{"response":{"docs":[{"id":"bcas_bcmss0837_361","title":"Desegregation: ''Little Rock School District Desegregation Plan Audit Report''","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":["1993-09-10"],"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","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Desegregation Plan Audit Report''"],"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/361"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nCompleted prior to 1992-1993\nRECEIVED SEP 10 W3  S' Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION L, Sep I 0 LITTLE ROCK SCHOOL DISTRICT PLAINl'ITF- vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL NOTICE OF FILING The Plaintiff, Little Rock School District, for its Notice of Filing, states: 1. directing the On September 8, 1993, this Court entered an order Little Rock School District to submit its desegregation audit to the Court by 5 p.m. at the end of the second working day from the date of the order. In accordance with those instructions, attached hereto is the Desegregation Plan audit as commissioned by the Superintendent of the Little Rock School District during the 1992-93 school year. Director of the Planning, Research and Evaluation Department of the Little Rock School District was instructed to: In particular, the 2. . . prepare a report or \"audit\" that indicates the status of implementation efforts with respect to each of [the] programs outlined in the [Desegregation] Plan. . . Attached hereto is the LRSD Desegregation Plan audit report dated September 10, 1993.\nThe report includes a narrative providing background information on the audit as well as summary data as revealed by the audit. Thereafter, the audit identifies those programs or activities completed prior to the 1992-93 school year\nthose programs or activities completed during the 1992-93 school year\nthose programs or activities identified as occurring on a those programs or activities which are one-time basis\nrecurring in nature\nthose programs or activities which are yet to be implemented\nand, those programs or activities which have been deleted. 3 . The desegregation audit as presented herewith relates to those programs and activities identified by the court-approVe\u0026lt;i Little Rock School District Desegregation Plan dated April 29,1992, as well as the Interdistrict Desegregation Plan dated April 29, 1992. Although one section of the audit refers to activities which were completed prior to 1992-93 and another section refers to activities completed during 1992-93, the Little Rock School District hastens to point out that many of those programs and activities are recurring in nature. 4. The document as filed herewith constitutes the audit commissioned by the Superintendent. However, the document must still be presented to the Little Rock School District Board of Directors. Wherefore, the Plaintiff, Little Rock School District, submits this desegregation plan audit. FRIDAY, ELDREDGE AND CLARK Attorneys for the Little Rock School District 2000 First Commercial Building 400 West Capitol Little Rock, AR (501) 376-2011 72205 B: 7 Jerry L. Malone Bar No. I.D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 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 -2-Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 L- -3- LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AUDIT REPORT Planning, Research and Evaluation September 10, 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DESEGREGATION PLAN AUDIT REPORT The Desegregation Plan Audit/Review, as approved by the 1992-93 LRSD Superintendent, required two major tasks: (1) collecting and compiling data to determine the degree to which each program of the Desegregation Plan has been implemented\nand (2) developing a format for reporting the data. Although additional tasks were discovered to be necessary during the process, this document serves as the final report for the project as originally designed. During the development of the project, assistance was sought from Bradley Scott of the Desegregation Assistance Center in San Antonio, Texas\nThelma Cook, Support Program Manager of the Equity Assistance Center, Arkansas Department of Education\nand Bill Mooney, Budget Specialist, Office of Desegregation Monitoring. Additional resources were provided by Diane Barksdale, currently an assistant principal at Carver Magnet School. An audit as conducted in business and education is based on a set of predetermined standards. The -Standard for this review is the Desegregation Plan. Therefore, program status was tied to the written requirement of the Plan. A review of the Plan's timelines and narratives for each program was conducted by Planning, Research and Evaluation (PRE) staff to determine the requirements of the Plan. When reviewingDesegregation Plan Audit Report Page 2 the narratives, the staff did not attempt to interpret the intent of the original writers. Rather, an effort was made to identify requirements as literally written. The data gathering forms (Attachment 1) were prepared by the PRE staff to include a list of all identified requirements. Program managers were requested to verify all requirements for assigned areas and to identify the status of each requirement. Many of the items identified as completed recur annually. The response choice included: * * Completed prior to 1992-93 Completed during 1992-93 * One-time activity * Recurring activity * Not started * Deleted (deletion approved by Court) * Addition (addition approved by Court) * Comments Supportive evidence to demonstrate completion of each requirement was to be gathered for possible use at any court hearing, as well as to improve, modify or delete programs. Upon receipt of the data gathering forms, the responses from the program managers were tallied according to the choices (Attachment 2) and revealed the following: response * Eighty-six percent of the-reported activities had been completed. * Fourteen percent of the reported activities had not been implemented. * Sixtyseven percent of the reported activities identified as recurring activities. were These programs were * Eleven program managers reported completing all activities. However, as previously stated, many of the reported activities recur annually. These programs were Commitment to Desegregation, Summer Learning Program, Job Training Partnership Act (JTPA Program), Program forDesegregation Plan Audit Report Page 3 Accelerated Learning/Instructional Technology, Gifted and Talented education. Multicultural Curriculum, Parkview Magnet, Vocational Education, Library Media, Special Education and Staff Development. In the Inter-district Plan, managers for Staff Development, Special Education and Vocational Education reported completing all activities. It should be noted that many of the reported activities in the LRSD Plan and the Inter-district Plan occur each year. In addition, Program Managers identified activities for programs specified in the Desegregation Plan that are to be implemented. A list of programs and number of activities is provided (Attachment 3). Since the audit process was based on self-reporting it was necessary to implement means for ensuring a reasonable level of accuracy. Activities were sorted and printed by category in order to provide the inforTnation necessary for further review. During the data gathering and review process, some discrepancies were discovered regarding the status of some activities. Accordingly, adjustments were made during the development of the management plans. A complete list of the responses by category is attached. Each program manager was rei^ested to review the sorting and to develop management plans for recurring activities and activities that are to be implemented. The Program Budget Document (Attachment 4) is the format for developing the management plans. What began as an assessment of the Desegregation Plan has evolved into the formation of the ProgramDesegregation Plan Audit Report Page 4 Budget Document which includes the means for monitoring, reporting and determining the level of success for each program. In the future, auditing of the Desegregation Plan to deteirmine implementation status or effectiveness can be accomplished through reporting process of the Program Budget Document.PROGRAM Act ivities little rock CIIOOL DISTRICT DESEGREGATION PROGRAM IMPLEMENTATION STATUS program manager COMPLETED PRIOR TO '92-'93 during '92-'93 ONE-TIME activity recurring activity NOT STARTED deleted added COMMENTS I i I I I I I \u0026gt; CU n f3D Z3 Deletion Approved liy Cniirt Program Total Number of Objectives 1 . Commitment to Desegregation * Narrative 2. Leadership Narra t ive 3. Early Childhood 33 6 . Special Programs Narra Live 3 . Summer Learning * 3 G . J I'PA Asset Program * 3 / . School Operations 61 8 . Academic Support 1 9. PAL/1 ns t rue t iona1 Technology - 5 10. Gift ed/'l'a 1 en ted Education * 7 l .l . Multicultural Curriculum * 17 12. focused Activities 1 13. Parkview Science Maenet * 5 16 . McClellan Community Schoo I Narrative LITTLE ROC^^CIIOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Humber of Completed  Activities Total Number of Activities Not Qtarted 1 o Total Number of Recurring Activities 1 9 107 6 8 31 90 41 50 13 123 26 18 6 1 1 80 3 8 31 76 38 50 13 123 17 18 3 0 8 27 1 0 0 14 3 0 0 0 9 0 1 1 J 7} 3 G 31 7 7 3S 2 2 12 GG 17 11 1 CD a- 3 n\u0026gt; 3 ro 1 * Completed all objectives as identified in the written plan Program Total Humber of Obj ectives 15. Recruitment of Private School Students'^ Narrative 16. Federal Programs 1 17 . Vocational Education* 11 18. Library/Hedia * 1 19. Special Education * 13 20. Staff Development * 8 21. Support Services Narra t ive 22. Parent Involvement/ Community Linkage : 5 23. Student Assignment Narra t ive 24 . Facilities Narrative 25. Incentive Schools 73 26. Educational Equity Mon 1 tor ing 1 27. Transportation Narra tive 28. Data Processing Narrative * Completed all objectives LITTLE ROC desegrI .SCHOOL DISTRICT TION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Started 8 8 34 34 56 39 2 34 11 8 294 19 23 8 8 7 34 29 56 39 2 28 11 5 240 18 19 8 identified in the written plan 0 1 0 5 0 0 0 6 0 3 54 1 4 0 2 Total Humber of Recurring Ac tivi ti e 3 8 6 24 3 53 3 5 2 25 4 5 165 21 14 8 Cu n 3 fD :3 ro o ro 1. 2. 3. 4. 5. 6. 7 . 8. 9. 10. Program Total Number of Objectives Interdistrict Plan Overview Student Choices/Options Summer School Staff Development * School Operations Muiti-District Library Media Special Education * Vocational Education* Guidance and Counseling Parent Involvement/ Community Linkages Public Relations TOTAL Narrative 11 2 29 5 22 5 Narrative See LRSD Plan Narrative 303 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number . of Completed Activities Total Number of Activities Not Started 41 43 1 54 8 101 10 6 See LRSD Plan 46 1421 29 33 1 17 7 101 10 4 See LRSD Plan 41 1217 12 10 0 37 1 0 0 2 See LRSD Plan 5 204 3 of 3 Total Humber of Recurring Ac tivi ties . 26 3 2 I 17 7 90 0 7. See LRSD Plan 40 951 CU o 3 s 'ro XJ CO 1 LRSD PLAN Leadership Early Childhood Education Special Programs School Operations Academic Support Focused Activities McClellan Community School Federal Programs Facilities Parent Involvement/ Community Linkages Incentive Schools Educational Equity Monitoring Transportation INTERDISTRICT PLAN Overview/Student Choices and Options Summer School School Operations Multi-District Library Media Guidance and Counseling Public Relations ATTACHMENT 3 NUMBER ACTIVITIES IN PLAN COMPLETED OR IN PROGRESS TO BE IMPLEMENTED PERCENT OF ACTIVITIES COMPLETED OR IN PROGRESS 9 1 8 11% 107 80 27 75% 4 3 1 75% 90 41 26 4 8 8 34 294 19 23 41 43 54 8 6 46 76 14 84% 38 17 3 7 5 28 240 18 19 29 33 17 7 4 41 3 9 1 1 3 6 54 1 4 12 10 37 1 2 5 93% 67% 75% 88% 63% 82% 82% 95% 83% 71% 77% 31% 88% 67% 89%ATTACHMENT LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Program Seq #: Program Name: PsBe: 2 Revieloii Dale: Program Code\nPrimary Leader: Program ObJecUve: Secondary Leader\nPion Rclcrcnce Page Humber Ob|ccUvea Slralcglcs Beginning Dale CompleUon Date Responsibility EvaluflUon Criteria J IPROGRAM: COMPLETED PRIOR TO 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to eguip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: From the Narrative COMPLETED PRIOR TO 92-93 Page 2 PROGRAM: LEADERSHIP 1. 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 or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED PRIOR TO 92-93 Page 3 PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. 17.1 Implement second part of HIPPY curriculum: a. b. c. print material print flyers mass mail out Taken from Narrative: 15. \"D\" By June 1992 the 4 year-old program will be implemented in the following schools: Badgett, Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington and Woodruff. 16. \"D\" During the 1988-89 school year, the 4 year-old program was implemented in 3 incentive schools. 20. LRSD operate early childhood education (ECE) programs in seven (7) building in 1990-91. 21. Plans underway to open four (4) additional sites in 1991-92. COMPLETED PRIOR TO 92-93 Page 4 PROGRAM: SPECIAL PROGRAMS (Taken from Narrative) 1. New Futures/LRSD Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. 2. LRSD/PAL 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. Comment: Due to budget reductions, AP\u0026amp;L was unable to fund the Summer Science Institute for the summer of 1992. 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED PRIOR TO 92-93 Page 5 PROGRAM: SUMMER LEARNING 1.1 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. 2.1 Group students according to test scores, i.e., slow learners together. 2.2 Provide a tutor to help students with greatest needs. 2.3 Schedule class time so that teachers have time to work with each student on a one-to-one basis. 2.4 Use classroom instruction, training, and the computer lab in the learning process to address remedial needs. 2.5 Properly motivate the students to encourage him/her to want to learn. 3.2 Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED PRIOR TO 92-93 Page 6 PROGRAM: JTPA ASSET - PROGRAM/EXTENDED TUTORIAL PROGRAM 1.1 Identify students needing services. 1.2 Advertise and employ counselors. 1.3 Advertise and employ teachers. Comment: Discontinue  budget cut 1.4 Advertise and employ tutors. 1.5 Order materials/supplies. 1.6 Schedule/implement home transportation. 2.1 Identify students needing services. 2.2 Advertise and employ counselor. Comment: Discontinue  Summer 93 budget cut 2.3 Advertise and employ teachers. 2.4 Advertise and employ tutors. 2.5 Order materials and supplies. 2.6 Schedule/implement home transportation. 1. Advertise and employ additional counselors. 2 . Revise existing counseling progress to include emphasis on life-coping and life-planning skills. 3. Implement above skills. COMPLETED PRIOR TO 92-93 Page 7 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. Share schools objectives, discipline policy, standards for testing, placing and promoting students. 4.2 Involve parents as full partners in planning at schools for students' growth and success. 1.1 Conduct inservice training on discipline management in all local schools. 1.2 Provide follow-up training for new staff on a regular basis. 4.1 3.1 4.1 COMPLETED PRIOR TO 92-93 Page 8 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 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. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 5.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. 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. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. COMPLETED PRIOR TO 92-93 Page 9 Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities. 3.1 Profile student involvement in each club or activity. 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. COMPLETED PRIOR TO 92-93 Page 10 Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 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 Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. COMPLETED PRIOR TO 92-93 Page 11 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. COMPLETED PRIOR TO 92-93 Page 12 Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 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 1.2 Send 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. 1.3 Provide districtwide program of staff development. COMPLETED PRIOR TO 92-93 Page 13 PROGRAM\nEDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.1 Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. 1.2 Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. 1.3. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. 1.4 Refine criteria/preferred qualities for teacher selection. 1.5 Refine placement criteria (secondary level). 1.6 Refine exit criteria (secondary level). 1.7 Obtain recommendations for student placement in PAL and complete academic skills needs assessment. 1.8 Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eight-grade \"at-risk\" students. 1.9 Implement Learning Lab curriculum guide and continue revision of program as needed. 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.1 Plan and conduct inservice for Central Office staff. 2.2 Plan and conduct inservice for teachers: a. Ensure heterogeneous grouping in regular math and English classes b. Schedule math and English PAL teachers with simultaneous classes c. Review facilities criteria d. Review placement criteria for: (1) Learning Lab (2) Special Education (3) Math/English PAL Classroom e. Review personnel selection criteria f. Select and order supplies and materials g. Provide training on administering TABE (pre/post) Test. 2.3 Plan and conduct building-level inservice for entire faculty. COMPLETED PRIOR TO 92-93 Page 14 2.4 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. 2.5 Implement preschool inservice (five days) for secondary PAL teachers and address the following activities: a. Obtain class rosters b. Gather student profiles c. Identify skill needs for each student d. Cluster students within classrooms and among PAL teachers according to need 2.6 Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. Instruction on alternate days b. mini-class periods (25 minutes per period within each period) c. team teaching (by content area) 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction 2.8 Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. 2.9 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. 3.1 Develop criteria for facilities to address classroom: a. attractiveness b. lighting c. ventilation d. accessibility e. essential space COMPLETED PRIOR TO 92-93 Page 15 3.2 Provide facilities criteria to building principals (refer to 2.2) . 3.3 Monitor adherence to facilities criteria. 4.1 Identify regular substitutes for computer labs. 4.2 Train computer lab substitutes. 5.1 Develop a PAL evaluation design after considering recommendations from the committee. 5.2 Design evaluation instruments. 5.3 Monitor PAL classrooms and evaluate PAL Program. COMPLETED PRIOR TO 92-93 Page 16 PROGRAM: INSTRUCTIONAL TECHNOLOGY 1. Replacement of lab attendance as needed 2. Redistribute computers based on enrollments 3. Schedule initial update and review inservice 4. Conduct initial inservice 5. Conduct new staff inservice 6. Conduct and field test systems 7. Develop schedule 8. Select target students 9. Input student names 10. Conduct student names 11. Complete computer basic skills placement 12. Notify Math/Reading Specialists of placement results. 13. Conduct individualized instructional assessment per schedule 14. Provide reports, intervention modes and files 15. Monitor students' progress and change placement as appropriate on classroom teachers recommendation. 17. Monitor program 18. 19. Repair equipment as needed. Input students' \"pre\" data 20. Input students' \"post\" data 21. Complete school \"Gain\" report 22. Complete district \"Gain\" reports COMPLETED PRIOR TO 92-93 Page 17 PROGRAM: ACADEMIC SUPPORT 8. Begin training staff responsible for delivering each Academic Support Program Learning Styles/Cultural Diversity (Review) Taken from Narrative: 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. COMPLETED PRIOR TO 92-93 Page 18 PROGRAM: GIFTED AND TALENTED EDUCATION 1.1 Establish a schedule of regular meetings of the tri-district gifted supervisors. Comment: month. Regular meetings were set for third Tuesday each Schedules this year hindered this. Project promise meeting or AGATE meeting. Met by phone or at 1.1 To implement all strategies/activities delineated in the refinement/restructuring plan in accordance to their objectives. Comment: See attachments COMPLETED PRIOR TO 92-93 Page 19 PROGRAM: MULTICULTURAL CURRICULUM 2.1 Review and catalogue present audiovisual materials related to multicultural curriculum. 2.2 Purchase additional audiovisual materials from the 1988-89 budget. 2.3 Identify and catalogue other resources for multicultural audiovisual materials, i.e., Arkansas Department of Education, Little Rock Public Library, Arkansas Library Commission. 2.4 Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. 2.5 Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair specified dates, times, place and format to be held as a component of 1988-89 preschool conference. 3.2 Identify national and local vendors of multicultural instructional materials. 3.3 Establish pre-school conference dates and extend invitation to vendors. 3.4 Confirm Fair participants. 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. 3.6 Conduct media campaign for Fair to staff and parents. 3.7 Host tri-district \"Instructional Materials Fair\". 4.1 Revise Board policy for textbook adoption. 4.2 Identify an ah hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. 4.4 Submit revised policy and criteria to the Board of Directors for first reading. 4.5 Adopt policy on textbooks. COMPLETED PRIOR TO 92-93 Page 20 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks.\" 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. 5.2 Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). 5.3 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. 5.4 Develop expectations for members participating on multicultural curriculum committee. 5.5 Identify curriculum committee members and contract for services: 8 - Health/Science 5 Music 14 - Reading/Language Arts 3 4 Art Social Science 4 - Libraries 38 5.6 Obtain multicultural curriculum units from models used in other cities. 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development. 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee. 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. 5.10 Conduct task completion monitoring as identified in timeline. COMPLETED PRIOR TO 92-93 Page 21 5.11 Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). 5.12 Review and edit the comprehensive guides in each content area at each grade level. 5.13 Type and print all guides. 5.14 Conduct inservice for all elementary principals and teachers. 5.17 Host three 3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 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 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 COMPLETED PRIOR TO 92-93 Page 22 1992: 11 teachers: 3 social studies 4 music 4 art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee. 1.2 Purchase science supplies for teachers to facilitate the hands-on science approach. 3.3 Review placement criteria for enriched/honors and advanced placement classes. Taken from Narrative: 6. LRSD will 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: 6.6 development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes. 9. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural appfoach. 11. By September 30, 1991, a curriculum review/revision cycle will be established. 12. A section on multicultural curriculum will be added to the LRSD monitoring checklist. COMPLETED PRIOR TO 92-93 Page 23 PROGRAM: FOCUSED ACTIVITIES Academic Incentive Grant 1.4 Area schools submit continuation grants to review committee. 1.5 Make grant awards. Comment: granted in Year 3. Proposed for 3 years, although full sum was not 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 2. 1.3 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 2.2 2.3 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. III - All elementary area school students will participate in on going, meaningful enrichment activities COMPLETED PRIOR TO 92-93 Page 24 that complement and extend the core curricular activities. 3. 2.4 2.7 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. 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. Teachers, building administrators, and patrons shall participate in the development of, the local school proposal. 3.1 3.2 A panel will review all applications according to the criteria on page 83. Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering 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. COMPLETED PRIOR TO 92-93 Page 25 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 1. Establish parkview Fine Arts Magnet School during the 1987-88 school year. 1.1 Establish a Parkview Science Magnet School during the 1988-89 school year. Comment: Started in 1989-90 (which is date in plan on p. 86) 2. 1.2 Phase in the science magnet by reserving 100 seats for each incoming tenth grade class over a three year period establishing 300 students for the 1991-92 school year. Comment: 100 per grade level was the target\nsome attrition occurs as students advance from grades 10 to 11 and 11 to 12. 1992-93 enrollment in science program was 220. 1.3 Parkview Science Magnet School goals established (5. The Parkview Science Magnet School staff is working cooperatively with the university of Arkansas at Little Rock College of Science staff and the University of Arkansas for Medical Sciences staff to provide unique experiences for students. 3 . Curriculum being implemented with courses listed on pages 87, 99 and 89. 4. The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. 4.1 Throughout the school year, inservice programs will be conducted to provide staff with subject specific content and skills, general instructional strategies and skills that will facilitate the delivery of the science curriculums 4.2 Consultants from UALR and UAMS will be used to assist with staff development. Comment: Some assistance was provided the first year in terms of knowledge and skills for course development. 5. The specific courses listed on pages 91 and 92 will be implemented. Comment: All courses are being offered. COMPLETED PRIOR TO 92-93 Page 26 PROGRAM: MCCLELLAN COMMUNITY SCHOOL (Taken from Narrative) 1.1 A biracial planning committee was formed. 1.2 A planning process delineated on page 93 was used. 1.3 The planning mode will continue so that whatever changes are proposed for McClellan will fully reflect the communities needs and wishes. COMPLETED PRIOR TO 92-93 Page 27 PROGRAM: FEDERAL PROGRAMS 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. 1.6 Submit to the U. S. Department of Education. Taken from Narrative 2 . LRSD will identify and apply for federal funds that can be used to enhance desegregation. Comment: Magnet grant Aerospace Even Start COMPLETED PRIOR TO 92-93 Page 28 PROGRAM: VOCATIONAL EDUCATION 1.2 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. 1.3 Identify and contact other sources of help in identifying and recruiting minority vocational instructors. Comment: Robert Robinson, Minority Recruitment Official 4.3 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. Comment: Awards Assembly 1.3 Identify and enlist aid of consultants. Comment: State Department of Tech Prep Coordinators, National Tech Prep, Consultant Aid, Vocational Task Force comprised of vocational teachers. COMPLETED PRIOR TO 92-93 Page 29 PROGRAM: LIBRARY MEDIA 1.1 Hire consultant, coordinator and clerical help. Comment: 93-94 school year. Clerical help cut due to budget constraints for 1.2 Review recommendations/Outline new program 1.3 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. 1.4 Order equipment and materials necessary including AV software. 1.5 Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. 1.6 Develop procedures, guidelines, policy statements and curriculum guide. 1.7 Conduct inservice and curriculum development classes for librarians, principals, teachers. 1.8 Process new materials including cataloging. 1.9 Receive requests for AV materials for fall semester 1989. 1.10 Schedule film videos as possible. 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. 1.13 Notify teachers via librarians of the fall schedule (films/videos). 1.14 Supply films/videos per schedule. 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity consideration. 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. 1.16 Order supplies and printing. COMPLETED PRIOR TO 92-93 Page 30 1.17 Conduct inservice for librarians and library clerks. Taken from Narrative\n1.4 1.5 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 District's diverse population. The summative evaluation involves 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. Comment: in fall 1993. Pre-survey was done in 1988. Post-survey to be done COMPLETED PRIOR TO 92-93 Page 31 PROGRAM: SPECIAL EDUCATION 1.1 Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Comment: Operating in Washington and Geyer Springs. 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: opportunities. Learning Center Specialist provides ongoing 1.6 Apply skills at center with students. 1.7 Comment: Operating in 2 schools. Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. COMPLETED PRIOR TO 92-93 Page 32 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors\nutilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, especially black males. Comment: Inservice has been conducted for elementary resource, local research conducted on effectiveness. b. c. d. e. Provide training Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. COMPLETED PRIOR TO 92-93 Page 33 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. 5.1 Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. COMPLETED PRIOR TO 92-93 Page 34 Comment: Monitoring schedule attached. Follow up letters 2.1 2.2 2.3 1.1 were sent to each school. 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_ p. rincipals and their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. Policies and Procedures Appraisal Guide b. c. d. e. f. Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state COMPLETED PRIOR TO 92-93 Page 35 level (93-94). Parent meeting for all parents held in May, 1993\nthese are planned on monthly basis for 1993-94. 2.2 Pilot program in targeted schools utilizing various strategies. 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93), COMPLETED PRIOR TO 92-93 Page 36 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule \"Material Fair\" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/equipment. COMPLETED PRIOR TO 92-93 Page 37 PROGRAM: STAFF DEVELOPMENT 1.3 Plan and implement an evening symposium for the community on 'Community Involvement in a Desegregated School Setting\". 7.1 Establish tri-district committee. 8.1 Establish staff development component. a. b. Staff Development Dept Personnel Staff Development Office COMPLETED PRIOR TO 92-93 Page 38 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always ongoing for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.4 Portable buildings will be replaced with new units or repaired so that they will be in a condition suitable for use. Comment: Same as above 1.9 The Purchasing Department Staff will work with staff and principals in all schools to provide necessary materials and equipment. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED PRIOR TO 92-93 Page 39 2. Data Processing staff will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cahoots of students. 2.1 The Office of Support Services staff in all departments will address questions of equity in all hiring and bidding practices. COMPLETED PRIOR TO 92-93 Page 40 PROGRAM: VIPS 1.2 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. 3.4 Establish Role Model/Mentor Programs with community members of multicultural backgrounds. COMPLETED PRIOR TO 92-93 Page 41 PROGRAM: PARENT INVOLVEMENT/COMMUNITY LINKAGES (Taken from Narrative) 2.2 By the fall of 1990 the LRSD will establish and maintain a diversified and pluralistic parent-citizen involvement program in cooperation with the VIPS Program. Comment: Always trying to improve. COMPLETED PRIOR TO 92-93 Page 42 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 1.1 A student entering LRSD after 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 2.1 The Student Assignment Handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. Comment: school year. SAO Handbook is revised during first semester of the registration period It is distributed in January prior to the pre3. No timeline chart for Central HS Inter-Studies Magnet. 4. No timeline chart for Washington Basic Skills/Math-Science Magnet 5. No timeline chart for New Future for Little Rock...1989-90 school year 6. No timeline chart for facilities for elementary level schools ...1991-92 school year. 7. No timeline chart for capacity all seven incentive schools based on 1991-92 School Profile data. COMPLETED PRIOR TO 92-93 Page 43 PROGRAM: INCENTIVE SCHOOLS LATIN PROGRAM 1.1 Present implementation plan proposal to associate superintendents and assistant superintendents 1.2 Schedule awareness meeting with principals of incentive schools. 1.3 Develop agenda for principal's meeting. 1.4 Conduct awareness meeting with principals. 1.5 Schedule awareness meeting with current 5th and 6th grade teachers in incentive schools. 1.6 Conduct awareness meeting with current 5th and 6th grade teachers. 1.7 Identify 5th and 6th grade teachers who wish to remain at incentive schools. 1.8 Recruit and fill vacancies. 2.1 Requisition instructional materials. 2.2 Duplicate copies of above materials. 2.3 Schedule two inservice meetings of three hours each. 2.4 Develop agenda for above two meetings. 2.5 Conduct above two meetings. 2.9 Schedule four two-hour inservice workshops in local buildings/clusters districtwide. 2.10 Conduct above 4 inservice workshops. 3.1 Schedule time for classroom instruction. 3.2 Purchase/duplicate/create student materials. 3.3 Incorporate Latin program into district's language arts program. 4.1 Monitor classroom activities. 4.2 Identify student growth on standardized tests. Academics COMPLETED PRIOR TO 92-93 Page 44 1.1 Provide an indepth pre-orientation session on each component of the incentive schools for principal. Comment: Ongoing for each incoming new principal. 1.2 Develop in cooperation with the principals a detailed process and formal for developing the individual Incentive School Plan. 1.3 Assist each building principal in presenting an in-depth preorientation session for staff on each component. 1.4 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify Incentive School Plan teams. 2.2 Develop the detailed individual Incentive School Plan. 2.3 Review and approve School Plan. 3.1 Identify each area in need of curriculum development. 3.2 Identify teachers for curriculum teams. 3.3 Plan orientation and format for curriculum development. 3.4 Review preliminary draft of revised curricular for LRSD. 3.5 Develop additional components for each curriculum area. 3.6 Proof and type Incentive School Curriculum Guides. 3.7 Print Curriculum Guides. 3.8 Distribute and provide inservice on the implementation of the curriculum guides. 4.1 Develop specification for bid for equipment and furniture. 4.2 Bid for specific equipment and furniture. 4.3 Order furniture and equipment. 4.4 Install and inventory to ensure adequacy of all equipment and furniture. 5.1 Review the detailed Incentive School Plans with the Support Services Division. 5.2 Identify modifications timeline as previously collaborated n the development of the plan. COMPLETED PRIOR TO 92-93 Page 45 5.3 Contract for service as needed/identified in the plans. 5.4 Implement the modification plan for the facilities. 5.5 Make final inspection on the work for the facilities modification. 6.1 Initiate identifications of materials and textbooks needed for the 1989-90 school year. 6.2 Involve school teams staff and parents in reviewing the needs identified as required for core and special programs. 6.3 Identify any materials or textbooks that must be ordered prior to fiscal year 1989. 6.4 Maintain building record of requisitions for the 1989 school year. 6.5 Monitor and approve requisitions as requested from incentive schools. 6.6 Maintain audit fro all materials received. 6.7 Cross validate with purchasing all orders not received. 6.8 Obtain requirements for participation in all special programs. 6.9 pay participation fee and order all necessary materials for special activity . 6.10 Select sponsors for each special program activity approved in the Incentive School Plan. 6.11 Complete special contracts with all extended day employees for the 1989-90 school year. 6.12 Complete Master Schedule for total school program. 6.13 Review/revise as necessary the staff development plan for the fall (September-December). 1.1 Identify the staff development needs of each incentive school. 1.2 Develop in service schedule in collaboration with building principal. 1.3 Notify each school staff of proposed inservice dates for preschool training. COMPLETED PRIOR TO 92-93 Page 46 1.4 Plan details for delivery of inservice, i.e., site, time, arrangements, etc. 1.5 Obtain services of consultants (as required). 1.6 Implement fall training cycle. 1.7 Evaluate staff development activity through survey response from each staff. School Operations 1.1 Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 2.1 Teachers and students will receive training in peer tutoring. A model will be put in place.  process. Teachers will supervise the 3.1 Mentors will volunteer. They will provide extra support to students and supplement teacher work. 4.1 Instructional aides with college hours will be employed one to a classroom to assist teachers and students. Comment: See Court Order. 5.1 Written information, guest speakers, films will be used to make students aware of career choices. 6.1 Summer segments in remediation/enrichment, prescriptions for courses to be taken. Transportation may be provided. 7.1 Visits to historical, scientific and cultural events and exhibits within the city and around the state and region with appropriate chaperons to provide educational input. 8.1 Establish Boy/Girl Scout programs at each school. 9.1 Establish offerings to include some of the following: music and dance in addition to Homework Center and peer tutoring. choir, 1.2 Hire staff on a one-year basis, interviews. Parents to be involved in the 1.3 Staff will demonstrate commitment to working with youth. \"at-risk\" COMPLETED PRIOR TO 92-93 Page 47 2.1 TESA, PET, working with youth at-risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. 3.1 Time-out area staffed with trained personnel. 3.2 Student/parent agreement for attendance and behavior. 4.1 To include some or all of math olympiad, junior great books, Olympics of the mind and the like. 1.1 Compacts with community agencies, universities to assist with student opportunities. 2.1 Parental Information. 2.2 Mentoring program. 2.3 Special emphasis on schools recruiting minority students. 3.1 Testing, listening and study skills will be provided to students as well as particular experience in testing. 4.1 Meetings at neighborhood sites with small groups of parents. 4.2 Meetings at homes with groups of parents. 4.3 Involvement of ministers. 5.1 Parent assistance at schools. 5.2 Parents will sign homework. 5.3 Regular communication between school and home will take place. 5.4 Day visits or parents. 5.5 Schedule settings. 6.1 Schedule (settings) weekly extended day programs based on individual school needs. 7.1 Early indicator and early intervention programs. 7.2 Alert and success cards sent regularly. 8.1 Give students recognition and leadership opportunities via clubs and monitoring responsibilities. 9.1 Peer tutoring. COMPLETED PRIOR TO 92-93 Page 48 9.2 Counselors doing individual and group counseling. 9.3 Conflict resolution will be taught. 10.1 Student recognition programs. 10.2 Good Citizen programs. 10.3 Community involvement in recognition. 11.1 Full time nurse at each building. 11.2 Student screening. 11.3 Parent presentations. 12.1 Study success of Pfeifer program. 12.2 Work with Director to target incentive students. 1.1 Developmental of valid/reliable monitoring instrument(s). 1.2 Establish training for monitoring teams in use of the instrument. 2.1 To be done on a quarterly basis. 2.2 Class and school profiles will be kept in regard to attendance, behavior, discipline and achievement. 3.1 Develop SEP format. 3.2 Involve parents in writing plan based on student needs. 3.3 To include extracurricular activities also. 4.1 Develop reporting format. 4.2 Involve staff, patrons, in monitoring. 4.3 Involve all staff in goal setting. 4.4 Evaluate goal achievement. 5.1 Random selection of students to participate each year. 5.4 5.5 Analysis of data collection. Conclusions generated. COMPLETED PRIOR TO 92-93 Page 49 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 1.1 Allow for team teaching by means of scheduling. 1.2 for Provide for opportunities for students to remain in classes extended time periods as needed. 1.3 Develop a plan for individualized instructions within the specific building. 2.1 Permanent assigned substitute in each incentive school to be available as needed. 2.2 At least a one-half time assistant principal. Comment: 2 schools only. 2.5 Encouraged PTA attendance (at least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be available at every school and individual to that school. 2.8 A computer lab at each school. 2.9 A complete playground for PE purposes. Comment: Maintenance cost has to be built in. 2.10 Additional compensation for teachers/principals who work the extra time periods. 2.11 Community education classes should be investigated for parents in the incentive school communities. 2.12 Saturday enrichment programs. Staffing and Staff Development 1.2 Identify staffing needs (classroom teachers and full-time support personnel, i.e., counselor, librarian, music, art, PE, social worker, PAL reading, PAL math, PAL computer lab, resource, speech, non-certified specialist for alternative COMPLETED PRIOR TO 92-93 Page 50 classroom, media clerk, certified instructional aides, supervision aide, permanently assigned substitute teacher, program specialist, principal, assistant principal, and others. 1.5 Declare all positions vacant and advertise positions. 1.6 Provide an indepth orientation session on each component of the incentive schools for principals and staff of existing schools. 2.1 Implement ongoing local and national recruitment strategies with special emphasis on recruiting qualified minority staff members. 2.2 Maintain current files on qualified prospective staff members. 3.1 Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board and others). 3.2 Begin local and national recruitment/application process. 3.3 Select racially balanced interview teams of 5-7 members composed of the following: other administrators as appropriate, process is preferable. teachers, parents, principal and Experience in interview 3.4 Preliminary screening/interviews. 3.5 Conduct final interviews. 3.6 Make recommendations to the School Board. 3.7 Plan and implement orientation and training inservice to acquaint new principals of incentive schools to job expectations, procedures and timelines for staff interviews and selection. 4,1 Select racially balanced interview teams of 5-7 members composed of the following: teachers, parents, principal and other administrators as appropriate from incentive school communities. Experience in the interview process preferable. 4.2 Interview applicants. 4.3 Make staff recommendations. 4.4 Make staff recommendations for employment to the School Board. COMPLETED PRIOR TO 92-93 Page 51 4.5 Issue and explain one-year special contracts. 5.1 Review staff commitment informally on an ongoing basis with semi-annual formal review conferences. 5.2 Monitor effectiveness based upon student academic achievement as measured by formal test results and other informal forms of measurement. 1.1 Establish in cooperation with the principals a detailed process and format for developing the individual Incentive School Plan. 1.2 Assist each building principal in presenting an indepth preorientation session for staff on each component. 1.3 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify each area in need of curriculum development. 2.2 Identify teachers for curriculum teams. 2.3 Plan orientation and format for curriculum development. 2.4 Review preliminary draft of revised curriculum for LRSD. 2.5 Develop additional components for each curriculum area. 2.6 Proof and type incentive school curriculum guides. 2.7 Print curriculum guides. 2.8 Distribute and provide inservice on the implementation of the curriculum guides. 1,2 Collect and review data on needs and interests of student population, targeting \"at-risk_ students (i.e,, number per grade level, race/gender makeup, academic achievement needs/interests, disciplinary needs, health needs, social interaction needs, and attendance and tardiness records). 1.3 Conduct a survey to determine staff development needs and interest (i.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/ interests of student population. COMPLETED PRIOR TO 92-93 Page 52 1.4 Identify staff members who have not participated in the following required inservice experiences: a. b. c. d. e. f. g- PEt TESA Classroom Management Effective Schools Training Cooperative Learning/Learning Styles Human Effectiveness Training (Elementary Curriculum) Parent/Educator Communication and Human Relations Skills 1.5 Assess staff members needs on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans. 2.1 Plan a minimum of the following staff development activities for incentive school staff members: a. b. c. d. e. f. g-h. PET (1 cycle and a refresher course every 3-5 years) TESA (1 cycle) Classroom Management (2 cycle) Effective Schools Training Cooperative Learning and Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program 2.2 The LRSD Staff Development Department will conduct meetings for ongoing planning of staff development experiences related to meeting the needs of students who are achieving below acceptable levels of mastery. 2.3 The LRSD Staff Development Department will plan staff development activities on an ongoing basis as needs/interests are identified through the use of clinical supervision and monitoring of Individual Improvement Plans. 3.1 Implement Staff Development Committee activities in order to facilitate staff development experiences (i.e., arranging speakers, gathering materials). 3.2 Staff development activities. 5.1 Establish a districtwide committee to plan a Master Teacher Program in which a concentration of student teachers from local and statewide colleges and universities will be assigned. The committee will be composed of teachers, 6.1 principals, other administrators and faculty representative from local and state colleges and universities. Select an Instructional Resource Center (IRC) instructional specialist who will provide needed assistance for the COMPLETED PRIOR TO 92-93 Page 53 incentive schools. Special needs will be identified and a Teacher Assistance Plan (TAP) developed for teachers needed assistance in the classroom. Parent Involvement 1.1 Offer opportunities for adult community education. 1.2 Establish an Incentive-wide Parent Internship Program with the purpose of employing parents as teacher aides. 1.3 Recruit parents from the incentive schools neighborhoods for teacher aides and other positions for which they are qualified. 1.4 Establish mentorships between teachers and parents in the incentive schools. 1.1 Provide resources and staff to house/operate the center which will loan materials to parents. 1.2 Train a parent in the community to operate the center. 1.3 Formulate a committee composed of parents and other school personnel to make recommendations on materials. 1.4 Assume responsibilities for development and distribution of a monthly communications packet. 2.4 Provide school lunch vouchers and etc. for award winners. 3.1 Identify at least three (3) key parent communicators as a vital source for all to rely upon. 3.2 Teach parents the system for advancing support and concern for the school. 3.3 Establish a community resource list of role models and mentors. 3.4 Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities. 3.5 Encourage parent attendance at PTA meetings and other school related activities. 3.6 Prepare and distribute Parent Handbooks and monthly calendar of events. COMPLETED PRIOR TO 92-93 Page 54 3.7 Require parents to sign homework assignments, projects, etc. 3.8 Require parents to call the school to report absences and require the school to call the home and document reasons for absences. 3.9 Require at least tow (2) or more home visits. 4.1 1.1 1.2 1.3 Comment: This is not enforced. Require all parents to sign contracts by having parents sign contract prior to enrollment in Incentive Program. Comment: Parents sign contracts after they enroll. Parenting education classes for mothers. Evening and Saturday classes to expose children to the importance of science/math as means to a better future. Use school as community center at minimal cost to user. 1.1 Inservice courses for teachers and school. 1.2 Develop a speakers bureau for community groups in the school zones on education issues. 1.3 Develop a calendar of events of neighborhood activities and post in the school. 1.4 Develop an act that places high value on neighborhood pride - poster contest, talent shows, participation in parades, etc., coordinated by school staff. 1.1 Provide an atmosphere where parents are open, honest and trustworthy. 1.2 Obtain maximum input prior to making decisions by involving more people in decision making. 1.3 Create a sense of ownership in decisions through involvement. 1.2 Produce generic public service announcements for all incentive schools. COMPLETED PRIOR TO 92-93 Page 55 1.3 Use billboards, bus benches, etc. to advertise generic information about incentive schools. 1.4 Conduct an ongoing media blitz to heighten public awareness regarding incentive schools. 1.5 Produce short (10-15 minutes) video cassette recordings to be used in public presentations. 1.6 Produce generic incentive school flyers to be distributed throughout Pulaski County. a. Mass mailings to targeted K-5 white parents in NLRSD and PCSSD. 1.7 Provide special open house opportunities at incentive schools. 1.8 Target geographic areas neighborhoods to receive informational blitz regarding a specific incentive school (using secondary zones). 1.9 Conduct small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc. with the incentive schools. Comment: Student Assignment Parent Recruiter 1.10 Request a special designation from the Arkansas Department of Education to be used in marketing incentive schools. Comment: No information received from ADE. 1.1 Notify committee of special meeting. Taken from the Narrative: 2.2.1 No timeline chart for development and implementation and assessment of 4 year old Program. 2.2.2 No timeline chart for development, implementation and assessment of Writing-To-Read instructions technology program for K-2 students. Comment: Maintenance 2.2.3 2.2.4 No timeline chart for development, implementation and assessment of kindergarten program. No timeline charts for development, implementation and assessment of Reading Across the Curriculum, Oral Expression Across the Curriculum, Learning COMPLETED PRIOR TO 92-93 Page 56 Styles Inventories, School Themes, Semidepartmentalization, Instructional Technology, Science Laboratories, Computer Laboratories, Foreign Language Instruction Labs, Study and Test-Taking Skills, Computer Loan Program, parent Home Study Guides for each grade 1-6 by 1993-94 school year. Computer Managed Instruction technology by beginning of 1992-93 school year, and Student Education Plans. 2.2.6 No timeline charts for areas of emphasis/expansion of content areasreading, English/Literature Arts, social studies. 2.2.7 Math, Science, Fine Arts, Foreign Language, and PE/Health. Comment: plan. Foreign language not implemented according to the 2.2.8 No timeline chart for development of specialized activities in family folklore, positive imaging, inter-personal skills, rites of passage, role model program, mentoring program. 2.2.9 No timeline chart for broadly articulating to the community all academic programs, social skills programs/activities and special activities. 1. 2.2.10 2.2.11 2.2.12 No timeline chart for development, implementation and assessment of special activities... peer tutoring. Academic Reinforcement Clubs, Special Interest Clubs, and field trips (out-of-state). Each school will do this. Documented school-based involvement needs/interest assessment and planning process must accompany each School Program Plan...no timeline chart. A projected budget must accompany each plan...no timeline chart. A committee composed of teachers, principals, administrators, and parents will be selected to review the incentive school program and recommend changes for the 1991-92 school year...meet during the week of June 10-14, 1991. 1.1 1.2 Incentive School teachers will report back to work five days earlier for inservice. Franklin School teachers will need to report to work ten days earlier for the 1991-92 school year than other LRSD teachers for inservice. COMPLETED PRIOR TO 92-93 Page 57 Incentive School Parent Recruitment 1. Secure special media coverage from local newspapers and radio stations. 1.1 Establish a speaker's bureau for each incentive school. Incentive School Operations 1.1 1.1 No timeline charts for development, implementation and evaluation of Study Skills, Home Neighborhood Meetings, Individual and Group (Peer Facilitators), Incentive Recognition Programs, and Wellness Program. No timeline chart for implementation of School Climate Survey each year. COMPLETED PRIOR TO 92-93 Page 58 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.2 Selection of team members Develop appropriate surveys, designs, checklists and other reporting forms for monitoring process. Comment: Changes occur as needed. 1.3 Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative\n1. Develop monitoring instrument during spring - summer 19903 by 3 school districts in Pulaski County, Arkansas Department of Education and the Desegregation Assistance Center in San Antonio, Texas. 1.2 The Incentive Schools will be monitored at least one each guarter by members of districtwide biracial committee. Comment: Districtwide committee did not conduct a site visit during 92-93 school year. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2 . 3 . 4 . 5. 6. 7. 8. 9. 10. 11. 12 . 13 . Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations COMPLETED PRIOR TO 92-93 Page 59 2. was The Equity in Education Opportunity (EEO) Evaluation design used from 1982-1990 in LRSD for evaluating programs in schools. Comment: Work of the 3 districts replaced the EEO design 2.2 A committee including principals of the incentive schools, the superintendent's senior management team. Planning, Research, and Evaluation specialists and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation education equity monitoring design to conform with the expectations of the incentive school program. Comment: As changes are needed, this committee functions. 2.3 Any revision of the above will be submitted to the LRSD Board of Directors and the Joshua Interveners by August 15. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. 2.7 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED PRIOR TO 92-93 Page 60 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1. The Transportation Department will request additional resources to help provide transportation support for evening and extended day programs. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.11 Ecotran Systems will update all student data files relating to the student assignment changes. Comment: needs to be. This has not been done the past two (2) years but 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotron Systems. 2.0 Utilizing interactive graphics, Ecotron System will optimize travel times, mileage and loads in generating routes for the school year. 2.1 As a result of student assignment changes, the current year's routes will be obsolete in 1989-90. Comment: Routes are revised annually. 2.5 Econtran Systems will tailor the Map Net System through the Oracle based SQL program, document these programs to better handle the uniqueness of the LRSD. 2.6 Ecotran will provide five hours connect time of enhanced support to the LRSD 2.7 The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. COMPLETED PRIOR TO 92-93 Page 61 Comment: District provides courtesy stops for non-eligible students at considerable cost. PROGRAM: COMPLETED DURING 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: Taken from Narrative COMPLETED DURING 92-93 Page 63 PROGRAM: LEADERSHIP 1. 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 or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED DURING 92-93 Page 64 PROGRAM: EARLY CHILDHOOD EDUCATION 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. 2.1 Interview and select fourteen (14) aides. 3.1 Arrange logistics with state for the initial training. Comment: This is done through HIPPY State Regional Office. 4.1 Conduct home interview and enroll families into program. 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. 6.1 Identify families to be served by each coordinator. 7.1 Identify families to be served by each aide. 9.1 Conduct three (3) day workshop. 10.1 Order material. 11.1 Conduct orientation meeting. 12.1 Secure meeting sites for group meeting. 12.2 Mail out notification of meeting sites. 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting - print flyers. 13.3 Schedule weekly service for aides. 13.4 Schedule aides first teaching with (own child) 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 16.1 Conduct survey of parents - print materials. 17.1 Implement second part of HIPPY curriculum: a. b. print material print flyers 19.1 Obtain a site and speaker and schedule a lecture for parents. 20.1 Activity. COMPLETED DURING 92-93 Page 65 21.1 Staff will organize. 22.1 Schedule final evaluation of trainees in the program. 23.1 To begin implementation of HIPPY program. 24.1 Secretary. 25.1 Aides made home visit. Taken from Narrative\n18. \"D\" Long-range plan will be written to address demographic, instructional and structural needs for the 4 year-old program. 27. 2\" Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges and LRSD 28. '2 As a demonstration center Rockefeller will be used for educating college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare workers. COMPLETED DURING 92-93 Page 66 PROGRAM: SPECIAL PROGRAMS (Taken From Narrative) 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED DURING 92-93 Page 67 PROGRAM: Summer Learning 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED DURING 92-93 Page 68 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. 4.1 Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. 3.1 Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually 1.1 Conduct inservice training on discipline management in all local schools. COMPLETED DURING 92-93 Page 69 1.2 Provide follow-up training for new staff on a regular basis. 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 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. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. 5.1 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. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. COMPLETED DURING 92-93 Page 70 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 3.1 Staff shall specifically recruit from among students who do not typically participate in particular activities. Profile student involvement in each club or activity. COMPLETED DURING 92-93 Page 71 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 Profile school by\na. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. COMPLETED DURING 92-93 Page 72 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. student performance discipline COMPLETED DURING 92-93 Page 73 c. d. e. attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 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 1.2 Send 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. 1.3 Provide districtwide program of staff development. COMPLETED DURING 92-93 Page 74 PROGRAM: EDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.3 Plan and conduct building-level inservice for entire faculty. 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction COMPLETED DURING 92-93 Page 75 PROGRAM: INSTRUCTIONAL TECHNOLOGY 16. Process installment payments for hardware and software COMPLETED DURING 92-93 Page 76 PROGRAM: ACADEMIC SUPPORT 1. Explain the Academic Support Programs options to local school administrators 2. Select the local school's appropriate academic Support Program. (Indirect/direct/extended services.) 3. Identify students targeted for participation in each program by school/grade level 4. Select staff (identified by position) responsible for delivering Academic Support Program 5. Schedule the Academic team's staff 6. Implement selected school options at local level 8. Begin training staff responsible for delivering each Academic Support Program Strategies (Curriculum Cluster) Team Planning Interactive Teaching/Learning (Curriculum Cluster) 9. Monitor the implementation of the above 11. Schedule school based meetings to assess program effectiveness 12. Collect appropriate data for end of school program evaluation including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/teacher/student recommendations 13. Analyze the above data to evaluate program effectiveness 15. The regular classroom teachers, reading specialists, and mathematics specialists will receive training on instructional strategies and alternative assessment methods 17. Teachers have received training in administering learning styles in inventories and designing instructional strategies that relate to identified learning styles Taken from Narrative\n4. Secondary schools will use 1 of 3 optional approaches to implement Academic Support Program: 4.1 Staffing by pairing COMPLETED DURING 92-93 Page 77 4.2 4.3 Classroom teachers Language Arts Plus Program 5. Targeted students will have available before school, at lunch and after school instruction. 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. 14. PAL materials should be reallocated to supplement the new approach to remediation. COMPLETED DURING 92-93 Page 78 PROGRAM: GIFTED AND TALENTED EDUCATION 1.2 Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. COMPLETED DURING 92-93 Page 79 PROGRAM: MULTICULTURAL CURRICULUM 6.8 Identify secondary social studies, music, and art committee: 1993: 11 teachers: 3 social studies 4 music 4 art 6.11 Conduct last completion monitoring as identified in timeline. 6.12 Operationalize the curriculum development timeline (monthly) meetings with specified dates developed in cooperation with committee members. 6.13 Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art) . 6.14 Type and print all guides for social studies, music, and art. 6.15 Conduct inservice for all secondary administrators and teachers. 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. Comment: meetings. Conducted through PTA Council and individual school Taken from Narrative: Multicultural curriculum and a multicultural approach to education will be in place in each school. 10. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural approach. 4. COMPLETED DURING 92-93 Page 80 PROGRAM: FOCUS ACTIVITIES 1.4 Area schools submit continuation grants to review committee. 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. 2. 1.3 I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 2.2 Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. 2.3 Ill - All elementary area school students will participate in on going, meaningful enrichment activities that complement and extend the core curricular activities. 2.4 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. COMPLETED DURING 92-93 Page 81 I.! 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. 3. Teachers, building administrators, and patrons shall participate in the development of, the local schoolproposal. 3.1 A panel will review all applications according to the criteria on page 83. 3.2 Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering 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. COMPLETED DURING 92-93 Page 82 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 2.2 UAMS staff have provide some individual shadowing experiences for 12th grade students where the student follows and works with a health care professional for a period of time. COMPLETED DURING 92-93 Page 83 PROGRAM: FEDERAL PROGRAMS 1.1 Be placed on mailing list in order to receive grant application. 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. COMPLETED DURING 92-93 Page 84 PROGRAM: VOCATIONAL EDUCATION 1.2 1.1 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Attend each other's advisory council meetings. 2.1 Review course offerings. 2.2 Offer Open Houses 2.3 Student Brochures. 2.4 Employment Fair. 3.1 Conduct monthly meetings among vocational directors. 4.2 Consult each other concerning new course offerings. 5.1 Review course offerings and course descriptions for differences. 1.1 Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. 1.4 Maintain contact with teacher training institutions concerning minority instructors. 3.1 Give preference to minority applicants with equal qualifications. 1.3 Obtain or produce needed audio/visual aids. 1.4 Make arrangements and conduct meeting (counselors, students, staff). 1.4 At least one such activity will be planned and conducted each semester. 1.1 Attend conferences, workshops and meetings where needs are made known. 1.4 Work with Advisory Council committees and other groups to glean ideas and enlist aid. 1.5 Coordinate activities with other surrounding school districts. 2.1 Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. COMPLETED DURING 92-93 Page 85 3.1 Identify sources of funding. 3.2 Prepare and submit application and/or proposals. 4.1 Prepare facilities. 4.2 Hire staff. 4.3 Obtain equipment, supplies and materials. COMPLETED DURING 92-93 Page 86 PROGRAM: SPECIAL EDUCATION 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: Learning Center Specialist provides ongoing opportunities. 1.6 Apply skills at center with students. Comment: Operating in 2 schools. 1.7 Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. COMPLETED DURING 92-93 Page 87 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors\nutilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: c. d. e. Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. 4.1 Provide comprehensive assessments and diagnosis. 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.4 Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center 4.5 Identify and coordinate community resources. COMPLETED DURING 92-93 Page 88 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. 5.1 Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. 2.1 Comment: Monitoring schedule attached. were sent to each school. Follow up letters Compile special education enrollment including race, sex, etc. and monitor on a regular basis. associate superintendent. Data is reviewed by the problems are identified by staff. Specific schools are targeted if Building principals and COMPLETED DURING 92-93 Page 89 their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are 2.2 2.3 1.1 Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. b. c. d. e. f. Policies and Procedures Appraisal Guide Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state level (93-94). Parent meeting for all parents held in May, 1993\nthese are planned on monthly basis for 1993-94. 2.1 Conduct Research Longitudinal Study. 2.2 Pilot program in targeted schools utilizing various strategies. COMPLETED DURING 92-93 Page 90 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93). 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. COMPLETED DURING 92-93 Page 91 Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule \"Material Fair\" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/eguipment. COMPLETED DURING 92-93 Page 92 PROGRAM: STAFF DEVELOPMENT (Taken from Narrative) 1. Administrators and teachers will be trained to teach and counsel black and educationally disadvantaged students. 1.2 Included in the planning will be community resource persons and all district personnel responsible for delivering training to staff, and to parent, volunteer, or student committees or groups. 1.3 Staff development will be based upon certain basic principals of human behavior, learning process and change dynamics. 1.4 The diverse training needs of staff at all employment levels will be met. 1.5 The District will establish resource banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 1.6 Computer data based will be used to record each employee's staff development history. 2. 3. 1.7 Carefully planned \"training of trainers\" events will be actively used to expand in-house training expertise. The District will deal decisively with the issue of racism and will involve all staff, students, and parents in a comprehensive prejudice reduction program. Certain areas of training and staff development will be especially emphasized: 3.1 Volunteer resources will be utilized. 3.2 Substitute teachers and aides will be prepared. Comment: Limited staff development training has been provided to substitute teachers. 3.3 Parents will be trained. COMPLETED DURING 92-93 Page 93 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always on-going for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.5 The capacities of junior high schools will be reviewed in light of needed programs, necessary) (capacities will be revised as Comment: Same as above 1.10 Data Processing will provide the necessary support for all school and central office-based functions. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED DURING 92-93 Page 94 2. Data Processing staff will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cahoots of students. COMPLETED DURING 92-93 Page 95 PROGRAM: VIPS 1.2 1.1 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. Choose representatives from each parent/citizen organization. Comment: We started a formal team during 92-93. We have 1.2 progressed through 1.3. points as we meet. We will continue through the other Establish guidelines for operation. Set regular meetings. 1.3 Identify and coordinate all parent involvement services in the LRSD. COMPLETED DURING 92-93 Page 96 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 8.1 No timeline charts for Stephens and King Elementary Schools. COMPLETED DURING 92-93 Page 97 PROGRAM: INCENTIVE SCHOOL - School Operations 5.4 Analysis of data collection. 5.5 Conclusions generated. 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 2.7 A science lab at each school. Staffing and Staff Development 1.1 Establish District Incentive Schools Staffing Committee to assess staffing needs for each incentive school. 1.3 Develop criteria for principal and staff selection based on race/gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (colleagues, principals, and others). 1.4 Develop job descriptions to include special programs and tractual requirements for staff and principal. 1.1 Establish a Staff Development Committee composed of teachers, specialist, parents, principals, and other administrators as appropriate to plan staff development experiences necessary to meet the needs and interests identified through needs assessment. 1.1 Produce a brochure for each incentive school, include: Brochure should a. b. c. d. e. Photo of school Photo of principal Special resources Programs Theme information COMPLETED DURING 92-93 Page 98 f. g. h.  i. Partners information Grants received Honors List of staff Taken from Narrative\n2.1 No timeline chart for restructuring of the Incentive School Program Committee into a district-wide council of incentive school parents...Incentive School Program, Parent Council. COMPLETED DURING 92-93 Page 99 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.3 Selection of team members Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative\n1.1 Each committee will visit each semester using monitoring instrument. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2. 3 . 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations 2.1 The Education Equity Monitoring instrument was used during the 1990-91 school year. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. COMPLETED DURING 92-93 Page 100 2.1 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED DURING 92-93 Page 101 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1.2 LRSD has made progress in the utilization of the ECOTRAN MAGNET System...1988-89 opening of school. Comment: greater progress. If we could receive good, clean, data, we could make 1.3 There is extensive work to be done in updating the geographic files/table within the LRSD database. Comment: Our map files are updated twice annually. 1.5 Transportation/safety policies need to be updated properly. Comment: Annual updates. 1.6 Assignment promotion population region tables need to be created to ensure proper student assignment. Comment: We receive this info on tape. 1.7 Transportation staff are busy attempting to keep ahead of day to day student assignments. Comment: District no longer has open enrollment. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotran Systems. 2.0 Utilizing interactive graphics, Ecotran System will optimize travel times, mileage and loads in generating routes for the school year. COMPLETED DURING 92-93 Page 102 2.2 2.7 Transportation requirements could be significantly reduced by optimizing route assignments into daily bus schedules. The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. Comment: District provides courtesy stops for non-eligible students at considerable cost. ONE-TIME ACTIVITY PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. ONE-TIME ACTIVITY Page 104 PROGRAM: SUMMER LEARNING 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. ONE-TIME ACTIVITY Page 105 PROGRAM: SCHOOL OPERATIONS 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually ONE-TIME ACTIVITY Page 106 PROGRAM: ACADEMIC SUPPORT 7. Cluster schools and develop a staff development schedule for curriculum clusters. 8. Begin training staff responsible for delivering each Academic Support Program: Learning Styles/Cult\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_1551","title":"Court filings concerning legal proceedings, Stephens Interdistrict School, integration planning, educational law, and school construction","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":["United States. 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Office of Desegregation Monitoring"],"dcterms_title":["Little Rock School District Court Submission"],"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/1126"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE RCDCK SCHCDCDL 191STFUCT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 COURT SUBMISSION AUGUST 2, 1993 Little Rock School District Mr. Chris Heller Friday, Eldredge and Clark 2000 First Commercial Building Little Rock, AR 72201 Dear Chris: August 2, 1993 REC IVE AUG 3 1993 Office of Desegregation Mon!tor,ng In preparation for the August 2, 1993, court submission of the revised budget, tll.e Board held a work session on Wednesday, July 28, 1993. At that meeting a list of \"selected items for budget review\" was presented to the Board for discussion and approval. After discussion and input, the Board adopted the revision that is summarized as Draft 7. For ease of submission, this revision includes only a line-item object summary and a function summary detailing the revision. Once the budget has been approved by the court, a final budget document will be issued which incorporates all the exhibits and schedules previously discussed with the Office of Desegregation Monitoring. f!J'{I//( MarkD~len Controller MDM/cfh 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 TABLE OF CONTENTS 1992-94 Revenue and Expenditure Projection (Draft 7) Selected Items For Budget Review Selected Items For Budget Review - Narrative Line Item (Object) Summary Function Summary 1993-97 Revenue and Expenditure Projection (Draft 3) Business Case - ABACUS Business Case - McClellan Community School Business Case - Recruitment Proposal - Mabelvale Junior High School Proposal - Grant Writer Business Case - Office of Desegregation Secretary Page No. 1 3 4 8 11 14 22 32 37 40 42 43 LITTLE ROCK SCHOOL DISTRICT 1992-94 REVENUE AND EXPENDITURE PROJECTION (DRAFT 7) 06-30-93 ACTUAL BUDGET ACTUAL REVISED BUDGET REVISED#3 1991-92 1992-93 1992-93 1993-94 REVISIONS 1993-94 REVENUE-LOCAL SOURCES CURRENT TAXES 38,196,979 39,088,120 39,701,855 41,027,982 41,027,982 40% PULLBACK 21,081,833 21,694,576 22,220,949 21,420,949 21,420,949 DELINQUENT TAXES 4,250,186 4,250,186 4,293,380 4,502,692 4,502,692 EXCESS TREASURERS FEES 140,858 140,000 145,690 145,690 145,690 DEPOSITORY INTEREST 241,476 300,000 360,734 303,000 303,000 REVENUE IN LIEU OF TAXES 224,667 224,667 245,162 245,162 245,162 MISC. AND RENTS 406,878 461,000 574,918 484,050 484,050 INTEREST ON INVESTMENTS 354,446 300,000 208,519 350,000 350,000 ATHLETIC RECEIPTS 100,857 100,857 87,005 102,874 102,874 TOTAL 64,998,180 66,559,406 67,838,212 68,582,399 ' 68,582,399 REVENUE-COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,428 73,419 73,419 SEVERANCE TAX 15,350 11,000 18,031 18,000 18,000 TOTAL 88,769 84,419 91,459 91,419 91,419 REVENUE - STATE SOURCES MFPA 27,264,460 27,042,713 25,275,221 27,142,713 (1,792,575) 25,350,138 SETTLEMENT PROCEEDS 8,637,482 8,926,606 8,926,606 8,094,112 8,094,112 SETTLEMENT LOAN 4,500,000 1,500,000 1,500,000 3,000,000 (3,000,000) 0 APPORTIONMENT 73,426 73,419 72,694 0 0 VOCATIONAL 1,513,699 1,341 ,887 1,261 ,451 1,341,887 1,341 ,887 HANDICAPPED CHILDREN 824,870 821,449 1,139,235 1,210,000 1,210,000 EARLY CHILDHOOD 147,050 229,403 234,403 240,873 240,873 ORPHAN CHILDREN 3,000 3,000 3,540 3,540 3,540 TRANSPORTATION 2,379,879 2,692,563 2,969,244 2,700,000 2,700,000 COMPENSATORY EDUCATION 858,743 548,034 563,602 575,435 575,435 M TOM TRANSFERS 1,770,486 2,490,900 2,356,224 2,883,425 2,883,425 ADULT EDUCATION 697,589 697,589 799,544 768,715 768,715 TOTAL 48,670,684 46,367,563 45,101 ,764 47,960,700 (4,792,575) 43,168,125 REVENUE - OTHER SOURCES PUBLIC LAW 874 9,385 40,000 40,866 40,000 40,000 TRANSFER FROM OTHER FUNDS 129,428 262,000 171,006 1,250,000 1,250,000 TRANSFER FROM BOND ACCT 394,675 600,000 500,000 500,000 TOTAL 533,488 902,000 211,872 1,790,000 1,790,000 TOTAL REVENUE OPERATING 114,291 , 121 113,913,388 113,243,307 118,424,518 (4,792,575) 113,631,943 -1- .. LITTLE ROCK SCHOOL DISTRICT 1992-94 REVENUE AND EXPENDITURE PROJECTION (DRAFT 7) 06-30-93 ., ::- ACTUAL BUDGET ACTUAL REVISED BUDGET REVISED#3 1991-92 1992-93 1992-93 1993-94 REVISIONS 1993-94 REVENUE-FEDERAL GRANTS CHAPTER I 3,275,099 4,288,755 4,288,755 4,288,755 4,288,755 CHAPTER II 224,423 215,020 215,020 215,020 215,020 TITLE VI B 558,810 589,011 589,011 589,011 589,011 OTHER 1,164,511 1,186,464 1,221,200 1,186,464 1,186,464 .. .. TOTAL 5,222,843 6,279,250 6,313,986 6,279,250 6,279,250 REVENUE-MAGNET SCHOOLS STATE/LOCAL 13,887,841 14,278,796 13,548,434 14,707,160 14,707,160 TOTAL 13,887,841 14,278,796 13,548,434 14,707,160 ' 14,707,160 TOTAL REVENUE 133,401,805 134,471,434 133,105,727 139,410,928 (4,792,575) 134,618,353 EXPENSES SALARIES 73,191,213 73,581,345 71,912,128 77,407,917 (1,453,394) 75,954,523 BENEFITS 8,992,742 9,941,433 9,908,175 10,251,363 (944,807) 9,306,556 SERVICES,SUPP,EQUIP 22,470,043 21,652,668 20,080,366 21,618,532 (484,260) 21,134,272 DEBT SERVICE 7,950,100 9,597,115 9,554,535 8,870,123 8,870,123 CONTINGENCY 0 500,000 1,000,000 1,000,000 RESERVE FOR ENCUMBR 714,896 TOTAL OPERATING EXPENSES 112,604,098 115,272,561 112,170,100 119,147,935 (2,882,461) 116,265,474 EXPENSES-FEDERAL GRANTS 5,111,131 6,764,930 5,741,806 6,279,250 6,279,250 EXPENSES-MAGNET SCHOOLS 13,887,841 14,278,796 13,548,434 14,707,160 14,707,160 TOTAL EXPENSES 131,603,070 136,316,287 131,460,340 140,134,345 (2,882,461) 137,251,884 INCREASE (DECREASE) IN FUND BALANCE 1,798,735 (1,844,853) 1,645,387 (723,418) (1,910,114) (2,633,532) BEGINNING FUND BALANCE FEDERAL 373,968 485,680 (0) (0) 572,180 572,180 OPERATING 634,844 2,321,867 2,321,867 962,694 2,432,380 3,395,074 ENDING FUND BALANCE FEDERAL 485,680 (0) 572,180 (0) 572,180 572,180 OPERATING 2,321,867 962,694 3,395,074 239,276 522,266 761,542 TOTAL 2,807,547 962,694 3,967,254 239,276 1,094,446 1,333,722 -2- LITTLE ROCK SCHOOL DISTRICT SELECTED ITEMS FOR BUDGET REVIEW 06-30-93 PROPOSED REVISION FTE REVENUE SALARIES FRINGES SER/SUPP TOTAL REVENUE 01. MFPA (1,792,575) (1,792,575) 02. SETTLEMENT LOAN (3,000,000) (3,000,000) TOTAL REVENUE (4,792,575) (4,792,575) EXPENSE 03. SABBATICAL LV DODD/BASELINE -1.00 (58,677) (6,189) (64,866) 04. ATHLETIC DIR POSITION -1.00 (43,521) (5,097) (48,618) 05. 4-YEAR OLD AIDES 10.00 104,110 19,060 123,170 06. ABACUS (73,095) 1,095 (100,000) (172,000) 07. FIGHT BACK PROGRAM -3.00 (88,000) (11,871} ' (99,871) 08. TRANSFER OF POSITION -1.00 (57,513) (6,167} (63,680) 09. COMMUNITY SCH PROG (50,000) (50,000) 10. PARENT RECRUITMENT (40,000) (40,000) 11 . 7TH PERIOD MABEL VALE 100,000 7,650 42,350 150,000 12. PROPOSED ISH CLOSING (920,808) (70,442) (8,750) (1,000,000) 13. STAFFING EFFICIENCY -16.6 (485,787) (54,434} (540,221} 14. SUBSTITUTE TEACHERS 300,000 22,950 322,950 15. DISTRICT PAID HEALTH INS (825,000) (825,000) 16. TUITION- EXCEPTIONAL CHILD 250,000 250,000 17. STATE TEXTBOOKS (118,958) (118,958) 18. STIPENDS/INSERVICE (130,051) (9,949) (140,000) 19. PROCUREMENT TRAVEL (13,500) (13,500) 20. EXTENDED YEAR (130,051) (9,949) (140,000) 21 . GRANT WRITER 1.00 30,000 3,536 33,536 22. MATERIALS/SUPP CUT 2% (445,402) (445,402) TOTAL EXPENSE (1,453,394) (944,807) (484,260) (2,882,461) -3- LITTLE ROCK SCHOOL DISTRICT Selected Items For Budget Review June 30, 1993 As a result of the additional budget review process that began July 9, 1993, a list of targeted areas was developed for further analysis and consideration. An explanation follows for each numbered item listed on the document entitled \"Selected Items for Budget Review\": 1. MFPA 2. 3. 4. The District was notified July 13, 1993, that the level of state aid for the 1993-94 school year had been cut by $870,472.00 due to a formula increase in the charge on real property assessments. This reduction combined with an overestimated projection resulted in the total reduction to this line item in the amount of ($1,792,575). Settlement Loan One provision of the March, 1989, Settlement Agreement established a $20 million loan fund. Proceeds from the fund shall be used for desegregation purposes. Further review of the District's financial situation as of June 30, 1993, yielded the reduction of this non-recurring revenue line item of $3 million from the budget. Sabbatical Leave - Dodd/Baseline Previous versions of the budget document included two principal positions at Dodd Elementary - one due to a requirement to hold a position while an employee was on sabbatical leave. Because of the untimely death of the Baseline Elementary principal on June 21, 1993, and the return of one person on sabbatical leave as of July 14, 1993, one principal position can now be removed from the budget. Athletic Director Position Funding for this position remained in the budget even though the job had been eliminated in the 1992-93 budget cutting process. This reduction removes the position that was inadvertently restored. 5. 4-Year Old Aides The additional ten (10) new 4-Year Old programs for 1993-94 will require ten ( 10) certified teachers. There must also be ten (10) aides to support those teachers. Budget review revealed that the funds for the ten (10) aides were mistakenly omitted from the document. This revision adds the funds for the aides to the budget to satisfy the commitment previously made. -4- Selected Items For Budget Review 6. 7. 8. 9. 10. 11. 12. ABACUS Additional analysis of this program yielded that services could be modified and delivered by using fewer dollars. More details are provided in a separate business case appearing elsewhere in this court submission. Fight Back Program The District received notice from the City of Little Rock that it was terminating funding for this program as of August 31, 1993. Therefore, the three positions budgeted had to be removed. Transfer of Position A vacancy exists in the federally funded Chapter I program due to a recent retirement. An employee currently charged to the operating budget will be transferred to the federal vacant position. Planned restructuring of duties will then allow the elimination of the operating budget position. Community School Program In the earlier budget preparation process, funding for this program was mistakenly doubled over the original additional request. That error is now being corrected. Parent Recruitment A review of budget-to-actual expenditures for this line item revealed that an overestimate of resources for 1993-94 was erroneously included. After this cut of $40,000, the 1993-94 allocation is still increased by almost 26% over the 1992-93 budget. 7th Period - Mabelvale Junior High A proposal supporting this addition to the budget appears elsewhere in this court submission. Proposed Ish Closing If permission has been obtained from the court to close this school, the majority of the dollars allocated for this location may be eliminated from the budget. A small contingency fund remains to offset any remaining expenditures necessary for this site (i.e., utilities, etc.). -5- Selected Items For Budget Review 13. 14. Staffing Efficiency A detailed review of current enrollments by site was compared to budgeted staffing by site as directed by the District's Board of Directors. Based on this process, 16.6 FfE's can be removed from the budget. As we move closer to the opening of school, this area will be very closely monitored so that we can maximize both our secondary and elementary school staffing/assignment processes. No staff will be eliminated and the personnel in those positions will be assigned to existing vacancies. Substitute Teachers Additional dollars are being added to this component of the budget to bring the 1993-94 allocation in line with the 1992-93 actual expenditures. This area continues to be a major source of concern to the District's Board of Directors, the administration, and the teachers' union. Strategies and reports are currently being discussed to deal with this issue. Our current technology should enable the District to produce reports to allow building administrators to compare performance from school-to-school. 15. District Paid Health Insurance 16. Notification was received on or about July 13, 1993, by the District that costs for the statewide health insurance program administered by Blue Cross are decreasing effective October 1, 1993. This adjustment reflects the premium reductions as outlined to us by the carrier. Tuition - Exceptional Children The increase in this expense item is offset by a corresponding increase in the handicapped children state revenue line item. The dollars spent and received in this area represent a \"pass through\" for handicapped and non-handicapped expenditures in approved residential treatment centers. 17. State Textbooks This represents an adjustment to the allocation for state adopted textbook purchases funded by the state. This reduction in expense corresponds with an identical reduction included in the MFPA adjustment. Neither revenue nor expense for this item runs through the District's books. -6- Selected Items For Budget Review 18. Stipends/Inservice The budget-to-actual review process indicates that this line item was overfunded for 1992-93. This reduction brings the 1993-94 proposed allocation in line with 1992-93 actual expense plus a 50% increase. 19. Procurement Travel A data entry error was made when data was loaded for the Procurement and Materials Management Department budget. A $1,500 line item for travel was keyed as $15,000. This adjustment corrects the travel line. 20. Extended Year 21. 22. A reduction in the amount which had been estimated for this program is being proposed due to a review of the actual costs of operating the program in 1992-93. By funding at the level now proposed, the 1993-94 funding level will be 20% greater than 1992-93 actual expenditures. Grant Writer This addition of one (1) FTE for this purpose should afford the District the opportunity to be more competitive in the area of grant acquisition, especially since funding shortfalls appear to be an issue for future years. Materials/Supplies Cut 2% The Board directed the Administration to reduce Districtwide material and supply allocations by 2%. A comparison of budget-to-actual indicates that this reduction should be able to be absorbed. The Board further added that if programs were adversely effected, some restoration would be discussed. -7- I ex, I Date: 07/30/93 Time: 14:17 SALRIES 0110 REGULAR CERTIFICATED 0115 CERTIFIED INSTRUCT. ASST. 0117 STIPENDS 0120 REGULAR NONCERTIFICATEO 0121 MAINTENANCE D124 CLERICAL OVERTIME 0130 SUBSTITUTE TEACHERS-SHORT 0135 SUBST. CERTIFIED LONG TER 0140 SUBST NON-CERTIFIED-SHORT 0145 SUBST. NON-CERTIFIED LONG SALRIES BENEFITS 0210 SOCIAL SECURITY TAX 0220 TEACHER RETIREMENT 0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE 0250 UNEMPLOYMENT COMPENSATION 0290 OTHER EMPLOYEE BENEFITS BENEFITS PURCHASED SERVICES U510 PROFESSIONAL \u0026amp; TECHNICAL 0311 INSTRUCTION SERVICES 0312 INSTRUCTIONAL PROG IMPROV 0313 PUPIL SERVICES 0314 STAFF SERVICES 0316 DATA PROCESSING SERVICES 0318 BOARD OF ED SERVICES 0319 OTHER PROFESSIONAL \u0026amp; TECH 0321 UTILITY SERVICES-NATURAL 0322 UTILITY SERVICES -ELECTRIC 0323 UTILITY SER-WATER/SEWAGE/ 0324 CLEANING SERVICES 0325 REPAIRS-BUILDINGS 0326 REPAIRS-EQUIPMENT 0327 RENTAL OF LAND \u0026amp; BUILDING 03211 RENTAL OF EQUIPMENT \u0026amp; VEH 0329 OTHER PROPERTY SERVICES 0331 PUPIL TRANSPORTATION 0332 TRAVEL-PAYROLL 03Il TRAVEL 0334 OFFICE EXPENSES 0339 OTHER TRANSPORTATION SERV 0341 TELEPHONE 0342 POSTAGE TOTAL ' TOTAL Little Rock School District Line Item (Object) Surmary Actual 1991/92 $:\u0026gt;5,ooY ,bt.b. r:. $8,212.70 $1,229,076.61 $15,076,554.61 $1,129,828.37 $91,812.91 $871,099.40 $326,189.12 $540,253.81 $28,557.67 $73,191,211.95 $5,570,905.78 $0.00 $171,904.40 $3,036,037.39 $153,797.29 $60,097.43 $8,992,742.29 Ut.f,Ult:,.U:, $13,309.42 $1,052,785.32 $44,070.20 $40.00 $7,529.35 $57,237.67 $91,162.34 $563,340.02 $2,651,690.07 $173,066.98 $0.00 $519,413.12 $470,552.36 $50,770.81 $23,214.29 $126,364.09 $710,448.27 $2,555.64 $92,165.12 ($80.00) $1,430.88 $336,319.73 $91,358.85 Budget 1992/93 :0).\u0026gt;,0Y, ,oYo.Uti $0.00 $1,740,785.54 $16,821,567.84 $0.00 $0.00 $900,000.00 $0.00 $350,DDO.OO SO.OD $73,504,049.46 $9,728,728.24 $0.00 $0.00 $0.00 $160,000.00 $73,462.00 $9,962,190.24 :\u0026gt;JOO,.\u0026gt;YU.UU $1,000.00 $691,900.00 $0.00 $2,000.00 $0.00 $366,862.00 $70,000.00 $28,000.00 $3,531,500.00 $5,500.00 $15,000.00 $501,.558.00 $596,964.28 $42,000.00 $18,464.00 $275,500.00 $562,036.00 $21,120.00 $73,600.00 $0.00 $0.00 $311,000.00 $96,893.00 Actual 1992/93 :oJ.:,o.,..,.,:\u0026gt;ti:\u0026gt;.t.5 $5,386.52 $326,649.66 $15,668,717.99 $1,167,691.67 $69,487.74 $1,363,632.01 $0.00 $410,977.09 $0.00 $71,912,127.91 $5,497,924.6:, $7,755.35 $166,240.10 $3,985,992.66 $192,426.52 $57,835.84 $9,908,175.12 $t.'l:,,ooJ.5f $18,610.84 $768,382.37 $279,291.40 $61.60 $0.00 $595,179.47 $64,266.08 $581,209.77 $2,232,084.12 $149,273.82 $207,407.65 $259,257.67 $531 ,707. 94 $135,447.85 $12,944.93 $18,924.55 $645,404.74 $1,286.44 $112,709.23 $0.00 $1,258.82 $338,295.60 $91,277.58 Budget 1993/94 :O)f ,YU), f'+).16 $0.00 $305,885.31 $14,962,781.62 $1,136,945.28 $0.00 $1,226,321.00 $0.00 $416,844.45 $0.00 $75,954,522.84 $5,42'1,063.93 $6,882.48 $147,104.28 $3,468,506.01 $195,000.00 $60,000.00 $9,306,556.70 $1:\u0026gt;t.1,ouu.UU $21,015.00 $711,357.00 $53,440.00 $1,000.00 $0.00 $752,500.00 $72,100.00 $826,700.00 $2,879,165.00 $209,950.00 $400,000.00 $200,300.00 $505,785.09 $135,700.00 $15,050.00 $128,650.00 $628,067.30 $24,160.00 $57,843.63 $0.00 $0.00 $386,500.00 $99,016.20 FTE 1993/94 1()0 0 0 1253 50 0 0 0 0 0 3D59 0 0 0 0 0 0 0 u 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I I.O I Date: 07/30/93 Time: 14:17 0350 ADVERT! SI NG 0360 PRINTING \u0026amp; BINDING-INTERN 0361 PRINTING AND BINDINGEXTE 0362 FREE PRINTED ITEMS 0365 COPIER LEASE 0370 TUITION 0380 FOOD SERVICES 0390 OTHER PURCHASED SERVICES PURCHASED SERVICES MATERIALS AND SUPPLIES 0409 SUPPLIES 0410 SUPPLIES 0411 SUPPLIES  SP TRACKING 0412 LOCAL SUPPLIES SP TRACKIN 0413 SOFTWARE 0414 SUPPLIES 0415 TEST MATERIALS 0416 SUPPLIES SUPPLY CENTER 0417 SUPPLIES -SUPPLY CENTER 0420 TEXTBOOKS 0421 TEXTBOOKS LOCAL SOORCES 0430 LIBRARY BOOKS 0431 LIBRARY REFERENCE MATERIA 0435 0440 PERIODICALS 0450 AUDIOVISUAL MATERIALS 0451 AUDIO-VISUAL MATERIALS 0481 PLUMBING 0482 CARPENTRY 0483 ELECTRIC 0485 AIR COND/HEAT 0486 BOILERS/SM ENGINES 0488 PAINTING 0489 ROOFING 0490 OTHER SUPPLIES 0491 UNIFORMS \u0026amp; SUPPLIES 0492 STADIUM OPERATIONS 0494 GAME RELATED EXPENSES 0630 DUES \u0026amp; FEES MATERIALS AND SUPPLIES CAPTIAL OOTLAY 0540 EQUIPMENT-PERSONAL PROPER 0541 EQUIPMENT PER PROP SP TRA 0542 EQUIPMENT (NOT INVENTORIE 0543 EQUIPMENT (REAL PROPERTY) TOTAL TOTAL Little Rock School District Line Item (Object) Surrnary Actual 1991/92 $31,382.16 S109,846.69 S120,347.36 SO.DO $419,811.22 S719,470.11 S138,895.91 S90,673.50 S9,036, 187.53 SO.OD Sl,929,459.75 Sl,083,539.56 $46,338.38 S253,368.81 $8,107.60 S112,075.84 SO.DO SO.OD (S10.95) S305,577.99 S786.12 S15,527.70 SO.OD Sl 1,275.65 S3,675.18 $6,788.91 S3,326.06 S1 ,649.24 $8,319.48 $6,972.10 S17,583.01 S3,637.83 S1,350.78 S10,468.47 S110, 144.08 $68,869.93 Sl,928.82 SO.DO $4,010,760.34 $1,422,531.06 S35,417.01 $836.27 S91,527.78 Budget 1992/93 S24,950.00 S188,419.20 S169,954.00 S500.00 $470,000.00 $476,187.20 S168,923.00 S32,000.00 S9,328,220.68 SO.OD S1 ,217,253.12 S798,339.00 S22, 168.00 S54,500.00 SO.OD S53,950.00 S391,889.00 S1,985.00 S955,000.00 S166,200.00 Sl,060.00 SO.DO S3,000.00 $45,081.00 S6,830.00 S50,000.00 SO.OD SO.OD SO.OD SO.OD SO.DO SO.DO SO.OD Sl,000.00 $88,130.00 S71,820.00 S2, 160.00 SO.DO S3,930,365.12 $492,724.84 SO.OD SO.OD S92,000.00 Actual 1992/93 S21,046.31 S91, 146.74 S116,235.20 $404.24 S362,507.86 S1 ,292,991.82 S144,413.73 S165,837.05 S9,534,750.79 c-,411.96\u0026gt; S1, 180,159.22 $870,780.43 S17,966.31 S31,128.18 S1 ,098.52 S39,900.00 $479,578.46 S1,075.62 SO.DO S167,488.65 SO.OD SO.OD SO.OD S22,988.87 SJ,898.09 S24,869.01 S18.54 $486.02 S708.32 S172.70 S15,453.14 S282.25 SO.DO S17,943.27 S79,376.33 $82,828.00 SO.OD S320.00 S2,974, 107.97 $654,966.90 $6,461.34 SO.OD S67,025.70 Budget 1993/94 S18,006.00 S151, 142.39 S153,645.50 S515.00 S503,000.00 S1,195,000.00 S178,062.69 S59,380.00 S10,988,850.80 SO.DO S976,618.83 S784,000.00 S30,157.04 S33,405.00 S2,000.00 S53,000.00 $466,941.10 S2,044.55 $862,542.00 S362,420.00 Sl,120.80 SO.OD S2,000.00 S26,498.35 S2, 150.40 S30,000.00 SO.OD SO.DO SO.DO SO.OD S15,000.00 SO.OD SO.DO Sl0,300.00 S80,974.40 S71,275.80 S2,224.80 Sl,200.00 S3 815,873.07 S598,309.00 S10,000.00 SO.DO $60,000.00 FTE 1993/94 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I ~ 0 I Date: 07/30/93 Time: 14:17 0545 EQUIPMENT LEASE PURCHASE 0548 EQUIPMENT  SUPPLY CENTER 0550 VEHICLES 0551 VEHICLES LEASE PURCHASE CAPTIAL OUTLAY OTHER OBJECTS 0610 REDEMPTION OF PRINCIPAL 0620 INTEREST 0630 DUES \u0026amp; FEES 0635 DUES \u0026amp; FEES  NCA 0640 INSURANCE 0641 PROPERTY INSURANCE 0642 LIABILITY INSURANCE 0649 OTHER INSURANCE 0660 IMPROVEMENT TAX 0690 OTHER EXPENSES OTHER OBJECTS LITTLE ROCK SCHOOL DISTRICT TOTAL TOTAL TOTAL Little Rock School District Line Item (Object) Surmary Actual 1991/92 S1 ,350,643.15 SO.OD S152,106.60 S906,669.49 S3 959 731.36 S3,393,324.59 S4,904,977.12 S54,716.42 S12,950.00 Sl,196,236.20 S50,000.00 S1 ,817 .08 S51,804.85 SB,971.34 S3,738,667.07 SB,413,464.67 S112,604,098.14 Budget 1992/93 Sl,489,020.00 S136,302.00 S0.00 S910,000.00 S3 120,046.84 $4,597,115.00 s5,ooo,ooo.oo $40,645.00 S26,000.00 Sl,018,440.00 S0.00 S0.00 S54, 775 .00 SO.DO $4,690,713.00 SlS,427,688.00 S115,272,560.34 Actual 1992/93 Sl,546,013.55 $61,031.26 S0.00 $618,895.35 S2 954,394.10 $4,951,180.35 $4,597,390.58 S52,497.64 S15,023.01 S920,983.15 SO.OD SO.OD S52, 791.12 S14,769.85 S3,567,012.06 S14, 171,647.76 S111,455,203.65 S1 Budget 1993/94 S926,742.00 S52,093.00 S0.00 S0.00 647 144.00 S4,074,616.00 S4,785,507.40 S57,339.50 S17,000.00 S400,000.00 S0.00 S0.00 S54,775.00 S15,000.00 S5,148,290.00 S14,552,527.90 S116,265,475.31 FTE 1993/94 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3059 I f-' f-' I Date: 08/02/93 Time: 11 :04 Function Description 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN 1120 ELEMENTARY 1124 ELEMENTARY MUSIC 1125 ELEMENTARY MAGNET 1127 SPECIALTY PROGRAMS 1129 SPECIALTY PROGRAM 1130 MIDDLE\\JUNIOR HIGH SCHOOL 1132 JUNIOR HIGH 1135 JUNIOR HIGH MAGNET 1137 JUNIOR HIGH RESTRUCTURE 1140 HIGH SCHOOL 1145 HIGH SCHOOL MAGNET 1146 HIGH SCHOOL STANDARDS 1151 BOYS ATHLETICS 1152 GIRLS ATHLETICS 1154 FOOTBALL/MINOR SPORTS 1155 VOLLEYBALL 1156 BASKETBALL 1157 TRACK,TENNIS,GOLF \u0026amp; SWIMM 1158 BASEBALL 1190 OTHER REGULAR 1191 MULTI-ETHNIC PROGRAM 1193 TRAVELING TEACHERS 1195 ACCELERATED LEARNING 1196 ACCELERATED LEARNING 1199 SUBSTITUTESINSTRUCTION 1210 ITINERANT INSTRUCTION 1220 RESOURCE ROOM 1230 SPECIAL CLASS 1240 HOMEBOUND AND HOSPITAL 1290 OTHER 1292 EXTENDED YEAR HANO. SERVI 1321 MARKETING/DIST ED-COOP 1322 MARKETING/DIST EDEXPL 1331 BUSINESS ED COOP 1332 BUSINESS ED EXPL 1333 BUSINESS EOSKILL TR 1341 HEALTH COOP 1351 TRADE \u0026amp; INOCOOP 1352 TRADE \u0026amp; INOEXPL 1353 TRADE \u0026amp; IND-SKILL TR 1354 YOUTH APPRENTICESHIP 1360 HOME ECONOMICS 136Z CONS/HMKG Little Rock School District Function SLl11118ry Actual 1991/92 $312,429.70 $3,107,993.07 $18,957,936.89 $0.00 $24,950.47 $0.00 $978,337.42 SB, 134,324.61 S0.00 $71,943.05 S429,684.81 S7,856,636.53 $42,226.16 $2,300.61 S42,098.02 $43,559.23 $47,638.98 $6,490.16 $42,794.32 $9,066.81 $8,946.68 $63,857.99 $690.88 $21,042.56 $2,283,175.79 S17,394.73 $1,393,301.78 S943, 193.30 $2,065,293.61 $1,253,039.78 $255,077.13 $823, 730. 20 $14,151.72 $197,722.24 S2,869.04 S191,121.48 $853,847.88 S970, 157.41 $58,755.33 S193,754.91 $619,807.20 $1,016,956.63 $41,764.48 $38,946.63 $670,989.72 Budget 1992/93 $1,479,804.31 $3,253,398.91 $21,904,944.99 $0.00 $265,892.02 $0.00 $0.00 $8,635,782.29 $0.00 $212,863.97 $492,021.18 SB, 264,041.10 $273,095.96 $0.00 $44,620.00 $13,230.00 $49,680.00 $7,200.00 $45,540.00 $11,160.00 S10,800.00 $37,696.84 $0.00 $12,000.00 $2,275,181.26 S0.00 $1,096,370.00 $901,880.14 S2, 189,284.37 S1,296,582.62 $240,565.63 $435,287.20 $0.00 $194,886.18 $0.00 $190,480.17 S575,813.91 S965,541.57 S50,996.02 S189,221.26 $537,358.99 $852,818.65 $46,025.56 S36,683.42 $664,130.37 Actual 1992/93 $1,195,358.85 $3,121,214.45 $19,905,274.36 $0.00 $146,003.86 $24,406.82 $0.00 $8,267,275.44 $5,540.42 $132,143.30 $535,179.49 S7, 823,764.65 $265,987.68 $0.00 $39,661.58 $25,254.43 $48,990.82 $6,393.73 $42,832.09 $13,487.01 $7,440.07 $20,238.80 $0.00 $19,897.81 S2, 121,435.04 $0.00 $1,438,180.85 S1 ,004,570.16 $2,088,460.12 $1,321,771.13 $215,503.17 $1,308,911.09 $4, 123.47 $228,230.75 $0.00 $195,778.88 ,$567,909.51 $1,029,262.40 $71,936.86 S195,305.05 $582,238.42 $992,355.65 $23,257.92 $3,035.70 $614,847.68 Budget 1993/94 $1,707,083.90 $3,261,957.67 $20,225,568.03 $986,897.00 S164,924.23 $0.00 $86,475.45 SB,827,509.50 $26,480.41 $443,104.64 $539,265.87 $8,627,637.52 $79,954.07 $0.00 $44,506.65 $4,798.20 $49,680.00 $7,416.00 $45,880.20 $11,354.40 Sl0,800.00 $17,936.19 $0.00 $15,000.00 $1,298,674.71 $0.00 $1,434,535.20 $1,123,449.98 $2,229,816.67 $1,321,770.46 S319,407.51 $1,246,285.43 $5,705.28 $206,250.75 $0.00 S201,039.34 $647,155.07 $1,001,393.89 $30,058.48 $202,903.96 $552,265.88 $919,838.00 $115,764.01 $0.00 $727,503.40 FTE 1993/94 68 92 711 28 4 0 0 255 1 1 18 232 0 0 0 0 0 0 0 0 0 0 0 0 53 0 0 46 77 37 11 5 0 4 0 4 16 22 1 4 14 20 2 0 19 I I-' N I Date: 08/02/93 Time: 11:04 Function Description 1371 CAREER ORIENTATION 1392 COORD CAREERCOOP 1393 LOORD CAREEREXPL 1410 ADULT BASIC EDUCATION 1420 ADULT GENERAL EDUCATION 1430 ADULT VOCATIONAL PROGRAM 1440 SPECIAL PROJECTS 1445 IIORKPLACE LITERACY 1490 OTHER ADULT EDUCATION 1550 EARLY CHILDHOOD EDUCATION 1560 READING 1570 MATHEMATICS 1580 ACADEMIC PROGRESS GRANTS 1595 COMPENSATORY EDUCATION 1910 GIFTED AND TALENTED 2111 SERVICE AREA DIRECTION 2113 SOCIAL IIORK SERVICES 2114 PUPIL ACCOUNTING SERVICES 2120 GUIDANCE SERVICES 2121 SERVICE AREA DIRECTION 2122 COUNSELING SERVICES 2129 OTHER GUIDANCE SERVICES 2134 NURSING SERVICES 2142 PSYCHOLOGICAL TESTING SER 2211 SERVICE AREA DIRECTION 2212 INSTRUCTION AND CURR DEV 2213 INSTRUCTIONAL STAFF TRAIN 2215 INST STAFF TRAINING TES 2216 INST STAFF TRAINING PET 2217 CLASSROOM MANAGEMENT 2218 PARTNERS IN EDUCATION 2219 OTHER IMPROVEMENT OF INST 2222 SCHOOL LIBRARY SERVICES 2223 AUDIOVISUAL SERVICES 2229 OTHER EDUCATIONAL MEDIAS 2310 BOARD OF EDUCATION SERVIC 2314 ELECTION SERVICES 2315 LEGAL SERVICES 2317 AUD IT SERVICES 2319 OTHER BOARD OF EDUCATION 2321 OFFICE OF THE SUPERINTEND 2326 DESEGREGATION 2410 OFFICE OF THE PRINCIPAL 2490 OTHER SUPPORT SERVICES - 2510 DIRECTION OF BUSINESS SUP Little Rock School District Function Surmary Actual 1991/92 S230,724.89 $201,795.03 SO.OD $437,414.74 $186,704.13 $18,949.50 $28,974.75 S25,545.75 S35,631.06 S930,948.93 S11,216.41 S288,660.42 $658,575.23 $967,023.83 S1,327,011.59 $11,321.52 SO.OD $145,479.23 $1,561,832.32 $8,639.40 Sl,261,361.90 $97,434.27 S791,264.86 S176,515.50 S719, 148. 16 S2, 142,689.55 S2,238.82 SO.DO S5, 110.19 $14,030.26 S19,373.77 S160,312.59 S2,603,586.90 $36,805.75 S76,000.00 $7,335.80 SO.OD $17,092.67 $40,145.00 S288,020.95 S299,408.55 $433,908.55 S5,965,386.34 $20,954.46 $68,273.22 Budget 1992/93 $224,651.50 $203,203.43 $21,518.34 $404,251.48 $180,760.35 S39,221.06 S10,001.85 SO.DO SO.OD SO.DO $280,068.49 S21,519.20 S320,000.00 $862,437.52 $646,481.75 $5,150.00 SO.OD S14,700.00 S2,475,037.42 S12,850.00 SO.DO SO.OD $812,854.26 SO.OD $730,230.41 S2,505,932.99 S14,000.00 S25,000.00 S40,000.00 S13,000.00 SO.DO $182,022.60 S2,459,369.06 SO.OD S86,000.00 SO.DO S16,500.00 S75,000.00 S31,500.00 $281,462.00 $207,342.23 $424,832.88 S5 ,746, 732. 23 S28,000.00 $81,630.00 Actual 1992/93 $256,111.14 $205,769.71 SO.OD $437,414.74 $331,299.86 SO.OD S0.00 S16,895.83 S13, 933. 79 S220,694.23 S27,887.91 S8,814.04 $233,266.90 S869,433.11 S813,857.18 ($16.00) SO.DO S16,809.66 S2,542,749.16 S2,684.06 $66,678.53 SO.DO S811,380.61 $181,256.55 S808,955.03 S2,579,824.46 SO.DO SO.DO SO.OD $756.00 SO.DO S183,997.25 S2,615,589.49 S34,043.16 S76,000.00 SO.OD $38.25 $467,398.72 S38,242.50 S279 ,740. 50 S232, 171 . 98 $429,738.70 $6,093,823.40 S21,541. 79 $63,697.30 Budget 1993/94 S247,878.64 S213, 754. 13 SO.DO $424, 133.49 S326,524.45 $1,888.48 $953.04 SO.DO SO.DO S241,150.73 S16, 135.65 $9,807.48 S320,000.00 Sl ,093,317.00 S1, 107,246.28 S4,758.48 S121,287.10 S116, 044. 71 S2,798,345.63 S8,563.51 S38,551.19 SO.DO S763,214.52 S195,928.86 $828,827.74 S1, 947,746.50 S10,713.11 $16,070.13 S32,139.33 S10, 713.11 SO.OD S117,058.34 S2, 348,444 .72 S31,927.05 S86,000.00 SO.OD S20,000.00 S350,000.00 S35,000.00 $304,912.07 S200,221.49 $422,648.59 $6,176,083.63 S9,120.69 S87,000.00 FTE 1993/94 6 4 0 15 10 0 0 0 0 21 0 0 0 37 42 0 10 3 78 0 1 0 41 5 10 44 0 0 0 0 0 6 88 2 0 0 0 0 0 0 3 10 171 0 0 I ...... w I Date: 08/02/93 Time: 11 :04 Function Description 2525 FINANCIAL ACCOUNTING SERV 2529 OTHER FISCAL ACCCXJNTING S 2539 OTHER FACILITIES ACQ \u0026amp; CO 2541 SERVICE AREA DIRECTION 2542 UPKEEP OF BUILDINGS 2543 UPKEEP OF GROUNDS 2544 UPKEEP OF EQUIPMENT 2545 VEHICLE MAINTENANCE 2546 SECURITY SERVICES 2548 ASBESTOS PROGRAM 2549 OTHER OPER \u0026amp; MAINT 2551 SERVICE AREA DIRECTION 2552 VEHICLE OPERATION 2553 MONITORING 2554 VEHICLE SERVICING 2572 PURCHASING SERVICES 2573 ~AREHOUSING \u0026amp; DISTRIBUTIN 2574 PRINTING, PUB, \u0026amp; DUPLICAT 2585 SAFETY-DRUG TESTING 2587 SAFETY \u0026amp; SECURITY 2589 RISK MANAGEMENT 2590 OTHER SUPPORT SERVICES-BU 2610 DIR OF CENTRAL SUPPORT SE 2623 EVALUATION SERVICES 2632 INTERNAL INFORMATION SERV 2642 RECRUITMENT \u0026amp; PLACEMENTS 2649 OTHER STAFF SERVICES 2664 OPERATIONS 3100 DIRECTION OF COMMUNITY SE 3500 CUSTOOY \u0026amp; CARE OF CHILD 3800 INSTRUCTIONAL PROGRAMS 3820 SUMMER SCHOOL 3900 OTHER COMMUNITY SERVICES 3909 DRUG ABUSE PREVENTION 3911 FAMILY LIFE EDUCATION NF 3916 IN-SCHOOL SUSPENSION 4900 OTHER NON -PROGRAMMED CHAR 5100 BONDED INDEBTEDNESS 6000 PROVISION FOR CONTINGENCI LITTLE ROCK SCHOOL DISTRICT Little Rock School District Function SlfflllSry Actual 1991/92 $384,333.68 $39,078.26 $282,107.60 $141,000.45 $9,226,708. 98 $33,083.92 $21,096.97 $72,039.62 $41,627.16 $77,068.61 $49,948.00 $85,779.28 $3,161,263.57 $321,718.14 $3,199,247.83 $927,587.06 $28,662.15 $98,917.79 $14,588.24 $760,378.15 $1,325,111.52 S0.00 $497,991 . 88 $571,953.63 $182,505.89 $345,105.31 $92,350.86 $1,223,976.26 ($4.59) $117,854.64 $213,563.35 $28,277.44 $10,000.00 $73,488.04 $613,400.00 $188,224.19 $3,771,117.52 $7,950,100.01 S0.00 $112,604,098.14 Budget 1992/93 $400,971.31 $0.00 $171,900.00 $0.00 $9,927,586.43 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $18,160.00 $3,500,688.20 $0.00 $3,227,601.09 $1,062,193.80 $11,500.00 $115,000.00 $16,000.00 $754,228.30 $1,137,255.98 $0.00 $220,363.00 $524,133.87 $217,071.80 $426,439.22 $0.00 $1,295,812.40 $115,000.00 $71,000.00 $196,000 . 00 $0.00 S0.00 so.oo $530,400.00 $0.00 $3,800,000.00 $9,597,115.00 $700,000.00 $115,272,560.34 Actual 1992/93 $398,488.44 $3,360.50 $208,269.23 $275,776.67 $8,176,780.17 $11,749.67 $16,043.09 $56,031.80 $2,957.29 $79,391.19 $0.00 $7,031.70 $3,443,249.84 $327,629.42 $2,731,640.87 $897,242.75 $47,038.80 $106,264.92 $11,897.80 $804,094.93 $1,063,284.28 $89,803.91 $149,406.41 $437,888.51 $154,437.80 $305,827.59 $88,999.58 $1,359,339.16 $95,000.00 $0.00 $229,653.19 $0.00 $0.00 $100,046.80 $0.00 S0.00 $3,586,103.53 $9,554,534.76 $0.00 $111,455,203.65 Budget 1993/94 $370,521.82 $0.00 $239,986.48 $222,728.53 $9,317,067.31 $12,831.91 $17,500.00 $57,206.94 $0.00 $68,903.30 $0.00 $19,790.05 $3,445,367.55 $319,159.16 $1,913, 122.85 $1,000,748.09 $54,936.16 $125,403.74 $14,937.36 $852,427.34 $450,000.00 $169,500.00 $141,848.03 $548,186.45 $208,860.21 $408,766.49 $0.00 $1,610,172.13 $170,112.24 $87,770.00 $249,440.00 S0.00 $0.00 $0.00 $530,400.00 S0.00 $3,915,500.00 $8,870,123.40 $1,000,000.00 $116,265,475.31 FTE 1993/94 12 0 5 9 237 0 0 0 0 2 0 1 324 12 10 15 1 0 0 40 0 0 3 9 4 9 1 13 0 0 0 0 0 0 0 0 0 0 0 3059 LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 NO MILLAGE NO CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE - LOCAL SOURCES CURRENT TAXES 39,701,855 41,027,982 41,848,542 42,685,512 43,539,223 44,410,007 45,298,207 40% PULLBACK 22,220,949 21,420,949 21,720,949 22,020,949 22,360,949 22,708,949 23,063,949 DELINQUENT TAXES 4,293,380 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 EXCESS TREASURERS FEES 145,690 145,690 145,690 145,690 145,690 145,690 145,690 DEPOSITORY INTEREST 360,734 303,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 245,162 245,162 250,065 255,067 260,168 265,371 270,679 MISC. AND RENTS 574,918 484,050 493,731 503,606 513,678 523,951 534,430 INTEREST ON INVESTMENTS 208,519 350,000 357,000 364,140 371,423 378,851 386,428 ATHLETIC RECEIPTS 87,005 102,874 100,000 100,000 100,000 100,000 100,000 ' TOTAL 67,838,212 68,582,399 69,728,669 70,897,656 72,123,822 73,375,512 74,652,076 REVENUE-COUNTY SOURCES COUNTY GENERAL 73,428 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,031 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,459 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 25,275,221 25,350,138 25,857,141 26,244,398 24,899,172 25,397,155 25,905,098 SETTLEMENT PROCEEDS 8,926,606 8,094,112 6,042,591 3,829,942 683,125 0 0 SETTLEMENT LOAN 1,500,000 0 3,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 72,694 0 0 0 0 0 0 VOCATIONAL 1,261,451 1,341,887 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,139,235 1,210,000 1,510,000 1,710,000 1,910,000 2,110,000 2,310,000 EARLY CHILDHOOD 234,403 240,873 250,000 260,000 270,000 280,000 290,000 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 2,969,244 2,700,000 2,900,000 3,100,000 3,300,000 3,500,000 3,700,000 COMPENSATORY EDUCATION 563,602 575,435 586,944 598,683 610,656 622,869 635,327 M TOM TRANSFERS 2,356,224 2,883,425 2,941,094 2,999,915 3,059,914 3,121,112 3,183,534 ADULT EDUCATION 799,544 768,715 784,089 799,771 815,766 832,081 848,723 TOTAL 45,101 ,764 43,168,125 45,075,398 43,746,248 38,752,173 37,066,758 38,076,222 REVENUE - OTHER SOURCES PUBLIC LAW 874 40,866 40,000 35,000 35,000 30,000 25,000 20,000 .I_RANSFER FROM OTHER FUN 171 ,006 1,250,000 525,000 535,000 545,000 555,000 560,000 _!RANSFER FROM BOND ACCT 500,000 400,000 300,000 200,000 100,000 100,000 TOTAL 211,872 1,790,000 960,000 870,000 775,000 680,000 680,000 _!OTAL REVENUE OPERATING 113,243,307 113,631,943 115,855,486 115,605,323 111,742,414 111 ,213,689 113,499,717 -14- LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 NO MILLAGE NO CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE-FEDERAL GRANTS CHAPTER I 4,288,755 4,288,755 4,331 ,643 4,374,959 4,418,709 4,462,896 4,507,525 CHAPTER II 215,020 215,020 217,170 219,342 221,535 223,751 225,988 TITLE VI B 589,011 589,011 594,901 600,850 606,859 612,927 619,056 OTHER 1,221,200 1,186,464 1,198,329 1,210,312 1,222,415 1,234,639 1,246,986 TOTAL 6,313,986 6,279,250 6,342,043 6,405,463 6,469,518 6,534,213 6,599,555 REVENUE-MAGNET SCHOOLS STATE/LOCAL 13,548,434 14,707,160 15,001,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL 13,548,434 14,707,160 15,001,303 15,301,329 15,607,356 15,919,503 16,237,893 ' TOTAL REVENUE 133,105,727 134,618,353 137,198,831 137,312,115 133,819,287 133,667,404 136,337, 164 EXPENSES SALARIES 71,912,128 75,954,523 79,838,417 83,065,810 85,454,348 87,901,689 90,420,127 BENEFITS 9,908,175 9,306,556 10,613,054 10,944,072 11,164,449 11,387,737 11,615,492 SERVICES,SUPP,EOUIP 20,795,262 21,134,272 24,327,313 25,027,302 25,463,254 25,897,414 26,339,131 DEBT SERVICE 9,554,535 8,870,123 8,745,248 8,158,921 7,941,468 7,100,036 7,120,109 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 112,170,100 116,265,474 124,524,032 128,196,105 131,023,519 133,286,876 136,494,859 EXPENSES-FEDERAL GRANTS 5,741,806 6,279,250 6,914,223 6,405,463 6,469,518 6,534,213 6,599,555 EXPENSES-MAGNET SCHOOL 13,548,434 14,707,160 15,001,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL EXPENSES 131,460,340 137,251,884 146,439,558 149,902,897 153,100,392 155,740,592 159,332,307 INCREASE (DECREASE) IN FUND BALANCE 1,645,387 (2,633,532) (9,240,726) (12,590,782) (19,281,105) (22,073,187) (22,995,142) BEGINNING FUND BALANCE FEDERAL 0 572,180 572,180 0 0 0 0 OPERATING 2,321 ,867 3,395,074 761,542 (7,907,004) (20,497,786) (39,778,892) (61,852,079) ENDING FUND BALANCE FEDERAL 572,180 572,180 0 0 0 0 0 OPERATING 3,395,074 761,542 (7,907,004) (20,497,786) (39,778,892) (61,852,079) (84,847,221) _ TOTAL 3,967,254 1,333,722 (7,907,004) (20,497,786) (39,778,892) (61,852,079) (84,847,221) -15- LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 5 MILLS NO CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE-LOCAL SOURCES CURRENT TAXES 39,701,855 41,027,982 41,848,542 50,185,512 51,189,223 52,213,007 53,257,267 40% PULLBACK 22,220,949 21,420,949 24,720,949 25,020,949 25,360,949 25,708,949 26,063,949 DELINQUENT TAXES 4,293,380 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 EXCESS TREASURERS FEES 145,690 145,690 145,690 145,690 145,690 145,690 145,690 DEPOSITORY INTEREST 360,734 303,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 245,162 245,162 250,065 255,067 260,168 265,371 270,679 MISC. AND RENTS 574,918 484,050 493,731 503,606 513,678 523,951 534,430 INTEREST ON INVESTMENTS 208,519 350,000 357,000 364,140 371,423 378,851 386,428 ATHLETIC RECEIPTS 87,005 102,874 100,000 100,000 100,000 100,000 100,000 TOTAL 67,838,212 68,582,399 72,728,669 81,397,656 82,773,822 8' 4,178,512 85,611,136 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,428 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,031 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,459 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 25,275,221 25,350,138 25,857,141 26,244,398 24,899,172 25,397,155 25,905,098 SETTLEMENT PROCEEDS 8,926,606 8,094,112 6,042,591 3,829,942 683,125 0 0 SETTLEMENT LOAN 1,500,000 0 3,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 72,694 0 0 0 0 0 0 VOCATIONAL 1,261,451 1,341,887 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,139,235 1,210,000 1,510,000 1,710,000 1,910,000 2,110,000 2,310,000 EARLY CHILDHOOD 234,403 240,873 250,000 260,000 270,000 280,000 290,000 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 2,969,244 2,700,000 2,900,000 3,100,000 3,300,000 3,500,000 3,700,000 COMPENSATORY EDUCATION 563,602 575,435 586,944 598,683 610,656 622,869 635,327 M TOM TRANSFERS 2,356,224 2,883,425 2,941,094 2,999,915 3,059,914 3,121 ,112 3,183,534 ADULT EDUCATION 799,544 768,715 784,089 799,771 815,766 832,081 848,723 TOTAL 45,101,764 43,168,125 45,075,398 43,746,248 38,752,173 37,066,758 38,076,222 REVENUE - OTHER SOURCES PUBLIC LAW 874 40,866 40,000 35,000 35,000 30,000 25,000 20,000 TRANSFER FROM OTHER FUN 171,006 1,250,000 525,000 535,000 545,000 555,000 560,000 TRANSFER FROM BOND ACCT 500,000 400,000 300,000 200,000 100,000 100,000 TOTAL 211,872 1,790,000 960,000 870,000 775,000 680,000 680,000 TOTAL REVENUE OPERATING 113,243,307 113,631,943 118,855,486 126,105,323 122,392,414 122,016,689 124,458,777 -16- I - I LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 5 MILLS NO CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE-FEDERAL GRANTS CHAPTER I 4,288,755 4,288,755 4,331,643 4,374,959 4,418,709 4,462,896 4,507,525 CHAPTER II 215,020 215,020 217,170 219,342 221,535 223,751 225,988 TITLE VI B 589,011 589,011 594,901 600,850 606,859 612,927 619,056 OTHER 1,221,200 1,186,464 1,198,329 1,210,312 1,222,415 1,234,639 1,246,986 TOTAL 6,313,986 6,279,250 6,342,043 6,405,463 6,469,518 6,534,213 6,599,555 REVENUE-MAGNET SCHOOLS STATE/LOCAL 13,548,434 14,707,160 15,001,303 15,301 ,329 15,607,356 15,919,503 16,237,893 TOTAL 13,548,434 14,707,160 15,001,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL REVENUE 133,105,727 134,618,353 140,198,831 147,812,115 144,469,287 144,470,404 147,296,224 EXPENSES SALARIES 71,912,128 75,954,523 79,838,417 83,065,810 85,454,348 87,901,689 90,420,127 BENEFITS 9,908,175 9,306,556 10,613,054 10,944,072 11,164,449 11,387,737 11,615,492 SERVICES,SUPP,EQUIP 20,795,262 21,134,272 24,327,313 25,027,302 25,463,254 25,897,414 26,339,131 DEBT SERVICE 9,554,535 8,870,123 8,745,248 8,158,921 7,941 ,468 7,100,036 7,120,109 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 112,170,100 116,265,474 124,524,032 128,196,105 131,023,519 133,286,876 136,494,859 EXPENSES-FEDERAL GRANTS 5,741,806 6,279,250 6,914,223 6,405,463 6,469,518 6,534,213 6,599,555 EXPENSES-MAGNET SCHOOL 13,548,434 14,707,160 15,001,303 15,301 ,329 15,607,356 15,919,503 16,237,893 TOTAL EXPENSES 131,460,340 137,251,884 146,439,558 149,902,897 153,100,392 155,740,592 159,332,307 INCREASE (DECREASE) IN FUND BALANCE 1,645,387 (2,633,532) (6,240,726) (2,090,782) (8,631,105) (11,270,187) (12,036,082) BEGINNING FUND BALANCE FEDERAL 0 572,180 572,180 0 0 0 0 OPERATING 2,321,867 3,395,074 761 ,542 (4,907,004) (6,997,786) (15,628,892) (26,899,079) ENDING FUND BALANCE FEDERAL 572,180 572,180 0 0 0 0 0 OPERATING 3,395,074 761 ,542 (4,907,004) (6,997,786) (15,628,892) (26,899,079) (38,935,161) TOTAL 3,967,254 1,333,722 (4,907,004) (6,997,786) (15,628,892) (26,899,079) (38,935,161) -17- LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 5 MILLS WITH CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE - LOCAL SOURCES CURRENT TAXES 39,701,855 41,027,982 41,848,542 50,185,512 51,189,223 52,213,007 53,257,267 40% PULLBACK 22,220,949 21,420,949 24,720,949 25,020,949 25,360,949 25,708,949 26,063,949 DELINQUENT TAXES 4,293,380 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 EXCESS TREASURERS FEES 145,690 145,690 145,690 145,690 145,690 145,690 145,690 DEPOSITORY INTEREST 360,734 303,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 245,162 245,162 250,065 255,067 260,168 265,371 270,679 MISC. AND RENTS 574,918 484,050 493,731 503,606 513,678 523,951 534,430 INTEREST ON INVESTMENTS 208,519 350,000 357,000 364,140 371,423 378,851 386,428 ATHLETIC RECEIPTS 87,005 102,874 100,000 100,000 100,000 100,000 100,000 TOTAL 67,838,212 68,582,399 72,728,669 81,397,656 82,773,822 84,178,512 85,611,136 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,428 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,031 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,459 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 25,275,221 25,350,138 25,857,141 26,244,398 24,899,172 25,397,155 25,905,098 SETTLEMENT PROCEEDS 8,926,606 8,094,112 6,042,591 3,829,942 683,125 0 0 SETTLEMENT LOAN 1,500,000 0 3,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 72,694 0 0 0 0 0 0 VOCATIONAL 1,261,451 1,341,887 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,139,235 1,210,000 1,510,000 1,710,000 1,910,000 2,110,000 2,310,000 EARLY CHILDHOOD 234,403 240,873 250,000 260,000 270,000 280,000 290,000 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 2,969,244 2,700,000 2,900,000 3,100,000 3,300,000 3,500,000 3,700,000 COMPENSATORY EDUCATION 563,602 575,435 586,944 598,683 610,656 622,869 635,327 M TOM TRANSFERS 2,356,224 2,883,425 2,941,094 2,999,915 3,059,914 3,121,112 3,183,534 ADULT EDUCATION 799,544 768,715 784,089 799,771 815,766 832,081 848,723 TOTAL 45,101,764 43,168,125 45,075,398 43,746,248 38,752,173 37,066,758 38,076,222 REVENUE - OTHER SOURCES PUBLIC LAW 874 40,866 40,000 35,000 35,000 30,000 25,000 20,000 TRANSFER FROM OTHER FUN 171,006 1,250,000 525,000 535,000 545,000 555,000 560,000 TRANSFER FROM BOND ACCT 500,000 400,000 300,000 200,000 100,000 100,000 TOTAL 211,872 1,790,000 960,000 870,000 775,000 680,000 680,000 TOTAL REVENUE OPERATING 113,243,307 113,631,943 118,855,486 126,105,323 122,392,414 122,016,689 124,458,777 -18- LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 5 MILLS WITH CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE-FEDERAL GRANTS CHAPTER I 4,288,755 4,288,755 4,331,643 4,374,959 4,418,709 4,462,896 4,507,525 CHAPTER II 215,020 215,020 217,170 219,342 221,535 223,751 225,988 TITLE VI B 589,011 589,011 594,901 600,850 606,859 612,927 619,056 OTHER 1,221,200 1,186,464 1,198,329 1,210,312 1,222,415 1,234,639 1,246,986 TOTAL 6,313,986 6,279,250 6,342,043 6,405,463 6,469,518 6,534,213 6,599,555 REVENUE-MAGNET SCHOOLS STATE/LOCAL 13,548,434 14,707,160 15,001,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL 13,548,434 14,707,160 15,001,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL REVENUE 133,105,727 134,618,353 140,198,831 147,812,115 144,469,287 144,470,404 147,296,224 EXPENSES SALARIES 71,912,128 75,954,523 79,838,417 83,065,810 85,454,348 87,901,689 90,420,127 BENEFITS 9,908,175 9,306,556 10,613,054 10,944,072 11,164,449 11,387,737 11,615,492 SERVICES,SUPP,EQUIP 20,795,262 21,134,272 24,327,313 25,027,302 25,463,254 25,897,414 26,339,131 DEBT SERVICE 9,554,535 8,870,123 8,745,248 8,158,921 7,941,468 7,100,036 7,120,109 POSITION/PROGRAM CUTS (4,950,000) (4,000,000) (6,700,000) (11,300,000) (12,000,000) CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 112,170,100 116,265,474 119,574,032 124,196,105 124,323,519 121,986,876 124,494,859 EXPENSES-FEDERAL GRANTS 5,741,806 6,279,250 6,914,223 6,405,463 6,469,518 6,534,213 6,599,555 EXPENSES-MAGNET SCHOOL 13,548,434 14,707,160 15,001 ,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL EXPENSES 131,460,340 137,251,884 141,489,558 145,902,897 146,400,392 144,440,592 147,332,307 INCREASE (DECREASE) IN FUND BALANCE 1,645,387 (2,633 ,532) (1,290,726) 1,909,218 (1 ,931 ,105) 29,813 (36,082) BEGINNING FUND BALANCE FEDERAL 0 572,180 572,180 0 0 0 0 OPERATING 2,321,867 3,395,074 761,542 42,996 1,952,214 21,108 50,921 ENDING FUND BALANCE FEDERAL 572,180 572,180 0 0 0 0 0 OPERATING 3,395,074 761,542 42,996 1,952,214 21,108 50,921 14,839 TOTAL 3,967,254 1,333,722 42,996 1,952,214 21,108 50,921 14,839 -19- LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 NO MILLAGE WITH CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1992- 93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE - LOCAL SOURCES CURRENT TAXES 39,701,855 41,027,982 41,848,542 42,685,512 43,539,223 44,410,007 45,298,207 40% PULLBACK 22,220,949 21,420,949 21,720,949 22,020,949 22,360,949 22,708,949 23,063,949 DELINQUENT TAXES 4,293,380 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 4,502,692 EXCESS TREASURERS FEES 145,690 145,690 145,690 145,690 145,690 145,690 145,690 DEPOSITORY INTEREST 360,734 303,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 245,162 245,162 250,065 255,067 260,168 265,371 270,679 MISC. AND RENTS 574,918 484,050 493,731 503,606 513,678 523,951 534,430 INTEREST ON INVESTMENTS 208,519 350,000 357,000 364,140 371,423 378,851 386,428 ATHLETIC RECEIPTS 87,005 102,874 100,000 100,000 100,000 100,000 100,000 TOTAL 67,838,212 68,582,399 69,728,669 70,897,656 72,123,822 73,375,512 74,652,076 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,428 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,031 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,459 91,419 91,419 91,419 91,419 91,419 91 ,419 REVENUE - STATE SOURCES MFPA 25,275,221 25,350,138 25,857,141 26,244,398 24,899,172 25,397,155 25,905,098 SETTLEMENT PROCEEDS 8,926,606 8,094,112 6,042,591 3,829,942 683,125 0 0 SETTLEMENT LOAN 1,500,000 0 3,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 72,694 0 0 0 0 0 0 VOCATIONAL 1,261,451 1,341 ,887 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,139,235 1,210,000 1,510,000 1,710,000 1,910,000 2,110,000 2,310,000 EARLY CHILDHOOD 234,403 240,873 250,000 260,000 270,000 280,000 290,000 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 2,969,244 2,700,000 2,900,000 3,100,000 3,300,000 3,500,000 3,700,000 COMPENSATORY EDUCATION 563,602 575,435 586,944 598,683 610,656 622,869 635,327 M TO M TRANSFERS 2,356,224 2,883,425 2,941,094 2,999,915 3,059,914 3,121,112 3,183,534 ADULT EDUCATION 799,544 768,715 784,089 799,771 815,766 832,081 848,723 TOTAL 45,101 ,764 43,168,125 45,075,398 43,746,248 38,752,173 37,066,758 38,076,222 REVENUE - OTHER SOURCES PUBLIC LAW 874 40,866 40,000 35,000 35,000 30,000 25,000 20,000 TRANSFER FROM OTHER FUN 171,006 1,250,000 525,000 535,000 545,000 555,000 560,000 TRANSFER FROM BOND ACCT 500,000 400,000 300,000 200,000 100,000 100,000 TOTAL 211,872 1,790,000 960,000 870,000 775,000 680,000 680,000 TOTAL REVENUE OPERATING 113,243,307 113,631 ,943 115,855,486 115,605,323 111,742,414 111,213,689 113,499,717 -20- LITTLE ROCK SCHOOL DISTRICT 1993-97 REVENUE AND EXPENDITURE PROJECTION (DRAFT 3) 06-30-93 NO MILLAGE WITH CUTS 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 REVENUE-FEDERAL GRANTS CHAPTER I 4,288,755 4,288,755 4,331,643 4,374,959 4,418,709 4,462,896 4,507,525 CHAPTER II 215,020 215,020 217,170 219,342 221,535 223,751 225,988 TITLE VI 8 589,011 589,011 594,901 600,850 606,859 612,927 619,056 OTHER 1,221,200 1,186,464 1,198,329 1,210,312 1,222,415 1,234,639 1,246,986 TOTAL 6,313,986 6,279,250 6,342,043 6,405,463 6,469,518 6,534,213 6,599,555 REVENUE-MAGNET SCHOOLS STATE/LOCAL 13,548,434 14,707,160 15,001 ,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL 13,548,434 14,707,160 15,001,303 15,301 ,329 15,607,356 15,919,503 16,237,893 TOTAL REVENUE 133,105,727 134,618,353 137,198,831 137,312,115 133,819,287 133,667,404 136,337, 164 EXPENSES SALARIES 71,912,128 75,954,523 79,838,417 83,065,810 85,454,348 87,901,689 90,420,127 BENEFITS 9,908,175 9,306,556 10,613,054 10,944,072 11,164,449 11,387,737 11,615,492 SERVICES.SUPP ,EQUIP 20,080,366 21,134,272 24,327,313 25,027,302 25,463,254 25,897,414 26,339,131 DEBT SERVICE 9,554,535 8,870,123 8,745,248 8,158,921 7,941,468 7,100,036 7,120,109 POSITION/PROGRAM CUTS (7,900,000) (12,050,000) (19,400,000) (22,000,000) (23,000,000) CONTINGENCY 714,896 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 112,170,100 116,265,474 116,624,032 116,146,105 111 ,623,519 111,286,876 113,494,859 EXPENSES-FEDERAL GRANTS 5,741,806 6,279,250 6,914,223 6,405,463 6,469,518 6,534,213 6,599,555 EXPENSES-MAGNET SCHOOL 13,548,434 14,707,160 15,001 ,303 15,301,329 15,607,356 15,919,503 16,237,893 TOTAL EXPENSES 131,460,340 137,251,884 138,539,558 137,852,897 133,700,392 133,740,592 136,332,307 INCREASE (DECREASE) IN FUND BALANCE 1,645,387 (2,633,532) (1 ,340,727) (540,782) 118,895 (73,187) 4,858 BEGINNING FUND BALANCE FEDERAL 0 572,180 572,180 0 0 0 0 OPERATING 2,321 ,867 3,395,074 1,333,722 565,175 24,393 143,288 70,101 ENDING FUND BALANCE FEDERAL 572,180 572,180 0 0 0 0 0 OPERATING 3,395,074 761 ,542 565,176 24,393 143,288 70,101 74,958 TOTAL 3,967,254 1,333,722 565,175 24,393 143,288 70,101 74,958 -21- ADDITIONAL BUDGET EXPENDITURES ABACUS - INSTRUCTIONAL MANAGEMENT SYSTEM (REVISED - 7 /28/93) EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The method of assigning these students is the first step in creating school and classroom environments that foster academic achievement and improve race relations between students and staff members. The next step involves a commitment to quality desegregated education by the District, the parents, and the community. The commitment requires a plan of action predicated upon the District's commitment to remaining solvent, while providing quality desegregated education for its students. The Educational Audit pointed out the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully-written objectives. Not until this was done could we move forward to address in a meaningful way the evaluation of effective teaching and the assessment of student learning. Instructional management systems are very effective and helpful in tracking the progress of individual students and providing corrective prescriptions to improve learning. A. BACKGROUND The Little Rock School District remains committed to providing teachers and principals with the training and technical support necessary to ensure that the Abacus system is used by teachers as a viable instructional management tool. In order to fulfill this commitment using District resources currently available, all principals were trained during the first semester, but the original plan for training all K-12 core-area teachers during the 1992-93 school year was modified and, thus, the initial schedule for training was revised. During the 1992-93 school year, the Abacus system was implemented in a limited number of schools. All K-9 core-area teachers, specialists, and administrators in these schools were trained to use the system for management instruction in core content areas of the revised curriculum. Because of the large number of schools applying for the limited spaced available in the pilot project, the District decided to conduct two (2) cycles of the pilot training in order to include more schools in the project. The schools chosen to participate in each cycle were as follows: -22- Cycle I Mabelvale Jr. High Southwest Jr. High Baseline Carver Cycle II Badgett Booker Chicot Forest Park Dodd Geyer Springs Gibbs Mitchell lsh Jefferson Meadowcliff Otter Creek Rightsell Romine Terry Pulaski Heights El. Watson Woodruff Each cycle was divided into two phases of training: the first phase consisted of K-9 core-area teachers in each pilot school attending two half-day training sessions\nthe second phase consi$ted of individual technical assistance conducted by the Staff Development Specialists at the local pilot schools. Additional training for the teachers trained this past summer was also provided. After teachers had completed two training sessions, the Staff Development Specialists spent four to six (4-6) days in each school providing Phase II training, which consisted of individual technical assistance to the teachers as they used the Abacus system. This assistance was provided according to a schedule developed cooperatively by each teacher and the Staff Development Specialists. Following completion of the inschool technical assistance, additional class sessions and/or further in-school training will be scheduled and conducted according to the needs of the participants. Several optional Abacus review /refresher workshops were scheduled for those teachers who were originally trained this past summer at the IBM center. These workshops were conducted at Metropolitan during the AEA Convention. Session 1 - November 5, 1992 -- 8:30 - 11 :30 a.m. Session 2 - November 5, 1992 -- 12:30 - 3:30 p.m. Session 3 - November 6, 1992 -- 8:30 - 11 :30 a.m. Each session was limited to 20 participants per session. The remaining schools are targeted for initial training this summer and during the 1993-94 school year. -2 3 - B. PROBLEM DEFINITION The District must determine the most appropriate way to complete the training for the remaining schools and how to provide additional technical assistance and support to all schools. The new curriculum offers core content area teachers flexibility in making the best uses of an almost infinite number of assessment possibilities. Teachers realize that assessing student progress is an ongoing part of the instructional process, and most teachers incorporate a variety of assessment strategies into the daily teaching/learning routine. With the new core curriculum, teachers can ensure that students are mastering the grade level objectives by correlating their assessment methods, along with their instructional strategies, to the identified objectives. Since teachers have the freedom to arrange the objectives so that they fit the learner's needs and the teacher's style, they must also choose how to assess. Teachers will continue to use standardized chapter tests and other similar mass-produced assessment with caution. The new curriculum has been designed by LRSD teachers for LRSD teachers. The objectives in all core areas are linked to specific learner outcomes, and any assessment must reflect individual student progress consistent with the aims of those outcomes. To assist teachers in the assessment process, a test item bank that is aligned with the District's curriculum is available through the Instructional Management System. The test item bank will be expanded to include more test items by the beginning of the 1993-94 school year. Remaining teachers need to be trained in order to access the test items. C. ANALYSIS OF ALTERNATIVES The District needs to determine the most efficient and user-friendly method of completing this needed training. We have given a great deal of thought and discussion as to the most cost-effective means of providing this training. Feedback from staff in pilot schools was secured in determining what worked and what did not work in Cycle I and II training sessions this school year. A District-wide instructional management system is needed to help us track the progress of individual students and to provide corrective prescriptions to improve teaching and learning. We can no longer wait until spring each year to know whether or not our students have mastered the objectives in our curriculum. D. RECOMMENDATION The District reviewed Recommendation Number 2 in which it planned to implement the instructional management system District-wide. There are a number of critical issues facing the District, and it is extremely important that all initiatives be provided the necessary time and resources that will facilitate successful implementation. Recommendation Number 3 will allow the District to concentrate its efforts in the -24- elementary schools, so that successful implementation will be more assured and delay the secondary school implementation which is less critical for 1994-95. Intervention and tracking of students' progress can be most effective if started in the early years of our students' education. With the elimination of reading cards and math bifolds, it is necessary to establish a uniform system for recording students' mastery of the curriculum. It is recommended that the District modify its original plans and fully implement the Abacus Instructional Management System at all elementary schools during the 1993- 94 school year. During the 1992-93 school year, 22 schools participated in the piloting of the Instructional Management System. The pilot schools assisted us in learning to effectively train staff and to work out expected \"glitches\" in the System. The rationale for this recommendation is that the management system, fully operational, can provide:  Continuous monitoring of individual student progress. Detailed reports for conferences, Board of Directors, and the Office of Desegregation Monitoring. Immediate feedback on test results with diagnostic information. Comprehensive library of learning resources.  Capability to create, store, and print tests. It is further recommended that the remaining secondary schools implement the instructional management system as of the 1994-95 school year. Secondary teachers will be encouraged to take advantage of training courses that will be offered at the Instructional Resource Center during designated evenings beginning with the 1993-94 school year. Training will also be made available during the summer of 1994. Parents The Abacus Instructional Management System provides ways to help make the parent an integral part of their student's learning process. It will: Provide reports showing the learning objectives and instructional goals to be mastered. Provide regular and timely update reports showing current progress toward those instructional goals. Clearly show parents which learning objectives have not been mastered or not attempted. -25- Provide suggested instructional resource listings which the parent can use to supplement classroom instruction in areas where the student needs help. Enhance parent/teacher cooperation. E. OBJECTIVE The objective of this recommendation is to fully utilize technology to uniformly manage and monitor instruction as indicated in the desegregation plan. The District needs this technology to help it evaluate programs that are working and to secure the necessary data to assist us in eliminating programs that are not working. Technology, used appropriately, can save staff many hours of manual labor and can provide uniform and consistent reporting of student learning and student mastery of the curriculum. Evaluation Criteria Continuous monitoring of student progress. Timely, detailed reports for conferences, administration, Board of Directors, and the Office of Desegregation Monitoring. Increased teacher use of test item bank. Increased use of mastery reports by teachers and principals to intervene in student learning. Increased use of the System by reluctant users. Increased use of mastery reports to parents regarding student learning. F. IMPACT ANALYSIS The Instructional Management System has the potential for assisting the District in gathering data for reports, monitoring and evaluating teaching and learning, and tracking student progress. Reliable data are needed to make professional judgements regarding the effectiveness of District programs. It is important to provide student, class, school, and District Objective Mastery Analysis and Summary. The System can provide a rich and stimulating instructional resource bank that will assist teachers, librarians, media clerks, and parents. -26- Desegregation Plan Full implementation of the Instructional Management System at the elementary level will allow us to achieve a component in our desegregation plan: the use of an instructional management system that will track student progress. Court Orders The District has committed to the utilization of an instructional management system, and this commitment has been noted by the Court. Political Factors The District can receive favorable responses from the community and schools if it commits the necessary resources to correctly implement the System. Risks The quality of support and services provided by the schools and patrons can be positive, if implemented correctly. The additional funds requested will be viewed as a wise investment. Should the District decide not to support this system, the results can be very negative and regarded as \"just another gimmick.\" Timing Decisions regarding modified implementation should be made prior to the beginning of the 1993-94 school year. It will be necessary to begin training the remaining elementary teachers prior to the beginning of school. G. RESOURCES ANALYSIS Provided is a listing of personnel that must be trained to use the Instructional Management System. Included is the projected budget for staff development of teachers. The Administration recommends the Board of Directors approve Plan 3 for implementation for the 1993-94 school year. -27- ABACUS TRAINING FOR 1993-94 IMPLEMENTATION PLAN 3 1. Train only the remainder of the elementary schools and provide maintenance for the original pilot schools. 2. Add five (5) technicians in Data Processing to provide district-wide technical assistance. 3. Designate one (1) staff member in each elementary school to provide technical assistance. within the school\neach person will receive a $500 stipend. (Computer lab attendant, media clerk, etc. may be selected for this position.) Training Costs for Plan 3 a. Training July 26 - August 13 Participants: Four (4) remaining incentive schools and King Review Session 3 pilot incentive schools Training for in-school technical person If the above staff members are not on contract, stipends of approximately $50 per day per teacher for approximately 240 teachers $12,000.00 b. Training August 30 - October 4 Participants: C. Total Twelve (12) remaining elementary schools Training for in-school technical person One (1) day substitute for approximately 340 teachers @ approximately $30 per day per substitute $10,200.00 Stipends (approx. $500 per school) $19,000.00 -28- $41,200.00 Training Schedule for Plan 3 Note: the following schedule is based on a 15 station Abacus lab. July 26 - August 13: Remaining incentive schools, King, and Review Sessions for all pilot incentive schools (240 teachers\none (1) full day per teacher and one additional full day for technical persons\nif not on contract, a stipend of approximately $50 per day) July 26 - Franklin July 27 - Franklin July 28 - Garland July 29 - Garland and Rockefeller July 30 - Rockefeller August 2 - Stephens August 3 - King August 4 - King August 5 - Review for lsh August 6 - Review for Mitchell August 9 - Review for Mitchell and Rightsell August 1 O - Review for Rightsell September 30 - In-school Technical Person (12 schools) October 1 - In-school Technical Person (12 schools) October 4 - In-school Technical Person (13 schools) Remaining one-half day of training for in-school technical person will be scheduled for one evening after the initial training. August 30 - October 4: Twelve (12) remaining elementary schools and 37 technical persons (340 staff members - two (2) half-day sessions per staff member\none full day for technical person\nuse substitutes) August 30 and September 15 August 31 and September 16 -29- Bale (8) Brady (8) Cloverdale El. (6) Fair Park (4) Fulbright (4) Bale (8) Brady (8) Cloverdale El. (6) Fair Park (4) Fulbright (4) l September 1 and September 17 Bale (4) Brady (6) I Fair Park (4) ' I Fulbright (8) I Mabelvale El. (6) September 2 and September 20 Fair Park (8) Fulbright (8) Mabelvale El. (8) I McDermott (6) I, I I September 3 and September 21 Fulbright (2) Mabelvale El. (6) McDermott (8) Wakefield (8) I Washington (6) I I September 8 and September 23 Mabelvale El. (6) McDermott (8) Wakefield (8) Washington (10) September 9 and September 24 McDermott (6) j' Wakefield (8) I Washington (10) Western Hills (6) September 1 O and September 27 Wakefield (2) Washington (10) I Western Hills (8) I Williams (10) I September 13 and September 28 Washington (4) Western Hills (6) Williams (10) Wilson (10) September 14 and September 29 Washington (8) Williams (8) Wilson (10) I September 30 - In-school Technical Person (12 schools) October 1 - In-school Technical Person (12 schools) October 4 In-school Technical Person (13 schools) I -30- BUDGET - ABACUS IMPLEMENTATION PLAN 3 The following budget assumes full implementation of all elementary schools during the 1993-94 school year. It uses current enrollment numbers with the addition of King School's projected enrollment. Additional equipment numbers are based on having four stations at school with enrollment \u0026gt; 1000 students, three stations at schools with \u0026gt; 800 students, and two stations at schools with enrollments \u0026gt; 600 students. Those schools with less than 600 students would have only one (1) work station. We would have two printers and two scanners only at those locations with four PC's. All other locations would share one printer and one scanner. 21 IBM PC's $1,676.00 Forms Printer Cartridges (45) In-district Printing TOTAL $35,196.00 $12,474.00 $7,650.00 $3,520.00 $ 2,169.00 $61 ,007.00 This represents a total savings from the previous Plan 3 budget of $100,000. This was accomplished by taking a closer look at the hardware and forms needs for the schools. We were also able to identify an in-house inventory of scanners and printers. Implementation of Plan 3 instead of Plan 2 represents a savings in staff development of $72,650, resulting in an overall savings of $172,650. Equipment/Supplies/Mileage Stipends for 580 Elementary Teachers Stipends for one (1) technical asst. per school (38) Stipends for five (5) computer technicians TOTAL $ 61,007.00 22,200.00 19,000.00 65,000.00 - 31- $167,207.00 EXECUTIVE SUMMARY BUSINESS CASE MCCLELLAN COMMUNITY SCHOOL (Revised July, 1993) The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. It is further committed to ensuring that all students in our district receive a quality desegregated education. The District recognized its responsibility in ensuring that the annexed schools would feel that they were an integral part of our school community. Therefore, support for the community school was secured and the community concept has been successfully implemented at McClellan Community High School. A. BACKGROUND The McClellan Community School Program was started during the 1990-91 academic year. The implementation of the program was directed by a group which was representative of the school and the surrounding community. Administrators, teachers, students, parents, members of school groups, and community leaders formed a biracial planning committee. The committee worked with local consultants who had experience in community schools. The District supported the development and implementation of a program to provide quality services to the students the community. This support reassured the McClellan community that the District was committed to the restoration of McClellan's long tradition of community involvement and support. Measures taken to resolve the District's financial bind have forced Community Education to become more creative. Although the reduction was large, Community Education has been able to scrutinize the budget and re-design some operations to function at lower costs without risking the quality of the program. Examples of this include FUNFEST and the evening and weekend classes. Staff stretched their minds, energies, resources, and revenue-operating power. B. PROBLEM DEFINITION The LRSD reduced its contribution to the McClellan Community Education budget from $227,000 in 1991-92 to $115,000 in 1992-93--close to 50%. However, given that personnel and fringe benefit costs total near $95,000, monies set aside for Community Education program operations were reduced by 60%. -32- C. ANALYSIS OF ALTERNATIVES The impact of the budget reductions has hit hard as it has in every part of the District. The Community Education points of stress can be categorized as follows: Classes As a result of the latest budget reductions, McClellan Community Education developed a new method of structuring classes offered in the evenings and on weekends. Class fees were raised by $5 - $15, and minimum numbers of enrollees were required to insure that each class would pay for itself ... be self-supporting. Community Education required that each class at least break even. The fee structure and rigid guidelines for enrollment inhibit establishing new classes. Summer Classes The summer session differs from the spring and fall sessions in that the major target population is \"youth.\" The day extends from 7:30 a.m. to 6 p.m. for the McClellan Too Cool for School Summer Camp for 6-18 year-olds and from 5:30 to 9 p.m. for classes geared to adults. In spite of need and large target populations, the summer youth camp brings in little revenue for two reasons: the target families typically cannot afford to pay fees to cover the true cost of the program and the program cost is extensive due to the high staff ratio required for youth activities. In essence, the previously described fee structure to create a selfsupporting program is inappropriate for the summer youth session. Community Education staff has turned to fund-raising to support the program. However, the youth camp is at risk of involving only a minimal number of children or of cancellation altogether. Scholarships The McClellan High School Advisory Council Scholarship Committee has previously awarded up to two scholarships per class to community applicants. Due to budget concerns, the number of scholarships shrank to one per class. Community Education's collaborative agreement with the Step Up Center, a neighborhood drug relapse prevention program, now allots only one scholarship to Step Up clientele for job skills and health-related classes. In the past, Community Education appropriated two scholarships for job skills and health-related classes and one scholarship for all other classes. The support through provision of class scholarships for the Step Up Center has declined somewhat. -33- FUNFEST FUNFEST, a school-community festival, has suffered little from the budget cutbacks due to the earnest work of the Advisory Council and its FUNFEST committee. The committee's original plan allowed for the festival to become self-supporting in three-four years. The budget cuts have simply pushed that goal forward more rapidly than anticipated. The challenge has been met through fund-raising in our community. Equipment, Supplies, and Support Personnel In the past, Community Education has contributed greatly to the school's inventory of equipment and supplies which serve both the McClellan and Community Education student populations. With recent cutbacks, we have not been able to contribute our fair share. Due to great support from Vocational Education to Community Education and the McClellan Business Department, this has not become a severe problem. However, equipment can go only so long without proper repair. The lack of funds to properly maintain the equipment Community Education utilizes could escalate into a serious problem over an extended period of time. Community Education programs draw an estimated 1,800 people into McClellan throughout the year. The use of this high school, in all probability, exceeds that of any school in the District. Yet, the budget limitations and the formula utilized to determine janitorial personnel do not take into consideration the added traffic of 1,800 children and adults. As a result of lack of adequate janitorial support, the physical plant has declined considerably. The ultimate impact is a negative public perception of the school surmised solely on the basis of physical environment. D. RECOMMENDATIONS Community Education at McClellan has been nothing but positive. The existing programming is of high quality and satisfies many current community needs. Community Education staff and the Advisory Council will continue to pursue community resources as well as private and public donations to insure ongoing quality. However, we also need District support for quality maintenance and expansion. Although the expectation of the District carrying full financial load for all planned programming seems unrealistic, added revenue of about $50,000 would insure a summer youth program and allow some staff relief to do grant writing. Without some reprieve from the present stress, we do not foresee growth for McClellan Community Education. - 34 - E. OBJECTIVE The objective of the recommendation is to allow Community Education to restore some existing programs and expand programming to meet changing and ongoing community needs. F. IMPACT ANALYSIS Program It is expected that restoration of these funds will have a positive effect on both the school and the community. The McClellan community would be reassured of the District's commitment. Desegregation Plan There will be positive impact on the Plan. The District will be in compliance with the Desegregation Plan. Court Orders No negative impact is noted. Political Factors Failure to provide this funding would be viewed negatively by the community. The quality of support provided by the District can have a positive effect. Failure to restore funding will reduce support from the community. Timing The summer program is currently being implemented. Failure to restore the program would have eliminated needed services for our youth this summer. G. RESOURCE ANALYSIS The cost for restoring and expanding some community programs has been revised and is projected to be $55,000. The staff has committed to securing additional funds through grant writing and fund raising. The District has committed to assisting the Community School financially if any difficulty is noted in implementing the program. -35- H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the McClellan community and the Administration. These persons recognize the need to keep our commitment to the community and to the Desegregation Plan. The primary detractors could be other areas within our school district who have similar needs. I. GENERAL IMPLEMENTATION PLAN The staff will continue to monitor all activities in order to ensure the objectives of the program are accomplished as designed in the Plan. -36- BUSINESS CASE LRSD OFFICE OF DESEGREGATION - RECRUITMENT REVISED (JULY 1993) EXECUTIVE SUMMARY The Little Rock School District (LRSD) is required to engage in timely, vigorous and sustained recruitment in order to meet its desegregation obligations. A recruitment budget was established this spring to assist the district with the efforts. The proposed budget allocation of $74,000 was filed with the Court. The District has reviewed the recruitment activities revised the proposed 1993-94 budget and recommends a expenditure of $34,000. Backiuound The LRSD and the Interdistrict Plans require the LRSD in collaboration with the PCSSD to engage in timely, vigorous and sustained recruitment in order to meet its desegregation obligations. Specific recruitment strategies and activities designed to attract students to the LRSD are described in the plans. The 1991-92 recruitment budget was $51,600, of which $22,288.40 was spent. The LRSD 1992-93 budget allocation for recruitment was $27,000 and only $8,133.84 was spent. Problem Definition The LRSD can implement the recruitment activities in the Desegregation and Interdistrict Plans in a more effective manner than in the past and absorb a reduction in the budget. The real issue for the district is how to effectively recruit students and use its resources. Analysis and Alternatives The LRSD Communications, the Office of Desegregation staff, and selected district personnel reviewed the LRSD and the Interdistrict recruitment strategies and activities to be implemented. The first consideration was to continue to do business in the same way. The district's recruitment efforts must follow carefully developed strategies that 1) embrace all who have a role in promoting the district\n2) select activities that ensure a match between effort and resources\nand 3) decentralize the recruitment efforts among various school employees and community resources. -37- Recommendation Given the goals and objectives for recruitment described in the LRSD and Interdistrict plans, subsequent Court orders, and the priority set by the district for recruitment, the district is recommending that a total of $34,000 be allocated for recruitment for the 1993-94 school year. All strategies must be carefully monitored and evaluated. Should any major concerns be detected, the level of funding for recruitment will be increased to a level that ensures on-going, successful recruitment activities. Objective The objective for this recommendation is to provide the means to involve everyone who has a role in promoting the district and to engage in extensive recruitment activities that will result in racially balanced schools. This recommendation will 1) support the district's commitment to recruitment\n2) embrace all persons who have a role in promoting the district\n3) create a match between effort and resource\nand 4) reduce the district's proposed budget by $40,000 for the 1993-94 school year. The program activities can be implemented with the proposed allocation of $34,000. Impact Analysis When executed, this recommendation will ensure program coordination and the involvement of key district and community persons. Utilization of district and relevant community members will assist the district in meeting its desegregation obligations. Resource Analysis This recommendation will not negatively impact recruitment activities. Utilization of additional LRSD staff and community resources will enhance recruitment. -38- Force Field Analysis The primary supporters of the recommendation will be the LRSD administration. This support can be maximized by program managers utilizing creative and innovative techniques in its recruitment initiatives. The detractors of the recommendation could be those individuals who have concerns regarding the district keeping its commitment to engage in timely, rigorous, and sustained recruitment activities. We can minimize their concerns by providing feedback regarding the results of our recruitment efforts. -39- PROPOSAL FOR A \"SIX-PLUS\" INSTRUCTION DAY FOR MABELVALE JUNIOR HIGH SCHOOL. The teachers and administration of Mabel vale Junior High School have developed a proposal to improve student achievement in all academic areas. We understand the need for each child to be provided with a unique opportunity to succeed. Therefore, we proposed a unique seven period day to provide: Academic Support: Reading Assistance Mathematics Assistance Language Arts Plus English, Mathematics, Science, and Social Studies Plus. Enrichment: Library Research Special Projects Advanced Curriculum studies Global Studies. Ninth Grade Extra Electives: Choir, Art, Home Economics, Technology, Physical Education, Orientation to the Teaching Profession, Computer Programming, or Foreign Language. This unique \"Six-plus\" program will provide an opportunity for all students in grades 7-9 to participate in these activities. Selected ninth grade students will be able to complete an extra elective. This will ensure that our ninth grade students are fully prepared to compete when starting senior high school. All other junior high schools in the district are offering a seven period day. This \"Six-plus\" instructional day will provide an extra classroom period to address the unique requirements of our students at risk. These students will be attending all the classes normally scheduled and an extra class especially designed to assist them to succeed. Students who are not taking an extra elective or not needing special remediation classes will be offered a unique opportunity to explore and develop extended skills. -40- Proposal for a \"Six-Plus Instructional Day for Mabelvale Junior High School Page 2 Students will be assigned to a classroom setting 363 minutes per day. This is 30 additional minutes compared to last years' schedule. Teachers will have the opportunity to participate in group planning through interdisciplinary committees. The seventh period will be used to provide enrichment, remediation and additional electives. Overall, due to the increased time in the classroom, unique remediation strategies, higher order thinking skills, and ninth grade extra electives, we are excited about progress toward a large improvement in academic achievement. This puts Mabelvale Junior High on a par with the other junior high schools in the District, all of which already have a seven period day. It provides equity to the Mabel vale Junior High student body. -41- GRANT WRITER A strategy to Address Shortfall of Funding The district identified in its Program Planning and Budgeting Document (July 30, 1993 Court submission) a strategy that will address the shortfall of funding. The district is committed to implementing its Court-approved Desegregation Plan. With the commitment comes the responsibility of providing funds and ensuring that the funding levels are sufficient to support those programs that are determined by the planning and evaluation process. The Board of Directors and other staff believe that the district is not taking advantage of federal funds that are available to support and expand our existing programs.  During the budget review process, funds to pay for a grant writer were included in the revised 1993- 94 budget. Funding of this grant writer's position is an initial investment that will pay off during the next few years when existing, non-recurring funds will disappear. Funding for this position after the first year of implementation will be secured through the initiatives of the grant writer. Should the grant writer fail to secure additional funding, this position will be eliminated and/or a new grant writer will be selected. Util i zation of a successful grant writer can be an effective strategy to assist the district in addressing a shortfall of future funding. -42- BUSINESS CASE LRSD OFFICE OF DESEGREGATION REVISED (JULY 1993) SECRETARY EXECUTIVE SUMMARY The Office of Desegregation (the \"Department\"), provides services in six areas. Most of these areas are not staffed by a secretary. The lack of clerical assistance will inhibit the Department's ability to provide reports in a timely manner. The employment of a secretary will enable the Department to provide appropriate technical assistance and support to all schools and ensure requests for progress reports are made and received in a timely manner. Backuound The Office of Desegregation provides services in the following areas: 1. Student Assignment Office (SAO) 2. Desegregation Facilitator 3. Parent Recruitment 4. Parent Involvement 5. Volunteers In Public Schools (VIPS) 6. CARE The primary role of the associate superintendent is to: 1) supervise all activities of the SAO\n2) monitor the overall implementation of the desegregation plan and prepare status reports for the Board, the Court and other parties\n2) provide overviews and in-service sessions on the desegregation plan, when necessary\n3) provide technical assistance, monitor activities and evaluate staff of each area within the Department\n4) provide technical assistance, and monitor the District Biracial Committee and the Incentive School Parent Council, and\n5) serve on the superintendent's cabinet. It is vital that all status reports and other desegregation activities be completed and documented in an efficient, effective and timely manner. This is not possible with the current level of secretarial support. This position was funded previously as a secretary to the Desegregation Facilitator. This action moves the position to the Office of Desegregation and increases the number of personnel served. -43- Business Case Office of Desegregation Page 2 Problem Definition Due to the heavy demands of the SAO staff, only limited time can be spent typing reports. Sometimes due to the heavy load of SAO the associate superintendent must either type the reports or seek assistance from other clerical staff within the district. This is inconvenient and time consuming. Analysis of Alternatives For the past year, the associate superintendent has accessed the services of the clerical staff in the SAO. Consideration was given to continuing this arrangement for the 1993-94 school year. However, the past year's performance has proved this not to be a workable solution. We considered moving one of the data entry staff. But, we are currently in the process of restructuring the data entry staff in order to meet our obligations spelled out in the desegregation plan. Discussions were held with the staff and with the superintendent. The need for a skilled secretary was emphasized. The entire district is affected if the duties of this office are not performed in an effective, efficient and timely manner. To do nothing about this situation is not an alternative if we are to meet the obligations of the desegregation plan. Recommendation The Office of Desegregation needs a secretary who is computer literate and capable of planning, organizing, processing and managing the volume of work that is generated by the Department on a daily basis. This cannot be done by the current staff whose time is already fully committed to the activities of the SAO. Objective The objective of this recommendation is to enable the Department to respond to the range of needs of all of its constituents in a timely manner and to complete status reports to the courts and other parties in a timely manner. Having a full-time secretary will support the desegregation plan and the district's goals of: (a) establishing climates of educational excellence and equity in all schools, and, (b) enhancing human relation skills for principals, teachers, and central office administration. -44- Business Case Office of Desegregation Page 3 The effectiveness of this position can be measured by product outcomes, efficiency of service, comments from principals, parents, district personnel, and visitors to the Department. Typing, filing, reports, etc. are expected to be completed in a timely manner. A wellrun office will allow information related to the desegregation plan to flow to the parents, students, and district administrators from the Office of Desegregation in a timely and efficient manner. This positive impact will enhance the district as an organization and the community it serves. Evaluation Criteria SAO will evaluate the following areas to determine the effectiveness of this position.  monitoring and status reports will be completed and filed in a timely manner  needed materials will be prepared and available to support staff development activities  improved office efficiency will be noted Impact Analysis The employment of a secretary will enable the Department to provide appropriate technical assistance and support to all schools and ensure that requests for progress reports are made and received in a timely manner. This recommendation can only enhance the service to the schools and allow the staff to develop and file status reports in a timely manner. Failure to increase secretarial help could prevent SAO from providing timely and adequate support. Resource Analysis The projected salary cost of this position is $21,500. Resources needed to address this secretarial position are not available within the district on a full time basis. Force Field Analysis The primary supporters of the recommendation will be the Office of Desegregation staff. Other district administrators will strongly support the position once they understand the difference in delivery of service this position makes. -45- The forces against the recommendation would be those concerned with the budget constraints. However, we feel that once the need is understood, they will support the recommendation. -46-\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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\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_547","title":"Program planning and budgeting","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":["1993-08/1993-12"],"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","Project managers--Implements"],"dcterms_title":["Program planning and budgeting"],"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/547"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"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\nPROGRAM MANAGER Sterling Ingram MONTH July 1993 August 1993 LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: August 31, 1993 ACTIVITIES 1.1 Designate lead planning person 1.2 1.3 1.4 2.1 2.2 2.3 2.4 BEGINNING DATE July 1993 COMPLETION DATE July 27, 1993 RESPONSIBILITY Superintendent EVIDENCE OF ACHIEVEMENT Develop proposed budget calendar for budget year 1994-95 Begin Desegregation Program Inventory using desegregation audit as baseline Identify tentative list of various types of districtwide objective and perceptual data to be collected for the needs assessment Establish final budget calendar for 1994-95 that will allow the Board to monitor progress of the planning and budgeting process Begin to develop monitoring and reporting procedures and issue instructions, as needed Begin development of proportional allocation formulas Begin data collection July 21, 1993 July 26, 1993 Superintendent and Cabinet May 31, 1993 July 9, 1993 Superintendent and Cabinet July 21, 1993 July 21, 1993 April 26, 1993 August 17, 1993 May 1993 Program Planning and Budgeting Document (PPBD) dated July 30, 1993 July 26, 1993 July 27, 1993 August 27, 1993 November 30, 1993 November 30, 1993 Superintendent and Cabinet Superintendent Superintendent and Cabinet Superintendent and Cabinet Lead planning person Sterling Ingram, Director of Planning, Research arid Evaluation designated - PPBD,* p.2 PPBD, Attachment 4 Final version (7-9-93) of Program Identification worksheet (See attached) Tentative list located in PPBD, page 4 and 5 Acceptance of Budget calendar by Board of Directors at July 27, 1993 work session\nPPBD, Attachment 4 Meeting with Bill Mooney on August 27, 1993. Final version of data disk to follow. Topic covered during school start-up meeting MPT and Stanford-8 test resultsLITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) PROGRAM MANAGER Sterling Ingram DATE: August 31, 1993 MONTH ACTIVITIES BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT August 1993 (cont.) 2.5 Begin to identify programs for \"fast-track\" evaluation July 14. 1993 January 31, 1993 Superintendent and Cabinet Academic Progress Grant - memo to Assistant Superintendents Student Assignment - August 18, 1993, 1:30 p.m. meeting conducted by Dr. H. Williams. Academic Support, Special Education, Vocational Education, Library Media August 30, 1993 meeting Substitute - August 26, 1993 meeting with LRCTA Out-sourcing - August 9, 1993 meeting with Coopers and Lybrand Stephens construciion 2.6 Complete Desegregation Program Inventory May 31, 1993 July 19, 1993 Superintendent and Cabinet Final version of Program Identification worksheet (see attached) September 1993 3.1 Conduct worksession for analysis of collected data August 20, 1993 August 31, 1993 Superintendent and Cabinet Meeting agenda 3.2 Conduct Board work session September 9, 1993 September 30, 1993 Board and Superintendent TBAProject Management Tool filed in library: LRSD Reports/AW , FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. PHIOAY. P.A. ROBERT V. UIGMT. P.A. W1UUIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A. A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW A JO' SLt, P.A. H.T. ECHOUS. P.A. 8UTTRY. P.A. { S. URSERY. P.A, ZEUERE. P.A. 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL OSCAR e. OAVIS. 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. WYCKLIFF NISBET. JR.. P.A. JAMES EOWARO HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL HI, P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON 11, P.A. BARRY E. COPLIN. P.A. RICHARD . TAYLOR, P.A. JOSEPH 3. HURST. JR., P.A. ELIZABETH J. ROBBEN, P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN ill, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III. P.A. LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 fax no. 501-376-2147 September 30, 1993 KEVIN A. CRASS. P.A. WILLIAM A. WAOOELL. JR.. P.A. CLYDE Tab* TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR., P.A. J. LEE BROWN. P.A. JAMES C. BAKER, JR., P A H. CHARLES GSCKWENO, JR., P A HARRY A. LIGHT, P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P A GUY ALTON WAOE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M.GRAF PAMELA 0. PERCEFULL CARLA G. SPAINHOUR JOHN C. FENOLEY.JR. COUNSIL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. WRITSR'S OIRECT NO. (50H 370-1553 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 RECEIVED Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building SEP 3 0 1993 200 West Capitol Little Rock, AR 72201 Office of Desegregation Monitcring Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Re: LRSD vs. PCSSD, et al Gentlemen and Mrs. Brown: Enclosed for each of you please find a copy of the Notice of Filing and attached documents submitted to the Court herein.Gentlemen and Mrs. Brown August 31, 1993 Page 2 Thank you for your attention to this matter. Sincerely, Jerry L. Malone LRSD Attorney JLM:nr cc: Estelle Matthis Sterling Ingram Mark MilhollenRECSIVSD IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 3 0 1953 Office of Dessgregaiion Ivoriii LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS vs. 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 plaintiff. Little Rock School District (\"LRSD\"), for its Notice of Filing, states: 1. By order dated August 26, 1993, the Court directed the LRSD to submit to the Court, not later than 5:00 p.m. on the last day of each month, the most recent copy of any project management tool the district is using to guide, monitor, and control the development and implementation of its program planning and budgeting processes. 2 The LRSD has attached hereto as an exhibit a true and accurate copy of its project management tool reflecting 1994-95 program planning and budgeting activities to date.FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR (501) 376-2011 72201 Attorneys for Little Rock School District By: Je^rrryy LL.. MMaalloonnee '  Bar I.D. No. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been seirved upon the following persons by First Class Mail, postage pre-paid on this 30th day of September, 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON 7 JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone LITTLE ROCK SCHOOL DISTRICT PROJECT MANAGEMENT TOOLi IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 3 0 1993 Office of Desegreoation LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS vs. 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 plaintiff. Little Rock School District (\"LRSD\"), for its Notice of Filing, states\n1. By order dated August 26, 1993, the Court directed the LRSD to submit to the Court, not later than 5:00 p.m. on the last day of each month, the most recent copy of any project management tool the district is using to guide, monitor. and control the development and implementation of its program planning and budgeting processes. 2 The LRSD has attached hereto as an exhibit a true and accurate copy of its project management tool reflecting 1994-95 program planning and budgeting activities to date.FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR (501) 376-2011 72201 Attorneys for Little Rock School District By: j^errryy L. Marone Bar I.D. No. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid on this 30th day of September, 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON 7 JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 3.1 Conduct worksession for analysis of collected data 3.1.1 Develop preliminary list of issues for needs assessment 3.1.2 Identify the need for program modification or development Aug. 20, 1993 Aug. 31, 1993 Aug. 30, 1993 Aug. 20, 1993 Aug. 31, 1993 Jan. 31, 1994 Superintendent and Cabinet Superintendent and Cabinet Superintendent and Cabinet Meeting agenda Memorandum to attendees from Estelle Matthis Roster of attendees Memorandum to attendees from Dennis Glasgow, session facilitator Outline of process used in preliminary goal setting meeting Program modifications will be recommended after \"fast-track\" evaluation is completed. At this time we do not anticipate the development of any new programs.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.2 Conduct Board Work Session 3.2.1 Review preliminary list of issues for needs assessment 3.2.2 Review Desegregation Program Inventory Report 3.2.3 Review and revise, if necessary, the mission statement 3.2.4 Establish tentative written goals and objectives 3.2.5 Establish written priorities Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Nov. 30, 1993 Board and Superintendent Board and Superintendent Board and Superintendent Board and Superintendent Board and Superintendent Board and Superintendent Agenda of Board work session Copy of issues related to the goal s Copy of Program Inventory that was distributed to the Board Copy of revised mission statement Copy of tentative goals The Desegregation Plan is the priority. As we complete the needs assessment process including the broad-based input sessions and the monitoring of expenditures, the Superintendent will identify priorities for funding and will make recommendations to the Board as we move toward budget development.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.2.6 Review and provide guidance related to proportional allocation formulas Sept. 9, 1993 Nov. 30, 1993 Board and Superintendent Staff identified the following formulas: School Budget (per pupil allocation) Supervision Aide formula - , 4-Year-Old Budget allocations Library books and materials Omaha formula Custodial Services Security/Campus Supervisors Food Service School/Department Copier Allocations State and North Central Association standards for staffing The Superintendent will make recommendations relative to the proportional allocation formulas 3.2.7 Consider strategies for funding shortfall Sept, 9, 1993 Nov. 30, 1993 Board and Superintendent At the Sept. 9, 1993 Board work session the following strategies were identified for the Board: 1. Effectively implement the program planning and budgeting process.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.2.7 (continued) 2. Pursue receipt of additional local dollars through lobbying techniques and/or grant writing. 3. Vigorously pursue federal. dollars, especially through a team approach composed of the new grant writer and/or other selected individuals. 4. Examine thoroughly millage question and make appropriate decisions. 5. Explore possibility of program consolidation and different delivery of current programs and systems. 6. . Consider options on efficient use of all our physical plants - expansion/ closure/modification. 7. Conduct energy audits and evaluate data generated from that process.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.2.7 (continued) 3.2.8 Identify any additional programs for \"fast-track\" evaluation. Sept. 9, 1993 Nov. 30, 1993 Board and Superintendent 8. Conduct transportation study to achieve effective utilization of transportation system. Copy of memorandum from E. Matthis to program managers establishing \"fast-track\" evaluation guidelines. Ho additional programs were added during the Sept. 9, 1993 work session.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.3 Define procedures for broad-based input sessions Aug. 5, 1993 Sept. 21, 1993 Director-Communications Superintendent and Lead Planning Person Sept. 21, 1993 memorandum from J. Wagner to M. Bassa 3.4 Planning and Budgeting support activities 3.4.1 Little Rock School Dist./ City of Little Rock collaborative efforts 3.4.2 Principals meeting to review: * mission statement * goals * Program Planning and Budget Document (PBD) * Program Budget Document terms and data element definitions * Desegregation Plan/School Operations * 1993-94 Budget Allocation 3.4.3 Inservice for inputing achievements on the PBD Sept. 15, 1993 Sept. 15, 1993 Sept. 23, 1993 Sept. 15, 1993 Sept. 17, 1993 Sept. 23, 1993 Legal Advisor Interim Superintendent Director-Planning, Research, Evaluation Controller Interim Superintendent Assistant Supt's. Lead Planning Person Controller ODH - Budget specialist Lead planning person Copy of agenda and hand-out materials Memorandum to principals announcing cluster meeting dates Agenda of cluster meetings Copy of PBD Terms and Data Element definitions Memorandum announcing inservice datePROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.5 Desegregation update to LRSD Board of Directors 3.6 Conduct follow-up training for using the WordPerfect file Sept. 23, 1993 Oct. 5, 1993 Sept. 23, 1993 Oct. 8, 1993 Superintendent Interim Associate Superintendent for Curriculum and IRC staff Memorandum and attachments to the Board Memorandum to principals from Dennis Glasgow3.1 PRE-PLANNING GOAL SETTING LITTLE ROCK SCHOOL DISTRICT August 20, 1993 9 a.m. ADMINISTRATION BUILDING 1. Opening/Purpose Remarks Estelle Matthis Issues - Direction 2. ^'^^^s'tegic Planning Dr. Henry Williams 3. Discussion . Desegregation Plan . Existing District Mission  Proportional Allocations - . Achievement Data . Attendance/Discipline  Parent Involvement 4. and Goals Next Step . Cabinet Work Sessions  Fonnulate Procedures for . Goal Setting Session Board of DirectorsTo: From: {IV. Subject: 3.1.1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 25, 1993 Little Rock School District Goal Setting Committee 72201 stelle Matthis, Interim Superintendent Pre-Goal Setting Meeting I wish to express my appreciation to each of you for agreeing to serve on this very special committee. The district is in the process of goal setting that will culminate with our long-range strategic planning. We will provide the leadership for the Board and Superintendent by identifying a tentative mission statement and goals for the district. In order to accomplish this objective, we have scheduled a work session for August 31, 1993 beginning at 8:30 a.m. and ending at approximately 8:30 p.m. be provided for participants. Lunch and dinner will We will convene the meeting at Calvary Baptist Church, 1901 N. Pierce Street in the Family Life Center. Enclosed are copies of some documents that you will need to review prior to August 31, 1993. a contact person for certain documents. For your convenience, we have identified These persons will assist you in the summarization of the content of these documents. We look forward to a very productive session on August 31, 199 3. If there are any questions, please contact me at 324-2012.1. 2 . 3. 4 . 5. 6. 7. 8. 3.1.1 Agenda Preliminary Goal Setting Meeting Tuesday, August 31, Welcome and Statement of Purpose Clarification or Questions Regarding Resource Documents: Achievement Test Results Desegregation Plan Program Planning and Budgeting Document Goals Adopted by Board of Directors, September, 1989 LRSD Student Learning Outcomes Arkansas Board of Education Learner Outcomes Developing a Mission Statement for LRSD Process for Developing Preliminary Goals -Break- Preliminary Goal Setting Small Groups (Using Nominal Group Technique) -Lunch- Preliminary Goal Setting Large Group (Using Nominal Group Technique) -Break- Develop Preliminary List of Issues Related to GoalsSmall Groups (Using Nominal Group Technique) 1993 Estelle Matthis, Interim Superintendent LRSD Staff Dennis Glasgow, Facilitator Dennis Glasgow, Facilitator Facilitators: Sterling Ingram Donita Hudspeth Dennis Glasgow Dennis Glasgow, Facilitator Facilitators: Sterling Ingram Donita Hudspeth Dennis Glasgow -Break- (Between Goals) Reporting Session on Issues Large Groups Dennis Glasgow, Facilitator 9. Processing and Closure Estelle Matthis, Interim Superintendent3.1.1 LITTLE ROCK SCHOOL DISTRICT Preliminary Goal Setting Meeting Tuesday, August 31, 1993 Committee Members Anne Hansen - Principals Roundtable Lonnie Dean - Principals Rountable Lou Ethel Nauden - Classroom Teachers Association Eleanor Coleman - Classroom Teachers Association John Walker - Joshua Intervenors Joy Springer - Joshua Intervenors Katherine Mitchell - LRSD Board of Education Dorsey Jackson - LRSD Board of Education Carla Bobo - Parents Teachers Association Bettye Caldwell - Future LR Estelle Matthis - Cabinet Margaret Gremillion - Cabinet Bill Mooney - Cabinet Larry Robertson - Cabinet Brady Gadberry - Cabinet Mark Milhollen - Cabinet Jeanette Wagner - Cabinet Arma Hart - Cabinet Sterling Ingram - Facilitator Danita Hudspeth - Facilitator Dennis Glasgow - Facilitator Rene Carson - Recorder Marjorie Bassa - Recorder Kathy Penn-Norman - Recorder3.1.1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 September 2, 1993 Dear Committee Member, Thank you for your valuable assistance in providing input to the Little Rock School District Board of Directors about the District's mission statement and goals and also about issues related to attainment of the goals. productive in terms of the task it was given. The group, worked very hard and was quite Enclosed are the results of the meeting. This information is being shared with the School Board for consideration at a goal setting meeting starting at 5:00 p.m. on Thursday, September 9, 1993. Sincerely, Dennis Glasgow Pi. 'S'fp 08 ... LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for racial and cultural diversity. develop skills in problem solving and conflict resolution, and demonstrate mastery of specific skills. This will be achieved through the collciborative efforts of a Board, a dedicated and competent staff. and of parents and citizens committed to fairness, racial equity and adequate support for education.1. 2. 3. LITTLE ROCK SCHOOL DISTRICT GOALS Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Developing and maintaining staff that is well-trained and motivated. (Communicating with colleges and universities about teacher training will be a strategy for this goal). The Little Rock School Board, administration, staff, and students will demonstrate behavior and human relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. 6. Provide a safe and orderly climate that is conducive to learning for all students. Ensure that equity occurs in all phases of school activities and operations.These were goals that were considered but were not chosen as being the most important.  Help students be productive in the 21st century by developing a capacity for life-long learning, problem solving skills, positive self-concept and a responsibility for learning. Provide a disciplined environment that promotes responsible citizenship. * By the year 1996: (1) reduce by 50% the number of students at grades 3 and 6 below the 50th percentile\nand (2) increase by 50% the students scoring at the 90% percentile (on standardized tests)  strongly promote parental involvement in the education of their children through home and school activities and encourage community involvement through partnerships and volunteerism. * Development and infusion of multicultural education in all areas of the curriculum. * Develop and maintain a system of accountability to the public of the District (achievement and resources).Note - The issues related to each goal which are listed on the following pages are stated subcommittees. problems (e.g., exactly as They are not in parallel form. reported by the Some are stated as behavior.), others Adults not modeling appropriate interpersonal are stated as overcome problems (e.g., strategies or activities Encourage student participation in to a cross-section of extracurricular activities.), while others are stated as programs) . needs All, (e.g., however, parental involvement involve areas in all school which were viewed as impediments to achieving the goals of the District.Issues related to Goal #1 Goal #1 ensure that Implement integrated educational programs that will all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 1) Program development in areas where needs of all children are not met 2) Accountability (Staff,student, parents, and programs) 3) Objective criteria for determining program effectiveness 4) growth Measurement system to measure academic, social, and emotional 5) Needs assessment (local and District) 6) Adequate resources (human and financial) 7) Environment conducive to learningIssues related to Goal #2 Goal #2 - Developing and maintaining staff that is well-trained and motivated. (Communication with colleges and universities about teacher training will be a strategy for this goal.) 1) Accountability/change how do we deal with staff, i. e. teachers, principals, etc. who have not been held accountable in past (i.e. principal, etc.) 2) Monitor, evaluate, reinforce, and replicate 3) Recruitment and retention of quality staff and issuance of contracts in a timely manner 4) Quality inservice learning and.trainers 5) Needs assessment, i.e., building level and district-wide 6) Adequate resources (financial and human)Issues related to Goal #3 Goal #3 - The Little Rock School Board, administration, staff and students will demonstrate behavior and human relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 1) Provide financial resources 2) Practices and procedures which will be used in teaching strategies relating to positive interpersonal relationships 3) Training in human relations (job performance related) 4) Lack of understanding of cultural differences 5) promote Communications to parents concerning teaching strategies that relationships enhanced achievement and positive interpersonal 6) Parental involvement in all school programs 7) Provide adequate time for staff development 8) The biases and practices that all of the players bring to the setting (i.e., segregated lounges, cafeteria) 9) Racial sensitivity programs for students, staff, and parents 10) Adults not modeling appropriate interpersonal behavior 11) Encourage student participation in a cross-section of extra curriculum activities 12) Lack of understanding of the desegregation plan 13) Need for a different type of staff development delivery system, other that the current five member staff 14) Employment practices at all levels 15) Effective monitoring of diversity in all programsIssues related to Goal #4 Goal H - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 1) Lack of knowledge and commitment by public and District personnel to desegregation plan commitments. 2) Need hard data to evaluate programs in desegregation plan - - remove those that don't work. District and 3) More focused effort by all District personnel to promote school District. 4) Change in attitude in marketing (We have a lot to sell) progress in meeting LRSD goals. 5) Lack of knowledge of funding sources private) - such as Wal-Mart, Tyson (federal, state, 6) News coverage of schools needs to be more positive 7) Review and audit of personnel needs 8) Level of confidence of public in system 9) Instability in staff and staff changes promotes confusion. distrust, and lack of support to pass a school millage 10) Securing partners for all schools 11) State funding processesIssues related to Goal /5 Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. 1) Promote parent participation that includes parents and students helping to establish and support classroom/school rules 2) Identify community problems/conflicts that spill over into the school setting 3) Lack of commitment of staff for inservice training 1 4) Cost of purchasing materials/equipment to maintain attractiJ^ facilities and grounds 5) Cost of adding custodial staff and security personnel to maintain clean, attractive, and safe buildings 6) Teachers need to be trained to be effective in controlling student behavior 7) Role models (especially male) are needed for students at the elementary and secondary level 8) A planned program for citizenship, personal responsibility, and moral/ethical behavior is needed. 9) Expense and space for In-School Suspension Program Kids don't need to be on the street 10) Difficulty in getting parents to come to school for conferences and training 11) Physical structure of some buildings create safety problems (Too many doors, etc.) 12) Changing staff expectations about student behavior 13) Training of students/staff on the Rights and Responsibility handbooks to ensure consistent enforcement.Goal #6 Issues related to Goal #6 Ensure that equity occurs in activities and operations. all phases of school 1) What is equity? 2) The lack of a definition of site-based management in the LRSD 3) Provide financial resources 4) Practices and procedures which will be used in teaching strategies relating to positive interpersonal relationships 5) setting The biases and practices that all of the players bring to the 6) Racial sensitivity programs for students, staff and parents 7) Encourage student participation in a cross-section of extra curriculum activities 8) 9) Lack of understanding of the desegregation plan Employment practices at all levels 10) Effective monitoring of diversity in all programsThese were goals that were considered but were not chosen as being the most important.  Help students be productive in the 21st century by developing a capacity for life-long learning, problem solving skills, positive self-concept and a responsibility for learning. * Provide a disciplined environment that promotes responsible citizenship.  By the year 1996: (1) reduce by 50% the number of students at grades 3 and 6 below the 50th percentile\nand (2) increase by 50% the students scoring at the 90% percentile (on standardized tests)  strongly promote parental involvement in the education of their children through home and school activities and encourage community involvement through partnerships and volunteerism.  Development and infusion of multicultural education in all areas of the curriculum.  Develop and maintain a system of accountability to the public of the District (achievement and resources).Note - The issues related to each goal which are listed on the following pages are stated subcommittees. problems (e.g., exactly as They are not in parallel form. reported by the Some are stated as behavior.), Adults not modeling appropriate interpersonal others are stated overcome problems (e.g., as strategies or activities Encourage student participation in to a cross-section of extracurricular activities.), while others are stated as programs). needs All, (e.g., however, parental involvement in all school involve areas which were viewed impediments to achieving the goals of the District. as1. 2. 3. 4. 5. 6. 7. PROCESS USED IN PRELIMINARY GOAL SETTING MEETING MISSION STATEMENT Facilitator defined \"mission statement\" and shared current LRSD Mission Statement with participants Participants worked In three small groups to identify components needed In a revised LRSD Mission Statement Small groups shared ideas for a revised mission statement which were recorded on a chart tablet Ideas generated from small groups were discussed/debated by large group Each small group developed its \"ideal\" mission statement using its own ideas and those that were shared by the other groups A representative from each small group met to reconcile the three mission statements to produce a single mission statement The revised mission statement was shared with the large group and received approvalGOALS/ISSUES The Nominal Group Technique was used to establish preliminary goals. Participants were divided Into three small groups, each representative of the larger group. The Nominal Group Technique consists of the following steps: SMALL GROUP PROCEDURES Step 1 Silent Generation of Ideas Step 2 Round Robin Recording Step 3 Serial Discussion for Clarification Step 4 Clustering of Ideas Step 5 Preliminary Vote Step 6 Discusslon/Debate on Results of Preliminary Vote Step 7 Final VoteLARGE GROUP PROCEDURES Step 1 Summary and Clustering of Small Group Ideas Step 2 Large Group Discussion/Debate Session Using \"Hot Seat\" Approach Step 3 Large Group Vote3.1.2 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 30, 1993 MEMORANDUM TO: Program Managers, Directors, and Supervisors FROM: Jie Matthis, Interim 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 business2 case is enclosed for your review. You will receive 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 Personfs) Responsible 1. 2. 3. 4. All Employment Contracts Student Assignment Process Construction of Stephens Outsourcing Support Services 5. 6. 1. 8. 9. 10. 11. Special Education Vocational Education Academic Progress Incentive Grant Academic Support Program Library Media Services Resurvey Requirement Lucy Lyon Early Retirement Incentive Program Substitute Teachers Brady Gadberry Estelle Matthis Doug Eaton/John Riggs Doug Eaton/Charlie Neal Coopers and Lybrand Patty Kohler Carol Green Margaret Gremillion/Larry Robertson Leon Adams Mark Milhollen/Brady Gadberry LRSD/LRCTA 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. /IksLITTLE ROCK SCHOOL DISTRICT 3.2 PROGRAM PLANNING AND BUDGETING September 9, 1993 - 5 p.m. Overview . . Dr. Henry P. Williams Superintendent of Schools Observations: Pre-Goal Setting Work Session (August 31, 1993) Dr. Katherine Mitchell Dorsey Jackson Dennis Glasgow - Facilitator DISCUSSION-.  Review and Revise the Mission Statement Board of Directors  Establish Tentative Written Goals Board of Directors  Review Preliminary List of Issues for Needs Assessment ....................... Board of Directors Sterling Ingram - Facilitator DISCUSSION.  Review Desegregation Program Inventory Report................. Board of Directors  Identify the Need for Program Modification or Development Board of Directors  Review and Provide Guidance Related to Proportional Allocations Formulas..... Board of Directors  Establish Written Priorities Board of Directors  Identify Any Additional Programs for \"Fast Track\" Evaluation................ Board of Directors Mark Milhollen - Facilitator DISCUSSION.  Consider Strategies for Funding Shortfall Board of Directors \"Next Step\"/Summary Estelle Matthis3.2.1 Issues related to Goal #1 Goal #1 Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 1) Program development in areas where needs of all children are not met 2) Accountability {Staff, student, parents, and programs) 3) Objective criteria for determining program effectiveness 4) Measurement system to measure academic, social, and emotional growth 5) Needs assessment (local and District) 6) Adequate resources (human and financial) 7) Environment conducive to learning8) Lack of understanding of the desegregation plan 9) Employment practices at all levels 10) Effective monitoring of diversity in all programsIssues related to Goal #2 Goal #2 Develop and maintain a staff that is well-trained and motivated. 1) Accountability/change - - how do we deal with staff, i.e. teachers, principals, etc. who have not been held accountable in past (i.e. principal, etc.) 2) Monitor, evaluate, reinforce, and replicate 3) Recruitment and retention of quality staff and issuance of contracts in a timely manner 4) Quality inservice learning and trainers 5) Needs assessment, i.e., building level and di strict-wide 6) Adequate resources (financial and human)7) Provide adequate time for staff development 8) The biases and practices that all of the players bring to the setting (I.e., segregated lounges, cafeteria) 9) Racial sensitivity programs for students, staff, and parents 10) Adults not modeling appropriate Interpersonal behavior 11) Encourage student participation in a cross-section of extra curriculum activities 12) Lack of understanding of the desegregation plan 13) Need for a different type of staff development delivery system, other that the current five member staff 14) Employment practices at all levels 15) Effective monitoring of diversity in all programsIssues related to Goal #3 Goal #3 The Little Rock School Board, administration, staff and students will demonstrate behavior and human rela- tions skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 1) Provide financial resources 2) Practices and procedures which will be used in teaching strategies relating to positive Interpersonal relationships 3) Training in human relations (job performance related) 4) Lack of understanding of cultural differences 5) Communications to parents concerning teaching strategies that promote enhanced achievement and positive interpersonal relationships 6) Parental involvement in all school programsIssues related to Goal #4 Goal #4 Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 1) 2) 3) 4) 5) 6) Lack of knowledge and commitment by public and District personnel to desegregation plan commitments. Need hard data to evaluate programs in District and desegregation plan - - remove those that don't work. More focused effort by all District personnel to promote school District. Change in attitude in marketing (We have a lot to sell) - progress in meeting LRSD goals. Lack of knowledge of funding sources - (federal, state, private) - such as Wal-Mart, Tyson News coverage of schools needs to be more positive7) Review and audit of personnel needs 8) Level of confidence of public in system 9) Instability in staff and staff changes promotes confusion, distrust, and lack of support to pass a school millage 10) Securing partners for all schools 11) State funding processesIssues related to Goal #5 Goal #5 Provide a safe and orderly climate that Is conducive to learning for all students. 1) Promote parent participation that Includes parents and students helping to establish and support classroom/school rules 2) Identify community problems/conflicts that spill over into the school setting 3) Lack of commitment of staff for inservice training 4) Cost of purchasing materlals/equipment to maintain attraction facilities and grounds 5) Cost of adding custodial staff and security personnel to maintain clean, attractive, and safe buildings 6) Teachers need to be trained to be effective in controlling student behavior7) 8) 9) 10) 11) 12) 13) Role models (especially male) are needed for students at the elementary and secondary level A planned program for citizenship, personal responsibility, and moral/ethical behavior Is needed. Expense and space for In-School Suspension Program Kids don't need to be on the street Difficulty in getting parents to come to school for conferences and training Physical structure of some buildings create safety problems (Too many doors, etc.) Changing staff expectations about student behavior Training of students/staff on the Rights and Responsibility handbooks to ensure consistent enforcement.Issues related to Goal #6 Goal #6 Ensure that equity occurs in all phases of school activities and operations. 1) What is equity? 2) The lack of a definition of site-based management in the LRSD 3) Provide financial resources 4) Practices and procedures which will be used in teaching strategies relating to positive interpersonal relationships 5) The biases and practices that all of the players bring to the setting 6) Racial sensitivity programs for students, staff and parents 7) Encourage student participation in a cross-section of extra curriculum activities8) Lack of understanding of the desegregation plan 9) Employment practices at all levels 10) Effective monitoring of diversity In all programsSTPROG08 REVISED 09 SEPT 93 3.2.2 1 2 3 29 5 6 27 28 7 SOURCE SPl SP2 BP6 BP7 PP9 OP12 SP20 BP21 BP24 BP28 SP BP28 OP28 OP28 BP34 BP35 OP39 PROGRAM IDENTIFICATION WORKSHEET IN PLAN SEQUENCE ORDER FINAL VERSION PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Extra-Curricular participation Board Board Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Williams Mayo Matthis Matthis Matthis Williams Williams Shead Price Shead Price Price Glasgow Adams Young Anderson Anderson Robertson Anderson Gremillion Anderson Ingram Watson Matthis Anderson Elston Anderson Gremillion Robertson8 9 10 12 13 14 26 32 15 35 16 17 SOURCE BP44 BP46 BP48 SP58 BP63 SP81 OPS 2 BPS 6 PP86 BP93 PP95 SP96 SP98 BP106 BP114 PP124 BP125 BP129 BP129 SP129 PP130 PROGRAM NAME Teacher Recruiter Staff Development Academic Support Program Gifted Education Multicultural Programs Focused Activities Academic Incentive Grants Original Magnets Parkview Science Magnet McClellan Community School Recruitment of Private School Students Federal Programs Vocational Education Library Services Special Education Staff Development Prejudice Reduction Security required for safe Schools Data Processing System for Student Information (including CIMS and ABACUS) Facilities Employment Practices PRIMARY Gadberry Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Glasgow Glasgow Glasgow Glasgow Glasgow Board TBA TBA TBA Gadberry SECONDARY Robinson Hudspeth Adams Woods Stovall Donaldson Various Robertson Anderson Gremillion Robertson Anderson Gremillion Anderson TBA Cole Rather Adams Green Lyons Kohler Hudspeth Williams Barnhouse Matthis Kingsella Eaton34 18 19 21 51 52 53 54 55 56 75 SOURCE PP130 PP131 BP131 PP139 BP143 SP145 PP146 OP148 OP148 OP149 BP152 BP153 BP153 OP153 BP153 OP153 PROGRAM NAME Bidding Practices PRIMARY TBA Parent Involvement/Community Mayo Linkages VIPS - Recruiting Student Assignments M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) New Futures Facilities King Interdistrict School Mayo Mayo Mayo Matthis TBA Matthis Stephens Interdistrict School Matthis Office of Incentive Schools IS Writing to Read IS Science Labs IS Computer Labs IS Foreign Language Labs IS Computer Loan Program IS Other Incentive School Academic Programs - Kindergarten - Reading across the curriculum - Oral Expression across curriculum SECONDARY Neal Gill Milam TBA Young Matthis Mayo Mayo Gremillion Mayo Robertson Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson GremillionSOURCE PROGRAM NAME PRIMARY SECONDARY - Learning Styles Inventory - School Themes - Semi-Departmental - Instructional Tech. - Study/Test-taking - Parent Home Study - Computer Managed Inst. - Student Educ. Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Referenced Test - Heterogeneous grouping - Effective Schools - African/Amer. History 57 BP154 IS Extended Day Matthis Glasgow Mayo 59 60 61 62 63 PP156 PP157 BP158 PP159 OP171 BP171 OP171 OP171 IS Social Skills - Family Folklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS Special Activities - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS Field Trips IS Latin Enrichment Program IS Homework Centers IS Transportation (Add) IS Homework Hotline IS Mentors/Tutors Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo64 65 66 67 68 69 70 SOURCE BP172 PP172 PP172 BP172 PP173 PP175 BP176 OP176 OP176 OP178 OP178 PROGRAM NAME IS Instructional Aides (add) IS Supervision Aides IS Career Skills Development IS Extended Year IS Support Services - Other - Community Access/Field Trips - Community Involvement - Special Skills Prog. - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm. - Extracurricular Prog. - Attendance and Behav. - Subj. Related Extracurr IS Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counseling - Wellness Program IS Incentive/Recognition IS Resident Counseling Service Camp Pfeifer IS Monitoring IS Permanent Substitute IS Additional Compensation PRIMARY Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis SECONDARY Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo71 72 73 74 22 24 SOURCE PP178 OP179 OP190 PP190 SP190 BP193 BP194 SP205 PP215 SP224 BP227 PROGRAM NAME IS School Policies and Procedures Others IS Extended Week IS Staffing - Recommended Full-time positions IS Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effect Monitor - Teacher Demonstration Program - Master Teacher Program - New Teacher Assist IS Alternative Classroom IS Required Staff Development IS Teacher Stipends for Inservice and Extra 5 days IS Parent Involvement IS Parent Recruitment Monitoring activities (Eval Dept) Computerized Transportation System PRIMARY Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Ingram TBA SECONDARY Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Matthis Mayo Montgomery ***************************************************************** SIS Student Choices/Options Mayo Pederson Wi edower 25 019 Romine Interdistrict Theme Matthis Mayo33 SOURCE SI13 SI21 SI23 SI33 SI35 SI53 SI54 BI56 SI59 PROGRAM NAME Summer School Staff Development School Operations Library Media Special Education Vocational Education Guidance/Counseling Program PRIMARY Matthis Glasgow Matthis Glasgow Glasgow Glasgow Glasgow Parent Involvement/Community Matthis Linkages Public Relations Wagner SECONDARY Robertson Gremillion Anderson Hudspeth Robertson Gremillion Anderson Lyons Kohler Green Elston Mayo Mayo3.2.3 LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages ail children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education.3.2.4 1. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Develop and maintain a staff that is well-trained and motivated. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Provide a safe and orderly climate that is conducive to learning for all students. Ensure that equity occurs in ail phases of school activities and operations.3.2.7 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting September 9, 1993 The Board of Directors of the Little in , or Directors of the Little Rock School District met too? special meeting at 5:20 p.m. on September 9, Board Room of the Administration Building, 810 West 1993, on September 9, Markham Street, Little Rock, Arkansas. Board Secretary, presided. Dr. Katherine Mitchell, MEMBERS PRESENT: Dr. Katherine Mitchell Ms. Pat Gee Mr. Willie D. (Bill) Hamilton Mr. John Riggs Mr. Dorsey Jackson (NOTE: ARRIVED AT 5:40 p.m.) MEMBERS ABSENT: Mrs. 0. G. Jacovelli Mr. John Moore OTHERS PRESENT: Dr. Henry P. Williams, Superintendent Elect Mrs.   ' -- - - Estelle Matthis, Interim Superintendent Norma Rodgers, Acting Recorder of Minutes Ms. Betty Forbes, Staff Assistant Mrs. Ms. Karen Carter, Franklin Incentive Teacher Representative Miss Tameka Dillard, Parkview Magnet, Mr. Don Umfleet, Audio Specialist School, Student Representative PURPOSE OF SPECIAL MEETING\nDr. Katherine Mitchell, Board Secretary, called the meeting to order and announced that the special meeting purpose of considering the following issues: was called for the 1. 2. 3 . 4. Bond Refunding Stephens Site Selection Committee Personnel Long Range Goals/Mission StatementBoard of Directors Special Meeting September 9, 1993 BOND REFUNDING: Mr. Mark McBryde, Bond Consultant, explained to the Board the process for authorizing the Refunding Bonds in the converted principal amount of $5,385,000 for the purpose of refunding outstanding indebtedness. for the purpose The interest rate on these bonds would reduce from 7.06 percent to an average of 4.5 percent - a reduction of approximately 2.5 percent in debt service. The payments will remain on the same frequency. A Resolution Authorizing the Issuance and Delivery of Bonds\nand Prescribing Other Matters Pertaining Thereto was presented to the Board for approval. (Copy Attached). Mr. John Riggs moved approval of the recommendation as discussed by Mr. McBryde, seconded by Mr. Willie D. (Bill) Hamilton, and it carried unanimously. PERSONNEL It was recommended that Dr. Marjorie Bassa be hired as the 12 month Planning, Research and Evaluation specialist. Dr. If approved. Bassa would assist with the coordination of the Program Planning and Budgeting process. Mr. John Riggs moved acceptance of the Interim Superintendent's recommendation, seconded by Mr. Willie D. (Bill) Hamilton, and it carried 3-1 with Ms. Pat Gee voting \"nay.\" NOTE: Mr. Dorsey Jackson arrived at 5:40 p.m. STEPHENS SITE SELECTION COMMITTEE: Mr. Jerry Malone, LRSD Attorney, explained the process that was used in making a recommendation for the location of the new Stephens Interdistrict School. Mr. Malone explained that Judge Susan Webber Wright had ordered a decision from a second committee to be made up of patrons from all three schools districts (Little Rock, North Little and Pulaski County Special School District). Mr. John Riggs, Board Member, chaired the committee and Rock served as a non-voting member. (2) bus tours. Five meetings were held with two District Administration Building. Each meeting was held at the Little Rock School The committee was instructed to consider busing burden on students, recruitment and safety in the selection process. Judge Wright and her law clerk, together with Mrs. Ann Brown, Desegregation Monitor, were present for one of the bus tours. At the final meeting, all members were present and turned in their tally sheets except one person and that person brought the tally sheet the next day. the tally sheets as follows: The sites were ranked fromBoard of Directors Special Meeting September 9, 1993 Stephens Incentive School site - 309 points UAMS/DHS - 264 points 7th and Jones (Lumber Yard) - 211 points Discussion was held on the possibility for the use of the Stephens Building if the recommendation of the committee was not approved. Mr. The motion was seconded by Mr. Jackson moved that the Board approve the recommendation from the Site Selection Committee by locating the new school at the Stephens School's present location. The motion was seconded by Mr. Willie D. Hamilton, and it carried unanimously. The Board called for a break at 6:40 p.m. and resumed at 7:10 p.m. LONG-RANGE GOALS/MISSION STATEMENT Dr. Henry Williams strategic planning. gave an overview of his concern for He stated he had requested that a committee be put together to review and revise the goals and mission statement for the District. '  This committee was made up of community people, staff, and Board members. Dr. Katherine Mitchell reported on the pre-goal setting She stated the groups began their meeting in open session and were placed in small groups. session. group were chosen to work with. The six highest goals from each The groups were facilitated by Donita Hudspeth, Sterling Ingram and Dennis Glasgow. Mr. Dorsey Jackson expressed his thanks to the administrative staff, community people, classroom teachers, Joshua Intervenors, PTA and Mr. Bill Mooney of ODM Office for their work on the goals and mission statement. Mr. Dennis Glasgow expressed his thanks to the group and served as a facilitator. He explained that the group had used the nominal group technique in establishing a mission statement and the goals. Mr. Glasgow reviewed the proposed mission statement and goals with the audience. After questions were answered, Mr. After questions were answered, Hamilton moved that the Board accept the preliminary statement and goals as presented by the committee. mission accepted by Ms. Pat Gee and it carried unanimously, preliminary Mission Statement and Goals is attached. The motion was A copy of the Mr. Sterling Ingram a facilitator on the discussion of the Desegregation Program gave a report. identify program modification or development\nreview and provide guidance related to proportional allocations formulas\nestablishment of written priorities\nand identify any additional programs for \"Fast Track\" evaluation. He discussed a need to allocations Mr. Ingram distributedBoard of Directors Special Meeting September 9, 1993 guidelines to be used to conduct fast tract evaluations of targeted programs and format for program evaluation. Mr. and a facilitator for the _Mark Milhollen. . Controller, budgeting process, gave a short recap of eight strategies for funding shortfall, (copy attached) Estelle Matthis gave a summary of the goals and mission statement together with a wrap-up on the program planning and budgeting. ADJOURNMENT\nMr. seconded by Mr. unanimously. John Riggs moved that the meeting adjourn at 8:15, - (Bill) Hamilton, and it carried Willie D. John lore, President Approved: Dr. Katherine Mitchell, SecretaryLITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, Integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education.LITTLE ROCK SCHOOL DISTRICT GOALS 1. Implement Integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 2. Develop and maintain a staff that is well-trained and motivated. 3. The Little Rock School Board, administration, staff, and students will demonstrate In their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. Provide a safe and orderly climate that is conducive to learning for all students. 6. Ensure that equity occurs in all phases of school activities ^nd operations.1. 2. 3 . 4. 5. 6. 7. 8. STRATEGIES FOR FUNDING SHORTFALLS Effectively implement the program planning and budgeting process. Pursue receipt of additional local dollars through lobbying techniques and/or grant writing. Vigorously pursue federal dollars, especially through a team approach composed of the new grant writer and/or other selected individuals. Examine thoroughly millage question and make appropriate decisions. Explore possibility of program consolidation and different delivery of current programs and systems. Consider options on efficient use of all our physical plants - expansion/closure/modification. Conduct energy audits and evaluate data generated from that process. Conduct transportation study to utilization of transportation system. achieve effective3.2.8 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 30, 1993 MEMORANDUM TO: Program Managers, Directors, and Supervisors FROM: Jie Matthis, Interim 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 nd the Cabinet to begin to identify programs for \"fast track\" evaluation. A fast track evaluation will ot 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 business2 case is enclosed for your review. You will receive 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. All Employment Contracts Student Assignment Process Construction of Stephens Outsourcing Support Services 5. 6. 7. 8. 9. (10. 11. Special Education Vocational Education Academic Progress Incentive Grant Academic Support Program Library Media Services Resurvey Requirement Lucy Lyon Early Retirement Incentive Program Substitute Teachers Brady Gadberry Estelle Matthis Doug Eaton/John Riggs Doug Eaton/Charlie Neal Coopers and Lybrand Patty Kohler Carol Green Margaret Gremillion/Larry Robertson Leon Adams Mark Milhollen/Brady Gadberry LRSD/LRCTA 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. /Iks3.3 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas September 21, 1993 To: From: Re: Marjorie Bassa, Planning, Research \u0026amp; Evaluation Jeanette Wagner^^irector of Communications 1993/94 Community Forums The Community Forums have been set for the following dates at the following locations: Monday, October 11 - Cloverdale Elementary Tuesday, October 26 - Parkview Arts and Sciences Magnet High Wednesday, November 10 - Bale Elementary Tuesdav, November 16 - Forest Heights Jumor High Tuesday, November 30 - Rockefeller Incentive School After reading the document you prepared on the \"Steps to Planning Forums Meetings,\" I began to separate out the actions and tried to list those who might be responsible for them. Let me know if you have any problems with the division of labor, so to speak. Dept, of Communications: 1. Acquire school locations for forums (seating for 90-100). 2. Prepare postcards announcing the forum dates and times 3. Prepare news release for Central Arkansas media 4. Write and send 30 second PSA to TV/radio stations 5. Arrange for any sound equipment needed for forums 6. Prepare sign-in sheets for forums 7. Arrange for Security personnel for forums Dept, of Planning, Research and Evaluation 1. Prepare minutes of planning meeting 2. Prepare agenda for forums 2. Prepare survey or method of written input from community 3. Prepare matrix or report of written input for superintendent41 Ih 0 3.4 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date: August 5, 1993 To: Jeanette Wagner, Director of Communications From: Sterling Ingram/ irector Planning, Research and Evaluation Re: Program Planning and Budgeting Tasks Attached is a copy of the Planning and Budgeting document which was submitted to the court on July 29, 1993. Although the document has not been approved, I expect the basic framework will not be changed. On page 3 of Attachment 4, you will find that Community Forums and District Dialogue sessions will be conducted as part of the needs assessment process. You have been identified as one of the persons responsible for this task. Please plan for three area school forums instead of one for a total of five community forums, an addition that the Board wanted. This was As the lead planning person for the planning and budgeting process, I am requesting that as you make plans for the 1993-94 school year, please include the necessary strategies, timelines, etc. in your management plan which will be included in the budget document. bjg cc: Estelle Matthis Jerry Malone 3.4.1 LITTLE ROCK SCHOOL DISTRICT/CITY OF LITTLE ROCK COLLABORATIVE EFFORTS AGENDA September 15, 1993 - 1:30 p.m. Overview of Desegregation Plan Jerry Malone Legal Adviser Linkages - LRSD Desegregation Plan and Future Little Rock Plans............... .............................................Sterling Ingram Director of Planning/Research/Evaluation Financial Implications ....................Mark Milhollen Director of Financial Services Remarks LRSD Board of Directors LR City Board of DirectorsGOALS FOR LITTLE ROCK A NEW FOCUS FOR CHANGE COMMUNITY AND RACIAL DIVERSITY * L.R. Race Relations Committee  Annual Race Relations Summit * Multicultural Events \u0026amp; Festivals COMMUNITY IMAGE ENHANCEMENT  Central High Museum CRIME PREVENTION AND PUBLIC SAFETY * Early Childhood Education  After School Programs * Mentoring * Fighting Back * New Futures  Insure the Children INTERVENTION  Neighborhood Drop-Off Center  Hearing Officer - Alternatives to Suspension TREATMENT  Treatment Program EDUCATION NEIGHBORHOOD REVITALIZATION  Early childhood education, mentoring, tutoring and intervention will be provided through neighborhood centers.CITY OF LITTLE ROCK-LRSD LINKAGE FUTURE LITTLE ROCK EDUCATIONAL TASK FORCE RECOMMENDATIONS The City of Little Rock will: #1 - create and coordinate network of early childhood services. #2 - develop a strategic plan for determining the resources needed to develop a World Class Work force in the city. LRSD DESEGREGATION COMPONENTS # 1 - Early Childhood Education - HIPPY (Home Instruction Program for Preschool Youngsters) - Four-Year-Old Program - CARE - Breakfast Program #2 - Vocational Education - JTPA (Job Training Partnership Act)CITY OF LITTLE ROCK-LRSD LINKAGE FUTURE LITTLE ROCK EDUCATIONAL TASK FORCE RECOMMENDATIONS The City of Little Rock will: #3 - develop a human relations program with the objective of teaching children to function successfully in a safe learning environment. #4 - designate a LRSD administrator as Assistant Superintendent for Parent Activities. LRSD DESEGREGATION COMPONENTS # 3 - Safety and Security: The District Hearing Officer will develop plans to reduce the disparity of disciplinary actions. #4 - Associate Superintendent for Desegregation - VIPS (Volunteers in Public Schools) - Parent Involvement - Incentive School Mentor ProgramCITY OF LITTLE ROCK-LRSD LINKAGE FUTURE LITTLE ROCK EDUCATIONAL TASK FORCE RECOMMENDATIONS The City of Little Rock will: #5 - work with the LRSD to review the school calendar to accommodate care and academic needs of children and their parents. #6 - establish an Educational Commission to carry out recommendations of Future Little Rock Education Task Force. LRSD DESEGREGATION COMPONENTS # 5 - Summer Learning Program - MPT Summer School - Incentive School Extended Year #6 - Joint Board Meetings of the Little Rock School District and the City of Little Rock3.4.2 Little Rock School District Office of the Assistant Superintendents 810 West Markham Street Little Rock, AR 72201 September 13, 1993 TO: .411 Principals FROM: Margaret Gremillion, .Assistant Superintendent Larry S. Robertson, Assistant Superintendent SUBJECT: Cluster xMeeting Dates Please mark your calendar for the following meeting dates: 1. Wednesday, September 15 - 3:00 p.m. Elementary principals and assistants - Gremillions Cluster *2. Thursday, September 16 - 1:30 p.m. Junior high principals 3. Thursday, September 16 - 3:00 p.m. Elementary principals and assistants - Robertsons Cluster *il . Friday, September 17 - 9:30 a.m. Senior high principals Secondary^ assistants will be scheduled at a later date. All meetings will be held in the Board Room. Mrs. Matthis will make a presentation to all clusters starting at the designated time on the School Operations Section of the Desegregation Plan. Elementary' principals will receive a sample of the report card and fact sheet to disseminate to their staffs. Tliank you for giving this your attention. /laj cc: Estelle Matthis, Interim Superintendent Dennis Glasgow, Interim Associate Superintendent - CurriculumINSERVICE IMPLEMENTATION: DESEGREGATION PLAN PROGRAM PLANNING AND BUDGET DOCUMENT September 15, 1993 - 3 p.m. Opening Remarks . .. Margaret Gremillion Assistant Superintendent Budget Document .............................................Sterling Ingram Director of Planning/Research/Evaluation Mission Statement/Tentative Goals ......... Estelle Matthis Interim Superintendent Desegregation Plan/School Operations Estelle Matthis 1993-94 Budget Allocations ....................Mark Milhollen Director of Financial Services Report Card Inservice Margaret Gremillion OtherINSERVICE IMPLEMENTATION: DESEGREGATION PLAN PROGRAM PLANNING AND BUDGET DOCUMENT September 16, 1993 - 3 p.m. Opening Remarks ........... Larry Robertson Assistant Superintendent Budget Document .............................................Sterling Ingram Director of Planning/Research/Evaluation Mission Statement/Tentative Goals Estelle Matthis Desegregation Plan/School Operations Estelle Matthis 1993-94 Budget Allocations .....................Mark Milhollen Director of Financial Services Report Card Inservice ......... Alice Stovall Director of Reading Judy Teeter Reading Specialist Other Larry RobertsonINSERVICE IMPLEMENTATION: DESEGREGATION PLAN PROGRAM PLANNING AND BUDGET DOCUMENT Junior High Principals - September 16, 1993 - 1:30 p.m. Senior High Principals - September 17, 1993 - 9:30 a.m. Opening Remarks ......... Estelle Matthis Interim Superintendent Budget Document .............................................Sterling Ingram Director of Planning/Research/Evaluation Mission Statement/Tentative Goals Estelle Matthis Desegregation Plan/School Operations Estelle Matthis 1993-94 Budget Allocations .....................Mark Milhollen Director of Financial Services OtherDEFINITIONS A 3.4.2 CONCPT04 REVISED 02 SEP 93 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS TERM DEFINITIONS. __ The following definitions are provided for general guidance, and will be used throughout the Program Planning and Budgeting Process. Program. composed of a group A program is an or series of established plan of operation, related activities which carried out to serve a specific area of identified need. are - -__________ A program is a major undertaking by the district to fulfill statutory, executive, and/or legal requirements. Programs are the district's methods of implementing goals and objectives. Programs will be a basis for work progress and fiscal reporting and monitoring. a Programs will be a Program Description. Generally, program descriptions do not currently exist on most programs, and will have to be written. program description should include at least three parts: A - Purpose. A one or two sentence statement of what the program is designed to accomplish. Scope and Content. activities that A general description of the purpose. description program. This of are to be undertaken to achieve the section might also the administrative include structure a J of brief the Participants/Beneficiaries. A specific statement of how many and what kind of persons will be affected by the program during one fiscal year. Program Goal. A program goal is a broad guiding statement and should describe the overall aim(s), purposefs), or ambition(s) of 7 . _  It is ageneral and enduring statement of purpose that expresses the district's fundamental intentions and the specific program. provides guidelines for planning the future development of the program. What is the program trying to accomplish? must have at least one goal, but may have several. Each program Objectives. Program objectives present explicitly the desired impact the program should have on a problem. detail to the goals. They should provide They tell in specific, measurable terms what is to be accomplished to implement adopted goals. The objective statement should: (A) tell what is to be achieved\n(B) tell when the achievement is to be realized\n(C) tell how the achievement of the objective will be measured. Each program goal must have at least one objective, but may have several. Strategies. Strategies are the jobs. tasks, efforts, oractions undertaken in a program accomplishment of the objective. which contributes to the A strategy is a combination of intermediate steps, and produces a distinct end product intermediate processes which only support other strategies. end products should be measurable or quantifiable where possible, showing how the objective is to be achieved. - not These Each objective must have at least one strategy, but may have several. Evaluation Criteria. Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable levels of performance for the oroduct. These end product, products should be measurable or quantifiable where possible, showing how the objective or strategy is to be achieved. The criteria should measure, if possible, the relative impact of the results on the problem which the objective or strategy is designed to solve. If a strategy or objective cannot be measured in terms of impact, the measurement can be stated in terms of the level (or volume) of strategy provided and/or the number of persons served. Each strategy must have at least one evaluation criteria, but may have several. to solve. DEFINITIONS B PROGRAM PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Each program will have Page. one of these cover pages. Extensive program narrative will carry-over onto a second page. The form is set up on diskette to allow for this carry-over. do not have to get everything on one page. so you Program Seq #. Each program will sequence number by the district planner. be assigned a unique The purpose of this sequence number is to establish a reference for placing programs in order the planning document. When the document is within assembled, programs are arranged in this sequence. The program sequence number will help facilitate look-up since there is front-to-back page numbering. no field\nit should not change during the year. This element should be a static Revision Date. This date is the actual date this program document was last changed. This date will be entered by the person making the change each time the document is changed, this will change at least quarterly with date performance reporting. As a minimum, the regular Program Name. The district planner established name of the program in this field. will place the Name consistency will eliminate confusion, so try to use the designated name on all documents. change during the year. This elem.ent should be a static field\nit should not Program Code. link budget and expenditure This is a unique accounting code which will to the associated program. The code will be assigned by Financial Services prior to the beginning of each fiscal year, and all expenditures during the year should use this program code. should not change during the year. This element should be a static field\nit Primary Leader. The Primary Leader is the cabinet-level associate responsible for the management and operation of this program. This person should have the authority to ensure all necessary actions are taken to make the program successful. This person is responsible for the correctness and timeliness of the planning document and all subsequent reporting. Secondary Leader. The Secondary Leader is the associate who is back-up to the Primary, and will function in that capacity in the absence of the Primary. Program Description. above, must be placed in this field. The program description. as defined static field\nit should not change during the year. This element should be a District Goal Support. Each program must directly support onemore district goals. or If more than one district goal, the appropriate district goals should be listed in descending priority order. District goals will be established by the Board. order. This element should be a static field\nit should not change during the year. Program Goal. The program goal, as defined above, must be placed in this field. but may have several. sequentially. Each program must have at least one goal. Each goal should be numbered and listed not change during the year. This element should be a static field\nit should Plan Reference. Specific plan and page references will be listed in this section for those programs directly cited in one of the desegregation plans. L= LRSD Desegregation Plan. 1= InterDistrict Plan. The format should be L23 or 113-20. This element will be left blank if the program is not directly cited in one of the desegregation plans. This element should be a static field\nit should not change during the year, unless by Court Order. FY Program Budget. The total budgeted dollars appropriate fiscal year will be shown in this element. for the The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This FTE. This element reflects the Full Time Equivalents (FTE) budgeted for this program (at the program code level). The number will be the total for the program code, and will be supplied by Financial Services at the beoinnino of the fiscal vear. This beginning year. element will change only if the budget changes. lst/2nd/3rd/4th Qtr Expend. The actual expenditures for each quarter will be entered into the appropriate field during the quarterly reporting process. Financial Services will provide the information, but the Primary Leader is responsible for entering the information onto the form. Once entered, these fields should remain static unless an error is detected. YTD Expenditures. actual expenditures at the program level. This field is the year-to-date total of departments with expenditures against this program. This will include all Financial Services will provide the information once each quarter is closed, but the Primary Leader is responsible for entering the information onto the form. unless an error is detected. Once entered, these fields should remain static Related Function Codes. This field identifies all function- level accounting codes which combine to make the complete program budget. Each program will have at least one function code, but may have several. with one space between them. Each four digit code should be listed sequentiallyDEFINITIONS C OBJECTIVE PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. This is relating to the \"program\". the field. the sequential page number for all pages This number is automatically placed in Program Seq #. This should be the same number as program page. This number will objectives back to the major program. link all separate on the program Revision Date. This date is the actual date this program document was last changed. This date will be entered by the person making the change each time the document is changed, this date will change at least auarterlv with performance reporting. quarterly As a minimum, the regular The date on this page may be different from that on the program page since this objective page should change more frequently. Program Name. page. This name IS This should be the same name as on the program a further link back to the major program. Including the name on this page prevents the need to refer back for the program name. Program Code. This program page. should be the same code(s) as on the This code(s) is a link back to the major program. Including the code(s) on this page prevents the need to refer back for the program code. Primary Leader. program page. This should be the same person as on the Including this name on this page prevents the need to refer back for the leader 's name. Secondary Leader. that name on the program page. This name will generally be the same as objectives, However, if a program has several supporting objectives. the Secondary Leader may be different for those Program Goal. program page in this field. Include only one of the program goals from the For each program goal listed on the program page, there will be at least one objective page. Plan Reference Page Number. listed for each objective and strategy. Source references should be If the objective or strategy is desegregation plan related, list the specific plan and page upon which this objective or strategy is found. If the objective or strategy is not related to a desegregation plan Court Order, list whatever source was used. or be numbered to correspond to the appropriate strategy. Each reference should Objectives. the program goal. List all of the objectives required to satisfy Objectives should be listed in bold face.K n f^om a desegregation plan or court order should within parentheses. Each program goal must have at least one objective, but may have several. Spacing between supporting strategies. Objectives should be numbered sequentially under each goal. Strategies. the related objective. Wording not taken from List all be in bold face of the strategies required to satisfy Strategies should be listed in bold face, a desegregation plan or court order should within parentheses. Each objective must have at r but may have several. least one strategy, __ __ ___ numbered sequentially under each object! ve. Strategies should be Beginning Date. This is the actual date this particular thp ' f consistency, all dates should be entered in the following format\nMM/DD/YY, 07/22/93. stated yet, leave this field blank. activity began. This If an activity has not Completion Date, activity was completed. This IS the actual date this particular - For consistency, entered the following format\nactivity has been in MM/DD/YY, all dates should be 07/22/93. started but not completed, give your best oues\u0026lt;5 on the percent of completion f75%l. Tf th. . completion (75%). started, leave this field blank. If the activity has Responsibility. This with ensuring this activity is accomplished. is the name of the individual tasked Evaluation Criteria. List at least one evaluation criteria p 1 . Include the specific measure of success Evaluation criteria should be listed in bold face. for each strategy. measure of tekZn snouiu oe listed in bold face. Wording not JS\n^gfg^tion plan or court order should be in bold face within parentheses. Each evaluation correspond to the appropriate strategy, and should be numbered sequentially under each strategy. criteria should beLRSD PV 93 91 PROGRAM PUhOET DOCUMEN f f.n\u0026gt;n Scq tz Pace\nRevisKm Hale: ('.Clin Name: l\u0026gt;mn Code: rrimary Leaden Secondary fxadcr. p.ram l\u0026gt;ewrip(ton: hict Goal Support: \".rain Goal: n Rcrcrcnccs:  Program Rudget: I DPipcndilures: Lilcd Eunciton Codes: 1st Qtr Expend: 2imJ Qtr Expend: 3rd Qtr Expend: 4th Qtr Expenrl: I September 14, 1993 PTE LRSD lY 93-94 PROGRAM BUDGlVr 1 liNT Page: 2 ISogiaitt $\u0026lt;x| /: Keviston Date: Suptvnilier 14, 1993 Ir Piogiaiu Name: I'lugram Cude: Pittgiain (kal: Plan Refeieiicc Page Number Oiijcetivcs Primaiy Ixader Sccotulary Ixadcr: Strategies Ucginuiiig Date Completion Dale Responsibility Evaluation CriteriaI I I'rogcMi S(X| Pi oginm Home: Pi ogr.-vR CtKic: Pt oqi :im Goal: Plan Reference Page Mtirbcr 1. Pngc 30 1.1 Pane 30 1.2 loie 30 1.3 Page 30 2. Page 30 2.1 Page 30 LRSD FT 93-9\u0026lt; PROCBAH DUOCET DOCUHrUI Primary Lcodcr: Secondary leader: Ihc inlet of the school opcroties goni is to provide cquitoblc cducotiooal opportunities (or all sturJents in the LRSO. Objectives Strategies Begiming Date Conpletion Date Page: 2 Revision Date: ResponsibiIity Septcmi^cr 2, WW Evaluation Criteria 1. To ensure on orgonizational structure wliich provides equal opportunity ond occess for parents, students and staff. 1. To review organixotional structure in .schools ond control office to ensure sufficient support for students orxJ stoff success and for the iffplementotion of the desegregation pion. 1.1 Appoint school-based biracial comiittees to monitor inplcmentation ond data. (Report to faculty) 1.2 A district-wide biracial cofnnittee will monitor district-wide desegregation efforts ond data and (report to Board) 1.3 Establish  reporting system. 2. To provide inservice to raise staff awarencss/oxpectations of equity for stixtents. concerns 2.1 Inservice cycles for existing ofxl ru'u staff inchxJing: a. teacher expectations b. working with parents c. at-risk youth d. Icarnir\u0026gt;g styles (July 1, 1993) July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 (June 30, 1996) Jirx: 30, 1996 Jir 30, 1996 Jixxj 30, 1996 Jire 30, 1996 (Prine ipals,, Assistant Supts., Assoc. Si45t. Principals, Assistant Sijpts. Assoc. Stpt. of Educat ional Programs, Assoc. Sipt. for Dcsegregalion Associotc Si^ts., Assistant Sipts. Local schools, Staff Oevelopntent, Conmunicat ions Oepl., Staff Development, Academic Support) Appropriate Associate Sipts., Qtvi Staff Development 1. Sufficient program personnel ore in place to meet the rceds of all students in the program os measured by the monitoring instruBctit.. 1. (Satisfactory corrplianci with the E\u0026lt;kjc8tion Equity Monitoring Oocunont) 1. School-level docunentot ion of cymrterly meetings (minutes, rosters: 1.2 Report from the monitoring of the biracial conmittcc to (he Board 1.3 Monitoring reports district-wide birnciol cenmi t tees 2. Results of school climate survey 2. (Random survey results from Staff Oevelopnent) 2.1 Roster of tcnchers/pnrt icipating slnf f 2.1 Evaluation of irwcrvic- seopents by participants3.4.3 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: September 20, 1993 To: Principals and Selected Central Office Administrators From: Sterling Ingram, Director' Subject: Program Budget Document Inservice As discussed in the Implementation Desegregation Plan- Program Planning and Budget Document sessions, a training session for completing the Program Budget Document (PBD) is scheduled for Thursday, September 23, 1993, in the Board Room at 1:30 p.m. You should designate the person to attend this session who will input evidence into the computer for your school. If you have questions, contact Dr. Marjorie Bassa at 324-2120. drg3.5 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 810 WEST MARKHAM Date: To: From: Through: Re: LITTLE ROCK, ARKANSAS 72201 September 23, 1993 Board of Directors Sterling Ingra^^Director Planning, Research and Evaluation VesI Estelle Matthis, Interim Superintendent Program Planning and Budgeting Process Attached is a preliminary copy of the Program Budget Document for the School Operations section. language is identified in bold type. language is displayed parenthetically. Original Clarifying Schools were requested to provide evidence of completion or status after the end of each quarter as indicated in the Program Planning and Budgeting document. I am available for questions. bjgLITTLE ROCK SCHOOL DISTRICT MONITORING AND REPORTING OPERATIONS FLOW AsdXant SuperIntandanta Maatar Dlakatta Planning, Raaaarch and Evaluation Financial Sarvloaa School Oparatlona Program Dlakattaa A V Schools Utater Dlakatta A Other Program Managers Flnanolal Information V Quarterly ReportProgroB Seq *: PrograM Naae: School Operations Progreai Code: Priaary Leader: Prograa Description: IRSD FY 93-94 PROGRAM BUDGET DOCUMENT Secondary Leader: Page: Revision Date: September 23, 1993 1 District Goal S^Dport: Prograa Goal: Ensure that equity occurs in all phases of school activities and operations. The intent of the school operations goal is to provide equitable educational opportisiities for all students in the LRSD. Plan References: FT Prograa Budget: TTD Expenditures: Related Function Codes: 1st Qtr Expend\n2nd Qtr Expend: 3fd Qtr Espend\n4th Qtr Expend: FTE Progran Seq *: Progm Mane: School Operations Progrsa Code: Progras Goal\nPlan Reference Page Nudser 1. Psge 30 1.1 Page 30 1.2 Page 30 1.3 Page 30 2. Page 30 LRSD FY 93-94 PROGRAM BUDGET DOCUHgMT Priaary Leader: Secondary Leader: The intent of the school operations goal is to provide equitable educational opportwitiea for ell students in the LRSD. Objectives Strategies Begiming Date Coapletion Date Page: 2 Revision Date: Responsibility SeptMfeer 23, 1993 Evaluation Criteria 1. To ensure an organizational structure lAich provides equal opporttaiity and access for parents, stulents and staff. 1. To review organizational structure in schools and central office to enaure sufficient support for students and staff success and for the iapleaentation of the desegregation plan. 1.1 Appoint school-based biracial coanittees to aonitor iapleaentation and data. (Report to faculty) 1.2 A district-wide birecial coaaittee will aonitor district-wide desegregation efforts and data and (report to Board) 1.3 Establish a reporting systea. 2. To provide inservice to raise staff awareness/expectations of equity concerns for students. (July 1, 1993) (June 30, 1994) (Principals,, Assistant Supts., Assoc. Supt.) 1. (Sufficient program personnel are in place to meet the needs of all students in the program as measured by the monitoring instrument) 1. (Satisfactory compliance with the Education Equity Monitoring Document) 1.1 Survey of staff - patrons July b 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jwe 30, 1994 Juw 30, 1994 Jme 30, 1994 Jine 30, 1994 Principals, Assistant Si4\u0026gt;ts. Assoc. of Educational Prograas, Assoc. Sipt. for Desegregation Associate Sipts., Assistant Si4\u0026gt;ts. (Local schools. Staff Development, Communications Dept., Staff Development, Academic Support) 1.1 School-level docmentation of quarterly eatings (ainutes, rosters) 1.2 Report of the biracial coMiittee 1.2 (Report from the monitoring of the biracial conmittee to the Board) 1.3 Monitoring reports district-wide biracial coaaittees 2. Results of school cliaate survey 2. (Random survey results from Staff Development)ProgrM Seq *: Progran Maae: School Operations Prograai Code: Prieary Leader: Secondary Leader: Page: 3 Revision Date: Septewber 23, 1993 Prograa Goal: The intent of the school operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Nudser 2.1 Page 30 1. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. Page 30 3.1 Page 30 4. Page 30 2.1 Inservice cycles for existing end new staff including: a. teacher expectations b. working with parents c. at-risk youth d. learning styles 3. To provide programa bhich raise parental awareness of district structure, policy, and programs and ways to access them. 3. (Program which demonstrate high quality of parent Involvement) 3.1 Mini'seoiinars at PTA meetings and in the coomunity. 3.1 (Evidence of quality programs presented to parents.) 4. To Bionitor school standards to ensure high quality education for all students. July b 1993 July 1, 1993 (July 1, 1993) July 1. 1993 July 1, 1993 Jme 30, 1994 June 30, 1994 (June 30, 1994) Jme 30, 1994 Jine 30, 1994 Appropriate Associate Supts., and Staff DevelofHent (Connunications Dept., Staff Development, and Academic Support) District staff PTA Cornell (local and ares) 2.1 Roster of t eochers/part i c i pa t i ng staff Data-based iaprovesant in targeted stuctent schools 2.1 (Evaluation of inservice segments by participants) 3. Raster of attendance 3.1 Calendar showing programs held 3.1 (Calendar showing roster of participants and evaluation form) 3.1 (Evidence of parent participation\nincrease in nuiber of parents involved in school activities including VIPS, PTA, Parent Forims\nand increase in student achievement data\nand increase in ninber of students above the NCE on Stanford 8 and Abacus)Prograi Seq f: Prograa Maae: School Operations Rrograa Code: Priaary Leader: Secondary Leader: P9c: 4 Revision Dote: Septenber 23, 1993 Prograa Goal: The intent of the school operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Niaber 4.1 Page 30 4.2 Page 30 Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria 1. (cont'd) 4.1 Review data 4.1 (List data, achievement, discipline, promotion, retention, increase or decrease of white students, niaber above and below state reference point to assess strengths, needs, and strategies.) 4.2. School aonitoring visits July 1, 1993 July 1, 1993 Jme 30, 1994 Jme 30, 1994 Associate Supt., Principals, Assistant Sigits. Planning, Research, and Evaluation 4.1 Calendars of visits 4.1 (Staff, facilities, climate, a^inistration, organization, and achievement levels) 4.2 Monitoring reports 4.2 (Staff Climate Survey)Progri Seq f: Prograa Hoae: School Operations Progri Code: Prograa Goal: Plan Reference Page Nudier 2. Page 31 1.1 Page 31 1.2 Page 31 2. Page 31 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primry Leader: Secondary Leader: The intent of the School Operations goal Is to provide equitable educational opportwities for all students 1n the LRSD. Objectives Strategies Beginning Date (kapletion Date Page: 5 Revision Date: Responsibility Septenter 23, 1993 Evaluation Criteria 2. To provide a climate in each school which is based on the belief and expectation that all children can lesm and to provide resources necessary to support that belief. 2. (To work with teachers and principals to develop a positive school climate) 1. Provide education to staff and patrons regording school culture and positive school climate. 1.1 PTA Board and general meetings to have educational coaponents regarding climate and expectations. 1.1 (LRSD expectations, teacher-designed instrunent, clarify what kind of expectations-'schievement, behavior, attendance) 1.2 Use of cable Charnel 4 to carry brief messages to staff regarding expectations, working with at-risk and disadvantaged students, and creating positive climate. 1.2 (Clarify performance expectations, such as behavior eephasis on students falling below) 2. Monitor school climate and resource allocation. 2. (Review of annual school plan) July 1, 1993 July 1, 1993 July 1. 1993 July 1, 1993 Jine 30, Jm 30, Jisw 30, Jm 30, 1994 1994 1994 1994 (Principals, Teachers, Assistant Sipts.) District personnel as desi^iated by the Associate Supt. (Principals, Teachers, Staff Oevelopnent, Conwuni cat ions Office) 1. Utilization of the school climate survey 1. (Results of school climate survey report) 1.1 Agendas of oeetings Neoaurable iaproveaants in individual school cliaates (1.1 Agendas of meetings and evidence of results of school climate survey report) 1.2 (Assessing performance of the school principal)Progri Sq: Prograa Maae: School Operations Prograa Code: Primary Leader: Secondary Leader: Page: 6 Revision Date: September a, 1993 Prograa Goal: The intent of the School Operations goel is to provide equitable educational opportunities for all students in the LtSO. Plan Reference Page Ruter 2.1 Page 31 2.2 Page 31 2.3 Page 31 3. Psge 31 3.1 Page 31 Objectives Strategies Begiming Date Co^\u0026gt;(etion Date Responsibility Evaluation Criteria 2. (cont'd) 2.1 Monitor facility, staff morale, student achievement, status of media center books, and smterials. 2.1 (Assess staff morale, student achievement, etc.) 2.2 Erhance equipment, supplies, and materials in buildings. 2.2 (Provide resources) 2.3 Provide staff development and intervention plana as needed. 2.3 (To provide staff development to meet the instructional needs of principals, teachers, and all levels of staff) 3. To work with schools to help them desiffi prograam Uli ch meet the specific needs of their students. 3. (Assist teachers and principals in the development of individual programs which address learning needs of students) 3,1 Provide resource assistance to school staffs. 3.1 (Provide resources, both hunan and financial, to teachers and principals in the development of educational programs) July 1, 1993 July 1, 1993 July 1, 1993 (July 1, 1993) July 1, 1993 Jm 30, 1994 Jm 30, 1994 June 30, 1994 (June 30, 1994) June 30, 1994 Assistant Si\u0026lt;its., Prirvipmls, Media Sujervisor Assistant S^Ts., Principals, Media Si\u0026lt;)ervisor (Curriculun Supervisors) Assistant Si^ns., Principals, Media Si^jervisor, Idmtified District Staff (Staff Development) (Associate Supt., Assistant Supts., Curriculun Supvs., Staff Development) Educational Programs (Associate Supt., Principals) 2.1 Reports of Sipervisors, Assistant Sipta. 2.2 (Inprovement in the climate and environment and kinds of materials that are available) 2.3 Staff Development roaters 2.3 (Kinds of staff development programs developed for needs) 2.3 Quality of education survey results 3. (Evidence of inpiementation of Desegregation Plan and School Inprovement Plan) 3.1 Completion of program designProgroi Seq *: ProgrsB Maae: School Operations Prograe Code: Prieary Leader: Secondary Leader: Page: 7 Revision Date: Septenter 23, 1993 Prograe Goal: The intent of the School Operations goal is to provide equitable educational ofiportmitiea for all students in the LRSD. Plan Reference Page Huiber 3.2 Page 31 3.3 Rage 31 4. Page 32 4.1 Page 32 4.2 Page 32 Objectives Strstegies Begiming Date Coapletion Date Responsibility Evaluation Criteria 2. (cont'd) 3.2 Provide planning tiae and fonaats to school staffs) 3.3 Develop school profiles tJiich show complete data pictures. Set goals for iiyroveaant. 4. Establish a prograa to faailiarite parents with school expectations and to build a partnership aith thea. 4.1 Share schools' objectives, discipline policy, standards for testing, placing, and proaoting students. 4.1 (At the beginning of school, do an annual school letter that shares policies and objectives) 4.2 Involve parents as full partners in planning at schools for stud^s' growth and success. July 1, 1993 July 1, July 1, July 1, July 1, 1993 1993 1993 1993 Jue 30, Jue 30, Jme 30, Jme 30, Jme 30, 1994 1994 1994 1994 1994 Associate Si^it. for Educational Prograaa, Principals, School Principals and Staffs (Planning, Research, and Evaluation\nData Processing) (Asst. Supts., Principals, Media Supv.) Principals, Staffs Principals, Staff, PTA Board, Patrons 3.2 School profiles and Bonitored building plana 3.3 (Completed document) 4.1 Developaant of and sharing of school-based objectives, discipline policies, etc. 4.2 Statistical iaproveaent in student behavior and achieveaentPrograa Seq *: Progros Hose: School Operations Progrsa Code: Progri Goal: Plan Reference Page Ktaber 3. Page 33 1.1 Page 33 1.2 Page 33 2. Page 33 IRSO FY 93-94 PROGRAM BUDGET DOCUHEHT Priaary Leader: Secondsry Leader: The intent of the School Operations goal is to provide equitable educational opportmities for all stulenta in the LRSO. Objectives Strategies Beginning Date Completion Date Page: 8 Revision Date: SepteiFber 23, 1993 Responsibility Evaluation Criteria 3. To develop and i^lement policies which influence school climate and isprove discipline and student attendance while also meeting individual student needs and lemming styles. 3. (Design and put into place programs which improve school climate and improve discipline and student attendance while also meeting individual student needs and learning styles) 1. Provide inservice training to district personnel on discipline in a desegregated setting. 1. (Focus on how to use techniques that foster positive student behavior in a desegregated setting) 1.1 Conduct inservice training on discipline management in all local schools. 1.1 (Conduct inservice on an ongoing basis on positive discipline management In all local schools) 1.2 Provide follow-tp training for new staff on a regular basis. 1.2 (Provide ongoing training for all stafO 2. Provide inservice to district personnel on behavioral styles and learning styles of students with divergent backgrounds. 2. (Conduct inservice on an ongoing basis on positive discipline management in all local schools) (July 1, 1993) As needed (July 1, 1993) July 1. 1993 (July 1, 1993) (June 30, 1994) (June 30, 1994) Jwe 30, 1994 (June 30, 1994) (Principals, Parents, Staff Development, Student Hearing Officer) Director of Pv\u0026lt;\u0026gt;il Services, BuiIding Principals, Assistant Sqots. (Student Hearing Officer) Building Principals, Director of Pi\u0026lt;\u0026gt;il Services (Student Hearing Officer) (Director of Pupil Services, Building Principals, Asst. Supts., Student Hearing Officer) 1. (Comparative data annual school report for student attendance and student management quarterly reports) 1. (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) 1.1 (Rosters of meetings) 1.1 (Quarterly discipline management reports that Mill reflect a decrease in behavior referrals and suspensions) 1.2 (Quarterly discipline management reports that Mill reflect a decrease in* behavior referrals and suspensions) 1.1 (Quarterly discipline management reports that wilt reflect a decrease in behavior referrals and suspensions)Progm Seq *: Prograa Raae: School Operations Prograa Code: Priaary Leader: Secondary Leader: Page: 9 Revision Date: SeptefTber 23, 1993 Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Nuidier 2.1 Page 33 3. Page 33 Objectives Strategies Beginning Date CoiR\u0026gt;letion Date Responsibility Evaluation Criteria 3. (cont'd) 2.1 Provide training for school-based iiqiroveaent teems (to involve staff and parents who will train staff at the school site with amual aaintenance). 2.1 (Provide ongoing training for staff to foster positive student behavior) 3. Provide a coaaittae to review attendance and discipline policies and data on an ongoing bMis to eneure equity of policy and policy adainistration. 3. (Each school is to establish a committee to conduct quarterly reviews of attendance and discipline data to assess conpliance with the goal of equitable policy and policy adninistration. Conduct and report results of quarterly reviews.) July 1, 1993 (July 1, 1993) June 30, 1994 (June 30, 1994) Associate S(\u0026lt;)ts., Staff Develofwnt, Identified Staff (Principals, Teachers, Hearing Officer, Data Processing)) (Principals, Teachers, Student Hearing Officer) 2.1 (Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. Should show an increase in the nunber of students that acquire \"Vs\" and \"2*8\" in citizenship at the secondary level) 3. (Final report of the quarterly reviews)Progras Seq f: Progras Mase: School Operations Progras Code: Priaary Leader: Secondsry Leader: Page: Revision Date: 10 Septenber 23, 1993 Progrw Goal: intent of the School Operetione goel is to provide equitable educational opportiaiitiea for all atiaientt in the USB. Plan Reference Page Mmdier 3.1 Page 33 3.2 Page 33 3.3 Page 33 4. Page 33 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. (cont'd) 3.1 Coasiittee and aibcomittee to include principals, staff, patrorw, students (on the secondary level) and at least one (1) Board aeaber to review dots and recoHKnd asxiifi cat ions to meet students* needs and district needs. 3.1 (Establish a district-wide coamittee to review the local school committee reports which should Include attendance, discipline data Interventions by race and gender. The district-wide coamittee will report the results of the review to the Associate Supt. of Desegregation.) 3.2 Revise student hanAooki n needed 3.2 (Update student handbooks annually to ensure continued conpUance with district attendance and discipline policies) 3.3 The student hearing officer will be responsible for developing and annitoring pin to reduce the disparity of disciplinary actions. 3.3 (Use evidence of district-wide reports to provide guidance to local schools in formatting plans to reduce disparity of disciplinary actions) 4. Appoint Joint coamittee with PCSSD and NLRSO. 4. (. . .to establish a uniform attendance and discipline policy.) July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jme 30, 1994 Jme 30, 1994 Jme 30, 1994 Jme 30, 1994 Associate Sipts., Principals, Teachers, Director of Pi4\u0026gt;il Services (Hearing Officer, Desegregation Facilitator) (Principals, Teachers) (Asst. Supts., Teachers, Parents, Principals, Student Hearing Officer) (Associate Supt. for Desegregation) 3.1 (Formal report Identifying results of analysis of data received from local school conmittees about level of compliance with district attendance and discipline policies) 3.2 (Student handbooks reflect compliance with current district attendance and discipline policies) 3.3 (Analysis of quarterly reports in chart form to determine decrease in reported discipline sanctions) 4. (Evidence of a mi form discipline policy)Prograa Seq f: Prograa Maae: School Operations Prograa Code: Priaary Leader: Secondary Leader: Pege: Revision Dote: 11 Progri Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. PlPaang eR eMfueirRe)nerce 4.1 Page 33 5. Page 34 5.1 Page 34 5.2 Page 34 6. Page 34 Objectives Strategies BeDgiantneing Co^D)aletetion Responsibility 3. (cont'd) 4p.o1 licRieevsie wa nad ttceonndsaenqcuee nacneds .disciplinary 5a.c roPsust tihne p dlaicset raicltte rwniathti vaets letoa sst uosnpee nssuiochn intervention to be pieced at each school. 5to.1 bDe erveevlioepw esdch aoto ld-biassterdic dt islecvipelli naend p tlaon a include suspension alternatives. b5e.2 reEgffuelcatirvlye naesssse sosef dt.hese alternatives to 6d.i sEcisptalinbleis ha nad sacttheonodla-bnacsee din csetundteivnet system at ea^ school. 6w.h ic(h. s. ho.ausld praerst uoltf tihne imanpnrouvael ds cahttoeonld apnlacne and a decrease in disciplinary sanctions.) July 1, July 1, July 1, July 1, 1993 1993 1993 1993 July 1, 1993 Jme 30, 199L Jine 30, 1994 Jm 30, 1994 Jine 30, 1994 Jine 30, 1994 Septenber 23, 1993 Evaluation Criteria ASis\u0026lt;s\u0026gt;otsc.ia, te athprpeoein stecdho solt aff dTirsi-tDricisttsr ic(ut se Coaponent) s(Ptarifnf,c ipAaslsst,. Supts.) ASissstiss.ta, nt SPcrihnocoipl-ablass, ^ staffs S(Ptarifnfsc,i paSlcsh,o olbCaosnemd ittees, ASsuspitsst.a, nHt earing Officer) S(Ptarifnfsc,ip aSlcsh,o olbCaosnend ittees 4T.r1i -DReivsietrwic at nad ttreenvdiasniocne oanf d disciplinary policies 5re. p(oRret vtieow doetfe rsmusinpee nsions dseucsrpeeansseio nins oaut t-inodf-isvcidhuoaoll schools) 5S.u1p t(sS. uobmf isscshioono l top laAnsss tt. hat oiduet-notfi*fsyc haoltoel rnsaustipveenss ioton s) 5a.l2te rEnxaisttievnec ep laonf in each building 5S.u2p.t s(. Soubf msicshsoioonl ptola nAss stth. at oiduet-notfi-fsyc haoltoelr nsautsipveenss ioton s\neovuitd*eonf-csec hoof odl escuresapseen siino ns) 6sc. h(oSoul brmeipsosirotsn otof athnen uAals st. oSfu pitms.p rowveilml egnitv ea nde vaid ence daendc redaissec ipinli ntahery asttaenndctaioncnes ) Psge: 12 Progrsa Seq *: Revision Date: Septetrber 23, 1993 Progrsa Isae: School Operations Progrsa Code: Prioary Leader: Secondary Leader: Progrsa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the UISD. PlPaang eR eNfteardeienrce 6.1 Page 34 7. Page 34 7.1 Page 34 7.2 Page 34 Objectives Strategies BeDgiantneing CoaDpalteetion Responsibility Evaluation Criteria 3. (cont'd) 6pr.1og rRaemv ieswo trhesaet arrechc oagnndi tdioenv emlodp rinewceanrdtsiv es will be individual to the school. 6a.n1n u(Tahlley troes edaertechrm wineil l rebev isreiovnie wneede ds of school incentive systems) s7t.u dPeronvtsid ew ictho mchsreolinnigc dinistecripvelinnMtio*ny afonrd /or attendance probleas. 7in.1te rAvcetnivtaioten dteiasmciap lainte s/acthteonodl. anMcaen date the pinsv^oillv ese trhveic ecso mteseealio tro w dioth asotnuidtoernintsB wahnod have discipline/attendance probleas. 7re.2g aIrndvinoglv eth peairre cnhtsi ldinre nth eth rtoeuemgh process meet ings/conf erences. 7a.n2d /o(.r d. is.acbipoulint aidrye nptriofibeledm as)ttendance July 1, 1993 July 1. 1993 July 1, 1993 July 1. 1993 Jm 30. 1994 Jm 30, 1994 June 30, 1994 June 30, 1994 PSrtainfcf,i pals/ ASsipstisst.a, nVt IPS, Patrons T(Peaump, il Services PCaoruennstesl)ors, PGruiindcanipraa ls, DBcupiladritnage nts, SHetaaflfths , SSecrvhiocoel s Coordinator PParirnecnitpsa, lsPT, A OCfofiocveirls, , PTA CPoipmils eSloerrsv,i ces THeeaasleth, SScehrovoicl es 6su.1p pSotrat tvisatliicdaitly d oatfa ptlaon danisd cii^prloinveo aaennd tb einh avior 6sc.1h o(oSl urbempiossrtiosn too f thaen nAuasls t. Simupprtosv.e mweinllt sinho wd isanc ipline and behavior) 7an. d (Raettveinedwa nocfe driesccoiprdlisn ew ill dshioswc ipa lidneacrreya saen di/no r chronic atten^nce problems) 7in.1te rRveecnotridosn of cotnseling a7n.1d a(Rtteevnideawn coef dreiscocripdsli nwe ill cshhorwo naic ddecisrecaipseli nien athned /or attendance problems) 7im.2o lRveecaoerdnst of parents/tesa 7in.2cr e(a. se. .i nw thilel snhuonwb ear n of pthaere ntetasm p parrotciceispsa)ting in Prograa Seq f: Prograa Naae: School Operations Prograa Code: Prograa Goal: Plan Reference Page Muder 4. Page 35 1.1 Page 35 1.2 Page 35 (1.4 Page 35) 2. Page 35 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Secondary Leader: The intent of the School Operations goal is to provide equitable edicationnl opportmitiea for all students in the LRSD. Objectives Strategies Begimino Date Caq\u0026gt;letian Date Page: 13 Revision Date: Responsibility Septeirter 23, 1993 Evaluation Criteria 4. To provide guidance and comaeling service which address students* needs, are S(\u0026lt;]portive of strategies and interventions to eriiance student success and expectations, and provide coowni cat ions to families of students. 1. Infora students of all opportunities available to thea and encourage thea to take advantage of these opportinities. 1. (Identify academic, emotional, social, arxl physical needs of students.) 1. (Identify needs of students (elementary) 1. (Secure the needed services utilizing district and connun1ty*basad resources) 1.1 PiA\u0026gt;lish a docuaent annually idiich lists finmcial aid, vocational and hitter education opportmitiea for all students. 1.1 (Make available) docuantCs). . .) 1.2 Encourage students to take advantage of opportunities open to them. 1.3 (Follow up to ensure that referral was appropriate intervention to enhance student success and expectations) 2. Make parents partners in education of their children by amking information accessible to them and keeping them informed. July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 199* Jm 30, 1994 Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 Counselors, Principals (Pupil Services Teachers, Parents, Teachers) Principals, Counselors, Vocational Director (Teachers, Parents) (Principals, Teachers, Parents, Students) (Principals, Teachers, Parents (Principals, Teachers, Parents) 1. Guidance services. Annual Report, and Report Coaparison 1. (Reports will show all students needing services will receive them) 1.1 Pti\u0026gt;l1cat1onB of document 1.1 (Disseminate document to students and parents) 1.2 Statistical increase in nurtier of students, particularly minority students, receiving firwicial aid and proceeding into post secondary education (1.3 Documentation will show referrals were appropriate) 2. (Reports will reflect an increase in the nunber of parents involved as partners in the education of their children)Progrsa Seq f: ProgrM Hsaa: School Operations Progrsa Code: Priaary Leader: Secondary Leader: Progrsa Goel: The intent of the School Operations goal Is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Ihsber 2.1 Page 35 2.2 Page 35 3. Page 35 3.1 Page 35 4. (cont'd) Page: Revision Date: 14 SeptCTber 23, 1993 Objectives Strategies Beginning Date Cospletion Date Responsibility Evaluation Criteria 2.1 Hold a coKSiity educational Meeting each year during the spring to infora parents of curriculua and student opportunities (to Include co-curriculer activities) 2.1 (Identify courses and activities available which will help prepare students for post secondary education and career preparation) 2.2 Provide written infonaition to parents regarding curriculua and student stills. 3. To Make students aware of educational and post educational opportuiitles 3.1 Skills and eaploynent fair to be held annually in conjunction with business ccaauiity. 3.1 (. . .and College Night) July 1, 1995 July 1, 1993 July 1, 1993 Jme 30, 1994 Jme 30, 1994 Jme 30, 1994 Principals, Couwelors, Director of Guidance, Associate and Assistant Si\u0026lt;]ts. Educational PrograsB, BuiIding Principals, Cosaaailcatlons Dept. (Counselors, Principals, Teachers, Vocational Director, Parents) Vocational Teachers, Comselors, Voltnteers in Schools, PTA (Director of Pupil Services) 2.1 Roster of aeetings (2.1 Nurber of students who graduate and elect advanced tralningZeducatlon by race and gender) (2.1 Report will show the targeted nurber of students who will enroll in upperlevel classes and elect to attend post secondary education) (2.2 Brochures and Parent Home Study Guide will be given to targeted parents. Videos will be available for check-out) (3. Disseminate docunents to students and parents) 3.1 Eaployaant Fair Student Attendance 3.1 (Participation rates of parents and students in the LRSD attending the employment fair and College Night will be conpiled and compared with previous attendance rates)Prograi Seq *: Progm Maae: School Operations Prograi Code: Priaary Leader: Secondary Leader: Page: 15 Kevition Date: Septenfcer 23, 1993 Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Ihaber 4. Page 35 4.1 Page 35 5. Page 35 Objectives Strategies Begiming Date Caa|)letlon Date Responsibility Evaluation Criteria 4. (cont'd) 4. Create coaamity linkages to assist students in need of special servicea. 4.1 Through Ford Collaborative, Neu Futures Initiation, city, courts, p(i\u0026gt;llc, and private service providers, provide school linkages with guidance staff for student special needs Interventions. 5. Create acadeaic Intervention strategies on a school basis. 5. (Include acadeaic.  .In the annual school plan) 5.1 Each school to put into its annual plan a designed set of Interventions to help increase student acadenlc success\ni.e, Peer Tutoring, Volmteer Tutors. July 1, 1993 July 1, 1993 JULY 1, 1993 July 1, 1993 Ji 30, Juw 30, Jire 30, Jme 30, 1994 1994 1994 1994 (Ctxnselora, Principals, PcqaiI Services Team (Elen), Parents) Comaelors, LRSD New Futures Liaison, Associate and Assist. Siqits., Deputy Stjpt. (Principals, Staff, Asst. Si^ts.) Principals, Staffs of BuiIdings, Assistance froa Educational Prograas, Associate and Asst. Si^s. (4. Report will reflect the nuiber of conrunlty linkages and their ability to meet the needs of targeted students) 4.1 Established coasanity linkages 4.1 (Report will reflect the nmber of connunity linkages and their ability to meet the needs of targeted students) 5. (Annual School Report to include level of successful academic Intervention as identified in the annual school Improvement plan) 5.1 Amual plan and annual evaluation report coiqarlson 5.1 (Annual School Report to include level of successful academic Intervention as identified In the annual school ifiprovement plan)Progna Seq *: Progroi Mase: School Operations Progrsa Code: Progrsa Goal: c Plan Reference Page Nudaer 5. Psge 17 1.1 Page 37 LRSO FT 93-94 PROGRAM BUDGET DOOJHEMT Priasry Leader: Seccnctary leader! The Intent of the School Operations goal Is to provide equitable educational opportwitiea for all students in the USD. Objectives Strategies Beginning Date Conation Date Page: 16 Kevition Oete: tespcnsIblUty SeptentMr 23, 1993 Evaluation Criteria 5. To provide guidance and cowseling ihich Bakes students ausre of their options and to assist students In acquiring habits snd attitudes necessary for success in school and In later life. 1. Provide Binicourses for students in study halls, testing skills, and pre- career skills in a sequenced program begiming in grade four and through high school. 1. (Offer test-taking, study skills, and pre-career skills through the elementary and secondary instructional and guidance programs) 1.1 Ninicourses to be developed in sequence begiming with grade four. (July 1, 1993) July 1, 1993 (June 30, 1994) Jwe 30, 1994 (Principals, Cowselore, Teachers, Staff Development) Principals, Classroom Teachers, VIPS, Guidance Cowselors, Staff Dvlp. 1. Data gathered frta ps^i I services tema 1. (Data gathered by the Pupil Services Team will reflect an increase In the nunber of students passing courses, nuiber of students who elect post high school career/educat i onaI opportunities, and a decrease in the drop-out rate) 1.1 Development of Binicourses 1.1 (Data gathered from grade distribution sheet will reflect an increase in nunber of students who passed the courses and elect post high school career/educational opportunities and a decrease in the drop-out rate) ' 1.1 (Scope and sequence chart grades 4-12 that includes skills targeted for each level)Prograa Seq f: Proora NaaK: School Operations Prograa Code: Priaary Leader: Secondary Leader: Page: 17 Revision Date: Prograa Goal: The Intent of the School Operations goal is to provide equitable educational opportmities for all students in the LKSD. PlPaang eR eNfueRrejenrce 1.2 Page 37 2. Page 37 2.1 Page 37 Objectives Strategies BeDgiantneing CoDqialetetion Responsibility 5. (cont'd) t1h.2e uPsreo voidf ec tuerarcichuelru as toaff f thdeesvee loapreaaesn.t in t1o.2 te(aOcfhfeerrs atpop rsoupprpiaotret tsetaacfhf indge voelfo pthmee nt curriculua) 2fu. tuRraeis ec aarewearr eonepstsio nosf .student of (about) c2a. re(Ienrc roepatsioen sst.u)dent knowledge of future a2n.1d Uasses coafb lrieesso buercgein vnoinlgm tiene ersle aine nctlaarsys es schools to address career options. July 1, July 1 July 1, 1993 1993 1993 Jme 30, JUK 30, Jts 30, 1994 1994 1994 September 23, 1993 Evaluation Criteria Cstuarrfif c, uSiutsa ff DDeirveeclotoparent s(Ctaufrfr,ic uSlutanf f DDeirveeclotpomr,e nPt ipil Services) gTreaadcehse r4s--1- 2 (inVI PESd,u cPaatirotnne, rs CPouupnils eSloerrsv)ices, t1h.e2s eS t(acfof Bppaarrtaictivipea rtaioanb eirns ) s1.k2i ll(sS twafifl l ubsee oref flaeccqtueidre dIn dthaei lys tuindsetnrtusc* tiaocna daenmdic 1n achievement) 2ra. te(D, encurenabseer d odf rosptu-doeunt ts cwahore eerle/ecdt upcoast1t ohnaigI h school oinpcpreoartsuen)ities will 2w. il(lA nrenuflael cdt ias tpriecrct ensutargvee y sintucdreeanstse wInh o thpea ssn ucnobuerr seosf , cwahore eerle/ecdt upcoastito nh igh school doepcproeartsuen iItnie sth, ea nddro ap -out rate) d2a.1te sRoster of volisrteers, 2ra.1t e,(D necurrebaesre do f dsrotupd-oeuntt s cwahore eerle acnt d peodsut chaigtiho nsacl hool oinpcpreoartsuen)ities will Progras Seq f: Progrsa Nsae: School Operations Progrsa Code: Progrsa Goal: Plan Reference Page Rudar 6. Page 38 1.1 Page 38 LRSD FY 93-94 PROGRAM BUDGET POCUHEHT Priaary Leader: Secondary Leader: The Intent of the School Operations goal Is to provide equitable educational opportmities for all students In the LRSD. Objectives Strategies Beginning Date Coagdetlon Date Page\n18 Revision Date: Responsibility Septetrber 23, 1993 Evaluation Criteria 6. To monitor student class ratios and Instructional practices to ensure equal opportmities for all students. 1. Achieve equity in class structure by grade and by subject area. 1.1 Review class ratios by sd\u0026gt;ject, by class, (and) by teacher on a semester basis. July 1. 1993 July 1, 1993 July 1, 1993 Jme 30, 1994 Jme 30, 1994 Jme 30, 1994 Principals, Assistant Sigds., Associate Sipts. Principals, Assistant Sigits., Associate Sl\u0026lt;)tS. 6. Sufficient program persomel are In place to amet the needs of all students In the program as measmed by the monitoring Irmtnaent. 1. (Principals will be responsible for assigning students to grades and to subject areas in an equitable ratio as defined by the LRSD desegregation plan) (Principals are responsible for making sure that their school's profile reflects equitable educational practices) 1.1 Nonitoring of ratios* and student outcomes 1.1 (The school profile should reflect equity by grade structure and by subject area) *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be reanved.Progran Seq f: Prograa Naae: School Operations Prograa Code: Priaary Leader: Secondary Leader: Page: 19 Revision Date: Prograa Goel: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. PlPasng eR eHfiearbeenrce Y.2 Page 38 1.3 Page 38 2. Page 38 2.1 Psge 38 Objectives Strategies BeDgaimteing CoD^loetetion Responsibility 6. (cant'd) a1.c2t iAvditdieresss. disparities with intervention p1.a3r tRiceispnoveti o(and odrfe ssstu) dbeantrsri.ers to equitable 2p.r aAcctihcieevse. equity in student instructional 2b.y1 cRlaesvsie,w b gyr atedaec dheisr troinb uat isoenm ebsyt esr ubbajescist,. 2w.e1e ks(P irnin coirpdaelrs tow ialdl drreevsise wft nenaecdhl sntein e problems) July 1. 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jm 30, 1994 Jm 30, 1994 Jm 30, 1994 Jm 30, 1994 Septernber 23, 1993 Evaluation Criteria C(Toeuancsheelorsr,s , APsrisntc. ipSaulpst,s ., ASsuspotsc.i)ate C(Toeuancsheelorsr,s , APsrisntc. ipSaulpst,s ., Associate Supts T(Pearicnhceirpsa, lsS,t aff Development) APsrisnicsitp. oSlst,^ s., Assoc. S^)ts. d1e.2c re(aDsies pianr ietideusc awtioilnl al programs) w(Eailcl h inscclhuodoel 'sin taenrnvueanl tipolann daicstpivairtiiteiess )to address d1e.3c re(aDsies pianr ietideusc awtioilnl al programs) m(Peeritn ctoip aidlse natnidfy satnadf f wilt taod dereqsusi tabbalrer ieprasr teicxipisatitniogn panrdo fwileil)l docunent in school 2p.la n(E awchil l scidheonolt'isfy a annn ual eprfofegrcatmiv ew hsictha fwf dilel vealsospmiset nt tienasctrhuecrsti oinna al ppprraocptriciaetes that will ensure equity) 2sc.1h eMduolensitoring of master 2p.r1in c(Eipaachl bwuiillld irnegq uire a gsruabdjee cdt,i sbtryi bculatisosn, sahnde ebt yb y oteradcehr etro emacohn nitoinre ewqeueiktys . inA cthoep y Atsos isista bnet forwarded to Superintendent) Prograi Seq *: Progm Naae: School Gpersticns Progrsa Code: Priaary Leedrr: Secondary Leader: Page: 20 Revision Date: Progri Coal: The intent of the School Operations goal is to provide equitable educational opportunities for all studaits In the LRSD. PlPaang eR eMfeiarbeenrce 2.2 Page 38 3. Page 38 3.1 Page 38 Objectives Strategies BeDgaimteing CooDfailetetion Responsibility 6. (cant'd) 2p.r2a ctices) wditihs pisnrtietirevse n(tIionn e aducctiavtiiotineasl . 3. Achieve equity in teaching aethods. 3p.r1in Pcirpoovildse a ninds eterevcichee rsa sIsnis traenfecree ntoce to vmaerthiaondst .learning styles and effective July 1. 1993 July 1, 1993 Jine 30, 199A Jme 30, 199A Septentwr 23, 1993 Evaluation Criteria T(Pearicnhceirpsa, lsS,t aff Development) T(Pearicnhceirpsa, lsS,t aff Development) DSetsvefflo pment, PHurainanc ipRoelsso,u rce, AAssssot.c . Ssigi\u0026lt;r\u0026gt;tsts.,\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_565","title":"Project Management tool","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":["1993-08/1993-09"],"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","Education--Evaluation","Education--Finance","Project managers--Implements"],"dcterms_title":["Project Management tool"],"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/565"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"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\nIncludes court filings\nFRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR (501) 376-2011 72201 Attorneys for Little Rock School District  J^fy^L. MaTc^e^ ' Bar I.D. No. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON 7 JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. MaloneIN THE UNITED STATES DISTRICT COURTS EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION rtT LITTLE ROCK SCHOOL DISTRICT vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL Mrs. Lorene Joshua, Et Al Katherine Knight, Et Al Gy. PLAINTIFFS LR-C-82-866 DEFENDANTS Intervenors Intervenors aJ -f-i.'i 'fAti 5 f -3 NOTICE OF FILING The plaintiff, Little Rock School District (\"LRSD\"), for its Notice of Filing, states: 1. By order dated August 26, 1993, the Court directed the LRSD to submit to the Court, not later than 5:00 p.m. on the last day of each month, the most recent copy of any project management tool the district is using to guide. monitor. and control the development and implementation of its program planning and budgeting processes. 2. The LRSD has attached hereto as an exhibit a true and accurate copy of its project management tool reflecting 1994-95 program planning and budgeting activities to date. PROGRAM MANAGER Sterlinq Inqram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: August 31, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT August 1993 (cont.) 2.5 Begin to identify programs for \"fast-track\" evaluation July 14, 1993 January 31, 1993 Superintendent and Cabinet Academic Progress Grant - memo to Assistant Superintendents Student Assignment - August 18, 1993, 1:30 p.m. meeting conducted by Dr. H. Williams. Academic Support, Special Education, Vocational Education, Library Media August 30, 1993 meeting Substitute - August 26, 1993 meeting with LRCTA Out-sourcing - August 9, 1993 meeting with Coopers and Lybrand Stephens construction 2.6 Complete Desegregation Program Inventory May 31, 1993 July 19, 1993 Superintendent and Cabinet Final version of Program Identification worksheet (see attached) September 1993 3.1 Conduct worksession for analysis of collected data August 20, 1993 August 31, 1993 Superintendent and Cabinet Meeting agenda 3.2 Conduct Board work session September 9, 1993 September 30, 1993 Board and Superintendent TBALITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) PROGRAM MANAGER Sterling Ingram DATE\nAugust 31, 1993 MONTH ACTIVITIES BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT July 1993 August 1993 1.1 Designate lead planning person 1.2 Develop proposed budget calendar for budget year 1994-95 1.3 Begin Desegregation Program Inventory using desegregation audit as baseline 1.4 Identify tentative list of various types of districtwide objective and perceptual data to be collected for the needs assessment 2.1 Establish final budget calendar for 1994-95 that will allow the Board to monitor progress of the planning and budgeting process 2.2 Begin to develop monitoring and reporting procedures and issue instructions, as needed 2.3 Begin development of proportional allocation formulas 2.4 Begin data collection July 1993 July 27, 1993 Superintendent Sterling Ingram, Director of Planning, Research arid Evaluation designated - PPBD,* p.2 July 21, 1993 May 31, 1993 July 21, 1993 July 21, 1993 April 26, 1993 August 17, 1993 May 1993 Program Planning and Budgeting Document (PPBD) dated July 30, 1993 July 26, 1993 July 9, 1993 July 26, 1993 July 27, 1993 August 27, 1993 November 30, 1993 November 30, 1993 Superintendent and Cabinet Superintendent and Cabinet Superintendent and Cabinet Superintendent Superintendent and Cabinet Superintendent and Cabinet Lead planning person PPBD, Attachment 4 Final version (7-9-93) of Program Identification worksheet (See attached) Tentative list located in PPBD, page 4 and 5 Acceptance of Budget calendar by Board of Directors at July 27, 1993 work session\nPPBD, Attachment 4 Meeting with Bill Mooney on August 27, 1993. Final version of data disk to follow. Topic covered during school start-up meeting MPT and Stanford-8 test resultsLITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN ASSESSMENT/EVALUATION ACTIVITIES INCLUDED PROGRAM RESPONSIBLE PERSON(S) Early Childhood Education (6) HIPPY/JTPA (6) 4-year-old program (7) Citywide (9) Rockefeller Early Childhood Magnet (12) E. Matthis (M. Shead, P, Price) Summer Learning Program (21) J. Bernard (S. Stueart) Asset Program (24) J. Bernard (S. Stueart) School Operations (28) Teacher Recruiter (44) In-School Suspension (34) Alternative Learning Center Job Fair (Guidance) (35) Student Hearing Officier (28) J. Bernard (L. Robertson, M. Gremillion, S. Stueart) Academic Support Program (48) E. Matthis (L. Adams, D. Wood, A. Stovall) Multicultural Curriculum (63) E. Matthis (Curriculum Supervisors) Focused Activities (81) Academic Incentive Grants (82) J. Bernard (L. Robertson, M. Gremillion S. Stueart) Magnet Schools (86) E. Matthis (J. Bernard) Booker, Carver, Gibbs, Williams, Mann, and Parkview (86) Library Media Services (106) E. Matthis (L. Lyons) Special Education (114) E. Matthis (P. Kohler) Parent Involvement (131) M. Parker (D. Milam) Educational Equity Monitoring (224) Planning, Research and Evaluation Testing Assistance (28) M. Parker (S. Ingram) (A1.3 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date: May 21, 1993 To: Mac Bernd, Superintendent From: Sterling Ingram, Director Planning, Research and Evaluation Re: Desegregation Programs Attached is a listing of desegregation programs that have been sorted according to whether assessment/ evaluation activities are included or not included as part of the program descriptions. No quality judgement was made relative to the activities. The Incentive  some School section included activities for sub-sections but not an overall assessment/evaluation component. This list will serve as a guide for reviewing and/or developing assessment/evaluation activities for desegregation programs. I will determine the status of assessment components during the follow-up meeting with the program managers. beginning of the 1993-94 school year. I expect this to start at the If you need additional information at this time, please contact me. bjgLRSD DESEGREGATION PLAN NO ASSESSMENT/EVALUATION ACTIVITIES INCLUDED Page 2 PROGRAM RESPONSIBLE PERSON(S) Incentive Schools (149) (Partial) Writing to Read (152) Science Lab (153) Computer Lab (153) Computer Loan Program (153) Extended Day (154) Field Trips (158) Transportation (additional) (171) Instructional Aides (172) Extended Year (172) Incentive/Recognition (176) Recommended Staffing (190) Required Staff Development (193) Teacher Stipend Inservice (194) Incentive School Alternative Classroom (190) J. Bernard (A. Hart)LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN NO ASSESSMENT/EVALUATION ACTIVITIES INCLUDED PROGRAM RESPONSIBLE PERSON(S) Commitment to Desegregation (1) Board (M. Bernd) Leadership (2) Board of Education ODM Board (M. Bernd) Board of Education - Prejudice Reduction (125) Special Programs (20) E. Matthis Gifted Education (58) E. Matthis (M. Donaldson) McClellan Community School (93) J. Bernard (M. Daggett) Recruitment of Private School Students (95) Parent Recruiting (215) VIPS Recruiting (131) M. Parker (B. Rather, D. Milam) Federal Programs (96) E. Matthis (L. Adams) Vocational Education (98) E. Matthis (D. Dillahunty) Staff Development (46) (124) E. Matthis (M. Zimmerman) Support Services Safety and Security (129) Data Processing (129) ' ii/' ' G. Jones (B. Barnhouse, D. Kingsella) Student Assignment/OLE (28) (139) M-M, Magnets Interdistrict (Central, Washington, Romine (119) Dunbar, McClellan, Henderson, King, and Stephens) (143) M. Parker (S. Pederson, J. Wiedower) (14 8) (148) Facilities (129) (146) G. Jones (D. Eaton) Computerized Transportation (227) New Furtures (145) G. Jones (B. Montgomery) J. Bernard (L. Young)To: Ms. Mr. From: Subject: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 14, 1993 72201 Margaret Gremillion, Assistant Superintendent Larry Robertson, Assistant Superintendent '^^telle Matthis, Interim Superintendent Academic Progress Incentive Grants L approved Desegregation Plan describes the Academic Incentive Grants and the process for implementation. ,4 it states that the continuation_of the Academic Incentive Grant Program will be reviewed at the end of the It is necessary for us to proceed with the final evaluation of this program in order to make a decision You may wish to consult with Sterling The court Progress On Page 84 Progress 1992-93 school year. regarding future funding. Ingram regarding this matter. 2.5 S'INTERDISTRICT PLAN NO ASSESSMENT/EVALUATION ACTIVITIES INCLUDED PROGRAM RESPONSIBLE PERSON(S) Student Choices/Options (8) M. Parker (S. Pederson, J. Wiedower) Summer School (13) J. Bernard (L. Robertson, M. Gremillion S. Stueart) Staff Development (21) E. Matthis (M. Zimmerman) School Operations (23) J. Bernard (L. Robertson, M. Gremillion S. Stueart) Library Media (33) E. Matthis (L. Lyons) Vocational Education (53) E. Matthis (D. Dillahunty) Guidance/Counseling Program (54) E. Matthis (J. E. Elston) Parent Involvement/Community Linkages (56) M. Parker (D. Milam) Public Relations (57) J. Wagner INTERDISTRICT PLAN ASSESSMENT/EVALUATION ACTIVITIES INCLUDED PROGRAM RESPONSIBLE PERSON(S) Special Education (35) E. Matthis (P. Kohler)2.5 AGENDA CURRICULUM AND LEARNING IMPROVEMENT MEETING BOARD OF DIRECTORS CONFERENCE ROOM August 30, 1993 - 1:15 p.m. 1. Opening Remarks Estelle Matthis 2. Fast Track Evaluations Discussion Area Personfs) Responsible Academic Support Special Education Vocational Education Library Media Resurvey Leon Adams Patty Kohler Carol Green Lucy Lyon  Planning Process/Procedures to be Used (Matthis)  Development of Uniform Format  Established Timeline for Completion of Evaluation Preliminary Report Due - November 15, 1993 Final Report Due - December 15, 1993 Report to Board of Directors - January, 1994 3. Next Meeting - August 31, 1993LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 27, 1993 TO: Ms. Margaret Gremillion Mr. Larry Robertson FROM: SUBJECT: 'Estelle Matthis, Interim Superintendent ACADEMIC PROGRESS INCENTIVE GRANTS Please review my requests dated July 14, 1993 and apprise me of the process as well as the date that I can expect to receive the evaluation report as stated in the Desegregation Plan, page 84. Your urgent attention to this matter is appreciated.# 1 2 3 5 6 7 8 9 10 12 13 14 15 16 17 26 STPROGll REVISED 09 JUL 93 SOURCE BP 6 BP7 OP12 OP2 8 OP28 OP39 BP44 BP46 BP48 BP63 OP82 BP86 BP114 BP129 BP129 PROGRAM IDENTIFICATION WORKSHEET IN PROGRAM CODE SEQUENCE final version PROGRAM NAME PRIMARY SECONDARY hippy Matthis Shead 4 year old program' Rockefeller Early Childhood Magnet Student Hearing Officer Office of Desegregation and Student Assignment Extra-Curricular Participation Teacher Recruiter Staff Development Academic Support Program Multicultural Programs Academic Incentive Grants Original Magnets Special Education Security required for Schools safe Data Processing System for Matthis Matthis Bernd Parker Bernard Gadberry Matthis Matthis Matthis Bernard Matthis Matthis Jones Jones Price Price Howard Bernard Matthis Stueart Gremillion Robertson Robinson Zimmerman Adams Woods Stovall Various Robertson Stueart Gremillion Bernard Kohler Barnhouse Bernard Kingsella2.5 Little Rock School District August 31, 1993 Mrs. Eleanor Coleman, President Little Rock Classroom Teachers Association 1500 West 4th Street, Suite 305 Little Rock, AR 72201 Dear Mrs. Coleman: This communication is a follow-up of our meeting held August 26, 1993, in which we addressed several issues including substitute teachers. For some time the LRSD and the CTA have worked together to identify strategies and approaches that could lead to an increase in the number of days teachers are present in the schools to interact with our students for quality instruction. The budget allocation to cover substitute teacher pay increases every year. It appears as if some of these funds could be used in a more productive manner, such as purchasing materials, supplies, or quality staff development. I am requesting the assistance of the (3TA in reestablishing a review committee with the LRSD to study the issue of increasing teacher attendance, which may result in a reduction in the use of substitute teachers. Please contact me regarding the composition of this committee and a date for us to begin to \"fast track evaluate\" the effectiveness of the existing guidelines for use of substitute teachers. The CTAs assistance in this matter will be of great value to the district and our students. I will provide you with the format that will be used to document our fast track evaluation. Sincerely, Estelle Matthis Interim Superintendent EM/lks 810 West Markham street  Little Rock, Arkansas 72201  (501)324-2000 54 BP153 IS. Computer Labs Bernard 55 OP153 IS. Foreign Language Labs Bernard 56 BP153 IS. Computer Loan Program Bernard 57 BP154 IS. Extended Day Bernard 59 BP158 IS. Field Trips Bernard 60 OP171 IS. Homework Centers Bernard 61 BP171 IS. Transportation (Add) Bernard 62 OP171 IS. Homework Hotline Bernard 63 OP171 IS. Mentors/Tutors Bernard 64 BP172 IS. Instructional Aides (add) Bernard 65 BP172 IS. Extended Year Bernard 66 BP176 IS. Incentive/Recognition Bernard 67 OP176 IS. Resident Counseling Service Camp Pfeiffer Bernard 68 OP176 IS. Monitoring Ingram 69 OP178 IS. Permanent Substitute Bernard Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Bernard Parker Gadberry 70 OP178 IS. Additional Compensation Bernard Gadberry 71 OP179 IS. Extended Week Bernard Matthis18 BP143 19 OP148 21 OP148 22 BP224 24 BP227 25 019 26 BP93 27 BP34 28 BP35 29 BP28 32 BP106 33 BI56 34 BP131 35 BP125 51 OP149 52 BP152 53 BP153 Student Information (including CIMS and ABACUS) M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) King Interdistrict School Stephens Intedistrict School Monitoring activities fEval Dept) Computerized Transportation System Romine Interdistrict Theme McClellan Community School In School Suspension Job Fair Testing Assistance - Disadvantaged Library Services Parent Parker Bernard Bernard Ingram Jones Bernard Bernard Bernard Matthis Parker Matthis Linkages^^^^^\"'^^^'^ Bernard VIPS - Recruiting Parker Prejudice Reduction Board IS. Office of Incentive Schools IS. Writing To Read IS. Science Labs Bernard Bernard Bernard Parker Matthis Parker Matthis Parker Montgomery Matthis Parker Daggett Stueart Elston Ingram Lyons Parker Milam Bernd Parker Matthis Parker MatthisBP28 School Operations Bernard Robertson Stueart Gremillion SP Alternative Learning Center Bernard Stueart SPSS Gifted Education Matthis Donaldson SP81 Focused Activities Bernard Robertson Stueart Gremillion PP86 Parkview Science Magnet Matthis Bernard PP95 Recruitment of Private School Students Parker Cole Rather SP96 Federal Programs Matthis Adams SP98 Vocational Education Matthis Green PP124 Staff Development Matthis Zimmerman SP129 Facilities Jones Eaton PP130 Employment Practices Gadberry PP130 Bidding Practices Jones Neal PP131 Parent Involvement/Community Linkages Parker Gill PP139 Student Assignments Parker Weidower SP145 New Futures Bernard Young PP146 Facilities Jones Bernard Parker PP156 IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage ~ Role Model Program - Mentoring Program Bernard Matthis Parker72 0P19O IS. Staffing - Recommended Full-time positions Bernard 73 BP193 IS. Required Staff Development Bernard 74 BP194 IS. Teacher Stipends for Inservice and Extra 5 days Bernard 75 OP153 IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression  across Curriculum - Learning Styles Inventory - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans Specialized Programs Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History Bernard SPl Commitment to Desegregation Board SP2 Leadership Board PP9 City-wide Early Childhood Education Program Matthis SP20 Special Programs Matthis BP21 Summer Learning Proqram JTPA Bernard BP24 ASSET Program Bernard Parker Matthis Parker Matthis Parker Gadberry Matthis Parker Bernd Bernd Shead Price Bernard Glasgow Adams Young Stueart StueartSP190 SP205 PP215 SIS SI13 SI21 SI23 SI33 SI35 SI53 SI54 SI59 Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist IS. Alternative Classroom IS. Parent Involvement IS. Parent Recruitment Student Choices/Options Summer School Staff Development School Operations Library Media Special Education Vocational Education Guidance/Counseling Program Public Relations Bernard Bernard Parker Parker Bernard Matthis Bernard Matthis Matthis Matthis Matthis Wagner Matthis Parker Parker Bernard Pederson Wiedower Robertson Gremillion Stueart Zimmerman Robertson Gremillion Stueart Lyons Kohler Green Elston ParkerPP157 IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs Bernard Matthis Parker PP159 IS. Latin Enrichment Program Bernard Matthis Parker PP172 IS. Supervision Aides Bernard Matthis Parker PP172 IS. Career Skills Development PP173 IS. Support Services - Other - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr Bernard Matthis Parker PP175 IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program Bernard Matthis Parker PP178 IS. School Policies and Procedures Others Bernard Matthis Parker PP190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effect Bernard Matthis Parker1. 2. 3. GOALS ADOPTED BY BOARD OF DIRECTORS SEPTEMBER, 1989 To increase educational achievement for all specific emphasis on closing disparities \"in^achiiiJXneit^ To establish climates of educational school through: excellence in all a) b) c) d) To providing equitable educational all students in a environment\nopportunities for desegregated learning enabling all students to develop capacity and love for learning\nstudents to a lifelong to be productive contributors the schoq^ the community and the workplace\nproviding a disciplined, environment for all students. structured learning enhance human relations .  , --- --------- skills for teachers, and central office administrators. principals,3.1 PRE-PLANNING GOAL SETTING LITTLE ROCK SCHOOL DISTRICT August 20, 1993 9 a.m. ADMINISTRATION BUILDING 1. Opening/Purpose Remarks Estelle Matthis Issues - Direction 2. Strategic Planning Dr. Henry Williams 3. Discussion . Desegregation Plan . Existing District Mission and . Proportional Allocations - . Achievement Data . Attendance/Discipline . Parent Involvement 4 . Goals Next Step . Cabinet Work Sessions . Formulate Procedures for Board . Goal Setting Session of Directors 3- /Little Rock School District STUDENT LEARNING OUTCOMES Sve^uccesstTSnPriPn^P^ possessing the skills and knowledge they need to curricular program, level/course, unit, and The District has the following outcomes for all students by the time they graduate from the 12th grade: Students will\n1. Adequately master reading, writing, speaking, listening (communication and creative thinking), and mathematics skills sufficient functioning. I, critical for effective, efficient 2. Locate and use needed information from resources. printed materials and/or other 3. Identify problems and needs, apply problem solving information ____ .. *  information for meaning and/or action. strategies, and analyze 4. 5. 6. Use tools of technology at an effective, efficient, flexible, and adaptable level. historical, geographic, political, literary, and scientific information and use such knowledge in day-to-day decisions. Appreciate and understand cultural differences, the arts and humanities current happenings, and ways to predict or influence future events. 7. Establish and maintain effective and supportive intrapersonal interoersonal and cooperative relationships, and civic and social  interpersonal, and responsibility. 8. Demonstrate self-direction as an active life-long learner and demonstrate self- Sy and a physically and =ly SnSd ! ILITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the Little Rock School District will provide (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship.FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR (501) 376-2011 72201 Attorneys for Little Rock School District By: J^rry L. Malone Bar I.D. No. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid on this 30th day of September, 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON 7 JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ^3 LITTLE ROCK SCHOOL DISTRICT PLAINTiFFS? g vs. LR-C-82-866 CASL By\nPULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS Mrs. Lorene Joshua, Et Al Intervenors Ccr*. c._ Katherine Knight, Et Al Intervenors NOTICE OF FILING The plaintiff. Little Rock School District (\"LRSD\"), for its Notice of Filing, states: 1. By order dated August 26, 1993, the Court directed the LRSD to submit to the Court, not later than 5:00 p.m. on the last day of each month, the most recent copy of any project management tool the district is using to guide, monitor. and control the development and implementation of its program planning and budgeting processes. 2 The LRSD has attached hereto as an exhibit a true and accurate copy of its project management tool reflecting 1994-95 program planning and budgeting activities to date. PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT HANAGEHENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.2 Conduct Board Work Session 3.2.1 Review preliminary list of issues for needs assessment 3.2.2 Review Desegregation Program Inventory Report 3.2.3 Review and revise, if necessary, the mission statement 3.2.4 Establish tentative written goals and objectives 3.2.5 Establish written priorities Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Sept. 9, 1993 Nov. 30, 1993 Board and Superintendent Board and Superintendent Board and Superintendent Board and Superintendent Board and Superintendent Board and Superintendent Agenda of Board work session Copy of issues related to the goals Copy of Program Inventory that was distributed to the Board Copy of revised mission statement Copy of tentative goals The Desegregation Plan is the priority. As we complete the needs assessment process including the broad-based input sessions and the monitoring of expenditures, the Superintendent will identify priorities for funding and will make recommendations to the Board as we move toward budget development.PROGRAM MANAGER Sterling Ingram MONTH Sept. 1993 ACTIVITIES 3.1 Conduct worksession for analysis of collected data 3.1.1 Develop preliminary list of issues for needs assessment 3.1.2 Identify the need for program modification or development LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Aug. 20, 1993 Aug. 31, 1993 Aug. 30, 1993 Aug. 20, 1993 Aug. 31, 1993 Jan. 31, 1994 Superintendent and Cabinet Superintendent and Cabinet Superintendent and Cabinet Meeting agenda Memorandum to attendees from Estelle Matthis Roster of attendees Memorandum to attendees from Dennis Glasgow, session facilitator Outline of process used in preliminary goal setting meeting Program modifications will be recommended after \"fast-track\" evaluation is completed. At this time we do not anticipate the development of any new programs.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.2.7 (continued) 2. Pursue receipt of additional local dollars through lobbying techniques and/or grant writing. 3. Vigorously pursue federal dollars, especially through a team approach composed of the new grant writer and/or other selected individuals. 4. Examine thoroughly millage question and make appropriate decisions. 5. Explore possibility of program consolidation and different delivery of current programs and systems. 6. Consider options on efficient use of all our physical plants - expansion/ closure/modification. 7. Conduct energy audits and evaluate data generated from that process.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.2.6 Review and provide guidance related to proportional allocation formulas Sept . 9, 1993 Nov. 30, 1993 Board and Superintendent Staff identified the following formulas: School Budget (per pupil al location) Supervision Aide formula 4-Year-Old Budget allocations Library books and materials Omaha formula Custodial Services Security/Campus Supervisors Food Service School/Department Copier Allocations State and North Central Association standards for staffing The Superintendent will make recommendations relative to the proportional allocation formulas 3.2.7 Consider strategies for funding shortfall Sept. 9, 1993 Nov. 30, 1993 Board and Superintendent At the Sept. 9, 1993 Board work session the following strategies were identified for the Board: 1. Effectively Implement the program planning and budgeting process.PROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.3 Define procedures for broad-based input sessions Aug. 5, 1993 Sept. 21, 1993 Director-Communications Superintendent and Lead Planning Person Sept. 21, 1993 memorandum from J. Wagner to M. Bassa 3.4 Planning and Budgeting support activities 3.4.1 Little Rock School Dist./ City of Little Rock collaborative efforts 3.4.2 Principals meeting to review: * mission statement * goals * Program Planning and Budget Document (PBD) * Program Budget Document terms and data element definitions * Desegregation Plan/School Operations 1993-94 Budget Allocation 3.4.3 Inservice for inputing achievements on the PBD Sept. 15, 1993 Sept. 15, 1993 Sept. 23, 1993 Sept. 15, 1993 Sept. 17, 1993 Sept. 23, 1993 Legal Advisor Interim Superintendent Director-Planning, Research, Evaluation Controller Interim Superintendent Assistant Supt's. Lead Planning Person Controller ODM - Budget specialist Lead planning person I Copy of agenda and hand-out materials Memorandum to principals announcing cluster meeting dates Agenda of cluster meetings Copy of PBD Terms and Data Element definitions Memorandum announcing inservice datePROGRAM MANAGER Sterling Inqram MONTH Sept. 1993 (cont.) ACTIVITIES 3.2.7 (continued) 3.2.8 Identify any additional programs for \"fast-track\" evaluation. LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY 8. EVIDENCE OF ACHIEVEMENT Conduct transportation study to achieve effective utilization of transportation system. Sept. 9, 1993 Nov. 30, 1993 Board and Superintendent Copy of memorandum from E. Matthis to program managers establishing \"fast-track\" evaluation guidelines. No additional programs were added during the Sept. 9, 1993 work session.3.1 PRE-PLANNING GOAL SETTING LITTLE ROCK SCHOOL DISTRICT August 20, 1993 9 a.m. administration building 1. Opening/Purpose Remarks Estelle Matthis Issues - Direction 2. Strategic Planning Dr. Henry Williams 3. Discussion . Desegregation Plan . Existing District Mission . Proportional Allocations . Achievement Data . Attendance/Discipline . Parent Involvement 4 . and Goals Next Step . Cabinet Work Sessions . Formulate Procedures for . Goal Setting Session Board of DirectorsPROGRAM MANAGER Sterling Ingram MONTH ACTIVITIES LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING MANAGEMENT TIMELINE (PROJECT MANAGEMENT TOOL) DATE: September 30, 1993 BEGINNING DATE COMPLETION DATE RESPONSIBILITY EVIDENCE OF ACHIEVEMENT Sept. 1993 (cont.) 3.5 Desegregation update to LRSD Board of Directors 3.6 Conduct follow-up training for using the WordPerfect file Sept. 23. 1993 Oct. 5, 1993 Sept. 23, 1993 Oct. 8, 1993 Superintendent Interim Associate Superintendent for Curriculum and IRC staff Memorandum and attachments to the Board Memorandum to principals from Dennis Glasgow1. 2. 3. 4 . 5. 6. 7. 8. 3.1.1 Agenda Preliminary Goal Setting Meeting Tuesday, August 31, Welcome and Statement of Purpose Clarification or Questions Regarding Resource Documents: Achievement Test Results Desegregation Plan Program Planning and Budgeting Document Goals Adopted by Board of Directors, September, 1989 LRSD Student Learning Outcomes Arkansas Board of Education Learner Outcomes Developing a Mission Statement for LRSD Process for Developing Preliminary Goals -Break- Preliminary Goal Setting Small Groups (Using Nominal Group Technique) -Lunch- Preliminary Goal Setting Large Group (Using Nominal Group Technique) -Break- Develop Preliminary List of Issues Related to GoalsSmall Groups (Using Nominal Group Technique) 1993 Estelle Matthis, Interim Superintendent LRSD Staff Dennis Glasgow, Facilitator Dennis Glasgow, Facilitator Facilitators: Sterling Ingram Donita Hudspeth Dennis Glasgow Dennis Glasgow, Facilitator Facilitators: Sterling Ingram Donita Hudspeth Dennis Glasgow -Break- (Between Goals) Reporting Session on Issues Large Groups Dennis Glasgow, Facilitator 9. Processing and Closure Estelle Matthis, Interim Superintendent3.1.1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 August 25, 1993 To: Little Rock School District Goal Setting Committee From: stelle Matthis, Interim Superintendent Subject: Pre-Goal Setting Meeting I wish to express my appreciation to each of you for agreeing to serve on this very special committee. The district is in the process of goal setting that will culminate with our long-range strategic planning. We will provide the leadership for the Board and Superintendent by identifying a tentative mission statement and goals for the district. In order to accomplish this objective, we have scheduled a work session for August 31, 1993 beginning at 8:30 a.m. and ending at approximately 8:30 p.m. Lunch and dinner will be provided for participants. We will convene the meeting at Calvary Baptist Church, 1901 N. Pierce Street in the Family Life Center. Enclosed are copies of some documents that you will need to review prior to August 31, 1993. For your convenience, we have identified a contact person for certain documents. These persons will assist you in the summarization of the content of these documents. We look forward to a very productive session on August 31, 1993. If there are any questions, please contact me at 324-2012.3.1.1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 September 2, 1993 Dear Committee Member, Thank you for your valuable assistance in providing input to the Little Rock School District Board of Directors about the District's mission statement and goals and also about issues related to attainment of the goals. productive in terms of the task it was given. The group worked very hard and was quite Enclosed are the results of the meeting. This information is being shared with the School Board for consideration at a goal setting meeting starting at 5:00 p.m. on Thursday, September 9, 1993. Sincerely, Dennis Glasgow \u0026lt;i * V 3.1.1 LITTLE ROCK SCHOOL DISTRICT Preliminary Goal Setting Meeting Tuesday, August 31, 1993 Committee Members Anne Hansen - Principals Roundtable Lonnie Dean - Principals Rountable Lou Ethel Nauden - Classroom Teachers Association Eleanor Coleman - Classroom Teachers Association John Walker - Joshua Intervenors Joy Springer - Joshua Intervenors Katherine Mitchell - LRSD Board of Education Dorsey Jackson - LRSD Board of Education Carla Bobo - Parents Teachers Association Bettye Caldwell - Future LR Estelle Matthis - Cabinet Margaret Gremillion - Cabinet Bill Mooney - Cabinet Larry Robertson - Cabinet Brady Gadberry - Cabinet Mark Milhollen - Cabinet Jeanette Wagner - Cabinet Arma Hart - Cabinet Sterling Ingram - Facilitator Donita Hudspeth - Facilitator Dennis Glasgow - Facilitator Rene Carson - Recorder Marjorie Bassa - Recorder Kathy Penn-Norman - Recorder1. 2. 3. LITTLE ROCK SCHOOL DISTRICT GOALS Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Developing and maintaining staff that is well-trained and motivated. (Communicating with colleges and universities about teacher training will be a strategy for this goal). The Little Rock School Board, administration, staff, and students will demonstrate behavior and human relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. Provide a safe and orderly climate that is conducive to learning for all students. 6. Ensure that equity occurs in all phases of school activities and operations.LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for racial and cultural diversity. develop skills in problem solving and conflict resolution, and demonstrate mastery of specific skills. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff. and of parents and citizens committed to fairness, racial equity and adequate support for education.Note - The issues related to each goal which are listed on the following pages are stated subcommittees. problems (e.g., exactly as They are not in parallel form. reported by the Some are stated as behavior.), others Adults not modeling appropriate interpersonal are stated as overcome problems (e.g., strategies or activities to Encourage student participation in a cross-section of extracurricular activities.), while others are stated as programs). needs All, (e.g., however, parental involvement involve areas in all school which were viewed as impediments to achieving the goals of the District.These were goals that were considered but were not chosen as being the most important. * Help students be productive in the 21st century by developing a capacity for life-long learning, problem solving skills, positive self-concept and a responsibility for learning. Provide a disciplined environment that promotes responsible citizenship. * By the year 1996: (1) reduce by 50% the number of students at grades 3 and 6 below the 50th percentile\nand (2) increase by 50% the students scoring at the 90% percentile (on standardized tests)  strongly promote parental involvement in the education of their children through home and school activities and encourage community involvement through partnerships and volunteerism. * Development and infusion of multicultural education in all areas of the curriculum. * Develop and maintain a system of accountability to the public of the District (achievement and resources).Issues related to Goal #2 Goal #2 - Developing and maintaining staff that is well-trained and motivated. (Communication with colleges and universities about teacher training will be a strategy for this goal.) 1) Accountability/change how do we deal with staff, i. e. teachers, principals, etc. who have not been held accountable in past (i.e. principal, etc.) 2) Monitor, evaluate, reinforce, and replicate 3) Recruitment and retention of quality staff and issuance of contracts in a timely manner 4) Quality inservice learning and trainers 5) Needs assessment, i.e., building level and district-wide 6) Adequate resources (financial and human)Issues related to Goal fl Goal fl ensure that Implenient integrated educational programs that will all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 1) Program development in areas where needs of all children are not met 2) Accountability (Staff,student, parents, and programs) 3) Objective criteria for determining program effectiveness 4) growth Measurement system to measure academic, social, and emotional 5) Needs assessment (local and District) 6) Adequate resources (human and financial) 7) Environment conducive to learningIssues related to Goal #4 Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 1) Lack of knowledge and commitment by public and District personnel to desegregation plan commitments. 2) Need hard data to evaluate programs in desegregation plan - - remove those that don't work. District and 3) More focused effort by all District personnel to promote school District. 4) Change in attitude in marketing (We have a lot to sell) progress in meeting LRSD goals. 5) Lack of knowledge of funding sources private) - such as Wal-Mart, Tyson (federal, state, 6) News coverage of schools needs to be more positive 7) Review and audit of personnel needs 8) Level of confidence of public in system 9) Instability in staff and staff changes promotes confusion. distrust, and lack of support to pass a school millage 10) Securing partners for all schools 11) State funding processesIssues related to Goal #3 Goal #3 - The Little Rock School Board, administration, staff and students will demonstrate behavior and human relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 1) Provide financial resources 2) Practices and procedures which will be used in teaching strategies relating to positive interpersonal relationships 3) Training in human relations (job performance related) 4) Lack of understanding of cultural differences 5) promote Communications to parents concerning teaching strategies that enhanced relationships achievement and positive interpersonal 6) Parental involvement in all school programs 7) Provide adequate time for staff development 8) The biases and practices that all of the players bring to the setting (i.e., segregated lounges, cafeteria) 9) Racial sensitivity programs for students, staff, and parents 10) Adults not modeling appropriate interpersonal behavior 11) Encourage student participation in a cross-section of extra curriculum activities 12) Lack of understanding of the desegregation plan 13) Need for a different type of staff development delivery system, other that the current five member staff 14) Employment practices at all levels 15) Effective monitoring of diversity in all programsIssues related to Goal #6 Goal #6 Ensure that equity occurs in activities and operations. all phases of school 1) What is equity? 2) The lack of a definition of site-based management in the LRSD 3) Provide financial resources 4) Practices and procedures which will be used strategies relating to positive interpersonal relationships in teaching 5) setting The biases and practices that all of the players bring to the 6) Racial sensitivity programs for students, staff and parents 7) Encourage student participation in a cross-section of extra curriculum activities 8) Lack of understanding of the desegregation plan 9) Employment practices at all levels 10) Effective monitoring of diversity in all programsIssues related to Goal #5 Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. 1) Promote parent participation that includes parents and students helping to establish and support classroom/school rules 2) Identify community problems/conflicts that spill over into the school setting 3) Lack of commitment of staff for inservice training 4) Cost of purchasing materials/equipment to maintain attraction facilities and grounds 5) Cost of adding custodial staff and security personnel to maintain clean, attractive, and safe buildings 6) Teachers need to be trained to be effective in controlling student behavior 7) Role models (especially male) are needed for students at the elementary and secondary level 8) A planned program for citizenship, personal responsibility, and moral/ethical behavior is needed. 9) Expense and space for In-School Suspension Program Kids don't need to be on the street 10) Difficulty in getting parents to come to school for conferences and training 11) Physical structure of some buildings create safety problems (Too many doors, etc.) 12) Changing staff expectations about student behavior 13) Training of students/staff on the Rights and Responsibility handbooks to ensure consistent enforcement.Note - The issues related to each goal which are listed on the following pages are stated subcommittees. problems (e.g., exactly as They are not in parallel form. reported by the Some are stated as behavior.), others Adults not modeling appropriate interpersonal are stated as overcome problems (e.g., strategies or activities to Encourage student participation in a cross-section of extracurricular activities.), while others are stated as programs). needs All, (e.g., however. parental involvement involve areas in all school which were viewed as impediments to achieving the goals of the District.These were goals that were considered but were not chosen as being the most important.  Help students be productive in the 21st century by developing a capacity for life-long learning, problem solving skills, positive self-concept and a responsibility for learning. * Provide a disciplined environment that promotes responsible citizenship. * By the year 1996: (1) reduce by 50% the number of students at grades 3 and 6 below the 50th percentile\nand (2) increase by 50% the students scoring at the 90% percentile (on standardized tests)  strongly promote parental involvement in the education of their children through home and school activities and encourage community involvement through partnerships and volunteerism.  Development and infusion of multicultural education in all areas of the curriculum. * Develop and maintain a system of accountability to the public of the District (achievement and resources). *GOALS/ISSUES The Nominal Group Technique was used to establish preliminary goals. Participants were divided into three small groups, each representative of the larger group. The Nominal Group Technique consists of the following steps: SMALL GROUP PROCEDURES Step 1 Silent Generation of Ideas Step 2 Round Robin Recording Step 3 Serial Discussion for Clarification Step 4 Clustering of Ideas Step 5 Preliminary Vote Step 6 Discusslon/Debate on Results of Preliminary Vote Step 7 Final VotePROCESS USED IN PRELIMINARY GOAL SETTING MEETING MISSION STATEMENT 1. Facilitator defined \"mission statement and shared current LRSD Mission Statement with participants 2. Participants worked in three small groups to identify components needed in a revised LRSD Mission Statement 3. Small groups shared ideas for a revised mission statement which were recorded on a chart tablet 4. Ideas generated from small groups were discussed/debated by large group 5. Each small group developed its \"ideal\" mission statement using Its own ideas and those that were shared by the other groups 6. A representative from each small group met to reconcile the three mission statements to produce a single mission statement 7. The revised mission statement was shared with the large group and received approval3.1.2 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 30, 1993 MEMORANDUM TO: Program Managers, Directors, and Supervisors FROM: Jie Matthis, Interim 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, reconunendations 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 businessLARGE GROUP PROCEDURES Step 1 Step 2 Summary and Clustering of Small Group Ideas Large Group Discussion/Debate Session Using \"Hot Seat\" Approach Step 3 Large Group VoteLITTLE ROCK SCHOOL DISTRICT 3.2 PROGRAM PLANNING AND BUDGETING September 9, 1993 - 5 p.m. Overview . . Dr. Henry P. Williams Superintendent of Schools Observations: Pre-Goal Setting Work Session (August 31, 1993) Dr. Katherine Mitchell Dorsey Jackson Dennis Glasgow - Facilitator DISCUSSION-.  Review and Revise the Mission Statement Board of Directors  Establish Tentative Written Goals Board of Directors  Review Preliminary List of Issues for Needs Assessment ........................ Board of Directors Sterling Ingram - Facilitator DISCUSSION.  Review Desegregation Program Inventory Report................. Board of Directors  Identify the Need for Program Modification or Development Board of Directors  Review and Provide Guidance Related to Proportional Allocations Formulas..... Board of Directors  Establish Written Priorities Board of Directors  Identify Any Additional Programs for \"Fast Track\" Evaluation ................. Board of Directors Mark Milhollen - Facilitator DISCUSSION.  Consider Strategies for Funding Shortfall Board of Directors \"Next Step\"/Summary Estelle Matthis2 case is enclosed for your review. You will receive 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. All Employment Contracts Student Assignment Process Construction of Stephens Outsourcing Support Services 5. 6. 7. 8. 9. 10. 11. Special Education Vocational Education Academic Progress Incentive Grant Academic Support Program Library Media Services Resurvey Requirement Lucy Lyon Brady Gadberry Estelle Matthis Doug Eaton/John Riggs Doug Eaton/Charlie Neal Coopers and Lybrand Patty Kohler Carol Green Margaret Gremillion/Larry Robertson Leon Adams Early Retirement Incentive Program Substitute Teachers Mark Milhollen/Brady Gadberry LRSD/LRCTA 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. /Iks8) Lack of understanding of the desegregation plan 9) Employment practices at all levels 10) Effective monitoring of diversity in all programs3.2.1 Issues related to Goal #1 Goal #1 Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 1) Program development in areas where needs of all children are not met 2) Accountability (Staff, student, parents, and programs) 3) Objective criteria for determining program effectiveness 4) Measurement system to measure academic, social, and emotional growth 5) Needs assessment (local and District) 6) Adequate resources (human and financial) 7) Environment conducive to learning7) Provide adequate time for staff development 8) The biases and practices that all of the players bring to the setting (i.e., segregated lounges, cafeteria) 9) Racial sensitivity programs for students, staff, and parents 10) Adults not modeling appropriate interpersonal behavior 11) Encourage student participation in a cross-section of extra curriculum activities 12) Lack of understanding of the desegregation plan 13) Need for a different type of staff development delivery system, other that the current five member staff 14) Employment practices at all levels 15) Effective monitoring of diversity in all programsIssues related to Goal #2 Goal #2 Develop and maintain a staff that is well-trained and motivated. 1) Accountability/change - - how do we deal with staff, I.e. teachers, principals, etc. who have not been held accountable in past (i.e. principal, etc.) 2) Monitor, evaluate, reinforce, and replicate 3) Recruitment and retention of quality staff and issuance of contracts in a timely manner 4) Quality inservice learning and trainers 5) Needs assessment, I.e., building level and district-wide 6) Adequate resources (financial and human)Issues related to Goal #4 Goal #4 Solicit and secure financial and other resources that are necessary to fully support our schools. Including our desegregation plan. 1) 2) 3) 4) 5) 6) Lack of knowledge and commitment by public and District personnel to desegregation plan commitments. Need hard data to evaluate programs in District and desegregation plan - - remove those that don t work. More focused effort by all District personnel to promote school District. Change in attitude in marketing (We have a lot to sell) progress in meeting LRSD goals. Lack of knowledge of funding sources - (federal, state, private) - such as Wal-Mart, Tyson News coverage of schools needs to be more positiveIssues related to Goal #3 Goal #3 The Little Rock School Board, administration, staff and students will demonstrate behavior and human rela- tions skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 1) Provide financial resources 2) Practices and procedures which will be used in teaching strategies relating to positive Interpersonal relationships 3) Training in human relations (job performance related) 4) Lack of understanding of cultural differences 5) Communications to parents concerning teaching strategies that promote enhanced achievement and positive interpersonal relationships 6) Parental involvement in ail school programsIssues related to Goal #5 Goal #5 Provide a safe and orderly climate that is conducive to learning for all students. 1) Promote parent participation that includes parents and students helping to establish and support classroom/school rules 2) Identify community problems/conflicts that spill over into the school setting 3) Lack of commitment of staff for inservice training 4) Cost of purchasing materials/equipment to maintain attraction facilities and grounds 5) Cost of adding custodial staff and security personnel to maintain clean, attractive, and safe buildings 6) Teachers need to be trained to be effective in controlling student behavior7) Review and audit of personnel needs 8) Level of confidence of public In system 9) Instability in staff and staff changes promotes confusion, distrust, and lack of support to pass a school millage 10) Securing partners for all schools 11) State funding processesIssues related to Goal #6 Goal #6 Ensure that equity occurs in all phases of school activities and operations. 1) What is equity? 2) The lack of a definition of site-based management in the LRSD 3) Provide financial resources 4) Practices and procedures which will be used in teaching strategies relating to positive interpersonal relationships 5) The biases and practices that ail of the players bring to the setting 6) Racial sensitivity programs for students, staff and parents 7) Encourage student participation in a cross-section of extra curriculum activities7) 8) 9) 10) 11) 12) 13) Role models (especially male) are needed for students at the elementary and secondary level A planned program for citizenship, personal responsibility, and moral/ethical behavior Is needed. Expense and space for In-School Suspension Program Kids don't need to be on the street Difficulty In getting parents to come to school for conferences and training Physical structure of some buildings create safety problems (Too many doors, etc.) Changing staff expectations about student behavior Training of students/staff on the Rights and Responsibility handbooks to ensure consistent enforcement.STPROG08 REVISED 09 SEPT 93 3.2.2 1 2 3 29 5 6 27 28 7 SOURCE SPl SP2 BP6 BP7 PP9 OP12 SP20 BP21 BP24 BP28 SP BP28 OP28 OP28 BP34 BP35 OP39 PROGRAM IDENTIFICATION WORKSHEET IN PLAN SEQUENCE ORDER FINAL VERSION PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Extra-Curricular participation Board Board Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Williams Mayo Matthis Matthis Matthis Williams Williams Shead Price Shead Price Price Glasgow Adams Young Anderson Anderson Robertson Anderson Gremillion Anderson Ingram Watson Matthis Anderson Elston Anderson Gremillion Robertson8) Lack of understanding of the desegregation plan 9) Employment practices at all levels 10) Effective monitoring of diversity in all programs34 18 19 21 51 52 53 54 55 56 75 SOURCE PP130 PP131 BP131 PP139 BP143 SP145 PP146 OP148 OP148 OP149 BP152 BP153 BP153 OP153 BP153 OP153 PROGRAM NAME Bidding Practices PRIMARY TBA Parent Involvement/Community Mayo Linkages VIPS - Recruiting Student Assignments M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) New Futures Facilities King Interdistrict School Mayo Mayo Mayo Matthis TBA Matthis Stephens Interdistrict School Matthis Office of Incentive Schools IS Writing to Read IS Science Labs IS Computer Labs IS Foreign Language Labs IS Computer Loan Program IS Other Incentive School Academic Programs - Kindergarten - Reading across the curriculum - Oral Expression across curriculum SECONDARY Neal Gill Milam TBA Young Matthis Mayo Mayo Gremillion Mayo Robertson Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion8 9 10 12 13 14 26 32 15 35 16 17 SOURCE BP44 BP46 BP48 SP58 BP63 SP81 OPS 2 BPS 6 PP86 BP93 PP95 SP96 SP98 BP106 BP114 PP124 BP125 BP129 BP129 SP129 PP130 PROGRAM NAME Teacher Recruiter Staff Development Academic Support Program Gifted Education Multicultural Programs Focused Activities Academic Incentive Grants Original Magnets Parkview Science Magnet McClellan Community School Recruitment of Private School Students Federal Programs Vocational Education Library Services Special Education Staff Development Prejudice Reduction Security required for safe Schools Data Processing System for Student Information (including CIMS and ABACUS) Facilities Employment Practices PRIMARY Gadberry Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Glasgow Glasgow Glasgow Glasgow Glasgow Board TBA TBA TBA Gadberry SECONDARY Robinson Hudspeth Adams Woods Stovall Donaldson Various Robertson Anderson Gremillion Robertson Anderson Gremillion Anderson TBA Cole Rather Adams Green Lyons Kohler Hudspeth Williams Barnhouse Matthis Kingsella Eaton64 65 66 67 68 69 70 SOURCE BP172 PP172 PP172 BP172 PP173 PP175 BP176 OP176 0P176 OP178 OP178 PROGRAM NAME IS Instructional Aides (add) IS Supervision Aides IS Career Skills Development IS Extended Year IS Support Services - Other - Community Access/Field Trips - Community Involvement - Special Skills Prog. - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm. - Extracurricular Prog. - Attendance and Behav. - Subj. Related Extracurr IS Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counseling - Wellness Program IS Incentive/Recognition IS Resident Counseling Service Camp Pfeifer IS Monitoring IS Permanent Substitute IS Additional Compensation PRIMARY Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis SECONDARY Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow MayoSOURCE PROGRAM NAME PRIMARY SECONDARY - Learning Styles Inventory - School Themes - Semi-Departmental - Instructional Tech. - Study/Test-taking - Parent Home Study - Computer Managed Inst. - Student Educ. Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Referenced Test - Heterogeneous grouping - Effective Schools - African/Amer. History 57 BP154 IS Extended Day Matthis Glasgow Mayo 59 60 61 62 63 PP156 PP157 BP158 PP159 OP171 BP171 OP171 OP171 IS Social Skills - Family Folklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS Special Activities - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS Field Trips IS Latin Enrichment Program IS Homework Centers IS Transportation (Add) IS Homework Hotline IS Mentors/Tutors Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo33 SOURCE SI13 SI21 SI23 SI33 SI35 SI53 SI54 BI56 SI59 PROGRAM NAME Summer School Staff Development School Operations Library Media Special Education Vocational Education Guidance/Counseling Program PRIMARY Matthis Glasgow Matthis Glasgow Glasgow Glasgow Glasgow Parent Involvement/Community Matthis Linkages Public Relations Wagner SECONDARY Robertson Gremillion Anderson Hudspeth Robertson Gremillion Anderson Lyons Kohler Green Elston Mayo Mayo71 72 73 74 22 24 SOURCE PP178 OP179 OP190 PP190 SP190 BP193 BP194 SP205 PP215 SP224 BP227 PROGRAM NAME IS School Policies and Procedures Others IS Extended Week IS Staffing - Recommended Full-time positions IS Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effect Monitor - Teacher Demonstration Program - Master Teacher Program - New Teacher Assist IS Alternative Classroom IS Required Staff Development IS Teacher Stipends for Inservice and Extra 5 days IS Parent Involvement IS Parent Recruitment Monitoring activities (Eval Dept) Computerized Transportation System PRIMARY Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Ingram TBA SECONDARY Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Glasgow Mayo Matthis Mayo Montgomery SIS student Choices/Options Mayo Pederson Wiedower 25 019 Romine Interdistrict Theme Matthis Mayo3.2.4 1. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS Implement Integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Develop and maintain a staff that is well-trained and motivated. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Provide a safe and orderly climate that is conducive to learning for all students. Ensure that equity occurs in ail phases of school activities and operations.3.2.3 LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education.Board of Directors Special Meeting September 9, 1993 BOND REFUNDING\nMr. Mark McBryde, Bond Consultant, explained to the Board the process for authorizing the Refunding Bonds in the converted principal amount of $5,385,000 for the purpose of refunding outstanding indebtedness.   for the purpose The interest rate on these bonds would reduce from 7.06 percent to an average of 4.5 percent - a reduction of approximately 2.5 percent in debt service. remain on the same freouencv. A Resolution Authorizing the frequency. The payments will Issuance and Delivery of Bonds\nand Prescribing Other Matters Pertaining Thereto was presented to the Board for approval. (Copy Attached). Mr. John Riggs moved approval of the recommendation as discussed by Mr. McBryde, seconded by Mr. Willie C. (Bill) Hamilton, and it carried unanimously. D, PERSONNEL It was recommended that Dr. Marjorie Bassa be hired as the 12 month Planning, Research and Evaluation specialist. Dr. coordination of the Program Planning and Budgeting process. Mr. John Riggs moved acceptance of the Interim Superintendent's recommendation, seconded by Mr. Willie D. (Bill) Hamilton, and it carried 3-1 with Ms. Pat Gee voting \"nay.\" Bassa would assist with the If approved, NOTE: Mr. Dorsey Jackson arrived at 5:40 p.m. STEPHENS SITE SELECTION COMMITTEE\nMr. Jerry Malone, LRSD Attorney, explained the process that was used in making a recommendation for the location of the new Stephens Interdistrict School. Mr. Malone explained that Judge Susan Webber Wright had ordered a decision from a second committee to be made up of patrons from all three schools districts (Little Rock, North Little Rock and Pulaski County Special School District). Mr. John Riggs, Board Member, chaired the committee and served as a non-voting member. (2) bus tours. Five meetings were held with two District Administration Building. Each meeting was held at the Little Rock School The committee was instructed to consider busing burden on students, recruitment and safety in the selection process. ' - Judge Wright and her law clerk, together with Mrs. Ann Brown, Desegregation Monitor, were present for one of the bus tours. At the final meeting, all members were present and turned in their tally sheets except one person and that person brought the tally sheet the next day. the tally sheets as follows\nThe sites were ranked from3.2.7 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting September 9, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:20 p.m. on September 9, 1993, in the Board Room of the Administration Building, Markham Street, Little Rock, Arkansas. 1993 , 810 West Board Secretary, presided. Dr. Katherine Mitchell, MEMBERS PRESENT: Dr. Katherine Mitchell Ms. Pat Gee Mr. Willie D. (Bill) Hamilton Mr. John Riggs Mr. Dorsey Jackson (NOTE: ARRIVED AT 5:40 p.m.) MEMBERS ABSENT: Mrs. O. G. Jacovelli Mr. John Moore OTHERS PRESENT: Dr. Henry P. Williams, Superintendent Elect Mrs. Estelle Matthis, Interim Superintendent Mrs. Norma Rodgers, Acting Recorder of Minutes Ms. Betty Forbes, Staff Assistant Ms. Karen Carter, Franklin Teacher Representative Incentive School, Miss Tameka Dillard, Parkview Magnet, Student Representative Mr. Don Umfleet, Audio Specialist PURPOSE OF SPECIAL MEETING: Dr. Katherine Mitchell, Board Secretary, called the meeting to order and announced that the special meeting was called for the purpose of considering the following issues: 1. 2. 3 . 4 . Bond Refunding Stephens Site Selection Committee Personnel Long Range Goals/Mission StatementBoard of Directors Special Meeting September 9, 1993 guidelines to be used to conduct fast tract evaluations of targeted programs and format for program evaluation. Mr. jjark_Milhpllen, Controller, and a facilitator for the budgeting process, gave a short recap of eight strategies for funding shortfall, (copy attached) Mrs, Estelle Matthis gave a summary of the goals and mission statement together with a budgeting. wrap-up on the program planning and ADJOURNMENT\nMr. seconded by Mr. unanimously. John Riggs moved that the meeting adjourn at T.-r.nj- - (Bill) Hamilton, and it carried Willie D. it 8:15, John lore, President Approved: Dr. Katherine Mitchell, SecretairyBoard of Directors Special Meeting September 9, 1993 Stephens Incentive School site - 309 points UAMS/DHS - 264 points 7th and Jones (Lumber Yard) - 211 points Discussion was held on the possibility for the use of the Stephens Building if the recommendation of the committee was not approved. Mr. Jackson moved that the Board approve the recommendation from the Site Selection Committee by locating the new school at the Stephens School's present location. The motion was seconded by Mr. Willie D. Hamilton, and it carried unanimously. The Board called for a break at 6:40 p.m. and resumed at 7:10 p.m. LONG-RANGE GOALS/MISSION STATEMENT Dr. Henry Williams gave an overview of his concern for strategic planning. He stated he had requested that a committee be put together to review and revise the goals and mission statement for the District. This committee was made up of community people, staff, and Board members. Dr. session. Katherine Mitchell reported on the pre-goal setting She stated the groups began their meeting in open session and were placed in small groups. The six highest goals from each group were chosen to work with. The groups were facilitated by Donita Hudspeth, Sterling Ingram and Dennis Glasgow. Mr. Dorsey Jackson expressed his thanks to the administrative staff, community people, classroom teachers, Joshua Intervenors, PTA and Mr. Bill Mooney of ODM Office for their work on the goals and mission statement. Mr. Dennis Glasgow expressed his thanks to the group and served as a facilitator. He explained that the group had used the nominal group technique in establishing a mission statement and the goals. Mr. Glasgow reviewed the proposed mission statement and goals with the audience. After questions were answered, Hamilton moved that the Board accept the preliminary mission Mr. statement and goals as presented by the committee. accepted by Ms. Pat Gee and it carried unanimously, preliminary Mission Statement and Goals is attached. The motion was A copy of the Mr. Sterling Ingram a facilitator on the discussion of the Desegregation Program gave a report. He discussed a need to identify program modification or development\nreview and provide guidance to proportional allocations formulas\nrelated establishment of written priorities\nand identify any additional programs for \"Fast Track\" evaluation. Mr. Ingram distributedLITTLE ROCK SCHOOL DISTRICT GOALS 1. Implement Integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 2. Develop and maintain a staff that is well-trained and motivated. 3. The Little Rock School Board, administration, staff, and students will demonstrate In their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. Provide a safe and orderly climate that is conducive to learning for all students. 6. Ensure that equity occurs in all phases of school activities ^nd operations.LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, Integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills In problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education.3.2.8 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 30, 1993 MEMORANDUM TO: Program Managers, Directors, and Supervisors FROM: .style Matthis, Interim 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 business1. 2 . 3. 4. 5. 6, 7. 8. STRATEGIES FOR FUNDING SHORTFALLS Effectively implement the program planning and budgeting process. Pursue receipt of additional local dollars through lobbying techniques and/or grant writing. Vigorously pursue federal dollars, especially through a team approach composed of the new grant writer and/or other selected individuals. Examine thoroughly millage question and make appropriate decisions. Explore possibility of program consolidation and different delivery of current programs and systems. Consider options on efficient use of all our physical plants - expansion/closure/modification. Conduct energy audits and evaluate data generated from that process. Conduct transportation study to utilization of transportation system. achieve effective3.3 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas September 21, 1993 To: From: Re: Marjorie Bassa, Planning, Research \u0026amp; Evaluation Jeanette Wagner^irector of Communications 1993/94 Community Forums The Community' Forums have been set for the following dates at the foUowdng locations: Monday, October 11 - Cloverdale Elementary Tuesday, October 26 - Parkview Arts and Sciences Magnet High Wednesday, November 10 - Bale Elementary Tuesday, November 16 - Forest Heights Junior High Tuesday, November 30 - Rockefeller Incentive School After reading the document you prepared on the \"Steps to Planning Forums Meetings,\" I began to separate out the actions and tried to hst those who might be responsible for them. Let me know if you have any problems with the division of labor, so to speak. Dept, of Communications: 1. Acquire school locations for forums (seating for 90-100). 2. Prepare postcards announcing the forum dates and times 3. Prepare news release for Central Arkansas media 4. Write and send 30 second PSA to TV/radio stations 5. /urange for any sound equipment needed for forums 6. Prepare sign-in sheets for forums 7. Arrange for Security personnel for forums Dept, of Planning, Research and Evaluation 1. Prepare minutes of planning meeting 2. Prepare agenda for forums 2, Prepare survey or method of written input from community 3. Prepare matrix or report of written input for superintendent 2 case is enclosed for your review. You will receive 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. All Employment Contracts Student Assignment Process Construction of Stephens Outsourcing Support Services 5. 6. 1. 8. 9. 10. 11. Special Education Vocational Education Academic Progress Incentive Grant Academic Support Program Library Media Services Resurvey Requirement Lucy Lyon Brady Gadberry Estelle Matthis Doug Eaton/John Riggs Doug Eaton/Charlie Neal Coopers and Lybrand Patty Kohler Carol Green Margaret Gremillion/Larry Robertson Leon Adams Early Retirement Incentive Program Substitute Teachers Mark Milhollen/Brady Gadberry LRSD/LRCTA 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. /Iks3,4.1 LITTLE ROCK SCHOOL DISTRICT/CITY OF LITTLE ROCK COLLABORATIVE EFFORTS AGENDA September 15, 1993 - 1:30 p.m. Overview of Desegregation Plan Jeriy Matone Legal Adviser Linkages - LRSD Desegregation Plan and Future Little Rock Plans................. ..................................................Sterling Ingram Director of Planning/Research/Evaluation Financial Implications .......................Mark Milhollen Director of Financial Services Remarks LRSD Board of Directors LR City Board of Directors(WEOEOIEJn 3.4 Alls 0 - 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date: August 5, 1993 To: Jeanette Wagner, Director of Communications From: Sterling Ingram/ irector Planning, Research and Evaluation Re: Program Planning and Budgeting Tasks Attached is a copy of the Planning and Budgeting document which was submitted to the court on July 29, 1993 . Although the document has not been approved, I expect the basic framework will not be changed. On page 3 of Attachment 4, you will find that Community Forums and District Dialogue sessions will be conducted as part of the needs assessment process. You have been identified as one of the persons responsible for this task. Please plan for three area school forums instead of one for a total of five community forums, an addition that the Board wanted. This was As the lead planning person for the planning and budgeting process, I am reguesting that as you make plans for the 1993-94 school year, please include the necessary strategies, timelines, etc. in your management plan which will be included in the budget document. bjg cc: Estelle Matthis Jerry MaloneCITY OF LITTLE ROCK-LRSD LINKAGE FUTURE LITTLE ROCK EDUCATIONAL TASK FORCE RECOMMENDATIONS The City of Little Rock will: #1 - create and coordinate network of early childhood services. #2 - develop a strategic plan for determining the resources needed to develop a World Class Work force in the city. LRSD DESEGREGATION COMPONENTS # 1 - Early Childhood Education - HIPPY (Home Instruction Program for Preschool Youngsters) - Four-Year-Old Program - CARE - Breakfast Program #2 - Vocational Education - JTPA (Job Training Partnership Act)GOALS FOR LITTLE ROCK A NEW FOCUS FOR CHANGE COMMUNITY AND RACIAL DIVERSITY * L.R. Race Relations Committee  Annual Race Relations Summit  Multicultural Events \u0026amp; Festivals COMMUNITY IMAGE ENHANCEMENT  Central High Museum CRIME PREVENTION AND PUBLIC SAFETY  Early Childhood Education * After School Programs * Mentoring  Fighting Back * New Futures * Insure the Children INTERVENTION * Neighborhood Drop-Off Center * Hearing Officer - Alternatives to Suspension TREATMENT * Treatment Program EDUCATION NEIGHBORHOOD REVITALIZATION * Early childhood education, mentoring, tutoring and intervention will be provided through neighborhood centers.CITY OF LITTLE ROCK-LRSD LINKAGE FUTURE LITTLE ROCK EDUCATIONAL TASK FORCE RECOMMENDATIONS The City of Little Rock will: #5 - work with the LRSD to review the school calendar to accommodate care and academic needs of children and their parents. #6 - establish an Educational Commission to carry out recommendations of Future Little Rock Education Task Force. LRSD DESEGREGATION COMPONENTS # 5 - Summer Learning Program - MPT Summer School - Incentive School Extended Year #6 - Joint Board Meetings of the Little Rock School District and the City of Little RockCITY OF LITTLE ROCK-LRSD LINKAGE FUTURE LITTLE ROCK EDUCATIONAL TASK FORCE RECOMMENDATIONS The City of Little Rock will: #3 - develop a human relations program with the objective of teaching children to function successfully in a safe learning environment. #4 - designate a LRSD administrator as Assistant Superintendent for Parent Activities. LRSD DESEGREGATION COMPONENTS # 3 - Safety and Security: The District Hearing Officer will develop plans to reduce the disparity of disciplinary actions. #4 - Associate Superintendent for Desegregation - VIPS (Volunteers in Public Schools) - Parent Involvement - Incentive School Mentor ProgramINSERVICE IMPLEMENTATION: DESEGREGATION PLAN PROGRAM PLANNING AND BUDGET DOCUMENT September 15, 1993 - 3 p.m. Opening Remarks . . . Margaret Gremillion Assistant Superintendent Budget Document ..................................................Sterling Ingram Director of Planning/Research/Evaluation Mission Statement/Tentative Goals .......... Estelle Matthis Interim Superintendent Desegregation Plan/School Operations Estelle Matthis 1993-94 Budget Allocations .......................Mark Milhollen Director of Financial Services Report Card Inservice Margaret Gremillion Other3.4.2 Little Rock School District Office of the Assistant Superintendents 810 West Markham Street Little Rock, AR 72201 September 13, 1993 TO\nAJl Principals FROM: Margaret Gremillion, Assistant Superintendent Larry S. Robertson, Assistant Superintendent SUBJECT: Cluster Meeting Dates Please mark your calendar for the following meeting dates: 1. Wednesday, September 15 - 3:00 p.m. Elementary principals and assistants - Gremillions Cluster *2. Thursday, September 16 - 1:30 p.m. Junior high principals 3. Thursday, September 16 - 3:00 p.m. Elementary' principals and assistants - Robertsons Cluster *4. Friday, September 17 - 9:30 a.m. Senior high principals ^Secondary assistants will be scheduled at a later date. All meetings will be held in the Board Room. Mrs. Matthis will make a presentation to all clusters starting at the designated time on the School Operations Section of the Desegregation Plan. Elementarj' principals will receive a sample of the report card and fact sheet to disseminate to their staffs. Thank you for giving this your attention. /laj cc: Estelle Matthis, Interim Superintendent Dennis Glasgow, Interim Associate Superintendent - CurriculumINSERVICE IMPLEMENTATION: DESEGREGATION PLAN PROGRAM PLANNING AND BUDGET DOCUMENT Junior High Principals - September 16, 1993 - 1:30 p.m. Senior High Principals - September 17, 1993 - 9:30 a.m. Opening Remarks .......... Estelle Matthis Interim Superintendent Budget Document ..................................................Sterling Ingram Director of Planning/Research/Evaluation Mission Statement/Tentative Goals Estelle Matthis Desegregation Plan/School Operations Estelle Matthis 1993-94 Budget Allocations .......................Mark Milhollen Director of Financial Services OtherINSERVICE IMPLEMENTATION: DESEGREGATION PLAN PROGRAM PLANNING AND BUDGET DOCUMENT September 16, 1993 - 3 p.m. Opening Remarks ............. Larry Robertson Assistant Superintendent Budget Document ..................................................Sterling Ingram Director of Planning/Research/Evaluation Mission Statement/Tentative Goals Estelle Matthis Desegregation Plan/School Operations Estelle Matthis 1993-94 Budget Allocations .......................Mark Milhollen Director of Financial Services Report Card Inservice .......... Alice Stovall Director of Reading Judy Teeter Reading Specialist Other Larry Robertsonactions undertaken in a program which accomplishment of the objective. contributes to the intermediate steps, A strategy is a combination of and produces a distinct end product intermediate processes which only support other strategies. - not These end products should be measurable or quantifiable where possible, showing how the objective is to be achieved. have at least one strategy, but may have several. Each objective must Evaluation Criteria. Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable levels products should be measurable of performance for the product. These end showing how the objective or strategy is or quantifiable where possible. criteria should measure. to be achieved. The if possible. the relative impact of the results on the problem which the objective or strategy is designed to solve. If a strategy or objective cannot be measured in terms of impact, the measurement can be stated in terms of the level (or volume) of strategy provided and/or the number of persons served. Each strategy must have at least one evaluation criteria, but may have several.DEFINITIONS A 3.4.2 CONCPT04 REVISED 02 SEP 93 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS TERM DEFINITIONS. The following definitions are provided for general guidance, and will be used throughout the Program Planning and Budgeting Process. Program. A program is composed of a group or series an established plan of of operation, related activities which carried out to serve a specific area of identified need. are IS a major undertaking by the district executive, and/or legal requirements. to fulfill A program statutory. methods of implementing goals and objectives. Programs are the district's Programs will be a basis for work progress and fiscal reporting and monitoring. Program Description. Generally, program descriptions do not currently exist on most programs, and will have to be written, program description should include at least three parts: A - Purpose. A one or two sentence statement of what the program is designed to accomplish. Scope and Content. A general description of the activities that are to be undertaken to achieve the purpose. description program. This of section the might also administrative include structure a ] of brief the Participants/Beneficiaries. A specific statement of how many and what kind of persons will be affected by the program during one fiscal year. Program Goal. A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition{s) of the specific program. It is a'general and enduring statement of purpose that expresses the district's fundamental intentions and provides guidelines for planning the future development of the program. What is the program trying to accomplish? must have at least one goal, but may have several. Each program Objectives. Program objectives present explicitly the desired impact the program should have on a problem. detail to the goals. They should provide They tell in specific, measurable terms what is to be accomplished to implement adopted goals. statement should: The objective (A) tell what is to be achieved\n(B) tell when the achievement is to be realized\n(C) tell how the achievement of the objective will be measured. least one objective, but may have several. Each program goal must have at Strategies. Strategies are the jobs. tasks, efforts, oror more district goals. If more than one district goal, the appropriate district goals should be listed in descending priority order. District goals will be established by. the Board. element should be a static field\nyear. This it should not change during the Program Goal. placed in this field, but may have several. The program goal, as defined above, must be sequentially. Each program must have at least one goal. Each goal should be numbered and listed not change during the year. This element should be a static field\nit should Plan Reference. Specific plan and page references will be listed in this section for those programs directly cited in one of the desegregation plans. L= InterDistrict Plan. LRSD Desegregation Plan. The format should be L23 or 113-20. 1 = This element will be left blank if the program is not directly cited in one of the desegregation plans. This element should be a static field\nit should not change during the year, unless by Court Order. FY Program Budget. The total budgeted dollars appropriate fiscal year will be shown in this element. for the The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This FTE. This element reflects the Full Time Equivalents (FTE) budgeted for this program (at the program code level). The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year. element will change only if the budget changes. This lst/2nd/3rd/4th Qtr Expend. quarter will be entered into the appropriate The actual expenditures for each quarterly reporting process. field during the Financial Services will provide the information, but the Primary Leader is responsible for entering the information onto the form. Once entered. remain static unless an error is detected. these fields should YTD Expenditures. actual expenditures at the program level. This field is the year-to-date total of departments with expenditures against this program. This will include all Financial Services will provide the information once each quarter is closed, but the Primary Leader is responsible for entering the information onto the form. unless an error is detected. Once entered, these fields should remain static Related Function Codes. This field identifies all function- level accounting codes which combine to make the complete program budget. Each program will have at least one function code, but may have several. with one space between them. Each four digit code should be listed sequentiallyDEFINITIONS B PROGRAM PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. Each program will have one of these cover pages. Extensive program narrative will carry-over onto a second page. The form is set up on diskette to allow for this carry-over, so you do not have to get everything on one page. Program Seq #. Each program will be sequence number by the district planner. assigned a unique The purpose of this sequence number is to establish a reference for placing programs in order within assembled, the planning document. When the document IS programs are arranged in this sequence. The program sequence number will help facilitate look-up since there is front-to-back page numbering. no field\nit should not change during the year. This element should be a static Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at performance reporting. least quarterly with As a minimum, the regular Program Name. The district planner established name of the program in this field. will place the Name consistency will eliminate confusion, so try to use the designated name on all documents. change during the year. This element should be a static field\nit should not Program Code. link budget and expenditures This is a unique accounting code which will to the associated program. The code will be assigned by Financial Services prior to the beginning of each fiscal year, and all expenditures during the year should use this program code. should not change during the year. This element should be a static field\nit Primary Leader. The Primary Leader is the cabinet-level associate responsible for the management and operation of this program. This person should have the authority to ensure all necessary actions are taken to make the program successful. This person is responsible for the correctness and timeliness of the planning document and all subsequent reporting. Secondary Leader. The Secondary Leader is the associate who is back-up to the Primary, and will function in that capacity in the absence of the Primary. Program Description. above, must be placed in this field. The program description. as defined static field\nit should not change during the year. This element should be a District Goal Support. Each program must directly support oneWording not taken from a desegregation plan be in bold face within parentheses. or-court order should least one objective, but may have Each program goal must have at several. should allow for all supporting strategies, should be numbered sequential!v unrtpr Spacing between Strategies. sequentially under each goal. Objectives the related objective. Wording not taken from List all of the strategies required to Strategies should be listed in bold face, desegregation plan or court order should within parentheses.  satisfy a be in bold face witnin parentheses. Each objective must have at strategy, but may have several. least one numbered sequentially under each object! ve. Strategies should be Beginning Date. This is the actual date this p^..i^.lo_ the fniiA ' t consistency, all dates should be entered in format\nMM/DD/YY, 07/22/93. If an activity has no? activity began. This particular . ---- 07/22/93. stated yet, leave this field blank. Completion Date, activity was completed. This IS the actual date this particular . - For consistency, entered the following format\ni j activity has been started but not completed, on the percent of completion (75%). started, leave this field blank. in MM/DD/YY, all dates should be 07/22/93. If an give your best guess If the activity has not Responsibility. This is the name nponsioiuty. of the individual tasked with ensuring this activity is accomplished. Evaluation Criteria. for each strategy. List at least one evaluation criteria Include the specific measure of success. taken f-om a desegregation plan or court order should be in bold parentheses. Each evaluation criteria should be numbered to correspond to the appropriate strategy, and should be numbered sequentially under each strategy.DEFINITIONS C OBJECTIVE PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page . This is the relating to the the field. program\". sequential page number for all pages This number is automatically placed in Program Seq #. This should be the same number as program page. This number will link all objectives back to the major program. separate on the program Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at performance reporting. least quarterly with As a minimum, the regular The date on this page may be different from that on the program page since this objective page should change more frequently. Program Name. page. This name is This should be the same name as on the program a further link back to the major program. Including the name on this page prevents the need to refer back for the program name. Program Code. This should be the same code(s) as on the program page. This code(s) is a link back to the major program. Including the code(s) on this page prevents the need to refer back for the program code. Primary Leader. This should be the same person as on the program page. Including this name on this page prevents the need to refer back for the leader 's name. Secondary Leader. that name on the program page. This name will generally be the same as objectives, supporting objectives. the Secondary Leader may be However, if a program has several different for those Program Goal. program page in this field. Include only one of the program goals from the For each program goal listed on the program page, there will be at least one objective page. Plan Reference Page Number. Source references should be listed for each objective and strategy. If the objective or strategy is desegregation plan related, list the specific plan and page upon which this objective or strategy is found. If the objective or strategy is not related to a desegregation plan or Court Order, list whatever source was used. Each reference should be numbered to correspond to the appropriate strategy. Objectives. the program goal. List all of the objectives required to satisfy Objectives should be listed in bold face.LRSD HY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 I'logiaiii Seq Revistoo Dale: September 14, 1993 Ptogiain Name: i'lugrarn Cixlu: Primary Ixader Sccciutary Ixadcr: Pntgiajn (kal\nIr !i Plan Refeieiice Page Number Objectives Stralegies Begiiwing Dale Coniptelion Date Responsibility Evaluation Criteria-ram Scq i: i\u0026gt;ram Name: ..tain Code: Primary Leader -ram Description\nlicl Goal Support\nrain Oral: n References\nPnrgram Budget: Dl'xpcndiiurcs: t.ited Punction Codes: Ist Qir Expend: 2rxl Qtr Expend\nLRSD rv 93-94 PROGRAM BUDGHI DOCUMENT Sccotxlary Ixadcr 3rtl Qir Expcixi: 4th Qtr Expend: Page\n 1 Revision Date\nSeptcniler 14. 1993 PTE3.4.3 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: September 20, 1993 To: Principals and Selected Central Office Administrators From: Sterling Ingram, Director' Subject: Program Budget Document Inservice As discussed in the Implementation Desegregation Plan- Program Planning and Budget Document sessions, a training session for completing the Program Budget Document (PBD) is scheduled for Thursday, September 23, 1993, in the Board Room at 1:30 p.m. You should designate the person to attend this session who will input evidence into the computer for your school. If you have questions, contact Dr. Marjorie Bassa at 3242120. drgProgrnn Scq Hz Progf .Tfl* Nome: Il ogram Ctxte: Pl (\u0026gt;gi\nHn Goal: Plan Reference Page Nijrlxr LRSD FY 93-94 PROGRAM BUDGET DOCUKCHT Primary Leader: Secondary leader: The intent of the school operations goal is to provide equitable educational opporti\u0026gt;iitics for all students in the LRSD. Objectives Strategics Beginning Date Couplet ion Date Page: 2 Revision Date: ResponsibiIity Scptrinbcr 1993 Evaluation Criteria I I. Page 30 1. To ensure an organizational structure wtn'ch provides equal opportunity and access for parents, students and staff. 1. To review organizatiorwl structure in schools and central office to ensure sufficient support for students and staff success and for the inplementation of the desegregation plan. (July 1. 1993) (June 30, 1994) (Principals,, Assistant Supts., Assoc. Supt. 1. Sufficient program personnel are in place to meet the needs of all students in the program os measured by the monitoring instrunent.. 1. (Satisfactory complianc* with the Education Equity Monitoring Document) 1.1 Page 30 1.1 Appoint school-based biracial comittees to monitor iirplemcntation and July 1, 1993 June 30, 1994 data. (Report to faculty) Principals, Assistant Stpts. I 1.2 Page 30 1.3 Page 30 2. Page 30 I : 2.1 Page 30 I 1.2 A district-wide biracial conmittee will monitor district-wide desegregation efforts and data and (report to Board) 1.3 Establish a reporting system. 2. To provide inservice to raise staff awarcness/cxpectations of equity corxrcrns for stixicnts. 2.1 Inservice cycles for existing arxi rx?w staff including: a. teacher expectations b. workirtg with parents c. at-risk youth d. learning styles July 1, 1993 July 1. 1993 July 1, 1993 Jtrx: 30. 1994 June 30, 1994 Ju-K? 30. 1994 1. School-level docunentation of qwrterly meetings (minutes, rosters: Assoc. Sipt. of Educational Programs, Assoc. Sept, for Desegregation Associate Supts., Assistant Supts. Local schools. Staff Development, Conmunicat ions Dept., Staff Development, Academic Support) Appropriate Associate Septs., arid Staff Developnent 1.2 Report from the monitoring of the biracial conmittee to the Board 1.3 Monitorir\u0026gt;g reports district-wide biracial ctwni t tees 2. Results of school climate survey 2. (Random survey results from Staff Oevelopncnt) 2.1 Roster of teachers/pnrt icipating staf f 2.1 Evaluation of insorvic- segments by participants3.5 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: September 23, 1993 To: From: Through: Board of Directors Sterling Ingra^^Director Planning, Research and Evaluation\nV'Estelle Matthis, Interim Superintendent Re: Program Planning and Budgeting Process Attached is a preliminary copy of the Program Budget Document for the School Operations section. language is identified in bold type. language is displayed parenthetically. Original Clarifying Schools were requested to provide evidence of completion or status after the end of each quarter as indicated in the Program Planning and Budgeting document. I am available for questions. bjgLITTLE ROCK SCHOOL DISTRICT MONITORING AND REPORTING OPERATIONS FLOW Aasistant Suparintandanta Maatar Diakatta Planning, Raaaarch and Evaluation FInancial Sarvloaa School Oparatlona Program Dlakattaa A A Master Dlakstts Financial Information Schools Other Program Managers V V Quarterly ReportProgran Seq *: ProgroM Maae: School Operations Prograa Code: Prieary Leader: Progran Description: LRSD FY 93*94 PROGRAM BUDGET DOCUMENT Secondary Leader: Page: 1 Revision Date: September 23, 1993 District Goal St^iport: Prograe Goal: Ensure that equity occurs in all phases of school activities and operations. The intent of the school operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan References\nFY Prograe Budget\nTTP Expenditures\nRelated Fuiction Codes\n1st Qtr Expend\n2nd Qtr Expend: 3rd Qtr Expend\n4th Qtr Expend\nPrograa Seq f: Prograa Naae: School Operations Progri Code: Prograa Goal: Plan Reference Page Mtaber 1. Page 30 1.1 Page 30 1.2 Page 30 1.3 Page 30 2. Page 30 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Secondary Leader: The intent of the school operatiora goal is to provide equitable educational opportmities for all students in the LRSD. Objectives Strategies Begiming Date Coapletion Date Page: 2 Revision Date: Responsibility Septentier 23, 1993 Evaluation Criteria 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and staff. 1. To review organizational structure in schools and central office to ensure sufficient s(\u0026lt;]port for students and staff success and for the iapleaentation of the desegregation plan. 1.1 Appoint school-based biracial coHsittees to snnitor iaplcaentation and data. (Report to faculty) 1.2 A district-wide biracial coanittee will annitor district-wide desegregation efforts and data and (report to Board) 1.3 Establish a reporting systea. 2. To provide inservice to raise staff auareness/expectations of equity concerns for students. (July 1, 1993) (June 30, 1994) (Principals,, Assistant Supts., Assoc. Supt.) 1. (Sufficient program personnel are in place to meet the needs of all students in the program as measured by the monitoring instrunent) 1. (Satisfactory compliance with the Education Equity Monitoring Docunent) 1.1 Survey of staff  patrons July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jme 30, 1994 June 30, 1994 June 30, 1994 Jisie 30, 1994 Principals, Assistant Supts. Assoc. Si^xt. of Educational PrograsB, Assoc, sigyt. for Desegregation Associate S^\u0026gt;ts., Assistant Si\u0026lt;\u0026gt;ts. (Local schools, Staff Development, Communications Dept., Staff Development, Academic Support) 1.1 School-level docuaentation of quarterly meetings (minutes, rosters) 1.2 Report of the biracial coanittee 1.2 (Report from the monitoring of the biracial coninittee to the Board) 1.3 Honitoring reports district-wide biracial coanittees 2. Results of school climate survey 2. (Random survey results from Staff Development)Page: 3 ProgroB Seq f: Revision Date: September 23, 1993 Prograa NasK: School Operations Progri Code: Priaary Leader: Secondary Leader: Program Goal: The intent of the school operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Hiaber 2.1 Page 30 1. (cont'd) 3. Page 30 3.1 Page 30 4. Page 30 Objectives Strategies Begiming Date Coapletfon Date Responsibility Evaluation Criteria 2.1 Inservice cycles for existing ard rww staff including: a. teacher expectatiorm b. working with parents c. at-risk youth d. learning styles 3. To provide programs which raise parental awareness of district structure, policy, and programs and ways to access them. 3. (Programs which demonstrate high quality of parent involvement) 3.1 Mini-seminars at PTA ametinga ard in the coamunity. 3.1 (Evidence of quality programs presented to parents.) 4. To Bionitor school standards to ensure high quality education for all students. July 1, 1993 July 1. 1993 (July 1. 1993) July 1. 1993 July 1. 1993 Jine 30. 1994 Jme 30. 1994 (June 30, 1994) Jme 30. 1994 Jine 30. 1994 Appropriate Associate Si^s.. and Staff Develofxaent (Comruni cat ions Dept.. Staff Development, and Academic Support) District staff PTA Council (local and area) 2.1 Roster of tcachers/participating staff Data-based iaproveamt in targeted stud^ schools 2.1 (Evaluation of inservice segments by participants) 3. Roster of attendance 3.1 Calendar showing prograam held 3.1 (Calendar showing roster of participants and evaluation form) 3.1 (Evidence of parent participation\nincrease in nurber of parents involved in school activities including VIPS, PTA, Parent Forums\nand increase in student achievement date\nand increase in nunber of students above the NCE on Stanford 6 and Abacus)Page: 4 Prograa Seq *: Revision Date: Septeflber 23, 1993 Progn Kaae: School Operations Prograa Code: Priaery Leader: Secondary Leader: Prograa Goal: The intent of the school operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page lhad\u0026gt;er 4.1 Page 30 4.2 Page 30 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. (cont'd) 4.1 Review data July b 1993 Jme 30, 1994 4.1 (List data, achievement, discipline, promotion, retention, increase or decrease of white students, rxnber above and below state reference point to assess strengths, needs, and strategies.) 4.2. School aonitoring visits July 1, 1993 Jine 30, 1994 Associate Principals, Assistant Si\u0026lt;\u0026gt;ts. Plaming, Research, and Evaluation 4.1 Calenders of visits 4.1 (Staff, facilities, climate, adninistration, organization, and achievement levels) 4.2 Monitoring reports 4.2 (Staff Climate Survey)Prograa Seq *: Prograa Naae: School Operationa Progri Code: Prograa Goal: Plan Reference Page Rudier 2. Page 31 1.1 Page 31 1.2 Page 31 2. Page 31 LRSD FY 93*94 PROGRAM BUDGET DOCUMENT Priiary Leader: Secondary Leader: The Intent of the School Operationa goal is to provide equitable educational opportunities for all students in the LRSD. Objectives Strategies Beginning Date Completion Date Page: 5 Revision Date: Responsibility Septeffijer 23, 1993 Evaluation Criteria 2. To provide a climate in each school which is besed on the belief and expectation that all children can learn ar^ to provide resources necessary to stpport that belief. 2. (To work with teachers and principals to ^velop a positive school climate) 1. Provide education to staff and patrons regarding school culture and positive school climate. 1.1 PTA Board and general meetings to have educational coaponents regarding climate and expectations. 1.1 (LRSD expectations, teacher-designed instrunent, clarify what kind of expectations--achievement, behavior, attendance) 1.2 Use of cable Channel 4 to carry brief messages to staff regarding expectations, working with at-risk and disadvantaged students, and creating positive clisBte. 1.2 (Clarify performance expectations, such as behavior enphasis on students falling below) 2. Monitor school cliamte and resource allocation. 2. (Review of annual school plan) July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 June 30. 1994 June 30. 1994 Jtne 30. 1994 Jisa 30. 1994 (Principals, Teachers, Assistant Supts.) District personnel as designated by the Associate Sipt. (Principals, Teachers, Staff Development, Conmunications Office) 1. Utilization of the school clisBte survey 1. (Results of school climate survey report) 1.1 J^endas of aeetings Measurable iaprovesKnts in individual sdKwl cliaates (1.1 Agendas of meetings and evidence of results of school climate survey report) 1.2 (Assessing performance of the school principal)Page: 6 Progri Seq #: Revision Date: September 23, 1993 Prograa Maae: School Operations Prograa Code: Priaary Leader: Secondary Leader: Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Miatoer 2.1 Page 31 2.2 Page 31 2.3 Page 31 3. Page 31 3.1 Page 31 Objectives Strategies Begiming Date Coagiletion Date Responsibility Evaluation Criteria 2. (cont'd) 2.1 Monitor facility, staff anrale, student achieveamnt, status of media center books, and materials. 2.1 (Assess staff morale, student achievement, etc.) 2.2 Enhance equipment, stgjplies, and materials in buildings. 2.2 (Provide resources) 2.3 Provide staff developamnt and intervention plans m neiaded. 2.3 (To provide staff development to meet the instructional needs of principals, teachers, and all levels of staff) 3. To work with schools to help them desist programs which meet the specific needs of their students. 3. (Assist teachers and principals in the development of individual programs which address learning needs of students) 3.1 Provide resource assistance to school staffs. 3.1 (Provide resources, both human and financial, to teachers and principals in the development of educational programs) July 1. 1993 July 1, 1993 July 1, 1993 (July 1, 1993) July 1, 1993 Jisa 30, Jine 30, Jue 30, 1994 1994 1994 (June 30, 1994) Jme 30, 1994 Assistant SlfltS., Principals, Media Si\u0026lt;iervisor Assistant St\u0026lt;its., Principals, Media SiRjervisor (Curriculun Supervisors) Assistant Starts., Principals, Media Supervisor, Identified District Staff (Staff Development) (Associate Supt., Assistant Supts., Curriculum Supvs., Staff Development) Educational Prograae (Associate Supt., Principals) 2.1 Reports of Supervisors, Assistant Supts. 2.2 (Improvement 1n the climate and environment and kinds of materials that are available) 2.3 Staff Development rosters 2.3 (Kinds of staff development programs developed for needs) 2.3 Quality of education survey results 3. (Evidence of implementation of Desegregation Plan and School Improvement Plan) 3.1 Caaf\u0026gt;letian of prograai designPage: 7 ProgrMi Seq f: Revision Date: September 23, 1993 Progroi Maae: School Operations Prograa Code: Prinary Leader: Secondary Leeder: Prograa Goal: The Intent of the School Operations goal 1s to provide equitable educational opportmities for all students 1n the LRSD. Plan Reference Page Riaber 3.2 Page 31 3.3 Page 31 4. Page 32 4.1 Page 32 4.2 Page 32 Objectives Strategies Beginning Date Coag\u0026gt;letion Date Responsibility Evaluation Criteria 2. (cont'd) 3.2 Provide planning time and formats to school staffs) 3.3 Develop school profiles which show coa^lete data pictures. Set goals for iafx'ovement. 4. Establish a program to familiarize parents with school expectations and to build a partnership with them. 4.1 Share schools' objectives, discipline policy, standards for testing, placing, and proanting students. 4.1 (At the beginning of school, do an annual school letter that shares policies and objectives) 4.2 Involve parents as full partners In planning at schools for students' growth and success. July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jisie 30, 1994 Jine 30, 199( Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 Associate S^\u0026gt;t. for Educational Programs, Principals, School Principals and Staffs (Planning, Research, and Evaluation\nData Processing) (Asst. Supts., Principals, Media Supv.) Principals, Staffs Principals, Staff, PTA Board, Patrons 3.2 School profiles and Bonltored building plans 3.3 (Completed document) 4.1 Development of and sharing of school-based objectives, discipline policies, etc. 4.2 Statistical improveaent In student behavior and achieveaient Prograa Seq f: ProgrsB Nssk: School Operations Prograa Code: Prograa Goal: Plan Reference Page Hiaber 3. Page 33 1.1 Page 33 1.2 Page 33 2. Page 33 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Secondary Leader\nThe intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Objectives Strategies Beginning Date Coagiletion Date Page: 8 Revision Date: Responsibility Septenber 23, 1993 Evaluation Criteria 3. To develop and iapleaent policies Uiich influence school climate and iiqx'ove discipline and student attendant while also meeting individual student needs and learning styles. 3. (Design and put into place programs which improve school climate and improve discipline and student attendance while also meeting individual student needs and learning styles) 1. Provide inservice training to district personnet on discipline in a desegregated setting. 1. (Focus on how to use techniques that foster positive student behavior in a desegregated setting) 1.1 Conduct inservice training on discipline manageaRnt in all local schools. 1.1 (Conduct inservice on an ongoing basis on positive discipline management in all local schools) 1.2 Provide follow-(4\u0026gt; training for new staff on a regular bMis. 1.2 (Provide ongoing training for all staff) 2. Provide inservice to district personnel on behavioral styles and learning styles of students with divergent bactcgromds. 2. (Conduct inservice on an ongoing basis on positive discipline management in all local schools) (July 1, 1993) As needed (July 1, 1993) July 1, 1993 (July 1, 1993) (June 30, 1994) (June 30, 1994) June 30, 1994 (June 30, 1994) (Principals, Parents, Staff Development, Student Hearing Officer) Director of P(B\u0026gt;il Services, BuiIding Principals, Assistant Sipts. (Student Hearing Officer) Bui Iding Principals, Director of Pi\u0026lt;\u0026gt;il Services (Student Hearing Officer) (Director of Pupil Services, BuiIding Principals, Asst. Supts., Student Hearing Officer) 1. (Comparative data annual school report for student attendance and student martagement quarterly reports) 1. (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) 1.1 (Rosters of meetings) 1.1 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) 1.2 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) 1.1 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions)Page: 9 Prograa Seq *: Keviaion Date: Septefrtber 23, 1993 Prograa Maae: School Operationa Prograa Code: Prinry Leader: Secondary Leader: Prograa Goal: The Intent of the School Operationa goal ia to provide equitable educational opportmitiea for all atudenta in the LRSD. Plan Reference Page Muad\u0026gt;er 2.1 Page 33 3. Page 33 Objectivea Strategiea Beginning Pate Coapletion Pate Reaponaibility Evaluation Criteria 3. (cont'd) 2.1 Provide training for school-based iiq\u0026gt;roveaent teem (to involve staff and parents uho Mill train staff at the school site with annual Mintenance). 2.1 (Provide ongoing training for staff to foster positive student behavior) 3. Provide a coaaiittee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy adainistration. 3. (Each school is to establish a conmittee to conduct quarterly reviews of attendance and discipline data to assess conpliance with the goat of equitable policy and policy adninistration. Condict and report results of quarterly reviews.) July 1, 1993 (July 1, 1993) Jme 30, 1994 (June 30, 1994) Associate Sipts., Staff Developaent, Identified Staff (Principals, Teachers, Hearing Officer, Data Processing)) (Principals, Teachers, Student Hearing Officer) 2.1 (Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. Should show an increase in the nuiber of students that acquire \"Vs\" and \"2'8\" in citizenship at the secondary level) 3. (Final report of the quarterly reviews)Page: 10 Progn Seq f: Revision Date: Septenber 23, 1993 Prograa Naae: School Operatiom Program Code: Priaary Leader: Secondary Leader\nProgram Goal: The intent of the School Operationa goal is to provide equitable educational opportuiities for alt studaita tn the LRSD. E Plan Reference Page Rudier 3.1 Page 33 3.2 Page 33 3.3 Page 33 4. Page 33 Objectives Strategies Beginning Date Coag\u0026gt;letion Date Responaibility Evaluation Criteria 3. (cont'd) 3.1 Coamittee and subcoamittee to include principals, staff, patrons, students (on the secondary level) and at Icmst one (1) Board mraber to review data and recoamend andifications to aeet students' needs and district needs. 3.1 (Establish a district-wide committee to review the local school committee reports which should include attendance, discipline data interventions by race and gender. The district-wide committee will report the results of the review to the Associate Supt. of Desegregation.) 3.2 Revise student handbooks as needed 3.2 (Update student handbooks annually to ensure continued compliance with district attendance and discipline policies) 3.3 The student hearing officer will be responsible for devaluing and monitoring plans to reduce the disparity of disciplinary actions. 3.3 (Use evidence of district-wide reports to provide guidance to local schools in formatting plans to reduce disparity of disciplinary actions) 4. Appoint Joint coamittee with PCSSO and NLRSO. 4. (. . .to establish a uniform attendance and discipline policy.) July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jine 30, 1994 Jme 30, 1994 Jine 30, 1994 Jim 30, 1994 Associate Si\u0026lt;its., Principals, Teachers, Director of Pupil Services (Hearing Officer, Desegregation Facilitator) (Principals, Teachers) (Asst. Supts., Teachers, Parents, Principals, Student Hearing Officer) (Associate Supt. for Desegregation) 3.1 (Formal report Identifying results of analysis of data received from local school conmittees about level of conpllance with district attendance and discipline policies) 3.2 (Student handbooks reflect conpliance with current district attendance and discipline policies) 3.3 (Analysis of quarterly reports in chart form to determine decrease in reported discipline sanctions) 4. (Evidence of a uniform discipline policy)Page: 11 Prograa Seq *: Revision Date: Septenber 23, 1993 Prograa Naae: School Operations Progri Code: Priaary Leader: Secondary Leader: Progri Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Mtadaer 4.1 Page 33 5. Page 34 5.1 Page 34 5.2 Page 34 6. Page 34 Objectives Strategies Beginning Pate Coag\u0026gt;letion Date Responsibility Evaluation Criteria 3. (cont'd) 4.1 Review attendance and disciplinary policies and consequences. 5. Put in place alternatives to suaperwion across the district with at least one such intervention to be placed at each school. 5.1 Develop school-based discipline plans to be reviewed at district level and to Include suspension alternatives. 5.2 Effectiveness of these alternatives to be regularly assessed. 6. Establish a school-based student discipline and attendance incentive systea at ea^ school. 6. (. . .as part of the annual school plan which should result in improved attendance and a decrease in disciplinary sanctions.) July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1. 1993 Jme 30, 1994 Jme 30, 1994 Jme 30, 1994 June 30, 1994 Jme 30, 1994 Associate Sights., appointed staff three school districts (use Tri-Pistrict Coaponent) (Principals, staff, Asst. Supts.) Assistant Su^s., Principals, School-based staffs (Principals, Staffs, Schoolbased Coiranittees, Assistant Supts., Hearing Officer) (Principals, Staffs, Schoolbased Committees 4.1 Review and revision of Tri-Pistrict attendance and disciplinary policies 5. (Review of suspensions report to determine decrease in out-of-school suspensions at individual schools) 5.1 (Submission to Asst. Supts. of school plans that identify alternatives to out-of-school suspensions) 5.2 Existence of alternative plan In each buiIding 5.2. (Submission to Asst. Supts. of school plans that identify alternatives to out-of-school suspensions\nevidence of decrease in out*of-school suspensions) 6. (Submission of annual school reports to the Asst. Supts. will give evidence of improvement and a decrease in the attendance and disciplinary sanctions)Pa9e: 12 Prograa Seq f: Revision Date: Septeniwr 23, 1993 Prograa Naae: School Operations Prograa Code: Primary Leader: Secondary Leader: Prograa Goal: The intent of the School Operations goal is to provide equitable educatioral opportmitiea for all students in the LRSD. Plan Reference Page Miafeer 6.1 Page 34 7. Page 34 7.1 Page 34 7.2 Page 34 Objectives Strategies Beginning Date_ Collation Date Responaibility Evaluation Criteria 3. (cont'd) 6.1 Review research and develop rewards program so that recognition and incentives will be individual to the school. 6.1 (The research will be reviewed anrHjally to determine revision needs of school incentive systems) 7. Provide comseling intervention for students with chronic disciplinary and/or attendance problems. 7.1 Activate discipUne/attendance Intervention teams at school. Mandate the pi^l I services team to do monitoring and involve the comsalor with students who have discipline/attendanca problems. 7.2 Involve parents in the team process regarding their children through meat1ngs/conferences. 7.2 (. . .about identified attendance and/or disciplinary problems) July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jme 30, 1994 June 30, 1994 Jme 30. 1994 Jww 30, 1994 Principals/ Staff, Assistant Starts., VIPS, Patrons (Pipil Services Team, Counselors, Parents) Principals, GuidanM Departments, Bui Iding Staffs, School Health Services Coordinator Principals, Parents, PTA Officers, PTA Corneil, Counselors, P4\u0026gt;il Services Tease, School Health Services 6.1 Statistic\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 "}],"pages":{"current_page":330,"next_page":331,"prev_page":329,"total_pages":3369,"limit_value":12,"offset_value":3948,"total_count":40428,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":307},{"value":"online exhibitions","hits":37},{"value":"teaching guides","hits":34},{"value":"timelines (chronologies)","hits":23},{"value":"bibliographies","hits":15},{"value":"worksheets","hits":5},{"value":"annotated bibliographies","hits":4},{"value":"study guides","hits":4},{"value":"learning modules","hits":3},{"value":"slide shows","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"Sound","hits":1050},{"value":"StillImage","hits":803},{"value":"MovingImage","hits":213},{"value":"Collection","hits":10},{"value":"InteractiveResource","hits":4}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Thurmond, Strom, 1902-2003","hits":2076},{"value":"Mississippi State Sovereignty Commission","hits":1425},{"value":"Newman, I. 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