uses semantic \u0026amp; syntactic information to expand vocabulary 4. Uses comprehension strategies to analyze main idea/supporting details and to make generalizations about meaning 5. Begins to independently apply appropriate personal background when interpreting print materials 6. Reads developmentally appropriate material for variety of purposes 1. Identifies appropriate communication skills to independently participate in variety of listening \u0026amp; speaking situations 2. Varies print vocabulary to suit audience, occasion, and topic in personal writing 3. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 4. Uses conventions of spelling 5. Uses process strategies independently to make personal writing and speaking interesting 6. Uses appropriate outlining to organize personal speaking and writing 7. Begins to analyze expressions of culture in writing and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K MATH STUDENT ID#. TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Begins to understand the meaning of numbers and sets and counts to 20 2. Demonstrates one-to-one correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, and rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts and classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Reads numeral words to 20 \u0026amp; matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts to 100 by I's, 2's, 5's, \u0026amp; lO's 4. Knows addition facts to 18/subtractions facts from 9 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens \u0026amp; ones to 100 8. Identifies fractions of a whole for halves \u0026amp; thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms,  cones 10. Tells and writes time to the hour Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with or without regrouping 3. Recalls basic subtractions facts to 18 4. Tells and writes time to the half-hour 5. Identifies fractions of a region including fourths, fifths, and sixths 6. Subtracts 2 two-digit numbers without regrouping 7. Solves simple word problems using addition \u0026amp; subtraction facts 8. Reads a calendar to tell the day, date, and month 9. Reads and interprets a pictograph and a bar graph 10. Compares three digit numbers using the symbols or Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Reads and writes numbers through ten thousands 2. Writes numbers in order from least to greatest and greatest to least 3. Adds \u0026amp; subtracts two or three numbers through three digits with \u0026amp; without regrouping 4. Identifies and counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres, cones, rectangular prisms, and cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, and interprets a bar graph given a set of data 10. Solves word problems using addition and subtraction through three digits Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNot yet introduced N/I WEEK Never \nPROGRAM OBJECTIVES 1 2 3 4 1. Recalls basic multiplication facts through 9's 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10 \u0026amp; 100 5. Finds perimeter of regular S irregular polygons 6. Divides a 2-digit number by a 1-digit number with \u0026amp; without a remainder 7. Compares fractions with like denominators using the symbols \u0026lt; or \u0026gt; 8. Adds \u0026amp; subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells and writes time to the nearest minute Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 MATH STUDENT ID# TEACHER Consistently +\nOccasionally o\nNever \nNot yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Multiplies a 2-digit number by a 2-digit number 2. Reads and writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds and subtracts decimals 8. Simplifies fractions 9. Compares and orders decimals through hundredths 10. Solves word problems using multiplication and division Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading 1. Begins to participate as listener/speaker in discussion and questioning 2. Experiments with print vocabulary in writing 3. Experiments with print mechanics in writing 4. Begins to use invented spelling 5. Experiments with mechanics of sentence structure when speaking and writing 6. Begins to tell/retell stories orally and in writing with a beginning, middle, and end 7. Begins to understand written/spoken language as expression of culture Comments:2 4 1996 QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 - READING/LANGUAGE ARTS STUDENT STUDENT ID#. DATE. SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd NARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies letters of alphabet and their sounds 2. Uses picture clues/letters/sounds to decode words 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read/comprehend print materials independently 1. Begins to participate as listener/speaker in discussion/ questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally/in writing with clear beginning/ middle/end 7. Begins to understand written/spoken language as expression of culture Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies letter sounds in initial, medial, \u0026amp; final positions 2. Interprets meaning through visual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads and comprehends print materials independently Participates as listener/speaker in discussion and questioning 2. Uses basic print vocabulary in independent writing 3. Uses basic print mechanics in independent writing 4. Begins to use conventions of spelling 5. Attends to basic mechanics of sentence structure when speaking and writing______________________ 6. Tells/retells stories orally and in writing with supporting details and using proper sequence of events 7- Understands written and spoken language as expression of culture Comments: I IQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 - READING/LANGUAGE ARTS STUDENT. STUDENT ID#. DATE. SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally O\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Uses phonetic principles to decode words 2. Interprets meaning through use of context clues 3. Builds vocabulary through context clues 4. Identifies main idea and comprehends story elements in printed text 5. Begins to use personal background to make meaning from print materials 6. Selects, reads, and comprehends print materials independently 1. Participates appropriately as listener and speaker in classroom, small group, and one-on-one discussion and questioning 2. Begins to independently expand print vocabulary in writing 3. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 4. Uses conventions of spelling 5. Begins to vary sentence structure to make speaking and writing interesting 6. Attends to appropriate organization of thoughts, ideas, sequence of events, and supporting details when speaking and writing 7. Begins to independently identify expression of culture in written and spoken language Comments:QUTIRTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNot yet introduced N/I PROGRESS TO DATE (See Marking Key) Never \n1. Uses phonetic principles and context clues to decode and make meaning 2. Independently constructs meaning in recreational, textual, and functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning I 1. Uses appropriate communication skills in a variety of I listening and speaking situations 2. Expands independently print vocabulary in writing I 3. Begins to use editing strategies to appropriately make I r meaning in independent writing I 4. Uses conventions of spelling 5. Begins to independently use process strategies to make personal writing and speaking interesting I 6. Begins to appropriately use outlining to organize speaking I and writing I 7. Identifies independently expressions of culture in writing 1 and spoken language I Comments: I i iQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Uses phonetic/structural/contextual clues to determine meaning 2. Uses strategies in reading to summarize, draw conclusions, predict, S infer in recreational, textual, S functional print 3. Uses semantic \u0026amp; syntactic information to expand vocabulary 4. Uses comprehension strategies to analyze main idea/supporting details and to make generalizations about meaning 5. Begins to independently apply appropriate personal background when interpreting print materials 6. Reads developmentally appropriate material for variety of purposes 1. Identifies appropriate communication skills to independently participate in variety of listening S speaking situations 2. Varies print vocabulary to suit audience, occasion, and topic in personal writing 3. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 4. Uses conventions of spelling 5. Uses process strategies independently to make personal writing and speaking interesting 6- Uses appropriate outlining to organize personal speaking and writing 7. Begins to analyze expressions of culture in writing and spoken language Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM STUDENT SCHOOL MARKING KEY: Consistently +\nGRADE K MATH STUDENT ID# DATE NINE WEEKS PERIOD (circle one) 1st 2nd 3rd Occasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Begins to understand the meaning of numbers and sets and counts to 20 2. Demonstrates onetoone correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, and rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts and classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern Comments:2 QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 MATH STUDENT STUDENT ID#, DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Reads numeral words to 20 \u0026amp; matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts to 100 by I's, 2's, 5's, \u0026amp; 10's 4. Knows addition facts to 18/subtractions facts from 9 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens \u0026amp; ones to 100 8. Identifies fractions of a whole for halves \u0026amp; thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms, S cones 10. Tells and writes time to the hour Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with or without regrouping 3. Recalls basic subtractions facts to 18 4. Tells and writes time to the half-hour 5. Identifies fractions of a region including fourths, fifths, and sixths 6. Subtracts 2 two-digit numbers without regrouping 7. Solves simple word problems using addition \u0026amp; subtraction facts 8. Reads a calendar to tell the day, date, and month 9. Reads and interprets a pictograph and a bar graph 10. Compares three digit numbers using the symbols \u0026lt;, \u0026gt;, or Conunents:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Reads and writes numbers through ten thousands 2. Writes numbers in order from least to greatest and greatest to least 3. Adds \u0026amp; subtracts two or three numbers through three digits with S without regrouping 4. Identifies and counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres, cones, rectangular prisms, and cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, and interprets a bar graph given a set of data 10. Solves word problems using addition and subtraction through three digits Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Recalls basic multiplication facts through 9's I 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10 \u0026amp; 100 5. Finds perimeter of regular S irregular polygons 6. Divides a 2-digit number by a 1-digit number with S without a remainder 7. Compares fractions with like denominators using the symbols \u0026lt; or \u0026gt; 8. Adds S subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells and writes time to the nearest minute i 1 I Comments: IQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +\nOccasionally o\nNever \nNot yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Multiplies a 2-digit number by a 2-digit number 2. Reads and writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds and subtracts decimals 8. Simplifies fractions 9. Compares and orders decimals through hundredths 10. Solves word problems using multiplication and division Comments:09/14/95 08:23:15 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-OORl Language Arts Revised Obj. Kindgarten Objective Description M- TI GL LA-OORl-001 Listen to variety of print for variety of purposes. LA-OORl-002 Listen for sustained periods of time. LAOORl-003 Attend to what others are saying. LA-OORl-004 Listen to develop strategies for asking questions. LA-OORl-005 Exhibit reactions that reflect comprehension. LA-OORl-006 Listen to follow directions sequentially. LA-OORl-007 Use technology to reinforce/extend learning. LA-OORl-008 Listen to discriminate sounds. LA-OORl009 Take turns in group discussion. LA-OORl-010 Volunteer in speaking activities. LA-OORl-011 Tell/retell stories from writing/reading/pictures. LA-OORl-012 Dramatize familiar stories, rhymes, and fingerplays. LA-OORl-013 Use technology to enhance/evaluate performances. LA-OORl-014 Give oral directions. LA-OORl-015 Make comments appropriate to the situations. LAOORl-016 Express ideas clearly/accurately. LA-OORl-017 Rephrase/adjust if others do not understand. LA-OORl-018 Use print/pictures to convey meaning. LA-OORl-019 Leave space between words/groups of letters. LA-OORl-020 Write daily for a variety of purposes. LA-OORl-021 Evaluate own writing/drawing and that of others. LA-OORl-022 Participate in shared writing activities. LA-OORl-023 Accept responsibility for completing/writing. LA-OORl-024 Use pre-writing skills. LA-OORl-025 Write letters/symbols/numerals randomly. LA-OORl-026 Write from left to right. LA-OORl-027 Use partial phonetic representation for word. LA-OORl-028 Use a few known words in correct places. LA-OORl-029 Experiment with punctuation/capitalization. LA-OORl-030 Recognize and write own name. LA-OORl-031 Use technology to write/revise text. LA-OORl-032 Understand that from the print comes the message. LA-OORl-033 Know where to start reading, left to right, return. LA-OORl-034 Participate in shared reading experiences. LA-OORl-035 Use pictures as clues to story line. LA-OORl-036 Identify letters of the alphabet. LA-OORl-037 Distinguish letters from words. LA-OORl038 Recognize/associate letters and sounds. LA-OORl-039 Recognize some high frequency words. LA-OORl-040 Use specific strategies to comprehend variety of genres. LA-OORl-041 Recognize opposites. LA-OORl-042 Show awareness of story elements. LA-OORl-043 \"Read\" from original stories to others. LA-OORl-044 Choose to look at/talk about books. LA-OORl-045 Use skills to achieve goals in/out of classroom. LA-OORl-046 Dictate stories using background knowledge. 75% 75% 75% 75% 75% 75% 75% 75% 75 % 75% 75% 75 *6 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8I received Illi 2 4 1996 Office of Desooregaton Monitoring03/-L^/3S 08:19:36 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-OIRI Language Arts Revised Objectives Grade 1 Objective Description M-% TI GL LA-OlRl-001 Listen to variety of print for variety of purposes. LAOlRl-002 Listen for sustained periods of time. LA-OlRl-003 Exhibit reactions that reflect comprehension. LAOlRl-004 Attend to what others are saying. LA-OlRl-005 Listen to follow directions sequentially. LA-OlRl-006 Listen to discriminate sounds. LA-OlRl-007 Listen to develop strategies for asking questions. LA-OlRl-008 Listen to appreciate genres from diverse cultures. LA-OlRl-009 Listen to reinforce/extend learning through technology. LA-OlRl-010 Volunteer for speaking activities. LA-OlRl-011 Take turns in group discussions. LA-OlRl-012 Give oral directions. LA-OlRl-013 Tell/retell stories from writing/reading/pictures. LA-OlRl-014 Dramatize familiar stories/rhymes/books. LAOlRl-015 Experiment with creative/playful languages. LA-OlRl-016 Contribute to group/individual dictated stories. LA-OlRl-017 Use technology to enhance/evaluate performances. LA-OlRl-018 Express ideas clearly and accurately. LA-OlRl-019 Make comments appropriate to the situation. LA-OlRl-020 Illustrate stories to convey meaning. LA-OlRl-021 Follow patterns from predictable books, stories, poems. LA-OlRl-022 Create/write simple stories/poems for publication. LA-OlRl-023 Write daily for a variety of purposes. LA-OlRl-024 Evaluate own writing/drawing and that of others. LA-OlRl-025 Participate in shared writing experiences. LA-OlRl-026 Use technology to write/revise text. LA-OIRI027 Write for social interaction. LA-OlRl-028 Write for variety of purposes. LA-OlRl-029 Master manuscript handwriting. LA-OlRl-030 Spell/write first, last name, and phone number. LA-OlRl-031 Edit writing for complete sentences. LA-OlRl-032 Edit writing for developmentally appropriate mechanics. LA-OlRl-033 Edit writing for developmentally appropriate spelling. LA-OlRl-034 Edit writing for developmentally appropriate usage. LA-OlRl-035 Accept responsibility for collecting/completing products LA-OlRl-036 Use major cuing systems to decode/construct meaning. LA-OlRl-037 Participate in shared/guided reading experiences. LA-OlRl-038 Recognize/associate letters and sounds. LA-OIRI039 Expand vocabulary through reading. LA-OlRl-040 Recognize synonyms/antonyms/homophones. LA-OIRI041 Use a variety of strategies to aid comprehension. LA-OlRl-042 Develop fluency in silent/oral reading. LA-OlRl-043 Recognize story elements. LA-OlRl-044 Use specific strategies to comprehend variety of genres. LA-OlRl-045 Understand that texts have different purposes. LA-OlRl-046 Select appropriate resource material. LA-OlRl-047 Use developmentally appropriate study skills. 75 IS IS Q. *6 S8 IS^ 75% IS^^ 10 75% 1S^ IS^^ 75% IS^^ IS^ lSi, 1S\u0026lt;. 1S\u0026lt;. 1S^\u0026lt;. 75% IS^. 75 Q, S8 S8 1S'^\u0026lt;. IS^ IS^^ IS^ IS^ 75% IS^'i IS^ IS'^^. ns^^ 1S^ 75% IS^^, 48 S8 75% 19 S8 75% 67 S8 75% 75 *0 75% 74 S8 4 75%128 S8 75% 60 75% 20 75% 62 S8 75 IS^'i ns^^ 24 S8 75% S8 75% 75% 24 S809/14/95 08:19:36 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-OIRI Language Arts Revised Objectives Grade 1 (Continued) Objective Description M-% TI GL LA-OlRl-048 Use strategies for visual organization. LA-OlRl-049 Identify minority writers. LA-OlRl-050 Choose to look at/read books for sustained periods. LA-OIRI051 Establish a purpose for reading.* LA-OlRl-052 Use a variety of word recognition strategies as needed. 75% 10 75% 75% 75% 14 75%09/14/95 08:20:33 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-02R1 Language Arts Revised Objectives Grade 2 Objective Description M-% TI GL LA-02R1-001 Listen to variety of print for variety of purposes. LA-02R1-002 Appreciate variety of genres from various cultures, LA-02R1-003 Listen for sustained periods of time. LA-02R1-004 Listen to discriminate sounds. LA-02R1-005 Listen selectively/attentively for variety of purposes. LA-02R1-006 Develop strategies for understanding what is heard. LA-02R1-007 Reinforce/extend learning through technology. LA-02R1008 Volunteer for speaking activities. LA-02R1009 Take turns in group discussions. LA-02R1-010 Tell/retell stories from writing, reading, pictures. LA-02R1-011 Participate in speaking activities. LA-02R1-012 Give oral directions. LA-02R1-013 Make/respo.id to introductions. LA-02R1-014 Experiment with creative/playful language. LA-02R1-015 Use technology to enhance/evaluate performances LA-02R1-016 Speak to variety of audiences. LA-02R1-017 Make comments/give feedback appropriate to situation. LA-02R1-018 Express ideas clearly and accurately. LA-02R1-019 Write/illustrate stories to convey meaning. LA-02R1-020 Write in one or more subject areas daily. LA-02R1021 Use five steps of writing process. LA-02R1-022 Write independently. LA-02R1-023 Monitor progress of self and others. LA-02R1-024 Create/write poems/stories for publication. LA-02R1-025 Use technology to write/revise. LA-02R1-026 Participate in shared writing activities. LA-02R1-027 Write for a variety of purposes. LA-02R1-028 Write for social interaction. LA-02R1-029 Edit writing for complete sentences. LA-02R1-030 Edit writing for developmentally appropriate mechanics. LA-02R1-031 Edit writing for developmentally appropriate spelling. LA-02R1-032 Edit writing for developmentally appropriate usage. LA-02R1-033 Accept responsibility for collecting/completing writing. LA-02R1-034 Demonstrate mastery of manuscript writing. LA-02R1-035 Recognize and appreciate letters and sounds. LA-02R1-036 Participate in shared/guided reading experiences. LA-02R1-037 Use major cuing systems to decode. LA-02R1-038 Expand vocabulary through reading. LA-02R1-039 Recognize synonyms/antonyms/multimeaning words. LA-02R1-040 Develop fluency in silent/oral reading. LA-02R1-041 Recognize story elements. LA-02R1-042 Use a variety of strategies to aid comprehension. LA-02R1-043 Use specific strategies to comprehend variety of genres. LA-02R1-044 Understand that texts have different purposes. LA-02R1-045 Monitor progress of self and others. LA-02R1-046 Use strategies for visual organization of information. LA-02R1-047 Read from different genres from variety of cultures. 75% 75% 75% 75 % S8 79 S8 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 60 S8 75% S8 75% 60 S8 75% 75% 75% 26 S8 75% 75% 70 S8 75% 70 75% 29 S8 75% 75% 18 S8 75% 36 S8 75% 53 S8 75% 75% 75% 75% S8 S809/14/95 08:20:33 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-02R1 Language Arts Revised Objectives Grade 2 (Continued) Objective Description M-% TI GL LA-02R1048 Use developmentally appropriate study skills, LA-02R1-049 Identify minority writers. LA-02R1-050 Select appropriate resource materials. LA-02R1-051 Choose to look at/read books. LA-02R1-052 Establish a purpose for reading. LA-02R1-053 Use variety of word recognition strategies. LA-02R1-054 Use technology to support growth in reading. 75% 10 S8 75% 75% 75% 75% 18 75% 75%09/14/95 08:21:34 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-03R1 Language Arts Revised Objectives Grade 3 Objective Description M-% TI GL LA-03R1001 Listen to variety of print for variety of purposes. LA-03R1002 Listen selectively/attentively for variety of purposes. LA-03R1-003 Listen to discriminate sounds. LA-03R1-004 Develop strategies for understanding what is heard. LA-03R1-005 Listen to/appreciate genres from many cultures. LA-03R1-006 Listen to reinforce/extend learning through technology. LA-03R1-007 Participate courteously in group discussions. LA-03R1-008 Respond to guestions in complete sentences. LA-03R1009 Give oral directions. LA-03R1-010 Make/respond to introductions. LA-03R1-011 Volunteer for speaking activities. LA-03R1-012 Recite poetry/participate in choral reading/dramas. LA-03R1-013 Create/tell original stories in sequence. LA-03R1-014 Experiment/create with language. LA-03R1-015 Use technology to enhance/evaluate performances. LA-03R1-016 Express ideas clearly, accurately. LA-03R1-017 Speak to variety of audiences for variety of reasons. LA-03R1-018 Make comments/feedback appropriate to situation. LA-03R1-019 Participate in shared writing activities. LA-03R1-020 Use five steps of writing process. LA-03R1-021 Write in one or more subject areas daily. LA-03R1-022 Write independently for sustained periods of time. LA-03R1-023 Write and illustrate stories to convey meaning. LA-03R1024 Write paragraphs and whole pieces. LA-03R1-025 Create/write stories/poems for publication. LA-03R1-026 Use technology to write/revise text. LA-03R1-027 Write for social interaction. LA-03R1-028 Write for a variety of purposes. LA-03R1-029 Demonstrate mastery in handwriting. LA-03R1-030 Write complete simple and compound sentences. LA-03R1-031 Edit writing for correct usage. LA-03R1-032 Edit writing for mechanics. LA-03R1-033 Edit writing for correct spelling.* LA-03R1-034 Understand that texts have different purposes.* LA-03R1-035 Use major cuing systems to decode.* LA-03R1-036 Expand vocabulary through reading. LA-03R1-037 Develop knowledge of vocabulary. LA-03R1-038 Develop fluency in oral/silent reading. LA-03R1-039 Recognize and compare story elements. LA-03R1-040 Identify minority writers. LA-03R1-041 Use a variety of strategies to aid comprehension. LA-03R1-042 Participate in shared/guided reading activities. LA-03R1-043 Use strategies for visual organization of information. LA-03R1-044 Use specific strategies to comprehend variety of genres. LA-03R1-045 Appreciate diversity in literature. LA-03R1-046 Monitor progress of self and others. LA-03R1-047 Use developmentally appropriate study skills.* 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75 75% 1'5'^ 15^ 75% 75% 15^ 75% S8 S8 S8 S8 S8 S8 10 75% 60 S8 75%157 S8 75% 24 S8 75% 10 S8 75 90 S8 75% 88 S8 75% 50 S8 75% 75% 29 S8 75% 75% 68 S8 15^ 15^ 15^106 S8 75% 75% 75%148 S809/14/95 08:21:34 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-03R1 Language Arts Revised Objectives Grade 3 (Continued) Objective Description M-% TI GL LA-03R1-048 Select appropriate resource materials. LA-03R1-049 Establish a purpose for reading. LA-03R1-050 Read for a variety of purposes. LA-03R1-051 Use variety of word recognition strategies. LA-03R1-052 Select a variety of print.* LA-03R1-053 Participate in conversations about reading. LA-03R1-054 Use reading to achieve goals outside classroom. LA-03R1-055 Use technological aids to support growth in learning. 75% S8 75% 14 S8 75% 75% 75% 10 75% 75% S8 7509/14/95 08:27:42 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-04R1 Language Arts Revised Objectives Grade 4 Objective Description M-% TI GL LA-04R1-001 Listen to variety of print for variety of purposes. LA-04R1-002 Listen selectively/attentively for variety of purposes. LA-04R1-003 Develop strategies for understanding what is heard. LA-04R1-004 Listen to/appreciate genres from many cultures. LA-04R1-005 Listen to reinforce/extend learning through technology. LA-04R1-006 Participate courteously in group discussions. LA-04R1-007 Give directions/explanations. LA-04R1-008 Participate in speaking activities. LA-04R1-009 Experiment/create with language. LA-04R1010 Use technology to enhance/evaluate performances. LA-04R1-011 Express ideas clearly, accurately. LA-04R1-012 Speak to variety of audiences for variety of reasons. LA-04R1-013 Make comments/feedback appropriate to situation. LA-04R1-014 Participate in group writing activities. LA-04R1-015 Use five steps of writing process. LA-04R1-016 Write in one or more subject areas daily. LA-04R1-017 Write independently for sustained periods of time. LA-04R1-018 Write paragraphs and whole pieces. LA-04R1-019 Create/write stories/poems for publication. LA-04R1-020 Use technology to write/revise text. LA-04R1-021 Write for social interaction. LA-04R1-022 Write for a variety of purposes. LA-04R1-023 Demonstrate mastery of cursive writing. LA-04R1-024 Write/edit for complete sentences. LA-04R1-025 Edit writing for correct usage. LA-04R1-026 Edit writing for mechanics. LA-04R1-027 Edit writing for correct spelling. LA-04R1-028 Maintain and evaluate a collection of writing samples. LA-04R1-029 Understand that texts have different purposes.* LA-04R1-030 Use major cuing systems to decode. LA-04R1-031 Expand vocabulary through reading. LA-04R1-032 Develop knowledge of vocabulary. LA-04R1-033 Read orally/silently for increased periods of time.* LA-04R1-034 Analyze story elements. LA-04R1-035 Make comparisons from literature. LA-04R1-036 Identify minority writers.* LA-04R1-037 Use a variety of strategies to aid comprehension. LA-04R1-038 Use strategies for visual organization of information. LA-04R1-039 Use specific strategies to comprehend variety of genres. LA-04R1-040 Appreciate diversity in literature. LA-04R1-041 Monitor progress of self and others. LA-04R1-042 Use study skills. LA-04R1-043 Establish a purpose for reading.* LA-04R1-044 Read for a variety of purposes. LA-04R1-045 Use a variety of strategies to understand text. LA-04R1-046 Select a variety of print.* LA-04R1-047 Participate in conversations about reading. 75 o 75% 75 6 75% 75% 75% 75% 75% 75 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 9 S8 75% 59 S8 75%150 S8 75% 75% 75% S8 9 S8 75% 71 S8 89 75% 60 S8 75% 7 75% 23 S8 75% 15^ 4 90 S8 75% 66 S8 75% 89 S8 75% 75% 75% 73 S8 75% 14 S8 75% S8 75% 10 S8 75%09/14/95 08:27:42 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-04R1 Language Arts Revised Objectives Grade 4 (Continued) Objective Description M-% TI GL LA-04R1-048 Use reading to achieve goals outside classroom. LA-04R1-049 Use technological aids to support growth in learning. 75% 75% S809/1^/95 08:28:15 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-05R1 Language Arts Revised Objectives Grade 5 Objective Description M-% TI GL LA-05R1-001 Develop listening skills for the classroom. LA-05R1-002 Develop listening skills for varied social situations. LA-05R1-003 Develop listening skills appropriate to the workplace. LA-05R1-004 Analyze and evaluate what is heard. LA-05R1-005 Give directions/explanations. LA-05R1-006 Participate courteously in group discussions. LA-05R1-007 Summarize/seguence/paraphrase what others have said. LA-05R1-008 Read orally with meaning and expression. LA-05R1-009 Participate in speaking activities. LA-05R1-010 Conduct an interview. LA-05R1-011 Make/respond to introductions. LA-05R1-012 Use clear, concise language. LA-05R1-013 Exhibit confidence as a speaker. LA-05R1-014 Write in class for sustained periods of time. LA-05R1-015 Analyze thinking through writing. LA-05R1-016 Apply variety of prewriting strategies. LA-05R1-017 Use five steps of writing process. LA-05R1-018 Write in a variety of modes. LA-05R1-019 Evaluate writing in relation to purpose/audience. LA-05R1-020 Write to reflect personal/multicultural/universal ideas. LA-05R1-021 Write to synthesize information from multiple sources. LA-05R1-022 Maintain and evaluate a collection of writing samples. LA-05R1-023 Edit written work for correct spelling. LA-05R1-024 Edit written work for correct usage. LA-05R1-025 Edit written work for mechanics. LA-05R1-026 Write/edit for complete sentences. LA-05R1-027 Demonstrate mastery of cursive writing. LA-05R1-028 Read individually and in groups. LA-05R1-029 Establish purpose for reading. LA-05R1-030 Analyze main idea/supportive details. LA-05R1-031 Analyze literature using patterns of organization. LA-05R1-032 Use specific strategies to comprehend variety of genres. LA-05R1-033 Analyze literature. LA-05R1-034 Understand developmentally appropriate literary concepts LA-05R1-035 Expand personal vocabulary. LA-05R1036 Use library and reference skills. LA-05R1-037 Read works by authors of different race/beliefs/sex/age* LA-05R1-038 Use strategies for visual organization of information. LA-05R1-039 Read a variety of materials. LA-05R1-040 Read to discern validity of written material. LA-05R1-041 Read and follow directions. LA-05R1-042 Read to research an idea using technical resources. 75% 75% 75% 75% 75% 75% 75% 15 15 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 S8 75% 27 S8 75%171 S8 '1'5^ 2Q S8 15^ 15^ 15^ S8 S8 75% 35 S8 75%126 S8 75% 6 S8 75% 79 75% 75 S8 75%170 S8 75% 15^ S8 5 75% 14 75%38/08/94 39:27:06 :M32O1OO LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 1 lA-OORl Math Revised Objectives Kindergarten Dbjective Description M-% TI GL iA-OORl-OOl Use a variety of strategies to solve problems. -IA-OORl-002 Solve problems related to other countries/cultures. lA-OORl-003 Write, read and discuss mathematics. 4A-00R1-004 Read and write numbers and number words. iA-OORl-005 Explore the operation of addition. \u0026lt;IA-00Rl-006 Explore the operation of subtraction. lA-OORl-007 Explore the concept of 1/2. lA-OORl-OOS Identify and describe plane shapes. IA-OORl-009 Identify and describe 3-dimensional shapes. 4A-00R1-010 Recognize, extend and create geometric patterns. :4A-00Rl-011 Demonstrate understanding of measurement concepts. .4A-00R1-012 Identify and use units of time. .4A-00R1-013 Identify and use coins. iA-OORl-OlA Explore and use measurement. ?1A-OOR1-O15 Make and interpret graphs. MA-OORl-016 Sort and classify objects. '4A-00R1-017 Identify, describe, copy, extend and create patterns. 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% i.38/08/94 39:27:06 0M320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 5 4A-01R1 Math Revised Objectives Grade 01 Objective Description M-% TI GL 'lA-OlRl-001 Use a variety of strategies to solve problems. 'IA-OlRl-002 Solve problems related to other countries and cultures. 'lA-OlRl-OOS Write, read and discuss mathematics. MA-OlRl-004 Read and write numbers and number words. MA-OlRl-005 Identify numbers to 20 as even or odd. MA-OlRl-006 Count to 100 by I's, 2's, 5's, and lO's. MA-OlRl-007 Identify order relationships of numbers. MA-OlRl-008 Know basic addition and subtraction facts. MA-OlRl-009 Find the missing addend using basic addition facts. MA-OlRl-010 Investigate the order and zero properties of addition. MA-OlRl-011 Show place value through hundreds using manipulatives. MA-OlRl-012 Relate computation algorithms to hands-on experiences. MA-OlRl-013 Add numbers with and without regrouping. MA-OlRl-014 Subtract numbers with no regrouping. MA-OlRl-015 Model and write number sentences. MA-OlRl-016 Solve word problems. MA-OlRl-017 Identify fractions of a whole number. MA-OlRl-018 Identify plane figures and points in a plane. MA-OlRl-019 Identify 3-dimensional shapes. MA-OlRl-020 Identify and extend geometric patterns. MA-OlRl-021 Investigate lines of symmetry. MA-OlRl-022 Explore/recognize examples of geometry in environment. MA-OlRl-023 Identify and use units of time. MA-OlRl-024 Identify and count coins. MA-OlRl-025 Use coins to solve money problems. MA-OlRl-026 Select/use the appropriate standard/nonstandard units. MA-OlRl-027 Collect, organize and describe data. MA-OlRl-028 Record data by constructing pictographs and bar graphs. MA-OlRl-029 Read graphs and make generalizations. MA-OlRl-030 Explore patterns. MA-OlRl-031 Identify, create, compare sets by size and measurement. MA-OlRl-032 Use calculators to discover relationships and patterns. 75% 75% 75% 151 75% 75% 151 75% 15^ 15^ 75% 75% 151 15% 15% 15% 15% 75% 15% 75% 15% 15% 15% 15% 75% 15% 15% 15% 15% 15% 75% 15% S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8D8/08/94 39:27:06 IM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 9 IA-02R1 Math Revised Objectives Grade 2 Dbjective Description M-% TI GL 4A-02R1-001 Use a variety of strategies to solve problems. iA-02Rl-002 Solve problems related to other countries or cultures. 'iA-02Rl-003 Write, read and discuss mathematics. 4A-02R1-004 Identify ordinal numbers through 20th. \u0026lt;A-02Rl-005 Read/write numbers/identify place value. 4A-02R1-006 Identify even and odd numbers through 3 digits. 4A-02R1-007 Comparing numbers. IA-02R1-008 Recall basic addition and subtraction facts to 18. '1A-02R1-009 Find the missing addend using basic addition facts. 4A-02R1-010 Show the order and zero properties of addition. 4A-02R1-011 Add numbers with and without regrouping. '1A-02R1-012 Subtract numbers with and without regrouping. 4A-02R1-013 Demonstrate the meaning of addition and subtraction. 4A-02R1-014 Recognize inverse relationship of addition/subtraction. 4A-02R1-015 Recall multiplication facts (0-5) and identify symbols. IA-02R1-016 Explore division using manipulatives. 4A-02R1-017 Solve word problems. -IA-02R1-018 Identify fractions and fractional parts. 4A-02R1-019 Identify plane figures. 4A-02R1-020 Identify 3-dimensional shapes. 4A-02R1021 Locate points inside, outside, and on geometric figures. 4A-02R1-022 Investigate the concept of congruency/lines of symmetry. IA-02R1-023 Create and record perimeter of shapes. 'IA-02R1-024 Identify units of time. IA-02R1-025 Determine elapsed time given a problem situation. 4A-02R1-026 Identify currencey, count money and make change. -IA-02R1-027 Compare to find least and greatest price. 4A-02R1-028 Use a ruler to measure to the nearest inch/centimeter. 4A-02R1-029 Select appropriate units of measurement. 4A-02R1-030 Determine reasonable estimates working with measurement. 4A-02R1-031 Collect, organize and describe data. IA-02R1-032 Read charts and maps and make generalizations. 4A-02R1-033 Record data by constructing pictographs and bar graphs. 75% 75% 15% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 5 S8 S8 1 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S818/08/94 19 : 27 : 06 :M32O1OO LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 13 2A-O3R1 Math Revised Objectives Grade 3 )bjective Description M-% TI GL LA-03R1-001 Use a variety of strategies to solve problems. 1A-03R1-002 Solve problems related to other countries or cultures. IA-03R1-003 Write, read and discuss mathematics. IA-03R1-004 Identify ordinal numbers through 31st. IA-03R1-005 Read/write/identify place value. 1A-03R1-006 Identify even and odd numbers through 3 digits. IA-03R1-007 Comparing numbers. IA-03R1-008 Round numbers through four digits. IA-03R1-009 Explore and investigate number patterns. IA-03R1-010 Recall and use basic addition and subtraction facts. IA-03R1-011 Demonstrate the meaning of addition and subtraction. IA-03R1-012 Recognize inverse relationship of addition/subtraction. IA-03R1-013 Add and subtract numbers with and without regrouping. IA-03R1-014 Identify and use properties for addition/multiplication. 1A-0\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1549","title":"\"The Arkansas Department of Education's Implementation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Education--Standards","Educational law and legislation","Educational planning","School management and organization","School integration","Student assistance programs","School enrollment","School improvement programs","Education--Finance","Education, Elementary","Education--Economic aspects"],"dcterms_title":["\"The Arkansas Department of Education's Implementation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1549"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["87 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_712","title":"Transportation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School buses","Transportation","Educational statistics"],"dcterms_title":["Transportation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/712"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["78 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSECTION I. GENERAL INSTRUCTIONS, TERMS AND CONDITIONS Request for Proposal (RFP95-014) Student Transportation Services Little Rock School District Issued: March 31, 1995 INCLUDES Appendix A: School Bus Fleet Data (6 PAGES) Appendix B: School Bus Run Data (8 PAGES) LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0)LITTLE ROCK SCHOOL DISTRICT (LRSD) BACKGROUND INFORMATION In order to facilitate a better understanding of current District operations and help a potential contractor respond to this request for proposal more accmately, the District has included information describing its current operations and budget as well as the major issues/challenges facing the transportation organization within the District. Summary of LRSD Unit Responsibilities The Transportation Department of the Little Rock School District provides the District with transportation services for over 14,000 regular and special education students. From its 16-acre terminal on Murray street it operates a fleet of over 300 buses that make over 11,000 stops daily and travel close to 5 million miles each year'. Specifically this department is responsible for planning how transportation requirements are met, recruiting and training staff to support those plans, managing the day-to-day activities of the departments resources, and maintenance of all vehicles. I LRSD Facilities/Locations The entire operation (storage, maintenance, refueling, and dispatching) is conducted from the 16 acre depot located at: Transportation Department 5400 Murray St. Little Rock, AR 72209 Telephone: (501) 570-4000 This facility has: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 13 phone lines + two (2) pay phones 12,000 gallon diesel fuel tank with pump Two 10,000 gallon gas fuel tanks with pump 2812 sq. ft. of Office/Administrative Space 3000 sq. ft. Auditorium 2239 sq. ft. Drivers Lounge/Dispatch Area 9300 sq. ft. Maintenance Shop having 8 bays + Parts Room + Foreman s Office 2423 sq. ft. in covered storage 11 acres for parking buses Radio base station One (1) acre additional unused land 'Special Ed transportation will not be outsourced. I I LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) If REASON FOR OUTSOURCING The primary motivation for outsourcing is to obtain operational efficiency of our student transportation responsibility\nhowever, other critical factors are also motivating this request for proposal. We Want To Improve Service Service in the Little Rock School District has been the subject of much debate. This school year, according to a recent study, only 74.9 % of the buses are \"on-time\" in picking-up our students. Parent complaints have increased significantly. The District is very much interested in soliciting proposals from firms who believe they can perform the student transportation function better than the District. At this time the District is not sure if they are employing the best state-of-the-art techniques for managing and providing student transportation services. Outsourcing is seen as an opportunity to inject new, cost effective ideas and technologies into this area that in turn may improve service significantly. We Want To Improve the Focus on Educating Students Another reason beyond improved service that motivates outsourcing is the desire to focus District energies more on pupil education as opposed to support services like transportation. The Little Rock School District's transportation operation has been in the paper several times. It was even the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Much of these stories have revolved around labor issues and poor performance. The same issues continue to plague the administration today. Whether or not the stories are accurate is not all that important. What is important is that these \"crises\" are draining management's attention away from the primary goal of educating children. We Want To Save Money The Little Rock School District is facing a greater than 2 million dollar budget deficit for the 95-96 academic year. Management in the LRSD Transportation Department is concerned that the fleet is aging and projected funding for replacement buses must compete for scarce dollars with other essential programs. For the last couple of years, the District has been unable to meet its targeted goal for replacing its buses. As a result replacing the aged fleet now is a sizable expenditure which LRSD cannot hope to take on all at once. The Bottom Line The bottom line is that any firm who hopes to obtain this business will have to contain costs and be able to guarantee a much higher level of performance. I LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 2General Information The Little Rock School District is looking to engage an outside contractor to meet a large proportion of its pupil transportation needs. Specifically, the District is soliciting proposals on two different \"blocks\" of the regular busing operations (The District will retain special education busing). These blocks are titled Little Rock and State Magnet/M- to-M. Together these blocks represent over 500 regular daily runs and involve over 225 concurrently operated buses. The reason for maintaining separation of the Transportation operation in two (2) elements is because the State Magnet/M-to-M fleet is owned by the State, and the State reimburses the District for maintenance and operating expenses. However, the successful contractor will operate both blocks as one, but must keep the costs separated. Proposers should calculate their costs and rates based on the operation as whole. The State has agreed that they will concur or accept outsourcing anangements on the same basis and terms as the LRSD. However, separate agreement documents may a have to be prepared. Block Little Rock State Magnet/ M-to-M # of Runs 264 116 Annual Regular Route Mileage' 1,292,735 910,430 Annual Non-Conflicting Trip Mileage Annual Conflicting Trip Mileage Block #Of Runs 292,945 72,505 Total Block Mileage 1,585,680 982,935 Little Rock State Magnet/ M-to-M 264 116 Total Buses Required For Block 140 65 0 0 * All mileage in the above table is non-deadhead mileage. Of particular note to prospective contractors is the fact that the District: 1) will require that a contractor for the next three (3) years provide resources for fleet maintenance, operations management, hiring and training personnel, routing, dispatching buses, and driving buses required to transport designated students\nhowever, routing will continue to be a District performed function for year one of ______________nii nn Tiilv 1995. School begins on or the contract. Contractor operations will start on July 1 of about August 21. 2) has an option to renew the agreement which may be exercised by the District at the conclusion of the initial term of this agreement. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 33) will require that the contractor hire all qualified existing District drivers and that the contractor pay those drivers the same base -wage rate and comparable benefits that they currently are receiving from the District for as long as a driver remains an employee of the contractor. All other drivers may be paid whatever the contractor feels the market may bear. 4) will provide some of the buses needed to satisfy the requirements of the contract. These buses will be leased to the contractor for $l/bus/academic year. The contractor will have to provide the balance of buses required if additional buses are needed. 5) will require all contractor supplied equipment to meet the following criteria/or the duration of the contract. In other words, if the contractor employs a seven (7) year old gas engine bus at the start of the contract in the second year this bus would have to be replaced with a less elderly bus meeting the criteria in section II, paragraph 2.5.2.3. The District requires a (8) year old or younger gas bus and a ten (10) year old or younger diesel bus. See section II, paragraph 2.5.2.3. for details related to the mileage on the bus. 6) will allow the contractor to deliver and employ its new equipment later in the contract because the implementation time frame is so short. Until these buses are delivered, the contractor will be permitted to operate with the existing fleet. All contractor supplied vehicles must be delivered and in operation no later than March 1,1996. 7) will require that modifications which must be made to either contractor supplied vehicles or District supplied vehicles to enable a vehicle to conform to the requirements specified in this agreement will be paid for by the contractor. This would include installing strobe lights and crossing arms or gates by school year 1997-98 as mandated by Arkansas State Law. 8) will require that a contractor maintain all vehicles that the District and the contractor supplies to meet the requirements of this agreement. 9) will provide facilities from which a contractor may operate at a cost of $l/site/academic year. All facilities, repairs, maintenance, and up-keep will be the responsibility of the contractor. Any modifications to these facilities/properties to conform to the requirements of the contract such as installing fuel tanks, constructing buildings, and so forth would be borne by the contractor. A lease agreement will be executed to cover this arrangement. (Sample lease agreement at Appendix D, Section II) 10) will pay the contractor based on a flat bus/day rate for regular service. A different rate will be used for District versus contractor provided vehicles. This rate will cover regular service only. The Districts will not pay for spares used to supplement daily capacity or to cover buses that have broken down. LRSD RFP95-0t4 FOR STUDENT TRANSPORTA TION (VERSION 7.6) 411) will pay the contractor an hourly rate for extra services such as field trips, transporting teams to sporting events, and so forth. A separate rate schedule will be filed for non-conflicting extra service and conflicting extra service. The District will only pay for time from the moment that the first child is picked up to the moment that the last child is dropped off a bus. The District will not pay for deadhead time. 12) will draw up a separate contract for each block, Little Rock and State Magnet M-to- M. That contract will comprise an agreement for service between a contractor and the District (as it stands now, the District will act as the contract administrator for the State portion). \\ 13) asks that the contractor provide transportation for remote students who live in the Little Rock School District currently and are taking cabs to and from school. While the mode of transportation that the contractor uses to carry these students to and from school is up to the contractor, the Little Rock School District suspects that cabs will be the most cost-effective, so the contractor may need to make arrangements with a local firm to subcontract this part of the agreement much like the District currently uses. The only block that has this type of requirement is the State Magnet/M-to-M block since students who take cabs are exclusively enrolled in the M-to-M program. 14) asks that the contractor assume the responsibility for routing vehicles begirming in the second year of the agreement. Any savings in the second year uncovered by the contractor through the elimination of buses in the District supplied routing plan at the start of the second year will be split with the contractor according to the contractor's terms in the proposal forms. This savings will only be split with the contractor for a period of one (1) year. No savings identified afterwards will be rewarded, but considered an inherent part of the efficiencies attained by the professional management of this service contract with accrued savings realized by the District by reduced operating cost charged by the contractor. 15) will require the contractor to reserve appropriate office space in the facility leased from the District for the District Contract Administrator and one clerical person. 16) will assess a penalty for early, late and/or missed runs. See Section II, 2.9.5.1. 17) will require that the successful contractor will take affirmative action in compliance with all federal and state requirements concerning fair employment, employment of the handicapped, and concerning treatment of all employees without regard or discrimination by reason of race, color, sex, religion, national origin, and/or physical handicap. LRSD RFP95-0U FOR STUDENT TRANSPORTATION (VERSION 7.0) 5Additional Information Scope of Work LRSD Routes Served The LRSD Transportation Department provides several different types of transportation services. The table below breaks out those services by type of runs. Type of Runs Regular LRSD State Magnet State M-to-M Extended Day' New Futures Alternative School Metro Total Runs 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 296 62 6 0 0 2 5 171 272 83 26 21 10 3 10 425 263 84 27 25 9 4 11 423 251 85 31 41 11 3 11 433 246 91 45 19 17 4 16 438 264 58 58 41 31 4 16 472  For the purposes of the agreement Extended Day, New Futures, Alternative School, and Metro runs are treated as non-conflicting trips. Regular Routes include runs that are operated every day between the homes of students and schools. Regular State Magnet routes are runs that operate between homes and the District's State Magnet schools. The Regular-M-to-M routes are nms used to carry students involved in desegregation who attend school in the North Little Rock School District or the Pulaski County Special School District. Regular-LRSD routes are runs operated every day that are neither M-to-M or State Magnet routes. The District provides runs that support special programs such as Extended Day and New Futures. Most of these runs are operated three or four times a week, and they are only broken out from regular runs in the above table because they are paid from state and federal funds. Those special program runs that are operated regularly have been included in the annual non-conflicting trip estimates. Those runs which are not regular through out the year such as those to support athletics have been included in the annual non-conflicting or conflicting trip estimates made by the District. Other than these runs, only the Regular/LRSD, Regular/State Magnet, and Regular/M-to-M routes are being offered out. I I LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 6The District also provides transportation services to students in the community during the summer. Summer school, commimity outreach programs, and other activities require that the District supply school buses for children. The table below lists the history of summer activity. Most of these runs last the duration of the summer, but some do not. Summer Activity Parks \u0026amp; Recreation JTPA M-to-M Runs New Futures Summer School Incentive School Prog Homeless Programs Philander Smith Field Trips Aerospace Center Total 1991-92 4 6 5 3 5 4 0 1 2 NA 30 1992-93 5 6 6 3 5 4 1 1 2 NA 33 1993-94 5 6 6 3 5 4 1 1 2 NA 33 1994-95 5 5 5 3 30 4 1 2 2 2 59 \\ For the purpose of this proposal, the District considers all the summer activity nonconflicting service. Consequently we have included it in our estimates of armual non- conflicting service required from the contractor. Students Transported By Cabs As mentioned in the introduction, the Little Rock School District has several students within its boundaries that participate in M-to-M programs that are no where near to where they live. Furthermore, these students are not surrounded by enough students traveling to the same school to justify sending a 65 passenger bus out to pick them up. Instead, the District has formd that subcontracting the transportation of these students in cabs is more cost effective. The contractor will assume responsibility for the transportation of these students. I In the 93-94 school year 105 students were transported by the department using local cab companies for $l/mile and $1.00 per pick-up and drop-off. This year $309,000 is budgeted for this activity. While the State of Arkansas pays for this expense, they would prefer that buses be used to transport these children. The District so far has found it more cost effective to use cabs, but the contractor may transport these children in a manner he deems is most cost effective and safe for the duration of the agreement. In January 1995, the number of students transported by cab was reduced to approximately 40 students. Staggered School Openings It's important to point out that LRSD has attempted to better utilize its fleet and thus keep costs down by staggering school openings. Elementary schools start at 7:50, Junior high schools start at 8:45 and Senior high schools start at 8:50. This allows the District to use one bus for two separate runs\ni.e., an elementary and then a Jr/Sr High run. LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 7 1LRSD Fleet LRSD and the State currently have a fleet of over 200 buses with different kinds of equipment being operated. The tables below break out these buses by type: LRSD Transportation Fleet Body Buses Total # of Buses = Capacity 65| Total 197 197 State Magnet/M- to- M Fleet Body Buses Buses Total # of Buses = Capacity 35 65 Total 20 47 67 The fleet is aging. Because the District has been unable to implement an annual fleet replacement program, the average age of Regular Buses is now just under seven (7) years. The State has provided 32 new additional buses (Twelve - 65 and Twenty - 35 passenger buses) since December 1994. The Little Rock School District has ordered twenty-three 65 passenger buses which should be delivered before August 15.1995. LRSD RFP95-OI4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) sLRSD Organization/Activities LRSD Organization Chart The LRSD Transportation Department is described in the following chart: LRSD Transportation Department \\ Transportation Department Director I SecretaQ^ Executive Administrative Assistant Driver Supervisors (3) Routing Supervisors (2) Operations Manager Shop Foreman Regular Drivers Regular Drivers Dispatchers (3) Mechanics (7) Special Ed Drivers Administrative Coordinator Service Technician Driver Aides Custodian (0.8) LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 9I LRSD Employees/Staffing: 1. ------------------Position/Title________ Director of Transportation Department Number 1 2. Special Education Driver Supervisor 1 3. Regular Route Driver Supervisor 2 4. Operations Manager 1 5. Department Secretary 1 6. Maintenance Foreman 1 7. Routing Supervisors 2 8. Dispatchers 3 9. Service Technician 1 10. Mechanic 7 11. Regular Route Drivers 222 12. Special Ed Drivers 33 13. Special Ed Driver's Aides 33 14. Driver Substitutes 23 15. Administrative Coordinator 1 16. Executive Administrative Assistant 1 17. Custodian 1\u0026gt;  These numbers reflect the number of people currently employed doing this jobs, h ..ui rciieci u Full-Time-Equivalents required to accomplish the jobs. For example, the custodian's job is only 0.8. It does not reflect the LRSD RFP95-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 10LRSD Functional Position Descriptions The specific fiinctions performed by the above employees in addition to their salaries/cost are detailed in the following Functional Position Descriptions: ACTIVITY  Administer the Transportation Department  Monitor the on-time performance of drivers  Develop and participate in the annual budgeting process as it relates to the transportation department  Participate in the development of labor contracts  Authorize department purchases  Serve as Designee of Superintendent in grievances and discipline related matters  Handle outgoing mail and correspondence  Answer phone calls and take messages for the director of the department  Maintain department files  Type department reports and correspondence  Select Drivers \u0026amp; Drivers Aides  Train Drivers  Supervise Drivers  Visit schools  Investigate and document accidents  Investigate student, teacher, \u0026amp; parent complaints  Conduct Driver workshops  Develop initial bus routings  Oversee proper billing of the state for certain programs such as M-to-M  Investigate and document accidents  Investigate complaints  Visit schools  Handle parent and school complaints  Research policy questions  Assist the Director in preparing reports  Assist in resolving payroll problems  Answer calls from patrons  Manages and coordinates payroll  Oversee the department's A/P and A/R  Verifies employment infomiation  Maintains personnel files  Administers employee benefits, workman's compensation, and sick leave  Advise the director on department financial matters  Manage the dispatchers  Develop the daily plan for how all runs will be serviced within the personnel and vehicle constraints associated with a particular shift  Assign bus to runs and routes to drivers daily  Maintain up-to-date route and driver attendance information  Direct drivers in route  Coordinate and schedule vehicles to support special field trips or athletic events with District personnel  Assist in preparation of terminal payroll PROVIDER Director of Transportation Department Secretary Driver Supervisor Routing Supervisor Executive Administrative Assistant Operations Manager Dispatcher LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) RESOURCE One FTE^ 40+ Hrs/Wk One FTE 37.5 Hrs/Wk Three FTE's 37.5 Hrs/Wk each Two FTEs 37.5 Hrs/Wk each One FTE 37.5 Hrs/WK One FTE 37.5 Hrs/Wk (10 months) Three FTE's 37.5 Hrs/Wk II WAGES $65,020^ $20,972 $99,909 $50,149 $29,207 $24,690 $55,561Functional Position Descriptions(Continueil) ________ ACTIVITY_____________  Select mechanics to work in the shop  Supervise mechanics working in the shop  Order and manage the inventory of spare parts within the shop  Schedule the maintenance activity of the shop  Order and manage the inventory of fuel on hand at the terminal  Perform bus maintenance as needed  Supervise the driver's pre-trip checkouts  Prepare RFP's for shop equipment and contracted maintenance services  Maintain all bus service files  Participate in driver training as it relates to proper equipment care and operation  Participate in the budgeting of new equipment  Perform regular and preventive maintenance on buses and other school vehicles  Collect daily work requests from drivers  Assist in the tiling of all maintenance documentation  Performs the daily lubrication of vehicles  Assists the mechanics and shop foreman as needed  Inspect buses before leaving terminal  Operate buses in a safe and efficient manner for school and extra curricular activities  Document problems with vehicles  Participate in driver training and certification  Document discipline problems on buses  Inspect buses before leaving terminal  Operate buses in a safe and efficient manner for school and extra curricular activities  Document problems with vehicles  Participate in driver training and certification  Document discipline problems on buses  Inspect buses before leaving terminal  Operate buses in a safe and efficient manner transporting special ed students to and from their homes  Document problems with vehicles  Participate in driver training and certification  Assist the driver in operating the school bus  Drive the bus when directed to do so  Maintain lists of students \u0026amp; their needs  Responsible for all payroll information  Maintain the cleanliness of the depot and the grounds PROVIDER Shop Foreman Shop Mechanic Senzice Technician Regular Route Bus Driver Regular Route Substitutes Special Ed Drivers Special Ed Driver Aides Administrative Coordinator Custodian RESOURCE One FTE 37.5 Hrs/Wk Seven FTE's 37.5 HrsA/Vk Each 1 FTE 37.5 Hrs/Wk 161 FTE's 30 Hrs/Wk Each 18 FTE's 30 Hrs/Wk Each 31 FTE's 30 HrsA/Vk Each 31 FTE's 30 Hrs/Wk Each 1 FTE 40+ Hrs/Wk 10 months 0.8 FTE's 32 Hrs/Wk Each WAGES $36,666 $198,098 $18,603 See Schedule on the following page See Schedule on the following page See Schedule on the following page See Schedule on the following page $16,211 $14,534 ' An FTE is defined as a person who works 40 hours a week. For example, there are 138,75 FTE's 2 performing the Regular Route Bus Driver function. In actuality 222 drivers are doing this every day but they only work 5 hours/day. This equates to full-time-equivalents working 8 hours a day. Salaries include educational stipends and car allowances, if applicable. LRSD RFP95-0U FOR STUDENT TRANSPORTA TION (VERSION 7.0) 12 LRSD Driver Compensation Driver base wages are determined by a graded, daily flat-rate scale\nhowever, they can make additional money by carrying students on field trips and performing other extra services. In February 1995 the drivers voted to be represented by the Little Rock Classroom Teachers Association. Contract negotiations have not begun at this time. Daily Base Wage Rate Drivers receive a daily wage based on driving two (2) runs in the morning (A.M.) and two (2) runs in the afternoon (P.M.) which equates to any five (5) hours worth of work. This wage is graded based on service to the District. An experienced driver will be promoted to the next pay grade/step at the beginning of the academic year. This promotion will occur even if the driver only drove for more than half the previous year according to the previous labor agreement. \\ LRSD Driver Daily Base Wage Rate Pay Scale Step 1 2 3 4 5 6 7 Grade 1 One-Run Drivers $27.90 29.28 Grade 2 Driver Aides $37.36 39.94 42.54 45.12 47.72 50.16 Grade 3 Bus Drivers $42.54 45.12 47.72 50.37 53.06 55.50 56.61 Grade 4 Full-Time Subs $57.16 The following table breaks out the number of drivers fitting into each pay category. # of LRSD Drivers By Daily Base Wage Rate By Grade Pay Scale Step i 2 . 3 4 5 6 7 Grade 1 One-Run Drivers Grade 2 Driver Aides 1 6 6 3 10 7 Grade 3 Bus Drivers 70 49 26 14 41 26 22 Grade 4 Full-Time Subs 22 1 1 LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 13LRSD Driver Compensation(Continued) LRSD Driver Benefits The drivers receive the following fringe benefits: Dental Insurance Short Term Disability Long Term Disability Life Insurance Health Hospital Indemnity All of the above are provided at no cost to the driver as long as he or she works more than 25 hours per week. To pay for these benefits, LRSD contributes the following amounts annually to each driver's benefits: Health : Dental Plan: Hospital Indemnity: Short Term Disability: Life Insurance: Long Term Disability: $610.56 \u0026gt; $I88.64A^r $ 60.96/Yr $ 58.80/Yr $ 27.60/Yr $.0049/$ of driver income w/ a cap of $ 176.40 a month, if individual pays extra - up to $36,000 yearly based on salary. As mentioned before, the contractor will be required to offer jobs to ALL qualified LRSD drivers and to provide those employees with benefits comparable to what they receive from the District currently for as long they remain employees of the contractor. If the employee leaves in the middle of an academic year and then returns, he or she will not be entitled to the same level of benefits. For all such drivers and any drivers not employed with the District just prior to the new agreement's start, the contractor is free to provide whatever benefits the firm deems proper and the market will bear. ' In addition to the $610.56 contributed by the District, the State contributes an additional $1188 towards the driver's health insurance which brings the total cost to the public up to $1798.56/Yr. 1 LRSD RFP95-014 FOR STUDENT TRANSPOR TA TION (VERSION 7.0) 14 1 ILRSD Transportation Department Budget The Little Rock Block and the State Magnet/M-to-M Block combined budget for the LRSD transportation department for 1994-95 school year is broken out below: Major Category 1994-95 Budget Amount Percent of Budget Upkeep of Facility Service Area Vehicle Operation DriverA^ ehicle Monitoring Vehicle Maintenance Other Support Services Workers Comp Fleet Insurance $48,300 $14,644 $2,556,439 $238,797 $2,869,703 $1,248 $193,126 $483,625 0.8% 0.3% 39.9% 3.8% 44.8% 0.1% 3.1% 7.6% Transportation Budget $6,405,882 \\ The budget chart above does not include $1,839,652 which represents the Special Education Transportation budget. It does include in the Vehicle Maintenance line item $832,000 of the $1,000,000 spent on replacement buses for 1994 - 95. The difference is in the Special Education Budget. LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) ISLRSD Performance Measures/Operating Statistics (Data is current as of March 1995) Safety Total Accidents/100k Driven Miles: $250+ Accidents/100k Driven Miles: Workmens' Compensation Claims: Student Discipline Problems and/or V iolence/Driver/Day: 2.96/100k accidents for current school year n/a 132 claims were paid for a total of $145,210 for 93-94 10/Driver/Day' Violence against buses are reported almost daily. Student disciplinary problems are growing. We do have camera boxes/cameras on some buses to discourage inappropriate behavior. Service % of Runs On-time:^ 74.9% % of Runs Late: 19.6% % of Runs Early: 5.7% 2 This is based on reports from schools taken during 8/22/94 to 2/24/95. This survey covers all regular runs for which data was available/supplied. A late bus was defined as a regular route bus which arrived 10 minutes or more past its scheduled arrival time. Maintenance Average Fleet Age: Equipment Availability: Equipment Breakdowns: % of Fleet Which Are Spares: 6.3 years as of 15 Mar 95 1995 89% of all non-spare buses are available on average n/a 10% = 30 spare buses for a fleet of 301 vehicles Human Resources Driver Absenteeism\nUnfilled Driver Positions: 3 9% was the average in March of 1994 and is the typical percent absent. 4.75% was achieved in Nov/Dec of 1993^ 20 Drivers are needed cunently, but 15 is more like the average The 4.75% was achieved during a month where incentives were to be received by drivers who were absent less often. The 9% figure is more typical. Route Efficiency: Service Radius: Avg Children/Stop: Avg Utilization of Regular Route Buses: All children outside a 2 mile radius of a school 2.35 / Regular Stop 54.9 % for 65 Passenger Bus Runs Average Driver Turnover: Between 30 - 40% annually each of the last two (2) years LRSD RFP95-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 16ADMINISTRATIVE INSTRUCTIONS: A. Schedule of Events Event Pate  Request for Proposals Issued 3/31/95 \\  Beginning Inspection of Terminal and Vehicles 4/10/95  Pre-RFP Conference, (1:00 P.M.) ....4/14/95  Proposals Due. .(2:00 P.M.) ....5/03/95  Contract Award, (NET), 5/25/95  Contract Start Date .7/01/95 B. Proposal Content and Deadline A complete proposal will consist of the following dociunents: a) Bid Security or bond b) Seven (7) copies of the completed proposal forms c) Seven (7) copies of the completed Qualification Questionnaire d) Any proposed changes to the contract (If no proposed changes are submitted, the District will assume that the Proposer is committed to providing service exactly as described within the contract. Proposed additions should be highlighted, and proposed deletions should be lined out.) e) A workers' compensation certificate f) Evidence of insurability or insurance The above documents should be placed in an envelope completely and properly identified with the name of the proposer, RFP number (RFP95-014), RFP title (LRSD Student Transportation Services), and opening date/time (5/3/95 @2:00 P.M.) identified on the outside of the envelope. These documents should arrive at the office of: Director of Procurement and Materials Management Little Rock School District 1800 East 6th Street Little Rock, AR 72202 BY THE DEADLINE: 2:00 P.M. Central Time on Wednesday, May 3,1995 LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 17THE DEADLINE: 2:00 P.M. Central Time on Wednesday, May 3,1995 The District will not accept proposals after the above-noted time and date. Proposals received after that time and date will be returned to the Proposer unopened without exception. C. Security A Bond shall be included in the sealed envelope and it shall be five percent (5%) of the projected FIRST YEAR contract value. The District service requirement projections may be found on the proposal forms, but they shall not in any way be construed to bind the Distnct A check IS not acceptable for security. Bonds of contending proposers will be returned after initial consideration of the proposals within 30 days after a Proposer is eliminated from consideration. Note that the sample agreement at Section II. also includes a performance bond requirement, renewable aimually. D. Withdrawal or Modification of Proposals Any Proposer may withdraw by written request at any time prior to the deadline time for receipt of proposals or modify his or her proposal either in person (by initialing any ... * * -------------------- UUMOHUK dJly changes m a written proposal or by making written changes to and then resealing the proposal). Any modification to a proposal must be sealed separately from original or mn/lttiAd ________1_______X 1 . ,  modified written proposals and must be marked  ... .  -----as were the original proposals, except for the word modification. No oral or telephonic modifications to any part of a proposal will be accepted at any time. E. Erasures or Corrections to Proposals Any erasures and/or corrections to proposals, whether executed prior to or subsequent to the original proposal submittal, shall be authenticated by affixing in the margin immediately opposite the correction the initials of the proposal. person or persons signing the LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) ISF. Award of Contract The District intends to award the contract on or before 5/25/95. The award shall be made to that proposer judged to be the most responsible and responsive and presenting the proposal most advantageous to the District. The District reserves the right not to award any contracts if they find none of the proposals acceptable. An intent to award notice will be issued. As noted elsewhere in this document, failure or refusal to execute or commit to an agreement within seven (7) days of the award will render the proposal bond forfeited. In such a case the District will enter negotiations with the next most highly rated proposer. This RFP does not commit the District to pay any costs incurred in the preparation of a proposal or response to this RFP. \\ G. Examination of Contract Documents Proposers shall thoroughly examine and be familiar with the proposal package documents. The failure or neglect of any Proposer to receive or examine any contract document, form, addendum, or other document shall in no way relieve any Proposer from obligations with respect to his or her proposal. The submission of a proposal shall be taken as prima facie evidence of compliance with this section. H. Proposers Conference and Vehicle, Facility, and Equipment Inspection A MANDATORY proposers' conference has been scheduled for the following time and place: 1:00 P.M. Central Time QN 4/14/95 Procurement \u0026amp; Materials Management Department Little Rock School District 1800 East 6th Street Little Rock, AR 72202 (501) 324-2230 Additionally, proposers are encouraged to call or write the District to arrange a visit to the District's terminal and to inspect the District's vehicles and terminal facility. Such a visit should be arranged to take place at any time on or before 4/14/95. Be reminded that the mandatory pre-bid meeting is at 1:00 P.M. on 4/14/95. Proposers may submit questions with respect to any part of this proposal package or with respect to the proposal process in writing NO LATER THAN 2:00 P.M., MONDAY, 5/1/95 (48 Hours prior to RFP opening). Written questions and questions asked orally at the conference will be answered in writing by the District, and copies of the questions and answers will be forwarded to all proposers who attend the conference. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 19I. Interpretation of Contract Documents If any Proposer finds discrepancies in, or omissions from, the proposal specifications or contract documents, he or she may submit to the District a written request for clarification or correction thereof. A copy of the request for clarification and the response thereto will be mailed to all proposers. Conections will be made by addendum issued to each Proposer. J. Contract Specification Response Proposers shall submit with their proposals the contract document that they are prepared to execute if awarded the contract. The contract must include all numbered paragraphs portrayed in the included specimen or sample contract, modified by the Proposer only the extent deemed necessary to be acceptable to the Proposer. Failure to submit a modified contract document with a proposal shall be infened to mean that the Proposer IS committed to providing transportation service to the District exactly as specified in the i as to sample contract included in these proposal specifications. In the event the contract document submitted contains terms and conditions different from those set forth in the contract included with these proposal specifications, whether by addition, modification, or omission, the District shall consider changed terms during ns proposal evaluation process. The District reserves the right to reject any proposal that includes changes to the sample agreement (Section II.) which has been included in this proposal package. K. Evidence of Overall Qualifications Proposers responses to questions included in the Qualification Questionnaire will be used to evaluate each Proposer's capability to perform proper and satisfactory transportation services as required pursuant to this Request for Proposal. Upon request of the District, a Proposer whose proposal is under consideration for award of a contract may be required to submit additional information to support information previously provided. Proposers will also be prepared to conduct briefings/presentetions if requested. L. Business Experience Proposers must have at least five (5) years experience in the pupil transportation business in providing regular home-to-school transportation. LRSD RFP95-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 20M. Workers' Compensation Certificate In accordance with the provisions of Section 3700 of the Labor Code, the Proposer shall sign and file with the District the following certificate prior to performing any work under this contract: \\ \"I am aware of the provision of Section 3700 of the Labor Code that requires every employer to be insured against liability for workers' compensation or to undertake self-insurance in accordance with the provisions of that code, and I will comply with such provisions before commencing any work under a contract with the District.\" The form of said certificate is included in Section IV, Proposal Forms. N. Evidence of Insurance or Insurability The proposal shall include a copy of one or more insurance certificates (currently held by your firm) which include liability coverage, and collision, property, casualty, theft, and fire coverage. An insurance carrier as described in Section II, 1.4.3 of the sample agreement shall certify its willingness to insure the District, the District's Board of Trustees, Superintendent, officers, staff, and employees as described in Section II, 1.4.3 of the sample agreement. (A separate insurance certificate naming the State of Arkansas as an additional insured may be required after execution of the agreement). O. Contractor's Response to the Qualification Questionnaire Each Proposer must submit seven (7) copies of the Qualification Questionnaire with all questions answered. This questionnaire will be used by the District (as described in part K.) during the evaluation and selection process. Organizations cited as references may be contacted by the District to determine if the level of service provided to the organization by the Proposer is satisfactory or unsatisfactory. The District may also contact other organizations cited, such as banks, to verify the Proposer's statements. Proposers are hereby advised that the District maintains the sole and exclusive right to determine whether or not any Proposer is responsible and responsive\nand will exercise the appropriate judgments concerning the proposers capability to provide proper and satisfactory transportation services as defined herein. LRSD RFP9S-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 21P. Forfeiture for Failure to Execute Contract In the event that a Proposer is awarded the contract but fails or refuses to execute the T of notification comrS7'''  to'o .oa, awaro me not efiXted f proposal not eliminated from consideration after the initial evaluation. The Disin Its discretion, may call for new proposals or may decline to award the of award, the District and may award the was The District, alternatively contract. Q. District Contact Personnel f for proposals must be submitted in writing to the  nubfist:d'T d rospecive should be add^d l\"     despondence Charles A. Neal as soon Director, Procurement and Materials Management 1800 East 6th Street Little Rock, AR 72202 (501)324-2230 AU Proposals should be sent to Charles A. Neal at the above address. Telephone questions concerning the technical and/or operational include current transportation matters, should be directed Mary Jane Cheatham Director, Transportation 5400 Murray Little Rock, AR 72209 (501) 570-4000 or 570-4010 LRSD RFP9S-0I4 FOR STUDENT TRANSPORTA TION (VERSION 7.0) aspects of this RFP to to the official indicated below\nI 22APPENDICES START HERE \\ LRSD RFP9S-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 23Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data I Bus# 73 88 36 55 11 17 14 1 71 54 23 32 3 5 66 26 65 68 67 30 29 164 141 131 27 129 15 146 130 56 125 69 135 61 62 126 64 12 154 140 176 178 137 160 22 Model 83 83 85 85 85 85 85 85 86 86 86 86 86 86 86 86 86 86 86 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make CHV GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC GMC CHV GMC CHV GMC GMC GMC GMC CHV GMC CHV GMC GMC GMC CHV GMC GMC GMC GMC GMC GMC GMC Body BlueBird Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c Engine Gas Gas Gas 92-93 93-94 Mar-95 To Date Reading Reading Reading MIs/Yr Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 120,741 140,744 100,400 120,070 113,302 112,019 127,416 128,921 97,054 97,083 98,262 110,872 112,149 116,320 119,784 114,763 125,819 128,215 151,259 113,298 124,959 122,434 127,734 136,692 139,857 111,070 110,990 118,449 120,225 123,289 127,018 134,681 133,749 146,082 131,794 7,474 157,516 10,515 122,710 12,898 128,542 129,961 4,889 9,132 141,090 15,715 145,637 9.276 148,655 10,936 121,483 14,016 124,785 13,907 127,069 20,187 130,153 9,353 Page 1 of 6 132,968 144,126 138,785 63,118 75,838 75,148 79,347 78,710 76,949 87,606 91,858 94,606 89,168 91,258 94,510 93,512 90,342 99,673 100,867 92,764 95,119 92,885 94,169 98,181 100,256 96,373 110,811 100,591 109,326 161,580 75,472 85,978 87,669 86,725 90,045 96,119 101,049 103,315 106,096 103,935 105,064 106,265 104,815 105,008 112,791 114,232 109,262 108,764 109,747 109,540 113,163 114,088 107,889 114,732 114,124 114,921 134,092 11,140 137,426 10,698 144,627 14,897 144,853 18,986 149,626 20,263 152,340 11,158 172,281 22,795 83,926 12,354 93,619 10,140 95,712 12,521 97,044 7,378 98,577 11,335 105,444 19,170 109,633 13,443 112,632 11,457 112,690 11.490 114.054 14.767 114.325 13,806 114.853 11,755 115,230 11,303 117,632 14,666 118,974 13,118 119,579 13,365 119,729 16,498 119,781 120,551 13,645 16,862 120,793 15,371 120,815 14,982 122,102 13,832 122,293 11,516 123,041 3,921 123,158 13,533 123,279 5,595Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data 92-93 Bus # 128 159 63 148 21 7 139 152 147 132 46 143 151 165 161 127 145 155 142 43 49 150 25 91 156 51 134 179 136 2 31 58 52 153 163 158 44 167 6 16 157 60 20 133 177 93-94 Model 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make GMC GMC CHV GMC CHV CHV GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC CHV GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Mar-95 To Date Type Engine Reading Reading Reading MIsZYr C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 98,239 96,601 104,265 103,323 98,154 103,442 99,765 99,268 106,368 104,963 100,884 101,768 100,170 102,425 98,688 99,425 102,115 102,182 99,845 101,784 104,491 105,399 101,999 100,110 102,933 101,439 101,120 101,973 101,107 105,122 110,730 99,427 102,555 109,640 107,575 100,056 105,101 109,534 110,660 110,343 99,655 106,917 106,074 112,893 107,074 112,758 112,798 116,082 121,170 114,669 116,489 114,579 113,560 118,435 119,349 118,586 115,050 118,617 114,631 114,900 113,975 116,278 116,343 116,293 116,198 117,466 117,204 117,874 116,777 119,041 117,830 120,712 118,595 117,724 117,629 120,063 114,693 121,835 119,928 119,766 120,024 118,331 121,624 124,025 123,766 116,022 121,898 122,611 124,247 122,382 123,891 124,001 124,194 124,391 124,631 124,763 124,809 125,069 125,129 125,567 125,663 125,980 126,075 126,205 126,452 126,588 126,591 126,720 126,812 127,208 127,393 128,001 128,056 128,409 128,471 128,852 129,311 129,346 129,511 129,690 129,888 129,902 129,944 130,478 130,513 130,697 130,751 131,293 131,579 131,832 131,860 131,915 132,296 132,914 133,146 14,519 16,197 11,817 17,847 16,515 13,047 14,814 14,292 12,067 14,386 17,702 13,282 18,447 12,206 16,212 14,550 14,163 14,161 16,448 14,414 12,975 11,805 15,875 16,667 16,108 16,391 19,592 16,622 16,617 12,507 9,333 15,266 19,280 10,288 12,191 19,968 13,230 12,090 13,365 13,423 16,367 14,981 16,537 11,354 15,308 Page 2 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data Bus # 144 181 149 70 42 48 94 4 33 138 57 41 93 8 180 92 96 166 95 162 182 196 187 203 199 202 194 185 201 186 188 191 183 184 193 200 204 189 205 190 192 198 34M 26M 31M Model 87 87 87 87 87 87 87 87 87 87 87 87 87 87 ' 87 87 87 87 87 87 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 89 89 89 Make GMC GMC GMC CHV GMC GMC GMC CHV CHV GMC GMC CHV GMC CHV GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward 92-93 93-94 Mar-95 To Date Type Engine Reading Reading Reading MIs/Yr C C C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 109,242 108,903 103,555 109,008 102,195 105,710 113,780 106,799 106,351 109,333 121,201 109,319 115,199 114,468 112,930 118,115 121,780 128,300 126,569 53,520 57,262 63,625 82,212 86,719 84,330 90,937 89,582 92,989 96,221 93,936 94,272 96,609 109,874 86,892 98,276 97,274 92,128 102,213 105,869 114,852 106,542 131,952 21,258 44,406 46,945 123,532 122,351 118,058 124,660 122,904 124,187 129,058 121,106 131,044 127,106 129,686 128,529 129,967 133,188 131,328 137,987 141,483 146,190 147,946 167,986 66,881 77,511 90,776 97,332 99,903 104,452 105,730 107,370 108,481 107,371 117,840 113,820 120,151 103,493 113,946 114,891 108,580 117,840 125,877 136,302 127,862 142,028 37,043 61,399 66,643 134,199 14,290 134,403 13,448 135,517 14,503 136,228 15,652 136,697 20,709 138,306 18,477 138,452 15,278 139,401 14,307 140,099 24,693 140,173 17,773 140,371 8,485 141,390 19,210 142,632 14,768 142,726 18,720 146,568 18,398 146,741 19,872 157,056 19,703 159,237 17,890 162,994 21,377 177,534 114,466 76,958 9,619 86,102 13,886 99,207 8,564 105,226 10,613 109,925 15,573 113,726 13,515 114,178 16,148 118,490 14,381 118,885 12,260 120,707 13,435 121,143 23,568 121,713 17,211 122,597 10,277 122,678 16,601 125,110 15,670 125,590 17,617 126,230 16,452 126,533 15,627 135,932 20,008 136,673 21,450 137,280 21,320 149,823 10,076 59,285 15,785 72,588 16,993 75,857 19,698 Page 3 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data 92-93 93-94 Mar-95 To Date Bus # 35M 14M 27M 32M 08M 29M 03M 10M 30M 13M 07M 09M 15M 16M 20M 06M 04M 11M 22M 05M 24M 18M 28M 02M 12M 23M 01M 21M 17M 33M 25M 19M 218 212 207 210 239 214 227 206 215 241 208 238 235 Model 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 90 90 90 90 90 90 90 90 90 90 90 90 90 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine Reading Reading Reading MIs/Yr C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas 50,567 30,233 58,937 60,501 63,123 68,500 65,913 60,298 73,495 67,393 67,587 82,684 78,761 68,048 75,997 73,457 77,189 78,915 71,350 77,466 81,680 83,609 80,079 82,394 77,672 82,149 85,302 85,023 75,887 110,656 104,895 124,362 45,428 36,863 47,445 44,205 46,896 44,212 45,639 46,647 46,263 47,425 45,349 46,039 49,904 60,675 40,540 74,014 75,169 82,198 84,845 81,516 78,185 87,034 87,527 86,042 95,373 89,264 81,952 87,159 89,134 92,837 96,235 87,903 93,232 95,651 97,197 98,792 99,332 99,460 99,464 105,031 104,892 92,888 129,994 123,198 142,665 52,808 52,220 58,979 59,411 58,572 58,266 58,998 60,360 61,110 61,848 62,671 60,150 65,600 76,006 81,288 83,403 86,137 93,284 94,071 94,195 94,840 97,325 97,482 98,145 98,502 98,665 99,045 99,145 100,392 100,662 101,288 101,457 104,625 108,688 110,690 111,474 111,557 111,578 113,365 113,926 117,088 128,577 138,034 140,241 152,310 55,702 64,140 65,806 65,830 66,466 68,236 68,725 69,610 71,556 71,789 71,991 72,038 72,904 10,108 10,307 15,077 14,668 19,075 16,345 15,603 17,887 13,539 20,134 18,455 12,689 10,503 13,904 11,162 15,677 15,648 17,320 16,553 15,766 13,971 13,588 18,713 16,938 21,788 17,315 19,729 19,869 17,001 19,338 18,303 18,303 7,380 15,357 11,534 15,206 11,676 14,054 13,359 13,713 14,847 14,423 17,322 14,111 15,696 \\ Page 4 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data Bus # 216 242 234 220 221 217 237 236 209 45 229 224 228 231 226 24 223 232 233 240 225 222 230 213 211 90 219 260 261 271 274 273 268 265 277 257 278 269 281 258 264 263 275 259 270 Model 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 Make CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward 92-93 93-94 Mar-95 To Date Type Engine Reading Reading Reading MIsZYr C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel 45,328 48,183 64,457 57,330 48,005 49,085 51,005 48,713 51,981 49,457 52,092 54,982 57,391 55,476 52,926 52,721 62,737 52,476 47,643 61,876 63,570 58,931 61,818 64,937 48,017 70,442 67,751 10,885 9,798 10,242 8,881 8,178 8,382 11,030 13,121 13,278 13,635 10,059 12,638 16,755 15,785 14,202 16,668 14.197 12.817 61.273 64.452 76.124 68.667 63.449 65.992 65.418 67.424 71.744 68.301 71.844 72.663 72.762 73.794 72.740 71.532 76.619 74.793 69.694 75.100 77.890 77.891 78.631 82.598 66.564 90,939 97,230 26,413 27,180 25,530 22,897 22,548 28,023 29,729 30,891 31,467 32,604 33,592 32,339 37,384 39,114 36,870 35,038 37,220 36,471 73.299 15.945 73.328 16.269 74.780 11.667 76.836 11.337 77.577 15.444 77,761 16,907 79,234 14,413 80,157 18,711 83,018 19,763 83,024 18,844 83,411 19,752 84,580 17,681 85,025 15,371 85,303 18,318 86,679 19,814 86,779 18,811 86,840 13,882 87,927 22,317 88,020 22,051 89,238 13,224 89,630 14,320 90,249 18,960 90,826 16,813 95,371 17,661 103,055 18,547 105,206 20,497 111,827 29,479 37,279 15,528 38,368 17,382 38,805 15,288 40,644 14,016 41,958 14,370 42,579 19.641 42,871 18,699 42,929 17,770 44,409 18,189 45,749 18,969 48,327 23,533 48,984 19,701 49,653 20,629 51,254 23,329 51,822 22,668 52,595 18,370 54,445 23,023 56,411 23,654 Page 5 of 6Appendix A (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Fleet Data 92-93 93-94 Mar-95 To Date b?7 Bus# 280 276 272 266 262 279 267 56M 57M 58M 59M 60M 61M 62M 63M 64M 65M 66M 67M 39M 52M 50M 55M 47M 53M 46M 54M 44M 48M 42M 45M 51M 38M 40M 43M 36M 37M 49M 41M Model 93 93 93 93 93 93 93 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 Make INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine Reading Reading Reading MIs/Yr C C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel 19,278 10,526 8,693 16,091 23,870 25,254 27,683 42,125 37,749 36,567 44,893 52,261 49,376 60,182 59,088 59,461 60,252 65,557 70,533 71,275 75,850 100 100 100 100 100 100 100 100 100 100 100 100 1,425 2,022 2,158 2,167 3,201 3,441 3,505 3,676 3,691 3,763 3,953 4,387 4,458 4,753 5,274 5,651 6,126 7,582 7,648 7,798 22,847 27,223 27,874 28,802 28,391 24,122 32,499 \\ I 5 I s K I I el I ! i I s i f 1 Page 6 of 6Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT Schcx\u0026gt;l Bus Run Data ____ Mar-95 Bus # 3 3 4 4 5 6 6 7 7 8 8 12 12 14 14 15 15 16 16 20 20 21 21 22 22 23 23 25 25 26 26 27 27 29 29 30 30 31 31___ 32 32 33 33 36 36 42 42 44 44 45 45 Model 86 86 87 87 86 87 87 87 87 87 87 87 87 85 85 87 87 87 87 87 87 87 87 87 87 86 86 87 87 86 86 87 87 87 87 87 87 87 87 86 86 87 87 85 85 87 87 87 87 90 90 Make GMC GMC CHV CHV GMC CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC GMC GMC CHV CHV GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV GMC GMC CHV CHV GMC GMC GMC GMC GMC GMC CHV CHV Body Type Engine Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward C C C C C C C C C C C Z Z Z C Z C C C C Z C C C Z Z C z c z c c c c c c c c c z z c z z c c c z z c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading 134,092 134,092 139,401 139,401 137,426 131,579 131,579 124,763 124,763 142,726 142,726 120,551 120,551 145,637 145,637 112,632 112,632 131,832 131,832 132,296 132,296 124,631 124,631 123,279 123,279 127,069 127,069 \" 128,056  128,056 \" 144,853  144,853 105,444 105,444 93,619 93,619 83,926 83,926 129,888 129,888 130,153 130,153 140,099 140,099 122,710 122,710 136,697 136,697 130,751 130,751 83,024 83,024 Run # 021 46C 07M 44C 32C 02G 46D lie 42F 13H 42J 07B 51B OOH 42H OIK 51C 10M 52A 02A 23B* 15E 25B 15A 28G 07N 37C 01D 30C 16F 35B 10D 35C 13A 24B 10K 33C OU 31C 08K 33B 15C 17C 11D 35D 08J 46A 02F 24G 08M 28E TIME 59.9 34.5 42.2 46.7 46.5 23 43 38.3 49.2 39.3 49.9 37 46.6 41.7 47.5 37.3 25.8 44 38.2 45.4 39.3 28.7 43.1 41.3 29.2 38.2 52 37.2 27.8 40.4 55.4 46.4 40.3 46.2 43.8 50.4 26.8 42.7 47.6 46.8 43.4 45.3 42.1 27 55.1 56.6 54.7 40.9 21.4 28.1 25.9 Miles LR/State 22.4 10.79 13.37 14.18 16.73 6.46 14.68 11.62 19.2 14.88 16.08 12.56 15.44 14.03 15.38 14.55 10.1 17.04 15.17 13.28 14.3 8.94 16.6 14.7 14.33 10.74 18.61 12.39 9.05 15.62 27.66 15.63 14.1 15.41 15.11 17.27 8.58 12.64 17.79 16.31 15.03 26.46 13.78 7.48 21.02 21.48 21.6 14.37 16.23 9.66 13.48 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR Page 1Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 46 46 48 48 49 49 51 51 54 54 56 56 57 57 58 58 60 60 62 62 63 63 64 64 68 68 69 69 70 70 91 91 93 93 94 94 95 95 96 96 125 125 126 126 127 128 128 129 129 130 130 Model 87 87 87 87 87 87 87 87 86 86 87 87 87 87 87 87 87 87 87 87 87 87 87 87 86 86 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV GMC GMC GMC GMC CHV CHV CHV CHV GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c A A c c c c c c c c c Engine Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading Run # 125,663 125,663 138,306 138,306 127,393 127,393 128,852 128,852 124,785 124,785 114,325 114,325 140,371 140,371 129,902 129,902 131,915 131,915 119,579 119,579 124,194 124,194 119,781 119,781 152,340 152,340 115,230 115,230 136,228 136,228 128,409 128,409 142,632 142,632 138,452 138,452 162,994 162,994 157,056 157,056 114,853 114,853 119,729 119,729 126,588 123,891 123,891 109,633 109,633 114,054 114,054 11B 35A* 10F 23C QIS* 28A 13E 44B 10L 48H 01E 32A* 07G 18A 08C 45C 07D 28D 12H 38B 16H 51A 13F 52B* OIF 26A 12A* 31A 071 18B 15D 39B 01N 22A 08G 28C 13D 18E IOC 30F 13L 42D 12C 25A 130* 10J 36D 16D 22B 02C 33D TIME 27.4 26.2 49.3 50 14.5 57.2 37.9 47 48.3 44.3 34 30.4 50.4 47.3 47.5 34.1 46.4 36.1 35.9 42.8 26.3 51 41.8 47.8 44 41.9 26.3 24.7 42.7 45.5 35.5 54.8 15.6 56 40 47.7 49.8 58.2 49.5 49.2 19.2 31 42.3 29.5 11.4 36.2 49.6 26.2 47.3 53.9 22 Miles LR/State 9.09 10.05 15.9 17.52 4.04 17.64 11.7 15.36 15.4 13.29 10.46 10.64 17.83 15.46 19.67 12.78 12.67 11.3 9.77 14.29 7.56 15.83 13.48 18.36 14.49 15.87 8.52 10.13 14.03 15.56 13.85 19.77 5.57 23.54 12.36 20.05 15.26 20.02 17.14 15.37 6.38 10.26 15.54 10.9 3.16 12.28 18.96 7.24 14.97 18.11 6.66 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR \\ Page 2Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data ____ Mar-95 Bus # 131 131 133 133 135 135 136 136 137 137 138 138 139 140 140 141 141 142 142 143 143 144 144 145 145 147 147 149 150 150 152 152 153 153 154 154 155 155 156 156 157 157 158 158 159 159 160 160 161 163 163 Model 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward - Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c_ c c_ c c c c_ c c__ c__ c c__ c c c c c c c c c c c c c c c___ c c c c c c c c c Engine Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading 98,577 98,577 132,914 132,914 117,632 117,632 129,51 1 129,511 123,041 123,041 140,173 140,173 \" 124,809 \" 120,815 \" 120,815 \" 97,044 97,044 126,812 126,812 125,980 125,980 134,199 _ 134,199 _ 126,591 126,591 125,129 125,129 _ 135,517 3 128,001 128,001 125,069 125,069 130,478 130,478 120,793 120,793 126,720 126,720 128,471 128,471 131,860 131,860 130,697 130,697 124,001 124,001 123,158 123,158 126,452 130,513 130,513 Run# 02J 25C 10G 421 11G 45B 07E 47E 11H 45A 09F 32E 30H 07C 17B 10A 47D 15G 28F 11F 34C* 02B 19B 11E 44A 09K 28B II METRO 07A 42E 101 40A* 10H 24F 16E 29C* 161 36A 01H 50A 13G 32D 16K 35E 02H 33A 11A 18D 01 METRO 08D I 31B I Page 3 TIME 26.2 38.9 27.3 31.5 35.7 47.1 50.6 50.2 26.8 38.5 45.4 44.3 26.8 23 29 46.4 37.7 20.7 29.6 43 37.9 51.7 31 33.6 48.9 24.1 34.9 35 46.3 47.2 25.4 32.4 19 39.5 39.9 26.2 53.2 44.4 51.1 39.9 42.9 33.3 53.9 56.3 45.6 38 39.4 30 25.2 Miles LR/State 7.31 12.49 7.72 11.64 11.77 17.61 16.93 16.18 8.61 12.7 16.65 13.4 10.54 6 10.86 13.22 10.05 6.41 13.61 15.34 12.19 17.37 10.03 11.47 15.7 7.65 12.64 13.75 17.2 17.01 14.05 8.81 5.76 11.45 15.43 7.23 17.53 14.49 18.59 13.62 13.9 11.28 19.13 18.39 15.85 12.36 11.63 12.38 7.51 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LRAppendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 165 165 167 167 176 176 177 177 178 179 179 180 180 181 181 182 182 184 185 185 186 186 187 189 189 191 191 193 193 196 196 200 201 201 202 202 206 206 207 207 208 208 209 209 210 210 211 211 213 213 214 Modei 87 87 87 87 87 87 87 87 87 87 87 87 87 87 87 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 88 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c c c c Reading Run # Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Page 4 126,205 126,205 131,293 131,293 122,102 122,102 133,146 133,146 122,293 129,346 129,346 146,568 146,568 134,403 134,403 76,958 76,958 122,678 118,490 118,490 120,707 120,707 99,207 126,533 126,533 121,713 121,713 125,110 125,110 86,102 86,102 125,590 118,885 118,885 113,726 113,726 69,610 69,610 65,806 65,806 71,991 71,991 83,018 83,018 65,830 65,830 103,055 103,055 95,371 95,371 68,236 12D 36E 10E 40C 081 29A 09A 30A dETROEV 13C 50D 13K 46E 07H 24C 12B 47A VIETROEV 16B 24A 13M 20G 12METRO 13J 39A 02D 18F 10B 30D OIL 29B 46F* 12E 19A OOE 47F 20D Al 07J 18C 08B 23A 07F 33E 12F 37B Oil 32B OSH 30G 30B TiME 41.6 51.6 23.1 29.7 41.4 35.5 39.8 30.3 49.8 39 51.4 49.1 35.2 45.5 47.8 36.9 46.8 40.9 52.2 40 57.1 35 31.7 41.9 29.9 42.6 37.2 21.8 47.3 27.4 12.7 41.5 41.8 56.7 52.7 32 37.4 39.2 31.7 47.3 37.9 27.8 47.6 48.8 34.7 53.5 31.2 Miles LR/State 15.59 17.09 7.11 13.34 12.22 13.13 11.45 7.39 16.35 18.16 14.16 20.02 16.69 11.71 17.32 17.73 14.08 18.53 10.53 17.05 13.59 21.39 11.23 11.32 13.38 11.64 13.81 12.12 6.28 16.81 9.77 3.39 13.84 14.27 19.06 19.02 11.05 14.17 12.11 9.51 17.26 12.48 8.48 17.38 19.34 11.95 16.55 9.83 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR \\Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data ________ Mar-95 Bus # 215 215 216 216 218 218 220 220 221 222 222 223 223 224 224 225 225 226 226 227 227 228 228 229 230 230 231 232 232 234 234 236 236 237 238 238 239 239 240 240 241 242 242 257 257 258 258 259 259 260 260 Model 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 90 93 93 93 93 93 93 93 93 Make CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV CHV INT INT INT INT INT INT INT INT Body Type Engine Reading Run# I Ward I Ward I Ward I Ward I Ward Ward Ward Ward Ward Ward [ Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward  Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward I Ward I Ward I Ward I __C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c c c c c c c c c c I Gas I Gas I Gas I Gas I Gas I Gas I Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel 71,5561 71.556 73,299 73,299 55,702 55702 76,836l ' 76,836| 77,577| 90749I 90749I 86,840l 86,840| 84,5801 84,580| 89,630| 89,630j 86,679| 86,679| 68725| 68725| 85,0251 85,025| 83,4111 90,8261 90,826l 85703I 87,927l 87,927| 74,78o! 74780| 80,157l 80,157| 01G 20E 09D 44D 131 37A 09B 20B 20A 09C 48C 091 48B 010 48E 08L 48A 02E 48F 09M 30E 13B 20c 38A 01M 42A 16C 01c 48D 16J 34B 08E 34A 79,234112METW 72,038|01 METRO 72,0381 66,4661 66,4661 48G 16G 42C 89,238|02METRO 89,238l 71,789 73,328 73,328 44,409 44,409 49,653 49,653 54,445! 54,445! 37,279| 37279! 20F 29D 01R 38C 12G 50B 08F 42B 09J 47C 02L 24D Page 5 TIME 52.1 38.9 42.6 52.7 27.5 43.8 48.3 23.9 50 43.1 46.7 29.7 26.3 48.9 26.3 32.6 29.1 46.8 43.7 11.8 42.8 40.8 47.9 49.3 40.7 A5.7 27.5 46.6 27.4 39.2 45.1 48 44.7 54.5 35.6 43 31.9 37.8 20.9 41.8 296 44.6 25.7 34.7 16.6 52.4 21.7 31.7 Miles LR/State 14.4 13.14 14.12 19.79 9.16 15.28 14.52 8.01 16.38 13.51 12.78 13.27 9.4 17.01 9.72 9.35 8.3 13.33 16.44 3.75 13.14 12.81 14.02 16.47 12.32 17.74 12.31 17.33 7.94 14.91 18.26 16.23 19.28 19.04 15.07 15.36 9.23 12.76 6.3 15.79 8.07 14.26 8.5 14.9 3.5 13.1 6.04 10.19 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR__ LR__ LR__ LR__ LR__ LR__ LR__ LR LR__ LR___ LRAppendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 261 261 264 264 265 265 269 269 271 271 274 274 275 277 277 278 . 278 280 12M 19M 23M 24M 25M 26M 29M 31M 34M 41M 1 5 17 17 43 65 67 127 148 149 161 162 166 178 184 187 200 204 217 217 229 231 235 Model 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 93 89 89 89 89 89 89 89 89 89 95 85 86 85 85 87 86 86 87 87 87 87 87 87 87 88 88 88 88 90 90 90 90 90 Make INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT INT GMC GMC GMC GMC GMC GMC GMC GMC GMC Ford GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC CHV CHV CHV CHV CHV CHV CHV CHV CHV Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c Engine Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading Run # 38,368 38,368 51,254 51,254 42,871 42,871 48,327 48,327 38,805 38,805 40,644 40,644 15F I 42G I D8METRO 47B 121 40B 02K 36B 12J 24E 12METRO TIME 21.6 34.8 39 20.8 39.4 36.7 44.2 39.4 39.5 17A I 40.7 52,595 32METRO 42,929 42,929 45,749 45,749 59,088 111,578 152,310 113,365 108,688 140,241 72,588 94,071 75,857 59,285 16A 50C 08A 46B VIETROEV 02M 01Q 01P 09G 09L 15B 07K 13N 07L 53.9 19.97 42.4 40.4 32.6 17 34 46.8 42 31.2 17.9 29.2 44.7 7,798 31 METRO 148,655 137,426 MM30PIVL 03D 123.8 49 141,090 35METRO 141,090 127,208 149,626 172,281 126,588 124,391 135,517 126,452 177,534 159,237 122,293 122,678 99,207 125,590 126,230 77,761 77,761 83,411 85,303 72,904 MM38 MM05 MM21 MM35 MM04 MM07 MM29 MM03 MM58 MM34 MM43 MM44 MM16 03H MM08 MM06 MM46 03B 27F 03A 63.2 43.6 60.4 53 51.1 63.4 78.8 48.1 70 49.2 58.5 40.1 90.4 53.1 72 61 60.1 56.5 34.7 52.9 Miles LR/State 5.55 12.87 10.82 5.35 15.63 10.71 17.13 16.23 11.84 13.49 14.77 38.6 14.16 11.25 10.64 4.48 10.84 14.5 15.44 11.39 7.56 10.97 19.01 61.34 15.43 28.22 15.6 25.42 23.99 21.61 25.12 36.5 28.41 39.3 22.18 15.74 17.57 44.66 19.25 32.04 26.78 25.95 19.1 17.74 20.13 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST Page 6Appendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data _____ Mar-95 Bus # 235 237 241 266 270 272 273 275 279 280 01M 02M 02M 03M 03M 04M 04M 05M 05M 06M 06M 07M 07M 08M 08M 09M 09M 10M 10M 11M 11M 11M 12M 13M 13M 14M 14M 15M 15M 15M 16M 16M 17M 17M 18M 18M 18M 19M 20M 20M 21M Model 90 90 90 93 93 93 93 93 93 93 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 Make CHV CHV CHV INT INT INT INT INT INT INT GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward ' Ward Ward Ward Ward Ward Ward  Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type c c c c c c c c c c c c c c c c c_ c c c c c c c c__ c c c c c c c c c c c c c c c c c c___ c c c c c c c c Engine Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Reading 72,904 79,234 71,789 65,557 56,411 60,252 41,958 52,595 71,275 59,088 113,926 Run # 43B MM17 MM25 MM22 MM01 MM45 MM42 MM36 MM28 MM41 MM57 111,557 35METRO TIME 53.7 78.1 44.7 66 53 69.8 59 68 74 53.9 51.3 Miles LR/State 16.81 41.15 16.55 24.96 20.98 35.06 22.55 27.65 33.35 20.31 25.55 Page 7 111,557 94,195 94,195 100,662 100,662 104,625 104,625 100,392 100,392 98,145 98,145 93,284 93,284 98,502 98,502 94,840 94,840 101,288 101,288 101,288 111,578 97,482 97,482 81,288 81,288 98,665 98,665 98,665 99,045 99,045 128,577 128,577 110,690 110,690 110,690 152,310 99,145 99,145 117,088 43E 05E 06B 03J* 06A 05A 431 43H MM31 05G 43F 03K 06G 43G MM24 03G 21B 031 43A MM49 21H 05C 27A 051 21F 05J 06K MM48 05B 43D 05D 27D 03F 43C MM47 06F 03E 27G 03C 49.2 42.3 44.7 43.2 50 33.4 50.6 39.2 25.4 43.3 43.2 52.4 43.1 49.1 28.9 35.4 47.9 47.9 41.7 89.5 54.9 48.1 38.6 50.4 40.1 32.8 44.9 68.9 49.9 44.4 38.2 32.9 52.1 44.4 65.5 48.3 47.7 29.6 45.8 16.18 14.29 16.87 15.93 19.71 11.19 18.66 15.7 25.4 13.59 14.2 16.25 16.75 18.61 10.85 13.48 21.33 16.16 15.2 37.87 20.13 12.61 12.13 17.29 15.35 11.77 15.17 31.15 16.85 13.65 13.64 12.66 18.94 14.33 31.26 15.05 14.25 11.18 14.51 ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST STAppendix B (RFP95-014) LITTLE ROCK SCHOOL DISTRICT School Bus Run Data Mar-95 Bus # 21M 22M 22M 23M 24M 25M 26M 27M 27M 28M 28M 29M 30M 30M 31M 32M 32M 33M 33M 34M 35M 35M 36M 37M 38M 40M 41M 42M 43M 43M 43M 44M 45M 46M 47M 48M 49M 50M 51M 52M 53M 54M 55M Model 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 89 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 95 Make GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC GMC Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Ford Body Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Ward Type Engine Reading Run # C C C C C C C C C C C C C C C C C C C C C C C C C C c c c c c c c c c c c c c c c c c Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Gas Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Diesel Page 8 117,088 101,457 101,457 113,365 108,688 140,241 72,588 83,403 83,403 111,474 111,474 94,071 97,325 97,325 75,857 86,137 86,137 061* 05F 21E 27B 27C 21D 21C 03L 06E 27E MM18 21A 21G MM27 211 06C MM19 138,034 35METRO 138,034 59,285 76,006 76,006 6,126 7,582 4,753 5,274 7,798 3,953 5,651 5,651 5,651 3,691 4,387 3,505 3,201 3,763 7,648 2,158 4,458 2,022 3,441 3,676 2,167 06D 06H OSH 06J MM20 MM02 MM33 MM37 MM23 MM39PM| MM40Pm' MM50 MM51 MM09 MM10 MM11 MM12 MM13 MM14 MM26 MM56 MM52 MM53 MM54 MM55 TIME 33.3 35.6 45.6 45.8 49.6 36.1 56.9 43.7 49.4 49.6 44.4 49 44.6 39.4 51.2 36.4 41.1 35.8 40.7 29.2 50.5 57.3 45.9 60 85.8 63.8 87.3 44.2 20.8 61.6 85 79.9 71.5 87.3 91 85.1 67.1 75.5 75.7 71.1 60.5 49 Miles LR/State 11.94 14.8 17.74 15.82 17.44 17 18.25 18.33 16.53 14.17 21.87 18.45 18.75 14.42 16.53 16.95 19.55 11.34 14.88 11.87 16.69 20.95 17.83 24.88 27.06 24.87 33.03 22.24 11.01 25.37 38.37 33.49 44.14 40.63 44.67 43.88 24.48 36.38 41.44 39.51 36.42 31.95 ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST \\I 1 )* ^55 SECTION II. SAMPLE AGREEMENT/CONTRACT ha Request For Proposal (RFP95-014) Student Transportation Services Little Rock School District I S I Issued: March 31, 1995 * LRSD RFP95-014 FOR mJ DENT TRANSPORTA TION (VERSION 7 0)TABLE OF CONTENTS Section Topic Page 1. GENERAL PROVISIONS 1.1. CONTRACT DURATION AND CHARACTERISTICS 1.1.1. 1.1.2. 1.1.3. 1.1.4. Term Renewal Provisions Cost Indexing Unusual Cost Increases or Decreases 1 1.2. OWNER - CONTRACTOR COMMUNICATION AND BILLING .3 1.3. 1.2.1. 1.2.2. 1.2.3. 1.2.4. 1.2.5. 1.2.6. Owner Contractor Liaison Provision for Notice Bill Format 1.2.3.1 1.2.3.2 1.2.3.3 1.2.3.4 Charges for Regular Route Service Regular Route Flat Bus/Day Rate Charges for Non-Conflicting Trip Service Charges for Conflicting Trip Service Invoice Documentation and Exceptions Billing Frequency / Time For Payment! Discount for Prompt Payment Total Consideration for this Agreement LEGAL INTERPRETATION PROVISIONS .6 1.3.1. 1.3.2. 1.3.3. 1.3.4. 1.3.5. 1.3.6. Incorporation by Reference Failure to Enforce a Default or Other Right Definitions Contract Interpretation Severability Amendments to this Agreement \\ 1.4. CONTRACTOR STATUS...... 1.4.1. Performance Bond 1.4.2. Permits and Licenses 1.4.3. Insurance Requirements 9 1.4.3.1 Public Liability Insurance 1.4.3.2 Workers' Compensation Insurance 1.4.3.3 Property Insurance 1.4.3.4 Comprehensive Automobile Liability Insurance 1.4.4. Hold Harmless / Indemnification Agreement 1.4.4.1 Injury to the Contractor, or to Direct or Indirect Contractors Employees 1.4.4.2 Injury Caused by the Contractors Employees or by Direct or Indirect Contractors Employees LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 1TABLE OF CONTENTS (Continued) Section Topic Page 1.4.5. Force Majeure 1.4.5.1 Acts of God 1.4.5.2 Labor Disturbances 1.4.6. Permissibility of Subcontracts 1.4.6.1 Subcontractor Experience 1.4.6.2 Subcontractor Liability Insurance 1.4.6.3 Continued Contractor Responsibility 1.4.7. Assignment of the Contract 1.4.8. Contractor Independence 1.4.9. Covenant Against Contingent Fees 1.4.10. Penalty for Collusion 1.4.11. Conflict of Interest 1.5. ETHICS PROVISIONS....................................................................... 1.5.1. Non-Discrimination 1.5.2. Civil Rights Act Compliance 1.5.3. Hiring District Employees Involved in Proposal Evaluation 1.6. TERMINATION............................................................................ 1.6.1. Criteria 1.6.1.1 Revoked or Suspended Contractor Licenses 1.6.1.2 Incomplete or Inadequate Service by Contractor 1.6.1.3 Contractor Bankruptcy 1.6.1.4 Poor Operational Safety 1.6.1.5 Improperly Maintained Vehicles 1.6.1.6 Improperly Maintained Facilities 1.6.1.7 Failure to Follow Runs \u0026amp; Schedules 1.6.1.8 Failure to Obey Laws and/or Ordinances 1.6.1.9 Failure to Provide Agreed Upon Data 1.6.1.10 Owners Right to Termination 1.6.2. Advance Notice 1.6.3. Damage Provisions 2. CONTRACTOR OBLIGATIONS 2.1. MANAGEMENT......................................................... 2.1.1. Hours of Office Operation 2.1.2. Emergency Situations 2.1.3. Certified School Bus Driver Instructors 2.1.4. Routine Communications with the District 2.2. OPERATIONS, ROUTING, AND DISPATCHING 13 14 16 17 LKSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 11TABLE OF CONTENTS (Continued) Section Topic Page 2.2.1. General Operating Requirements 2.2.1.1 2.2.1.2 2.2.1.3 2.2.1.4 2.2.1.5 Regular Run Service Non-conflicting Extra Service Conflicting Extra Service Public Communications \u0026amp; Complaint Management Remote Student Transportation \\ 2.2.2. Driver Management Requirements 2.2.2.1. Employing Existing District Drivers 2.2.2.2 Regular Driver Assignments 2.2.2.3 Substitute/Spare Drivers 2.2.3. Routing And Scheduling 2.2.3.1 2.2.3.2 2.2.3.3 2.2.3.4 2.2.3.5 Contractor Published Regular Routes Dry-runs and Driver Orientation Changes in Established Runs or Stops New Regular Service Routes Changes in School Schedules 2.2.4. Dispatching 2.2.4.1 Assigning Appropriate Vehicles to Routes 2.2.4.2 Driver Assignment to Routes 2.2.5 Extra Service Transportation 2.2.5.1 Non-Conflicting Trips 2.2.5.2 Conflicting Trips 2.2.5.3 Option to Cancel Trips 2.2.5.4 Limitation of District Obligations 2.2.5.5 District Right to Contract Separately 2.3. SCHOOL BUS DRIVER REQUIREMENTS 2.3.1. District Philosophy 2.3.2. Pre-Employment Screening 2.3.3. Credentials and Related Requirements I 1 ,23 2.3.3.1. Driver Age 2.3.3.2. Licenses and Permits 2.3.3.3. Driver Health Requirements 2.3.3.4 District Approval 2.3.4. Drug Use Prevention 2.3.4.1 Grounds for Testing 2.3.4.2 Grounds for Removal from Service 2.3.5. Criminal Background Checks for Drivers 2.3.5.1 Action on Criminal Background Results 2.3.5.2 Access to Criminal Background Check Results by the District LttSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 111TABLE OF CONTENTS (Continued) Section Topic Page 2.4. SCHOOL BUS DRIVER TRAINING REQUIREMENTS 2.4.1. Original Training 2.4.2. In-Service Training 2.4.2.1 T-01 Training Card Training 2.4.2.2 Safety Training 2.4.3. Retraining 2.4.4. Evaluation .27 2.5. OWNERSHIP OF VEHICLES............... 2.5.1. Vehicles Leased From the District 30 2.5.1.1 2.5.1.2 2.5.1.3 2.5.1.4 2.5.1.5 Cost to the Contractor Use of Owner Vehicles Maintenance of Owner Vehicles Owner Vehicle Insurance Two-Way Radios 2.5.2. Vehicle Management and Standards 2.5.2.1 2.5.2.2 2.5.2.3 2.5.2.4 Number of Contractor Supplied Vehicles Contractor Supplied Vehicles Age and Condition of Contractor Provided Vehicles Accessories Required for Contractor-Supplied Vehicles 2.5.3. Mandated and Requested Vehicle Modifications 2.5.4. Physical Location and Control of Buses 2.5.5. Purchasing/Leasing Contractor Supplied Vehicles Upon Termination 2.5.5.1 2.5.5.2 2.5.5.3 2.5.5.4 2.5.5.5 2.5.5.6 Purchasing Contractor Vehicles if Termination for Cause Purchasing Contractor Vehicles Upon Contract Expiration Vehicle Purchasing Options Duration of Open to Purchase' Determining a Fair Price of the Vehicles Interest Rate Cap on Purchases/Leases 2.6. MAINTENANCE................................................................... 2.6.1. Maintenance Standards 2.6.2. Removal From Service 2.6.2.1 District Fleet Inspections 2.6.2.2 Grounds for Removal 2.6.3. Responsible Party 2.6.4. Prioritization of Repairs 2.6.4.1 Listing Preventive Maintenance to be Done 2.6.4.2 Listing Repairs to be Done 2.6.4.3 Prioritization of Maintenance Work 2.6.5. Fleet Management Software 36 LSSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7 0) IVTABLE OF CONTENTS (Continued) Section Topic Page 2.7. 2.6.6. Purchase of Fuel 2.6.6.1 Using Federal Tax Exempt Fuel 2.6.6.2 Fuel Storage Responsibility 2.6.6.3 Monthly Fuel Usage Reports 2.6.7 Contractor Purchase of Existing District Parts Inventories FACILITIES, EQUIPMENT, AND SUPPLIES 2.7.1. Facilities 2.7.1.1. District Supplied Facilities 2.7.1.2. Contractor Furnished Facilities 2.7.2. Required Facility Equipment 2.7.2.1. Maintenance Tools 2.7.2.2. Two Way Radio Base Station(s) 2.7.2.3. Phone System 2.7.2.4 Fuel Storage 2.7.3. Supplies .40 2.8. CONTRACTOR RECORDS AND REPORTING REQUIREMENTS 2.8.1. Records to be Maintained by Contractor 2.8.1.1. Daily Activity Records 2.8.1.2. Personnel Records 2.8.1.3. Electronic Fleet Records 2.8.1.4. Paper Fleet Records 2.8.2. Contractor's Monthly Status Report .42 2.8.2.1 2.8.2.2 2.8.2.3 2.8.2.4 2.8.2.5 2.8.2.6 Daily Vehicle Unavailability for the Month Monthly Vehicle Breakdowns Daily Absenteeism for the Month Staffing Changes for the Month Student Discipline Incidents/Violence for the Month Explanations for Early/Late/Missed Buses During the Week Extra Trips or Missed Stops Per Month 2.8.3. Miscellaneous Required Communications From the Contractor 2.8.3.1 2.8.3.2 2.8.3.3 2.8.3.4 2.8.3.5 Driver Assignment Changes Student Discipline Problems/Violence on Buses Inspection Reports Use of Subcontractor Accident Reports tRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) \\ VTABLE OF CONTENTS (Continued) Section Topic Page 2.9. DISTRICT RIGHTS AND RESPONSIBILITIES .47 2.9.1. Discipline on the School Bus 2.9.2. Bus Availability for Inspection Purposes 2.9.3. Authority to Remove Buses From Service 2.9.4. Authority to Approve, to Reject, and to Require Removal of Drivers From District Service 2.9.5. Liquidated Damages 2.9.5.1. Early, Late, and Missed Runs 2.9.5.2. Operation of a Unfit Bus for Service 2.9.5.3. Due Process 2.9.6. Release of Responsibility 2.9.7. Services Provided by the District APPENDICES START HERE. 50 Appendix A Monthly Status Report Example Appendix B Example of Invoice Detail Spreadsheet Appendix C Records/Data to Be Maintained by Contractor Appendix D Sample lease Agreement iiKSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) viCONTRACT The located at: (Owner), and the successful proposer, located at: .(Contractor), mutually agree as follows: 1.1. CONTRACT DURATION AND CHARACTERISTICS 1.1.1. Term The term of this Agreement shall be for the three year period beginning July 1, 1995 and ending June 30, 1998. This contract is to cover services for Little Rock School District (LRSD) and State Magnet/M-to-M student transportation, except that all special education busing shall be retained and operated by LRSD. 1.1.2. Renewal Provisions This agreement may be renewed at the completion of the initial term by one (1) year increments for an additional two (2) years upon mutual agreement of the Owner and Contractor as authorized by law. 1.1.3. Cost Indexing Each component of the successful vendor's proposal on the proposal forms may be adjusted annually by the change in the \"Consumer Price Index(CPI) for Urban Earners and Clerical Workers for the United States for the preceding aimual period and by mutual consent of both parties. Local business conditions and other contractual considerations that may need addressing will also determine the agenda for this annual adjustment negotiations. Such annual adjustment shall be effective on July 1 of each year. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 11.1.4. Unusual Cost Increases or Decreases In the event of any unusual circumstances, such as an unforeseen change in local, state, or federal taxes, laws, regulations, or policy, then the parties to this agreement shall negotiate a reasonable and just amount to cover such increase or to create savings for the owner from any decrease, and the rates set in the successful proposal and contract agreement shall be accordingly adjusted. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 21.2. OWNER - CONTRACTOR COMMUNICATION AND BILLING 1.2.1. Owner Contractor Liaison A Contract Manager or Administrator shall be appointed by the District Superintendent and shall be the Districts primary liaison with the Contractor. 1.2.2. Provision for Notice All notices to be given by the parties hereto shall be in writing and served by depositing same in the United States Post Office, postage prepaid and registered. Notices to the Owner shall be sent to: Little Rock School District 1800 East 6th Little Rock, Arkansas 72202 Attn: The Procurement Director Notices to the Contractor shall be addressed to: (Provide proper legal address) 1.2.3. Bill Format 1.2.3.1 - Charges for Regular Route Service Charges for regular home-to-school transportation service(Regular Routes) shall be based upon the proposed price schedules submitted by the Contractor for Owner supplied vehicles and Contractor supplied vehicles. Charges shall be made based on the number of non-spare buses employed each day to service the regular routes. The District agrees that none of the routes will require more than 8 non-dead head hours to complete\nthis includes both morning and afternoon service. Charges shall only be made for service on school days or other days specifically authorized by the District. LRSD RFP9S-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 31.2.3.2 - Regular Route Flat Bus/Day Rate The District reserves the right not to pay more than the fiat bus/day rate for performing a given regular route. Standards for each route will be determined and maintained by the owner and/or Contractor using a computer routing software package. It is likely that the District will ask the Contractor to provide service for additional extra routes during the life of this contract. New regular routes will be communicated to the Contractor at least 1 month in advance by the District, and the Contractor will provide service to the District for these new routes at the same flat bus/day rate as it does for existing regular routes. 1.2.3.3 - Charges for Non-Conflicting Trip Service Charges for Non-Conflicting Extra transportation service shall be based upon the proposed price schedules submitted by the Contractor. Charges for each NonConflicting trip shall be based on an hourly charge. The hourly charge associated with the trip will be based upon the time when the driver picks up the first student on his or her trip and the time that the last student is dropped off on that trip. 1.2.3.4 - Charges for Conflicting Trip Service Charges for Conflicting Extra transportation service shall be based upon the proposed price schedules submitted by the Contractor. Charges for each Conflicting trip shall be based on an hourly charge. The hourly charge associated with the trip will be based upon the time the driver picks up the first student on his or her trip and the time the last student is dropped off on that trip. Furthermore, the District reserves the right to refuse any invoices for Conflicting Trips if the Contractor cannot show written permission from both District principal and the Districts Contract Administrator or his/her designee. a 1.2.4. Invoice Documentation and Exceptions A properly documented invoice must be supported by summaries of regular routes operated, by run number, and by day. The invoice will also detail any charges for Extra Service trips as well. The Contractor will list the time required for those trips in hours and minutes. This information should be submitted on diskette in addition to on paper. LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 41.2.5. Billing Frequency / Time For Payment! Discount for Prompt Payment The District shall pay the Contractor for services provided hereunder on a monthly basis. Payment shall be made within 30 calendar days of receipt of a properly documented invoice. Payment shall be adjusted by any incentives, liquidated damage assessments, and discounts for prompt payment as provided for elsewhere within this Agreement or within the Contractor's Proposal. \\ 1.2.6. Total Consideration for this Agreement Total consideration for this Agreement includes payment at rates contained on the Contractor's proposal forms, the lease to the Contractor at a cost $1/academic year/bus of Owner buses, and the lease to the Contractor at a cost of $l/year/site of the Little Rock School District-owned facilities as described in the Facility Lease Agreement. I LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 51.3. LEGAL INTERPRETATION PROVISIONS 1.3.1 Incorporation by Reference The entirety of this Agreement shall be made up of a number of documents. The following documents are therefore hereby incorporated into this Agreement:  Text of this Agreement\n Proposal submitted by the Contractor, Section I of this RFP, the completed proposal forms (Section IV) and the complete qualification questionnaire (Section III.)\n Terms, conditions and instructions contained in this RFP document\nand  Worker's Compensation, Insurability Certificates, and associated property lease agreements (see sample at Appendix D). 1.3.2. Failure to Enforce a Default or Other Right The omission by either party at any time to enforce any default or right reserved to it, or to require performance of any of the terms, covenants or provisions hereof by the other party at the time designated shall not be a waiver of any such default or right to which the party is entitled, nor shall it in any way affect the right of the party to enforce such provisions thereafter. 1.3.3. Definitions Conflicting\" Trip: A trip shall be defined to \"conflict\" with Regular Home-to-School service if: The trip requires travel at times during which all suitable Owner buses are performing home-to-school routes\nand/or The trip lasts so late at night that a driver could not perform regular home-to-school service and the trip without exceeding the legal maximum of 16 hours on duty\nand/or The trip lasts so late at night that a driver could not spend the legally required minimum 8 hour uninterrupted period off duty before starting a home-to-school route the next day. Non-Conflicting Trio: All trips that do not fall within the above definition. District: As used in this Agreement, \"District\" shall be construed to be the Little Rock School District Governing Board, the Superintendent of Schools, and all officers, agents and employees of the Board and Superintendent. LRSD RFP95-0N FOR STUDENT TRANSPORTATION (VERSION 7.0) 6Owner\nAs used in this Agreement, \"Owner II Driver: Route: Run\nshall be construed to be the District or the Department of Education of the State of Arkansas. A \"regular\" driver is one who is assigned to a daily route. A \"standby' driver is one who is paid to report to work daily, but who is not assigned to a route, e.g.: one who regularly covers runs for absent drivers. An \"on-call\" driver is one who does not report to work each day, but who may be called to drive on short notice. \"Substitute drivers\" refer to all non-regularly assigned drivers, e.g.\nboth standby and on-call drivers. The complete daily assignment of a single bus, made up of one or several runs. The picking up of pupils at their designated home bus stops and delivering them to the school, or the picking up of pupils at their schools and returning them to their home bus stops. For example, a single bus may make several runs in conveying students to and from school during the course of a day. These several runs comprise a single route. NOTE: Federal Court mandates that in Little Rock Block, no student should be subject to a bus ride that exceeds forty- five (45) minutes. 1.3.4. Contract Interpretation Should any questions arise as to the meaning and intent of this Agreement which cannot be settled within 30 calendar days, the matter shall be submitted for resolution to a committee made up of one person selected by the District and one person selected by the Contractor. If the persons so selected are unable to agree upon a resolution within 15 calendar days following such selection and appointment, said persons shall agree upon a third person whose decision will be final and binding on all parties to the dispute. The decision of the impartial arbitrator shall be rendered within 20 calendar days from the date of submission. The costs of arbitration shall be borne by both parties equally. 1.3,5. Severability \\ a third person Should any part of this Agreement be struck down or found illegal or impermissible for any reason, that part alone shall be severed, and the remainder of this Agreement shall remain m force. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 7T 1.3.6. Amendments to this Agreement This Agreement may be amended by mutual Agreement of both parties. Amendments may be proposed in writing by either party, delivered to the address provided for notices elsewhere in this Agreement. Such amendments shall take effect upon signature by the original signatories to this Agreement or their designees. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 81.4. CONTRACTOR STATUS 1.4.1. Performance Bond The successful Proposer shall furnish within five (5) work days from receipt of notification of intent to award, a standing Surety Bond from a bonding agent acceptable to the District in the amount of 100 percent of the expected annual billing under this Agreement forecast by the District. This performance bond shall be renewable annually. as \\ 1.4.2. Permits and Licenses The Contractor shall secure and maintain in force such licenses and permits as are required by law for furnishing the service herein specified and shall comply with and observe -J lavv ivi luiuibiiiiig inc service nerem specitied and shall comply with and observe all provisions of state law, including but not limited to provisions of: the Arkansas Department of Education Code and Standard 17 of the Federal Motor Vehicle Standard\nand directives and regulations of the State Board of Education, the Office of the County Superintendent of Schools, and any other governmental agency, relative to the transportation of pupils. 1.4.3. Insurance Requirements The Contractor shall maintain insurance satisfactory to the Little Rock School District and as set forth below during the term of the Agreement. Contractor shall furnish evidence thereof to the District not less than thirty (30) calendar days before new or renewed coverage is required. Such evidence shall be in the form of a certificate of insurance issued to the District, shall include a minimum sixty (60) day notification to certificate holders of cancellation or change in the policy, and shall be extended to include as additional insureds the Little Rock School District, and the Little Rock School District Governing Board, Superintendent and all officers and employees of the District, Board, or Superintendent (The State of Arkansas may also require being named as an additional insured for State M- to-M buses). 1.4.3.1 - Public Liability Insurance The Contractor shall maintain such public liability insurance as will protect the Contractor from any claims for damages for personal injury, including death, and damage to property, which may arise from operations under Agreement. Such liability insurance shall: or about this  Be maintained in the amount of $5,000,000 combined single limit\n Specify that its coverage is primary\nand  Be underwritten by a carrier acceptable to the District. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 91.4.3.2 - Worker's Compensation Insurance The Contractor shall maintain such Workers' Compensation insurance as will protect the Contractor from claims which may arise from operations under the Agreement with the School District. 1.4.3.3 - Property Insurance The Contractor shall maintain such property insurance covering vehicles, the terminal and shop buildings and land and related personal and real property. Such insurance shall be sufficient at minimum to repair or pay the depreciated value of the damaged property. 1.4.3.4 - Comprehensive Automobile Liability Insurance The Contractor shall maintain comprehensive automobile insurance including owned. Owner-leased, and hired vehicles(including buses). This coverage shall cover $ 1,000,000 per occurrence, no annual aggregate, single limit, covering bodily injuries and property damage. 1.4.4. Hold Harmless / Indemnification Agreement The Contractor shall hold harmless and indemnify the Owner, the District, the Governing Board, the Superintendent, and their officers and employees from every claim or demand, including the costs of legal defense, by reason of: 1.4.4.1 Injury to the Contractors Employees, or to Direct or Indirect Contractors Employees. Any injury to person or property sustained by the Contractor or by any person, firm, or corporation employed directly or indirectly by the Contractor upon or in connection with the Contractor's performance under this Agreement, however caused. 1.4.4.2 Injury Caused by the Contractors Employees or by Direct or Indirect Contractors Employees Any injury to person or property sustained by any person, firm or corporation, caused by any act, neglect, default, or omission of the Contractor, or by any person, firm or corporation directly or indirectly employed by the Contractor upon or in connection with the Contractor's performance under this Agreement. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 101.4.5. Force Majeure 1.4.5.1 - Acts of God The Contractor shall be excused from performance hereunder during the time and . Mimi uc CACUSCU irom penormance nereunder during the time and to the extent that he is prevented from performing in the customary manner by acts of God, loss of transportation facilities, commandeering of materials, products, plants, or facilities by the government, when satisfactory evidence thereof is presented to  the District. 1.4.5.2 - Labor Disturbances In the event of a strike, lockout, or other labor disturbance which interrupts service, the Contractor shall be excused from performance hereunder only if the Contractor reasonably utilizes its management and other personnel to satisfy the requirements of this Agreement and demonstrates to the District that the Contractor exercised reasonable and good faith efforts to avert the labor action and settle the dispute(s) as to prevent any service interruption. so 1.4.6. Permissibility of Subcontracts Contractor may subcontract with other qualified transportation firms to provide a portion of the transportation service required hereunder only with prior written approval from the District. 1.4.6.1 - Subcontractor Experience The Contractor will provide evidence to the District for any subcontractor employed which documents the experience of the subcontractor(s). No subcontractor will ' have less than 3 years experience providing services as described in this document to public school districts with budgetary operations and requirements comparable those of the Little Rock School District. to 1.4.6.2 - Subcontractor Liability Insurance If a Contractor proposes to subcontract, a certificate of insurance evidencing the required liability coverage shall be provided for each subcontractor. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 11 1.4.6.3 - Continued Contractor Responsibility The Contractor shall be responsible for all activities related to this Agreement. whether the Contractor or a subcontractor performs them, including but not limited to, monitoring of adherence to routing and scheduling requirements, safety programs, driver education, reporting requirements, insurance requirements, invoice preparation, and payments to subcontractors. The Contractor is expressly responsible for all facets of the operations and performance by any subcontractors. 1.4.7. Assignment of the Contract Contractor shall not assign or transfer its rights, burdens, duties, or obligations under this Agreement without the prior express written permission of the District. 1.4.8. Contractor Independence While performing services hereunder. Contractor is an independent Contractor and not officer, agent, or employee of the District. Further, Contractor employees, expressly an including but not limited to drivers, are employees of the Contractor, and are not employees of the District. 1.4.9. Covenant Against Contingent Fees The Contractor warrants that no person or selling agency has been employed or retained to solicit or secure this Agreement upon an agreement or understanding for a commission. percentage, brokerage or contingent fee, excepting bona fide established commercial or selling agencies maintained by the Contractor for the purpose of securing business. For breach or violation of this warranty, the Owner shall have the right to terminate any Agreement that may be entered into with the Contractor and, in its sole discretion, to deduct from the Agreement price or consideration, or otherwise recover, the full ^ount of such commission, percentage, brokerage, or commission fee. 1,4.10. Penalty for Collusion If at any time it shall be found that the person, firm or corporation to whom a contract has been awarded has, in presenting any proposal, colluded with any other party or parties then the contract so awarded shall be null and void and the Contractor shall be liable to the District for any and all loss and damage of whatever nature, which the District may suffer and the District shall seek a new Contractor. LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 121.4.11 Conflict of Interest 1.5. By submitting a proposal, the company represents and warrants that no director or employee of the District is in any manner interested directly or indirectly in the proposal or contract which may result from the proposal or in any of the expected profits which might arise therefrom\nand, that no attempt has been made to influence or gain favorable advantage by communicating directly or indirectly with any official of the LRSD. It is understood, that any action taken which might tend to degrade the integrity of the competitive proposal process, will be considered as grounds for disqualification. ETHICS PROVISIONS \\ 1.5.1. Non-Discrimination The Contractor shall not discriminate against any prospective or active employee because of race, color, ancestry, national origin, religion, creed, sex, age, or marital status. The Contractor thereby agrees to comply with applicable Federal and Arkansas Laws including, but not limited to. Title 42 of the United States Code, Section 2000 e through 2000 e (17) and AR. Code Ann. Section 16-123-101 et. seq. 1.5.2. Civil Rights Act Compliance The Contractor agrees that he will comply with Title VI of the Civil Rights Act of 1964 (P.L. 88-352) and all requirements imposed by or pursuant to the Regulations of the Department of Education (34 C.F.R. Part 100) issued [pursuant to that title, to the end that, in accordance with Title VI of that Act and Regulation, no person in the United States shall on the ground of race, color or national origin, be otherwise subjected to discrimination under any program or activity for which the Applicant receives federal financial assistance from the Department, and hereby gives assurance that he will immediately take any measures necessary to effectuate this agreement. The Contractor further agrees to comply with all applicable requirements of state and local laws, ordinances, and regulations regarding nondiscrimination in employment. 1.5.3. Hiring District Employees Involved in Proposal Evaluation The Contractor agrees not to hire any District employees involved in the evaluation and selection of the Contractor's Proposal for the duration of the contract without permission of the Superintendent and School Board. Such employees include but are not limited to the Director of Transportation or Maintenance Shop Foreman. LRSD RFP95-014 FOR STUDENT TRANSPORTA TION (VERSION 7.0) 13 I1.6. TERMINATION 1.6.1. Criteria This Agreement is subject to termination at the Owner's discretion if any of the following occur:  1.6.1.1 - Revoked or Suspended Contractor Licenses The Contractor s licenses or permits legally required to perform transportation service called for by this Agreement have been suspended or revoked\n1.6.1.2 - Incomplete or Inadequate Service By Contractor The Contractor fails to provide services specified by this Agreement, or is guilty of a substantial violation of this Agreement\n1.6.1.3 - Contractor Bankruptcy The Contractor is adjudged bankrupt or makes a general assignment for the benefit of his creditors\n1.6.1.4 - Poor Operational Safety The Contractor maintains a poor safety record\n1.6.1.5 - Improperly Maintained Vehicles The Contractor fails to maintain school buses according to legal vehicle standards O 1 Z*V 1 I  I* _J_____1 1 1 a  or according to the District vehicle standards described elsewhere in this Agreement\n1.6.1.6 - Improperly Maintained Facilities The Contractor fails to maintain office and vehicle repair facilities in a reasonable and acceptable state of repair and appearance, to include specifically those areas and property items that impact on safety\n1.6.1.7 - Failure to Follow Runs \u0026amp; Schedules The Contractor fails to adhere to the runs and schedules provided by the District\nLRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 14 J1.6.1.8 - Failure to Obey Laws and/or Ordinances The Contractor persistently disregards laws, ordinances, or directions of the District\n1.6.1.9 - Failure to Provide Agreed Upon Data \\ The Contractor fails or refuses to provide required or agreed upon data or information to the appropriate school personnel or to the Owner Transportation Coordinator\n1.6.1.10 - Owner's Right to Termination The Owner's right to terminate is in addition to and not in limitation of any other rights or remedies available to the Owner. 1.6.2. Advance Notice The Owner may terminate this Agreement for any of the above reasons by giving the Contractor thirty calendar days advance written notice delivered to the address provided for Contractor notice elsewhere in this Agreement. 1.6.3. Damage Provisions a cause enumerated in Section 1.6, the Owner may In the event of termination for a cause enumerated in Section 1.6, the Owner may secure replacement services described in this Agreement from another firm or provide service itself for the remainder of the Agreement's duration. If the cost of the replacement service exceeds the cost of services under the rates in this agreement, the excess cost shall be charged to and collected from the Contractor and/or his sureties, except that charge shall not exceed 150 percent of the cost of services under the rates in this Agreement. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 15 b2. CONTRACTOR OBLIGATIONS Contractor shall perform all of the services described below, and make any arrangements which may not be described, but which are necessary to perform these services. 2.1. MANAGEMENT Contractor will provide management staff to coordinate all Contractor functions described in this agreement. These staff shall ensure that Owner transportation needs are smoothly and efficiently met. In addition to such other personnel  ....................... as may be required to administer this Agreement, the Contractor shall employ and assign a full time transportation manager to act as the Contractor's primary designee in all matters relating to this Agreement and to the work to be done. 2.1.1. Hours of Office Operation The Contractor's operations office shall be adequately staffed from 5:30 A.M to 6'30 P M during all days that school is in session\nhowever, the Contractor will ensure that at least one manager will be designated at all times as \"on call.\" This person will be equipped with a beeper supplied by the Contractor ^will be responsible for answering emergencies during hours when the Contractor's II Operations Office is not open. 2.1.2. Emergency Situations Management personnel such as dispatchers shall not drive school buses except in an emergency. 2.1.3. Certified School Bus Driver Instructors The Contractor must employ or subcontract with a State-certified School Bus Driver Instructor who will be available to meet the training needs of drivers transporting District pupils. 2.1.4. Routine Communications With the District Contractor agrees to advise the District on routine organization and operations matters concerning transportation services, provided that such consultation does not disrupt the Contractor's ability to perform the services described in this agreement LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 162.2. OPERATIONS, ROUTING, AND DISPATCHING 2.2.1. General Operating Requirements The Contractor will provide both regular route service and extra service as described in the paragraphs below: 2.2.1.1 - Regular Run Service \\ Contractor shall provide all pupil transportation necessary to meet the District's Regular Home-to-School transportation needs for the specific runs detailed in Section I. Appendix B. Service shall be provided on school days, and on other days designated by the District. A subset of regular service will be provided during the summer months by the Contractor as required by the District. 2.2.1.2 - Non-conflicting Extra Service Contractor shall, as requested by the District, provide other pupil transportation for school-sponsored activities when such other transportation does not conflict with Regular Home-to-SchooI transportation service. Such school-sponsored activities may include field trips, work experience programs, athletic events, and the like. The Contractor will provide regular non-conflicting service during the months as well as required by the District. summer 2.2.1.3 - Conflicting Extra Service The District may request that the Contractor provide other transportation which may conflict with Regular Home-to-School transportation service. If these requests require the Contractor to utilize more vehicles than the District has requested be dedicated to other transportation service in section 2.5.2.1 of this Agreement, these trips will be declared as Conflicting\" and subject to the respective costs for conflicting service provided by the Contractor in the proposal forms associated with this Agreement. 2.2.1.4 - Public Communications \u0026amp; Complaint Management The Contractor will be responsible for assigning personnel who will answer status inquiries related to daily operations as well as complaints made by parents or other community members, principals, teachers, and other District personnel. Contractor will ensure that all such inquiries will be answered promptly in a friendly, courteous and understanding manner. All complaints will be logged and reported to the District. The LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 17The following will only appear in the Agreement for the State Magnet/M-to-M Block: 2.2.1.5 - Remote Student Transportation The Contractor agrees to be responsible for transporting remote students participating in M-to-M or State Magnet programs to and from school and other activities. The District will provide a list of all such students and their addresses at the beginning of the year. The Contractor may at any time during the Agreement subcontract the transportation of these students out, but the subcontractor must be approved by the District. 2.2.2. Driver Management Requirements 2.2.2.1. - Employing Existing District Drivers 1) Following its acceptance of this contract, the Contractor agrees to offer jobs to all existing qualified drivers currently employed by the District. All such drivers must still meet the requirements outlined in Arkansas law AR An. 16-19-101 Sections 101, 104, 105, 106, 107, 108, 110 et. seq. 2) Furthermore, the Contractor agrees to provide these drivers comparable benefits as they currently enjoy while employees of the District for the duration of this contract providing that an employee works more than 25 hours/week on average during the academic year for the Contractor. If an employee leaves the service of the District after either resigning or being terminated, the employee is not entitled to these benefits if he or she is rehired. 3) The Contractor further agrees to provide these drivers the same base wage rate _ they are currently getting from the District. If an employee leaves the service of as the District after either resigning or being terminated, the employee is not entitled to this base wage rate if he or she is rehired. 4) The Contractor is not obligated to pay these Drivers the same wages for duties such as extra runs or field trips. The Contractor may establish a completely different wage scale for these activities. LRSD RFP9S-0N FOR STUDENT TRANSPORTATION (VERSION 7.0) 18 J2.2.2.2. - Regular Driver Assignments Regular Route drivers shall be permanently assigned to the same bus route whenever possible. If a change is made to a permanent route assignment during the course of the academic year, the Contractor shall notify the District within 5 days of the change. I I 2.2.23. - Substitute/Spare Drivers \\ The Contractor shall employ and assign to the District a sufficient number of school bus drivers and driver substitutes. The sufficient number shall be at least 10 percent larger than the established number of daily regular routes covered by this contract for the first year of the contract and then no more than the annual average rate of regular route driver absenteeism for all subsequent years of the contract. 2.2.3. Routing and Scheduling The Contractor will operate buses along routes determined and scheduled by the District during the first year of the contract. In the second and third year of the contract, the Contractor will assume responsibility for routing the vehicles. 2.23.1. - Contractor Published Regular Routes (1) On August 1st of the second year of this Agreement, the Contractor agrees to provide the District all of the regular service routes that will be served by the Contractor at the start of the next academic year. (2) The District must approve all routes and changes before the Contractor implement them. may (3) All runs must conform to applicable Arkansas state laws and the Districts Desegregation Plan particularly as to the time that a student may travel to and from school (REMINDER: forty-five (45) minutes for Little Rock Block regular run). (4) At thg Start of the second year, any contract savings to the District which is generated by the Contractor eliminating a bus from the previous year's. District supplied, routing plan will be split with the Contractor according to the terms supplied by the Contractor in the Proposal Forms/or a period of one year. This only applies to buses that are eliminated by consolidating students onto another bus operated by the Contractor. All such savings must be identified by the first day of classes of the 96-97 school year. No additional monies will be offered to the Contractor for any savings uncovered during subsequent years of the Agreement. Nor will the Contractor receive any proportion of savings uncovered as a result of refining its own runs once it assumes responsibility for routing from the District. (5) The Contractor is expected to design the most cost effective, timely, and safe runs possible within constraints dictated by the District. LRSD RFP95-014 FOR STUDENT TRANSPORTATION (VERSION 7.0) 19 h(6) The Contractor must use a computer routing package to support its routing function. In the event that the Contractor is not interested in using the District's existing Echo Tran software, the Contractor is expected to pay for all hardware, software and implementation expenses associated with assuming the routing function in the second year of the Agreement. (7) At the conclusion of this Agreement, the Contractor agrees to sell its software, hardware, and routing data used to perform the routing function to the District for $1 2 to pay for conversion of the routing data used by the Contractor's software to a format useable by the District. The Contractor agrees to let the District decide which course is more proper at the conclusion of the Agreement. 2.2.3.2. - Dry-runs and Driver Orientation Dry-runs will be conducted on all runs prior to the beginning of a new school year or extended session, and prior to the implementation of a new run during the school year. All dry runs must take place at the time of day during which the run would ordinarily be operated. A driver orientation will be conducted for all drivers who will be assigned to perform services for the District. The two-day dry run and driver orientation program shall include, but will not be limited to: pupil management, relationships with parents, relationships with the school and the general public, discipline on the school bus, handicapped sensitivity. and other pertinent information. The cost of said dry-runs and driver orientation will not be charged to the District. 2.2.3.3. - Changes in Established Runs or Stops Changes to established/existing regular runs, stops, or schedules shall be implemented by the Contractor as soon as possible, but in no case more than five(5) calendar days later than notification of the change is received by the Contractor manager responsible for service to the District. Such changes may include: deletion of service for an individual pupil\naddition of service to individual pupils at an established stop\naddition of service to pupils at a new stop. The Contractor agrees to provide these changes at established flat bus/day rate without any additional charges. LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 202.2.3.4. - New Regular Service Runs The District realizes that additional regular service runs may be added to this contract during the term of this agreement. The District agrees to provide the Contractor advanced notice 30 days prior to requiring that new such runs be serviced by the Contractor. The Contractor agrees to provide this service at the established flat bus/day rate. 2.2.3.5. - Changes in School Schedules The District shall not be obligated to pay for any services hereunder on those days when the schools and classes of the District are closed to ensure the health and safety of pupils, for reason of inclement weather, or for any other lawful reason, provided that the District has notified Contractor by 5:45 A.M. of the day schools are to be closed. Likewise the District will not be obligated to pay anything above the flat bus/day regular home-to-school rates outlined in the proposal forms associated with this Agreement if the District is forced to close one or more schools early due to inclement weather or some emergency, and the Contractor is asked to transport children away from school earlier than usual. I I 2.2.4. Dispatching The Contractor will be responsible for dispatching all regular and extra service buses according to District supplied runs and schedules. 2.2.4.1 - Assigning Appropriate Vehicles to Routes The Contractor will ensure that an appropriate size and type of bus is assigned to each run each day, and that each bus assigned to each route is in compliance with legal and contractually described maintenance requirements. 2.2.4.2 - Driver Assignment to Routes The Contractor will assign all regular routes to the appropriate designated driver (if available) before choosing any other driver to cover a route. The dispatcher will also ensure that all routes are assigned to a driver who possesses all/any relevant endorsements or credentials needed to drive the type of bus assigned to that route (e.g.\nmanual transmission, or dual air brake), or to transport children on that route . LRSD RFP95-0I4 FOR STUDENT TRANSPORTATION (VERSION 7.0) 212.2.5 Extra Service Transportation In addition to providing daily service along pre-established and planned runs(Regular Routes), the Contractor will be called on from time to time to provide Extra Service for co- cunicular and extra-curricular activities. These trips will fall into one of two categories conflicting and non-conflicting. 2.2.5.I. - Non-Conflicting Trips Contractor shall provide service for all non-conflicting trips requested by the District. Charges for such trips shall be made using the hourly rate specified in the proposal forms (Section IV.) by the Contractor for Non-Conflicting Extra Service. 2.2.5.2. - Conflicting Trips The Contractor shall ensure enough capacity exists to provide transportation service for all conflicting trips requested by the District without jeopardizing regular run service. Furthermore, the Contractor agrees that all charges for such trips shall be made using the hourly rates specified in the proposal forms (Section IV.) by the Contractor for Conflicting Extra Service. 2.2.5.3. - Option To Cancel Trips The District shall have the option to cancel any scheduled trip upon the District's notification to the Contractor at least two hours prior to the time of the first scheduled pupil pickup. The District agrees to pay a S20 penalty charge for trip cancellations in which a two hou\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_786","title":"Transportation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Transportation","School buses","Education--Finance","Educational statistics"],"dcterms_title":["Transportation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/786"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["170 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nI received JUL 1 4 1994 Little Rock School District Office of Desegregation Monitoring Outsourcing Student Transportation June, 1994 A Business CaseLittle Rock School District Outsourcing of Student Transportation Business Case Executive Summary One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a liability. Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The current fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. As major repairs become increasingly more frequent, both labor and parts/materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year.Outsourcing Student Transportation Business Case 2 The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are unavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually\nFollaio industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Alternative 3 is recommended. By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n07/14/94 0C_OUTOutsourcing Student Transportation Business Case 3 2. Currently employed drivers will maintain their jobs and benefits\n3. 4. 5. 6. Buses will be on-time more often than they are now\nAccidents decrease\nThe number of buses out-of-service for repairs will decrease\nThe cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed. It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facility already available. Even with these costs, outsourcing will reduce overall costs. The money currently allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. ______________________Milestone______________________ 1. Proposal presented to the LRSD Board of Directors for approval___________________________________________ 2. Notice to employees Date 7/14/94 Person Williams 3. Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9. Property transfer and occupancy________ 10. Complete bus routes__________________ 11. Retrain current employees_____________ 12. Train new employees__________________ 13. Notify patrons________________________ 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs 7/15/94 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/2^1/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor 07/14/94 BC_OU1Outsourcing Student Transportation Business Case 4 Background One of the key issues facing the LRSD today is how to best handle the ever increasing demand for educational dollars while at the same time controlling and/or reducing the District's transportation costs and improving transportation operations and safety. It is often difficult to determine precisely the source of most of the problems within the current transportation system, but it suffices that an extraordinary amount of time has been spent by the Administration in recent months to achieve this end. In fact, a study was requested by the Board for the specific purpose of determining the processes whereby work is accomplished, and making any recommendations to the District for handling any shortcomings uncovered by this research. In their assessment. Coopers and Lybrand, the national accounting firm selected for the work, noted that although several areas were looked at in terms of whether or not they contributed to the successful accomplishment of the District's mission, pupil transportation stood out prominently as a liability. The District expends an inordinate amount of time and energy focusing on Support Services such as transportation. Educational issues often take a back seat to transportation operations because of the time required to respond to these concerns. Often these issues are the focus of media attention which results in poor public relations. The District's transportation operations have frequently been in the media this year. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor operational performance. The accuracy and voracity of the stories is not as important as the resulting poor public perception of the operations, and the fact that these \"crises\" are draining management's attention away from the primary goal of educating children. Service in the Little Rock School District has been the subject of much debate. According to a recent study only 69% of the buses are \"on-time.\" At present the district is not employing the best \"state-of-the-market techniques\" for managing and providing student transportation services. The Little Rock School District is facing a $7.2 million budget deficit for the 94-95 academic year. Management in the Transportation Department is concerned that the fleet is aging and a large proportion of it must be replaced. For the last several years, the District has been unable to meet its targeted goal of replacing 10% of its buses per year. As a result replacing the aged fleet now represents a prodigious capital expense which the District virtually cannot incur in a single budget year. To return to an acceptable fleet replacement cycle, the District would have to expend approximately $1 million per year over the next six years. or/iv^ 0c_ouTOutsourcing Student Transportation Business Case 5 Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet, increasing accidents, and increasing absenteeism. The current fleet of buses numbers 281. The expected useful life of a gas engine bus is 100,000 miles. The fleet has 128 gas engine buses with over 100,000 miles on them. In the last 3 years, no money has been budgeted for replacement of buses. This circumstance alone has increased the cost and time devoted to maintenance. At times, as many as 51 buses have been out of service for repairs. To bring the fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on type of engine and miles of use. Those parameters require that buses used to service the District be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Using these parameters, along with the fleet's current mileage as of the close of school in June, 1994, a replacement schedule for the District's current vehicles School Year 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 Buses 128 29 22 18 10 1 25 was established. Listed here is the number of buses that will need to be replaced prior to the start of each Replacement Schedule of Buses Based on 1994 Fleet \u0026amp; RFP Standard corresponding school year. Fundamental to the success of District 140 120 100 80 60 40 20 0 128 +$900,000 in 1994-95 to meet standard transportation operation is improving the level of service in the ^rea of vehicle 94-95 29 22 18 10 95-96 96-97 97-98 98-99 1 0 99- 2000 School Year 0 2000- 2001 2001- 2002 0 2002- 25 a 2003- 2003 . 2004 a fleet of 281 buses with only eight mechanics. maintenance. Because of the age and condition for the existing fleet it has become necessary to add additional maintenance staff and to service the older high mileage buses much more frequently. The District currently services The workload has increased dramatically over previous years because heavy maintenance previously covered under 07/14/94 BC.OUT Outsourcing Student Transportation Business Case 6 warranty must now be performed in-house. In fact, a recent study of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to 44 vehicles is unsatisfactory. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crucial. ThLs is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Mr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs. mechanic ratio is not consistent with national standards. As major repairs become increasingly more frequent, both labor and parts/materials costs are expected to rise proportionately higher in each succeeding year. In 1993, the District spent $480,804, in 1994 it spent $745,245, and in 1995 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs is consistent with the out-of-service rate, and relates back to the level of performance. With the exception of periods immediately succeeding holidays or extended times of non-service, the District averages approximately 40 out-of-service buses per day. This represents 14% of the entire fleet of 281 vehicles. Since the District has a 10% spare bus ratio, the net result is an insufficient number of vehicles available for service. A reasonable expectation is for no more than 5% of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Parts/Materials/Supplies $1,200,000 $1,000,000 $800,000 $600,000 $400,000 $200,000 $0 1992-93 1993-94 1994-95 Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the coming year. A more acceptable number for a fleet of this size would be an average wrecker experience of about five per month or 60 per year. 07/14/94 BC_OVr Outsourcing Student t ransportation Business Case 7 Wrecker Experienc $40,000 $30,000 $20,000 $10,000 $0 299 400 160 60 I 60 1992-93 1994-95 M LRSD Wrecker Calls 1993-94 Normal Wrecker Calls Several factors are used in determining performance levels for transportation services. One of the leading indicators of poor performance is driver absenteeism. Because unwarranted absenteeism harms the program for children, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and a fairly accurate indicator of the unsatisfactory performance level of the current operation. The District has a daily driver absentee rate of 23% . This translates to 48 drivers who are unavailable for service daily. The result of this high level of absenteeism is poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. The bottom line is that the current operation is, more often than not, besieged with problems stemming from extreme driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer sponsored sick leave provision for Bus Drivers and subsequently has many fewer problems in this regard) Vehicle accident rate is commonly used as the indicator when assessing the level of safe operation of the driver, the conditions in which operations are performed, and Quality of Perftmiance Accidents per Million Miles the condition of the vehicles operated. Preventable accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment In 1993, tite District had 68 such accidents while logging over 3.9 million miles\nin 1994, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents million miles respectively. per By contrast, the prospective contractor has an record established, documented safety of only 8.8 preventable 07/14/M BC_OUr Outsourcing Student Transportation Business Case 8 accidents per million miles. Typically, a high vehicle accident rate manifests in increases for both Workers Compensation and Property and Casualty insurance costs. Analysis of three previous years claims for Workers Compensation indicates an extreme upward trend in the frequency of claims and the cost per claim to the District. In 1992 there were 31 Workers Compensation claims processed for the Transportation Department at a cost of $66,439. In 1993 there were 42 claims processed at a cost of $169,587, and by March of 1994, there had been some 45 claims totaling $57,662. Bus driver claims account for 65% of all claims by district employees. The composite data indicates an urgent need for improved driver training and the initiation of a vigorous and sustained safety awareness program. That has not been possible in LRSD because of the elimination of supervisory/training position by budget cuts. Regarding these same issues, the Gallagher study referred to previously provided the following recommendations: 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, Swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. AU drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers \u0026amp; Lybrand staff in their findings at the transportation terminal: Coopers \u0026amp; Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost aU of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, aU indicated a concern that something needed to be done to ensure that things didn't get worse. All interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, like cracks in a dam, and many were fearful of the department's future. It is C\u0026amp;L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Analysis of Alternatives Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD. Upon careful consideration, several 07/14/94 K.OUTOutsourcing Student Transportation Business Case 9 aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet. increasing accidents, increasing absenteeism, and costs. 1. 2. 3. The alternative solutions considered are listed below: Change nothing. This will not address the problem and will cause costs to grow annually\nFollow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $800,000. This solution does not maintain reasonable costs. The reasonableness of this alternative is questionable since a $7 million dollar gap exists in the current budget. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. Though a primary motivation for considering outsourcing is to capture cost savings, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recotnmendation Alternative 3 is recommended. 3. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. Proposals have been requested from private sector transportation companies on this alternative. Of the responses received, only Mayflower Contract Services, Inc. proposed to contract the LRSD student transportation system as specified. Details appear in the proposal submitted by the contractor. 07/14/94 BC_OUrOutsourcing Student Transportation Business Case 10 Objective By the opening of school for 1994-95, on-time performance will increase and parent complaints will decrease while reducing the cost of the student transportation system. This transportation proposal supports the school district goals relating to reducing costs and improving service. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n2. Currently employed drivers will maintain their jobs and benefits\n3. Buses will be on-time more often than they are now\n4. Accidents decrease\n5. The number of buses out-of-service for repairs will decrease\n6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed. Impact Analysis The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 80 drivers. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. Negatives 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences\n2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs\nPositives 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n2. Currently employed drivers will maintain their jobs and benefits\n07/14/94 BC.OUrOutsourcing Student Transportation Business Case 11 3. Buses will be on-time more often than they are now\n4. Accidents will decrease\n5. The number of buses out-of-service decrease\nfor repairs will 6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed providing students with badly needed new buses. Quality of Performance Bus Availability, Driver Absenteeism, Not-on-Time Buses 30% 2S% 20% 15% 10% 5% 0% Risks The risks of not implementing this solution is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The risks of implementation of this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capability given the delays in implementation of outsourcing when considering increased activities associated with the start up of the school year. Timing It is critical that the decision be made before July 15th so it may be implemented by the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. Resources Anu lysis Personnel No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. 07/14/94 8C_OUT Outsourcing Student Transportation Business Case 12 Financial A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller V Three Year Bottom Line Cost Comparison LRSD V. Contractor   LRSD  Contractor -$1,018,614 savings over 3 years $10,000,000 T $9,000,000 $8,000,000 $7,000,000 $6,562,449 $6,463,981 $7,327,775 $6,997,680 $7,760,438 \u0026gt;7,170,387 F $6,000,000 $5,000,000 $4,000,000 $3,000,000 $2,000,000 $1,000,000 $0 94-95 95-96 96-97 School Year maintenance facility already available. Even with these costs, outsourcing will reduce overall costs (See Attachment 1). Revenue Source The money currently, allocated will be used to pay for outsourcing. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget. Force Field Analysis Primary supporters of this proposal will be those directly affected by the solution  patrons and administrators within the District The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student service and cost savings. KJXJTOutsourcing Student Transportation Business Case 13 Those most opposed to the solution will be bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of outsourcing is that costs will be reduced while improving service. General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. Milestone 1. Proposal presented to the LRSD Board of Directors for approval 2. Notice to employees 3. Include this as a budget reduction strategy 4. Recruitment of current employees 5. Recruitment of new employees 6. Inventory property 7. Finalize contract 8. Relocate Safety and Security Department 9. Property transfer and occupancy 10. Complete bus routes 11. Retrain current employees 12. Train new employees 13. Notify patrons 14. Begin delivery of replacement equipment 15. Complete driver orientation and dry runs Date 7/14/94 7/15/94 7/15/94 7/18/94 7/18/94 7/21/94 7/21/94 7/21/94 7/22/94 7/29/94 8/1/94 8/1/94 8/1/94 8/10/94 8/15/94 Person Williams Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Montgomery Contractor Contractor Wagner Contractor Contractor Jz/IVM SC_OUTOutsourcing Student Transportation Business Case 14 Attachmetit 1 Comparison of LRSD costs to Mayflower Contract Services, Inc. Costs EXPENSE CATEGORY Salaries Fringe Benefits Purchased Services Materials /Supplies Capital Outlay Other Objects SUBTOTAL Budget Yr 1994-95 3,679,789 800,604 676,500 964,664 11,000 1,000 6,133,557 Budget Yr 1995-96 3,790,183 809,049 686,648 984,041 11,000 1,000 6,281,921 Budget Yr 1996-97 3,985,519 852,142 700,381 1,003,722 11,000 1,000 6,553,764 TOTAL 11,455,491 2,461,795 2,063,529 2,952,427 33,000 3,000 18,969,242 Fleet Insurance Workers Compensation Fleet Disposal Bus Payment SUBTOTAL 512,680 236,473 537,000 522,933 243,565 533,392 251,357 1,286,153 1,155,391 1,921,889 1,317,297 2,102,046 1,569,005 731,395 537,000 2,472,688 5,310,088 TOTAL FUNDS AVAILABLE 7,419,710 8,203,810 8,655,810 24,279,330 Mayflower Proposal Special Education TOTAL 6,463,981 857,261 7,321,242 6,997,680 876,035 7,873,715 7,170,387 895,372 8,065,759 20,632,048 2,628,668 23,260,716 SAVINGS 98,468 330,095 590,051 1,018,614 Regular/M-to-M Special Ed______ TOTAL 6,562,449 857,261 7,419,710 7,327,775 876,035 8,203,810 7,760,438 895,372 8,655,810 21,650,662 2,628,668 24,279,330 0C.OUTDate: December 2, 1994 To: Judge Wright Promt m Brown Subject Informal Review of the LRSD November 16, 1994 Filing: Transportation Business Case, Incentive School Spanish Program, and Incentive School Theme Implementation. My staff and 1 have reviewed the submissions which the LRSD made last month to satisfy requirements of your October 24, 1994 Order. Our brief, very informal, and private assessment of each document follows below in three separate sections. If you should want us to write up a formal review, we will be happy to do so. 1. Transportation Business Case This case satisfies the mandate that the district provide a business case to explain how it will spend the $1.3 million which it appropriated for transportation in the 1994-95 budget. Both Bill and Melissa spent some time reviewing rough drafts of this business case with Russ Mayo (its author), posing questions and suggesting changes. Russ took some of those suggestions, but not all. For example, we suggested that the district think long-range and expand the business case to encompass transportation needs beyond the current school year. Other than the chart showing an extended bus replacement schedule, the proposal doesnt include such long-term planning. The business case only covers a solution and expenditures for the current budget year, 1994-95. Overall, the business case is acceptable. While several areas could be improved, it is better than most cases prepared by the LRSD. The case is weak in its alternative analysis, because it doesnt really address the pros and cons of each alternative identified, much less determine the cost and impact. It is obvious that this case was prepared after the failure of the outsourcing move, and as a justification of the only remaining option available at the time. \\2. Incentive School Spanish Program. Overall, the information in this report is poorly presented and appears to have been slapped together hastily. The shoddy report would matter little, if the Spanish program itself had any merit. This filing is just the latest installment in the districts attempt to shirk the commitments in its desegregation plan. The comments below are organized by the report page number and section. Page 1: (II) Rightsell did not begin any type of program until after the October 24, 1994 order. The report asserts that the principals believe the existing program, included in this document, is a way to provide meaningful foreign language experiences to their students.\" Unfortunately the report in sum does not convince us that children are receiving quality, meaningful foreign language instruction. Pages 1-2: (III) The days and times Spanish is offered varies among the schools, as does the total amount of instruction the students receive. At Franklin and Rockefeller, the amount of instructional time is \"at the discretion of the teacher\" and unspecified, although Rockefeller also adds 45 minutes once a week during extended day for both primary and intermediate students. Mitchell and Rightsell students get a 1.5 hour block once a week, and Garland students get 1/2 hour three times a week. Page 2: (IV) The report appears to be cobbled together from several sources (perhaps separate reports from each incentive school principal?). The summaries of the types of instruction offered at each school vary widely, from a comprehensive description of the satellite program in use at Garland to a terse sentence regarding the extended day program at Mitchell. Page 3: (V) Whoever wrote this report has no concept of the meaning of FTE. The district reports that at least one FTE is assigned to Spanish instruction at each incentive school. The report indicates that sixteen FTEs teach Spanish at Rockefeller. The author is quite confused. He or she has listed the number of persons involved in delivering instruction as an FTE when it is clear from the other documentation that no teacher in the incentive schools spends the equivalent of full-time employment teaching Spanish. Even at Franklin, the teacher assigned to the immersion class spends only a portion of the school day instructing in Spanish. (Vll) The descriptions of the language labs are inadequate and unenlightening. After reading the vague mumbo jumbo offered as a description of how the labs are used to reinforce instruction, you can almost hear the LRSD administration sing, \"How I Love to Dance the Little Sidestep.\" 2The district has offered no information to give the reader a picture of how the language labs enhance instruction. Could this be because the labs and the instruction continue to be virtually non-existent? The submission also uses the term \"FLES approach\". The acronym FLES is never spelled out, nor is the approach defined, so we have no idea what it means. (Vlll) All of the incentive schools restrict Spanish instruction to selected grade levels. Franklin and Mitchell are the worst offenders, offering Spanish only at the first grade. None of e schools provide Spanish instruction for children in Idndergarten or the program for four-year- olds. Page 4: (IX) (X) (XI) At 176 participants. Garland claims the highest number of students taking Spanish. The totals drop markedly for the other schools, down to only 14 students at Rightsell. While only first graders at Franklin and Mitchell receive Spanish instruction, no first graders are involved in the program at Garland and Rockefeller. This section dealing with the learning objectives is unrealistic. Given the limited amount of time devoted to instruction in Spanish, it is unlikely that students will develop \"skills in listening, speaking, reading, and writing the Spanish language.\" The second objective listed is so esoteric that we wonder if it was included only to show off an obscure vocabulaiy word. According to item two, students will \"become familiar with Spanish syllabaries.\" It is incomprehensible that the anonymous author of this report would be aware of the word \"syllabaries\" and be unaware that the plural of medium is media (listed as mediums on page 3). This entire section is pretty weak also. A couple of the schools (Mitchell and Franklin) worked Total Physical Response into their blurb, but most of the information offered does not begin to address the requirements from e court order. None of the schools mention any interaction with native speakers, and any ties to the LRSD curriculum are very tenuous. Page 5: The final page of the report includes quite a bit of information on the Spanish immersion program offered in one first grade class at Franklin. The report claims that the immersion program has been fully implemented. We were going to make an unannounced site visit there on Wednesday, November 30, 1994, but tragically, the principals teenage son committed suicide, so we have postponed our visit until after the first of the year. 'We will withhold comment on the immersion program for now, and furnish a written surrimary of our findings within a few days of the visit. Our preliminary information on the program is that it is very poor and far from being fully implemented. 33. Incentive School Theme Implementation This submission is sadly inadequate in addressing the questions posed by the Court in the October order. The descriptions of programs are vague and dont provide any new information beyond what we had gained through our 1993-94 incentive school monitoring visits. If their \"update\" is accurate, our report is still timely. Franklin 1. The Communications Technology theme is poorly defined. The reader is told that the theme is \"the science of utilizing tools, machines, materials, and processes for the purpose of communicating.\" (p. 1). That definition has no meaning as it relates to what actually students do. No examples were provided. 2. There is no specific description of how the theme concepts have been integrated into the curriculum. 3. On page 2, the Franklin theme is described as \"operable\" (like a cancer!), but there is an indication that full implementation is not complete. No implementation timeline is provided, as requested by the Court. The excuse given for slowed implementation is that this is the first full year of employment for the theme specialist\nhowever, this is not the first theme specialist to hold the position since implementation began two years ago. Garland 1. The Garland summary describes computer-based instruction. The report does not specify how Garlands approach differs significantly from other schools which use computers as learning tools. 2. The full Garland theme is \"Multimedia Technology and Educational Research,\" but the theme description provides no mention of educational research. 3. Garlands theme is described as needing to be phased in due to high costs. A specific timeline isnt provided as requested by the Court, nor are the anticipated costs which make a phase-in necessaiy. 4. Full implementation of the theme is to occur in phases \"pending the outcome of initial phase' (p. 4). The submission does not explain what this means. 11 Mitchell 1. If the description is accurate, the Creative Dramatics theme is not an integrated part of e curriculum. The specialty teachers (art, music, physical education) are the vehicles for delivering the theme. Based on this description, full theme integration is not occurring at Mitchell. 42. The theme is described as \"operable\" (new favorite word at LRSD?), but needing refinement. No indication is given as to the type of refinement that will be necessary and the timeline is missing. Rightsell 1. Rightsells theme description is the only one which highlights the role of the classroom teacher in infusing the curriculum. By the way. Rightsell was the only incentive school to supply an infused curriculum guide during our 1993-94 monitoring visit. 2. The explanation of the mass media component of the theme is quite weak. 3. With the recent installation of closed-circuit wiring for closed-circuit television, it appears that theme implementation is complete. Rockefeller 1. It is our conviction that computers are a tool, not a legitimate theme. We see very little in the Rockefeller description to convince us that the school is actually emphasizing computer science.\" While Rockefeller may have more classroom-based computers than the average, we havent observed any new skills or uses that set the school apart from other schools which are effectively using computers as an instructional tool. 2. Rockefeller is the only incentive school at which, the report states, theme implementation is complete. 507/18/94 09:17 501 324 2032 L R School Dlst ES 002/002 i' ODM CJ^ hy\nr/. Little Rock School District NEWS RELEASE July 18,1994 For more information: Dina Teague, 324-2020 SPECIAL BOARD VW 4Ji Sai :DULED The Board of Directors of the Little Rock School District wiU hold a special meeting this evening at 5:00 p, Markham. 'm. in the administration building at 810 W. Board members will receive a business case on transportation outsourcing. The Board will also meet with parents from Williams Basic Skills Magnet Elementary School. ### 810 West Markham .B4081701 1030/08/24 TRANSPORTATION DEPARTMENT VISIT INTRODUCTION * Thanks for the time. * I have put some questions together. I know you are new and many not have all the answers. That's ok I don't know much about school bus transportation, so foi^ive dumb questions GENERAL What have you done to get ready for school opening Monday? Routing has been completed, and the last minute changes are being added. Should be completed in time. Courtesy stops are already in the system. Drivers have been hired, and have completed in-service. 96% bus availability as of Friday morning. * What is your overall assessment? * Wliat are the weak areas? Getting enough bus drivers onboard. Getting enough buses running. Position control match to the budget was a joke. Had to spend a lot of time correcting the position control to find out who was in a slot and who had gone. Monthly Manpower report stopped in January, so no adjustments until at least that far back. Cheatam wants to look at how the extra runs are allocated to drivers\na few of them get all the good stuff. She wants to look at the \"distribution of the Wealth.\" She would also like to change from piece work pay to hourly pay. \\ - What major problems do you anticipate? 1Breakdowns. The buses are getting old, and will breakdown. * Wliat are the strong areas? Cheatham has feedback that says this was the best in-service the drivers have ever had. Everyone seem to think she is reasonable. - What areas do you have greatest confidence? ************************************************************************* ROUTING * Take me through the process of setting up new routes for the year. Jayne Agnes is the main routing person. She is really excited about her job and being able to expand the use of the system. One of the main benefits of having Mayo there was his being able to walk through things with us. There were several technology issues where passing a tape vice hardcopy would speed things up. He initiated action on them right there. Step 1. Transportation gets a tape from data processing of certain data elements of the student database. The first tape is generated in the early spring (F/M/A). The second tape is generated in May/June, and this is the tape which is actually used for routing. Step 2. Once the routing tape is loaded at Transportation, they run the Batch Census Edit. This is just a student name and address match routine which verifies the student file, and generates an exception report. This report is worked through most of the summer on constant clean-up. Step 3. From the report the student records are actually corrected. Step 4. Once the record is clean and entered into the system, the student shows up on the map as a \"white' square. Step 5. The operator then looks for the white squares and assigns a stop. If there is not an existing stop within the range, then the operator creates a new stop. From this stop generation, the operator then ties into routes. This process takes about a month since it involves numerous human decisions. Step 6. Once the regular Little Rock students have been worked from the tape, then M- to-M's are worked\nthen changes to assigned stops\nthen wants. New registrations are also worked in here. New registrations are written up on a form and then keyed into the student file at student assignment. The form is then sent to Transportation where the data is re-keyed into the Ecotran system. NOTE: we are working on data transfer here this exchange. Step 7. Once all the routing is done, the routes are printed and distributed. This has to take place before driver training can be completed. A major problem appears to be that Transportation does not have online access to the student database. Therefore, they do not have the capability to look up students in the system for researching problems. This really limits them. Cheatham is trying to get that fixed. 2* Wlien was this routing completed? The major part of the routing was completed over a week ago and before the driver training. Changes and some new registrations are still being worked. They really cannot complete the routing until the August registration results are loaded into the system and transferred.  How are registration changes cranked into the routing? All changes, registration and otherwise, are keyed into the system manually from forms mailed over from student assignment. Prior to school starting, Jane was getting about 50-1- forms a day. It was obvious to Mayo and Mooney that this student update data was being entered into the student file by student assignment and then re-keyed by Transportation. Data Processing could cut a tape of the file after updating by Student Assignment, pass the new copy to Transportation, which could upload the new file into the Ecotrans system. This would save time, re-keying, and errors. - Wlten is that done? As soon after registration as possible. The August registration holds up the processing.  What is the status of the student address base? Special education student information comes from that unit, and is still passed across manually on forms. - When was it last updated? The Transportation file was updated with the student file information by a June tape containing May data. There has been no updated data added during the June/Present timeframe. The best data they have on Little Rock kids is spring data. - What is the accuracy? Not very good. There has been no updated data added during the June/Present timeframe. The best data they have on Little Rock kids is spring data. * Last update from Ecotran MapNet. - When was the last update? (30 days) It was in the spring, and that was a software upgrade. They are at a deadend due to hardware constraints. They expressed a need for a hardware upgrade. - Did you just add stops, or did Ecotrans re-route? 3LRSD actually can do the routing from their terminal. LRSD personnel have learned a lot of new functions from the system. * Are the routing reports generated here, or at Ecotran? The routing reports are generated at the LRSD. Ecotran does not do much for them anymore, except the training. - When did you get them? (2 weeks) About a week ago. - Wliat are in the reports? Not using many of the features of Ecotran. It can do a lot more than they have used it for in the past. Jane has learned some new things just this week. Cheatam wants to send her to school on the system after things settle down.  When were the stop locations identified? See steps above.  When were students assigned to stop locations? See steps above.  How do you tell the drivers about their routes? They start getting routing sheets at the in-service the week before school. All drivers are required to make at least one practice run prior to school starting on Monday. * How do you get the word to parents about their kids' stop? Mail out. * How do you handle special stop requests? They are worked into the routing after the regular stops/routing is set up. Courtesy stops are set up, if possible. There is one bus that is all courtesy stops due to the neighborhood and traffic patterns. Athletic events are arranged separately by the coaches. Field trips are arranged separately by the teachers. The special runs are parcelled out to the regular drivers, if possible. * Wliat percent of drivers have completed practice runs? Almost all had completed at least one practice run by Friday morning. Some were still going to make the run on Saturday and Sunday. Transportation was going to be open for them. 4All drivers are required to make at least one practice run prior to Monday school start. Many drivers have made more than one practice run. They can make as many as they want. All will complete the practice by Monday. They have to make the run forward and backwards. The routing sheets only print in the forward direction\nthe drivers have to read the routing sheet backwards for the afternoon trip. Routes were bid on Tuesday before the opening of school. Will now be bid each nine weeks in order to add some stability. - What was your target? 100% - Why the difference? * Are their any major route blockages? Six or seven\nnothing major. They have identified a few problems, but they are fixing them now. Some drivers have come back from practice and made some suggestions on swapping stops between routes for better function. - Where? Asher and Cantrell. No mention made of the 3rd street overpass being out. Mooney uses it as an example.  How many routes will you service? 314 regular, 45 M-to-M, and some special ed.\n359+ * How many runs will you make? Runs and routes are the same to them.  Wliat is your longest run? 26+ miles\nM-to-M across the county. * When is your first pickup in the morning? 0614 - Wlien is your last arrival in morning? 0900 - When is your last regular drop in the afternoon? 1900, not counting some specials and late events. 5Last year they had one student that was an M-to-M from the county that was playing football on a road trip. They had to have a single bus for this one kid, and the bus did not get back to the barn until 0400. ***************************************************************** BUSES * Buses Mainly gas. Some getting changed out to diesel. They have 128 buses that are over the 120k mile cycle for replacement. The outsourcing contractor was going to replace these with newer buses, but now they are stuck with them. - How many total in your fleet? 281 - How many required for the day? 260, not counting special requests. - What will you have available Monday? Will have sufficient buses. 12 are in the shop now, meaning 96% availability for the fleet. That is pretty good.  What is the status of your communications equipment? Ok for Monday, but needs some long term work. Cheatham is looking into tying into the new city system (a $4M system). If they can do that, there will be some hardware changes required, but have many other valuable features...911, MEMS both direct. Replacement buses - How many did you replace this year? Only replacements were the state buses for M-to-M. No regular buses were replaced. - Do you have any on order? - What impact will the Ward fire have on you? 6DRIVERS * How many drivers on your allowance? The allowance is 331. About 300 is a good average to have onboard. They currently have 290 hired. Need to add about 30 more to the pool. Rock bottom minimum is 260\nsame as the buses required for the day. - How many required for the day? 260-1- - How many do you have onboard? 290  What kind of training have the drivers had this summer? They had a two day in-service last week. The in-service covers the following: personnel work changes, policies and procedures, updating license, new drivers get defensive driving workshop, first aid, special ed students, emergencies. All drivers are required to take the defensive driving course sometime during the year\nnew hires must take it at the orientation inservice. All drivers must attend this session. - How many have been trained? All will get it. - What kind of follow-up training do you have for those that have not been trained? They have supervisors for OJT, and there are some follow-up in-service during the year. Defensive driving is a good example. - What kind of training has been provided on discipline on the buses? Covered in the in-service during small group workshops. - Did the drivers provide any input into the training? Yes they have done some. They asked for and will get more information on the radios, and will get more of the \"How to Win\" seminar.  Have the drivers provided any input into problem solution? Yes. Remember the routing problems. They have also turned in several additional suggestions to Cheatham on how to improve operations and attendance. She has told them at orientation that she will look at them. She may or may not implement the suggestions. She has told them the items selected for implementation would have to be no cost. Some of the suggestions: re-bidding every 9 weeks for stability\nlooking at about 75 route \\ 7substitutes\nattendance\nusing vending machine money for \"pride\" efforts\nhandling special runs. - Have they had the opportunity? They have the opportunity, but there is no formal system for suggestions or a suggestion review process. They simply write them up and turn them in.  What is the morale of the drivers? Cheatham and Jane think the morale is pretty good. ******************************************************************* MECHANICS * How many mechanics on your allowance? 8 on allowance. They are going to run a split shift for the first time. This way they will have a mechanic in the shop as long as they have a regular run on the road. - How many are onboard? 8 onboard - What about the chieP New guy in the job\npromoted. Retired Army master sergeant. - When will you be full staffed? Current - What is the morale? Seems good right now. 96% availability of fleet. * $300K for mechanics - Wlten do you anticipate getting help from that money? Waiting on approval from the Court. Will gets some parts, 2 mechanics, and some helpers. * What kind of Preventive Maintenance System do you have? They have maintenance log sheets which are all manual. The mechanic makes an entry on the bus, what was done, and what parts were used. This log sheet may have several bus jobs on the same sheet. There is no form, just notes by the mechanic. Maybe 20 words max. 8They kind of keep a running parts inventory in the mind off of these log sheets\nyou know about how many you used and how many you had so the rest should be there\nnothing formal. Each bus has something of a manual maintenance history file in the file cabinet. Based on the log sheets. No formal PMS system. They kind of know when they need to be done. The state requires two general maintenance cycles each year for each bus. They just kind of do them. Maintenance notes are given to the shop by the drivers if they think something needs to be done on the bus. - Is it automated? Nothing is automated. This is a major problem. Montgomery and Cheatham have identified the software needed, but will have to find the money and time to make it happen. - What kind of reports are generated? No reports are generated. The raw data is on the log sheets, and is not extracted. Strictly in a react mode, and based totally on the recall of the mechanics. - What is your greatest maintenance problem? Springs\nfixed during the summer. Brakes\non the road breakdowns. - Are you up to date? 96 % availability posted on sheet of paper each day at the window in the maintenance shop. The first sign of tracking objectives in the district. Just started that this month.  What is your anticipated percent of on-road breakdowns for Monday? Don't think they will have many on Monday. Should have about 15% by Thursday.  What is your plan for handling on-road breakdowns? Mainly anticipate brake problems. Will send out a replacement bus, and the mechanic/helper will try to nurse the wounded bus back to the barn. What kind of wrecker service do you operate? Contracted. Very big expense. About $90 a pop. * Wliat kind of breakdown data do you maintain? None. Only in their minds. - What do you do with it? 9 \\MANAGEMENT * What kind of service do you provide for extracurricular activities? Athletics, field trips, extended day, etc. These are set up outside of the regular schedule. They are requested from various parties, and are worked into the load. They try to give the extra runs to those drivers that want the money. Extra runs require the driver as well as a dispatcher in the office in case of trouble. Very expensive. Remember the example of the single football player at 0400. M-to-M rule of thumb\n5 or more get a bus, less than 5 ride in cabs. - How is that worked into your regular schedule? - How do you plan for that? - What kind of volume do you have? There are about 150 bus loads a day covering all of the special runs, including all of the above and extended day. - Have you been given information indicating more or less load than last year? - Wliat measurements do you keep? None  What is the impact of extended day? No decision has been made by the administration regarding the extended day cuts. Transportation is still waiting to hear. The extended day program will not start until next month, so there is still some time. - How is that worked into your regular schedule? - How do you plan for that? - What kind of volume do you have? - Have you been given information indicating more or less load than last year? - What measurements do you keep? * How are you planning to handle the 9 days of early release this year? 10No decision has been made by the administration. NOTE: I did not sense there was any affirmative action on this. - When did you get a heads-up on this?  What kind of ridership data do you keep? Very little. Only assignments. No real ridership data is kept or worked up. Ecotran has a reporting capability, but the district has never used it. They can not measure the impact on black/white. NOTE\nthey could copy the race code from the student database, read it into Ecotran files, and prepare reports like \"average miles for black students and average miles per white student\" etc. - How do you measure impact on black/white kids?  What security issues are facing you on Monday? At the shop, the main security problem is tracking and accounting for parts. Pilferage, not wholesale theft. On the buses, the main security problems are security around the bus stops and fights on the bus. - What measures will you take?  How do you handle checkers/spotter? These are the supervisors, not additional staff. There are five driver supervisors, and they all have other duties. While the buses are on the road, anywhere from 3-5 supervisors will go out and monitor their schools, if they don't have anything else that is critical to work on (Jayne Agnes also does Ecotran routing). They have been grouped by school since last January. - How many do you have? - What sample do you hit? What does the Transportation Department need most in order to be successful this year? Technology upgrades and some people help. 11Little Rock School District September 30, 1994 RECEIVED SEP 3 0 1994 Office of Desegregation bion.ioring Mrs. Ann S. Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ann: Enclosed are the answers to the questions you asked and the materials you requested in your letter to me dated September 13, 1994. If you have any questions concerning these responses, please feel free to contact me. Sincerely yours. Mary Cheatham 'J 'ftr4 _ T^rvt.c-'/'/c. ( i -4 e efurel, \u0026lt; / - - Cl/nrr\u0026gt; erci'e/ - \u0026gt;\u0026lt;\u0026lt;\u0026lt;.  /\"'c- . ^ii'hLr 5J Jo I, 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 Questions From Ann Brown September 30, 1994 1. Describe the LRSD's bus driver training program objectives, content, and schedule which the district routinely follows, or at least followed in preparation for this school year. A. Obj ective: 1. To provide certified drivers that meet the requirements to drive school bus in Arkansas. a To provide defensive driving training for every school bus driver in the Little Rock School District at least once a year. B. Content: Classroom preparation that teaches the nation's and state's laws 2 . 1. pertaining to a Commercial Driver's License (CDL). 2 . Classroom preparation that teaches Defensive Driving and skills needed to drive safely and defensively. 3 . On the road driver training driving an obstacle course. and C. Schedule: 1. CDL classes are held weekly for new hires. filled, Once classes the positions will be held are as needed to fill vacant positions. 2 . Defensive driving classes are taught on days school is not in session for drivers. New drivers are scheduled for the first class after they get their CDL's. 2 . Attach a copy of the curriculum and handouts w^iich accompany the training. 2The curricula materials for the CDL course and the Defensive Driving course are in Binders 1 and 2. 3 . List the names of the trainers and their training background or other relative training qualifications. Currently two individuals are primarily responsible for  the training of drivers as extra duty. Their main duties are as drivers. A business case is currently being prepared to add 3.3 positions dedicated training. to driver A. Roy G. Burnley 1. Arkansas Department of Education certificate as an Instructor for the Beginning School Bus Driver Training Program Defensive Driver Course from A-1 2 . Thompson Driving School 3 . Served as Drivers Trainer for 1991- 92 school year and the position was eliminated the following year due to budget cuts. B. Virgil \"Smokey\" Jones 1. Over 10 years experience as a school bus driver 2 . Defensive Driver Course Thompson Driving School from A-1 3 . Served as Drivers Trainer for 1991- 92 school year and the position was eliminated the following year due to budget cuts. 4 . Indicate the number of drivers who received training and the date that they completed the training program. A roster of employees with a Commercial Driver License (CDL) are listed on the rosters in Binder 3. Since August of 1994 approximately 100 individuals have received CDL training. Not all individuals who were trained were- hired for a variety of reasons, including but not limited to. accepted another job, decided to 35 . 6 . 7. move, or stated the job was too stressful. Approximately 40 individuals have received Defensive Driving training. Additional Defensive Driving training and CDL classes will be conducted during the year as time and resources permit. List the number of drivers who have not received training and the date by which these drivers will have been trained\nexplain why any drivers have not completed training. All drivers have Commercial Driver's Licenses (CDL). Since the Driver Trainer positions were eliminated, all training has been on a part time basis. no Defensive Driving classes have Until this year, been offered. Approximately 250 drivers will need Defensive Driving during the school year. students do not attend school. Training is offered on days that When the additional positions for training are approved, a formal schedule for Defensive Driving will be established and followed. Describe the kind of follow-up training you provide for those who miss initial pre-service training sessions. An individual can not drive a bus until he/she has a CDL. If he/she misses any classes, he/she must attend the next class that is held to qualify to take the CDL test. The training that was conducted August 10 and August 11, 1994 included a brief first aid introduction. dealing with student discipline. sessions bus evacuations from smoke filled buses, and discussions concerning department practices and procedures. Classes on bus evacuations are included in the Defensive Driving training. Additional classes dealing with student discipline will be offered by the district Staff Development Department during the school year, time. A schedule has not been developed at this Explain the district's rationale for not participating in ADE'S summer activities. training program and subsequent training The LRSD administration recommended that student transportation services be out sourced for the 1994-95 school year. All resources of the Transportation Department were focused on this project in June 1994. Since the administration did not anticipate operating the major portion of transportation system for the following year, no one was sent to participate in the ADE's summer training program or the training activities completed at the conference. \\ 48 . Describe any plans for future participation in ADE's training programs. The administration plans for the Transportation Department to be represented in all future ADE's training programs related to student transportation. 9. Name who IS presently responsible for overseeing safety training and supervision\ninclude the job description(s) for the individual(s). Mary Jane Cheatham IS currently responsible for 10. overseeing safety training and supervision. description for the Director included in Binder 4. of Transportation The j ob IS Describe the consequences (sanctions and remedial instruction) given drivers who commit safety violations. The Transportation Practices and Procedures (Pink book) contains the consequences for safety violations. Pages 9 16 and page 10, paragraph D, address many of the safety violations and the consequences. If a driver is involved in an accident or is reported by the public as driving unsafely he/she will be counseled by his/her supervisor and/or the Director of Transportation. The driver may be required to attend the next Defensive Driving training. discipline that Drivers are subject to progressive can include a recommendation for immediate termination based upon the severity of the safety violation and/or number of safety violations. 5Date: October 4, 1994 To: Melissa and Bill From: Subject: Information from LRSD Transportation Dept. Attached are Mary jane Cheathamss responses to my September letter to her. Bill, please look over the materials while Melissa is in Oklahoma and then pass them on to her. Then the two of you put your heads together to see if you find that this information brings up additional questions or indicates problem areas. If so, let me know and then plan to discuss those points with Mary jane and/or Spence Holder as appropriate or necessaiy. Frankly, the primary purpose of my letter to Maiy jane (other than tattling on the wrong-way driver) was to obliquely exert some pressure on the district to participate in the State training. Mary Jane has told me that she plans to do just that. Melissa, please follow up to see that her plans become reality. Thanks.Little Rock School District MEMORANDUM To: Bill Mooney, Assistant Monitor, ODM From: Russ Mayo, Associate Superintendent Date: October 28,1994 Subject: Transportation Business Case Attached you will find the Transportation Business Case promised. Please call me at 324-2408 if you have any questions. ij V\n-aw OCT 2 8 1994 Ciiica Ct Desegregation Monitoring C: Dr. Henry P. Williams, Superintendent Mary Jane Cheatham, Director of Transportation Mark MUlhollen, Acting Manager of Support ServicesLittle Rock School District Improving Student Transportation October, 1994 A Business Case 'S 1 i- :\\STOP' ZE Addition Modification Deletion Y-------------------- J I (X4\u0026lt; Little Rock School District Improving Student Transportation Business Case Executive Summary The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position 3.3 Trainers Cost^ Quan.^ Item Cost 4 Mechanics 4 Helpers 1.5 Clerks $87,100 $115,200 $62,400 $21,600 33 Buses $990,000 Total $286,300 Total $990,000 The money will come from the state desegregation loan fund. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Proposal presented to the LRSD Board of Directors and approved 2. Advertise for mechanics and trainers Date 7/14/94 9/1/94 Person Williams Hurley Includes benefits 2 Depends on whether or not we lease-purchase or purchase outrightimproving Student Transportation Business Cuse 2 4. 5. Review specifications with Assoc. Supt. Place order for new buses 6, Employ mechanics and trainers 7. Begin training for current employees 8. Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Background Introduction One of the most expensive enterprises undertaken by the district is the student transportation system. Its problems and costs continue to grow. Recognition of this came this past school year when a number of incidents attracted public attention. Budget cuts in recent years resulted in reduced money for personnel and for the purchase of new buses. The lack of a bus replacement program coupled with reduced spending has had a compounding affect. The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. History Determining the source of the problem and generating solutions has taken an extraordinary amount of time for the Administration in recent months, j^dditionally, the Board requested a study of support services in the district to determine the level of efficiency within each area. Coopers and Lybrand, a national accounting firm, conducted the study and returned recommendations to the Board. In their report, they identified the pupil transportation system as the area in greatest need of much attention. So concerned were they that they recommended that the district look seriously at permitting a private contractor to operate the transportation system if it proved economically beneficial.Improving Student Transportation Business Case 3 The District expends an inordinate amount of time and energy focusing on transportation. The urgent concerns of transportation limit attention on educational issues. Often transportation problems draw media attention which results in poor public relations. The District's transportation operations have frequently been in the media. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor service. The accuracy of the stories is not as important as the resulting poor public perception of the system, and the fact that these \"crises\" are draining management's attention away from the primary goal of educating children. Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet and driver performance. In this proposal, the notion of an aging fleet is supported by statistics of the number of buses with excessive miles, the increasing costs of repairs, the increasing need for mechanics, and the increasing calls for wrecker service. Concern about poor driver performance is supported by statistics on driver absenteeism, the preventable accident rate, and high workmen compensation claims. All comparisons are made between standards acceptable to contractors in the industry and standards of LRSD. Aging Fleet To bring the aging fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on engine type and miles of use. Those parameters require that buses be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Based on equipment inventoried at the close of school in June, 1994, the replacement schedule should look like Figure 2. The shaded area gives a historical perspective on buses purchased prior to this school year. The replacement schedule begins at the line marked 1994-95. However, new buses for 1994-95 will not be received until School Year 1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 Figure 1 Buses 48 6 27 0 128 29 22 18 10 1 25 oC.ouLImproving Student Transportation Business Case 4 the spring of that school year and this quantity cannot be ordered with the current money. Only approximately 33 buses may be purchased with this proposal. The chart shows the number of buses that must be replaced prior to the start of each corresponding school year. Because of the age and condition of the existing fleet maintenance costs have increased. This has created a need for additional mechanics. In fact, a recent study of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to 44 vehicles is unsatisfactory. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crucial. This is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Mr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs.( mechanic ratio is not consistent with national standards. As major repairs become more frequent, the cost of labor and parts is expected to rise in each succeeding year. In 1992-93, the District spent $480,804, in 1993-94 it spent Wrecker Experience $745,245, and in 1994-95 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs correlates with the out-of-service rate and impacts the 600 460 - 400 - 360 - 300 260 - 200 -- 160 -- 100 -- 60 - ri LRSD  industry 400 0 160 1992-93 299 ^9 II + 1993-94 1994-96 quality of performance. With the exception of periods immediately succeeding holidays or extended times of non-service. the District averages Figure 2 approximately 30 out-of-service buses per day out of a fleet of 281 buses. A reasonable expectation is for no more than 13 of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. \\ , Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the 1994-95 school year. A more acceptable number for a fleet of this size is 60 calls per year. Driver Performance Several factors are used to reflect driver performance. One of the leading indicators of poor performance is driver absenteeism. Because absenteeism 10/25/M 6C_SUS Improving Student Transportation Business Case 5 inconveniences students, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and an accurate indicator of the unsatisfactory performance of the current svstem. In the spring of 1994, the District had a daily driver absentee rate of 23% . The result of this high level of absenteeism was poor route performance. increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. More often than not, the transportation system is besieged by problems stemming from driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer Driver Performance Absenteeism 30% 25% 20% 15% 10% 5% 0% Absent Figure 3 sponsored sick leave provision for bus drivers and seems to have fewer problems.) Vehicle accident rate is another indicator of driver performance {Figure 4). Accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment. Preventable accidents are an even more interesting statistic since they are a result of driver error. In 1992-93, the District had 68 such accidents while logging over 3.9 million miles\nin 1993-94, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents per million miles respectively. Though the two year trend is downward, it exceeds the standards of contractors in the industry Figure 4 considerably. By contrast, private contractors average a record of only 8.8 preventable accidents per million miles. Contractors have a better accident rate because of a continuous training program. Typically, a high vehicle accident rate causes increases in both Workers Compensation and Property and Casualty insurance costs. Analysis of claims for three previous years for Workers Compensation indicates an upward trend in claims and cost per claim. In 1991-92 there were 31 Workers Compensation Improving Student Transportation Business Case 6 claims processed for the Transportation Department In 1992-93 there were 42 claims processed, and by March of 1994, there had been some 45 claims. Bus driver claims account for 65% of all claims by district employees for the past five vears. These data indicate an urgent need for improved driver training and the initiation of a vigorous safety awareness program. That has not been possible in LRSD because of the elimination of supervisory and training positions by budget cuts. Regarding these same issues, the Gallagher study provided the following recommendations: 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. All drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers \u0026amp; Lybrand staff in their findings at the transportation terminal: Coopers \u0026amp; Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost all of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, aU indicated a concern that something needed to be done to ensure that things did not get worse. All interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, like cracks in a dam, and many were fearful of the department's future. It is C\u0026amp;L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Atialysis of Altentatives ] Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD last summer. Upon careful consideration, several aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. Though the committee favored outsourcing as the alternative of choice, that idea failed when placed before the Board of Directors for lack of a vote. iO/28/J4 BC.SUSImproving Student Transportation Business Case / The alternative solutions considered are listed below: 1. Change nothing. This will not address the problem and will cause costs to grow annually as the fleet ages and driver training is not maintained because of 2. turnover.\nFollow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. The district would continue to operate the system. Ordered buses will not arrive until the spring of Figure 5 1995. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately million. $1.3 Figure 5 illustrates the comparison between existing positions in the district and the number needed. The intent is to match the industry in training positions, mechanics, and preventive maintenance positions. The need for buses was illustrated earlier. One million of this money will be used to purchase new buses and $.3 million will be used to increase personnel. 3. Turn over the M-M portion of the system to the Arkansas Department of Education. This would reduce costs for LRSD but increase coordination problems. 4. Consolidate transportation in all Pulaski County Districts. Getting agreement on this would be a major challenge. 5.  Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately $1 million dollars over the next three years. The Board of Directors did not approve this alternative when brought before them in July of 1994. Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. iu/:S/M K.SUS Improving Student Transportation Business Case 8 Though a primary motivation for considering outsourcing is to save costs, it is worth mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recmtimetidation Alternative 2 is recommended to temporarily address the immediate problem. 2. Follow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $1.3 million. Objective By the second semester of school for 1994-95, on-time performance will increase and parent complaints will decrease. This transportation proposal supports the school district goals relating to improving service to students. The following is a list of the criteria to be used in determining whether or not the problem is reduced when this solution is implemented: 1. 2. 3. 4. 5. Parent satisfaction will increase as indicated by a reduction in the number of complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\nThe number of buses out-of-service for repairs will decrease\nA schedule for replacement of equipment will be followed for this y^ar. Impact Analysis The primary impact will be on a budget that is austere. Negatives 1. Seven to eight months will be necessary before new buses can be delivered\nand, 2. Time will be required in hiring and training new personnel, thus delaying the solution.Improving Student Transportation Business Case 9 3. The budget must increase in future years to accommodate these needs. Positives 1. Parent satisfaction will increase as indicated bv a reduction in the number of 2. 3. 4. 5. complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\nThe number of buses out-of-service for repairs will decrease\nA schedule for replacement of equipment will be followed for this year. Risks The risks of not implementing this temporary fix is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The desegregation plan will be impacted negatively. The risks of implementation of this temporary fix is that it may appear to be too little too late. The problem is greater than can be addressed by this particular solution. Timing It is critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: .U/2S/M gC.3U5Improving Student Transportation Business Case 10 Timing It is critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position 3.3 Trainers Cost^ Item Cost 4 Mechanics 4 Helpers 1.5 Clerks $87,100 $115,200 $62,400 $21,600 33 Buses $990,000 Total $286,300 Total $990,000 Revenue Source The money will come from the state desegregation loan fund. Force Field Analysis Primary supporters of this proposal will be those directly affected by the solution  patrons and administrators within the District. The Board of Directors and 3 Includes benefits 4 Depends on whether or not we lease-purchase or purchase outright lO/MZ* K.KBImproving Student I ransportation Business Case 11 General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone Date Person 1. Proposal presented to the LRSD Board of Directors and approved 7/14/94 Williams 2. Advertise for mechanics and trainers 3. Determine specifications for new buses 4. Review specifications with Assoc. Supt. 5. Place order for new buses 6. Employ mechanics and trainers 7. Begin training for current employees 8, Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated 9/1/94 9/1/94 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Hurley Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham .m/S/94 K.BUSI 1 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT 501 SHERMAN STREET LITTLE ROCK ARKANSAS 72202 / - October 31, 1994 Mr. Bill Mooney ODM Little Rock Arkansas 72202 Dear Bill: Due to an error there were two pages in the LRSD Transportation Business Case with wrong calculations. Please replace pages 1 and 10 with the enclosed copies. Thank you for your help! Sincerely, Russ Mayo Associate Superintendent for Desegregation RM:dk Enclosure: (2) \\ f s ooa h  o - g *. x, (' i '. .'-\nl.\n. /i \u0026lt; I /  V I f iiSPu I I. n i\n.. J s J O -I o  U} ns I G aIoI 00 'n, J2'.-i..t IVbM DZX.\u0026lt;L.\u0026lt;^ ^01 i- CC\\,KhcL^-l-y~y Cl ~l j^t^O I BaSi BBa IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION NOV 1 6 1994 Oifice or Dosegreg\nn.! ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the following documents which are related to the district court order dated October 24, 1994: 1. Incentive School Spanish Program. 2. Incentive School Theme Implementation. 3 . Improving Student Transportation - A Business Case. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT \\ FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By* Christopher Hei Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 16th day of November, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Hand Delivered Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher 2 Little Rock School District Improving Student Transportation Business Case Executive Summary The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money wiU have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position Cost^ Qtian.^ Item 3.3 1.5 Trainers Mechanics Helpers Qerks $87,100 $115,200 $62,400 $21,600 33 Buses Cost ''$990,000 4 4 Total $286,300 Total $990,000 The money wiU come from the state desegregation Ioan fund. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. T Milestone 1. Proposal presented to the LRSD Board of Directors and approved 2. Advertise for mechanics and trainers Date 7/14/94 9/1/94 Person Williams Hurley 1 2 Includes benefits Depends on whether or not we lease-purchase or purchase outright.Improving Student Transportation Business Case 2 4. 5. Review specifications with Assoc. Supt. Place order for new buses 6. Employ mechanics and trainers 7. Begin training for current employees 8. Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Background Introduction One of the most expensive enterprises undertaken by the district is the student transportation system. Its problems and costs continue to grow. Recognition of this came this past school year when a number of incidents attracted public attention. Budget cuts in recent years resulted in reduced money for personnel and for the purchase of new buses. The lack of a bus replacement program coupled with reduced spending has had a compounding affect The intent of this business case is to explain the current transportation problems which resulted from an aging fleet and reduced personnel. Unfortunately, the cost of remedies proposed here is only a beginning. It will not fix the problem for the long term. For example, the new buses proposed will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem follows with a temporary solution for this budget year. History Determining the source of the problem and generating solutions has taken an extraordinary amount of time for the Administration in recent months. Additionally, the Board requested a study of support services in the district to determine the level of efficiency within each area. Coopers and Lybrand, a national accounting firm, conducted the study and returned recommendations to the Board. In their report, they identified the pupil transportation system as the area in greatest need of much attention. So concerned were they that they recommended that the district look seriously at permitting a private contractor to operate the transportation svstem if it proved economically beneficial. -tJfItuprovitig Student Transportation Business Case  The District expends an inordinate amount of time and energy focusing on transportation. The urgent concerns of transportation limit attention on educational issues. Often transportation problems draw media attention which results in poor public relations. The District's transportation operations have frequently been in the media. In fact, it was the lead article on the front page of the November 7, 1993 Arkansas Democrat Gazette. Many of these stories have revolved around labor and safety issues and poor service. The accuracy of the stories is not as important as the resulting poor public perception of the system, and the fact that these \"crises\" draining management's attention away from the primary goal of educating children. I Problem Definition are Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance which has occurred because of an aging fleet and driver performance. In this proposal, the notion of an aging fleet is supported by statistics of the number of buses with excessive miles, the increasing costs of repairs, the increasing need for mechanics, and the increasing calls for wrecker service. Concern about poor driver performance is supported by statistics on driver absenteeism, the preventable accident rate, and high workmen compensation claims. All comparisons are made between standards acceptable to contractors in the industry and standards of LRSD. Aging Rest To bring the aging fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on engine type and miles of use. Those parameters require that buses be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Based on equipment inventoried at the close of school in June, 1994, the replacement schedule should look like Figure 1. The shaded area gives a historical perspective \\ Schooi Year Buses on buses purchased prior to this school year. The replacement schedule begins at the line marked 1994-95. However, new buses for 1994-95 will not be received until 1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2003-2004 48 6 27 0 128 29 22 18 10 1 25 Figure 1hnproving Student Transportation Business Case 4 the spring of that school year and this quantity cannot be ordered with the current money. Only approximately 33 buses may be purchased with this proposal. The chart shows the number of buses that must be replaced prior to the start of each corresponding school year. Because of the age and condition of the existing fleet maintenance costs have increased. This has created a need for additional mechanics. In fact, a recent studv of the operation conducted by Gallagher Bassett Services, Inc. yielded this finding: The high ratio of one maintenance person to -W vehicles is unsatisfactorv. With many of these vehicles having over 100,000 miles on them, the need for quality preventative maintenance is crudai. This is not presently possible and Mr. Viner and his staff are doing an excellent job of keeping the fleet running. Add to this the fact that no new buses are being bought this year, the situation is going to become more difficult to manage. Ivlr. Viner recently had one mechanic resign citing stress and the heavy maintenance workload as the reason. A replacement has not yet been hired, but even with this individual replaced, the bus vs. mechanic ratio is not consistent with national standards. As major repairs become more frequent, the cost of labor and parts is expected to rise in each succeeding year. In 1992-93, the District spent $480,804, in 1993-94 it spent Wrecker Experience $745,245, and in 1994-95 it is predicted to reach over $1 million. This escalation in vehicle maintenance costs correlates with the out-of-service rate and impacts the 500 460 -- 400 -- 360 -- 300 - 260 - 200 - 160 1 100 I 60 1 9 0 I  LRSD  Industry 400 quality of performance, exception of periods With the immediately succeeding holidays or extended times of 160 60 + 299 1993-94 non-service, the District averages 60 1992-93 1994-96 Figure 2 approximately 30 out-of-service buses per day out of a fleet of 281 buses. A reasonable expectation is for no more than 13 of the vehicles to be out-of-service for corrective or preventative maintenance during peak operational periods. Another common performance indicator associated with vehicle maintenance is \"wrecker experience\". In 1993, the District spent $14,390 for 160 wrecker calls. By comparison $25,945 has been spent for 291 wrecker calls to date in 1994. It is predicted that $37,800 will be spent for over 400 calls in the 1994-95 school year, acceptable number for a fleet of this size is 60 calls per year. A more Driver Performance Several factors are used to reflect driver performance. One of the leading indicators of poor performance is driver absenteeism. Because absenteeism Improving Student Transportation Business Case 5 inconveniences students, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and an accurate indicator of the unsatisfactorv performance of the current system. In the spring of 1994, the District had a daily driver absentee rate of 23% . The result of this high level of absenteeism was poor route performance, increased student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. More often than not, the transportation system is besieged by problems stemming from driver absenteeism and the seemingly liberal use of employee sick leave provisions. (Note: the PCSSD currently has no employer Driver Performance Absenteeism 30% 25% 20% 15% 10% 5% 0% Absent Figure 3 sponsored sick leave provision for bus drivers and seems to have fewer problems.) Vehicle accident rate is another indicator of driver performance (Figure 4). Accidents harm students and others, waste financial resources, and lead to down-time for equipment Preventable accidents unnecessary are an even more interesting statistic since they are a result of driver error. In 1992-93, the District had 68 such accidents while logging over 3.9 million miles\nin 1993-94, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 accidents per million miles respectively. Though the two year trend is downward, it exceeds the standards of contractors in the industry Figure 4 considerablv. By contrast, private contractors average a record of only 8.8 preventable accidents per million miles. Contractors have a better accident rate because of a continuous training program. Typically, a high vehicle accident rate causes increases in both Workers Compensation and Property and C^sualtv insurance costs. Analysis of claims for three previous years for Workers Compensation indicates an upward trend in claims and cost per claim. In 1991-92 there were 31 Workers Compensation Improving Student Transportation Business Case b claims processed for the Transportation Department. In 1992-93 there were 42 claims processed, and by March of 1^4, there had been some 45 claims. Bus driver claims account for 65% of all claims by district employees for the past five years. These data indicate an urgent need for improved driver training and the initiation of a vigorous safety awareness program. That has not been possible in LRSD because of the elimination of supervisory and training positions by budget cuts. Regarding these recommendations: same issues, the Gallagher study provided the following 93-12-22. The Director of Transportation should develop, implement and manage an aggressive Loss Prevention Program. Supervisors and employees must be held accountable for their actions. Fair, swift and appropriate discipline or corrective measures must be taken to handle unsatisfactory conditions prior to them becoming uncontrollable. 93-12-23. No driver should be allowed to operate a vehicle without first, having been trained in defensive driving. All drivers should after initial training, attend annual defensive driving training including, hands-on evaluations. While the foregoing factors taken individually do not threaten the collapse of transportation, taken together, these signs reveal a dysfunctional system. Consider the comments of the Coopers \u0026amp; Lybrand staff in their findings at the transportation terminal: Coopers \u0026amp; Lybrand spent two days talking with customers and employees of the Little Rock School District's Transportation Department. While almost all of the people we talked to spoke favorably of the department's operation relative to the constraints placed upon it, aU indicated a concern that something needed to be done to ensure that things did not get worse. AH interviewees, customers and employees alike, expressed a concern that the department was beginning to show signs of stress, hke cracks in a dam, and many were fearful of the department's future. It is C\u0026amp;L's opinion that these concerns and signs are real. We also feel that these symptoms reflect the fact that the current mode of operation was conceived long ago without any vision of the desegregated , inner city environment in which the department now operates. What is frightening is that the interwoven complexities of this environment combined with the bankrupt methods of the past have created a semi-self defeating situation that cannot be escaped without vigorous redesign of the process. Analysis of Alternatives Solutions were discussed with a committee representing parents, principals. support staff, and administrators in the LRSD last summer. Upon careful consideration, several aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. Though the committee favored outsourcing as the alternative of choice, that idea failed when placed before the Board of Directors for lack of a vote.Improving Student Transportation Business Case / The alternative solutions considered are listed below: 1. Change nothing. This will not address the problem and will cause costs to grow annually as the fleet ages and driver training is not maintained because of turnover.\n2. Follow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. The district would continue to operate the system. Ordered buses will not arrive until the spring of Figure 5 1995. This will have a dramatic- impact on the current and future budgets. The first vear increase to the budget is approximately million. Figure S1.3 5 illustrates the comparison between existing positions in the district and the number needed. The intent is to match the industry in training positions, mechanics, and preventive maintenance positions. The need for buses was illustrated 3. 4. 5. earlier. One million of this money will be used to purchase new buses and $.3 million will be used to increase personnel. Turn over the M-M portion of the system to the Arkansas Department of Education. This would reduce costs for LRSD but increase coordination problems. Consolidate transportation in all Pulaski County Districts. Getting agreement on this would be a major challenge. Outsource the student transportation system to a private concern. Research requested by the Board of Directors indicates that this alternative addresses all aspects of the problem. It includes a budget savings of approximately 51 million dollars over the next three years. The Board of Directors did not approve this alternative when brought before them in July of 1994. \\ Several strategies have been discussed in recent months, but perhaps none is as practicable an idea as that of outsourcing. It is believed that through outsourcing, the District will realize a considerable cost savings and significantly improve the level of service provided to its students and patrons. improving Student Transportation Business Case 8 Though a primary motivation for considering outsourcing is to save costs, it is wordi mentioning that other tangible benefits such as reasonable and predictable fleet replacement, lowered driver absenteeism, improved vehicle maintenance, and reduced vehicle accident rate will also be realized. An appreciable improvement in these areas will lead to significantly fewer problems and complaints, as well as establish a more stable and reliable transportation system for future LRSD needs. Recomnietida tion Alternative 2 is recommended to temporarily address the immediate problem. 2. Follmv industry standards for equipment replacement, personnel, etc. including a strict scliedule for replacing the fleet. This will have a dramatic impact on the current and future budgets. The first year increase to the budget is approximately $1.3 million. Objective By the second semester of school for 1994-95, on-time performance uhll increase and parent complaints will decrease. This transportation proposal supports the school district goals relating to improving service to students. The following is a list of the criteria to be used in determining whether or not the problem is reduced when this solution is implemented: 1. 2. 3. Parent satisfaction will increase as indicated by a reduction in the number of complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\n4. The number of buses out-of-service for repairs will decrease\n5. A schedule for replacement of equipment will be followed for this year. Impact Analysis The primary impact will be on a budget that is austere. Negatives 1. Seven to eight months w'ill be necessary before new buses can be delivered\nand, 2. Time will be required in hiring and training new personnel, thus delaying the solution. V.i'.H'i SC.Vm.Improving Student Transportation Business Case y 3, The budget must increase in future years to accommodate these needs. Positives 1. 2. 3. 4. Parent satisfaction will increase as indicated by a reduction in the number of complaints\nBuses will be on-time more often than they are now\nAccidents will decrease\nThe number of buses out-of-service for repairs will decrease\n5. A schedule for replacement of equipment will be followed for this year. Risks The risks of not implementing this temporary fix is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the distncf s transportation system. The desegregation plan will be impacted negatively. The risks of implementation of this temporary fix is that it may appear to be too little too late. The problem is greater than can be addressed by this particular solution. Timing It is critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be S1.3 million. Replacement buses will cost SI million and additional personnel will cost approximately $0.3 million^ Below is an itemized list of costs:Improving Student Transportation Business Case 10 Timing It is'critical that the decision be made before the budget is final for 1994-95. If this solution is to be implemented, buses must be ordered and personnel recruited as soon as possible. Resources Analysis 1 Personnel Several trainers and additional mechanics are necessary to implement this proposal. Financial The cost to the district will be $1.3 million. Replacement buses will cost $1 million and additional personnel will cost approximately $0.3 million. Below is an itemized list of costs: Quan. Position 3.3 Trainers Cost^ Quan.* Item Cost 4 Mechanics 4 Helpers 1.5 Clerks $87,100 $115,200 $62,400 $21,600 33 Buses $990,000 Total $286,300 Total $990,000 Revenue Source The money will come from the state desegregation loan fund. Force Field Analysis 1 Primary supporters of this proposal will be those directly affected by the solution  patrons and administrators within the District. The Board of Directors and 3 Includes benefits 4 Depends on whether or not we lease-purchase or purchase outright. a*Improving Student Transportation Business Case 11 I General Impletiientation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. 1. Milestone Proposal presented to the LRSD Board of Directors and approved 2. Advertise for mechanics and trainers 3. Determine specifications for new buses 4, Review specifications with Assoc. Supt. 5. Place order for new buses 6. Employ mechanics and trainers 7. Begin training for current employees 8. Begin receiving replacement equipment 9. Evaluate solution based on outcomes anticipated Date 7/14/94 9/1/94 9/1/94 10/3/94 10/14/94 10/3/94 10/24/94 5/1/95 6/30/95 Person Williams Hurley Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham Cheatham \\FI Little Rock School District Procurement \u0026amp; Materials Manag ementDepartment 1800 East Sixth Street March 31, 1995 Little Rock, Arkansas 72202 RECHr-.F^ APR . 7 1995 Office of Desegregation Moniioi TO: Prospective Contractors Please find attached a Request for Proposal (RFP 95-014), inviting interested contractors to submit proposals to the Little Rock School District for the outsourcing of a portion of the student transportation service. The RFP consist of four (4) sections: !F:le. Section covers background information instructions, terms and conditions. I and the followed Section II is a sample contract or agreement that will be in developing the actual contract with the successful proposer. * Section III lists the factors used in detennining contractor qualification and a questionnaire soliciting various information upon which qualification judgements can be made.  Section IV contains the forms to be filled in with the cost information that you project for performing the various busing activities. Sections I and II are bound separately. Sections III and IV are bound together in a loose-leaf facilitate removal and photo-copying, return portions of the RFP. manner to Sections III and IV are the 1800 East Sixth Street Little Rock, Arkansas 72202 (501) 324-2230 Fax: (501) 324-2233 Page 2 All proposals should be complete and carefully worded, Uxxd convey all of the information requested by the District, significant errors are found in the contractor's proposal, xj. the proposal fails to conform to the essential requirements of the RFP, the District, and the District alone, will judge whether the and must If or if variance is significant enough to reject or accept a proposal. Proposals are to be prepared simply and in a manner designed to provide the Districtwith a straight-forward presentation of the  capability to satisfy the requirements of the RFP. Elaborate brochures and other promotional materials are not desired. promotional materials The District reserves the.right to reject any or all proposals and irregularities or formalities in the solicitation or . - * Award will be based upon those considerations which are in the best interest of the District and will be made to the responsible offerer whose proposal is judged to be the effective and economical for the purpose intended, according to the requirements and specifications stated in the Request for Proposal. any responses. responsive, to the according April 14, 1995. Please^note_that there will be a pre-proposal conference on Friday, We realize this is very short notice, but we are working under a very condensed schedule. Please direct your calls and correspondence to the undersigned at (501) 324-2230. Sincerely, Charles A. Neal Director of ProcurementVERIFICATION OF RECEIPT OF ADDENDUM #1 LRSD RFP 95-014, STUDENT TRANSPORTATION SERVICES Date: 4/27/95 RSCn r7i! * TO: Vendor Addressed From: Charles A. Neal, Director, Procurement \u0026amp; Materials Management 2 d 1995 Subject: Addendum #1, RFP95-014, Student Transportation Services Offii oi Di\\): Si-eg, lai Dnoneinformation is provided to you in response to questions received on P95-014. If more information is needed, please contact us promptly a timely response. in order to receive Document ID# Date Received 1. Fourteen (14) Questions \u0026amp; Answers dated April 25, 1995 (4 pages) 2. Current Routes Listed by Bus Number (9 pages) 3. Seniority List by Hire date (7 pages) NOTE: CLARIFICATION OF LRSD PROCEDURES FOR THE OPENING PROPOSALS SUBMITTED IN RESPONSE TO AN RFP: Pi^oposals will not be publicly opened. You may contact the Procurement office aim wc wll Identify those transportation firms submitting proposals. Other information will not be revealed until after the evaluation process is completed. Proposals will be taken under advisement upon opening, and apparent acceptable proposers will be contacted for further negotiations as needed. Please do not contact the evaluation team after submission of your proposals. They will contact you when and if necessary. I certify that the above ADDENDUM #1 OF and we to LRSD RFP95-014, Student Transportation O li LJVWKXVAIU XlCUlOUVlUl Services, which opens at 2\n00 p,m, Central Time. Tuesday. May 9.199S has been received. Signature of Official Signing Proposal Date A Proposal may not be considered if this addendum is not signed and returned to the Procurement Department, either with opening time. your proposal or prior to proposalRFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 2 of 4 DOCUMENT ID #1, QUESTIONS AND ANSWERS (continued) DATE: APRIL 25,1995 5. The number of students being served by taxicabs has dropped substantially from last year. What is the reason for this change and will it continue to reduce at this rate in ensuing years? Two events occurred that made possible the reduction of students in taxicabs. First, the state provided additional buses in 1994-95. Second, additional students were assigned to the more remote schools which made it cost effective to transport the students by bus. 6. Please explain the difference between the number of buses required for total service (205) on page 3, Section 1 and the number of drivers required (222 + 23 subs) on page 11, Section 1. Currently, not all authorized positions are filled. The difference between 222 and 205 is 17. This represents the number of vacancies, drivers on extended leave, and suspended drivers. Not all substitute positions are filled. Three substitute drivers have duties that are not related to the regular routes and seven (7) substitute positions are vacant. 7. Please list the number of staff and position/title of the staff that will be retained by the District for Special Education, contract monitoring, and scheduling. The following positions are expected to be maintained by the District: A. B. C. D. E. F. G. H. 1. J. 1 Director of Transportation 1 Shop Foreman 1 Executive Administrative Assistant 1 Operations Manager 1 Router/Supervisor 1 Special Education Supervisor/Dispatcher 1 Supervisor/Dispatcher 1 Payroll Clerk/Secretary 2 Mechanics 80 Drivers (Most Senior)RFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 1 of 4 1. 2. 3. 4. DOCUMENT ID #1, QUESTIONS AND ANSWERS DATE: APRIL 25,1995 Is it correct to assume that the taxicab portion of the service will be part of the State Magnet/M-to-M block? Yes, the taxicab portion of the service is part of the State Magnet/M-to-M block. What are the current rates charged by taxicab providers? The current rate charged by the taxicab company are $1.00 per mile and $1.00 per pick-up and drop-off. Who are the current providers for taxicab service? Black and White Cab Company is the current vendor. What mandates in regard to liability insurance and driver training are required by the District for taxicab operators? The contract paragraphs are as follows: 4. The Black and White Cab Company will comply with all city, state, and federal ordinances and regulations applicable to the operation of a commercial cab system. 5. All drivers for the Black and White Cab Company will be safe, well- trained drivers and participate in regular safety meetings. All vehicles in the Black and White Cab Company system are safe and well maintained and conform to all applicable city, state or federal regulations pertaining to the transportation of the general public. 6. The Black and White Cab Company is responsible for appropriately insuring the vehicles, drivers, and student passengers that are subjects of this agreement.RFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 3 of 4 DOCUMENT ID #1, QUESTIONS AND ANSWERS (continued) DATE: APRIL 25,1995 8. 9. 10. Is it correct to assume that the District will retain or offer employment to the most senior drivers, and all aides? How many full time subs will be retained by the District? Employment will be offered to the most senior employees regardless of whether or not they are classified as aides or drivers. All aides are required to have the same credentials as drivers and are qualified drivers. Therefore some individuals classified as aides will be part of the driver pool available for employment by the contractors. Eleven (11) full time substitutes are among the 80 most senior employees and will be retained by the District. Does the District pay Social Security for all employees? yes, the District pays 7.65% for Social Security for all drivers. How many video cameras boxes and video cameras does the District currently maintain? Are these utilized on all three blocks? If not, which blocks require the use of video cameras? Does the District have policies in regard to the application of video cameras? Will you share those policies? The District has 102 boxes currently installed. There are fourteen (14) 8mm cameras currently being used by the District. The boxes are installed in buses assigned to all three blocks and in Special Education buses. Since the use of cameras is a fairly new procedure for the District, no formal policy is currently in place to govern their use. The boxes are in the following buses: 3 4 5 8 11 12 16 17 21 26 27 29 30 36 46 49 51 54 56 60 61 63 64 65 70 71 91 95 121 124 125 127 128 129 133 135 136 137 138 139 140 143 144 145 147 148 152 153 154 155 156 157 158 160 161 163 167 177 178 179 180 181 185 186 189 191 200 201 202 206 207 209 210 211 213 216 217 219 220 222 223 228 229 230 231 233 234 239 240 258 261 ^63 267 268 276 277 281 2M 29M 34M 35M 63MRFP 95-014, ADDENDUM #1 LITTLE ROCK SCHOOL DISTRICT Page 4 of 4 DOCUMENT ID #1, QUESTIONS AND ANSWERS (continued) DATE: APRIL 25,1995 11. Will the contractor be permitted to utilize District owned radios? If so, what is the frequency and general condition of District owned radios? Are the radios under a maintenance agreement at this time? If so, who does the maintenance and what are the terms and costs? The contractor can use the District radios. The radios are in good condition. All new buses have new radios and the District replaced 75 radios this year. The frequencies used by the base station are 463.87500 and 468.87500. There is no maintenance agreement. 12. Will the District warrant Regulatory Compliance in regard to the facility, including underground storage tanks? Yes, the District will warrant its current facility to be in Regulatory Compliance. 13. What are the number of days of student transportation required annually for service? The state requires 178 days of student attendance. 14. What are the licensing costs for school bus driver certification? Please itemize. A. B. C. Arkansas CDL Application Arkansas CDL $20.00 $14.00 D. Defensive Driving - This is currently done within the Transportation Department at no cost to the driver. School Bus Driver Orientation required by the State is also done internally. 15. What are the unemployment rights of school bus drivers in Arkansas? Bus drivers will be entitled to unemployment during the period they are laid off by the District imtil their first day of work with the new contractor. The contractor is a private company and will be required to pay unemployment tax a per cent of payroll. The school bus drivers will be entitled to draw unemployment during the\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_723","title":"Transportation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Transportation","School buses","School employees"],"dcterms_title":["Transportation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/723"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["12 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT TRANSPORTATION DEPARTMENT SEP 0 0 1994 September 30, 1994 Office of Desegregation Monitoring Binder 1 9 Commercial Driving License A. Pretrip Review Test 1. Inspection and Basic Control Skills 2. Steering System Visual Aids Air Suspension Parts Visual Aids 4. Suspension System Visual Aids 5. Pretrip Visual Aids with Accompanying Around Sequence Walk B. General Knowledge Test 3. 1. Warning Devises Visual Aids 2 . Right Turn Visual Aids 3. Left Turn Visual Aids 4. Looking Ahead Visual Aid 5. Following Distance Visual Aids 6. Blind Spots Mirrors Visual Aids 7. Steering Handhold Visual Aid 8. Backing Visual Aide C. Passenger Endorsement Test D. Review Test E. Air Brakes Test 1. Air Brakes Parts Visual Aids 1 Received F. Basic Control Skills, Obstacle Course 1. Straight Line Backing, Forward Stop Visual Aid 2. Backward Serpentine Visual Aid 3. Right Turn Visual Aid 4. Alley Dock Visual Aid 2Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program COMMERCIAL DRIVER'S LICENSE PRE-TRIP REVIEW TEST 1. How long may an unsafe vehicle be put out of service? A. B. C. D. Second inspection by the Georgia State Patrol. Until the driver fixes it.- Until the owner fixes it. Either B or C. Pg. 2-1, Line 5. 2. Inspection of vehicle by the driver is mandated by: Federal and State laws. Pg 2-1/Line 3. B. C. D. Local school system laws. Is not required. Is only a matter of professionalism. 3. While on a trip, what should you check on a regular basis? A. B. C. D. Watch gauges. Use your senses. Check critical items when you stop. All of the above. Pg. 2-1/Lines 10,11,13. 4. Vehicle inspection is intended for which purpose? A. B. C. D. To maintain good driving skills. To know your vehicle better. To find problems that could cause a crash or breakdown, pg. 2-1 / For professionalism. Line 7,8. 5. Inspection of A. B. C. T5T your vehicle should be done\nOnly before a trip. Only after a trip. Before and after a trip. pg. All of the above. 2-1/Lines 9,20. 6. Your are checking your brakes and suspension system for a pre-trip inspection\nwhich of these statements is true? A. B. C. D. Brake shoes should not have oil, grease, or brake fluid on them. Brake pads should not have brake fluid on them. One missing leaf in the leaf springs can be dangerous. All of the above, pg, 2-2/Line 25 and Pg. 2-3/Line 8. 7. What is the minimum tread depth requirement for front tires? A. B. C. D. 4/32 inch, pq. 2/32 inch. 1/2 inch. 3/4 inch. 2-2/Line 1. Page Two - CDL Pre-Trip Review Test 8 . You may not run which of the following on the front wheels of your vehicle\nA, B, C, D, Regrooved tires. Recapped tires. Retreaded tires. All of the above\u0026lt; Pg- 2-2/Line 11, 9. The parking or emergency brake on a heavy vehicle can only be held in position by something that cannot leak away, example would be: An A, B, C, D, Fluid pressure. Spring pressure. Pg- 5-4/Lines 4-7, From bottom of page. Air pressure. All of the above. 10. A driver's brakes may be adversely affected if they have the following substance on them. A, B, C, D, Oil Grease Brake fluid ftTl of the above. Pg* 22/Line 11, From bottom of page. 11, Steering wheel play of more than can make it hard to steer. A. B, C, D, Two (2) degrees. Four (4) degrees. Three (3) degrees. Ten (10) degrees, Pg- 22/Lines 13 From bottom of page. 12. Which of the following is not a key part of the suspension system? A, B, C, Spring hangers. Torque rod. Pitman arm. Pg, 2-2/Fig, 2-1 D._ All of_the above,. 13, Which of the following should be on your bus at all times in case of an emergency? A, B, C, D, Fire extinguishers. Spare electrical fuses if needed. Warning devices for parked vehicle. All of the above. Pg- 2-4/Lines 12-14, 14, Which of these statements about drugs is true? A, B, A driver can use any prescription drug while driving. Amphetamines such as pep pills or bennies can be used to C, D, help the driver to stay alert. The use of drugs is a hazard,Pg- 2-48/Par, 1, All of the above. 15, Which of the following is not an emergency equipment item? Aj. B, C, D, Shackle bracket Pg- 2-3/Fig, 2-2, Fire Extinguisher Spare electrical fuses Reflectors, Page Three - CDL Pre-Trip Revie'7 Test 16. Which one of the following skills is not required to be demonstrated for safe operation of a commercial vehicle? A. B. C. D. Accelerating. Passenger Control. Pg . 2-12-Sub 2.2 Basic Control of Your 17. 18. Steering. Braking. Vehicle, Par. 1. The proper way to hold the steering wheel is: A. B. C. D. Pg. 2-13/Line 5. Firmly with both hands on opposite sides of the wheel. Firmly with both hands as close to the 12 o'clock position as possible. Loosely with both hands on opposite sides of the wheel to facilitate the return of the wheel after cornering the vehicle. All of the above. Which of these statements concerning tires and driving is true? hot weather A. B. C. D. If a tire is too hot to touch, you should drive on it to cool it off. You should inspect your tires every two hours or every 100 miles when driving in very hot weather. Pg. 2-31/Sub 2.10 The air pressure of a tire decreases as the temperature of a tire increases. All of the above. * 19. To check the free play of manual slack adjusters on \"5\" braking systems, you should park: cam 20. 21. 22. A. B. On level ground and apply the parking brake and the service brake. Park on level ground, chock the wheels, and turn off Lines 9,If C. D. the parking brakes, pg. 5-6/Sub. 5.3 Inspecting Air Brake Sys., Park on level ground and drain the air pressure before adjusting. Park on a slight grade, release the parking brake, apply the service brake, and check for vehicle movement. A driver should inspect the bus: A. B. D. Before each trip only. After each trip only. Before and after each trip. Pg. 2-1/Sub 2.1.Vehicle Inspection, Only when directed by a mechanic. Lines 7,20. Which of these is a sign of tire failure? A. B. C. D. Steering that feels heavy. A loud bang. Vibration. All of the- above. Pg. 2-40/Line 4 From bottom/Pg. 2-41/Par. 1,^ You must have a commercial driver's license with a hazardous materials endorsement to drive: A. B. C. D. A vehicle transporting small arms ammunition. A vehicle with placards. Pg. 2-50/Par. 4 \u0026amp; 6. A vehicle with more than 15 passengers including the driver. A vehicle with more than 16 passengers including the driver. Driving In Very Hot Weather/Lines 3,4. Page Four - CDL Pre-Trip Review Test 23. Which of the following is not a part of the pre-trip inspection? A. B. C. D. Engine oil level. PVC regulator. Pg. Condition of hoses. 2-7/Lines 5,6,18. Worn electrical wiring insulation. 24. Under what conditions may a bus have recapped or regrooved tires? A. B. C. D. The tires may not be on the front wheels. Pg. 2-2/Line 11. The tires may be on any or all of the wheels. Only when speeds will be less than 40 mph. Only on the outside of dual wheels. 25. An on-route inspection should include checking for: A. B. C. D. Tire over-heating. Brake over-heating. Cargo securement. All of the above. Pg. 2-12/Lines 18,19,20. 26. Which of the following lists the three types of emergency equipment A. B. C. you must have on your bus? ) D. Reflectors, fire extinguisher, and a tire repair kit. A hydraulic jack, fire extinguisher, and signal flares. Fire extinguisher, spare fuses unless equipped with. circuit breakers and reflectors. Pg. 2-4/Par. 2. First aid kit, spare fuses unless equipped with circuit breakers and fire extinguisher. 27. Drivers of trucks and truck-tractors must inspect their vehicle's cargo: A. B. C. D. Every two hours or 100 miles. Every 100 miles. Every three hours or 150 miles and after every break. Pg. 2-12/ Par. 2\nPg. 3-1/Sub 3.1-Inspec Cargo-Par. 2. Every hour regardless of miles. 28. A vehicle may feel this way if a tire is about to fail: A. B. C. D. Light. Heavy. Pg. 2-41/Par.2. Out of control. Overpowered. 29. Engine coolant can safely be checked: A. B. C. Anytime. At night. After a trip. After enaine is cool. Pg. 31/Sub. 2.10 Driving in Very Hot Weather/Line 4 From bottom of page. 30. Clean windows help reduce A. B. C. D. Glare. Pg. 2-28/Par. 5. Visibility. Reaction. Perception. what on your windshield at night? Page Five - CDL Pre-Trip Review Test 31. When you inspect your bus, make sure that: A. B. C. D. Every other hand hold and railing is secure. Emergency exit handles have been removed. Rider signaling devices are working. Pg. 4-1/Line 3^Frombottom All of the above are true. 32. When driving a commercial vehicle, what blood alcohol concentration? you are considered DWI at 33. 34. 35. 36. 37. 38. -2/Par. 2/ Line 4. A. B. C. D. . 10%. .07%. .05%. .04%. Pg. 1-4/Lines 8,9 From bottom of page. If you're driving a commercial vehicle with alcohol on your breath, you'll be put out of service for: A. B. C. D. 24 hours. Pq. 1-4/Lines 4,5 From bottom of page. 36 hours. 48 hours. 72 hours. Service brakes should initially be checked by the driver at what speed? A. B. C. D. 20 mph. 30 mph. 5 mph. Pg. 2-11/Par. 4. 55 mph. Drivers of trucks and truck-tractors must inspect their vehicle within the first miles of their trip. A. B. C. D. 50. 100. 75. 25. Pg. 2-12/Par. 2. You are checking trip inspection. your steering and exhaust systems in a pre- Which of these problems, if found, should be fixed before the vehicle is driven? A. B. C. D. A small leak of power steering fluid.pg. 2-2/Line 4,5 From botto Steering wheel play of more than 10 degrees (2 inches on a 20-inch steering wheel).pg. 2-2/Line 1-3 From bottom of page. Leaks in the exhaust system.pg, 2-4/Line 9. All of the above. The fine for having more than one license is\nA. B. C. D. $10,000. 7,500. 2,500. 5,000. Pg. 1-3/Sub 1.2 Other Safety Act Rules/Lines 3,4. You are performing a pre-trip inspection, statements is true? Which of the following B. C. Rust around wheel nuts may mean that they are loose. Cracked wheels or rims can be used if they have been welded. A vehicle can be safely driven with one missing lug nut on a wheel. Page Six - CDL Pre-Trip Review Test 39. Which'of the following items is checked in a pre-trip inspection? A. B. C. D. Whether all vehicle lights are working and clean. Wiper blades. Cargo securement. All of the above, pg. 2-1/Sub. 2.1 Vehicle Inspection/Par. 4/ 40. Line 8,11. Which of the following will help keep an engine cool in hot weather? A. B. C. D. Proper V-belt tightness. Pg. 2-32/Par. 2. Avoiding high-speed driving. Pg. 2-32/Par. 5. Making sure the engine has the proper amount of oil. All of the above. Pg. 2-31-Sub. 2.10-Driving in Hot Weather- Par. 3. 41. You must notify your employer within how many days of any traffic violation conviction? A. B. C. D, 7 days. 30 days. Pg. 1-3/Sub. 1.2 Other Safety Act Rules/Lines 9,10. 100 days. None of the above. VEHICLE INSPECTION AND BASIC CONTROL SKILLS TESTS All Vehicles X Cocnpailrocnt :vcl .................. lant levd 0 , . 0 Engine Start ^^*er jiecring fluid 0 c 1 u I ch / g earth il I . . 0 a'aier pump alternator . , . 0 , . 0 air compraior ... 0 any leaka 0 air buaer sounds . . . 0 oil pressure builds . . 0 ammeier/volimeter . 0 air braJee check . . . . 0 steering play 0 parking brake . . . , mirrors, windshield wipers ........................ lighting indicators horn(s) ..................... hcaier/defrosier . . , 0 . 0 , 0 , 0 , 0 . 0 Optional Equipocnl Vehicle axles . 2 3 Trailer axles ,,12 Air brakes , , , Yes No safcty/etnergency equip. 0 Truck/School Bus/Tractor Trailer Coach/Transit Bus Front Sujprntioo spring................ spring mount shock absorber , 0 , 0 0 Front of VehtHe lights................. steering box , , 0 0 steering linkage . . 0 Trailer Front i4r/elec connect , . 0 header board , , , , 0 ligh is/reflectors , , 0 Front of Vehicle lights................. 0 Front Wheel rims ........... 0 hub oil seal . . . 0 tires , , lug nuu 0 0 Under Vehicle - Rear of Tractor drive shaft . . 0 Side of Trailer landing gear . 0 Passenger Items passenger entry , , , 0 emergency exils , , , 0 exhaust ayitem ... 0 lighti/reflectors . . 0 seating 0 frame 0 (doors, lies) frame , . , , 0 0 Driver/Entry Area window/door mirror 0 Front Brake slack adjustor , 0 chamber hoses , , drum , 0 0 0 School Bus Only passenger entry . , 0 emergency exiu , , 0 seating 0 Drivcr/Fuel Ara Wheels rims , , , tires . , , axle seals ' lug nuis , spacers , F R 0 0 0 0 0 0 0 0 0 0 Front Drakci/Suspcauion air leak 0 door, mirror fuel unk , , Whods . , 0 . . 0 , , 0 iires . , , axle seals lug nuts spacers , F R 0 0 0 0 0 0 0 0 0 0 Rear Suspensioo springs ........... 0 0 spring mounts . 0 0 torsion, shocks , 0 0 Tractor Oqly air/elec lines , , catwalk Coupling System mounting bolts , safety laich , , , platform .......... release arm , , , kingpin/apron , Sliding 5lh Wheel locking pins , . . lights, reflectors splash guards , 0 , 0 , 0 . 0 . 0 , 0 , 0 . 0 , 0 , 0 Suspension springs . 0 0 Front WTiecl rirru ........... hub oil seal tires ........... lug nuts . , , 0 0 0 0 spring mounts ... 00 Brakes slack adjustor ... 00 Fuel Tank Area fuel lank , , , , 0 Rear Brakes slack adjusior . 0 0 chamber hoses . , drum , 0 0 0 0 0 0 Rear of Vehicle lights, reflectors . , 0 signal/brake lighii 0 Basic Control Skills Right Turn Pullups Encroachments Cearance 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 Straight Line Backing Pullups chamber hoses , , drum , , 0 0 0 0 0 0 Rear of Trailer lights/refleciors . . 0 doors, lies 0 0 12 3 4 5 Encroachments 0 12 3 4 5 Slop Line (2 (3.) 0 1 Baggage Compartroents emergency equip , , . 0 doors secure Rear Wheels rims tires ........... axle seals , . lug nuts , . . spacers , , . 0 F R .,00 ,,00 ,-.0 0 ,,00 , , 0 Brakea/Suspcitsioo air leaks 0. ...0........ Rear of Vchide lights, reflectors , , , 0 signal/brake lights , 0 Parallel Park (Conventional) Pullups 0 1 2 3 4 5 Encroachments 0 1 2 3 4 5 inside 0 I Rear (18) 0 1 Alley Dock Pullups ^^croachments 0 1 2 3 4 5 0 12 3 4 5 |r Dock (2 n.) 0 I Serpentine Pullups Encroachments 0 1 2 3 4 5 0 12 3 4 5 Parallel Park (Sight Side) Pullups Encroachments Inside 0 I 0 1 2 3 4 5 0 1 2 3 4 5 Rear (18') 0 I Vehicle Inspection Score Figure 3-10 (back) Basic Control Skills Score i.- I i !  Frame . Bracket?? Reinforcement I I Height Control Valve . Upper Bellows Support Shock Absorber --------- rr-' - zOl ,'o .'O /T.y r r- i o\u0026gt; fXt. ?X d\no o\\ o  _ K a 0^0 o\n p ' ' ' \\ p.Ji o o\\ o''. o'. Ie' I' -T j: t I t\u0026gt; \u0026lt;O| U-Bolts RONT \\^7Clamp Bolt - Spacer Eye Bolt t Control Arm AV  Axle I V.  o :o ['7' Bellows 1 I Anchor Plate Axle Seat Lower Bellows Support Figure\nAir Susi 4,V I I Lights and Signals Front of Tractor Mirrors - Mirrors I Front Suspension Engine Front Suspension Front Wheel Compartment Front Wheel Front Brake Front Brake Cab Area Start Engine Cab Area Saddle Tank Area Coupling System Rear Tractor Wheels Suspension Brakes Rear of Tractor Saddle Tank Area Front of Trailer / Side of Trailer Trailer Wheels Suspension Brakes Rear Tractor Wheels Suspension Brakes Side of Trailer Trailer Wheels Suspension Brakes / Rear of Trailer Signal and Brake Lights I 1 I t Headlights and Signal Lights Front of Truck .'I j T 'll Mirrors Front Suspension Engine Compartment Engine Start Mirrors I ''i ) 7 Front Suspansk^. Front Wheel Front Brake Fuel Tank Area Left Side of Truck Rear Wheels Rear Suspension Rear Brakes Rear of Truck Signal and Brake Lights Front Wheal Front Brake \" S3 Fuel Tank Areas Right Side ofTnjq- Rear Wheels Rear Suspension^ Rear Brakes r. zTo make suie you do a tliorougli routine, you should plan your inspection routine. A suggested routine for a straight truck and a tractor-trailer follow. 1. Engine Compartment Checks 1 ) 9 8 7 V 2. 10 11 2. 3. 4. 5. 6. 7. 11 8. 9. 10? 11. FIGURE Engine Start: Instrument and Control Checks Front Right Wheel: Suspension and Brake Checks Right Side of Truck Checks Rear Right Wheels: Suspension and Brake Checks Rear of Truck: Signal and Brake Lights Rear Left Wlieels: Suspension and Brake Checks Left Side of Truck Checks Front Left Wheels: Suspension and Brake Checks Front of Truck: ' Lights, Signals and Mirrors Under Vehicle Checks: Front and Rear 14-4: 1 7 3 4 5 6 SUGGESTED TNSPEGTTON ROTITTmt?-4 1 3 2 5 16 15 6 14 1' 2. 3. 4. 5. 6. 7. 8. Engine Start: Instrument and Control Ch '1 Front Left Tractor Wheeki^ Suspension and Brake Che Front of Tractor Checks Lights, Signals and Mirrorsj Front Right Tractor Whee^ Suspension and Brake Ch Rear of Tr^or Checks: Air/Electric Links, Coup System Checks Rear Right Tractor Wheels^ Suspension and Brake Che Right Side Trailer Checks^ 13 9 8 9. Under Trailer Checks J. 12 10 11 10. 11. 12. 13. 14. 15. Right Trailer Wheels Suspension and Brakes Che Rear Checks: Signal and^ Lights and Splash Guards! Left 3Tailer Wlieels: '\n1^ Suspension and Brake Che  d W\" Left Side Trailer Checks 4 Rear Left Tractor Wheels.\n^ Suspension and Brake Che Rear of Engine: Exhaustj^ System, Frame. Drive S^ Check J I 16. Cab Area Checks: Both Sides  Saddle T /! JS*' I^EKSlMe OIL LexteU pakta*M r PgONT St\u0026amp;pgMSIflU Spring Mouzit ____ ikocJC Aloionbe-tt- _____ ^ooleinf* Ut'Zfcl-___ fbuKK. frVeeHincj AuidL _ Wa+efi. ?uznp ALrcA/JAtrofi. Azu^ LCdKS Fge/MT ueHioLg L113I1+4 ___ s+eewA/g boyc. __ ^+e\u0026lt;jijAj9 L/zMKAge. PROMT OOPgSL  RIMS ........HVb OIL SL TKfiS Lu^ Murs _____ pRoftfT \u0026amp;gKte Suse-K Kdjs+e. cMAM-bet Heies  PRtveft fiifcL Ayget.__ DooR MiXltofc _____ rUCL TAMK Uecucs SHUlUe ^TARI CUZTOt C\u0026gt;ear-ih:-Pt- A-\u0026gt;t^ SllltAC\u0026lt;IA\u0026lt;45 cxL pzeu\u0026gt;'t- (Mi'lds Azmm*4\u0026lt;\u0026lt; VoLf-MbMA bruKe. OJiLUC ^iCXRlAA farKir^ broct NLtte.oii^ _ IMlpt.lii K^hfiz^ ZNd\u0026gt;MlS .. hiiTA hcAHo- Je^izoHeA. Keag. tCheeJ-S ... Rims TiAes A^lg ScaLS L05 Murs S(s\u0026gt;aCiS . Ain/ELBC. UUEi tib-TWALK. , CaupCJA/^ i\u0026lt;/irftin $plAih tjuard UlfJdP/AJ 4pi nAoO'vUn^ bim hnirfrrr, ........... it.!d!rn\u0026gt;] OP uJheei- LOMC/zJ^ I PJAlS Rfcflz^ Sus pg Am 0/0 MtunrS Toe^oaJ-ughTS RePtecToRS SlfeWAU bncel\n^h+5 l^eqg bnat?e5 SlAC-K KdjW\u0026amp;+\u0026lt;.g _ CHAMbgft.____ Hoses C\u0026gt;I?U/VL ~r^^\\Letz Pfzof^i _ _ Alf\u0026lt;/ use. dOAiMecsTOR - +4ciAde/e. boetpd------------- ~ 'R e FL^eroRs . ^iPg OF TRA.Lea. UAAl\u0026lt;ilN) ___Lk^A-V* KeFLecroR. _ _ _ doo RS____ TiS ______FiiA AA ,______ ._ \\aJHEE1.6 _ RIMS _ _ TiRe.5 _____ Axle. $6AVS ___Lu5 tAuis SpAceftS ____\nSuspgAJsiONl Sp)?,'Ai0S SpRjM^ AAGuaJTS---------------- iStActc OrAMbeA Ho^i. Pfcufvv '1?eAK. flp 1 |?\u0026lt;V'. Le/5 Li0KI-^ i?eA.ecToj?i -Doors---- Ties Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program General Knowledge Test All drivers must pass the General Knowledge Test. 1. Which of these is a good rule to follow when driving at night? A. Keep your speed slow enough to stop within the range of B. C. your headlights. Pg. 2-28/lines 1, 2, 3. Look directly at oncoming headlights. Keep your instrument lights bright. 2. The parking brake should be tested while the vehicle is: A. B. C. Parked. Moving slowly. Going downhill. Pg. 2-11/Par. 3 3. Which of the following tells a driver when to shift gears? A. Road speed. B. C. Engine speed. All of the above. Pg. 2-14/Sub. 2-3 shifting gears/Par. 5,6. 4. You are checking your wheels and rims during a pre-trip inspection. Which of these statements is true? pg_ 2-2/Par.2/ A. Rust around wheel nuts may mean they are loose. Ling 4, B. C. Cracked wheels or rims can be used if they have been welded. Mismatched lock rings can be used on the same vehicle. 5. Right after it starts to rain, which of the following is true? A. B. C. The rain mixed with oil o n the road. The road becomes very slippery. All of the above. Pg. 2-21/Par. 10. 6. If you find yourself being tailgated, you should: A. B. IL. Increase your following distance. Open up room in front of you. All of the above Pg. 2-24/Line 5. 7. If a straight vehicle (no trailer or articulation) goes into a front-wheel skid. it will: A. B. Slide sideways and spin out. Go straight ahead but will turn if you turn the steering wheel. Go straight ahead even if the steering wheel is turned^ Pg. 2-42/Line 5,6 from bottom of page. Page Two - General Knowledge Test - CDL 8. How do you test hydraulic brakes for a leak? A. B. Move the vehicle slowly and see if it stops when the brake is applied? With the vehicle stopped, pump the pedal three times, apply firm pressure, then hold for five (5) seconds and see if 9. C. the pedal moves. Pg. 2-11/Par. 2 Step on the brake pedal and the accelerator at the same time and see if the vehicle moves. For an average driver, driving 55 miles per hour on dry pavement, it will take about A. B. IL. to bring the vehicle to a stop: Twice the length of the vehicle. Half the length of a football field. The length of a football field. Pg- 2-20/Sub. 2.6 Controlling Speed/Par. 6 10. You are driving a 40 foot vehicle at 45 miles per hour. Driving conditions are ideal (dry pavement, good visibility.) The least amount of space that you should keep in front of your vehicle to be safe is the distance you travel in: A. B. C. 3 seconds. 4 seconds. 5 ^Qgonjg,, Pg. 2-23/Par. 5/Line 7. 11. Driving under the influence of any drug which makes you drive unsafely is: A. C. Permitted if it is prescribed by a doctor. Against.,the lav. Pg. 2-48/Par. 1/Lines 3,4. Permitted if it is a diet pill or cold medicine. 12. A moving vehicle ahead of center on the rear. you has a red triangle with an orange What does this mean? A. C. The vehicle is hauling hazardous materials. Tt may he slow moving vehicle It may be oversized. Pg. 2-36/Par. 10. 13. You wish to turn right from a two-lane, two-way street to another. Your vehicle is so long that you must swing wide to make the turn. Which of these drawings shows how the turn should be made? A i I B I I t I C c Pg. 2-25/Par. 3 Line 6. Page Three - General Knowledge Test - CDL 14. You are driving a heavy vehicle and must exit a highway using an off ramp that curves downhill. You should: A. B. C. Use the posted speed limit for the off ramp. Slow down to a safe speed before the turn. Wait until you are in the turn before downshifting. Pg. 2-33/Par. 3/Line 5 15. How far ahead should a driver look ahead of the vehicle while driving: A. B. C. 9 12 18 12 seconds. 15 seconds. Pg. 2-16/Sub. 2.4 Seeing/Par. 4. 21 seconds. 16. Which of these statements about using mirrors is true? A. B. C. You should look at a mirror for several seconds at a time. There are you. h blind spots II Pg. 2-16/Par. 9, Line 3. that your mirror cannot show A lane change requires you to look at the mirrors twice. 17. You must park on the side of a level, straight, two-lane road. Where should you place the three reflective triangles? A. B. C. One within 10 feet of the rear of the vehicle/ one about 100 feet to the rear, and one about 200 feet to the rear. One within 10 feet of the rear of the vehicle, one about 100 feet to the rear, and one about 100 feet from the front of the vehicle. Pg- 2-19/Fig. 2-8, Lines 4,5,6. One about 50 feet from the rear of the vehicle, one about 100 feet to the rear, and one about 100 feet from the front of the vehicle. 18. Which of these statements about cargo loading is true? A. B. Ox The legal, maximum weight allowed by a state is safe for all driving conditions. If cargo is loaded by the shipper, the driver is not responsible for overloading. State regulations dictate legal weight limits. Pg- 3-1/3.1 Inspecting Cargo/Par. 3. 19. Which of these is the most important thing to remember about emergency braking? A. B. C. Disconnecting the steering axle brakes will keep the vehicle in a straight line. Never do it without downshifting first. If the wheels are skidding, you cannot control the vehicle. Pg. 2-39/Line 9,10 from bottom of page. 20. You are traveling down a long/ stepp hill. fade and then fail. A. B. What should you do? Your brakes begin to Downshift. Pump the brake pedal. Look for an escape ramp or escape route. Pg- 2-40/Par. 5,6,7,8. 21. The most common cause of serious vehicle skids is: Ax B. C. Driving too fast for road conditions. Pg- 2-20/Sub./2.6 Control- Poorly adjusted brakes. Bad tires. ling Speed/Line 1. (also) 2-41/Sub. 2.14 Skid Control \u0026amp; Recovery - Par. 5. Page Four General Knowledge Test CDL 22.' How do you correct a rear-wheel acceleration skid? A. B. C. Increase acceleration to the wheels. Apply the brake. Stop accelerating and push in the clutch, pg. 2-41/Sub 2.14 23. Skid Control \u0026amp; Recovery, Par. 6,Line Which of these statements about downshifting is true? A. B. C. When you downshift for a curve, you should do so before you enter the curve, pg. 2-15/Par. 4. When you downshift for a hill, you should do so after you start down the hill. When you downshift for a curve, you should do so after you enter the curve. 24. Which of these statements about tires and hot weather driving is true? You should inspect your tires more often. 2.10 If a tire is too hot to touch, you should drive on it A. B. C. to cool it off. Recapped tires are less likely to fail in hotcweather than new tires. 25. What should you do if your vehicle hydroplanes? A. B. C. Start stab braking. Accelerate slightly. Release the accelerator. Pg. 2-21/Par. 11/Line 4,5. 26. You should avoid driving through deep puddles or flowing water, but if you must, what will keep your brakes working? A. Gently pressing the brake pedal while driving through water. 27. 28. 29. B. C. Pg. 2-31/Lines 1,2,5,6,7. Applying hard pressure on both the brake pedal and accelerator after coming out of the water. Disconnecting the steering axle brakes after coming out of the water. Which fires can you put out with water: A. B. C. Tire fires. Pg. 2-44/3rd line from bottom of page. Gasoline fires. Electrical fires. Cargo inspections: A. B. C. (Pg. 3-1/Sub 3.1 Inspecting Cargo/ Should be done after every break during driving. Lines 7,8.) Are only needed if hazardous materials are being hauled. Should be done every 6 hours or 300 miles. The center of gravity of a load: A. B. C. Should be kept as high as possible. Can make a vehicle more likely to roll over on curves. Pg. 3-2/Lines 3,4 from bottom, Pg. 3-4/Sub 3.4 Tank Is only a problem if the vehicle is overloaded. Vehicles/Par.2. Page Five - General Knowledge Test - CDL 30. Which of these statements about backing a heavy vehicle is true? A. B. C. You should avoid backing whenever you can.pg. 2-13/Par. 9. when you use a helper, he/she Should'use Clear voice (spoken) signals. It is safer to back toward the right side of the vehicle than to the driver's side. 31. You do not have a Hazardous Materials Endorsement on your Commercial Driver License. A. B. When can you legally haul hazardous materials? Never Only when the load does not regui p p 1 a arHs Pg- 2-50/Par. 5/ Lines 3,4,5. 32. Which of these statements about staying alert to drive is true? A. A half-hour break for coffee will do more to keep you alert 33. B. C. than a half-hour nap. There are drugs that can overcome being tired. The only thing that can cure fatigue is slP-\u0026amp;p. Pg- Line 4. 2-46/Par. 5/ Which of these statements about drinking alcohol is true? A. B. Some people aren't affected by drinking. A few beers have the same effect on driving as a. few shnt.s Pg. 2-46/Box / 5th item. C. of whiskey. Coffee and fresh air can sober a person up. 34. As the Blood Alcohol Concentration (BAG) goes up, what happens? A. B. C. The effects of alcohol decrease. The person becomes more dangerous if allowed to drive. Pg- 2-47/ The drinker can sober up in less time. Par. 6. 35. An after trip inspection is done at: A. B. C. The end of the day. The end of the trip. On each vehicle operated. All of the above Pg. 2-1/Sub. 2.1. Vehicle Inspection/ 36. Par. 5/Lines 2,3. Which of these statements about double-clutching and shifting is true? A. C. It should be done when the road is slippery. You can use the sound of the engine to tell you when to shift. Pg. 2-14/Sub 2.3 Shifting gears/Par. 7. You must use both clutch pedals. 37. Which of these statements about brakes is true? A. B. C. The heavier a vehicle or the faster it is moving, the more heat the brakes have to absorb to stop it. Pg- 2-20/Par. 8. Brakes have more stopping power when they get very hot. Brake drums cool very quickly. 38. Front wheel tread depth should be at least: A. B. C. 4/32. 2/32. 1/4. Pg. 2-2/Line 1. Page Six - General Knowledge Test CDL 39. Which of these statements about speed management is true? A. Empty trucks always stop in a shorter distance than fully loaded ones. B. As the speed of a vehicle doubles, also doubles. its stopping distance C. Choose a driving speed that lets you stop in the space that you can see ahead. Pg. 2-27/Par. 9. 40. You are driving a 40 foot vehicle at 35 miles per hour. Driving conditions are ideal (dry pavement, good visibility.) The least amount of space that you should keep in front of your vehicle to be safe is the distance you travel in: A. B. C. 3 seconds. 5 seconds. 4 seconds. Pg. 2-23/Par. 5/Lines 4,5. 41. The key principle in balancing cargo weight is to keep the load\nA. B. C. To the front. To the rear. Centered. 42. High beams should: A. B. C. Be used whenever it is safe and legal to do so. Pg.- 2-29/Par. 1. Be turned on when an oncoming driver does not dim his/her lights. Be dimmed when you are within 100 feet of another vehicle. 43. Stab braking\nA. B. C. Should never be used. Involves locking the wheels. Pg. 2-39/Par. 8/Lines 1,2,3. Involves steady pressure on the brake pedal. 44. Brakes can get wet when you drive through a heavy rain, brakes can cause: Wet 45. 46. A. B. C. Wheel lockup. Trailer jackknife. Both of the above. Pg. 2-30/Last Par. For wheels, other than frort wheels, tread depth should be at least: A. B. C. 4/32. 2/32. Pg. 2-2/Line 2. 1/4 You are checking your steering and exhaust systems during a pre-trip Pg. 2-2/Par. 4/a. Lines 6,7,8. inspection. Which of these statements is true? B. C. Steering wheel play of more than 10 degrees (2 inches on a 20-inch steering wheel) can make it hard to steer. Leaks in the exhaust system are not a problem if they are outside the cab. Some leakage of power steering fluid is normal. Page Seven - General Knowledge Test - CDL 47. Your vehicle is in a traffic emergency and may collide with another vehicle if you do not take action, is a good rule to remember at such a time? Which of these 48. 49. 50. A. B. C. Stopping is always the safest action in a traffic emergency. Heavy vehicles can almost always turn mnrp gnirkly than they can stop Pg. 2-38/Par. 2/Line 3. Leaving the road is always more risky than hitting another vehicle. If a vehicle is loaded with very little weight on the drive axle, what can happen? 4^ B. C. Poor traction Pg. 3-2/Par. 11/Lines 5,6. Damage to drive axle tires. Better handling. Cargo that can shift should have at least A. B. C. 2 3 4 Pg. 3-3/Par. 3. tiedown(s). You must inspect for cargo overloading and correct balance: A. Before each trio. Pg 3-1/Sub 3.1 Inspecting Cargo/Par. 1. B. C. During the trip. After the trip. 51. When driving through work zones, you should: A. B. C. S. Turn on flashers. Drive slowly. Use your brake lights to warn drivers behind you. Do all of the above. Pg. 2-34/Sub 2-12 Seeing Hazards/Par. 5 52. Lines 5,6. You must park on the side of a straight four-lane divided highway. Where should you place the reflective triangles? A. B. C. D. One within ten feet of the rear of the vehicle, one about 100 feet of the rear and one about 200 feet tn the rear. Pg. 2-20/Fig. 2-10. One within ten feet of the rear of the vehicle, one about 100 feet to the rear of the vehicle, and one about 100 feet to the front of the vehicle. One about 50 feet to the rear of the vehicle, one about 100 feet to the rear of the vehicle, and one about 100 feet in front of the vehicle. One within ten feet of the front of the vehicle, one within 200 feet of the front of the vehicle, and one about 100 feet of the rear. 53. According to the Driver's Manual, why should you limit the use of A. B. your horn? Because it can startle other drivers. Because of vehicles with air brakes, Pg. 2-19/Lines 11,12. it.can use air needed C. D. to stop. Because the horn is not a good way to let others know you are there. You should keep both hands tightly gripping the steering wheel at all times. Page Eight - General Knowledge Test CDL 54. Which of these statements about accelerating is true? A. When traction is poor, more power should be applied to the accelerator. (Pg. 2-12/Sub 2.2 Basic 55. 56. B. C. D. Rough acceleration can causp mpchanicaidamage.Control of your  ~ I I ,1 _   A h i c X p You should feel a jerking motion if you are accelerating par. 4, yog\nvehicle properly. All of the above are true. Line 2. Which of these statements about certain types of cargo is true? A. B. C. D. Unstable loads, such as hanging mPAh andlivestock -ean require extra caution on curves. Pg. 3-5/Sub. 3.5 Other Cargo Oversize loads can be hauled without special permits during times when the road is not busy. Loads that consist of liquids in bulk do not cause handling problems because they are very heavy. When liquids are hauled, the tanks should always be loaded totally full.  Which of these is a proper use of vehicle lights? A. B. C. D. Turning on your headlights during the day when visibility is reduced by rain or snow. Flashing your brake lights to warn someone behind you of a hazard that requires slowing down. Flashing your brake lights to warn someone behind you that you are going to stop.' All of the above. Pg. 2-17/Last Par. on page/Also/pg.2-llPar. 8. 57. A key principle to remember about loading cargo is to keep the loadwhere? A. B. C. D. To the front. To the rear. As high as possible. Balanced in the cargo area. 58. You are driving on a straight level highway at 50 miles per hour. There are no vehicles ahead of you and suddenly a tire blows out on your vehicle.- The first thing you should do is? A. Stay off the brake until your vehicle has slowed down. Pg- 2-41/ B. C. D. Quickly steer on to the shoulder. Begin light braking. Begin emergency braking. Par. 5. 59. Pg. 2-26/Par. 3/^ Line 3-5\nPg. 2-B. 38/Par. 2/Line 3. Which of these is a good thing to remember when crossing or entering traffic with a heavy vehicle? C. D. Heavy vehicles need larger gaps in traffic than cars do. The best way to cross traffic is to pull the vehicle part way across one lane and block one lane while waiting for one lane to clear. The heavier the load, the smaller the gap to cross traffic. Because heavy vehicles are easier to see you can count on other drivers to move out of your way or slow down for you. Needing Special Atten./Par. 2 Page Nine - Genera]_ Knowledge.Test I1L 60. You are checking your steering and exhaust system in a pre-trip inspection. Which of these problems, if fixed before the vehicle is driven? you find it, should be 61. 62. 63. 64. 65. A. B. C. D. Steering wheel play of more than ten degrees. Leaks in the exhaust system. A small leak of power steering fluid. All of the above. Pg. 2-2/Par. 4. Your vehicle has hydraulic brakes. While traveling on a level road you press the brake pedal and you find it goes to the floor, which of these statements is true? A. B. C. D. You should not downshift if you have an automatic transmission. Pumping the brake pedal may bring the pressure up so you can stop the vehicle. Pg. 2-40/Par. 2. The parking brake won't work either because it is part of the braking system. All of the above are true. You are checking your tires on a pre-trip inspection, these statements is true? Which of A. B. C. D. Dual tires should be touching each other. Tires of mismatched sizes should not be used on the same vehicle, pg. 2-2/Line 8. Radial and bias tires can be used together on the same vehicle. 2/32 of an inch tread depth is safe on the front tires. Which statement describes brake fade? A. B. C. D. It can be caused by the brakes getting very hot. Pg. 2-33/Par. 5/ Lines 6-8. It can be corrected by letting up on the brakes for one or two seconds and then reapplying them. It is a problem that only occurs with drum brakes. All of the above are true. You are driving on a two lane road, and an oncoming driver drifts into your lane and headed straight for you. the best action to take? Which of these is A. B. C. D. Brake hard. Steer into the oncoming lane. Steer to the right. Pg. 2-38/Par. 5. Steer on to the left shoulder. Which of these statements about engine overheating is true? A. B. C. D. If your engine overheats within 20 minutes of the end of your trip, you should complete. You should never shut off an overheated engine until it cools. You should never remove the radiator cap on a pressurized system until the system has cooled. Antifreeze is not needed when the weather is warm. Pg. 2-31/Last Par/Lines 6,7. Page Ten - General Knowledge Test CDL 66. You are driving a heavy vehicle with a manual transmission. and you have stopped the vehicle on the shoulder while driving on an uphill grade. Which of these is a good rule to follow when putting the vehicle back in motion up the grade. Keep the clutch slipping while slowly accelerating. Use the parking brake to hold the vehicle until the clutch A. B. C. D. engages. Let the vehicle roll straight backwards a few feet before you engage the clutch. Let the vehicle roll backwards a few feet before you engage the clutch but turn the wheels so that the back moves away from the roadway. 67. Which of these statements is a good thing to do when steering to avoid a crash? A. B. C. Apply the brakes while turning. Steer with one hand so you can turn more quickly. Don't turn any more than is needed to clear what is in your D. way. Pg. 2-38/Par. 4/Line 6,7. Avoid counter steering. 68. You do not have a Hazard Materials Endorsement on your Commercial Driver's License, and you are asked to deliver hazardous materials . in a placarded vehicle, what should you do? A. B. C. Refuse to haul the load. Pg. 2-50/Par. 6/Lines 3-5. 69. 70. 71. D. Take the placards off the vehicle. Haul the load but only to the nearest place where a driver with a Hazardous Materials Endorsement can take over. Haul the load but file a report to the Department of Transportation. As the blood alcohol concentration goes up, what happens? A. B. C. D. The drinker more clearly sees how the alcohol is affecting him.- The effects of alcohol decrease. Judgement and self control are affected. Pg. 2-47/Par. 51. The drinker can sober up in less time. If you need to leave the road in an emergency, what should you do? A. B. C. D. Try to get all your wheels off the pavement. Brake hard as you leave the pavement. Avoid braking until your speed has dropped to at least 20 miles per hour. pg. 2-39/Par. 1. ~ Avoid the shoulder because most shoulders will not support a large vehicle. When should you stop driving? A. B. C. D. After five hours. After seven hours. After nine hours. Whenever you become sleepy. Pg. 2-46/Par. 3. 72. You are driving a long vehicle that makes wide turns, you are drivin on a two lane, two way street, you want to turn left on to another two lane, two way street, how should you accomplish this maneuver? A. You should begin turning the intersection. your vehicle as soon as you enter Page Eleven - General Knowledge Test - CDL B. You should begin turning your vehicle when you are half wav 73. 74. 75. C. D. through the intersection^ Pg- 2-26/Par. 1. You should begin the turn with your vehicle in the left lane of the two lane two way street. You should turn into the left lane of the new street and then move to the right lane when the traffic is gone. Which of these statements about drugs is true? A. B. C. D. 76. 77. 78. 79. A driver can use any prescription drug while driving. Amphetamines, such as pep pills or bennies can be used to help the driver stay alert. The use of drugs can lead to accidents or arrest. Pg. All of the above are true. Which statement describes escape ramps? A. B. C. D. 2-48/Par. They are used to stop runaway vehicles. They are designed to prevent injuries to the driver and passengers. They are designed to prevent damage to vehicles. All of the above are true. Pg. 2-34/Par. 1,2. What will keep an engine cool in hot weather? A. B. C. D. Avoiding high speed driving. Making sure the engine has the right amount of oil. Proper tightness of the V-belt. All of the above. Pg. 2-31/Sub 2.10-Driving in Hot Weather/ Par. 3 S. Pg. 2-32/Par. 2,5. Which of these items are checked in a pre-trip inspection? A. B. C. D. Whether all lights are working and are clean. The condition of the wiper blades. The condition of cargo securement. All of the above. Pg. 2-1/Par. 7. Which of these statements about backing a heavy vehicle are true? A. B. C. D. Backing is always dangerous. You should back and turn toward the driver's side whenever possible. You should use a helper and communicate with hand signals. All of the above. Pg. 2-13/Par. 12.\nPg. 2-14/Par. 1,2. Which of these statements about cold weather driving is true? h. B. C. D. An engine cannot overheat when the weather is very cold. Windshield washer antifreeze should be used. Pg. 2-29/Par. 6. Exhaust leaks are less dangerous when the weather is cold. In snow storms the windshield wipers should be adjusted so they do not make direct contact with the windshield. Which statement is true about controlled braking? A. B. C. D. It can be used while you are turning sharply. It involves locking the wheels for short periods of time. It is used to keep the vehicle in a straight line when braking. Pg. 2-13/Par. 4. All of the above are true. Page Twelve - General Knowledge Test - CDL 80. Which of these is not a good rule to follow when caring for injured at an accident scene? A. B. C. D. If qualified person is helping, then stay out of the way until asked to assist. Stop bleeding by applying direct pressure to the wound. Keep injured person cool. Pg. 2-43/Par. 4/Line 8. Move severely injured persons if there is danger due to fire or passing traffic. 81. For your safety when setting out reflective triangles, what should you do? A. B. Carry triangles at your side. 82. C. D. Hold the triangles between yourself and the oncoming traffic. Pg- 2-19/Line 7,8. Keep the triangles out of sight while you walk to the spot where you set them up. Turn off your flashers. You are driving a new truck that has a manual transmission. What gear will hill grade? you probably have to take for a long steep down 83. 84. 85. 86. A. B. C. D. The same gear you would use to climb the hill. A lower gear than you would use to climb the hill. Pg. 2-33/Par. A higher gear than you would use to climb the hill. None because a newer truck can coast down hill. What is the purpose of retarders? A. B. C. D. To provide emergency brake. To help slow the vehicle while driving and reduce brake wear. Pg. 2-15/Par. 7. To apply extra braking power to the non drive axle. To help prevent skids. What describes hydroplaning? A. B. C. D. Hydroplaning only occurs when there is a lot of water. Hydroplaning only occurs at speeds above 50 miles per hour. Hydroplaning cannot occur when driving through a puddle. Hydroplaning i s more likely if tire pressure is low, pg. 2-21/ Par. 12. Which of these statements about overhead clearance is true? A. B. C. D. You assume that posted clearance signs are correct. The weight of the vehicle changes its height, pg. 2-24/Par. 7/ If the road surface causes your vehicle to tilt toward Li/.s objects at the edge of the road, drive close to the shoulder. Extra speed will cause air to push your vehicle down and give you extra clearance. You must drive on a slippery road, thing to do in such a situation? A. B. C. c Which of these is a good Use a smaller following distance. Apply the brakes while in turns. Slow down gradually. Pg. 2-21/Par. 3/Lines 2,3. D.All of the above. Line 6. Page Thirteen - General Knowledge Test - CDL 87. Which of these statements about vehicle fires is true? A. If cargo in a van or box trailer catches on fire you should 88. 89. 90. B. C. D. open the cargo door as soon as you can. If your engine is on fire, you should open the hood as as you can. If a trailer is on fire, can to put the fire out. soon you should drive as fast as you A burning tire should be cooled with water. Pg. 2-44/Par. 10/ Line 7. Cargo that is not loaded or secured properly can cause what? A. B. C. D. Damage to the vehicle because of overloading. Other highway users could hit or be hit by the loose cargo. Injury to the driver could be caused during a quick stop or crash. All of the above. Pg. 3-1/Par. 2. Which of the following are steering system parts? A. B. C. D. Tie rod, drag link, and spindle. Steering wheel, steering arm, and steering gear. Shackle, axle, and torque rod. A and B above. Pg. 2-2/Fig. 2-1/Key Steering System Parts. Safe operation of a commercial vehicle requires skills in: A. B. C. D. Accelerating and steering. Shifting and braking. A and B. Pg. 2-12/Sub 2.2 Basic Control of Your Vehicle/ Par. 1. None of the above. 0499t WwilP c, Iv V-) .'AS!'*''i :?. lU ? \u0026lt;s A  5\u0026lt;\u0026lt;^ rrt ih SAFE DRIVING PRACTICES 117 I i 1 41 / i i  If you must stop on or b-7y a one-way or divided highway, place warning markers 10 feet\n100 feet, and 200 feet toward the approaching tralTic, See Figure 3-26. Emergency Warning Devices . One Way or Divided Highway Lo] 0 10 100' 200 5 I 1 1 1 5P i|' FIGURE 3-26: PLACING WARNING MARKERS WHEN STOPPED ON A DIVIDED HIGHWAY i T I I \\ ) \\ \\ \\ \\'^ t f \\ V \\ . h a \\ ' V T I, I I 100 i \\ IB 1 I * I I ( I [ V J 1 a i'^ H i\n\u0026gt; I \u0026lt;1 i\nf^'Tj i \u0026gt;4 tj ?\n!. 116 -iJ-4. i -Vj f*. .c : J  *: . 4 , A A ii* .I rutii-i \u0026gt;r\n\u0026lt;, -..V'- 'Tifl A' CHAPTER THREE Sor anythin'go tnh,a ts epVrenvge nnt s sother K Emergency Warning Devices Obstructed View 100-500 h  J 4 General Rule of Thumb: If Line of Sight View is Obstructed Due Io Hill or Curve, Move the Rear Most Triangle Io a Point Back Down the Road So Thal Adequate Warning is Provided FIGURE 3-25: PLACING WARNING MARKERS WHEN AN OBSTACLE IN THE LINE OF VIEW THERE IS RIGHT TURNS rX?? arXBnJ'J\"  ''\"\"''\"a cause of accidents. Here is a set of steps to icuuLc mUCIUciIIS. 1. 2. 3. Plan Ahead - Look at the turn before you get there. Set up for your turn. Signal Your Turn Mirror - Leave sufficient clearance from all obstacles without drifting out of your lane. 4. 5. Have the unit in the gear that you will make the'turn in. Turn the wheel right when the trailer is halfway past the stationary object (telephone pole, car, or curb). 6. 7. Proceed into the turn, checking the mirrors for clearance. Assume the proper lane (the lane closest to the curb). 8. -Adjust speed accordingly. I I I I STEERING TIRE TRAILER TIRES /Left Turns .1 ic i II'. .i il! Wj^n making a turn, be sure you have reached the center of the section before you start the left turn. If you turn too soon, the left side of your vehicle may hit something because of off-l racking. If you are turning into a multi-lane street, enter the right lane as shown in Figure 3-32. p J . f I ? j } I   hI \u0026lt; I i  .1 I f t fr f' I- \u0026gt;i !\u0026lt;  !' t\n/ i\n\"i! I  '!! ! I } i J i 1 i {i i  i I! . 1 i\ni f I  11 i\nh' 1 I h b-f  Hz  f\n1 i i { If There Are Two Left Turn Lanes, Use The Right Hand Lane r i t J li 'I l k t f\ni (\u0026gt; I\n* !\u0026gt; .1 \u0026gt; If 4. 4.' X? i^' !i!-. yS 'Jf! iii'i F^-. 1-iJ' uJ-' '?:t .1. 106 CHAPTER THREE Sbv\ni Kk fife: IK 15 j3' J \u0026gt; ti. t\nit.\n=jS I 'i i:  vt r'- iis ' - ^i\nV-\nv ^3L srf\u0026lt;e t\nJ**\" i-^ i'i V ::S  i,:l -.r V? ii /' r flw fc 5\n5 .'It\nn fi i'i^ .-m' AT\u0026gt;IS I*. a-: if X\\* I i ' \n .wv'h-Or \u0026gt; . AlihrMdyi^6tW6l6el\u0026lt; Be looking beyond iHewiaaieoMbonartbiock.-^^ . \n'r. V. if. 1 i i i J I a [\u0026gt;'* iyij tm,.. I J I J 551 r^a-v?iV'. 1\nif'' V''  t oJ j,  \\ *- A i 1 * . L y FIGURE 3-19: LOOKING AHEAD What to Look For Traffic:, Look for vehicles coming onto the highway, moving into your lane, or turning. Watch for brake lights from slowing vehicles. By seeing these things far enough ahead, you can change your speed or change lanes, if necessary, to avoid a problem. Road conditions: Look for hills and curves  anything for which you will have to slow down or change lanes. Pay attention to traffic signals and signs. If a light has been green for a long time, it will probably change before you get there. Start slowing down and be ready to stop. Traffic signs can alert you to road conditions where you may have to change speed. i J \u0026lt; s I  1 Second Required for Each 10 Feet of Vehicle Length at Speeds Under 40 MPH  Above 40 MPH Use Same Formula, Then Add 1 Second for the Additional Speed \u0026lt; 40 FOOT TRUCK = 4 SECONDS rinirnn \u0026lt; \u0026gt; 60 FOOT TRUCK (TRACTOR-TRAILER) = 7 SECONDS FIGURE 3-29: FORMULA FOR SAFE FOLLOWING DISTANCE Driving too fast is a major cause of fatal crashes. You must adjust your speed according to several conditions. Some of them me traction, cui-veB, visibility, traffic, and hills. Speed and Stopping Distance There are three things that add up to total stopping distance: 1. Perception Distance  I 2. Reaction Distance 3. Braking Distance I / The total stopping distance may also be stated by the following formula: Perception Distance + Reaction Distance + Braking Distance = Total Stopping Distance o I 1 1 r i Perception Distance You sec a hazard and your brain  knows 11 Reaction Distance You release accelerator anti apply the brakes Braking Distance How long It takes you to stop after you pul on brakes i 'I'lic total distance covered by the vehicle before you can brake to a full stop. The time to cover this distance is about six seconds at 55 mph. FIGURE 3-27: TOTAL STOPPING DISTANCE / I . 1  I II  leels rolling again. Otherwise the vehicle may not stay in a alght line. i stopping Distance ea ?n Chapter Three, you read about stopping distance under Speed 'li CejS Opd Stopping Distance. With air brakes, there is an added delay ^coming to a stop: the time it takes for the brakes to work after brake pedal is pushed. With hydraulic brakes (used on cars w ^d smaller trucks), the brakes work at once. However, with air Sbrakes, it takes a little time (up to half a second) for the air to flow ^ugh the lines to the brakes. Thus, the total stopping distance tfor vehicles with air brake systems is made up of four different !f\u0026amp;fl\nctors: ^' Perception Distance ^Reaction Distance Brake Lag Distance Effective. Braking Distance Itotal stopping distance a s r. [I il' BE p.  Ij 2t Miles Per Hour speed Feet Per Second Perception and Reaction Distance P L U S Air Brake Lag Distance P L U S Actual Braking Distance Equals Total Stopping Distance I 1i p  n a 3* FIGURE 5-11: TOTAL STOPPING DISTANCE w air brake lag distance at 55 mph on dry pavement adds about tfeet to the total stopping distance. So, the average driver with od traction and brakes will need over 300 feet to stop when 55 mph. This is longer than a football field. :1( Sv' 'I iV'/'i ri'? safe driving practices I j 109 1 1  1 gg ^pa Driver \u0026gt; Convex f Mirror i View ft \u0026gt;1. Blind Spot Area 'It 1 J I 1 w I I I I (Convex Mirror ] View I s fi'l ^Mirror View K '3 i I,\" Mirror, I View I f i ia5J55*S*^ !* t- 1 r VriH M (J J s I figure 3-20: FIELD OF VISION USING A CONVEX MIRROR0 Flat Mirror Convex Mirror FIGURE 3-21\nDISTORTION OF CONVEX MIRRORS J I I I J 5^ ' I?*' v*v. TITORIVING PRACTICE 93 k |4o(\u0026gt;P+b* Uihl yuilh bn(X on 0jppff(^ 6idej\noF aili I WhtcL. AT Pos\n4.'ons.' S THINK OF THE WHEEL AS A CLOCK. PLACE YOUR LEFT HAND BETWEEN THE EIGHT AND TEN OCLOCK POSITIONS AND YOUR RIGHT HAND BETWEEN THE TWO AND FOUR O'CLOCK POSITIONS. THIS DOUBLE GRIP HELPS YOU MAINTAIN CONTROL OF YOUR TRUCK. ' I : :-T Ji' '. - .?.: V, .fT ''X \u0026lt;\u0026gt;. -M.-* r. ,-\nBl 4 I FIGURE 3-9: STEERING HANDHOLD fi I t, I, gW 'r^ W a S' . : 0.\\i\ni i.tV_.\u0026gt;l, i\u0026gt; L^j MU 4: I^-\" 1 r^ f 8 CHAPTER THREE f Use a Helper Use a helper when you can. Tfl8^?90 1, i! , _li_t_^QEp__ A. helper is important to aid you in se^i^aii r i\n-  ( areas. I'rh^helpggphouidsMd^^n^^^ ircari^eC'inS^^^ie^Before you begin backi^ j'you both understand. ^heaffithSbaS 'orKOin a^ i A o: r 1- t I  i: i I  it t' I-VI p, ! FIGURE 3-14: GUIDE STANDS ON THE DRIVER'S SIDE r ' s'f J\n/. 1 V-\"' ' I v-l  v: latter what kind of big vehicle you drive, you must keep track 10m ttnnr t-ckn*- _____ tr . . * ' /here your rear wheels are. If you do not. you can hit other Icles or objects during turns. So, as you steer, allow for ^cklng. Straightaways 5.i [^ght stretches of road can also cause problems for a tractor- Lller. The way you drive a truck and trailer or a tractor-trailer ys the trailer in line. Check the mirrors -'-t lore of the trailer In one mirror fh^. the,pther, jjBlde where you see more of the trailer?! Tins will nrig. ' steer, toward^ straighten out 1 Bg^ ofyour left-^irror (Figure 3-12). At the ilde of the trailer may disappear from view. ^e^y\u0026lt;up same time, the rigdit if v iV- UJtfiCL L 4. f ARtrCi FIGURE 3-12\nTRAILER DRIFTING   * jp 'll i i'S y drifts to tiie right, the'vlew*JrRtli^ii\u0026amp;l ille the left side of 'theffaliePdffip^fi^g drifting, turn your steerlrig wheel tnw^ itegSi^s'Ato^^\nth^tn^wWsW left, turn left, pyhen it drifts right, turn the steering wheel to the right. leMew\nlor  -f/- pgffil^o^,gens 3j\n^. To correct 'd the drift. R frl :U  v t 'W i IT'''\n\"X'f: W  mO SAFE DRIVING PRACTICES 97 Back Slowly I In way, you can more easily correct any steering errors. You can also stop quickly if needed. I Back and Turn Toward the Driver's Side i t i i f Back towi he drivers side so you can see better ^n^t'sl\u0026lt;l^Iaver^^arig0rdi^b^5i,a3dse^ou^5ffi^^^^ yoOuU bbaacckk aanndd ttuurrnn ttoowwaarrdd the drivers side, you can walc^ rear of your vehicle side window. Htaifl^acklng^-^ even if It means\"golhg!^^6un'^^^DlQ]^ iMftffli^^l\u0026lt;\u0026lt;ih\nthisq3Q^fi The added safety Is worth iU Z Z Drivers Side :o \u0026gt;\u0026gt; YES NO FIGURE 3-13: DRIVER'S SIDE BACKING Blind Side Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program Passenger Endorsement Test If you will drive a vehicle with passengers. 1. The total weight of acceptable hazardous materials carried by a passenger transport vehicle must not be greater than _________ pounds. A. B. C. 100 250 500 2. You must not permit standing riders: A. B. C. In front of the standee line. Within two feet of an emergency exit. Within two feet of any window. 3. Shifting gears in a passenger transport vehicle is not permitted when: A. B. C. Crossing a bridge. Crossing railroad tracks. Driving down a steep hill. 4. Which will most affect the amount of traction that your bus will have? A. B. C. The drive wheels The type and condition of the road surface. The size of the tires. 5. Which of the following lists show the three types of emergency equipment that you must have on your bus? A. B. C. Reflectors, fire extinguishers, tire repair kit. Fire extinguisher, spare electric fuses, First aid kit. spare electric fuses. reflectors. fire extinguisher. 6. If you transport passengers, it is illegal to consume any intoxicating beverage, regardless of its alcoholic content. within hours before going on duty. A. B. C. 8 4 6 Page Two - Passenger Endorsement Test CDL 7. It is most dangerous to back up: A. B. C. To the right. To the left. Straight back. 8. To be safe, always maintain a minimum following distance. This 9. 10. 11. is the distance your vehicle travels in\nA. B. C. 4 seconds. 3 seconds. 2 seconds. When A. B. C. If A. B. C. 12. 13. 14. 15. 16. braking, a bus will have the most traction when: The wheels are rolling, just short of locking. The wheels are locked. The emergency brake is applied. your bus has an emergency exit door, it must: Be secured when operating the bus. Always have a red door light turned on. Not have any signs, stickers or markings on it. Normally, how many seats that are not securely fastened to the bus are allowed? A. B. C. 0 1 2 If there is no traffic light or attendant, how far from the draw of a drawbridge must you stop? A. B. C. 30 feet. 50 feet. 100 feet. To stop for railroad tracks, a bus driver must stop before the nearest track: feet A. B. C. 10 to 30. 15 to 50. 20 to 65. When driving down a steep hill, extra caution must be taken. You should\nA. B. C. Shift down and use your brakes. Use your brakes only. Shift to a lower gear. Buses may have recapped or regrooved tires\nA. B. C. On any or all of the wheels. Only on the outside duals. Anywhere except the front wheels. When you are driving too fast on a banked curve, your vehicle will\nA. B. C. Feel a little heavier. Lean toward the inside. Lean toward the outside. Page Three - Passenger Endorsement Test - CDL 17. If the road becomes slippery you should: A. B. C. Maintain your speed. Increase your speed quickly. Reduce your speed gradually. 18. When operating a passenger transport vehicle and chains are required, you must be sure the chains have been properly installed \u0026lt; A. B. C. The drive wheels. The front wheels. Both of the above. 19. When that is: you discharge an unruly rider, you should choose a place 20. 21. 22. 23. 24. 25. A. B. C. Off the regular route. As safe as possible. The most convenient. Your bus is disabled. The bus, with rider aboard, may be towed or pushed to safe place only: A. B. C. By a 27,000 GVWR or larger tow truck. If the towing distance is less than one mile. If getting off the bus would be more risky for the riders. Which of these statements about maneuvering space to the sides of your bus is true? A. B. C. Keep your bus to the right side of the lane. The lane position of buses is not affected by wind. Avoid traveling next to others when possible. A bus may carry baggage and freight only if secured in what way? A. B. C. D. So the driver can move freely and easily. So any rider can use any door or window. So riders are protected from falling or shifting packages. All of the above. Which of these should be considered a hazard? A. B. C. D. An ice cream truck. A blind intersection. A driver signalling a turn. All of the above. You are driving at night and you must dim your headlights from high to low, what should you do with your speed? A. B. C. D. Slow down. Speed up. Drop five miles per hour until your eyes adjust. Do nothing. How well you see has nothing to do^with speed. Which of these will result in the best control on curves? A. B. C. D. Brake all the way through curves. Slow to a safe speed before entering curves and accelerate slightly through curve. Speed up slightly before the curve and keep your speed constant through the curve. , Slow to a safe speed before the curve and coast through curve. Page Four - Passenger Endorsement Test - CDL 26. When should you check your mirrors for a lane change: A. B. C. D. After signalling the change. Directly after starting the lane change. After conpleting the lane change. All of the above. 27. Which of these statements about speed management and braking is trui A. Stopping time increases one second for each ten miles per hour over 20 miles per hour. 28. 29. B. C. D. You need about four times as much stopping distance at 40 miles per hour as you do at 20 miles per hour. The total stopping distance of a bus is the distance it takes once the brakes are applied. The posted speed limit allows you to stop safely. Which of the following types of cargo cannot be carried on a bus? A. B. C. D. Small arms ammunition. Labeled OMRD. Irritating materials or tear gas. Emergency drug shipments. All of the above. When is it best to wear your seat belt: A. B. C. D. At all times. Unless you won't be traveling over 35 miles per hour. Only on sand, gravel, or ice covered roads. Only if your bus holds more than 27 people. 30. You are driving a 40 foot bus at 30 miles per hour, the road is dry and the visibility is good, you should keep a safety space in front of A. B. C. D. 8 seconds. 7 seconds. 4 seconds. 3 seconds. your bus how many seconds long? 31. How many folding aisle seats are allowed in a bus that doesn't carry farm workers? A. B. C. D. 0 4 6 8 32. You are driving on a slippery road during the day, according to the driver's manual, how much space should you keep ahead of you? A. B. C. D. Add one second of the space needed for good road conditions. Allow one car length for every ten miles. Allow no more space than you need'under ideal conditions. Allow much more space than needed for ideal driving conditions. 33. If you have riders aboard, you should never fuel your bus under what circumstances? A. B. C. D. Without a fire bottle beside you. In a closed building. Without attaching the grounding cable. With any of the windows open. Page Five - Passenger Endorsement Test - CDL 34. Which of these statements about seeing ahead is true? A. B. C. D. At highway speed you should look not more than 1/8 mile ahead. Many drivers do not look far enough ahead. Good drivers keep their attention on one place for 12 to 15 seconds. All of the above are true. 35. You may sometimes have small arms ammunitions or emergency hospital supplies on a bus. The total weight of all such hazardous materials must be no more than how many pounds? A. B. C. D. 5 pounds. 50 pounds. 500 pounds. 5,000 pounds. 36. When inspecting your bus, you should make sure: A. B. C. D. Every other hand hold and railing are secure. The rider signalling devices are working. Emergency exit handles have not been removed. All of the above. 37. Many buses have curved mirrors called convex, or spot mirrors. What is true about spot mirrors? A. B. C. D. They are against the law in some states. Spot mirrors make things seem smaller and farther away than they really are. Spot mirrors do not need to be checked often because they show a larger area. All of the above are true. 38. If a rider wants to bring a car battery, or a can of gasoline on your bus, what should you do? A. B. C. D. Don't permit it. Tell the rider to sit in the rear of the bus. Collect an extra fare for this type of cargo. Put the battery or gasoline in the cargo compartment. 39. Which of these statements about hazards is true? A. B. C. D. A car with out of state plates is a hazard because that state may not have hazard laws. Movement in a parked car means a person is about to step out. If you see any part of another vehicle, you may assume the driver of the other vehicle sees you. All of the above are true. 40. You are driving a 40 foot bus at 50 miles per hour, the road is dry and visibility is good. of space in front of your bus to be safe? You should keep how many seconds A. B. C. D. 8 seconds. 7 seconds. 6 seconds. 5 seconds. Page Six - Passenger Endorsement Test - CDL 41. Which of the following statements about cargo or baggage containing hazardous materials is true? A. B. C. D. Hazardous materials are allowed on the bus with a permit. Hazardous materials are marked with diamond shaped labels. There are 45 different hazardous materials labels. All of the above are true. 42. The most common bus accident according to the driver's manual is: A. B. C. D. Backing. Head on with a fixed object. Intersections. Making right hand turns. Southern Defensive and Commercial Driving License Seminars Inc. Commercial Driver License Training Program COMMERCIAL DRIVER'S LICENSE REVIEW TEST 1. Which of these statements about double-clutching and shifting is true? A. Pg. 2-14/Par. B. D. Double-clutching should not be used when the road is slippery. Double-clutching should be used only with a heavy load. You can use the tachometer to tell you when tn shift. If you miss a gear when up-shifting, you must bring the vehicle to a complete stop. 2. How long may an unsafe vehicle be put out of service? A. B. C. D. Second inspection by the Georgia State Patrol. Until the driver fixes it. Until the owner fixes it. Either B or C. Pg- 2-1/Line 5. 3. Which of these should be considered a hazard? A. B. C. D. An ice cream truck. A blind intersection. Pg. 2-36/Par. 5 Pg. 2-35/Par. 5. A driver signaling a turn. pg. 2-36/Par. 11. All of the above. 4. Of the following choices, which best describes how you should use your brake pedal when going down a steep hill? A. B. CT D. A light pumping action. A light steady pressure. Kepeatea strong pressure, then release. With stronger pressure as vehicle goes down the hill. 5. Inspection of vehicles by the driver is mandated by: A. B. C. D. Federal and State laws. Pg- 2-1/Line 3. Local school system laws. Is not required. Is only a matter of professionalism. 6. When you dim your lights at night, what should you do about your speed? A. B. C. D. Slow down. Speed up. Drop 5 mph until your eyes adjust. Do nothing because how well you see should not affect the speed. Page Two - CDL Review Test 7. Of the following statements, which is true about speed? A. B. C. Empty trucks always stop easier than do fully loaded ones. When you go twice as fast, it will take twice as far to stop. 8. 9. 10. 11. 12. 13. D. You should choose a speed that will allow within the distance you can see ahead. Pg. you to stop 2-27/Par. 9. You should use brakes and the accelerator alternately. While on a trip, what should you check on a regular basis? A. B. C. D. Watch gauges. Use your senses. Check critical items when you stop. All of the above. Pg. 2-1/Lines 10,11,13. The emergency door on your bus must: A. B. C. D. Be closed when operating the bus. Pg. 4-2/Par. 2. Always have a red door light on. Be free to open for fresh air. Meet all of the above conditions. Which of the following best describes the basic characteristics of the center of gravity? A. B. C. D. The center of gravity is only a problem when the vehicle is overloaded. The center of gravity can make a vehicle more likely to tip over on a curve if it is high. The center of gravity should be kept as high as possible. All of the above. For the best control of your vehicle, which maneuver is best? A. Slow to a safe speed before the curve and coast through it. B. C. D. Slow to a safe speed before entering a curve\nthen accelerate slightly through the curve. Brake all the way through the curve. Speed up slightly before the curve\nthen keep your speed constant through the curve. When driving at the posted speed limit, how far ahead should you look? A. B. C. D. Three-tenth (3/10) of a mile. One-eighth (1/8) of a mile. One-fourth (1/4) of a mile. One-half (1/2) of a mile. What is the minimum tread depth requirement for front tires? A. B. C. D. 4/32 inch, pg. 2-2/Line 1. 2/32 inch. 1/2 inch. 3/4 inch. Page Three - CDL Review Test 14. Which of these should you not do when you pass a vehicle? A. B. C. D. Lightly tap the horn. When passing at night, turn on your high beam before you start to pass, and keep them on until you have completely passed the vehicle. Drive carefully to avoid a crash. Assume the other driver does not see you. 15. You may not run which of the following on the front wheels of your vehicle: A. B. C. D. Regrooved tires. Recapped tires. Retreaded tires. All of the above. 16. When you down-shift, A. B. C. you should: D. Down-shift for a curve before you enter it. Down-shift for a hill after you start down. Let the rpm decrease while the clutch is released and the gear shift is in neutral. All of the above are true. 17. Steering wheel play of more than to steer. can make it hard A. B. C. ttr Two (2) degrees. Four (4) degrees. Three (3) degrees. Ten (10) degrees. 18. Which of the following should be on your bus at all times in case of an emergency? A. B. C. D. Fire extinguishers. Spare electrical fuses if needed. Warning devices for parked vehicles. All of the above. 19. J / To use an interlock in place of the parking brake is: A. B. C. D. Unwise. Okay. Okay on level ground only. A safety feature. 20. Which of these statements about drugs is true? A. B. A driver can use any prescription drug while driving. Amphetamines such as pep pills or bennies can be used to help the driver to stay alert. C. CT The use of drugs is a All of the above. hazard. I'.ig'? !'i i 1J hl t Air Hr.iki's i'fSt (l)l, S'l . All .ilcohol ('V.iporu tor is\ndiss i g nod to do whnt for / n I i r briko\n? A. h. c. I). To get rid of alcohol in the brake ch imbir To cut down the time it takes to build air pressuri'. To act as a reserve for air pressure. To reduce the chianc\ne of_________. cold wo.it-li(?r. f'g . 5-2/bines 13-15 . A fully charged air system i A. n. C. D. 125 psi. 110 psi. 100 psi. 90 psi . Lco in air tjrnko valuos in Pg. 5-7/Par. 8. typically: \u0026lt; Air I I I I / ^(oji /ip!/}r ^/?e PPc /!'r. ^app/y c^A-u^es, H /T^Ccj /l/t/cZ, r7Z\u0026gt;^ j 7~Pt ^\u0026amp;ecP Pj\u0026gt;e H I ' I I ! h H H I  li' i ^j/S. e'-n^pf e^cz^s^/Z- \u0026gt;. lus ^/S. AAi)/- ^-f- \"S Ra.4^ /Ut^ee. -/T^an /^Mi^-/-e^ //}\u0026amp; 7^i6a- Oaje u:i /?}//)Ay^ (^ TkIO (3) T^ree Pi! ^fZ. ^i/je. (^) /^/ PcfS. ?^Jea.-i^eP-  11 ! i 9i. I. ^1' i\u0026lt;\" fc , ! I Ball Seat Exhaust Spring Adjusting Nut Port / ^!W. u\u0026lt; 1^ \\ Safety Valve CUTAWAY VIEW * I Inlet From Reservoir Lock Nut Valve Stem '^i L k*j 5 t nw^ s4-4* r iSi ^3 BS^ Air Tank B \u0026gt; .?rAa.% \u0026lt;   B^li |rM aj2'iy..{* Ml F LIw 1 FIGURE 5-2: SAFETY VALVE .3 I-. I i I One-Way Check Valve A one-way check valve allows air to flow in one direction only. All air tanks on vehicles with air brakes must have a check valve. The check valve keeps air from going out of the' tank if the air compressor develops a leak. ( i. J*.  n To the right of the driver on the control panel are two push-pull type valves. The top knob is termed the System Parking Brake Valve, or parking brake, and is yellow. When pulled, the brakes will actuate for the entire unit. This is the brake which you would use for parking at all times. When pushed in, all brakes release and the vehicle is ready for movement. The knob on the bottom, colored red, is called the Trailer Air Supply Valve. When this knob is pulled, only the trailer brakes are applied. When hooking to a new trailer, this valve must be depressed to release your trailer brakes before driving. When you bob-tail, this button should be pulled to keep the air from leaking out of the lines on the back of your tractor. :V 1 PULL TO APPLY SYSTEM PARK PUSH TO ,RELEASE. VEHICLE INSPECTION AND BASIC CONTROL SKILLS TESTS SOCIAL SECURITY NO. ALL VEHICLES IlQzj CO3 ng: g~- 'V: ENGINE COMPARTMENT pp r2~i ryi rg\"! r2~^ ry: r2~i c^ CS C33 (33 ^3 cK zXi CS3 ! cs: cs: ex: :3: n^n I 11 1 i I I i I i 11^ 11 CZ3 CX] CX3 CX] LZ3 CXI C7e CXj ryi rQ~i rfr: rgt fffi rg~i rgi ryi C33 cS3C93 oil level ........................ coolant level .............. power steering fluid . water pump ................ alternator ..................... air compressor .......... any leaks ..................... ENGINE START parking brake CO CZ3 CO clutch gearshift ...  air buzzer sounds . oil pressure builds ammeter'voltmeter air brake check ... CZ3 steering play .........  mirrors, windshield CO wipers ..................... CO lighting indicators horn(s) .................. heater /defroster .. safety emergency equip TRUCK/SCHOOL BUSZTRACTOR Front Suspension spring ........................ spring mount .......... shock absorber ....... Front Wheel rims ............................ hub oil seal .............. tires ............................ lug nuts ..................... Front Brake slack adjustor ......... chamber ................... hoses ........................ co co co OPTIONAL EQUIPMENT Vehicle axles Trailer axles Air brakes .. CX3C2I Front of Vehicle lights ........................ steering box .......... steering linkage .... Under Vehicle - Rear of Tractor drive shaft .............. exhaust system ..... frame ...................... CO co co co ^Kim .......................... wiver/Fuel Area door, mirror .......... fuel tank ................ leaks ....................... Rear Wheels rims .......................... tires .......................... axle seals ................ lug nuts ................... spacers ................... Rear Suspension springs ..................... spring mounts ....... torsion, shocks ..... Rear Brakes slack adjustor ....... chamber ................. hoses ...................... drum ........................ co co  F R I___IL-J coco coco coco coco coco IZO co tzoco r~iro r-if1 BASIC CONTROL SKILLS Right Turn Pullups Encroachments Mearance Wey Dock Pullups Encroachments Rear Dock (2 Jt.) School Bus Only passenger entry .... emergency exits .... seating ..................... Tractor Only air/elec lines ............ catwalk ...................... Coupling System mounting bolts ........ safety latch .............. platform ................... release arm ............ kingpin/apron ........ Sliding Sth Wheel locking pins ............ lights/reflectors ..... splash guards ......... Rear of Vehicle lights, reflectors ... signal/brake lights r0:rT~ir2~ir3irzVirS^ CG3 03 (23 (33 E3|3 C53 (03 Ct3 C23 C33 ntJ C53 ixnm co co TRAILER Trailer Front air/elec connect .. header board..... lights/reflectors .. Side of Trailer landing gear ....... lights/reflectors .. (doors, ties) ....... frame ................... wheels rims *....................... tires ...................... axle seals ............ lug nuts ............... spacers ............... Suspension springs ................. spring mounts .... Brakes slack adjustor ... chamber ............. hoses ..................... drum ..................... Rear of Trailer lights/reflectors . doors, tics ......... COACHZTRANSIT BUS Front of Vehicle co CO F R C3CX3 coco CZI coco coco coco coco coco ezo co coco coco co co Straight Line Backing Pullups Encroachments Stop Line (2 ft.) Serpentine Pullups Encroachments rOTryrrgiryirzfirffn CO3 (33 (23 (33 C#3 CS3 toicc eW cXj C23 C33 oti rSi COj cn L33 ] C53 lights ................................... Passenger Items passenger entry ............ emergency exits ............ seating ............................. Driver/Entry Area window/door mirror .... Front Brakes/Suspension air leak ............................ Front Wheel rims .................................. hub oil seal ..................... tires .................................. lug nuts ............................ Fuel Tank Area fuel tank .......................... C3 co co co Baggage Compartments emergency equip ......... C doors secure ................... c Rear Wheels I rims ................................. tires ................................. axle seals ..................... lug nuts ........................ spacers ........................ Brakes/Suspension air leaks ........................ Rear of Vehicle lights, reflectors ........... signal/brake lights .... F R (=3CX3 coco coco co /TEST SITE ~rr rpirQirgi cpcccxi ryirTirTn C33CCC33 I trzpi np ryirgirgi 1 II6^ ft * EXicricz3 rgirgirgi r93L9JC33 L:Foi?,WARci S-l-op 1 I I ftiiemiwp imp I LINE e\u0026gt;ACK.|NS-J hitact ylxAl)- Ut'eu Uo forrx.ct-i'bnl b4A O ,o o v\u0026gt;fc m Mimn --  *4b 03rGcr*\u0026gt; *ucuutr. /\\  be^nf b^i bamiha ullicel uiiwa bja\u0026gt;/ l\u0026gt;u+ ftcccuMt. suohl- do MoJerole, vuAut.. PBlvei PeruMvxl OHiit. ee Twite, do Vah.yt Ji' I I I I I a Viti out imirtB. eal^ at, bsHt mirrvrs ea i i-nt OB. TUSo. \u0026lt;.LEARANCf__* UiNS ' ( ^$rop UNf i fhib-' CaAAo/- b4dt ------ up. dzniij icftuMeo -htree, Oe- men- Timfi -t-o Peh.'tJe., has a'oA Vie. l^iaap\u0026gt;ai. Q o 0 o o Q IbD D/i\\Ve. -f-hfonjh QJleij^ dope, h\u0026gt; h'He. \u0026lt;^owaJ \u0026lt;Dc{]~ of' -{J'-C- 'iU Icc^ , (Aj!j-i\\, -(xjuc/ij Zl^ hoUila\u0026amp;'eS. '^ou fnA'{ s+op OAil^^ OMC. JonL pwu- \u0026amp;heA\u0026lt;dl oac. '{oa\\i* ^tvpfed.- Doft+ lean Ct*l u-f uiiwdovo^ OB- Opti-i cl co ft -Us iet bai-Vc^. /MM^r COPAO pUiIA. aj Imo fee-/- or ^-hp LWc. wil-houl- ftfii- //^e p/vp uaja- ' d?W.r /be. bumper -io ^e /-f bumpee 'li be-hpeen -/be Ci/eerii7(a, UNt. -inJi 4h. Sthp UUe.. 0) FcC/n\n- aJrra.'^hF Lit^i- bACKiio^ - STop DNt, :\u0026gt;/roic:e -l-hrea^h /-he 0 iP P/e, bumoee, O-tUce\u0026lt;tn Cl\u0026lt;?ar-ince i,y^^ SrtJ /-he U/ue. AlARltL +\u0026amp; JL* |P -Hie, bunptft. iMPi 3hori- a-f -/-Ac, oLeaimnca- tjAie./ z\u0026gt;A JP iP'utAi paiP t-ht ihfi i-i'Afe- Da rue -- 15 %boul- Sri^rd uAll-'LL ihe. tTi^ie. \u0026amp;f 'JoUi' Veh,-e./a il- \u0026lt;.o)S uj.i-tv 44,e. 3U\u0026gt;p Li^e.. ' 1 do no/ -/oijcji ei-l-her side. oP Pit alley M,/h dP/ pae/'^of yp\u0026lt;/\u0026lt; \\Jthtcle..  srep cuit4\\ 'Joufi. j-kc. CM A c-P -fUe. 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The alley vd be about 100 feet long and 12 feet wide. The examiner will give you directions such as:  *s Back down the alley. Try not to touch either side of the alley | with any part of your truck. Stop with your front bumper even^ with the end of the alley. '.a The examiner will check to see if you touch or cross the bounds lines. If you do touch or cross any lines, it will be counted as control error. Pullups will also be counted as errors. \u0026gt; I 'ui IB T 4^ 12i FT. ft ,1 E 1-^ fttiag{aa'aigifca\u0026amp;:^ 100 FT.\" JI ( 4 I ^1 T TT\u0026gt; T TATTT' n A r\" T^T AT BACKWARt Stfc^ATINfe OuTok )l UJ X ihfee. tyii:nzt:e-iis JOl+hDuj- - ct/eb Dftc. (2) i' 'load.h?^ (Uiet uAJd^ UiKd5 TMU iFA lKIVA-\u0026lt;- VEHi'clS THU AcTuiV- Lcri^-AH hi-P Kecova iu-k kecoVGs taeg^ ihYe, o\u0026gt;^ Fut faLL~^p^ (^1 feirtirl CbA*. orm. aan4.y ICaj Xf*w. C^\u0026lt;. 0 GeT Ap^U'canl /AO i,4tr-l-\nA^ . , - , . , ____ .. J P4\u0026gt;5,'-|-.'Ci*O. Ac/ji4\u0026amp;r The. (iiilflthice, be-Kue^/^. \u0026lt;ioAJtj -ro Ma-1-c.K \\lHicle Ler\u0026gt;Q4-K. CV6/t ^4 LU^^ejL 6\u0026gt;io GiJiCb Gan poT 3GJt|ten4iW f^Afo^wje^ Pev\u0026lt;\u0026lt; drived, alcaj/^ He Ki\u0026lt;^M- Side e\u0026gt;F This Rom of conaz. STbp ^\u0026gt;'er\\ RgAR. oF'VEHicJc. 1^ p^^r \u0026lt;Z)M^ ~nyen b^ec op If^ b. UAJriu- ^fOU. Eacjc 6rs4-danc.\u0026gt; ^P lUxJ t4orr To IboCH Vtn.c-le. diKit -H^ Le+ \"^y PaH- oP '^bu^ b^ejez. , ^OW^ o\u0026lt;t. ___ __________'^6 'fbU. _ ~j-\u0026gt;- Keep 'jodiz VEHici-e be+uje3 boundaty LiXies. GAJCROAC-MMe/uT: AnV TlMe, TTi Ve-Hi'dle. 'hiJcJ^.s oc. aaeS O\\je.l^ P\u0026lt; OoAJe.. i^wAJoj voanclaib'es does Aior CSeunrA-S AXj eA}CfSAchty\u0026gt;f\u0026gt;/-. de) hA\\/t. -t-ket**. ^f^e. /aJ-Jo boiAn^fifS^. i4irs is cz\u0026gt;ar4cfil k PuLb-tjp. M|4c^ F^iVe- oC /ADJ?fc pALL-Uf-^ 9il*-'- 'Ta ,~1 E^s  '*-.U4.'-*kiS^i*.-X- A*---4^-.'\u0026gt;\nsT^i cs\n\u0026lt;\u0026lt; p 'fc- Is w It gj M^* B.-I ilaP [^' Mi :i 1 1*3 Bl Ml 1^1 \u0026amp; M s^ S85S ?. P-^ b^i P B -/^^\u0026lt;t~'\n 2a *. W^\u0026lt; 3W1  ^vSv g5v'*^^ P 5^^ b ^s '?iS \u0026gt;g iv^-Q^ wi rt*LrfX* * * ' '* ^5j 'V l 5?i s -?\n?\u0026gt;*,1/\n\u0026lt;W\u0026lt;,-S^ :** wiw !S'^!\u0026lt;' L^T'i*'^\n4^ s K-^: M'. fe* CAN YOU BACK YOUR TRUCK AROUND THE CONES WITHOUT HIRING THEM? A\" \u0026gt;: A iAJL V jE 4)^Richt Tui\nrt hke rear MjhtC-Js -^^ouU CGmz cu\u0026gt;5t- +0 -l-hi. C0H6, olZ. /i-^aiZKee. i fesfc2/e ici'ZZun/^ T^vcy^/^ S yo'y^n'i. /A Ti^rn -jiio caj/cJq^ UJhe.tJ /i dzze e\u0026gt;^ /z^ozie. Z^iaZ ZiCczn ZJazze. o^Z^ztdZh. fO^B- /iZi~n QbartAy '/\u0026gt;tiJ!Z^ Ca\u0026gt;ty\u0026lt;. Z/t'/i\\atA/jiAj) ^oddL. a^ Ada4ice^ I Ouej^ i:e\u0026gt;A/z oz. AAi'U\u0026lt;iA (7^ '^a' a^oa^. Zif/'/i aroii/dA. 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ZIajl^ fifyziZLffKyOnzntifdi^ ,/jU^YDOCK, Peiz-fo/imi flLLey Dockz V\\?,'J-hoL/|- /MAitcecf ee_ 0 o UMC- BumPi oi, 'TbocheS nsop-. \u0026lt;s\u0026gt;R. (Lweb. I TZJgAJi Ldh^el UJ(io/Mg ujaj bu-l- Recovers. ' /vtAR-ei -l-ioo 0(2. puLLoar 12.' k 2'5 o I raiL. lOjieeL Ou^c QxIRL \u0026lt;Ltt/inof- Cc/npleje Zictjc CLeA(KAJc^ UNt. 1 \u0026lt;STDf L\u0026lt;A\u0026lt;C o fvidZe 'Pull-tfi -e zo' (T) t^fltC-K. b(^ Q/l4Fancc 'Iv -hhc  \u0026amp;pGp bAdJi^ /MW 1^- Tr\\| 4o flc.-l' bu-h cS-H^e -{zi -j-ke- bdXUC \u0026gt;-(- -PK'i. '^lleu \u0026lt;Ku4- bACtz pAs-1- '4-- NOT AL-tOudcd -to 'xT op /\u0026gt;^OejE. \"VVAArk 4o WArcH pULL-Upi \"a5 -Ra ^Pfh'tan-t- \u0026lt;^inf-f-s baOzJ/^ JM. (aIK^/J [/ehi'de, -Iv b^\u0026lt;Li^ up, Hjl ikieZ/s IMArcH- FbfZ eyCC^0ACH^6M-rS oU bDumA/SieT. ' WHEA) f^pP^\u0026lt;'eani~ (sjops ^/vJ ^duajcIs hot^fC/i CnecK ^jL^a/^anCe. Teor^-w-ie. R.eaj2. DUzn^c^ -h=\u0026gt; b'^jojc\nF\u0026gt;c\u0026gt;ur)dA\u0026gt;^ TAe Form\n- /^LLC'j D^jck. t^eafi. DocK-\u0026lt;^2f4-) fceaAi. bu/nfljft. -I-Ut. ^\u0026gt;^0 o-P Pur a .5452o\u0026gt;f\u0026lt;. -HvfouftA 1$ ofi +hc Ci\u0026lt;2\u0026lt;Ae2\u0026lt;^eA t..jt^e. , dR. PA^T\" h,^ e'^P tP -He Mot^i \\x IF -l-k bu/nPeiS- -hhi- 6-P He ^lley, you hA^ie ::icj\u0026gt;Cel. I l .... J  T^li^ ^5 Am eAJCrciachn^e/]T.1, , ' Iv'B/.-, 't.'JS' fSKT** \\.-C. BRfer V' k '*? s *'i '.t\n. T^i wl BO sgS'S^S^ -'aaOa ** '\n.!\naofm*^ 'V.j LV JwSM \u0026lt;3 ........- jJu. w ^g so  ^MF fS I KS iSlM^ TJ :i: lAi FIGURE 15-5: ALLEY DOCK Al f: l|3 CAN YOU BACK YOUR RIG INTO THIS SPACE WITHOUT HITTING THE MARKERS OR CROSSING tHE LINES? X ?7V ^Tr * \u0026lt;Z' iZj FIGURE 15-5A: ALLEY DOCKPage Four CDL Review Test 21. wrecked vehicle? Which is true about marking a stalled or A If a hill or curve prevents approaching vehicles from ~ ur venic'xe, within 500 feet, the reflectiv~ should be moved back down the road to give~ If a hill or curve prevents seeing your vehicle- triangle B. adequate warning. You do not have to put out reflective triangles unless C. D. the vehicle will be stopped for 30 minutes The vehicles taillights should be kept on motorists. Al of the above. or more. to warn other 22. Which of the following statements would tell you a shipment contains hazardous materials? A. B. C. D. A hazardous material placard on the vehicle. A hazardous material label on the container. The name of a hazard class on the shipping paper. All of the above. 23. Which one of the following skills is not required to be demonstrated for safe operation of a commercial vehicle. A. B. C. D. Accelerating. Passenger control. Steering. Braking. 24. When driving a vehicle equipped with an automatic transmission/ ) it is most important to down-shift before\nA. B. C. D. Entering a curve. Making a turn. Going down grades. While on level ground. 25. You have been forced off the road. How should you safely 26. 27. move A. B. C. D. back on to the road? . If the shoulder is clear, stay on it until your  has come to a stop and move Pack onto the pavement wheiF it IS safe. Brake hard and steer back onto the pavement. Steer sharply back onto the pavement, maintaining your speed. , , . Keep moving at present speed and steer gently back onto the pavement. Which fires can you use water to put out? A. B. C. D. Tire fires. Gasoline fires. Electrical fires. All of the above. You should use your mirrors to check\nA. B. C. D. The condition of your tires. Where the rear of your vehicle is when you make turns. Traffic gaps when merging. All of the above.Page Five - CDL Review Test 28. Fisheye or convex mirrors make objects seem actually are. than they 29. 30. 31. 32. 33. 34. A. B. C. D. Closer. Farther. Larger. Slower. The proper way to hold the steering wheel is: B. C. D. Firmly with both hands on opposite sides of the wheel. Firmly with both hands as close to the 12 o'clock position as possible. Loosely with both hands on opposite sides of the wheel to facilitate the return of the wheel after cornering the vehicle. All of the above. It will be harder for you to see: A. B. C. D. At dawn. At dusk. In rain. All of the above. Of the following options, which is true about speed?. A. On a wet road, you should reduce your speed by about one-third. B. C. D. On packed snow, you should reduce your speed by at least one-half. When the road is slippery, it will take longer to stop and will be harder to turn without skidding. All of the above. If you are about to have an accident, you should remember: A. B. C. D. You can almost always turn to miss an obstacle more quickly than you can stop. Stopping is always the safest action. Leaving the road is always more risky than hitting another vehicle. All of the above. Going through water puddles is especially dangerous to your: A. B. C. D. Brakes. Exhaust. Engine. Shocks. Which of these statements concerning tires and driving is true? hot weather A. B. C. D. If a tire is too hot to touch, you should drive on it to cool it off. You should inspect your tires every two hours or every 100 miles when driving in very hot weather. The air pressure of a tire decreases as the temperature of a tire increases. All of the above. Page Six - CDL Review Test 35. Which of these is the most important thing to remember' about emergency braking? A. B. C. D. Emergency braking helps keep the brake lining clean. Disconnecting the steering axle brakes helps to keep your vehicle in a straight line during emergency braking. If the wheels are skidding, you cannot control the vehicle Never emergency brake without down-shifting first. 36. When backing, you should do so slowly because: A. B. C. It is easier to correct steering errors. Others will see your intentions. Less likely to need to use pull-ups. DI-'- All '/of theabove. 37. To check the free play of manual slack adjusters on cam brake systems, you should park: II S A. B. C. D. On level ground and apply the parking brake and the service brake. Park on level ground, chock the wheels, and turn off the parking brakes. Park on level ground and drain the air pressure before adjusting. Park on a slight grade, release the parking brake, apply the service brake, and check for vehicle movement. 38. Emergency stab braking is when you: A. B. C. D. Press hard on the brake pedal and apply full hand valve until you stop. Apply the hand valve for one second and then apply the brake pedal. Use light steady pressure on the brake pedal. Put on brakes as hard as you can until the wheels lQCk\u0026gt; let off the brakes and put brake on again when wheel-s start rolling. 39. To correct a drivewheel braking skid, you should: A. B. C. D. Stop braking. Stop braking, turn guickly, and counter steer. Increase braking. Increase braking, turn quickly, and counter steer. 40. The road is most slick after raining how long? A. A few minutes. B. C. D. 30 minutes. An hour. 9 An hour and a half. 41. Controlled braking is also called: A. B. C. D. Squeeze braking. PressrbraklBg. Test braking. Service braking. Page Seven - CDL Review Test 42. 43. 44. 45. One common characteristic of brakes that get too hot is: A. B. Ci D. They stop the vehicle too quickly. They are designed to work better when hot. They may stop working.__ Heat has no effect on brakes. A driver should not allow passengers on the bus if they are bringing with them which of the following? A^ B. C. D. Car battprips nr gasolinp Sealed packages. Small arms ammunition. All of the above. In bad weather, following distance should be: A. B. c7 D. The same. Decreased. Increased. Depends on the skill of the driver. What is meant by double-clutching? A. B. C. D. Pushing down on the clutch pedal four times each time you shift gears. Shifting without using the clutch. Release the accelerator, push down on the clutch pedal: then let the engine and gears slow down to the rpm's required for the next gear\nthen push in the clutch pedal a nd shift to the higher gear. (Pg- 2-14,Par. 4.) Maintain double the needed pressure on the clutch. 46. What are two factors in knowing when to shift? A.' Using transmission speed and clutch stroke. B. c7 D. Using the engine and road speed. Using road speed and \"feel All o f the above. of the road. 47. Which of these is a sign of tire failure? A. B. C. D. Steering that feels heavy. A loud bang. Vibration. All of the above. 48. How should you use your brakes to stop in an emergency? A. B. C. D. Yoir brake so that you use the hand brake first. Brake using the full power of the brakes and lock them. You brake so that you steer and y our vehicle stays in a straight line. You brake so you can steer hard while braking hard. Page Eight - CDL Review Test 49. What is the proper way to hold a steering wheel? A. B. C. D. With one hand. With both hands close together near the top of the wheel. With both hands close together near the bottom of the wheel. With both hands on opposite sides of the wheel... 50. The most common type of brakes are: A. B. C. D. Wedge brakes. Disc brakes. S-cam brakes. Formulated Pressure. 51. Which is not a good move when being tailgated? A. B. C. D. Avoid quick changes. Don't speed u p. Turn on your taillights. Allow more following distance. 52. You are driving a 40-foot vehicle at 35 mph\nall conditions are good. How much distance should you keep between you and the vehicle in front of you? A. B. C. D. 2 seconds. 3 seconds. 4 seconds. 5 seconds. 53. On snow, speed should be reduced by at least: A. B. C. D. One-half (1/2). One-fourth (1/4). One-third (1/3). Enough speed to allow adherence to the four-second rule. 54. Too much heat can cause your brakes to: A. B. C. D. Need adjustment. Fail. Lock on. Develop drum cracks. 55. Which is a good night driving technique? Keep- your speed slow ^enough that von canstop wi thiLru \u0026lt;  i i the range of the headlights. A. B. C. D. Keep your instrument lights bright. Look directly at oncoming headlights only briefly. Wear sunglasses. 56. You must have a commercial driver's license with a hazardous materials endorsement to drive: A. B. C. D. A vehicle transporting small arms ammunition. A vehicle with placards. A vehicle with more than 15 passengers including the driver. A vehicle with more than 16 passengers including the driver. Page Nine - CDL Review Test 57. Which of the tollowing statements is true about strong winds. A. B. C. D. You can lessen the effects of the wind by letting some of the air out of your tires. You should drive alongside other vehicles to help break up the wind. Winds are especially problems when coming out of tunnels The lighter yoir vehicle, the less trouble you will have with wind. 58. You should know that your brakes are failing when you feel: A. B. C. D. You have to push harder on the brake pedal to control your speed on a downgrade. The brake pedal feels spongy when pressure is annlied..- Pressure on the brake pedal is released and speed increases. Less pressure is needed on the brake pedal for each stop. 59. A skid can be caused by: A. B. C. D. Over-steering. Over-braking. Over-acceleration. All of the above. 60. What will help sober up a drinker of alcoholic beverages? A. B. C. D. Fresh air. Coffee. Time. Rapid eye movement. 61. You do not have a hazardous materials endorsement on your 62. 63. CDL. when: A. B. Qjl D. You can drive a vehicle containing hazardous materials The shipment will not cross state lines. The GVWR is 26,001 lbs. or less. The vehicle does not reguire placards. A person who has the hazardous materials endorsement rides with you. You wish to turn right from a two-lane, two-way street to another\nyour vehicle is so long that you have to swing wide to make the turn. How should the turn be made? A. C. D. You should swing wide before making the turn. You should swing wide after making the turn. You should start turning from the left and swing wide after making the turn. You should start turning from the left lane and turn into the left lane of the new street. Most good drivers look how many seconds ahead? A. C. D. 5 to 7 seconds. 12 to 15 seconds. 10 to 12 seconds. Depends on speed. Page Ten - CDL Review Test 64. .Truck escape ramps: A. B. C. D. Cannot be used by certain types of Help avoid damage tn vphirlps-heavy vehicles. Should not be used if brakes fail on a downgrade. All of the above. 65. The road on which due to glazed ice. in such a situation? you are driving becomes very slippery Which of these is a good thing to do 66. 67. 68. 69. A. B. C. D. Stop driving as soon as you can safely do so. Down-shift to stop. Apply the brakes often to keep the brake linings dry. Keep varying your speed by acceleration and braking. During normal driving, spring brakes are usually held back by: A. B. C. D. Bolts. Air pressure. Pg. 5-4/Par. 9. Spring pressure. Centrifugal force. Which of these statements is true about retarders? A. B. C. D. They cause extra brake wear. They allow you to disconnect the steering axle brakes. They can cause the drivewheels to skid when they have poor traction. They cannot be used on interstate hijfhwaysi . If you go twice as fast, will your stopping distance increase by: A. B. C. D. Two times. Three times. Four times. Five times. You are driving a new truck that has a manual transmission. What gear will you probably have to use to make a long, steep downhill grade? A. B. C. D. The same gear you would use to climb the hill. A lower gear than you would use to climb the hill. A higher gear than you would use to climb the hill. None. Newer trucks can coast down hills. 70. On what type turn should you be sure you've reached the center of the intersection before turning? A. B. C. D. Left turn. Right turn. Curve turn. While backing to the right. Page Eleven - CDL Review Test 71. What does a red triangle with an orange center on a vehicle mean? A. B. C. D. Slow-moving vehicle. Hazardous materials. Public utility vehicle. Student driver. 72. When should you check your mirrors for a lane change? A. B. C. D. After signaling the change. Directly after starting the lane change. After completing the lane change. All of the above. 73. Under what conditions may a bus have recapped or regrooved tires? A. B. C. D. The tires may not be on the front wheels. The tires may be on any or all of the wheels. Only when speeds will be less than 40 mph. Only on the outside of dual wheels. 74. When should you use high beams? A. B. C. D. High beams should be used when it is safe and legal to do so. High beams should be turned on when an oncoming vehicle does not dim his lights. High beams should be used to alert people of radar in use. All of the above. 75. An on-route inspection should include checking for: A. B. C. D. Tire over-heating. Brake over-heating. Cargo securement. All of the above. 76. Which of these statements about braking and speed management is true? A. B. C. Stopping time increases by one second for each 10 mph over 20 mph. You need about four times the stopping distance at 40 mph than you do at 20 mph. The total stopping distance of a bus is the distance it takes to stop once the brakes are applied. 77. D. The posted speed limit will always allow safely. you to stop Which of these statements about backing a vehicle is,true? A. B. C. D. You should avoid backing whenever you can. Helpers should be out of the driver's sight and use spoken signals to help the driver. It is safer to back toward the right of the vehicle than the driver's side. All of the above. I Page Twelve - CDL Review Test 78. 79. 80. 81. 82. 83. 84. Which of these is a good thing to remember about drinking alcohol? A. B. C. D. Alcohol first affects judgement and self-control, which affect driving. The chances of a crash are much greater for those that have been drinking. . A driver could lose his license for driving while drinking. All of the above. You are checking your tires for a pre-trip inspection\nwhich of these statements is true? A. B. C. D. Dual tires should be touching each other. Tires of mismatched sizes should not be used on the same vehicle. Radial and biased ply tires can be used on the same vehicle. Tread depth of 2/32 inch is sufficient for the front tires. Which of these could cause a fire? A. B. C. D. Under-inflated tires. Loose fuel connections. Electrical short circuits. All of the above. What is counter steering? A. B. C. D. Turning the steering wheel counter-clockwise. Steering in the opposite direction from which other drivers expect you to do. Using the steering axle brakes to prevent over-steering. Turning the steering wheel back in the other direction after steering to avoid a traffic emergency. Which of the following types of cargo can never be carried on a bus? A. C. D. Small arms ammunition labeled O.R.M.D. Irritating materials or tear gas. Emergency drug shipments. All of the above. To stop for a railroad track, a bus driver should stop how far from the nearest track? A. B. C. D. Five to 20 feet. Ten to 35 feet. Fifteen to 50 feet. Twenty to 65 feet. Which of these statements about managing space to the sides of your bus is true? You should keep your bus to the right side of your lane. The lane position of buses is not affected by wind. You should avoid traveling next to others if possible, pg2-24/ A. B. C. D. All of the above. Par. 4.Page Thirteen - CDL Review Test 85. On which type of fires can you use the type ABC fire ex- ' tinguisher? A. B. C. D. Electrical fires. Burning liquids. Burning cloth. All of the above. Pg. 2-44/Last Par./Lines 2,3. 86. Where should you discharge an unruly rider? A. B. C. D. Near a police station. In an isolated place so he will not bother other people. In as safe a place as possible. Pg. 4-4/Par. 2. In a place convenient for you. 87. A bus may carry baggage and freight only if secured in what way? A. B. C. D. So the driver can move freely and easily. So any rider can use any door or window in an emergency. So riders are protected from falling or shifting packages. All of the above. 88. Your bus is disabled\nunder what circumstances with passengers on board may the bus be towed or pushed to safety to discharge the passengers? A. B. C. D. Only if the distance is less than one mile. Only if getting off the bus sooner would be unsafe. Pg. 4-5/Par Only if a peace officer or rescue crew is present. Only if done by a 27,000 lbs. GVWR or larger tow truck. 89. You are driving a 40-foot bus at 30 mph\nthe road is dry and the visibility is good. You should keep a safety zone in front of your bus about how many seconds long? A. B. C. D. Eight (8) seconds. Seven (7) seconds. Four (4) seconds. Three (3) seconds. 90. Which of these statements about cargo loading is true? A. B. C. IT Legal maximum loaded weight can be considered safe for all conditions. Slight overloading of a vehicle can make its brakes work better. State laws dictate legal weight limits. If cargo is loaded by the shipper, the driver is not responsible for overloading. 91. You should not let riders stand where? A. B. CT D. Between the wheelwells. In front of the standee line, pg, 4-3/Par. 3. witnin two teet ot an emergency exit. In a space reserved for the handicapped. Page Fourteen - CDL Review Test 92. Which of these statements about using turn signals is true? A. B. C. D. When turning, you should cancel the signal just before making the turn. You do not need to use your signals when changing lanes on a four-lane highway. When turning, you should signal early. Pg. 2-17/Par. 9. You should use your turn signals to mark your vehicle when pulled off to the side of the road. 93. You are driving on a slippery road during the day. According to the driver's manual, how much space should you keep ahead of you? A. B. C. D. Add one second to the space needed in good conditions. Allow one car length for every 10 mph. Allow no more space than you need under ideal conditions. Allow much more space than needed for ideal driving conditions. 94. If you have riders aboard, you should never refuel your bus under what conditions? A. B. C. D. Without a fire bottle beside you. In a closed building. Pg. 4-5/Par. 4. Without attaching the grounding cable. With any of the windows open. 95. In which situation might the legal maximum weights not be safe? A. B. C. D. During bad weather. Pg. 3-2/Par. 9. On interstate highways. On non-interstate highways. On county-maintained highways. 96. What should you do if you become sleepy while driving? A. B. C. D. Move your eyes rapidly from mirrors to roadway. Stop to sleep. Stop and get coffee. Stop, walk around, and check your tires. 97. You are driving a vehicle which could be safely driven at 55 mph on an open road, but traffic is heavy now and is moving at 35 mph though the speed limit is 55 mph. safest speed for your vehicle is most likely: The 98. A. B. C. D. 25 mph. 35 mph. 45 mph. 5 5 mph. To help you stay alert while driving, you should\nA. B. C. D. Schedule trips for hours you are normally asleep. Take cold medicine if you have a cold. Take short breaks before you get drowsy. Pg. 2-46/Par.l. Do all of the above. Page Fifteen - CDL Review Test 99. Service brakes should initially be checked by the driver at what speed? A. B. C. D. 20 mph. 30 mph. 5 mph. 55 mph. 100. You are driving a vehicle at 55 mph on dry pavement. What is the total stopping distance you will need to bring it to a stop? A. B. C. D. The length of the vehicle. Twice the length of the vehicle. Half the length of a football field. The length of a football field. Pg. 2-20/Par. 6. 101. Cargo that is not loaded or secured properly can cause\nA. B. C. D. Vehicle damage by overloading. Other highway users to hit or be hit by loose cargo. Injury to the driver during a quick stop or crash. All of the above. Pg. 3-1/Par. 2. 102. What is the tread depth requirement for rear tires? A. B. C. D. 2/32 inch. Pg. 2-21/Line 2. 1/17 inch.. 4/32 inch. 1/8 inch. 103. Which of the following statements about certain types of cargo is true? A. Unstable loads such as hanging meat or livestock can require extra caution on curves. Pg. 3-5/Par. 6,7. B. C. D. Oversize loads can be hauled without special permits during times when the roads are not busy. Loads that consist of liquids in bulk do not cause handling problems because they are usually very h-eavy. When liquids are hauled, the tank should always be loaded totally full. 104. Drivers of trucks and truck-tractors must inspect their vehicle within the first A. B. C. D. 50. 100. 75. 25. Pg. 2-12/Line 13. miles of a trip? 105. You are driving a heavy vehicle. using an off ramp that curves downhill. You must exit a highway You should: A.Slow down to a safe speed before the curve. B. C. D. Slow to the posted speed limit for the off ramp. Come to a full stop at the top of the ramp. Wait until you are in the curve before downshifting. Page Sixteen - CDL Review Test 106. Hydraulic brake failure usually occurs because of: A. B. C. D. Brake fade. Too much fluid. Wrong fluid type. Bad adjustment. 107. You are checking trip inspection. your steering and exhaust systems in a pre- Which of these problems, if found, should be fixed before the vehicle is driven? A. B. C. D. A small leak of power steering fluid. Steering wheel play of more than 10 degrees (2 inches on a 20-inch steering wheel). Leaks in the exhaust system. All of the above. 108. Your vehicle is equipped with hydraulic brakes. While traveling on a level road, you press the brake pedal and find that it goes to the floor, statements is true? Which of the following A. B. C. D. You should not downshift if you have an automatic transmission. Pumping the brake pedal may bring the pressure up so you can stop the vehicle. The parking brake will not work either because it is part of the same hydraulic system. All of the above are true. 109. Which of the following statements is true about overhead clearance? A. B. C. D. Extra speed will cause air to push your vehicle down for extra clearance. The weight of a vehicle changes its height. If the road surface causes your vehicle to tilt toward objects at the edge of the road, you should drive close to the shoulder. You should assume posted clearance signs are correct. 110. Traveling in a vehicle out of gear or with clutch in is called. A. B. C. D. Coasting. Interlock. Grading. Traversing. 111. You are driving on a straight, level highway at 50 mph. There are no vehicles in front of you. blows out on your vehicle. Suddenly a tire A. B. C. D. What should you do first? Stay off the brake until the vehicle has slowed down. Quickly steer onto the shoulder. Begin light braking. Begin emergency braking. Page Seventeen - CDL Review Test 112. Which of the following is a good thing to remember about using mirrors? A. B. You should look at a mirror for several seconds at a time. Convex mirrors make things look larger and closer than they really are. C. D. There are blind spots II that your mirror cannot show you. You should check your mirrors twice for a lane change. 113. In mountain driving, help slow you. A. B. C. D. Lower gears. Brakes. Slack adjusters. Dual axle interlock. allows engine compression to 114. You are driving a heavy vehicle with a manual transmission. You have to stop the vehicle on the shoulder while driving on an uphill grade. Which of these is a good rule to follow when putting it back in motion up the grade? A. Keep the clutch slipping while slowly accelerating. B. C. D. Use the parking brake to hold the vehicle until the clutch engages. Let the vehicle roll straight backwards a few feet before you engage the clutch. Let the vehicle roll backwards a few feet before you engage the clutch, but turn the wheel so that the back moves away from the roadway. 115. Which of the following is a proper use of vehicle lights? A. Turning on your headlights during the day when visibility B. C. D. is reduced due to rain or snow. Flashing your brake lights to warn someone behine you of a hazard that will require slowing down. Flashing your brake lights to warn someone behind you that you are going to stop on the road. All of the above. 116. A major point to remember about loading cargo is to keep the load: A. B. C. D. To the rear. As high as possible. To the front. Balanced in the cargo area. 117. When setting out reflective triangles, you should: A. B. C. D. Turn off your flashers. Carry the triangles at your side. Hold the triangles between yourself and oncoming traffic. Keep them out of sight while you walk to the spot where you place the. Page Eighteen - CDL Review Test 118. Your low beams usually allow you to see up to how many feet? A. B. C. D. 500. 400. 250. 119. Which of the following items is checked in a pre-trip inspection? A. B. C. D. Whether all vehicle lights are working and are clean. Wiper blades. Cargo securement. All of the above. 120. If you can't avoid driving through deep puddles or flowing water, which of the following steps can help keep your brakes working? A. B. C. D. Driving through quickly. Gently putting on the brakes while driving through the water. Applying hard pressure on both the brake pedal and accelerator after coming out of the water. Turning on your brake heaters. 121. Steering, in an emergency, is usually best in what direction? A. B. C. D. Left. Straight. Right. Slow and gradual. 122. If a straight vehicle (school bus) goes into a front-wheel skid, it will\nA. B. C. D. Slide sideways and spin out. Slide sideways somewhat, but not spin out. Go straight ahead even if the steering wheel is turned. Go straight ahead but will turn if you turn the steering wheel. 123. Which of the following is a good thing to do when steering to A. B. C. D. avoid a crash? Apply the brakes while turning. Steer with one hand so that you can turn the wheel more quickly. Don't turn any more than needed to clear what is in your way. Avoid counter-steering. 124. Bright lights should be dimmed when you're within how many feet of an approaching driver? A. B. C. D. 100. 200. 300. 500. Page Nineteen - CDL Review Test 125. What should you do if you need to leave the road in a traffic emergency? A. B. C. D. Brake hard as you leave the road. Try to get all wheels off the pavement. Avoid braking until your speed has dropped tn about 20 mph Avoid the shoulder because most shoulders will not support a large vehicle. 126. Which of the following is true about engine overheating? A. B. C. D. If your engine overheats within 25 miles of the end of your trip, you should complete the trip and then check the problem. You should never shut off an overheated engine until it cools. You should never remove the radiator cap on a pressurized system until the system has cooled. Antifreeze is not needed when the weather is warm. 127. The fine for having more than one license is: A. B. C. D. $10,000. $7,500. $2,500. $5,000. 128. You are performing a pre-trip inspection, following statements is true? Which of the A. C. D. Rust around wheel nuts may mean that they are loose. Cracked wheels or rims can be used if they have been welded. A vehicle can be safely driven with one missing lug nut on a wheel. Mismatched lock rings can be used on the same vehicle. 129. You are driving on a two-lane road. into your lane and is headed straight for you. is most often the best action to take? An oncoming driver drifts Which of these A. B. C. D. Hard braking. Steer into the oncoming lane. Steer to the right. Steer onto the left shoulder. 130. Which of the following is a good thing to remember when crossing or entering traffic with a heavy vehicle. A. B. C. D. Heavy vehicles need larger gaps in traffic than cars. The best way to cross traffic is to pull the vehicle partway across the road and block one lane while waiting for the other to clear. The heavier your load, the smaller the gap needed to cross traff ic. Because heavy vehicles are easy to see, you can count on other drivers to move out of your way or slow down for Southern Dc.ft'ns i vt? ml Cominf rc i i! Driving License S'^m i n 1 rs 1 nc. Comniercial Dri ver Lic-'-'nse T r a i n i n g Pro.') ram Air Bratos Test This set of questions must be completed if you will be driving vehicles equipped with air brakes. 1. .Modern air brake system combine three different systems. They are the service brakes, the parking brakes, and the: A. B. C. Emergency brakes. Pg. 5.1-Par. 3. Foot brakes. S-cam brakes. 2. The air compressor govenor controls\nA. B, C. 3. The speed of the all compressor. Air pressure applied to the brakes. When the compressor will pump air into the storage tanks. Pg. 5.1-Par. 6^ A combination vehicle or bus air brake system cannot leak more than released\nper minute with the engine off and the brake A. B. e. 1 psi . 2 - psi.Pg. 5-7, Par. 7.(Must be less than 3 psi 3 psi. 3 psi.) cannot be 4. Oil and water that collects in air tanks can make brakes fail. If you do not have automatic tank drains, when should you drain the air tanks? A. JL. C. Every other day. Every day. Pg- 5-2-Par. 1-Lines 7,8. Every week. \\e!iicles with air brakes must have\nA . n. At least two air tanks. An air pressure gauge. C. for braking. Pg. 5-4-Par. 1. to show the pressure available An air use gauge, for braking. to show air used by the brake chambers 6. rhe driver must bo able to when air pressure in the service tanks eo a warning li'jht that is given falls below: A. P. 40 psi. 50 psi. ___ BQ-- PO  5-4-Pdr. 3. '1' w o A i I r- cn\n, 1. You shoulii know that your br,ik''s r I cl i .'I 'l wh\u0026lt;'ri : A. You have to push harder on the brak ' ped,11 to control 8. B. C. your speed on a down - grade, pg. The brake pedal feels spongy when pressure'is applied. 5-y, Pa r . 2 . Less pressure is needed on the brake pedal for each stop. To check the Cree play in manual slack adjusters. you need to\nA. Stop on level ground and apply the parking brakes. B. C. Park on level ground, check the wheels and release the parking brakes. Pg. 5-6, Par. 6. Apply the service brakes by hand and watch the slack adjusters move. 9. Air braking takes more than hydrualic braking because air brakes: A. B. C. Use different brake drums. Need to have air flow through the lines to work, pg. 5-9, Require heavier return springs. Par. 10. Which of the following makes total stopping distance longer for air brakes than hydraulic? A. B. C. Perception distance. Reaction distance. Brake lag. Pg. 5-9, Par. 1. 11. Experts do not recommend fanning ( on-again braking ) for long downhill runs because: A. B. C. Air usage is less when fanning. Brake linings do not get hot when fan.ning. The short time off the brakes does not allow the brakes to cool. Pg. 5-9, Par. 4. 12. If the air compressor develops a leak, what keeps the air in the tanks? A. B. C. The tractor protection valve. The emergency relay valve. The one-way check valve. 13. If your vehicle has an alcohol evaporator, every day during the cold weather you should: A. B. C. Check and fill the alcohol level. Pg. 5-2, Par. 3. Change the alcohol. Use only grade A alcohol. 14. You must make .a very quick stop. You should brake so you: A. B. C. Can steer hard while braking hard. Use the full power of the brakes and lock them. Stay in a straight line and can steer. Pg. 5-8, Par. 2. 15. During normal driving, parking and emergency brakes are usually held back by: A. B. C. Air pressure. Pg. 5-4, Spring pressure. Centrifugal force. Par.9. i- 1 'I'e Th f'-'f A 1 r 1'1 I k I'l I Cid. 1 G. The alcohol evaporator on air braki? sy:.terns, to do which of the following. its f ,!I1C1 mH i .1 A. B. Thin the air. Reduce the risk of ice in the air line. Pg. 5-2, Par . C. Helps to make ttie brake apply easily. 17. The brake pedal may be referred to as: A. Safety brake. B. The foot or treadle valve. Pg. 5-2, Par. 6. C. The pressure and release pedal. 18. When you push the brake pedal dov/n on an air brake vehicle, two forces push back against your foot, which two are they? A. Brake chamber and brake shoe. B. Brake cam and cam roller. C. Soring and air pressure. Pg. 5-2, Par. 7. 19. All trucks, truck tractors and buses must be eguipp th emergency brakes and parking brake. Because air pressure can eventually leak away, what holds the brakes on? A. Limiting valves. B. Low air sensors. C. Spring brakes. .Pg. 5-4, Par. 9. 20. When inspecting your brakes on a pre-trip inspection. v.hich of these statements is false? A. Brake drums or discs must not have cracks longer than inch wide. B. Brake hoses may have small cuts in them as long as they are less than inch. Pg. 5-6, Par. 7. C. Linings must not be loose. 21. The parking brake knob should pop out when air pressure falls to the manufacturer's specification range of? A. 20-40 psi. Pg. 5-9, Last Par. B. C. 5-10 psi. 0-5 psi . 22. The pumping of the air compressor should start at about and stop at A. B. 60-90 psi. 50-70 psi. ps i . C. 100-125 psi. Pg. 5-7, Par. 8. 23. To test the parking brake you should: A. Move the vehicle forward about 15 miles per hour and pull the parking brake on. B. While backing, letting the brakes adjust, pull the parking C brakes on. Stop the vehicle, put the parking brake on, and gently pull against it in low gear. Pg. 5-8, Par. 2. Foil f A i r Ura k. st. 24. What describes the controlled braking the be.st? ',(? rni \"scjueezr \u0026gt;  I 'u k i rrj A. r^ut brakes en IS hard as you can withtiuL 1 OL:k i ng__k-hnpi  B. Apply Siow steady pressure until the wheels are locked. i 1 .i. r . G . C. Brake as hard as you can and then pump them 3-5 times. 25. Vehicle equipped with air brakes. Which statement describes the correct factors to equal total stopping distance? A. Reaction distance plus effective braking distance plus brake lag distance. B. Perception distance plus reaction di .:\nt.ane,- pl:.ia bcato C. lag distance plus effective braking distance. Pg. 5 - 9, Perception distance plus effective braking distance plus reaction distance plus brake lag distance. Par. 1 26. The spring brake will come on when air pressure drops into the to psi . A. 20 to 35. B. 20 to 40. Pg. 5-7, Par. 4. C. 20 to 45. 27. Pressing on the brake pedal as hard as you can and releasing the -brake pedal when the wheels lock up and as soon as the wheels start rolling, put on the brakes fully again descibes which type of braking method? A. Stab braking, pg. 5-8, Par. 7. B. Controlled braking. C. Emergency braking. 28. Which is not a part or component of the braking system? A. The manual draining valve.Fig. 5-1, Pg. 5-2. B. The safety valve, pg. C. 5-2, Par. 4 The pitman torque release pin. Pg. 5-2, Par. 1/Lines 11,12./ Par. 4. 29. The application pressure guage shows how much? A. B. Brake fluid is needed to stop the vehicle. Air pressure you are applying to the brakes. Pg. C. G-force is 5-4, Par. 2. ded to apply or to make a brake application. 30. What is the function of the slack adjusters? A. To twist the brake cam shaft to turn the \"S n cam to force the shoes against the drums. Pg. 5-3, Par. 3. B. To provide one inch of shoe to drum clearance. C. To adjust the power screw to operate the C-clamp. 0501t/O225t i'j'H' i vf i r Hi uki'.'i I'PSl (.I)!. 31. 'I'lic piirkinq or emergi?ncy brako on .1 heavy vohicle Ccin only bi? held in position by something that cannot Icik away. An Pg . example would be: A. n. Fluid Pressure. Spring Pressure Pg. 5-4, Any of the above. Pa r . 9. 32. Your vehicle has a duel air brake system, if a low air pressure warning comes on for the secondary system, what should you do? A. B. Bring a vehicle to a safe stop and continue only when the system is fixed. Pg. 5-5, Par. 2/Pg. 5-6, Par. 3. Reduc your speed and test the remaining system, while 5-5, Par.2C^ Pg. 5-6, Pa r.3D. under way. Reduce your speed and drive to the nearest garage for repair. Continue at normal speed if only the secondary system fails. 33. Th A. B. C. D. brake pedal to the air brake system? Control the speed of the air compressor. Always need to be held down halfway during normal driving. Controls the air pressure applied to the brakes. Pg. 5-2, Par. Is connected to the slack adjusters by a series of rods and linkages. 34. If your truck or bus has duel parking control valves you can use pressure from a separate tank for what purpose? A. B. C. D. To release the spring emergency parking brakes to move a short distance. Pg. 5-5, Par. 7. To apply more brake pressure if the main tank is getting low. To stay parked twice as long with your service air pressure. To balance the service brake system whenever you are parked. 35. Which of these is the first thing to do when a low air pressure warning comes on? A. B. C. D. Stop and safety park as soon as possible. Pg, 5-5, Par. 2. Shift to the next highest gear. Adjust the brake pedal for more travel. Open the air supply control valve. 36. The braking power of the spring brakes? A. B. C. D. Is not affected by the condition of the service brakes. Can only be tested by highly trained brake service people. Depends on the service brakes being in adjustment.Pg Increases when the service brakes are hot. 37. All air brake equipped vehicle have? A . B. C. D. At least one brake heater. A hydraulic system in case the air brake system fails. A supply pressure gauge. An air use gauge. Pg. 5-4, Par. 1. 38. What doos the application pressure gauge show you? A. B. C D. 5-5, Par. Mow much air you have used during this trip. How much pressure you have in the air tank. How much air pressure you are applying_ Ltj l.hti bEakiia,. *^'3  None of tfie above. 5-4,Par. I-.1'1 '\nI X Air iu'-i kf sL 3'J. W! 1 y A. ' B. C. D. .1 r I i 0 w.jt'T from comprossici .lir? fliG low boilinq point of w.jtor rnducos br.ikinq powi'r. Water c.in frf?cz(? in co Hi wo.athor nnri cansr' brake f a i lire Water cools the compressor too much. To keep from fouling the air compressor oil. P !   ia r . 40. To test air service brakes you should brake firmly while movi slowly forward, the brakes are on if you notice what? A. B. C. P The vehicle pulls to one side. An unusual feel. /A delayed stop action. None of the above. Pg. 5-8, Par. 3 41. On long down hill grades, experts recommend light steady pedal pressure instead of on again, off again braking. A. B. C. /Air usage is less with 1 ight steady pressure. Brake linings do not heat up as much w It works better with a low gear in controlling s h light pressure. D. All the above. Pg. 5-9, Par. 3. P ed. 42. During normal driving, spring brakes are held back by: A. iL. C. D. Bolts. Air pressure. Pg- 5-4, Par. 9 Spring pressure. Centrifugal force. 43. In air brake vehicle the parking brake should be used how? A. B. C. D. As little as possible. Anytime the vehicle is parked. Pg- 5-10, Par. 1 To hold your speed while going down hill. Only during parking and trip inspection. 44. Emergency stab braking is when you: A. B. C. ax Press hard on the brake pedal and apply full hand valve until you stop. Apply the hand brake for 1 second then push hand on the pedal. Use high steady pressure on the brake pedal. Brake as hard as vou can, release the brakes when the wheels lock, put on the brakes again when the wheels start rolling. 45. Storage tanks should hold how much air for braking? Enough air so the brakes can be used several times if the air compressor is not working. Pg- 5-1/Last Paragraph. B. C. D. At least 130 psi. At least 200 psi. At least 500 psi. 46. During normal driving, spring brakes are usually held back by: A. B. C. D. Bolts. Air pressure. Spring pressure Contrifugal force. Ig. 5-4/Line 3 Prom bottom of page. e I'.l !' S.'V t'll I'r-ik I.t |7. T,ie A. H . C. I\u0026gt;. most common Ly Wedge brake-s. Disc brakt?s. S-cam brakes. I' of ig- 5-3/Lino I. Lor mu I a t(?d irossu re . 18. Kby drain water from compressed air tank.' A. P. The low boilinci point of water reduci?3 brakinn power. Water can free.^e in cold weather and cau bral: failure. Pg. 5-2/Lines 1,2,3. D. Water cools the compressor too much. To keep from fouling the lir compressor 49. Th parking brake knob should pop out when tl falls to the manufacturer's specification, which in a range between: 1\nusually\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_714","title":"Workshops","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School employees"],"dcterms_title":["Workshops"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/714"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["151 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n'Program Planning and Budgeting Process Workshops'' and ''Phonics Instruction Workshop''\nB5O5O1O1 05/10/1100 PROGRAM PLANNING AND BUDGETING PROCESS WORKSHOPS WORKSHOPS EVALUATION SUMMARY NOTE: The following summary report is designed to assist the ODM staff, and the Court, in preparation for the June 8/9, 1995 LRSD budget hearing. 8/12/94. The final budget hearing on the LRSD FY94-95 budget was held on August 12,1994. During that hearing, the Court addressed some of the deficiencies in the LRSD planning and budgeting processes. At page 77-82 of the hearing transcript, the Judge directed the district to conduct some staff development on the budget process and to contact ODM concerning those workshops. Further, the Judge indicated that she would follow up with a written order to that effect. 8/26/94. Bill Mooney started preparing a design and material for an ODM training session on the Program Budget Document (PBD) and concepts for recommending LRSD workshops. 8/30/94. Ann Brown and Bill Mooney met to discuss initial ideas on the ODM training and what to recommend to LRSD for their workshops. 9/2/94. Bill Mooney conducted training on the PBD for the ODM staff. Lessons learned went into recommendations for LRSD workshops. 9/12/94. Russ Mayo, Robert Glowers, Ann Brown, and Bill Mooney met to discuss the LRSD plan for the workshops suggested by the Court. The meeting was a general discussion on what the district had already tentatively planned\nthe who, what, when, where, and why. Brown suggested the LRSD wait until the order comes out. Mayo and Glowers felt the district had to move quickly in order to meet their timelines. 9/13/94. Robert Glowers issued a memo outlining the workshop schedule. (Attachment A)9/19/94. Ann Brown sent a memo to Robert Glowers in response to his 9/13/94 memo. She informed him that his listing of workshop offerings, contrary to what he stated in his memo, was neither Court mandated nor Court approved. (Attachment A, notation) 9/19/94. Robert Glowers issued a memo reducing the time allotted for the Program Planning and Budget Process workshop and the Program Evaluation workshop in order to minimize the time principals were out of their buildings. 9/20/94. Robert Glowers asked Bill Mooney to attend the Program Planning and Budget Process workshop to help answer any questions. Bill Mooney agreed. 9/22/94. The LRSD conducted the Program Planning and Budget Process and the Program Evaluation workshops. 9/23/94. The LRSD conducted the Program Planning and Budget Process and the program Evaluation workshops (two sessions each). 10/5/94. The LRSD conducted the Program Budget Document workshop (two sessions). 10/6/94. The LRSD conducted the Program Budget Document workshop. 10/24/94. The Court issued the order relating to the staff development requirements. The Court required the LRSD to work with ODM to develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions were to address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD was charged to work with ODM to ensure that the training was adequately defined and implemented. 11/21/94. Robert Glowers called Bill Mooney for a meeting on the Court order. 11/22/94. Russ Mayo, Robert Glowers, Ann Brown, and Bill Mooney met to discuss the training requirements of the Court order. There was a general discussion of what the LRSD had already planned. Brown and Mooney suggested using other staff members to help in the instruction, and mentioned a problem with time allotments. 11/23/94. Bill Mooney began preparing material and examples of good business cases to assist the LRSD in getting ready for the Business Case workshop. 11/28/94. Russ Mayo, Robert Glowers, Ann Brown, and Bill Mooney met on the Business Case workshop. The meeting mainly addressed the various options for the session format, the need for some policy guidelines on when to use a business case, and the time allocation problem. 11/29/94. Robert Glowers and Bill Mooney met to discuss the Business Case and Budget Process workshops. They reviewed the workshop outline, and discussed session format. Mooney reminded Clowers of the time problem. Mooney did not accept the invitation to be the instructor due to the time allotment problems. 11/29/94. Robert Clowers called Bill Mooney to inform him that Superintendent Williams had rejected the time allotment recommendations, and directed him to stay with the original allotments. 11/30/94. Bill Mooney discussed the time allotment problem with Superintendent Williams. Williams said he would stay with the schedule. 11/30/94. Robert Clowers informed Bill Mooney that Estelle Matthis would be the instructor for the Business Case workshop. There were only five work days before the first session. 12/1/94. Bill Mooney delivered a complete set of business case examples, organized into a training package, and supported by some overheads for the LRSD to use in the Business Case workshop. The cover memo discussed the enclosed material and the time allotment problem. 12/2/94. Robert Clowers sent a memo to Ann Brown with the agenda and timelines for the coming workshops. 12/5/94. Bill Mooney met with Estelle Matthis on the Business Case workshop. Matthis shared her plan for the session. Mooney discussed his ideas on subject matter and session format. Mooney shared his concerns with the time allotments. Mooney provided other assistance. 12/6/94. Bill Mooney met with Estelle Matthis prior to the Business Case workshop. Matthis shared her revisions for the session, and asked for final comments. Mooney reviewed the material and format, and provided suggestions. 12/6/94. The LRSD conducted the Business Case workshop and the Budget Process workshop (two sessions each). 12/8/94. The LRSD conducted the Business Case workshop and the Budget Process workshop. 12/19/94. Robert Clowers informed Bill Mooney that the LRSD would conduct follow-up training sessions on the Business Case and the Budget Process for those that missed the first sessions or wanted more information. Clowers said follow-up workshop would be on 12/20/94. 12/20/94. The LRSD conducted a follow-up workshop on the Business Case and the Budget Process.LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Evaluation of the Seminar on PROGRAM EVALUATION FORMAT 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\nClearly 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)\nExcellent 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:Workshop: Dates: The Program Planning and Budgeting Process 9/22/94, 9/23/94 (two sessions) Presenter: Russ Mayo Audience: All budget managers and principals Total evaluations returned: 19 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 4.32 2. The organization of the seminar was: (Excellent/poor) 3.84 3. How effective was the presenter(s): (Excellent/poor) 4.05 4. Did the presenter(s) communicate effectively: (Excellent/poor) 4.11 5. Was the presentation effective: (Adequate/inadequate) 4.16 6. The information gained should prove: (Beneficial/not beneficial) 4.42 7. Overall, I thought this seminar was: (Excellent/poor) 4.00 Overall rating: 4.13 Evaluations with comments: 3 Comments follow: * Very concrete / lots of specific examples - pleasant delivery! * If possible, future presentations of the planning process would take place earlier in the work year/annual cycle. * Overall redundant programs: 1. PBD, 2. Program Eval, 3. Annual Reports, 4. COE, 5. NCA, 6. State Department reports, 7. Periodic evaluation instruments.Workshop: The Program Evaluation Dates: 9/22/94, 9/23/94 (two sessions) Presenter: Robert Glowers, Selma Hobby Audience: All budget managers and principals Total evaluations returned: 45 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 4.02 2. The organization of the seminar was: (Excellent/poor) 3.98 3. How effective was the presenter(s): (Excellent/poor) 4.00 4. Did the presenter(s) communicate effectively: (Excellent/poor) 3.98 5. Was the presentation effective: (Adequate/inadequate) 3.96 6. The information gained should prove: (Beneficial/not beneficial) 4.07 7. Overall, I thought this seminar was: (Excellent/poor) 4.00 Overall rating: Evaluations with comments: 13 4.00 Comments follow: * Fantastic! Great job! * Like the concrete * Great! Im relieved and I welcome the challenge. * Thanks for your help. * Very good presentation. I was lost, but now Im found.* Dr. Hobby was very clear and to the point. I understand the expectations. * The well defined and written sample and the step-by-step explanation of the process was very helpful. * Additional information requested: why we have to do this, and what is in it for me\nQ\u0026amp;A example walk-through using overhead so all can participate. 1. Policy questions must be handled, and not avoided. How does this fit in with the other plans they are having to do? 2. Presenter attitude sometimes projects this is something you just have to do. Up The Down Staircase example. 3. Why are you not using the established evaluation criteria? This could lead to wasted effort. * Dr. Hobby was great. * More clarity is needed - each area has its own unique problems that could not be addressed in the whole group. Need a complete sample. I dont think the process has been thought through completely. * Sample and commentary should not be together. Please provide a clean sample, so that participants may see exactly what the final product is to look like. Thanks. * I already was familiar with the process, but the presentation helped clarify a couple of issues for me. * Additional information requested\nAccess to the overall process.Workshop: The Program Budget Document Dates: 10/5/94 (two sessions) Presenter: Robert Glowers Audience: All budget managers and principals Total evaluations returned: 33 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 3.88 2. The organization of the seminar was: (Excellent/poor) 3.79 3. How effective was the presenter(s): (Excellent/poor) 3.55 4. Did the presenter(s) communicate effectively: (Excellent/poor) 3.67 5. Was the presentation effective: (Adequate/inadequate) 3.76 6. The information gained should prove: (Beneficial/not beneficial) 3.85 7. Overall, I thought this seminar was: (Excellent/poor) 3.58 Overall rating: Evaluations with comments: 11 3.72 Comments follow: * Additional information requested: To be able to use our own PBD plans at seminar. Have scheduled individual sessions about our PBD. Are talk to other program managers about their PBD. This seminar really helped in clearing up so of my misconfusion. * The evaluation criteria is not as clear as I would like it to be. How can we truly tell the evaluation is what the District want it to be. * Lets work in the lab for hands on activities. When you are opening and closing please consider the PET model to make your presentation better. * Wasted time talking about Plant Services problems. * Effective, but would have been more helpful if it had been done two weeks earlier to avoid 3 or 4 reports being due OCT 14 - But the effort is very much appreciated - Wish we had in service for each report for us new folks. * It would be nice if you could bring a PC to the next seminar. * Point out differences between normal schools and incentive schools and not directions are different (No PROGBUD1.DOC). Provide dates for all upcoming quarters. * Thanks. * The presentation was helpful. * This workshop was a bit elementary. It should have been voluntary. Most of the principals are done with the document of this quarter. * Not needed by principals who have been doing it right for one year.Workshop: The Business Cases Dates: 12/6/94 (two sessions), 12/8/94 Presenter: Vic Anderson, Estelle Matthis Audience: All budget managers and principals Total evaluations returned: 38 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 4.76 2. The organization of the seminar was: (Excellent/poor) 4.66 3. How effective was the presenter(s): (Excellent/poor) 4.68 4. Did the presenter(s) communicate effectively: (Excellent/poor) 4.74 5. Was the presentation effective: (Adequate/inadequate) 4.63 6. The information gained should prove: (Beneficial/not beneficial) 4.58 7. Overall, I thought this seminar was: (Excellent/poor) 4.58 Overall rating: 4.66 Evaluations with comments: 30 Comments follow: * Not enough time for the activities. * Lack of time was a major factor. Did not allow for enough work...A consultant will be needed to....the business case will be accepted. * work this year. For next year - more time to study samples - with January 13 deadline, no need for more * Page numbers on the handouts.* A sample of one, comprehensive approved business case. One of the best LRSD in services in which Ive participated. Quite informative and familiarizing about the budgeting process - inclusive of the business case. Thanks! * We should practice. * How will this business case effect area schools with limited budgets? Do we write cases for current programs for possible more funding to better service students? Please have these seminars on school time. It is inhumane to expect effective participation when most of us have been up since 5:00 am. * At the time inservice is to begin, close door ~ let late arrivers go to make-up session. * Mrs Matthis has a reputation for beginning meetings on time. I was disappointed that those of us who were on time had to wait almost 30 minutes for all participants to arrive. In the case of mandatory meetings, participants should not have been allowed to enter after a certain time - they should have to come back to another meeting. * More time to go through the actual process, but I know we were given the opportunity to get more. It was good. * Very good! * I needed more think time to reflect and digest info. * I would like to read one business case that was successful from start to finish. * More time to understand presentation. * Getting out after 6 PM was not acceptable. I have 3-4 hours of LRSD work to do this evening in preparation for a workshop tomorrow. The meeting should have stated on time.  The time allotted did not allow for actually developing a business case, but analysis of the parts (examples) was helpful. Perhaps another workshop for those who desire it. * Presentation was interesting and well articulated. Wished we had more time. * Good job! More time for work sessions. * Not enough time to write business case or program evaluations. * The hands-on approach was very effective. The information given was very thorough 10and presented very well. Very helpful!! * Good presentation but needed more time to do sample cases in group. Too much noise for those of us that need quiet when reading. * More time to analyze business cases would help! * An example of a business case that is considered to be perfect. Not enough time. * Good job! * You did a super job. * Need more time on subject. * Need follow-up! Also someone to contact about questions about the business plan. Someone to review and give me feed back about my plan before turning it in on January 13, 1995. * Mrs. Matthis did an excellent job. * Good handouts, helpful visuals - very nice job. Clear and articulate presenters. * How about a complete business case which exemplifies the best in each of the 10 elements? A good model is the best teacher! 11Workshop: The Financial and Manpower Reports Dates: 12/6/94 (two sessions), 12/8/94 Presenter: Brady Gadberry, Mark Milhollen Audience: All budget managers and principals Total evaluations returned: 63 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were\n(Clearly evident/vague) 4.38 2. The organization of the seminar was: (Excellent/poor) 4.43 3. How effective was the presenter(s): (Excellent/poor) 4.38 4. Did the presenter(s) communicate effectively: (Excellent/poor) 4.44 5. Was the presentation effective\n(Adequate/inadequate) 4.29 6. The information gained should prove: (Beneficial/not beneficial) 4.51 7. Overall, I thought this seminar was: (Excellent/poor) 4.32 Overall rating: Evaluations with comments: 34 4.39 Comments follow: * More time to understand presentation. * Work with individual principals that are new to the district or with district procedures. * More time for elaboration and questions would have helped me. I would have been more alert and able to digest all the info had it been presented earlier in the day. 12* I think that more time should be given to principal to help them understand the process. Its critical that all of us know how the process works. * This was totally inadequate for the new principals (no offense intended to Brady). We need a walk-through workshop by an expert to prepare these forms properly. * Small groups which include like schools. Mark should have been here\nlet this part be done later. Brady did his best. * Very helpful in that I knew nothing before or about these topics. * It was no fault of the presenter that the time was too short. He was also standing in for another which led to a bit of disorganization. * Too rushed! Need more time. * Needed a little more time to ask questions. * Time allocation was too short and intended presenter was absent. My manpower report has been conected in the same place at least 3 times. Could some please fix it this time - a big red note will be sent. * Need more time. * Short and sweet. * Need more time on subject. * I would like one a little more in depth for first year principals. * Good, short to the point. * Excellent, clear and helpfill. * Too tired at end of the day. * Mark, you are always thorough. Thanks! * Good job, Mark! I understand most of the information\nhowever, I will probably need help with it. 13* Not clear at all. * More time! * Very effective presentation. * Well done. * We need a work session on the budget addition, deletion and allocation. * Very good. * Magnet schools at a disadvantage without materials to track. * Mark is always clear, to the point and very well prepared - appreciate packet again this year very much. * Thank you for the Budget Instruction booklet - Im very pleased with it! * Presenter was rushed due to time limitation. * Financial staff not present/available for presentation. Budget staff needs to be available with more time spent on this process. * Well organized and concise. 14PHONICS INSTRUCTION WORKSHOP Presenter: Denvi Williams, Consultant Open Court Publishing Company Rightsell Elementary Incentive School September 21, 1994 1:30 - 5:00 p.m. I. II. AGENDA Welcome and Introduction Program Philosophy Otlice o( Desegrega^'O'^ Monttonng SEP 2 ' W* in. Introduction to Wall Sound Cards IV. Phonics Techniques A. Introducing New Sounds and Words B. Word Lines V. C. D. Dictation Response Card Drill Wrap-up and Summary VI. Question and Answer Period VII. EvaluationRECEIVED Little Rock School District Program Planning \u0026amp; Budgeting Process SEP 2 3 1994 Office of Desegregation Momtonnfl The purpose of this session is to:  Help you understand how you can get what you need to do your job\nClarify why the answer is NO to some of your requests at certain times of the year\n Explain why program evaluations, a Program Budget Document, etc. are necessary\nand.  Justify why we have a planning process and how we are all involved. We will need from you:  Any questions you have as the presentation is made\n A careful understanding of the process when the presentation is complete\n Accurate and complete Program Budget Document information\n Accurate program evaluations\nand,  Properly formatted business cases. In its simplest form, the purpose of the Planning \u0026amp; Budgeting Process is to link what we should be doing as a school district with how we spend our money.LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Evaluation of the Seminar on PLANNING PROCESS 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:Planning \u0026amp; Budgeting Time Line MAY JUN JLY AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JLY 1 2 3 4 5 6 7 8 Prog. Inventory Prog. Evaluation Needs Assessment Goals Prog. Devel. I Budgeting T T T I I I I I I I I I Monitoring \u0026amp; Reporting I 1 I T T I I I I Reassessment of Planning Process \u0026amp; Organization I I I I T Little Rock School District I T I AUG R. Mayo TERM 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 participantsZbeneficiaries 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 STRATEGIES PRIMARY LEADER SECONDARY LEADER DISTRICT GOAL SUPPORT BEGINNING DATE COMPLETION DATE RESPONSIBILITY Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. (PBD) Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. (PBD) The Primary Leader is the council\\cabinet level associate responsible for the management and operation of the respective program. (PBD) 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) 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) 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) 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) This is the name of the individual(s) tasked with ensuring an activity has been accomplished. (PBD)SAMPLE DESEGREGATION PROGRAM EVALUATION of (Fill in name.) SCHOOL Date: Program Name: School Operations Name of School Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Principal's Name PROGRAM DESCRIPTION\nSchool Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central Office staff [and] principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. EVALUATION CRITERIA: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD\nevaluation of the stated intent serves as the evaluation criteria. In the case of this particular desegregation program evaluation, the foregoing statement applies specifically to Fill in name of school. SUMMARY\n(Using the objectives outlined in the Program Budget Document (PBD), write a summary of the overall effectiveness of goal results, as they relate to your school.) 1. Example of a summary beginning - Equitable educational opportunities were (or were not) provided for all students at (Name the school.) during the 1993-94 academic year. An organizational structure was in place which provided equal opportunity and access for parents, students, and staff. (Following these introductory sentences, either write how these opportunities were provided or explain why they were not. In the paragraphs that follow the summary of the overall effectiveness of the first objective, do the same for each objective listed.\nwriting your summary, combine objectives, if you wish. As you continue 2. BODY OF SUMMARY Example of a concluding sentence - By implementing the strategies summari above ay summarized above, or (because of the factors explained above which prevented the successful implementation of planned strategies,) equitable educational opportunities were (were not) provided to all students at (Fill in na^ of school.) it is possible that you may have a combination of strategies which were successfully implemented and ones which were not. If so, this combination should be reflected in your summary.Sample PBD Eval. Report Page 2 GOAL ATTAINMENT: The following list provides examples of factors that facilitated (or prevented) goal attainment\nincluded in this list is the identification of the factor, along with its description. Factors and Descriptions PARENTAL INVOLVEMENT A cross-section of parents were actively involved in a variety of projects and in attendance at all functions and meetings. STAFF DEVELOPMENT Courses and/or workshops were provided for teacher development, to improve student achievement, etc. (Continue listing the factors and descriptions which you choose to cite as examples.) EVIDENCE: Evidence substantiating the summary and explanation of goal attainment may be found in total in the Program Budget Document, the Following are several School Profile, and/or the Extended COE. examples of such evidence: Factors and Evidence PARENTAL INVOLVEMENT P.T.A., Dad's Club, Biracial Committee, tutors, VIPS Open House, mentors Science Fair (Continue listing the factors and evidence which you choose to cite as examples.)DESEGREGATION PROGRAMS Program Name: School Operations Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Program Evaluation Format Fall 1994 Your program evaluation should include the elements listed below. Please be succinct. The length of your program evaluation document will be dependent to some degree based on the extensiveness of the program. In general, however, each program evaluation should not exceed two pages. Program Description: Please describe your program. This description comes from the program description in the Program Budget Document (PBD). Evaluation Criteria: The program goal(s) taken from the PBD should be used as the evaluation criteria. In other words, the program goal(s) should be used to evaluate the effectiveness of your program. Summary\nProvide a summary of the overall effectiveness of implementation of your section of the desegregation plan as per the goals. A similar summary of overall effectiveness should be provided as per the goals for the nondesegregation programs. Goal Attainment: Please identify and describe the factors that facilitated goal attainment. Evidence: Please provide or describe evidence (i.e., data, documentation, etc.) for which goals were or were not achieved. ILITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Evaluation of the Seminar on PROGRAM EVALUATION FORMAT 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:MEMORAiNDUM To: From: LITTLE ROCK SCHOOL DISTRICT All Program Managers r. Robert Glowers, Director of Planning, Research \u0026amp; Evaluation RECE8VE0 JUL 2 7 1995 Oflice of Desegragalion Monitorif^g Through: Dr. Russell Mayo, Associate Superintendent for Desegregation Date: July 26, 1995 Subject: Planning Process Workshops During the 1993-94 School year, we implemented a new planning process. This year, as we did last year, we are refining that process for improvement while ensuring that all of us are clear about its intent. Judge Susan Webber Wright issued an order for us to present workshops to all program managers involved in the process. We are repeating that this year. Below is a listing of workshops with dates, times, and the intended audience. Please place the workshops on your schedules. All will be presented at the district office in the board room, except for August 4th workshops, which will be presented during the \"Nuts \u0026amp; Bolts\" Sessions. The importance of these workshops caimot be overemphasized. Thanks for your cooperation. Date 8/4/95 9/6/95 9-7-95 10/4/95 10/5/95 11/8/95 11/9/95 12/6/95 12-7-95 Time 8:00 am-12\n00 pm 9:00-11:00 am 2:30-4:30 pm 2:30-4:30 pm 9:00 -11:00 2:30-4:30 pm 2:30-4:30 pm 8:00 am-12:00 pm 1:00-5:00 pm 1:00-5:00 pm 9:00-12:00 am 1:00-4:00 pm 1:00-4:00 pm Audience Program Managers (not principals) Secondary Principals Elementary Principals Program Managers (not principals) Secondary Principals Elementary Prmcipals Program Managers (not pnncipals) Secondary Principals Elementary Prmcipals Program Managers (not principal) Secondary Principals Elementary Prmcipals Program iManagers (not principals) Topic(s} Planning/Budgeting Process\nProgram Evaluation Secondary Principals Elementary Principals Program Budget Document Program Budget Document Program Budget Document Extended Evaluations Extended Evaluations Extended Evaluations Business Cases______________ Business Cases Business Cases Budget Preparation\nFinancial \u0026amp; Manpower Reports Budget Preparation\nFinancial \u0026amp; Manpower Reports Budget Preparation\nFinancial \u0026amp; Manpower Reports cc: Superintendents Cabinet Chris Heller, LRSD Attorney Jerry Malone, LRSD Attorney Ann Brown, Office of Desegregation Monitoring PlanPra5.doc MEMORANDUM To: From: LITTLE ROCK SCHOOL DISTRICT AU Program Managers r. Robert Glowers, Director of Planning, Research \u0026amp; Evaluation RECE^VEO JUL 2 7 1995 Office of Desegragation Monitoring Through: Dr. Russell Mayo, Associate Superintendent for Desegregation Date: July 26, 1995 y, s C Subject: Planning Process Workshops During the 1993-94 School year, we implemented a new planning process. This year, as we did last year, we are refining that process for improvement while ensuring that all of us are clear about its intent. Judge Susan Webber Wright issued an order for us to present workshops to all program managers involved in the process. We are repeating that this year. Below is a listing of workshops with dates, times, and the intended audience. Please place the workshops on your schedules. All will be presented at the district office in the board room, except for August 4th workshops, which will be presented during the \"Nuts \u0026amp; Bolts\" Sessions. The importance of these workshops cannot be overemphasized. Thanks for your cooperation. Date 8/4/95 9/6/95 9-7-95 10/4/95 10/5/95 11/8/95 11/9/95 12/6/95 12-7-95 Time 8:00 am-12:00 pm 9:00-11:00 am 2:30-1:30 pm 2:30-4:30 pm 9:00 -11:00 am^ 2:30-4:30 pm 2:30-4:30 pm 8:00 am-12:00 pm 1:00-5:00 pm 1:00-5:00 pm 9:00-12:00 am 1:00-4:00 pm 1:00-4:00 pm Audience Program Managers (not principals) Secondary Principals Elementary Principals Program Managers (not principals) Secondary Principals Elementary Principals Program Managers (not principals) Secondary Principals Elementary Principals Program Managers (not principal) Secondary Principals Elementary Principals Program Managers (not principals) Topic(s) Planning/Budgeting Process\nProgram Evaluation Secondary Principals Elementary Principals Program Budget Document Program Budget Document Program Budget Document Extended Evaluations_________ Extended Evaluations Extended Evaluations Business Cases ~ Business Cases Business Cases Budget Preparation\nFinancial \u0026amp; Manpower Reports Budget Preparation\nFinancial \u0026amp; Manpower Reports Budget Preparation\nFinancial \u0026amp; Manpower Reports cc: Superintendents Cabinet Chris Heller, LRSD Attorney Jerry Malone, LRSD Attorney Ann Brown, Office of Desegregation Monitoring PlanPmS .doc J\" PROGRAM PLANNING BUDGET PROCESS WORKSHOPS December 20, 1994 Little Rock School District Follow-Up Workshop AGENDA Welcome Dr. Robert Clowers / Session Schedules I. BUSINESS CASES Objectives Timeline on Business Cases Guidelines - When a Business Case is Required \"Whats In It For Me\" Mrs. Estelle Matthis Purpose of A Business Case History of the Business Case and Why Development of the Business Case  The 10 Elements Questions and Answers Evaluations BREAK IL BUDGET PROCESS Objectives Mark Milhollen Financial Manpower Reports Questions and Answers Evaluations1 Little Rnek SehnnI District MEMORANDUM To\nI'tom: Through\nDale: Subject: All Pri/)riitn Munaifers Robert Glowers, Direct^ of Planning, Research, \u0026amp; Evaluation D41\u0026gt;eijC^illiJfife^ tendent September 13, 1994 Planning Process Workshops During the 1993-94 school year, we implemented a new planning process. This vear we are refining that process while ensuring that all of us are clear about its intent. Recently, Judge Wright issued an order for us to present workshops to all program managers involved in the process. Below is a listing of workshops with dates, times, places, and the intended audience. Please place the workshops on your schedules. All will be presented at the district office in the board room. The importance of these worksliops cannot be overemphasized. Thanks for your cooperation. Dute Time Audience Topic y/22/94 Program Managers (not principals) The Planning \u0026amp; Budgeting Process Tlie Program Evaluation l:O(tpin - 4:()t)piii -J 9/23/94 9\n()()ani - l2:()0pni Secondary principals The Planning \u0026amp; Budgeting Process Tlie Program Evaluation 1\nOl\u0026gt;pm - 4:()()pm Elemcnian- principals The Planning \u0026amp; Budgeting Process Tlie Program Evaluation 10/5/94 LOOprn - 2:30pni Program Managers (not principals) The Program Budget Document 10/6/94 12/6/94 3:00pm - 4\n30pm 4:00pm - 5:30pm 1:00pm - 3:00pm Elementarv' principals Secondary- principals Program Managers (not principals) Tlic Program Budget Document Tlie Program Budget Document Business Cases Financial and Manpower Reports 4:00pm - 6:00pm Sccondarj- principals Business Cases Financial and Manpon er Reports 12/8/94 3:00pm - 5:00pm Elementan- principals Business Cases Financial tmd Manpower Reports C: ) Superintendents Council Chris Heller, LRSD Attorney Jerry Malone, LRSD Attorney Ann Brown, Monitor,\\RK ANSAS TIMES  MARCH 8. 1996  To subscribe call 375-2985 Tfie Arkatt^ reporter LR schools: An upbeat assessment Parents do the grading in new poll. VOTE OF CONFIDENCE: Little Rock School Superintendent Henry Williams got a better rating than the school board in a recent poll for KATV. BY MAX BRANTLEY Little Rock School District parents feel better about the school district than you might imagine, given the well-documented flight of whites to suburbs that has occuned in recent years. The sampling of parents sentiment came in a poll commissioned by KATV, Channel 7. Opinion Research Associates of Little Rock questioned 404 district parents Feb. 7-9. It was the first comprehensive scientific poll in memory of district parents. Parents generally were more satisfied than dissatisfied with the safety, curriculum and quality of education, though less satisfied with classroom discipline and the amount of busing. Parents also had positive assessments of Henry Williams, the embattled superintendent (he was rated far more favorably than the school board, a majority of whose members seem intent on ousting Williams), and John Walker, the often controversial civil rights lawyer. The combination of discipline, safety and student behavior (drug and alcohol use) led the list of parental concerns, far outstripping concerns about desegregation. (Parents overwhelmingly believed, however, that the desegregation case had harmed the economy of Little Rock.) It was remarkable how highly regarded the schools are,\" said Ernest Oakleaf, who, with his wife, Zoe, heads Opinion Research. Oakleaf said that attitudes had See SCHOOLS next page Schools Continued from previous page improved dramatically from a more limited sample of school district parents opinion in a citywide survey he conducted in 1989. In that survey, nearly half the parents were dissatisfied with Very dissatisfied.. .5 What impact do you think racial integration has had on the quality of education in Little Rock schools. Only about a quarter of respondents felt that negatively in the recent survey and 78 percent were at Little Rock public schools? Has made the quality of education better........... Has had little effect.......... Has made the quality of education worse............ How would you say the quality of education provided by the Little Rock public schools compares with other school districts around it such a.s Conway, Cabot and Benton? Would JO .38 .24 least somewhat satisfied. The attitudes of black and white parents tended to be about the same. Oakleaf said. How would you rate the way Superintendent Henry Williams has handled his job so far? say it is... Much better....... Somewhat better. About the same.. Somewhat worse Much worse....... .12 .21 .29 .16 ..3 with one exception: John Walker drew an overwhelmingly favorable response from black parents. White parents werent so en- thusiastic, though even then only about Excellent Good..... Only fair Poor....... a .13 .38 .31 .10 What kind of impact would you say John Walker has had on the overall quality of education in the Little Rock public schools? In general, have John Walkers efforts made the quality of education... third believed Walkers impact had been nega- live. Good feeUngs aside, about half the parents said they would take a free private school education if it were available over public schools. Some key questions and results (all in percentages and with the percentage answering dont know omitted): In general, how satisfied are you with the Little Rock public school system? How would you rate the way the Little Rock School Board is handling its job? Excellent. Good..... Only fair Poor...... ...2 .23 .44 .26 Much better...... Somewhat better Aboutthesame.... Somewhat worse. Much worse ...... .t ....5 ,.28 ..29 .11 ...8 Very satisfied.............. Somewhat satisfied.... Somewhat dissatisfied 26 .52 .17 How would you say the quality of education provided by the Little Rock public schools compares with private schools in the city? Is it generally.... Have any of your children been involved in a violent incident at a public school? Yes No.. .21 .78 Much better...... Somewhat better About the same... Somewhat worse. Much worse....... 10 .24 .26 .24 ..6 If your child or children could go to a private school on a fuU scholarship (that is, for free) would you send them to a private school, orwould you stay in the public school system? Send them to private school Send them to public school. .55 .38\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_474","title":"Incentive Schools: ''Little Rock School District Incentive School Monitoring Report (1992-93) Summary of Recommendations,''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-12-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School integration","Educational law and legislation"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive School Monitoring Report (1992-93) Summary of Recommendations,''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/474"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["99 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSummary of recommendations for U.S. District Court hearing for January 26, 1994\nLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations U. S. District Court Eastern District of Arkansas Hearing, January 26, 1994 Incentive Schools Franklin Ish Rightsell Stephens Garland Mitchell RockefellerApprox. 12/9/93 12/10/93 12/10/93 12/14/93 12/20/93 1/3/94 1/6/94 1/12/94 1/12/94 1/13/94 Little Rock Schoo! District INCENTIVE SCHOOLS MONITORING REPORT (1992-93) Done (1/26/94) ________ Item Received copies of report____________________ Distributed copies of the Report for reading to: / School Board / Superintendent's Council / Desegregation Facilitator / Incentive School Principals / Other administrators responsible___________ Report was discussed in Superintendent's Cabinet meeting____________________________ Recommendation summarized in chart form Administrative Offices Close__________________ Administrative Offices Reopen________________ Superintendent's Council met all day together reading each page and discussing: / implications of each recommendation on our progress in implementing the plan, court orders, and directives / Impact on our budget and resources / Listing who is and should be responsible for the recommendation____________________ Superintendent's Council met all day together reviewing each recommendation and determining which administrator is or should be responsible Feedback from each of those administrators responsible was solicited_____________________ Met with curriculum supervisors to discuss and receive input concerning recommendations in the Report Approx. 1/13/94 1/19/94 1/20/94 1/20/94 1/22/94 1/26/94 1/27/94 2/3/94 ____________________Item__________________ Met with Student Assignment Office Staff, Desegregation Facilitator, Communications Director, Recruitment Staff, Director of Transportation, and VIPS Coordinator to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to plan recruitment activities for February registration to consider the relationship between the Report recommendations and registration____________ Feedback was received and follow-up discussions began with individuals who have responsibilities for areas touched by the recommendations__________________________ Feedback was analyzed and a summary compiled in chart form listing each recommendation and where we currently stand on it______________________________________ Court hearing began on the Report____________ Update School Board on status of the Report Agenda item at School Board RetreatLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations Included here is a summary of recommendations from the INCENTIVE SCHOOL MONITORING REPORT (1992-93). Each recommendation has been numbered consecutively based on its order in the report. This was done to facilitate discussion and cross-referencing. A breakdown of recommendations listed by these numbers appears on the first page entitled Summary of 102 Recommendations by Category. Three charts are attached to that. The first is a listing of all 102 recommendations. For each recommendation, the chart displays a number (No), page (Pg), section, and a symbol. The full name of the abbreviations used in the section column appears on the last page of section one. If either no symbol, a \" + or a \"++\" appears in the right margin beside the recommendation, we agree with the recommendation. If an The meaning of each symbol is as follows: #  *  appears, we disagree with the recommendation. Disagree + In Progress + + Completed Behind the complete chart of all recommendations, are two charts in the same format. One chart represents only the recommendations with which we agree, and the other represents recommendations with which we disagree. Included with the \"disagree\" chart recommendations are the associated requirements mentioned in the report. They are noted by a Z mark. Two of the recommendations (numbers 31 and 66) in the complete chart were duplicated when the original chart was typed. The error was discovered as the research process developed. They have been shaded. Therefore, the last recommendation is numbered 104, but there are only 102 recommendations. Duplicated entries were not removed when discovered because renumbering would confuse previous cross-referencing in our discussion notes. Number 1 7 is a reference to tsh School which closed in June of 1 993. RUSS MMO ASSOCIATE SUPERINTENDENT FOR DESEGREGATIONLrt?^llock^^Rool District INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of 102 Recommendations by Category AGREEMENT To be done 37 Total In progress(+) 44 Total Completed (++) 9 Total Disagreement (*) 12 Total # 1 2 3 6 7 8 9 10 11 12 [17] 19 24 25 26 28 29 32 41 # 42 46 58 59 60 62 63 65 67 68 69 70 85 86 90 91 96 100 # 5 13 14 16 18 20 27 30 34 36 37 38 39 40 43 44 45 47 48 49 50 51 # 52 53 55 56 57 61 72 73 77 79 80 81 82 83 84 87 89 93 94 97 98 102 # 15 21 22 35 78 92 101 103 104 # 4 23 33 54 64 71 # 74 75 76 88 95 99 I [17] Ish closed June, 1993 01/26S4 aLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of RecommendationsNo 1 2 3 Pg 5 5 12 Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G\u0026amp;T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations ____________________________________________Recommendation____________________________________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.________________________________________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools._______________________________________________________________________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.___________________________________________________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee.__________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans._____________________________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools._________________________________ Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data.___________________________________________________________________ Train principals and staffing committees in procedures for effective assessing staffing needs._________________________ Involve the LRSD Human Resource Department as an integral part of the assessment process.________________________ Develop specific, comprehensive job descriptions for instructional and supervision aides._____________________________ Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques._____________________________________________________________________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams.________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.____________________________________________________________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. Repaint the interior of Ish, if the school remains open.^ The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job._______ Repair or replace the leaky roof in Mitchell's reading room.___________________________ Replace the loose floor tiles in Mitchells hallway.__________________________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet. [ * Disagree + In Progress -I- -I- Completed ] + + + + + + -I- + + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 2 No 22 23 24 25 26 27 28 29 30 31 Dup 32 33 34 35 36 37 38 39 40 Pg 38 38 40 41 41 41 41 41 41 41 41 43 43 43 45 45 46 47 47 Section Facilities Facilities Prog/oper Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation ___________________________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation._________________________________________________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings._____________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans___________________________________________________ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved.______________________________________________________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________________________________________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations.________________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.____________________________________________________________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. HeJp the council develop monhoring end reporting procedures, guidelines, and schedules that provide members dean ..................................:.....\nCoordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources.__________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program._________________________________________________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._______________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.______________________________________________________ Base staff development on activities on areas of demonstrated need.______________________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.____ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum____________________________________________________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.____________________________________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision. -I- + 4- -I- [ * Disagree -I- In Progress + -I- Completed ] uuiKiHga ITUlilO + -I- + 4- + 4- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 3 No 41 Pg 48 Section Prog/oper 42 48 Prog/oper 43 I 49 44 45 46 47 48 49 50 51 52 53 54 49 51 51 51 51 52 53 55 56 57 58 55 8 61 56 57 58 Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS 61 63 65 VIPS VIPS Career Dev. ____________________________________________Recommendation_________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences. Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs.___________________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.____________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures.____________________________ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program.__________________________________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.________________________________ Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. Increase the amount and improve the quality of Spanish language materials available in each school.________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year, ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans.________________________________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum._________________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a child's development that every student who needs or wants a mentor should have one. Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses.___________________________________________________ Treat and teach career skills development as an integral part of school life. -F -I- -I- 4- 4- . + + 4- -t- * 4- 4- 4- I * Disagree 4- In Progress 4- 4- Completed ] 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 4 No 59 60 61 62 63 64 65 66 Dup 67 68 69 70 71 72 73 Pg 68 68 68 68 68 68 68 68 70 70 72 72 76 76 78 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Recommendation Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.______________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.____________ Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals._____________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.__________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.____________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report._________________________________ Consider impiementing the recommendatfons made by the extended year adminfsttative staff in the district's summary report._______________________________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects.___________________________________________________ Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety.______________ Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun. .Mgke an effortjo ^air aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. I * Disagree -I- In Progress -I- -I- Completed -I- -t- -h 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 No 74 75 76 77 78 79 80 81 82 83 84 85 86 87 to 5 Pg 78 78 84 85 89 89 89 91 92 92 95 97 97 98 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands.________________________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families.______________________________________________________________________________________________ Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.______________________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record._________________________________________________________________________________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.________________________________________________________________________________ Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.___________________________________________________________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents._______________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations.________________________________________________________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly._____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. I * Disagr^ -I- In Progress -I- -I- Completed  -I- -I- 4- + -I- + -h -I- + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 6 No 88 pPg 105 Section Parent Involve 89 90 91 92 93 94 95 96 97 98 99 105 105 106 109 109 109 116 116 117 117 117 100 I 11 7 101 117 102 117 Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child _____________________________________Recommendation___________________________________________ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information.__________________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.___________________________________________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed.______ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments.________________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.___________________________________________________________________ Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made._____ Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job.__________________________________________________________________________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children._________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents._____________________________________________________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._______________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs.____________________________________________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.___________________________________________________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom. Provide regular, quality staff development opportunities for the early childhood education staff. I * Disagree -b In Progress -b -b Completed ] -b + -)- -b + -b -b * + -b + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 7 No 103 104 117 120 Section Rockefeller Early Child Incent Sch Doubl Fund ____________________________________________Recommendation ______________ Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff. __________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. -I- -)- -h +  Four-Year Enrollment Comparisons  Staffing  Test Data  Discipline, Suspension, and Expulsion  Gifted and Talented Enrollment Sections  Extended Year/Week  Parent Involvement  Rockefeller Early Childhood Magnet School  Double Funding Facilities Programs and Operations VIPS Career Development I * Disagree 4- In Progress + + Completed ] 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Agreement Only)No 1 F? 2 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 1 5 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 38 INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Agree) Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G\u0026amp;T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. ____________________________________________Recommendation ____________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools._____________________________________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.______________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools. Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data._______________________________ Train principals and staffing committees in procedures for effective assessing staffing needs.__________ Involve the LRSD Human Resource Department as an integral part of the assessment process.___________________ Develop specific, comprehensive job descriptions for instructional and supervision aides.____________ Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques.___________________________________________________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams._______________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.________________________________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.________________ Repair or replace the leaky roof in Mitchell's reading room._________________ Replace the loose floor tiles in Mitchell's hallway.__________________________________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.____________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation. + + + + + + -I- -I- -I- 4- -I- + 01/264INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 2 No 24 Pg 40 Section Prog/oper 25 26 27 28 29 30 32 34 35 36 37 38 39 40 41 42 41 41 41 41 41 41 41 43 43 45 45 46 47 47 48 48 Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation___________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans_____________________________________________________________________ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved.______________________________________________________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________________________________________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations._______________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.____________________________________________________________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks.________________________________________________________________________ Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources._________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._________________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.________________________________________________________________ Base staff development on activities on areas of demonstrated need.____________________________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.________ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum________________________________________________________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.____________________________________________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision.______________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.___________________________________________ Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. -I- -F- 4- -I- + + -I- -F- -F -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 3 No 43 44 45 46 47 48 49 50 51 52 53 55 56 57 58 59 60 61 Pg 49 49 51 51 51 51 52 53 55 56 57 61 61 63 65 68 68 68 Section Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS VIPS VIPS Career Dev. Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation___________________________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.______________________________________________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures._________________________________________________________________________ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program._____________________________________________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program._______________________________________________________ Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum.___________________________________ Increase the amount and improve the quality of Spanish language materials available in each school._________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans._____________________________________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a child's development that every student who needs or wants a mentor should have one._____________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses.______________________________________________________________________________ Treat and teach career skills development as an integral part of school life._______________________________________ Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._____________________________________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.____________________________________________ Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. -I- + -I- + -F -F + + -F -I- + -F 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/iffree) 4 No 62 63 65 67 68 69 70 72 73 77 78 79 80 81 82 Pg 68 68 68 70 70 72 72 76 78 85 89 89 89 91 92 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals.______________________________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.___________________________________________________________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report.________________________________________________________________________________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects._____ Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety.___________________________________________________________ Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun.____________________________________________________________________________________ Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness.__________________ Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training._______________________________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record. ___________________________________________________________________________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.________________________________________________________________________________ Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to incIude program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED. -I- 4- + + -I- -I- + + 01/26/94 aINCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Agree] No 83 84 85 86 87 89 90 91 92 93 94 96 97 98 100 101 Pg 92 95 97 97 98 105 105 106 109 109 109 116 117 117 117 117 B 5 Section Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation__________________________________________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents.______________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations._______________________________________________________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly.___________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan.____________________________________________________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.__________________________________________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed._____ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments._______________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.__________________________________________________________________ Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.______________________________________________________________________________ Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job._________________________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents._____________________________________________________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._______________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.____________________________________________________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom. -I- + -h -I- -I- -I- + + + -I- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/Igree) 6 No 102 103 104 Pg 117 117 120 Section Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation_____________________ Provide regular, quality staff development opportunities for the early childhood education staff. Incent Sch Doubl Fund Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.______________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. -I- -I- 4- 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Disagreement Only)No 4 23 33 54 64 Pg 12 38 43 58 68 Section Staff Facilities Prog/oper Prog/oper Extended Yr/wk INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Disagree) ____________________________________________Recommendation___________________________________________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee. / The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190)  Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. / All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering [SIC]. (ODM 1992 Report, pg. 43.)___________________________________________________________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program. / / The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg- 17)__________________________________________________________________________________________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum. / Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)___________________________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. / / / / Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participating in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) * 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 2 No 71 IQ 76 Pg 76 IQ 84 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation______________________________________ Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. / / 7 7 7 / Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) The district collects and closely monitors discipline data in order to make appropriate modifications to the discipline program. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Allow teachers who want to leave the incentive schools to do so with ifhpunjt^. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. / 7 7 Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested. (ODM 1992 Report, pg. 32) Emphasize continuous growth in mathematics understanding and application, reducing computation isolated from application context along with redundancy across grade levels. (ODM 1992 Report, pg. 32) Cultural infusion is evident in classroom materials. (ODM 1992 Report, pg. 32) Teacher-directed and learner-directed instruction co-exist in the classroom. (ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual students plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) *   01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Disagree] 3 No 88 Pg 105 Section Parent Involve ____________________________________________Recommendation_________________ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information. Z Z 7 Each school provides community role models and a mentoring program (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. 95 116 Rockefeller Early Child student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)_______________________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children. * / / z 7 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements, (LRSD Plan, pg, 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD works cooperatively with local colleges and universities to enhance and support the program, (LRSD Plan, pg, 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children, (LRSD Plan, pg, 12) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers, (LRSD Plan, pg, 12) Parents and educational professionals from UALR and Other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program, (LRSD Plan, pg, 12) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond, (LRSD Plan, pg, 13) Explore developing Rockefeller as a year-round, full-day school for children form infancy through sixth grade, A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program, (LRSD Plan, pg, 13) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability desegregation tool, its competitiveness with private schools and daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) as a 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 4 No 99 Pg 117 Section Rockefeller Early Child ________________________________________ Recommendation__________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs. / / / / 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements. (LRSD Plan, pg. 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children form infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) * 01/26/94\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_401","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Audit''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-10-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Audit''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/401"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["162 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLRSD DESEGREGATION AUDIT OCTOBER 25, 1993TABLE OF CONTENTS Page Introduction 1 LRSD Desegregation Plan Tab 1 Interdistrict Desegregation Plan Tab 2 Settlement Agreement Tab 3 ODM June 1992 Incentive School Monitoring Report . Tab 4 Transcripts Tab 5 Pleadings and Court Orders Tab 6 LRSD Organization Chart Tab 7 LRSD Desegregation Program List Tab 8INTRODUCTION This audit of LRSD's desegregation obligations is a first step in the process of assuring complete implementation of the LRSD Desegregation Plan, the Interdistrict Desegregation Plan, the Settlement Agreement, and related court orders. The purpose of this desegregation audit is to provide a complete inventory of LRSD's desegregation obligations. The first step in the process of creating an inventory of LRSD's desegregation obligations was to determine which documents might contain such obligations. School District Desegregation Plan dated April LRSD reviewed the Little Rock 29, 1992, the Interdistrict Desegregation Plan dated April 29, 1992, the Pulaski County School Desegregation Case Settlement Agreement dated March, 1989 (as revised September 28, Schools' Monitoring Report dated June 5, 1992. 1989) and the 1991-92 Incentive LRSD also reviewed the transcripts of hearings which were conducted on the following dates: January 25, 1991\nMarch 20, 1991\nDecember 18 and 19, 1991\nJanuary 21 through 23, 1992\nJanuary 27 and 28, 1992\nFebruary 6 and 7, 1992\nMarch 9, 1992\nMay 29, 1992\nJune 30, 1992\nJuly 1, 1992\nAugust 3, 1992\nFebruary 1, 1993\nMarch 19, 1993\nApril 19, 1993\nJune 8 and 9, 1993\nJune 24, 1993\nJuly 7 and 8, 1993\nand August 12, 1993. and orders which the docket desegregation obligations\nFinally, LRSD reviewed the following pleadings showed to be potential sources of Date of Docket Entry Docket No. Document 1/4/91 1415 Eighth Circuit Opinion 1/18/91 1418 Order Approving Settlement Plans and Settlement Agreement 2/13/91 1434 Stipulation Regarding and Consent Washington, Rockefeller and McClellan Order Dunbar, 3/21/91 1451 Order Regarding School Construction 4/5/91 1459 Order Regarding ODM 7/1/91 1480 Order Regarding ODM 7/19/91 1488 LRSD Notice Regarding Site Selection and Construction Schedule 9/30/91 1512 LRSD Term Plan\" \"Four-Year-Old Program Long- 111/18/91 1520 Eighth Circuit Opinion 1/21/92 1542 Order Regarding LRSD 1991-92 Budget and Long Range Budget Planning 2/6/92 1548 LRSD Motion for Approval of Magnet Programs 2/11/92 1550 Order Approving Magnet Programs at Henderson and McClellan 2/13/92 1551 Joint Motion Regarding Interdistrict Schools 3/5/92 1561 Order Regarding Interdistrict Schools 3/12/92 1569 LRSD \"McClellan High School Business/Communications Magnet Plan\" and \"Henderson Jr. Sciences Magnet Plan\" High Health 3/16/92 1575 Order Regarding MRC Budget 3/17/92 1576 Order Regarding King and Stephens Interdistrict Schools 4/23/92 1583 LRSD Motion for Phased Implementation of McClellan Magnet Plan 4/23/92 1584 LRSD Motion to Reschedule Interdistrict School Construction 5/1/92 1587 Order Plans, Regarding Certain Revised LRSD Four-Year-Old Program Long-Term Plan, LRSD Budget and LRSD Replacement Plan for PAL 6/1/92 1604 Order Amending LRSD Desegregation Plan With Certain Minor Corrections 6/1/92 1608 Filing of ' and Expense 11 LRSD Projected Revenue 1992/93-1996/97\" and Four-Year-Old Program Long-Term Plan 6/5/92 1612 1991-92 Incentive Schools Monitoring Report 26/5/92 1613 Order Regarding Interdistrict School Construction, Stephens and McClellan 7/10/92 1635 Order Adopting ODM Recommendations Contained in 1991-92 Incentive Schools Monitoring Report 7/31/92 1648 LRSD Revised Budget Projections 7/31/92 1649 LRSD Special Status Report Regarding 1992-93 Operating Budget 8/4/92 1653 Order Approving Certain LRSD Budget Reductions for the 1992-93 Academic Year 8/28/92 1667 Eighth Circuit Opinion 9/8/92 1675 LRSD II Stephens Elementary School Strategic Plan\" 11/5/92 1707 Order Regarding LRSD Magnet School Staffing 12/30/92 1728 Order Regarding LRSD 1992-93 Budget Reductions 1/22/93 1733 LRSD Capacities \"Custodial Formula\" \"Special Study Jr. Projections\" Calculations High and Omaha \u0026amp; 2/23/93 1759 Order Regarding Preparation of LRSD Budget Document 2/24/93 1760 Order Appointment Regarding to Candidates Assist LRSD Implementing a Budget Process Preparing Budget Documents for in and 3/1/93 1766 Order Preparation Regarding LRSD Budget 3/1/93 1767 Order Directing LRSD Board Members to Be Present at Hearing 3/18/93 1779 LRSD Revised Four-Year-Old Program Long-Term Plan 33/24/93 1782 LRSD 1992-93\" 6/30/92 \"Academic Support Program to Replace Document Filed 3/31/93 1790 LRSD Motion for Approval of School Construction 4/2/93 1794 LRSD \"Incentive School Needs Assessment\" Staffing and 4/30/93 1815 5/12/93 1823 5/21/93 1833 6/11/93 1848 6/15/93 1851 \"Organizational September 1992\" Structure Order Regarding Certain LRSD Construction Projects LRSD Motion Regarding New Futures Program Order Regarding LRSD's Revised Four- Year-Old Program Long-Term Plan Order Regarding King Interdistrict School Attendance Zone Order Regarding LRSD Budget Process 6/17/93 1852 Order Regarding LRSD Board Members' Attendance at Hearings 6/21/93 1854 LRSD \"Time Line for Implementing King/Ish Survey Process\" Documents and Other 6/23/93 1860 LRSD Motion to Reschedule 6/23/93 1861 6/28/93 1869 6/29/93 1872 6/30/93 1873 6/30/93 1876 Construction at Stephens LRSD Motion to Designate King Magnet School LRSD Filing of Budget Documents LRSD Revised King/Ish Survey Process Documents Regarding Order Process Approving King/Ish Survey LRSD Response Budget Matters to Order Regarding a 7/9/93 1895 Order Provisionally Granting Magnet Status for King 47/9/93 1897 Order Regarding LRSD Budget 7/16/93 1903 LRSD Status Report Regarding Ish 7/29/93 1920 LRSD Long Range Planning and Budget Process to be Used for Developing the 1994-95 Budget 8/2/93 1926 Order Granting LRSD Motion to Close Ish Incentive School 8/2/93 1928 LRSD Revised Budget 8/20/93 1952 LRSD Motion Regarding King Student Assignments 8/26/93 1958 Order Regarding LRSD 1993-94 School Year Budget for 8/31/93 1964 LRSD Project Management Tool 9/8/93 1968 Order Regarding LRSD Desegregation Plan Audit 9/8/93 1969 Order Regarding LRSD Administrative Directive 9/10/93 1972 LRSD Desegregation Plan Audit Report 9/13/93 1974 Order Regarding J. A. Fair Construction, Stephens Interdistrict School and New Futures Program 9/20/93 1982 LRSD Motion Regarding Construction at Williams Magnet School 9/27/93 1985 Order Regarding Stephens School Site 9/30/93 1988 LRSD Project Management Tool 10/7/93 1993 Order Regarding Desegregation Audit 10/18/93 2000 Order Regarding Stephens 10/19/93 2002 Order Regarding Hearings: Racial Balance and Stephens ADE\nof The review of the documents described above has yielded a list the desegregation related plans and contained in each source document. commitments, if any, Together, the lists comprise a complete inventory of desegregation obligations from all sources. 5The desegregation commitments are classified in this audit by the LRSD Desegregation Plan, Interdistrict Plan, following sources: Settlement Agreement, Pleadings and Court Orders. ODM Monitoring Report, Transcripts, and This audit will serve as a basis for the District's long-term program and budget planning. Two further steps must be taken in order for LRSD to put this audit to use as a program and budget planning tool. First, LRSD must categorize the commitments by program and eliminate items which are duplicated or superseded. A listing of the present LRSD desegregation program categories is included at Tab 8 of this audit. a Each commitment described in this audit will be placed in program category so that LRSD will unduplicated list by program category have a obligations. of complete and its desegregation LRSD has already identified the people primarily and secondarily responsible for each current desegregation program. Those people will have the responsibility of implementing the desegregation commitments described in this audit. audit. LRSD has included an Organizational Chart at Tab 7 of this desegregation The reader can determine who program by reference responsible person's position structure by reference to Tab 7. to within Once the complete. unduplicated is responsible for each Tab the list 8 and learn the LRSD of organizational LRSD's current desegregation responsibilities has been classified by program, LRSD will include those responsibilities in its program budget document. LRSD will then be able to use that document to plan for implementation of its desegregation commitments, to budget for implementation, and to determine compliance. LRSD understands that this audit represents only the first step toward planning and budgeting for implementation of all LRSD desegregation commitments. the The process of preparing this audit has helped LRSD to review its plans to comply with certain desegregation requirements as well as the concerns expressed and suggestions offered by the court, the monitors, While many of these items are not and the parties. legally binding desegregation obligations, they are included so that they may be considered by LRSD planners during the next step of the planning, budgeting and implementation process. 6DESEGREGATION PLAN Little Rock School District page 1 The Little Rock School District Board of Directors is committed to: The belief that all children can learn. The elimination of achievement disparity between black and white students on norm-referenced and criterion-referenced tests. Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/incentive schools. Improving race relations among students and staff members. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. The development and infusion of multicultural education in all areas of the curriculum. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. LEADERSHIP page 2 School boards should represent the multicultural backgrounds of the population that they serve. The school board and superintendent are responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. kalhyU.RSDl.PLNThe school board and the superintendent will clearly delineate the Districts desegregation mission to the staff and to the community. The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. page 3 The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with District desegregation policies in terms of buildings, staff, materials and equipment. The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of their commitment to a quality desegregated education in the following areas: Board/Superintendent Relations Board/Community Relations Board Member Interrelations Board/Administration Relations to Other Staff Members Board/Administration Relations in Fiscal Management Board Relations to Instructional Programs The superintendent and the Board of Directors will ensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. The District will ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. kalhy\\LRSDl.PLN 2page 4 EARLY CHILDHOOD EDUCATION page 5 The Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. The Home Instructional Program for Preschool Youngsters (HIPPY) (4- and 5-year olds) will focus initially on children in families who live in the attendance zones of the incentive schools in the Little Rock School District. The Districts preschool curriculum model will be implemented in all incentive schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) page 6 The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. FOUR-YEAR-OLD PROGRAM page 7 The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the Districts expectations for a quality Early Childhood Education Program. page 8 Information from inservice evaluations will be summarized. Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. The Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. ksihyXLRSOLPLN 3The management information system developed by LRSD will have the capability to compare students who did and did not participate in the four-year-old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. By the 1991-92 school year, the program will be implemented in the schools listed below: Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Other schools in the District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old classes and approved by the Court. The long-range plan will address demographic, instructional, and structural needs. LRSD will continue to use the four-year-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM page 9 The citywide early childhood education program will address three objectives: (1) to provide parenting education for the parents of early childhood students\n(2) to provide quality childcare arrangements for low-income parents which stress social development and school readiness\nand (3) to provide a quality pre-school program for disadvantaged students. The purpose of the citywide early childhood education program is to combine the efforts of the Head Start Program, The City of Little Rock Day Care Program and the Little Rock School District, along with other entities that may emerge in the future, to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. kaihy\\LRSDl.PLN 4In addressing the objectives of the citywide early childhood education program, the three entities have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. page 10 The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsors program, activities. The entities will share resources in publicizing these The entities will exchange calendars for staff development activities and, to the extent possible, the sponsor of the staff development activity will allow representatives from other parties to participate. Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both programs currently use the same curriculum. The staff development activities will be geared to the needs of aides as well as teachers. The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each program will meet as needed to review vacancies and identify referrals. page 11 The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Head Start and the Little Rock School District will continue to share facilities for training programs, recreational activities, etc. kaihyXLRSDl .PLN 5ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL page 12 The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements. The early childhood education program at Rockefeller School will: Capitalize upon the schools high quality early childhood education as a desegregation tool. Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. Rockefeller will be used for training college students as well as for inservice observation and training for the countys teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. page 13 Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or \"add-on\" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. Allow the early childhood education three-year-old students to continue on into the schools four-year-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program. Re-evaluate Rockefellers early childhood education policies in terms of their impact on desegregation and educational goals. The early childhood education curriculum and daily activities will be based upon young childrens interests and styles of learning, kaihy\\LRSDl.PLN 6emphasize developmentally appropriate learning, and appeal to childrens sense of curiosity and eagerness in order to help them experience the joy of learning. There will be a full spectrum of activities to stimulate children at various levels of development. The curriculum will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. LRSD will work cooperatively with local colleges and universities to enhance and support the Rockefeller Early Childhood Magnet Program. Page 14 Area: Early Childhood Education The Little Rock School District has committed to the following: To promote the HIPPY program. To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. To select HIPPY aides. Interview and select fourteen (14) aides. To initial training of aides and staff. To arrange logistics with state for the initial training. To enroll families into program. Conduct home interview and enroll families into program. To recruit families. To compose and mail correspondence to community churches to recruit families and instructional aide trainees. To determine service of coordinators. Identify families to be served by each coordinator. To assign families to be serviced by aides. Identify families to be served by each aide. To organize instructional material. Print curriculum material. kilhyVLRSDl.PLN 7To familiarize aides of the HIPPY implementation in LRSD. To conduct three (3) day workshop. To obtain material for program. Order material. To orient enrolled families to the Hippy program. Conduct orientation meeting. Page 15 To identify meeting sites of group meetings. To secure meeting sites for group meeting. Mail out notification of meeting sites. To schedule implementation of HIPPY curriculum. To schedule aides weekly home visits and group. To schedule area group meeting - print flyers. To schedule weekly service for aides. To schedule aides first teaching with (own child). To provide parents with information that will assist them with their children. To schedule workshop for parents and aides, mail out and print materials. To evaluate aide trainees mid point (15th week). To evaluate each aide trainee. To determine program success. To conduct survey of parents - print materials. To begin second-part of programs implementation. To implement second part of HIPPY curriculum: kalhyVLRSDl.PLN a. print material 8Page 16 Page 17 b.ihy\\LRSDl.PLN b. c. print flyers mass mail out To evaluate aides. To provide parents with information to be successful with their children. To obtain a site and speaker and schedule a lecture for parents. To build the aides children self esteem. To graduation of HIPPY children and aides reception. To organize staff To evaluate aides. To schedule final evaluation of trainees in the program. To put staff in place. To begin implementation of HIPPY program. To maintain regular staff. To have a secretary. To assist in traveling expense. To having aides make home visits. To identify and assign new four-year-old program participants in the incentive schools. To provide pre-registration inservices to elementary principals. To conduct media publicity for pre-registration. To assign four-year-old students. To recruit teachers and aides as needed. To interview interested teachers and aides as needed. 9To obtain curriculum materials, supplies, and furniture as needed. To complete and send orders to vendors. To train teachers and aides in the implementation of E.C.E. curriculum. To conduct orientation and inservices. To conduct monthly inservices. To familiarize parents with Four-Year-Old Program. To conduct parent orientation meeting and parent conference. To include four-year-old children in Master Schedule-students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. Page 18 To ensure key experiences occurring in the classroom. To evaluate effectiveness of the Four-Year-Old Program. To administer appropriate evaluation to four-year-olds. To analyze Student Assessment test data and prepare report for LRSD Board of Directors. To utilize results for program improvement. Page 19 To receive a letter of support from each agency desiring to participate. To develop a plan for planning a city-wide early childhood program. To establish planning procedures and identify key committees and chairpersons needed for the planning process. To identify appropriate additional representatives form each participating agency for each committee. To delineate the goals to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. To initiate the planning for the implementation of a citywide early childhood program. kaihy\\LRSDl.PLN 10To conduct periodic meetings to review progress of each committee. To identify resources needed by identified by each committee, including monetary. To review the first draft of the comprehensive plan and to make recommendations for refinement. To submit the final draft for approval to all participant Boards of Directors (where applicable). SPECIAL PROGRAMS page 20 The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Program are described elsewhere in this Plan. New Futures/Little Rock School District Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. Little Rock School District/Arkansas Power and Light Company Summer Science Institute. This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. LRSD and the Joshua Intervenors will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. SUMMER LEARNING PROGRAM page 21 The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: btlhyU.RSDl.PLN 1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 112. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computer-assisted instruction with appropriate software in reading and mathematics skills. 5. Positive interactions between teachers and students with high expectations for student academic performance and behavior. To meet the needs of underachieving students (ages 14-21) the Summer Learning Program should be expanded to increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with JTPA certified participants. The counseling staff should be increased by two--one male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who are college bound. page 22 By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their participation. Pre- and post-test results will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. Programs and individual components will be continued if JTPA funding is available. Page 23 Area: Summer Learning Program The LRSDs goals and strategies with respect to the Summer Learning Program are: To identify students in need of remediation. To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/or math. kaihy\\LRSDLPLN 12page 24 1. 2. 3. 4. lothyVLRSDl .PLN To individualize instruction to meet the needs of students. To group students according to test scores, i.e., slow learners together. To provide a tutor to help students with greatest needs. To schedule class time so that teachers have time to work with each student on a one-to-one basis. To use classroom instruction, training, and the computer lab in the learning process to address remedial needs. To properly motivate the students to encourage them to want to learn. To give students faith in their ability to learn. To sponsor a luncheon where students can perform and express talents. To set up field trips of cultural events, childrens shows, the art center, and visits to other sites of interest of young people. ASSET PROGRAM During the 1988-89 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) will be implemented at four (4) junior high schools. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social skills of every \"at risk\" secondary student in the District, the program should be expanded to address the following needs: three existing junior high populations are not receiving remedial assistance\nthe location of the remediation sites prevents access by some students to the services\nthe \"at risk\" students need life-coping and life-planning skills essential for success\nthe \"at risk\" populations is not restricted to students only in grades seven, eight, and nine, but \"at risk\" students in grades ten, eleven, and twelve are not receiving the needed services\n135. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following: The services of the program will be available to all \"at risk\" junior high populations. The program will be offered at sites easily accessible for students needing the services. page 25 Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase, in self-concept, school/social adjustment, and goal orientation. The services of the program will be available through easily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk\" - low academic achievement, high absenteeism, poor selfconcept, lack of goal orientation, and low motivation  for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus, increase their opportunities for future employment. The activities of the JTPA/ASSET Program, will be monitored by the Districts Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified \"at-risk\" students grades 7-12, needing the services compared to the number participating\nkalhyVLRSDl.PLN B. C. Standardized test results of the participating students\nAcademic performance in regular classrooms according to nine-weeks grade reports\n14D. Absentee records from the home schools of participating students\nE. Number of school drop-outs\nF. Follow-up reports concerning employment and educational activities of participating students who exit the program\nG. The number of parents involved in parental/home reinforcement activities. Programs and individual components will be continued if JTPA funding is available. Page 26 In support of the goal of expanding the JTPA/ASSET Program to all junior high schools except Mann Magnet, LRSD will: Continue JTPA-ASSET Program in existing four junior high schools to provide remediation in reading, mathematics, and computer-assisted instruction. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselors by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials/supplies. ONGOING Schedule/Implement home transportation. To implement the above program through remaining non-magnet junior high schools. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselor by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials and supplies. Schedule/Implement home transportation. lathyXLRSOl .PLN 15Page 27 In support of the goal of expanding the JTPA/ASSET counseling components, LRSD will: Provide more in depth and group session counseling. Advertise and employ additional counselors by MAY 31, 1990 Revise existing counseling progress to include emphasis on life-coping and lifeplanning skills by SEPTEMBER 30, 1990 Implement above skills. SCHOOL OPERATIONS page 28 The LRSD Office of Desegregation will be responsible for monitoring the implementation of the LRSDs desegregation plan with respect to the following goals: 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. kaihyVLRSDI.PLN 2. 3. 4. 5. 6. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. The student hearing officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions. To provide guidance and counseling service which address students needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communication to families of students. To provide guidance and counseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. To monitor student class ratios and instructional practices to ensure equal opportunities for all students. 167. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 8. To assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 9. To review and assess testing practices, formats and results in order to better address the needs of all students while providing special intervention for disadvantaged students. 10. 11. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. To review staffing patterns and staff assignments in all schools and district offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the District. page 29 13. To ensure schoolwide planning and individual academic achievement\nto address disparities, individual needs and student success\nand to provide staff development on an ongoing basis. 14. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. page 30 LRSD will take the steps described below in an effort to reach the goal of ensuring an organizational structure which provides equity of opportunity and access: Review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan. Appoint school based biracial committees to monitor implementation and data. A district-wide biracial committee will monitor district-wide desegregation efforts and data. kithy\\LRSDl.PLN 17Establish a reporting system. Provide inservice to raise staff awareness/ expectations of equity concerns for students. Inservice cycles for existing and new staff including: a. b. c. d. teacher expectations working with parents at-risk youth learning styles Provide programs which raise parental awareness of district structure, policy and programs and ways to access them. Mini-seminars at PTA meetings and in the community. Monitor school standards to ensure high quality education for all students. Review of data. School monitoring visits. Page 31 LRSD will take the steps describes below in an effort to reach the goal of providing a climate in each school which is based on the belief and expectation that all children can learn and providing resources necessary to support and effect that belief: Provide education to staff and patrons regarding school culture and positive school climate. PTA Board and general meetings to have educational components re: climate and expectations. Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. Monitor school climate and resource allocation. Work with schools to help them design programs which meet the specific needs of their students. Monitor facility, staff morale, student achievement, status of media center books and materials. kalhyVLRSDl.PLN 18Enhance equipment, supplies and materials in buildings. Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. Provide planning time and formats to school staffs. Develop school profiles which show complete data pictures. Set goals for improvement. Page 32 Establish a program to familiarize parents with school expectations and to build a partnership with them. Share schools objectives, discipline policy, standards for testing, placing and promoting students. Involve parents as full partners in planning at schools for students growth and success. Page 33 LRSD will take the steps described below in an effort to reach the goal of developing an implementing policies which enhance school climate and improve student discipline and attendance while also meeting individual student needs and learning styles: Provide inservice training to district personnel on discipline in a desegregated setting. Conduct inservice training on discipline management in all local schools. Provide follow-up training for new staff on a regular basis. Provide inservice to district personnel on behavioral styles and learning styles of students and divergent backgrounds. Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance. Provide a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administration. fcalhyXLRSDl.PLN 19Require committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs. Revise student handbooks as needed. Appoint joint committee with PCSSD and NLRSD. Review attendance and disciplinary policies and consequences. Page 34 Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Develop school based discipline plans to be reviewed at district level and to include suspension alternates. Achieve effectiveness of these alternatives to be regularly assessed. Establish a school based student discipline and attendance incentive system at each school. Review research and develop rewards program such that recognition and incentives will be individual to the school. Provide counseling intervention for students with chronic disciplinary and/or attendance problems. Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. Involve parents in the team process regarding their children through meetings/conferences. Page 35 In support of the goal of providing guidance/counseling services which address individual student needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communications to families of students, LRSD will: Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. kaihy\\LRSDI.PLN 20Publish a document annually which lists financial aid, vocational and higher education opportunities for all students. Encourage students to take advantage of opportunities open to them. Make parents partners in education of their children by making information accessible to them and keeping them informed. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Provide written information to parents regarding curriculum and student skills. Make students aware of educational and post educational opportunities. Hold skills and employment fair to be held annually in conjunction with business community. Create community linkages to assist students in need of special services. Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. Page 36 Create academic intervention strategies on a school basis. Require each school to put into its annual plan a designed set of interventions to help increase student academic success, i.e., Peer Tutoring, Volunteer Tutors. Page 37 In support of the goal of providing guidance/counseling which assist students to acquire habits and attitudes necessary for progress in school and in later life, LRSD will use the following means in an effort to reach the following objectives: Objective: Provide minicourses for students in study halls, testing skills, and pre-career skills in a sequenced program beginning in grade four and through high school. Develop minicourses to be developed in sequence beginning with grade four. Provide teacher staff development in the use of curriculum of these areas. Objective: Raise awareness of student or future career options. blhyVLRSDI.PLN 21Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Page 38 In support of the goal of monitoring class ratios, instructional and teaching practices to ensure equity for all students, LRSD will pursue the following objectives by the following means: Objective: Achieve equity in class structures by grade and by subject area. Review class ratios by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Remove barriers to equitable participation of students. Objective: To achieve equity in student instructional practices. Review grade distributions by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Objective: Achieve equity in teaching methods. Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Page 39 In support of the goal of providing and ensuring opportunities and encouragement to all students to participate in extra curricular and co-curricular activities, LRSD will pursue the following objectives through the following means: Objective: Inform all students and patrons of co-curricular/extracurricular activities available for students and of participation requirements. Use of media and press. Send printed information to parents. Make clear public address system announcements to students. Use community agencies such as churches to assist with recruitment. Objective: Staff recruitment of students to participate. Individual staff contacts with students encourage involvement. kalhyVLRSDl.PLN 22Staff shall specifically recruit from among students who do not typically participate in particular activities. Objective: Increase student participation, particularly minority student participation in co-curricular activities. Profile student involvement in each club or activity. Desegregate participation data. Develop school based recruitment plans. Objective: Remove all barriers to equitable participation of students who wish to participate in extracurricular activities. Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. Page 40 Objective: Develop school profiles which provide overview of school success or its impact on students so that changes and/or interventions can take place as needed. Profile school by: a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Desegregate data by race. Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. lttihy\\LRSDI .PLN 23Page 41 In support of the goal of reviewing and assessing testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students, LRSD will pursue the following objectives by the following means: Objective: Visits to school by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking. Meetings with principals, teachers. Informal classroom visits by monitors. Compilation of comparative data by school. Evaluation of data with recommendations for changes/improvements. Objective: Disaggregation of test results by grade, by race for review and assessment for intervention purposes. School analysis of test results by grade, teachers, race and subject area. Development of comparative data to assess disparity areas, if any. Preparation of intervention plans to address specific student needs. Page 42 In support of the goal of giving local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results, LRSD will pursue the following objectives by the following means: Objective: Develop/enhance site-based management at designated schools. Staff development for principals. Revise district procedures to provide central office technical support rather than strict control. Enhance principal accountability for program at the building. Provide support to revitalize school environments to make it conducive to student learning and to order. Plan district school renovation to meet programmatic and student population needs. kaihy\\LRSDl.PLN 24Objective\nRespond to principal requests for assistance in a timely manner. To set up format for technical assistance with assigned personnel to work with individual schools. Page 43 In support of the goal of reviewing staffing patterns and staff assignments on all schools and district divisions for equity, LRSD will pursue the following objectives by the following means: Objective: Update review of recruiting needs by age, race, sex and seniority in positions in the district to ascertain projected needs. Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Projection of student population on two year basis to validate expected needs. Objective: Review of position assignments related to racial equity such that all races are represented in every position and job description in the district. Develop and assess school and divisional staffing patterns. Recruit support and non-teaching staff to reflect equitable racial representation in all positions. Page 44 In support of the goal of establishing recruitment programs for representation of minorities in all positions in the district, LRSD will pursue the following objectives by the following means\nObjective: Create pool of currently certified teacher applicants and of students pursuing certification. Share applicant pools with PCSSD/NLRSD (see collaborative). Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students. Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession. Provide internship programs at district schools for aspiring teachers and aspiring administrators. laihyU-RSDI.PLN 25Page 45 In support of the goal of ensuring schoolwide planning for programmatic excellence and individual student achievement, LRSD will pursue the following objectives by the following means: Objective: Provide school based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities. Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. Desegregate data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes Train staff to deal with data and implementation of strategies. Evaluate outcomes of interventions via milestone reports and final yearly reports. Reassess and modify objectives and strategies. Create final plan and strategies. Assess annually outcomes of yearly plan. Page 46 In support of the goal of providing ongoing staff development and information to parents relative to student success, LRSD will pursue the following objectives by the following means: Objective: Update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management kathyVLRSDl.PLN 26Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. Provide district-wide program of staff development. Page 47 In support of the goal of collaboration with contiguous districts regarding aspects of the plan which will facilitate and enhance desegregative efforts LRSD will pursue the following objectives by the following means: Objective: Create a collaboration whereby all students in all schools in the three districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. Follow Interdistrict Desegregation Plan. page 48 PROGRAM FOR ACCELERATED LEARNING/ACADEMIC SUPPORT PROGRAMS These programs will provide learning experiences to remediate and address a students deficiency while minimizing the removal of the student from the regular classroom setting. Support programs will be available for all grade levels, K-12. These programs are transition programs designed to assist students in learning the requisite skills necessary for instruction and success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading and math at the secondary level. These programs will be planned to be fast paced, high interest, high expectation and individualized. These programs will have a specified time frame by which students will meet performance criteria. These programs must have specific written approval of the parent or guardian before students may be placed in them. Pull-out programs will be a last resort and will be kept at a minimal level. kaihyXLRSDl.PLN 27page 49 kaihy\\LRSDl.PLN Technology assisted instruction will be used to provide remediation and academic support (including computers, video discs, VCRs and appropriate software support). These programs will incorporate cooperative learning strategies. The goal is for targeted elementary students to attend a computer lab for at least seventy instructional minutes per week, which normally yields at least thirty-five minutes per week in both math and reading. PAL specialists at the elementary level in mathematics and reading will work closely with the computer component to monitor student data and investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide supervises and assists the students as they participate in individualized computer instruction. LRSDs goal is to add a computerized management component to provide annual pre- and post-criteria-referenced tests for most grades, computerized scoring of unit tests for mastery and automation of record keeping. These programs are cooperatively developed and planned by the staff for students. These programs should offer a stimulating, multicultural and interdisciplinary approach to learning with a language (oral and written) base for emphasis in each core area. Staff members will use a variety of instructional strategies and utilize both in district and community resources for motivating students. Each parent will sign a written agreement identifying the responsibilities of the parents, school staff and students. LRSD will seek collaboration among the three Pulaski County school districts in the following areas: A. B. C. Information/resource sharing, especially related to planning for \"at risk\" students. Cooperative development of programs and assistance (based on results of MPT and student needs, etc.). Establishment of complimentary sites for summer school and other programs. 28D. Joint applications for funding by grants, foundations, etc. page 49 Elementary and Secondary Programs for Accelerated Learning (PAL) as well other elementary and secondary support programs have the following goals: as 1. To identify educationally-disadvantaged students through appropriate assessment procedures. 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed need(s). The plan must be cooperatively developed and implemented by the regular and PAL/support teachers. a. The individual school will initiate plans to remediate skills not mastered. page 50 b. For area(s) which the student failed, the school will list unmastered objectives on the Improvement Plan(s). c. After this initial information is entered on the Improvement Plan(s) the plans will be attached to the Needs Identification Form. d. The Needs Identification Form and partially completed Improvement Plan will be placed in the permanent records of the student. 4. To provide a fast-paced. multicultural. technology assisted. language-based, individualized instruction program for educationally disadvantaged elementary students. 5. 6. To set academic performance/achievement timelines for each student in the program To actively involve parents in the development and implementation of the Academic Skills Improvement Plan for the student. l(thy\\LRSDl .PLN 29kalhy\\LRSDl.PLN 7. To provide ongoing assessments (formative and summative) to ensure student progress in meeting the expectations of the academic improvement plan. Secondary Program for Accelerated Learning (PAL): In addition to the goals outlined above, the secondary support programs including the Program for Accelerated Learning (PAL) has the following goals for the secondary level: 1. 2. 3. 4. 5. 6. 7. To provide transition/support, programs for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting. A profile of students will include the following: former placement level, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). To provide a fast-paced, multicultural, inter-disciplinary, language-based, individualized instruction program for students placed in the program. To set performance/achievement timelines for each student in the program. To actively involve parents in the development and implementation of the skills improvement plans for the child. To provide ongoing assessments to ensure movement of students in meeting the expectations of the skills improvement plan. PAL/Academic Support Programs  Grades 7-12 1. 2. 3. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. To provide learning and study skills as an integral program component. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 304. 5. 6. To involve the PAL and other academic support teachers in developing, implementing, and evaluating the Academic Skills Improvement Plan for all students assigned to their program. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. To adhere, as appropriate, to the goals and procedures outlined for PAL and other support program. The Little Rock School District is committed to: Evaluation (formative and summative) of the student based on the Academic Skills Improvement Plan. Parents are provided information during each grading period on the students progress in meeting the performance goals in the Academic Skills Improvement Plan. Monitoring and evaluating the program based on student improvement/achievement outcomes in accordance with District and other regulatory standards. An Evaluation Design and Checklist have been developed to provide program evaluation data. Page 52 LRSD will take the following steps to refine the implementation of the Program for Accelerated Learning (PAL) and Academic Support Programs. Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. Refine criteria/preferred qualities for teacher selection. Refine placement criteria (secondary level). Refine exit criteria (secondary level). Obtain recommendations for student placement in PAL and complete academic skills needs assessment. kaihy\\LRSDi.PLN 31Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eighth-grade \"at-risk\" students. Page 53 Implement Learning Lab curriculum guide and continue revision of program as needed. Develop list of suggested material and supplies that will address students specific skills deficiencies. Order needed materials and supplies. LRSD will take the following steps to design and implement effective staff development to ensure equity\nPlan and conduct inservice for Central Office staff. Plan and activities\nconduct inservice for teachers. Inservice should focus on the following Page 54 a. b. c. d. e. f. g- Ensure heterogeneous grouping in regular math and English classes Schedule math and English PAL teachers with simultaneous classes Review facilities criteria Review placement criteria for\n(1) (2) (3) Learning Lab Special Education Math/English PAL Classroom Review personnel selection criteria Select and order supplies and materials Provide training on administering TABE (pre/post) Test. Plan and conduct building-level inservice for entire faculty. Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. Implement preschool inservice (five days) for secondary PAL teachers and address the following activities\nlcaihy\\LRSDl.PLN 32a. b. c. d. Obtain class rosters Gather student profiles Identify skill needs for each student Cluster students within classrooms and among PAL teachers according to need Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. b. c. instruction on alternate days mini-class periods (25 minutes per period within each period) team teaching (by content area) Page 55 Plan individualized instruction based on each students assessed needs. A common plan may be used for students who have similar deficits. Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. b. c. d. e. Identify appropriate materials/ resources Determine appropriate instructional strategies Determine method/means for student mastery evaluation(s) Begin to develop daily lesson plans that reflect the above procedures and information Identify strategies for simultaneous instruction Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. Page 56 LRSD will take the following steps to provide equity in program facilities: Develop criteria for facilities to address classroom: a. b. c. d. e. attractiveness lighting ventilation accessibility essential space klhy\\LRSDl.PLN 33Provide facilities criteria to building principals (refer to 2.2). Monitor adherence to facilities criteria. LRSD will take the following steps to employ appropriate personnel to implement an equitable and effective program: Identify regular substitutes for computer labs. Train computer lab substitutes. LRSD will take the following steps to provide ongoing program evaluation to ensure educational equity: Develop a PAL evaluation design after considering recommendations from the committee. Design evaluation instruments. Monitor PAL classrooms and evaluate PAL Program. page 57 To implement PAL Computer Program, LRSD will: Replace lab attendants as needed Redistribute computers based on enrollments Schedule initial update and review inservice and new staff training Conduct initial inservice Conduct new staff inservice Conduct and field test systems Develop schedule Select target students Input student names Conduct student orientation kaihyVLRSDl.PLN 34Complete computer basic skills placement notify Math/Reading Specialists of placement results Conduct individualized instructional assessment per schedule Provide reports, intervention modes and files Monitor students progress and change placement as appropriate on classroom teachers recommendation Process installment payments for hardware and software Monitor program Repair equipment as needed Input students \"pre\" data Input students \"post\" data Complete school \"Gain\" report Complete district \"Gain\" reports GIFTED EDUCATION From Desegregation Plan Pages 58-62 page 58 The criteria for placement into gifted and talented programs shall be above average intellectual ability and creative ability. To the extent that task commitment and/or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. No one criterion shall be used if the result has a disparate impact upon either racial group within the District. Moreover, special attention shall be devoted to the identification and placement of black students and students from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification, curriculum, and program evaluation. kaihyVLRSDi.PLN 35In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: (I) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. page 59 In order to establish collaborative efforts for research, administration and operation of gifted programs, LRSD will: Share research and/or findings in the operation and/or administration of gifted programs. Establish a schedule of regular meetings of the tri-district gifted supervisors. Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. NOVEMBER, 1992 Investigate the feasibility of initiating a tri-district effort to establish a model program to identify and educate socio-economically disadvantaged gifted children. Participate in Project Promise through the University of Arkansas at Little Rock (one junior high school in initial group). DECEMBER, 1992 page 60 In order to collaborate staff development efforts in gifted education, LRSD will: Share the cost of outside consultants to the gifted programs whenever feasible and possible if funds are available. Require supervisors to meet with PCSSD and NLRSD counterparts to discuss individual program needs and to determine if consultants can be shared. Plan and implement tri-district inservices conducted by the tri-district staff on identification, curriculum, and program evaluation if funds are available. Require supervisors to meet to plan tri-district inservices and tri-district inservices are held. kalhyXLRSDl.PLN 36page 61 Introduce, explain and train all teachers/ facilitators, specialists in the tri-district gifted programs on the use and implementation of the existing tri-districts gifted scope/sequence instrument. Conduct gifted staff meetings in each district each fall for teachers/facilitators new to the program. Refine and to complete the Scope and Sequence Instrument. Appoint a tri-district curriculum committee to refine and to complete the document. page 62 Implement all objectives relating to the LRSD refinement/restructuring implementation plan in terms of identification, curriculum and staff development. To implement all strategies/activities delineated in the refinement/ restructuring plan in accordance to their objectives. FALL, 1992 I MULTICULTURAL CURRICULUM From Desegregation Plan Pages 63-80 page 63 1. The multicultural approach will be integrated into the subject areas and courses 2. A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, holiday observances and extracurricular activities. 3. Students will be provided opportunities to develop better self-esteem. 4. Multicultural curriculum and a multicultural approach to education will be in place in each school. 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. kihy\\LRSDl.PLN 37 The Little Rock School District shall use its Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following:  instructional methodology appropriate for a diverse population teacher/student interaction behaviors quality multicultural materials and supplies seek textbooks free of race, ethnic and gender bias organization for instruction (within schools and within classrooms and in classroom seat assignments) special activities development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes page 64 inservice training staffing The Office shall integrate human relations activities for the individual classroom into the curriculum by promoting:  the use of multicultural textbooks and instructional materials. role-playing and group projects, discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speakers bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. kaihyXLRSDl.PLN 38II. Areas of Collaboration LRSD will work cooperatively with the other districts in examining, developing and implementing a multicultural curriculum, will retain its own general curriculum approach, but will join the other districts in the following areas of collaboration: A. Annual Multicultural Materials Fair. The need for the review and purchase of books, materials, posters and other multicultural instructional aids will be ongoing. cooperatively planned and implemented to meet this need. Annual Fairs will be B. Inservice Training: Training for staff on the appropriate selection and use of multicultural resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/activities. C. Access to Higher Education Training Opportunities: The three districts will cooperatively access information on courses/seminars related to multicultural curriculum development and ethnic studies in higher education institutions in Arkansas. This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. page 65 III. 1. Expected Outcomes By September 30, 1989, the curriculum for pre-school through grade 6 will 2. reflect a multicultural approach. By September 30, 1993, the curriculum for grades 7-12 will reflect multicultural approach. a 3. By September 30, 1991, a curriculum review/revision cycle will be established. IV. Evaluation and Monitoring Each building principal is responsible to ensure that the multicultural curriculum permeates the school environment as required by this Plan. A section on multicultural curriculum will be added to the LRSD monitoring checklist. page 66 1. With the objective to provide teacher learning opportunities through formal course training, LRSD will: kaihy\\LRSDI.PLN 39Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991. Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit. Identify participants in summer and fall courses. 2. With the objective to develop a district-wide multicultural audiovisual resource catalogue, LRSD will: Review and catalogue present audiovisual materials related to multicultural curriculum. Purchase additional audiovisual materials from the 1988-89 budget. Identify and catalogue other resources for multicultural audiovisual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission. Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. page 67 3. With the objective to plan and implement the Instructional Materials Fair (Multicultural), LRSD will: Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a component of 1988-89 preschool conference. Identify national and local vendors of multicultural instructional materials. Establish pre-school conference dates and extend invitation to vendors. Confirm Fair participants. Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. Conduct media campaign for Fair to staff and parents. Host tri-district \"Instructional Materials Fair\". kaihyXLRSDI.PLN 40page 68 4. With the objective to develop criteria for textbook review and adoption, LRSD will: Revise Board policy for textbook adoption. Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. Submit revised policy and criteria to the Board of Directors for first reading. Adopt policy on textbooks. Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks.\" Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. page 69 5. With the objective to develop and implement a multicultural curriculum for prekindergarten through grade 6, LRSD will: Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. Develop expectations for members participating on multicultural curriculum committee. Identify curriculum committee members and contract for services: 8 - Health/Science 5 - Music kaihyVLRSDl.PLN 4114 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 Obtain multicultural curriculum units from models used in other cities. page 70 Develop expectations for use of local resource consultant in multicultural curriculum development. Secure the services of six (6) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. Conduct task completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). Review and edit the comprehensive guides in each content area at each grade level. Type and print all guides. page 71 Conduct inservice for all elementary principals and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: a. b. Make available materials catalogues to building level principals. Order and acquire materials based on curriculum to be taught. Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, science, art, and music). kaihyXLRSDl.PLN 42Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. page 72 6. With the objective to develop and implement a multicultural curriculum for grades 7-12, LRSD will: Verify second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion. Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop expectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarians 4 Math 4 Science 12 English 12 Social Studies 4 Music 4 Art Phase in Multicultural and learning (social studies, music, and art). page 73 Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 19 teachers: 7 social studies 6 music 6 art lathy\\LRSDl .PLN 431992: 11 teachers: 3 social studies 1993: 11 teachers: 4 music 4 art 3 social studies 4 music 4 art Secure the services of eight (8) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session or \"Methods for Developing Multicultural Learning Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum. page 74 Conduct last completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members. Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art). Type and print all guides for social studies, music, and art. Conduct inservice for all secondary administrators and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: (a) (b) Make available materials catalogues to building level principals Order and acquire materials based on curriculum to be taught Monitor the use of curriculum guides. page 75 Extend inservice through scheduled district level regular council meetings (reading, English, social studies, science, art, and music for the secondary level). Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. kslhyXLRSDl.PLN 44page 76 The goal of LRSD is to cooperate with the other districts in efforts to promote multicultural activities and curriculum development by working towards the following objectives: 1. With the objective to provide staff development in the area of multicultural education, LRSD will\nJointly negotiate for consultants to provide inservice for the districts. 2. With the objective to provide access to and information about multicultural materials to teachers, parents, community, LRSD will: Share responsibility for Multicultural Materials Fair to be held annually. 3. With the objective to provide information to staff members on the availability of graduate coursework in multicultural education, LRSD will: Write letters to institutions of higher education in the area concerning the need for such courses. Promote such courses to the staffs of each school district 4. With the objective to investigate the possibility of cooperating on strategies to acquaint staff and communities with multicultural education, LRSD will: Meet to discuss possibilities of seminars, symposiums, or other activities to promote multicultural education among the districts. page 77 LRSDs goal is to ensure educational equity in the elementary and secondary curriculum/program areas by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will\nResearch and share effective instructional strategies at regularly scheduled council and program area meetings. Purchase science supplies for teachers to facilitate the hands-on science approach. toihyVLRSDl.PLN 45Purchase math manipulatives for teachers to facilitate hands-on math instruction. Purchase sets of trade books for teachers to facilitate the emphasis on literature and the wholeness of language approach. Provide inservice for using materials identified above. Identify needs of teachers for improved delivery of instruction using student data, principal recommendation, school improvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Development Guide). Submit the inservice needs to the Staff Development Department. page 78 Schedule teachers as identified for the appropriate inservice. Monitor the teachers use of effective instructional and classroom management strategies. 2. With the objective to incorporate multicultural materials into the instructional programs. LRSD will\nReview and assess appropriate multicultural materials. Identify and suggest multicultural material to be purchased at local school level by content and grade. Schedule workshops on use of materials (where appropriate). Monitor the use of appropriate multicultural materials. 3. With the objective to implement organizational practices that will enhance educational equity, LRSD will: Provide teachers with training for effective in-class grouping. Monitor implementation of strategies through classroom visitations and feedback in follow-up workshops. Review placement criteria for enriched/honors and advanced placement classes. Provide support to principals in monitoring the distribution of students in higher level courses to assess gender and race equity. kalhyVLRSDl.PLN 46page 79 4. With the objective to ensure increased educational equity through inservice training, LRSD will: Perform the activities outlined in objective 1 above. 5. With the objective to ensure equity in the selection and use of textbooks, LRSD will: Inventory and assess current textbooks for multicultural presence. Identify the deficiencies existing in current textbooks. Select and purchase resource materials to replace or supplement areas of deficiency. Provide training for use of supplemental materials. Monitor teacher implementation of the use of multicultural texts/materials in the curricula. Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes. 6. With the objective to achieve equity in the implementation of special activities, LRSD will: Ensure that student participation in special events is multicultural and that the quality of participation is equitable. page 80 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology. Monitor the use of the curriculum guide. 7. With the objective to ensure the maintenance of challenging and relevant course offerings, LRSD will: Review research and recommended practices for each content/program area. Assess the LRSD course content to identify needs for changes. lalhyXLRSDl .PLN 47Submit recommendation and rationale for any new courses to the Assoc Supt for Ed Prog. Develop curriculum guides for approved courses. Provide inservice for staff on implementation of courses. Conduct workshops to appropriate staff on new course offerings. Monitor implementation of the courses, including equity in assignment of students. Review placement criteria for enriched/honors and advanced placement courses. Monitor enrollment in courses to ensure equity in assignment/participation of students. FOCUSED ACTIVITY page 81 From Desegregation Plan Pages 81-85 Each area school shall have a fundamentally sound and strong basic education program. Each area school shall also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities shall be threefold: (1) to promote the school as a \"community of learning\" among parents, staff and students\n(2) to provide enrichment opportunities at the building level\n(3) to ensure equitable opportunities for participation in the elementary area schools. I. Areas of Collaboration The Little Rock School District and the Pulaski County Special School District agree that the implementation of focused activities (LRSD) and specialty programs (PCSSD) in the districts elementary schools could be a collaborative effort (1) in enriching each districts elementary curriculum and (2) in achieving greater racial balance through voluntary interdistrict and intradistrict, transfers. LRSD plans to implement only focused activities kaihy\\LRSDl.PLN 48in all of its elementary area schools. LRSD accepts that only magnet, incentive and interdistrict schools in Little Rock School District will have specialty themes and LRSD agrees to develop procedures in cooperation with PCSSD to prevent unnecessary duplication of specialty themes within the two districts. LRSD will, in collaboration with PCSSD, publicize the specialty programs and encourage majority to minority transfers between the two districts. Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between PCSSD and LRSD will be explored. LRSD agrees to address any possible areas of collaboration with NLRSD, should it decide to implement specialty programs. II. Overview The Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (1) improve the education of all students and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. page 82 III. Expected Outcomes The following goals will be achieved by the Little Rock School District:  Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race and socio-economic issues.  Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive.  The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities.  All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities.  All elementary area schools will be viewed by the Community as providing equitable and excellent educational programs. kaihyVLRSDl.PLN 49Academic Progress Incentive Grants In response to a request for proposals (RFP), the teachers, building administrators, and patrons of individual area schools will develop non-competitive proposals outlining specific plans for increasing achievement and decreasing disparity. A grant-writing inservice will be offered by the District. Each area school will be able to apply for a total of $75,000 over a three-year period. This amount will be issued to the schools in increments of $25,000 each year, and the carryover of funds will be permitted. The continuation of the Academic Progress Incentive Grant Program will be reviewed at the end of the 1992-93 school year. The focused activities of each area school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. All area schools will be viewed by the community as providing equitable and excellent educational programs. page 83 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria A panel will review all applications according to the following: 1. A detailed and well-planned proposal kalhy\\LRSDl.Pl.N 502. 3. 4. 5. 6. 7. 8. 9. 10. Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. IV. Evaluation and Monitoring A. Formative Evaluation Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff an activities coordinator and a school steering committee. This committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. From this action plan a checklist will be developed by the activities coordinator. This checklist will be used by the activities coordinator, the principal, and the school committee to monitor the program throughout the school year. The checklist will also be used to assist the activities coordinator in preparing a report each semester to be submitted to the assistant superintendent who will review the reports and identify areas that need to be addressed to expand or revise the activities at each school. page 84 B. Summative Assessment At the end of each school year, the activities coordinator will include focused activities in a district-wide report. This report will focus on the following items: 1. the degree to which each focused activities have been interrelated with the core curriculum\nkalhy\\LRS01.PLN 2. 3. the number of enrichment activities that broadened the students experience base\nthe amount of parental involvement\n514. academic achievement as reflected on standardized tests and yearly grade reports\n5. the racial and socio-economic composition of the student population in each elementary area school\n6. the number of voluntary majority to minority transfers\n7. the type and amount of enrichment materials/supplies/equipment purchased by each elementary area school through the focused activities budget\n8. the type and number of staff-development activities at each elementary school. page 85 1. With the objective to provide means for local area schools to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups, LRSD will: Develop continuation proposal and progress report format. Distribute continuation proposal to schools. Conduct grant writing inservice. Area schools submit continuation grants to review committee. Make grant awards. Schools submit progress reports. page 86 PARKVIEW SCIENCE MAGNET SCHOOL From Desegregation Plan Pages 86-92 Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regular science program in depth and breadth. 2. To increase student understanding in the science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in science. kaihy\\LRSDl.PLN 524. 5. To develop skills in information acquisition, processing, statistical analysis, and technical writing. To provide opportunities for students to interact with health-science professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. III. Program Design The Science Magnet Program will combine the Districts high tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate preprofessional or technical major in the area of medicine and health. The magnet program will serve to strengthen the students knowledge and skills in microbiology, organic chemistry and other critical areas. page 87 A. Organizational Structure/Operations time. Parkview Science Magnet School will be phased in over a three-year period of One grade level, starting with tenth grade will be added each year. The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. Additional staff requests will be based upon enrollment. The Parkview Science Magnet School will work cooperatively with the University of Arkansas at Little Rock College of Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. B. Curriculum Design/Course Offerings LRSD will employ the curriculum design that offer the courses as set out on pages 87-88 of the Desegregation Plan. bi(hyU.RSDI.PLN 53page 90 Staff Development The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. Throughout the school year, inservice programs will be conducted to provide the staff with subject specific content and skills and also general instructional strategies and skills that will facilitate the delivery of the science curriculum. Consultants from UALR and UAMS will be used to assist with staff development. Parent Involvement Parents and participating students will sign a contract assuring understanding of the rules of the school and participation in the program. Parents will be expected to attend a limited number of designated PTA meetings and other special events. IV. Evaluation The evaluation plan includes (1) regular site visits by a monitoring team from the Districts Planning, Research and Evaluation Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences. Information is gathered, reviewed, analyzed and assessed throughout the school year. A summative evaluation report will be presented annually to the Board of Directors and district administration. Parkview Science/Mathematics Magnet School will offer the science curriculum Described at Pages 91-92 of the Desegregation Plan. biihyVLRSDl.PLN 54McClellan community school From Desegregation Plan Pages 93-94 page 93 LRSD will implement a \"Community School\" them at McClellan High School. page 94 The McClellan Community School Biracial Committee will carefully follow its planning model, allowing for community input throughout the entire process so that whatever changes are proposed for McClellan will fully reflect the communitys needs and wishes. The committee will regularly report their progress and recommendation to the Little Rock School District, the Office of Desegregation Monitoring, and the school community. page 95 RECRUITMENT OF PRIVATE SCHOOL STUDENTS From Desegregation Plan Page 95 Active recruitment of private school students to the Little Rock School District will be handled, in large part, by the PTAs in individual schools. The Parent Recruiters will share and network recruitment strategies with each PTA. These strategies will focus on (1) the determination of those private school families who live within a specific schools attendance zone and (2) the recruitment of these students. The PTAs will be asked to contact these students families and provide opportunities to inform them about the attendance zone school. The Parent Recruiters (and VIPS office) will provide direct assistance to those PTAs which have limited parental support and manpower. The Parent Recruiters will meet bimonthly with the PTA Council and/or various PTA representatives to monitor recruitment activities. In an effort to contact those students who exited the Little Rock School District during implementation of the controlled choice assignment plan, the Parent Recruiters will obtain and forward to each school, computer printouts of students on the data base who are not presently enrolled in a district school. The PTAs will contact these students families and encourage them to reconsider their public school options. toihy\\LRSDl.PLN 55The Parent Recruiters will continue to foster a working relationship with area realtors in order to access those families with school-age children who are relocating to the Little Rock area and to provide an explanation of LRSD programs in conjunction with building tours. The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. page 96 FEDERAL PROGRAMS From Desegregation Plan Pages 96-97 1. Overview LRSD will work with State Department of Education to obtain additional federal funds by submitting joint proposals to the U.S. Department of Education and other funding sources. LRSD will identify and apply for federal funds that can be used to enhance desegregation. page 97 1. With the objective to submit applications to the U.S. Department of Education for the funding of: a. b. c. d. e. f. g- h. i. j. k. 1. Even Start Program School Dropouts and Secondary School Basic Skills Program Fund for the Improvement and Reforms of Schools and Teaching (First) Programs Math-Science Education Program Foreign Language Programs Gifted and Talented Programs Workplace Literacy Program English Literacy Program Magnet School Programs Drug Education Program Comprehensive Childcare Program Star Schools Program LRSD will\nBe placed on mailing list in order to receive grant application. Form grant-development committee made up of staff from both the department and the district. kalhy\\LRSDl.PLN 56Have an appropriate number of grant-writing sessions in order to develop the grant proposal. Conclude that the grant is ready for submission and is fundable. Provide to the School Board for its approval. Submit to the U.S. Department of Education. page 98 VOCATIONAL EDUCATION From Desegregation Plan Pages 98-105 1. Overview The LRSD shall provide a comprehensive, fully desegregated vocational program to all students. The staff shall be fully desegregated at all levels. Extensive publicity and counseling, where necessary, shall be provided to ensure the appropriate exercise of student vocational school choice. IL Areas of Collaboration Little Rock School District administrators of vocational and technical education will cooperate with the other districts to provide intensive public relations and recruiting activities to increase awareness of the vocational and technical training opportunities available to minority students, particularly at Metropolitan Area Vocational Center. LRSD vocational education administrators will meet with their counterparts at the other districts at least once monthly to review proposed and ongoing vocational and technical education programs in each district to identify areas in which interdistrict cooperation and collaboration will enhance equity, and to establish ways and means by which this may take place. The vocational education administrators will serve as ex-officio members of each others advisory councils. III. Expected Outcomes Outcomes expected by school year 1995-96 for the five goals listed are: a. All vocational teachers will have received training in Adapting Instructional Strategies to Dominant Styles, Teacher Expectations and Student Achievement (TESA), Program for Effective Teaching (PET) and Classroom Management. b. Minority representation among the vocational and technical education instructional staff will reflect equitable racial representation in all employee groups. kathy\\LRSDl,PLN 57c. Recruiting activities and awareness sessions will be on-going with the goal of every professional staff member and student in the Little Rock School District, Pulaski County Special School District, and North Little Rock School District will know about the availability of vocational and technical course offerings at secondary schools and at Metropolitan Area Vocational Center. d. School-wide special activities to reinforce human relations will be planned and conducted on a regular basis at Metropolitan Area Vocational Center. e. Courses, equipment and instructional methodology will reflect current and projected technology to the greatest extent possible. page 100 The goal of LRSD is to improve instructional methodology to ensure educational equity in the vocational education curriculum, by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will: Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Identify and disseminate to teachers information on teaching trends and techniques which impact equity in the curriculum. Address opportunities for further enhancement of educational equity in vocational education. Monitor all the above strategies/ activities as well as daily performance in the classroom. page 101 LRSDs goal is to increase minority staff representation in Vocational Education by working towards the following objectives: 1. With the objective to identify potential sources help, LRSD will: Contact Department of Education for assistance. Meet with Advisory Council/Committees to make them aware of problem and enlist their help. Identify and contact other sources of help in identifying and recruiting minority vocational instructors. kaihy\\LRSDI.PLN 58Maintain contact with teacher training institutions concerning minority instructors. 2. With the objective to develop and maintain a listing of potential sources and recruits for vocational education openings, LRSD will: Actively solicit names of potential recruits. Actively identify and develop potential sources for recruits. 3. With the objective to increase minority staff representation in Vocational Education, LRSD will: Give preference to minority applicants with equal qualifications. Actively recruit minority applicants. page 102 The goal of LRSD is to hold awareness sessions at Little Rocks high schools and at other appropriate locations to publicize training opportunities available to minority youth in area high school and at Metropolitan Area Vocation Center, by working towards the following objectives: 1. With the objective to plan presentations and materials needed, the LRSD will: Conduct surveys as needed to determine how students learned about vocational education offerings and about Metropolitan Vocational Center. Plan appropriate presentations. Obtain or produce needed audio/visual aids. 2. With the objective to arrange and conduct meetings, the LRSD will: Make arrangements and conduct meetings (counselors, students, staff). page 103 LRSDs goal is to have more schoolwide special activities to reinforce human relations at Metropolitan Area Vocational Center, by working towards the following objectives: 1. With the objective to plan and conduct more schoolwide human relations activities, LRSD will: Form a committee to plan schoolwide activities consisting of the Curriculum Specialist, Assistant Director of Vocational Education, one minority instructor, and one non-minority kaihyM.RSDI.PLN 59instructor. Two minority students should also be appointed, one from morning classes and one from the afternoon classes. The Assistant Director of Vocational Education will call the committee together by September 30 to gather ideas pertaining to proposed activities. Within two weeks, the committee will again be called together to finalize the activities planned for the year. Plans will be coordinated with any similar plans by other participating schools and/or the LRSD, which may also be included at the Area Center. At least one such activity will be planned and conducted each semester. page 104 LRSDs goal is to upgrade courses, equipment and instructional methodology to reflect current and projected technology for job-market needs, by working towards the following objectives: 1. With the objective to increase awareness of current and projected job-market needs, LRSD will: Attend conferences, workshops and meetings where needs are made known. Research needs through professional journals, articles, and other means. Identify and enlist aid of consultants. Work with Advisory Council committees and other groups to glean ideas and enlist aid. Coordinate activities with other surrounding school districts. 2. With the objective to plan needed changes, the LRSD will: Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. Determine resources as needed for identified. Prioritized courses and plans. page 105 3. With the objective to apply for funding, the LRSD will: Identify sources of funding. Prepare and submit applications and/or proposals. lathy\\LRSDl.PLN 604. With the objective to indicate programs/courses, the LRSD will: Prepare facilities. Hire staff. Obtain equipment, supplies and materials. page 106 LIBRARY MEDIA SERVICES From Desegregation Plan Pages 106-110 1. Overview Library/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning  styles of students in different instructional groups. Students will have opportunities to work and learn in the library/media center under the direction of a trained teacher-librarian. The Districts plan is to offer a library/media program to serve learners with diverse needs, backgrounds and abilities through a comprehensive program designed to better support District goals and student needs with regard to learning styles, relevance of instruction, support of multicultural school curriculum, and the application of learning to real-life situations. II. Areas of Collaboration LRSD will continue cooperating with the other districts in areas such as the multicultural fair and the recruitment of minority staff members to library programs. The three districts also plan to expand their collaboration in the area of staff inservice training and tri-district communication. The Little Rock and Pulaski County School Districts will share in the utilization of the local cable educational access channel (#19) if funded by a federal Star Grant. III. Expected Outcomes The Little Rock School Districts library/media program will fulfill its potential as an essential contributor to the Districts successful desegregation plan. Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the Districts diverse population. kalhyU-RSDi.PLN 61IV. Evaluation and Monitoring The summative evaluation will involve a pre- and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. The goals will be as follows: (1) Three-fifths instead of 1/4 of the teachers will consider themselves frequent users of the school library. page 107 (2) Students will have access at the point of need. (3) Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go to the library to use the library/media center materials for a class assignment. (4) Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. (5) Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. Access to the Library Media Center 1. Increased student visits to the library media center on a daily and weekly basis will be evidenced through documentation. 2. Increase will be evidenced by the volume of books checked out by categories: fiction and Dewey categories. 3. The number of students who visit the library for independent research will be documented to indicate an increase in usage, and the quality of research conducted by students will be improved. 4. The number of classes/groups scheduled and supervised by the classroom teacher will be documented. Planning With Teachers 1. Library media specialists will plan with classroom teachers for materials needed for classroom units. 2. Library media specialists will plan with building staff for at least one school-wide reading motivation activity each year. kaihyVLRSDi.PLN 623. Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction. Instruction by Library Media Specialist 1. 2. Library media specialists will instruct students in literary skills and reference/study skills. Library media specialists will provide inservice training to building-level staff in the use of materials and equipment. page 108 Achievement An increase in test scores for reference/study skills will be evident utilizing norm- and criterion-referenced tests. Materials 1. Library media specialists will annually evaluate the collection for adequacy of multicultural materials and will continually evaluate new materials to be considered for purchase. 2. Recommendations for multicultural materials will be shared with all principals and librarians and recommended for core purchase for all schools. The 1991-92 school year will be used to establish baseline data for determining progress. page 109 LRSDs goal is to provide each student with library/media services in accordance with the essential role outline in the districts Desegregation Plan, by working toward the following objectives: 1. With the objective to implement the districts proposed new elementary library/media program, LRSD will: Hire consultant, coordinator and clerical help. Review recommendations/Outline new program. Identify equipment and materials necessary for the new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. Order equipment and materials necessary including AV software. kalhyVLRSDI.PLN 63Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. Develop procedures, guidelines, policy statements and curriculum guide. Conduct inservice and curriculum development classes for librarians, principals, teachers. Process new materials including cataloging. Receive requests for AV materials for fall semester 1989. Schedule films\\videos as possible. page 110 Hire full-time librarians and full-time clerks for each elementary school as needed. Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. Notify teachers via librarians of the fall schedule (films/videos). Supply films/videos per schedule. Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity considerations. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required. Order supplies and printing. Conduct inservice for librarians and library clerks. page 111 SPECIAL EDUCATION From Desegregation Plan Pages 111-123 1. Overview The Little Rock School District must employ strategies that will, over a five-year period, reduce the number of minority students enrolled in special education. LRSD will explore and/or expand areas of collaboration among the districts include: page 112 A. Programs for low-incidence handicapping conditions kaihyiLRSDI.PLN 641. 2. 3. 4. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed B. Staff Development 1. Central Office Staff 2. Principals/Other School Staff 3. Teachers C. Tri-district Assessment Committee 1. Establish consistent screening process 2. Establish evaluation instruments to be used 3. Establish consistent eligibility criteria for Mental Retardation (MR) and Specific Learning Disability (SLD) D. Establish process and coordination in area of recruitment of minority teachers and support staff. E. Establish tri-district system (forms and format) for documenting due process procedures. The directors will hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Expected Outcomes The proposed plan will require a minimum of five years to implement. Activities that were identified for implementation during the 1989-90 school year will be ongoing at least through the 1994-95 school year. The Little Rock School District will employ strategies to achieve the following goals by the end of the 1994-95 school year: 1. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Mentally Retarded will be reduced by 20 percent. 2. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Specific Learning Disabled will be reduced by 10 percent. 3. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Speech Impaired will be reduced by 20 percent. kaihyVLRSDl.PLN 65page 113 4. By the end of 1994-95 school year all staff members involved in the referral process will demonstrate understanding of all aspects of the referral/placement process as outlined in local, state, and federal legislation. 5. By the end of the 1994-95 school year a minimum of 90 percent of the staff will select appropriate assessment instruments/procedures, goals/objectives, methods, materials/supplies/equipment related to effective diagnosis and programming of handicapped students. 6. By the end of the 1991-92 school year monitoring systems will be in place to ensure the storage/retrieval of pertinent data needed to facilitate a longitudinal study to determine placement procedures practices and the effectiveness of special education programs provided to District students. 7. The District employment of minority special education staff will reflect, at a minimum, the ratio as allowed under applicable law. 8. A minimum of 80 percent of the Districts staff will utilize strategies derived from the Districts staff development program that will assist black males in improving academic and social skills. Evaluation will be an ongoing process and will be both formative and summative, and will assess the factors noted at page 113 of the Desegregation Plan. Central office staff, principals, and teaching staff will be involved in the process. The director of the Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. page 114 LRSDs goal is to ensure equity in representation of black males in special education through comprehensive staff development, by working towards the following objectives: 1. With the objective to provide inservice that focuses on teacher behavior toward a disproportion of minority students especially black males in special education, LRSD will: Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Identify teachers with high referral rates of black males to special education. Schedule inservice. Arrange substitutes for regular teachers. lathy \\LRSDl.PLN 66Provide inservice that focuses on: a. Behavior modification for teacher behavior. b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Apply skills at center with students. Return to school. Monitor teacher effectiveness. page 115 2. With the objective to provide intensive interdisciplinary interventions for: a. Students whose social and emotional behavior make it difficult to advance academically. b. Students who show slow patterns of development which may produce erroneous test scores, LRSD will: Apply appropriate pre-referral interventions. Provide training: Curriculum based assessment: Linking assessment to classroom strategies. Identify regular teachers for training. Provide training that focuses on changes in instructional techniques to match students experiences. Evaluate how materials/instructions are presented to students. Provide activities to focus on current trends of new materials/supplies. Schedule sharing times for effective and innovative use of materials/ supplies. Make adaptations/modifications of materials/supplies/equipment. Check for miss/matches of student skills/deficits/teaching approaches. page 116 luihyU.KSDl .PLN 67Assess why students are not mastering materials. Monitor student activities over long intervals to identify breakdowns in the learning process. Monitor teacher effectiveness. Provide numerous methods of assessing what students have learned. Rule out exclusionary factors for students not learning\na. b. c. d. e. f. g- Lack of instruction Lack of prerequisites for acquisition for new skills Social factors Schools attended Attendance Support systems Pre-school instruction. page 117 3. With the objective to provide inservice that focuses on teacher behavior toward a  disproportion of minority students, especially black males in special education, LRSD will\nProvide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, b. c. d. e. especially black males Provide training Application of training by teachers Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis 4. With the objective to ensure that black males will be assisted in developing adaptive skills, LRSD will: Provide comprehensive assessments and diagnosis. Provide short-term interventions such as group activities to strengthen social interaction skills without changing students assignments. Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center ltalhy\\LRSDI.PLN 68Identify and coordinate community resources. page 118 Maintain transitional services to regular classes through liaison support services. Develop/adapt materials and disseminate to local schools. 5. With the objective to ensure increased equity in instructional methodology through a comprehensive staff development program, LRSD will\nConduct inservices which may include the following: a. Learning Strategies (If new strategies developed.) b. Laubach Reading c. TESA d. Peer Tutoring 6. With the objective to ensure increased equity in instructional methodology through participation in regular classes, LRSD will: Make adaptations/modifications of curriculum for regular classes. Identify effective instructional techniques, learning styles, teaching styles. page 119 LRSDs goal is to refine and expand the monitoring system to gather data for conducting a longitudinal study of special education procedures, by working toward the following objectives: 1. With the objective to refine the monitoring and evaluation process in the district. Monitoring is completed on a bi-monthly basis. A summary report is provided to the building principals. Corrective action forms are provided to ensure continued compliance of due process by the district. 2. With the objective to engage in data collection for a longitudinal study of placement practices in the district, LRSD will: Compile special education enrollment including race, sex, etc. and monitor on a regular basis. Data is reviewed by the associate superintendent. Specific schools are targeted if problems are identified by staff. Building principals and their staff must develop action plans to remediate deficiencies identified by Central Office. These plans are monitored by Central Office staff. Provide summary report to building principals. kalhyXLRSDI.PLN 69Provide corrective action forms to ensure continued due process compliance by the district. page 120 LRSDs goal is to ensure equity in Special Education by reducing overrepresentation of minority students enrolled in programs, by working towards the following objectives: 1. With the objective to provide assistance in reducing the overrepresentation of minority students in special education, LRSD will: Schedule staff development on the following: a. b. c. d. Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment e. Translation of test data into appropriate curriculum \u0026amp; instruction f. Adaptive Behavior Assessment g. Curriculum Based Assessment Apply appropriate pre-referral interventions. Review components of Little Rock School Districts delivery system: a. b. c. d. e. f. Policies \u0026amp; Procedures Appraisal Guide Organizational structure Curriculum Service delivery modes Parent involvement Parent Education Seminar - Special Education. 2. With the objective to reduce by ten percent over a five year period the number of minority students enrolled in specific learning disabled population, LRSD will: Conduct Research-Longitudinal Study. Pilot Program in targeted schools utilizing various strategies. page 121 Use effective strategies district wide. 3. Wit\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1022","title":"\"A Marketing Plan to Recruit Students to Incentive, Area and Interdistrict Schools of the Little Rock School District,'' Write Ideas","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-10-04"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School enrollment","Students"],"dcterms_title":["\"A Marketing Plan to Recruit Students to Incentive, Area and Interdistrict Schools of the Little Rock School District,'' Write Ideas"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1022"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["45 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\nREC A MARKETING PLAN TO RECRUIT STUDENTS OCT 4 1993 TO INCENTIVE, AREA AND INTERDISTRICT SCHOOLS OF THE LITTLE ROCK SCHOOL DISTRICT Prepared By Write Ideas October 4, 1993 OBSERVATIONS According to information found in the Little Rock School District Desegregation Plan (April 1992), the Little Rock School District \"has developed and will continue to develop special programs for meeting the needs of its students.\" Area, Incentive and Interdistrict schools dearly fall within this area of special programming. However, while the concepts of these schools are definitely with merit, the marketing and promotion of these schools and their curricula have not been as aggressive as necessary. The same document also indicates that ''business, civic, professional and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences.\" This is a valid concept and it is suggested that it should be included in any marketing/ promotional plans which the District chooses to initiate. The desegregation plan further indicates that \"the use of multicultural curricula is an important factor for effective school desegregation ... multicultural curriculum and a multicultural approach to education will be in place in each school...students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups.\" It is vital to these schools that the public be made aware of these commitments by the District. Page 215 of this document lists a number of marketing techniques to recruit students/parents to District Incentive Schools. These techniques could also be applied to the recruitment of students to Area and Interdistrict schools as well. The necessity of promotional techniques is well indicated in the 2 document... \"aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program. The marketing phase of the parent recruitment program will focus on providing general information to the community ... \" The Interdistrict Desegregation Plan (April 1992) also speaks to recruitment. In particular, the plan states on page four that, \"PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict schools.\" 3 STRATEGIES All of the previous statements and concepts are crucial to effectively recruiting students-particularly white students-to the LRSD. Many of the marketing techniques listed on page 215 of the desegregation plan document are worthy of enlistment in the effort to attract these students to the schools. Among those worthwhile techniques are: providing information to churches, conducting information sessions with special audiences and securing media coverage from local newspapers and radio stations. However, following thorough examination of available documents, it is recommended that additional approaches be taken in the recruitment of students to the Area, Incentive and Interdistrict schools. Much of the documentation previously written indicates a great determination to attract parents to the schools, with little emphasis placed on targeting students, the greatest beneficiaries of these schools' offerings. Obviously, parents must be involved in this recruitment process, particularly with younger children (pre-K through elementary). However, children (meaning pre-teens through teens) are now more than ever becoming more involved in making decisions which affect their lives. And unfortunately, in many cases, there are children in homes where there is a parental deficit. These children deserve to receive appropriate information affecting their futures, since often they must make many decisions for themselves. 4 Consequently, it is recommended that the marketing techniques which were recommended in the April 1992 desegregation plan be implemented, but with fresh ideas and more finely targeted strategies. In implementing a new marketing and promotions strategy, the optimum word should be \"simple.\" However, the words appealing, entertaining, interesting, and of course, informative, should not be overlooked. With these observations and strategies in mind, following is a list of marketing techniques, in rough outline form, which could be utilized to attract the targeted students and parents to LRSD Area, Incentive and Interdistrict schools. 5 MARKETING AND PROMOTIONS PLAN TO RECRUIT STUDENTS TO LRSD ALTERNATIVE SCHOOLS  NEW RECRUITMENT VIDEO(S) Who would be involved: Film production students at Metropolitan VoTech\nSelected Students at Area, Incentive and Interdistrict schools. Time frame: Production to begin immediately and to be completed in three to six months in order to produce a thorough, professional and informative product. Benefit: Videos are a familiar information vehicle. Many who would not read or make a phone call to seek information would watch an entertaining and informative 15-minute video. Goal: Students and parents would receive information about the three types of \"specialty\" schools, what they offer, how students who attend the schools feel about them, and how non-participating students can enroll. Because of the more easily accessible format-video-more parents and students-especially those who are illiterate or unmotivated to seek information about the schools-will be reached. 6 It is recommended that at least one new video be produced which would promote the Area, Incentive and Interdistrict schools of the LRSD. If only one video is produced, that video would contain three segments, each devoted to one of the three types of schools. However, it is strongly recommended that three videos be produced, each one describing the benefits of the Area, Incentive or Interdistrict schools. In order to receive a two-fold benefit from the videos, it is suggested that they be taped and produced by students at Metropolitan Vo-Tech. The two-fold benefit would be: (1) An opportunity to promote and explain the concepts behind the Area, Incentive and Interdistrict schools and, (2) An opportunity to showcase not only the talents and skills of students at Metro, but to also introduce to the public the vocational and technical classes-particularly video production-available to students. This would be of great benefit to Metropolitan, which is currently experiencing a downward turn in enrollment. The video should be no longer than 20 minutes in length, preferably 15 minutes, and would feature students who are successfully attending the three types of schools. The video should be taped in a contemporary \"MTV-style\" format using both color and black and white formats, with candid, unrehearsed sound bites from students initiated by an unseen, offcamera interviewer. School curriculum should be the focus, emphasizing those options and attractions available to students at each type of school. Contemporary music with which the targeted students can identify should be used in the background. It is recommended that Write Ideas be involved in directing and producing the video. 7 In order to reach as many students and parents as possible, the video should be distributed through a variety of methods, including:  School libraries  School guidance counselors  Public libraries  Special showings of the video during classes with particular significance to these specialty schools, such as language, business, science and other classes, which may correlate to the more enriched programs at the Area, Interdistrict or Incentive schools. The key to successful implementation of this plan is a well-produced video which honestly portrays Area, Interdistrict and Incentive schools in an attractive and enticing manner. Teachers and guidance counselors can be important to targeting students who could benefit from a transfer to, or enrollment in, one of these schools.  DEVELOP AN ALLIANCE WITH LOCAL MEDIA Who would be involved: The LRSD Communications Department. Time frame: To be implemented immediately. Benefits: Positive feature and even news stories placed in the media by the LRSD Communications Department would ensure that the District would receive coverage which would offset the negative news stories, 8 which more than likely will at some point in time, be the focus of local news media. Goals: To take advantage of the media's and the District's \"low seasons.\" The media's low season would be those times when news and feature stories are slow. The District's low season would be those times during which schools and district activities are at their lowest point. During these times, the media could be \"fed\" feature articles or feature article ideas to use for print or broadcast. Historically, the media have tended to focus on negative activities within the District and its schools, thereby omitting the many positive stories there are to tell about the LRSD and its varied curricula. Although the media may be viewed by some as \"the enemy,\" they can become a very useful ally if approached properly. The first step toward establishing an alliance with the media is to form a working relationship with the media and the LRSD Communications Department. Communications Department personnel will be the points persons directly involved in writing news releases, distributing them, sending out media alerts, and making phone calls when news is breaking. But more importantly, the Department will be essential to establishing a direct line from the District to the media in drawing attention to more \"featurey\" stories, such as those which could be produced about the three schools which this document targets. 9 It is suggested that the Communications Department be organized in such a way that it become an effective tool for disseminating and receiving information of value to the school district. At times, the Department may require the services of a freelance writer to write stories to be sent directly to the media, such as the Arkansas Democrat-Gazette, Little Rock Free Press, Arkansas State Press, Arkansas Times and Arkansas Business. An education column or special section would be an ideal vehicle to provide information to the general public concerning the Area, Interdistrict and Incentive schools. Some community papers, such as Arkansas State Press welcome ready-written articles which can simply be dropped into their formats. This should be investigated by the Communications Department. The student-produced video could also be used as a \"Video News Release (VNR).\" A video news release is the broadcast counterpart to a written news release, except it is distributed to radio and televisions stations. The VNR could be sent to the major local television stations, as well as AETN and cable access channels for airing. Where the Communications Department is unable to execute the previouslymentioned tasks as outlined, it is recommended that the District secure the services of an outside agent, such as Write Ideas, to assist with the proper execution of these tasks, or the training of the LRSD Communications Department staff to do so. 10  DEVELOP A NEW CATCH-ALL PHRASE, THEME OR LOGO FOR THE THREE TYPES OF SCHOOLS. Who would be involved: Write Ideas, students of the LRSD, LRSD Communications Department. Time frame: To be implemented immediately. Benefits: The concepts of the three schools would become more top of mind to school district parents and students. Goal: If the concept of Area, Interdistrict and Incentive schools is familiar to District patrons, they will be more likely to consider enrollment in these schools when a new semester opens. A central theme for the schools would make marketing the concepts and opportunities offered by these schools simpler, providing parents and students with a familiar \"hook\" to remember and consider. This new theme or logo would create the concept of a fresh, new package of educational opportunities available to students. Some suggestions for the new theme are \"Educational Power Package\n\" \"Power Ed3\nand \"Super Schools.\" Another suggestion is to conduct a District-wide schools contest in which students would attempt to create a theme and/ or logo for the three-school \"package.\"  FORM AN INTENSIVE SPEAKERS BUREAU. 11 Who would be involved: LRSD Communications Department, PT A, Write Ideas (if needed), LRSD partners in education. Time frame: To be implemented immediately. Benefits: By keeping the LRSD constantly \"in front of\" the public, and having representatives of the District readily available to describe and \"sell\" the District and its commodities to influential groups, i.e., those with school-age children, and those with a strong political, social, educational or professional base, it becomes easier to introduce the schools and their benefits to the public. Goals: By forming a speakers bureau, the District reaches more influential people (such as Rotarians, Junior Leagues, professional societies, etc.), and can potentially produce a new group of speakers from those who targeted organizations. Parents and officials of the LRSD, as well as representatives of the Area, Incentive and Interdistrict schools could be used as speakers to target organizations which are comprised of members of the market which the District is targeting for enrollment at these schools. It is important that students from the Area, Interdistrict and Incentive schools be used as speakers to reach out to students at other schools. Students could present classroom talks, speak to church youth groups and school clubs, among other organizations, describing their personal, positive experiences at 12 these specialty schools. It is recommended that the new video(s) be a part of any presentation made on behalf of the LRSD.  SET UP INFORMATIONAL BOOTHS Who Would be involved: The LRSD Communications Department, Write Ideas (if needed). Time Frame: Following production of new video(s), with emphasis on peak recruitment times for alternative schools. Benefits: With the proper tools for enticement, information booths can be successful. These information centers provide great opportunities to dispense information to large groups of prospects for the LRSD at one time. Goals: To devise a tried and true method of attracting both parents and students to learn more about the LRSD as well as its specialty schools. Although the use of information booths for information dissemination has been attempted in the past, it is probable that the proper tools were not in place to make the booth a successful venture. It is recommended that an attractive booth-consisting of more than tables, chairs and pamphlets-be constructed to provide valuable information concerning the LRSD to the 13 public. It is suggested that the new video(s) produced by Metro be run a loop and shown on a video screen in the booth. It is also recommended that officials from the LRSD who are authorized to sign students up on the spot, if necessary, be stationed in the booths to offer correct and definitive information when requested. Although the price range of display booths varies widely depending upon size, number of panels, fabric used and other variables, following are some typical price ranges for portable tabletop booths.  George Fixture (Chuck Gates) - $500- $2000 for tabletops.  Arkansas Display Systems (Ken or June McClellan) - $250-$2000 for tabletops\n$1500 for backdrops. Purchase orders accepted from municipal agencies.  Ace Signs (DiGi) - $225-$660 for tabletops. It is also suggested that Metropolitan be contacted about the possibility of constructing a display booth, rather than investing more dollars into purchasing one. Again, this would be a great opportunity to market Metro, the skills of its students, and the various vo-tech courses it offers. The booths could be set up in the usual locales, such as malls, school and church carnivals, professional and educational fairs, as well as some unorthodox locations such as company breakrooms or other rooms provided by companies for this purpose.  SMALL GROUP PRESENTATIONS 14 Who wou]d be involved: PTA, LRSD Communications Department, LRSD Board Members, LRSD Officials, Write Ideas (if needed), other school support groups. Time frame: Immediately following development of a general presentation by the Communications Department and/ or Write Ideas, which can be used repeatedly, and/ or the production of the new video. Benefits: Small groups, carefully selected by the PTA or other friends of the LRSD would be naturals to receive the information available to them concerning the Area, Interdistrict and Incentive schools. Because the small groups are carefully selected, it can safely be assumed that these groups are members of the larger targeted group of parents and students. Goals: To target highly specific groups of parents and students in an informative and personal manner to recruit them to the LRSD and its specialty schools. By carefully selecting small groups of potential LRSD patrons, PT A members or other District support groups can conduct personal, small-group drop-ins, parties, receptions or other functions inviting potential LRSD patrons to consider LRSD schools. It is suggested that LRSD officials and/ or Board Members participate in these small group socials by making personal appearances when possible. Again, the video(s) will be a useful recruitment tool in this setting. 15  FORM PARTNERSHIPS WITH LOCAL BUSINESS AND THE GREATER LITTLE ROCK CHAMBER OF COMMERCE. Who would be involved: LRSD officials, LRSD Communications Department, Write Ideas (if needed). Time frame: To be implemented immediately. Benefits: Partners could help to defray costs incurred by the school district for special projects, as well as participate in promotional tasks. Goals: To increase the number of Business Partners in order to widen the scope of support being given to public schools in Little Rock by the business community. Community support of public schools must be an integral part of a successful plan to recruit students to the schools. Local businesses-whether locally-or nationally-based-can be of great benefit to the LRSD, financially through sponsorships of special programs, or through marketing and promotional support within their ranks. LRSD officials must certainly play a crucial role in soliciting the support of these businesses.  INCREASE PARTNERSHIP IN AND STRENGTHEN SCHOOL (PARENT) SUPPORT GROUPS: Who Would Be Involved: LRSD Communications Department, PTA. 16 Time Frame: To be implemented immediately. Benefit: A strong support group with concerned parents as the foundation can help to generate more support for the LRSD from other parents who might otherwise not be aware of the benefits of enrolling their children in the LRSD. Goal: To create a parent ombudsmen program to support the LRSD. It is imperative that this become a top priority with the PTA. Together with the LRSD Communications Department, parents should be fervently recruited to become active supporters of the schools in an effort to \"pass on the word.\"  ENLIST THE ASSISTANCE OF A MARKETING RESEARCH FIRM TO SET UP A TRACKING SYSTEM FOR THE LRSD. Who Would Be Involved: LRSD officials, LRSD Board. Time Frame: Consultation with marketing research firm to begin immediately. Benefit: A market research firm can offer guidance in setting up an effective tracking system to assist manpower already in place in gathering and organizing data. 17 Goal: To establish an efficient and effective tracking system which can be used year after year with few alterations. After conducting a blind poll (the market research firms were unaware that the LRSD was the potential dient), of several (nine) Little Rock marketing research firms, it was determined that not all firms possess the capability to work on a consultation only basis. However, at least two of the firms, Marketsearch, represented by Yvonne McLaughlin, and Opinion Research Associates, Inc., represented by Eamie Oakleaf, said that they were willing to consult with the LRSD at no cost to the District to determine the fee for setting up a tracking system. Again, none of the marketing research firms was aware that the LRSD was the potential client. However, they were each asked if they could set up systems for educational institutions.  INDIVIDUALIZED RECRUITMENT PLANS FOR EACH SCHOOL Who would be involved: Principals from each school (Area, Interdistrict, Incentive, etc.), PTA, school parent groups, school business partners, VIPS. Time Frame: Following production of new video(s) and assessment of each school's recruitment needs, coinciding with peak student recruitment times. Benefits: By utilizing the LRSD's master recruitment plan and tailoring it to each school's individual needs, a more effective recruitment plan can be implemented to match the needs of each school based on its student racial population and other needs. 18 Goal: To provide each school within the LRSD a specialized plan of action with which to recruit students to each school. Although this document-the master student recruitment plan for the LRSD-provides numerous marketing tools to promote the specialty schools of the district, each school will inevitably be faced with its own special recruitment needs. Consequently, this document allows enough flexibility for individual schools to select those marketing and promotion techniques which will best serve their recruitment needs. Some schools might implement each technique outlined\nfor others, it might only be necessary to utilize one or two of the strategies. By allowing each school the ability to assess its own recruitment needs, the recruitment process becomes more effective.  COMMUNICATIONS DEPARTMENT TRAINING Who would be involved: LRSD Communications Department, School Recruiters, Write Ideas. Time Frame: To be implemented immediately following reorganization of the LRSD Communications Department. Benefits: A well-trained Communications Department and recruitment team will be better able to provide information to parents, students, the media and the community in general. 19 The succussful implementation of many of the recommendations outlined in this document are directly related to the development of a strong Communications Department within the LRSD. As indicated earlier in this document, the LRSD Communications Department should be instrurnentai in the recruitment process, particularly in the areas of information dissemination, crisis intervention, LRSD-parentstudent relations and other areas. A strong Communications Department will serve to assist in making the entire LRSD system a more finely-tuned machine. 20 LITTLE ROCK SCHOOL DISTRICT RECRUITMENT/MARKETING PLAN ADDENDUM  NEW RECRUITMENT VIDEO(S) Objective: To provide students and parents with easily accesible information concerning the methods for enrolling in Area, Interdistrict and Incentive schools. Strategies: Produce from one to three videos focusing on the three targeted schools. The video(s) would be produced by students at Metropolitan Vocational Technical School and would feature students from the Area, Interdistrict and Incentive schools. Responsible Persons: Film production students at Metropolitan Vo-Tech\nselected students from Area, Interdistrict and Incentive schools\nWrite Ideas for technical, directing and production assistance.  DEVELOP AN ALLIANCE WITH LOCAL MEDIA Objectives: To take advantage of opportunities to place positive news and feature stories about the LRSD in the local media. To develop a positive, familiar and on-going relationship between the LRSD Communications Department and the local media. Strategies: Form a working relationship with the local media by communicating with the media during \"low seasons\" for both the District and the media, when the media are most likely to provide coverage of feature stories concerning the LRSD. Responsible Persons: LRSD Communications Department.  DEVELOP NEW THEME OR LOGO FOR THE THREE TARGETED SCHOOlS Objectives: To provide parents and students who may be candidates for the three targeted schools with a catch phrase which will breed familiarity with these schools. Strategies: Create a new theme, either through a freelance agent (Write Ideas), or through a District-wide student contest. A Responsible Persons: Write Ideas, students of the LRSD, LRSD Communications Department.  FORM AN INTENSIVE SPEAKERS BUREAU Objectives: To reach influential groups of people who can \"spread the word\" about the benefits of attending the LRSD and its alternative schools. Strategies: Utilize parents, officials of the LRSD and representatives of the Area, Incentive and Interdistrict schools as speakers to target those organizations who could influence educational choices. Responsible Persons: LRSD Communications Department, PTA, Write Ideas (if needed), LRSD partners in education.  SET UP INFORMATION BOOTHS Objectives: To devise an informative and entertaining method of attracting attention, in public settings, to disseminate information pertaining to the LRSD. Strategies: Purchase a tabletop display and backdrop to be used at fairs, conventions and other appropriate events where students and parents would be targeted. Alternatively, students at Metropolitan Vo-Tech could construct the display booth, saving the District money, and promoting the courses available at Metro and the talents of its students. Responsible Persons: LRSD Communications Department, Metropolitan VoTech students, Write Ideas (if needed).  SMALL GROUP PRESENTATIONS Objectives: To target highly specific groups of parents and students in an informaive and personal manner to recruit them to the LRSD and its alternative schools. Strategies: Hand-select small groups of potential LRSD patrons through the PT A or other District support groups. Host small social/ recruitment gatherings for these groups. B Responsible Persons: PT A, LRSD Communications Department, LRSD Board Members, LRSD Officials, Write Ideas (if needed).  FORM PARTNERSHIPS WITH LOCAL BUSINESSES AND THE GREATER LITTLE ROCK CHAMBER OF COMMERCE. Objectives: To increase the number of Business Partners in order to widen the scope of support being given to public schools in Little Rock by the business community. Strategies: LRSD officials should target local businesses, who could become financial and promotional partners with LRSD, through personal contacts. Responsible Persons: LRSD officials, LRSD Communications Department, Write Ideas (if needed).  INCREASE P ARTNERSHlPS AND STRENGTHEN SCHOOL (PARENT) SUPPORT GROUPS Objectives: To create a parent ombudsmen program to help support the LRSD and its programs. Strategies: The PTA should fervently recruit more parents to become involved in parent organizations. Responsible Persons: PT A, LRSD Communications Department.  ENUST THE ASSISTANCE OF A MARKETING RESEARCH FIRM TO ESTABLISH A TRACKING SYSTEM FOR THE LRSD. Objectives: To establish an efficent and efffective system of tracking the recruitment process. The system should be one which can be used year after year with few alterations. Strategies: Consult with a marketing research firm to set up an effective plan. Responsible Persons: LRSD officials, LRSD Board. C  INDIVIDUALIZED RECRUITMENT PLANS FOR EACH SCHOOL. Objectives: To allow each school to create a recruitment plan based on the LRSD's master recruitment plan which would match each school's special needs. Strategies: Each school would assess its recruitment needs and then use only those recruitment strategies which would help satisfy their recruitment requirements. Responsible Persons: School principals, PT A, school parent groups, school business partners, VIPS. COMMUNICATIONS DEPARTMENT TRAINING Objectives: To create a communications department which serves the needs of students, parents, media and the community at large. Strategies: Upgrade the LRSD communications department through increased personnel and specialized training, which would allow it to operate more effectively. Responsible Persons: LRSD Communications Department, School Recruiters, Write Ideas. D M0NTII October October October November November/December RECRUITMENT PLAN CALENDAR ACTIVITY RESPONSIBLE PERS0N(S) Reorganization of Districtwide Recruitment Team (DRT)  Describe new functions related to recruitment plan  Identify roles and responsibilities Superintendent Cabinet Conduct work session for DRT Recruiters/ Communications to design delivery system for overview/ charge to Local Recruitment Teams (LRT) Conduct work session Recruiters/ Communications (overview) for principals Identify Local Recruitment Districtwide Recruitment Teams (LRT) for recruitment Team training  Elementary Cluster (Gremillion)  Elementary Ouster (Robertson)  Incentive /lnterdistrict Schools  Secondary Ouster  Bi-racial Committee Local schools develop individualized recruitment plans utilizing LRSD Recruitment Plan Strategies I Principals/ Assoc. Supt. for Desegregation November/December November/December November/December  Conduct assessment of local school needs and resources to include at least the following: -Student enrollment -Ethnicity -Gender -Achievement data -Attendance data -Citizenship -Other Conduct assessment of local school staff to include at least the following: -Ethnicity -Gender -Degrees Held (BA./BS., MA./ MS, Ph.D., other degrees) -Staff Achievement Conduct assessment of schools to include at least the following: -Special Awards -Special offerings/ unique features -Partners -VIPS -Parent Involvement -Attendance zones (eligible area of attendance for students) II Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. November/December December January 1994 April 1994 June1994 June1994 July 1994-June 1995  Utilize program budget document format -Develop goals/ objectives/ strategies, i.e. percent of student needed to racially balance schools\ntargets (number and grade level)\nretention of student population -Identify person(s) responsible -Evaluation/ assessment criteria (include a tracking system) Send copy of local school plan to DRT (12/ 15/93)  Implementation of LRT / Districtwide recruitment strategies (concentrated effort) annual kick-off Annual evaluation efforts (Districtwide/ Local School Recruitment Teams) Principals/ Local Recruitment Teams/Teachers/ Planning, Research and E val./ Assoc. Supt. Deseg. Principals/ Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Local Recruitment Teams LRT/DRT/PRE Review and revise, ii needed, LRT /DRT /PRE recruitment strategies Implement revised plan LRT/DRT III\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":46,"next_page":47,"prev_page":45,"total_pages":362,"limit_value":12,"offset_value":540,"total_count":4341,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"worksheets","hits":2},{"value":"bibliographies","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":4079},{"value":"StillImage","hits":389},{"value":"MovingImage","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Connor, Eugene, 1897-1973","hits":567},{"value":"South Carolina Council on Human Relations","hits":246},{"value":"Federal Bureau of Investigation","hits":186},{"value":"Arkansas. 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